First Grade Online Distance Learning Schedule 2019-2020

Week #2 - April 27-May 1, 2020

Date and Subject

VA SOL

Task Description

Video Link

Activity / Link

Encore

Monday

4/27/20

 

LANGUAGE ARTS

 

ESOL support

 

1.1d

I can make and confirm predictions.

 

Making Predictions: Watch the YouTube read aloud video of a story, pause when prompted, write prediction and tell a reason why. After finishing the story, tell an adult whether your prediction was or wasn’t correct.
Phonics: Watch Ms. Ita’s video about ai/ay word families. Do Phonics worksheet and/or write 3-5 ai/ay words and use it in a sentence.
Extension: Choose a book to read on Raz-kids/Epic and record a prediction before and during reading, then tell whether it was correct.

 

Read-Aloud:
What Do You Do With a Tail Like This?
by Steve Jenkins


Phonics: ai/ay Video

Making Predictions

If no printer is available, students can reference format and write on a blank sheet of paper or orally share their predictions.

 

Phonics Worksheet - ai/ay sound

 

Raz-Kids

 

 

 

 

ART

 

Please click on ART link for today’s activities.

Tuesday

4/28/20

 

MATH

1.7a, 1.7b

I can add numbers within 10.

Watch the Brainpopjr video on Basic Adding then do both quizzes.

 

Watch Missing addend story problem:

After watching the video, write 2 addition story problems- include number sentence & a strategy to solve.

Brainpopjr Basic Adding

 

Brainpopjr Basic Adding Easy quiz

 

Brainpopjr Basic Adding Hard quiz

 

 

Extension activities / links:

Dreambox

 

Combinations of 10

 

Addition Math facts song

 

How to Play Shake & Spill at Home

LIBRARY

 

Please click on LIBRARY link for today’s activities.


Wednesday

4/29/20

 

SCIENCE

1.7 a,b,c

I can draw and write to show what I know about changes in weather and seasons.

Watch the brain pop jr. videos about fall and winter. Take both quizzes about Fall and Winter. Draw a picture and write at least one sentence about each season.

 

Extension: Write an acrostic poem about your favorite season. example - Falling Amazing Lovely Leaves

 

 

Brainpopjr Fall

 

Brainpopjr Winter

 

Fall Easy Quiz

 

Fall Hard Quiz

 

Winter Easy Quiz

 

Winter Hard Quiz

 

 

SCIENCE

 

Please click on SCIENCE link for today’s activities.

Thursday

4/30/20

 

SOCIAL STUDIES

1.11

 

Watch the Statue of Liberty on brainpop jr, take the quiz, and write 3 facts about the State of Liberty.

 

Brainpopjr Statue of Liberty

 

Statue of Liberty Easy quiz

 

Statue of Liberty Hard quiz

SPANISH

Please click on SPANISH link for today’s activities.

Friday

5/1/20

 

NO CORE SUBJECTS just double ENCORE today.

 

 

 

Please go to PE and MUSIC link for today’s activity.

 

Go noodle video (optional)

 

Go Noodle

 

PE

and

MUSIC

 

Please click on PE and MUSIC link for today’s activity.

 


What can you work on at home with your child? 
Reading- You can read to your child or have them read to the. Have your child work on retelling stories orally and drawing/writing about our favorite parts of those stories. In addition you can work on making predictions and text to self connections as well as sequencing familiar stories.
Writing- The students can work on writing 3 page stories (focusing on the beginning, middle, and end). Have them work on adding details, spacing their words, using proper capitalization and punctuation skills, as well as spelling sight words correctly. You can have them write about their daily routine or write about something from their imagination.
Math- Have your child practice writing their numbers from 1-110. Have your child practice counting items in groups of tens and ones.  Also work on solving addition and subtraction problems with totals up to 20.  Lastly you can have your child practice their addition and subtractions that equal 10
Science/Social Studies- Talk with your child about the importance of taking care of the earth. Read books about recycling and you can even practice how to recycle at home.  Have your child write or draw about ways they can help take care of the Earth.

Sharing the Planet
March/April 2020

People Holding Hands Around The World.png


Transdisciplinary Theme
An inquiry into the rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Central Idea
Different types of resources affect how we live.

Lines of Inquiry
*  How do people change the earth?
*  How do we use resources responsibly?

Concepts
Change    *    Responsibility
What can you work on at home with your child? 
Reading- You can read to your child or have them read to the. Have your child work on retelling stories orally and drawing/writing about our favorite parts of those stories. In addition you can work on making predictions and text to self connections as well as sequencing familiar stories.

