• Day 6 Distance Learning March 25, 2020


    Overview: Read a story and write sentences about the beginning of the story.

    Estimated Time: Approximately 45 minutes

    Explanation: Students will read the story Enzo the Wonder Fish in the anthology text "Discover" on page 126. Before reading, take a peek at pages 124 and 125. There is a Table of Contents, and discuss what theme the next few stories will be about.  Then turn to the title page of Enzo the Wonderfish.  Take a picture walk, talk about what you think is happening in the story, make predictions and tell someone at home about your predictions.

    As students read, they should think about the boy and his family, they want a pet.  Think about your pets at home, or do you want a pet? How do you take care of your pets? What kind of responsibilities come with taking care of a pet? Talk with someone at home about your connections.

    After reading, think about what happened in the beginning of the story.  Complete the “Book Look Station, Retelling the Beginning” page in your Reading Response Journal. Write 2-3 first grade sentences about the beginning of the story. Draw a detailed picture too.

    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 poem to them. 


    • Preview the story by taking a picture walk, scan for word wall words we have practiced, identify any "tricky" words to practice ahead of time
    • Read through the story, pausing to discuss connections you have as you read.
    • Discuss: Talk to someone about making a text-to-self connection to this poem.  Did this remind you of your family, your pets?
    • Optional: Draw a picture of how you would train your pet!
    • Optional:  Read about the Author on page. 157

    Links: None available for this lesson



    Overview:  Students will produce an opinion writing piece that includes at least 3 reasons why or why not he/she likes rain.  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: “Do you like rain?  Why or why not?”. Students can think about rainy days.  What activities do they do?  Do they enjoy rainy days?  What are the positive things about rainy days?  Are there things you do not like about rainy days?  After students form an opinion about rainy days they will make their choice.   

    Students can introduce their opinion writing with a beginning sentence such as “Rainy days are so much fun!” or “Rainy days are not my favorite.” and end their writing with a closing sentence that restates their opinion.

    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!


    • Plan writing by brainstorming a list of reasons to support their opinion.
    • Write complete sentences about your opinion.
    • 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!



    Overview: Reading non-fiction science content and applying skills and content to complete a story

    Estimated Time: Approximately 30 minutes

    Explanation: Students will read the Scholastic News article “My Wild Weather Day”, continued from Day 4 Science plans from Monday, 3/23. As students read, they should think about any non-fiction text features we have learned about this year that can help them navigate this article. After reading and discussing the content, students will complete the third page of their “Science” packet titled “Wild Weather Day”.

    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.


    • Re-read the article “My Wild Weather Day” to refresh memory on the topic
    • Share some interesting facts you learned with someone
    • Turn to the third page of your “Science” packet
    • With a family member, read the paragraph and fill in the blanks with the clues given. Read aloud your paragraph and see how silly it sounds.
    • Optional- Have other family members fill in the blanks and see what kind of story they come up with.
    • Optional – Answer the comprehension questions on the last page of 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!


    Math: Flat and Solid Shapes; Shapes and Patterns

    Estimated Time for 5 Activities: Approximately 45 minutes

    Things to know:

    1. Sit with mom, dad, grandparent or guardian, or your brother or sister to practice identifying shapes.
    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: Identifying flat shapes

    Explanation:  Color the correct shape to match the shape word.


    1. Color the correct shape to match the shape word.


    Activity 2: Extra - Only complete if you want more practice. 

    Overview: Identifying and sorting flat and solid shapes

    Explanation:  Name and sort flat and solid shapes. f you don’t have a printer to cut out the pictures, go on a HOUSE HUNT.  Using real household items or magazines, find flat and solid shapes such as rectangles, triangles, squares, circles (flat shapes) or solid shapes such as spheres, rectangular prisms, cubes, trapezoids, etc. How are solid and flat shapes the same? How are they different?


    1. Cut out the given pictures and use them as cards.
    2. Mix up the cut out cards. Lay them flat on the table.
    3. Sort them into flat and solid shapes.
    4. Discuss how are they alike? How are they different?
    5. If you were to match a flat shape to a solid shape, which shapes would go together?


    Activity 3:

    Overview: Identifying, counting, and comparing flat shapes

    Explanation:  Identify, count, and compare flat shapes.


    1. Identify given flat shapes.
    2. Describe and write to tell how they are alike. How are they different?


    Activity 4: Problem Solving with Shapes:  Extra - Only complete if you want more practice. 

    Overview: Sorting flat shapes

    Explanation:  Sort flat shapes into two different groups


    1. Sort given flat shapes into two groups.
    2. Write to explain the two groups you sorted the shapes into and why.


    Activity 5:

    Overview: Shape Patterns

    Explanation:  You will compete a shape pattern by drawing the shape that comes next in a given pattern.


    1. Draw the shape or shapes that come next in the shape pattern.


    Please see below for our specials schedule and plans:


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