• Day 5 Distance Learning March 24, 2020

    Reading

    Overview: Read a poem and create a response with your opinion of the poem.

    Estimated Time: Approximately 45 minutes

    Explanation: Students will read the poem "Daddies" in the anthology text "Discover" on page 112. Before reading, think about what the poem could be about.  Look at the pictures.  How is this different than the other stories you have read?  Think about your dad or someone else special to you.  Talk with someone at home about what you are thinking and the predictions you have about the poem. 

    As students read, they should think about what the dads are doing in the poem.  Does your dad/special family member do any of these things with you?  These are connections.  Talk with someone at home about your connections.

    After reading and thinking about the poem, students will complete the “Poetry Response” that was emailed to you.  Students will fill in stars for how they would rate the poem.  One star means it wasn’t a great poem.  Five stars mean that it was a poem that I liked and could make connections to. Students can write sentences to tell why they gave the poem that rating.  Students can also draw a picture of what the poem made them think about.

    Things to Know: If this poem does not seem to be an appropriate level to read independently, students may read the text with an adult, or have an adult read the poem to them. 

    Tasks: 

    • Preview the poem by take a picture walk, scan for word wall words we have practiced, identify any "tricky" words to practice ahead of time
    • Read through the poem, pausing to discuss connections you have as you read.
    • Identify and record how many stars you would give the poem and why.
    • Discuss: Talk to someone about making a text-to-self connection to this poem.  Did this remind you of your dad or special family member?
    • Optional: Draw a picture of something you and your dad do together!
    • Optional:  Read Family Portraits on page 118.  Look at the different pictures of the families.  How are they the same?  How are they different?  Now draw a picture of your own family.  Give your picture a title.

    Links: None available for this lesson

     

    Writing

    Overview:  Students will produce an informative writing piece that includes at least 4 detail sentences to inform others in a “how to” writing.  The complete sentences should begin with a capital letter, end with correct punctuation, have good spacing, utilize neat handwriting, and use correct spelling of word wall words.

    Estimated Time:  Approximately 25 minutes

    Explanation:  Students will read the topic sentence: “How would you make a peanut butter and jelly sandwich?”  Students can list some of the materials they would need and draw pictures of each step to plan their writing piece.  Think about transition words like first, next, then, after that, finally, and last to use when writing.

    After students have developed a plan/list for their writing they can begin to write.  Students can write using their plans and the transition words first, next, then, after that, finally, and last.  Students can introduce the topic with a beginning sentence and end their writing with a closing sentence that states their opinion about the topic.  For example:  Peanut butter and jelly is so yummy!

    Things to know:  If this topic is too difficult for your child, please feel free to select an appropriate topic from the Writing Journal packet.  Encourage students to stretch words the best they can using vowel sounds and using known spelling patterns.  If students would prefer to make another type of sandwich or snack that is fine too!

    Tasks:

    • Plan writing by drawing pictures of each step in the “how to”.
    • Write complete sentences about your topic.
    • Use capital letters at the beginning of sentences and for proper nouns.
    • Use punctuation at the end of your writing.
    • Spell word wall words correctly.
    • Think about details to tell about your topic.
    • Be creative in your word choices.

    Links:  None available for this lesson.

     

    **BRAIN BREAK!!**

    Just like at school, you need a little break from learning to get your wiggles out! Take 15 minutes to move around a little bit. Ask mom or dad if you can play outside, stretch a little bit, or you can head to https://family.gonoodle.com/ and do some of the brain breaks we do in school!

     

    Social Studies

    Overview: Reading non-fiction social studies content and applying skills to answer comprehension questions

    Estimated Time: Approximately 20 minutes

    Explanation: Students will reread the Scholastic News article “Welcome to Ireland”. As students read, they will think about where they live.  Would you consider it a country or a city or something in between.   After rereading, students will complete the third page of their “Social Studies” packet titled “Country or City?”.

    Things to Know: If this story does not seem to be an appropriate level to read independently, students may read the text with an adult, or have an adult read the story to them. We have read several Scholastic News articles throughout the year, both together as a whole class and independently, so students will be familiar with the layout of these resources.

    Tasks:

    • Preview the article by: looking at pictures, reading the front cover title and small “blurb”, and reading headings throughout the article

    Links: If interested, you can find more information, activities, and videos on http://scholastic.com/sn1    password:  jamisonjet124 Just be sure not to work ahead on activities that are already in our packets!

     

    Day 5 Math: Addition Practice

     Estimated Time for 3 Activities: Approximately 30 minutes

     Things to know: 

    1. Sit with mom, dad, grandparent or guardian, or your brother or sister to practice.
    2. If you do not have the supplied worksheets or access to any of the worksheets, it is fine to create your own based off the supplied worksheets.
    3. More specific directions are provided on each sheet/activity that goes along with these lessons. I will send these sheets through email.

    Activity 1:

    Overview: Using a ten-frame to add to find how many in all.

    Explanation:  You will use a ten frame to find how many in all.

    Tasks:

    1. Use the ten-frame to help you add.
    2. Write the addition sentence to match.

     

    Activity 2:

    Overview: Using a ten-frame to tell how many

    Explanation:  You will create your own ten frame addition problem to find how many in all.

    Tasks:

    1. Create an addition sentence using a ten-frame to help you add.
    2. Write the addition sentence to match.

     

    Activity 3: Extra - Only complete if you want more practice.

    Overview: Using ten-frame number cards to play a game to compare or add numbers 1- 20

    Explanation:  You will use ten frame cards to play a game to compare identify and compare or add numbers 1-20.

    Tasks:

    1. Cut out the cards.
    2. Mix them up and hand them out to each player until they are gone.
    3. Each player turns over a card and identifies the number on the card represent by the ten-frame
    4. The person with the greater number wins.
    5. Game continues until one player has the most cards.
    6. Variation to practice adding: Each player can flip one card and the first person to tell the sum wins both cards. Player with the most cards wins!

     

    Please see below for our specials schedule and plans:

    https://www.cbsd.org/Page/47795

    Monday – Gym
    Tuesday – Music
    Wednesday – Library
    Thursday – Quest
    Friday - Art