Writing- The students can work on writing 3 page stories (focusing on the beginning, middle, and end). Have them work on adding details, spacing their words, using proper capitalization and punctuation skills, as well as spelling sight words correctly. You can have them write about their daily routine or write about something from their imagination.
Math- Have your child practice writing their numbers from 1-110. Have your child practice counting items in groups of tens and ones.  Also work on solving addition and subtraction problems with totals up to 20.  Lastly you can have your child practice their addition and subtractions that equal 10.
Science/Social Studies- Talk with your child about the importance of taking care of the earth. Read books about recycling and you can even practice how to recycle at home.  Have your child write or draw about ways they can help take care of the Earth.


What can you work on at home with your child? 
Reading- You can read to your child or have them read to the. Have your child work on retelling stories orally and drawing/writing about our favorite parts of those stories. In addition you can work on making predictions and text to self connections as well as sequencing familiar stories.

Writing- The students can work on writing 3 page stories (focusing on the beginning, middle, and end). Have them work on adding details, spacing their words, using proper capitalization and punctuation skills, as well as spelling sight words correctly. You can have them write about their daily routine or write about something from their imagination.
Math- Have your child practice writing their numbers from 1-110. Have your child practice counting items in groups of tens and ones.  Also work on solving addition and subtraction problems with totals up to 20.  Lastly you can have your child practice their addition and subtractions that equal 10.
Science/Social Studies- Talk with your child about the importance of taking care of the earth. Read books about recycling and you can even practice how to recycle at home.  Have your child write or draw about ways they can help take care of the Earth.

 

 


WHAT WE ARE LEARNING IN 1st GRADE...

READING
March 23, 2020 - April 24, 2020
Following the balanced literacy model of instruction defined in the PWCS Instructional Framework, students will have opportunities to explore poetry. Readers will use the strategies learned thus far to read poetry in ways that capture mood, feelings, and ideas. Work with poetry enhances fluency, develops a wider range of vocabulary and allows for a deeper level of comprehension of a smaller portion of text. Students will be encouraged to use visualization and analysis of word choice to identify the theme. Teachers will guide students through word and language analysis, interpretation of meaning, and various types of poetry. This unit provides an opportunity for students to read and reread poems with fluency, accuracy and meaningful expression. As a result of this study, students will understand poems, share thoughts and feelings, use specific word choice, have different structures, and create sensory images about everyday life for the reader. If the poetry notebook has not yet been introduced, this is an opportunity to do so by including copies of poems and have students use through the end of the school year. Continued structures, tools and routines of the workshop, such as independent reading, writing in response to reading in the reader’s notebook, word study, book clubs, and conferring, will be critical to the success of readers. Metacognitive Strategies: Teaching of all metacognitive strategies occurs across the year. However, instruction in this unit provides an emphasis on: Monitor/ Fix Up, Visualize, and Make Inferences. 

Virginia Standards of Learning Communication and Multimodal Literacies
1.1 The student will develop oral communication skills.
a) Listen actively and speak using agreed-upon rules for discussion.
e) Participate in collaborative and partner discussions about various texts and topics. j) Express ideas orally in complete sentences.
k) Work respectfully with others. l) Increase listening and speaking vocabularies.

1.2 The student will demonstrate growth in oral early literacy skills.
a) Listen and respond to a variety of print and media materials.
c) Participate in a variety of oral language activities, including choral speaking and recitation
d) Participate in creative dramatics.

Reading
1.5 The student will apply phonetic principles to read and spell.
g) Read and spell simple two-syllable compound words.
h) Read and spell commonly used sight words. 1.6 The student will use semantic clues and syntax for support when reading.
a) Use words, phrases, and sentences.
b) Use titles and pictures. c) Use information in the story to read words.
d) Use knowledge of sentence structure.
e) Reread and self-correct.

1.7 The student will expand vocabulary and use of word meanings.
a) Discuss meanings of words in context.
b) Develop vocabulary by listening to and reading a variety of texts.
c) Ask for the meaning of unknown words and make connections to familiar words.
d) Use text clues such as words or pictures to discern meanings of unknown words.
f) Use singular and plural nouns.
g) Use adjectives to describe nouns. h) Use verbs to identify actions.

1.9 The student will read and demonstrate comprehension of a variety of fictional texts.
a) Preview the selection.
b) Set a purpose for reading.
c) Relate previous experiences to what is read.
h) Identify theme.
i) Read and reread familiar stories and poems with fluency, accuracy, and meaningful expression.

WRITING
March 23, 2020 - April 24, 2020
Descriptive Writing
Following the balanced literacy model defined in the PWCS Instructional Framework, this unit of study allows writers to continue to write descriptively through poetry. Though descriptive writing occurs across all genres, writers will zoom in on the descriptive nature of poetry to build this skill. Writers will experience a variety of poetic styles through read aloud and shared reading. Teachers will model the descriptive nature of poetry composition through modeled, shared and interactive writing experiences. Writers will write poetry in the variety of styles they are exposed to including, but not limited to: shape poems, list poems, rhyming and non-rhyming poems. Work in the reading workshop will support students as they expand their vocabulary and make thoughtful word choices in their writing. Students will choose a topic of interest for their poem, such as nature, people or meaningful events in their lives, among other topics. Following a gradual release of responsibility, teachers model for students how to cycle through the writing process: choosing a seed idea, nurturing the idea, drafting, revising by adding descriptive details, editing, publishing and celebrating. For a better understanding of writing behaviors to guide instruction, reference the PWCS Writing Continuum. 

Virginia Standards of Learning Communication and Multimodal Literacies
1.1 The student will develop oral communication skills.
a) Listen actively and speak using agreed-upon rules for discussion.
j) Express ideas orally in complete sentences.
k) Work respectfully with others.
l) Increase listening and speaking vocabularies.

1.2 The student will demonstrate growth in oral early literacy skills.
a) Listen and respond to a variety of print and media materials.

Reading
1.5 The student will apply phonetic principles to read and spell.
g) Read and spell simple two-syllable compound words.
h) Read and spell commonly used sight words.

1.7 The student will expand vocabulary and use of word meanings.
f) Use singular and plural nouns.
g) Use adjectives to describe nouns.
h) Use verbs to identify actions.

Writing
1.11 The student will print legibly in manuscript.
a) Form letters accurately.
b) Space words within sentences.

1.12 The student will write in a variety of forms to include narrative, descriptive, and opinion.
a) Identify audience and purpose.
b) Use prewriting activities to generate ideas.
c) Focus on one topic.
d) Organize writing to suit purpose.
e) Revise by adding descriptive words when writing about people, place, things, and events.
g) Use letters to phonetically spell words.
h) Share writing with others.

1.13 The student will edit writing for capitalization, punctuation, and spelling.
c) Use correct spelling for commonly used sight words and phonetically regular words.

MATH
Unit 9 - Subtraction and Number
March 9, 2020 - April 3, 2020
The focus of our Math unit is on creating and solving “compare” story problems, i.e. those problems that involve no action, with particular attention on “difference.” Students explore a variety of strategies for comparing quantities, such as related facts, counting on and back, and decomposing a number to bridge 10. In addition, students work on estimation and magnitude, place value to tens and ones, with numbers to 110, and reading/interpreting the calendar

Virginia Standards of Learning Focus Standards for this unit:
Students will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:
1.1b Write the numerals 0 to 110 in sequence and out-of-sequence.
1.2a Group a collection into tens and ones and write the corresponding numeral.
1.5a Select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500).
1.5b Explain the reasonableness of the choice.
1.6 Create and solve single-step story and picture problems using addition and subtraction within 20.
1.7a Recognize and describe with fluency part-whole relationships for numbers up to 10.
1.7b Demonstrate fluency with addition and subtraction within 10.
1.9b Read and interpret a calendar.

WIDA English Language Development Standard
English language learners communicate for Social and Instructional purposes within the school setting.
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics.

SCIENCE
Natural Resources
March 9, 2020 - April 3, 2020
This unit focuses on identifying what natural resources are; basic ways we can help conserve those natural resources, especially water and air; and the preservation of land to use as parks. The standard extends the perception of young students from the present to the future and from self to their community. Standard K.11 establishes a foundation for this standard. The inquiry skills delineated in SOL 1.1 represent what students should be able to do as a result of science investigations related to Earth’s natural resources and should be incorporated into classroom experiences throughout the unit. 

Virginia Standards of Learning
1.8 The student will investigate and understand that natural resources are limited. Key concepts include
a) identification of natural resources;
b) factors that affect air and water quality; and
c) recycling, reusing, and reducing consumption of natural resources.

1.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which
a) the senses are used to observe differences in physical properties;
b) observations are made from multiple positions to achieve a variety of perspectives and are repeated to ensure accuracy;
c) objects or events are classified and arranged according to characteristics or properties;
d) simple tools are used to enhance observations;
e) length, mass, volume, and temperature are measured using nonstandard units;
f) inferences are made and conclusions are drawn about familiar objects and events; g) a question is developed from one or more observations;
h) predictions are made based on patterns of observations;
i) observations and data are recorded, analyzed, and communicated orally and with simple graphs, pictures, written statements, and numbers; and
j) simple investigations and experiments are conducted to answer questions.