Grade 1 Remote Learning Packet 6 Week Nine (May 19-25) Week Ten (May 26-June 1) Videos can be found on our YouTube Channel Belair-Edison School First Grade https://www.youtube.com/channel/UCvy9bCFGFMD84z_LhBNbjvg Follow The Belair-Edison School on Facebook! This packet and links to resources can also found online on the ABI Schools Remote Learning Center page: https://www.afyabaltimore.org/updates/learning-center
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Grade 1
Remote Learning Packet 6 Week Nine (May 19-25)
Week Ten (May 26-June 1)
Videos can be found on our YouTube Channel Belair-Edison School First Grade https://www.youtube.com/channel/UCvy9bCFGFMD84z_LhBNbjvg
Follow The Belair-Edison School on Facebook! This packet and links to resources can also found online on the ABI Schools Remote Learning Center page: https://www.afyabaltimore.org/updates/learning-center
Choose a prompt and write it at the top of your journal page. See the attached rubrics for your grade level expectations on your writing prompt.
If you could
have any pet in
the world, what
would it be and
why?
Write about your
favorite activity
to do with your
family. Include at
least 3 details
explaining.
What is your
dream job and
what excites you
about it?
Write about your
favorite field trip
and why?
Who is someone
in your family
you look up to
the most and
why?
Describe a magical
creature that
would be fun to
see at the zoo.
If you could get
rid of any school
subject, which
one would it be
and why?
Free Write! Write about
whatever you want.
h
Describe an outdoor activity you love to do. Why do you love
to do it?
You found $500, how would you
spend it?
You built a robot,
what would he do
and why?
If you could swap
places with anyone
for the day, who
would it be and
why?
If you could take 3
people on a trip,
who would you
pick and where
would you go?
If you could be
any book
character, who
would you be and
why?
If you could have
any super power,
which super power
would you have
and why?
Think about a time
you helped
someone; how did
you help them?
How did it make
you feel?
You woke up one
morning and
found yourself on
Mars, how do you
feel? What do you
see?
What is your
favorite sport to
watch or play?
Why?
Describe your
dream bedroom.
Anything is
possible!
If you could
create any type of
candy, what would
you create? Use
your 5 senses to
describe your
candy bar.
Grade Level Writing Rubrics
PreK K 1st&2nd 3rd 4th&5th
__ Draw a picture responding to the journal prompt
__ Use a capital letter __ Use finger spaces __ Sound out words __ Use punctuation __ Draw a picture with labels to match my words
__Answer question(s) in a complete sentence __ 3-5 complete sentences __ Grammar (punctuation marks, finger spaces, capital letters) __ Spelling
__ Strong introduction to the topic __ writes 3 supporting paragraphs that include supporting details __ Reasons are listed in a clear and concise order __ Concluding statement is related to information provided __ Uses a variety of transition words (I.e, first, next, then, finally, last, etc.) and linking words (e.g., because, therefore, since, for example) __ Uses complete and varied sentences
__Introductory topic is clear and written in paragraphs and sections. __Facts and opinions are clearly supported with many details. (More than 5 details included). __Concluding statement that is related to the information presented. __ Complete sentences are produced without run-on sentences or sentence fragments. ___ Punctuation is used for effect, commas are appropriately used with conjunctions, and proper nouns are capitalized.
Week 9 Day 1
Phonics ● Practice: words with –all
Reading Unit Launch- Get Out the Map! ● Students will be introduced to our new thematic unit by
exploring Google Earth! ● Complete Google Earth scavenger hunt.
Math Students will learn to partition shapes and identify halves and quarters of circles and rectangles.
● Watch: Module 5, Lesson 9: Math from our youtube channel https://youtu.be/LHB_nS8Cbhg
● Practice: Complete Module 5 Lesson 9 Problem Set
Writing BE writing calendar
Choose one prompt from the calendar for your daily writing task.
Science/SS ● Choose one day this week to complete the social studies activity “Lost Insects.”
- a l l P r a c t i c e D r a w a l i n e f r o m t h e p i c t u r e t o t h e c o r r e c t
w o r d . C i r c l e – a l l i n e a c h w o r d .
Hello, First Grade! Here is something fun that you can do at home using Google Earth. I can’t wait to see what you find!
Google Earth Scavenger Hunt! Directions: It is time to go on an adventure! Using Google Earth, (www.google.com/earth) try and find as many of these things as you can. Once you find an example, record it on the sheet below. The type of item will be on the left and you will fill in what you find on the right:
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Color part of the shape to match its label.
Circle the phrase that would make the statement true.
One half of the circle one fourth of the circle. is larger than
is smaller than
is the same size as
One quarter of the rectangle one half of the rectangle.
5.
is larger than
is smaller than
is the same size as
One quarter of the square one fourth of the square.
6.
is larger than
is smaller than
is the same size as
4.
smallgroup
largegroup
Science
Lost Insects1. Do insects ever get lost?
2. Put some food in an ant’s path. Follow the ant as it goes home.
3. See if other ants come back for the food. Let a few ants find it. Use an object to block the path for the other ants.
4. Draw pictures to show what happens. Do the ants find the path again?
How do you think animals keep from getting lost?
Skill: Follow a Procedure, ObserveContent: Directions
The ant crawled up on the stick. It waited and turned around. Then it went on the sidewalk again.
Unit 8 | Part 1 47
ESL_CCTA_G1U8P1_SCI.indd 47 2/10/10 8:44:46 PM
Differentiate
BEGINNINGChildren can point to their drawings and use words and phrases to talk about ant behavior.
INTERMEDIATEChildren can complete sentence frames to talk about animal behavior: Some animals . This keeps them from getting lost.
ADVANCEDChildren can use complete sentences to tell about animal behavior.
ADVANCED HIGHChildren can use complete sentences with additional details to describe animal behavior.
Cross-Curricular Teamwork Activity
Lost InsectsScience
CARD
47
Materials• food crumbs • paper• colored markers
and crayons
OBJECTIVES• Science: Observe
animal behavior
• Teamwork: Discuss a topic in a large group
Focus Wordsbetween, distance, meaning, picture, show
Introduce and EngageSay: Think about times when you ate food outside. Were you ever bothered by ants? Have children vote a thumbs up for “yes” or a thumbs down for “no.” Ask: What did the ants do? (Sample response: The ants tried to crawl onto our food.)
Display the activity card and read aloud the directions. Caution children not to touch any ants they observe, and explain that it may take time before they see the ants responding to food. Point out the sample drawing and read aloud the response to the question in step 4. Post the Focus Words and encourage children to use them as they do the activity.
Apply and Talk TogetherSteps 1–4 If possible, supervise small groups outdoors as they observe and record how ants respond to food and obstacles in their path.
Talk Together In a large group, children discuss what keeps animals from getting lost. They might suggest that an animal’s senses, such as sight or smell, keep it from becoming lost. Use Differentiate to help children at each proficiency level join the discussion about animal behavior.
CHECK UNDERSTANDING After the activity, ask: How did you block the ants’ path? What did the ants do when they reached the object? (Sample response: I used a pencil; The ants tried to go around the pencil. Then they crawled over it.)
Phonics ● Practice: Words with oi and oy. Complete the circle and sort activities.
Readin Listen and read: Haiku https://youtu.be/3RNeAJl-CJk Answer the questions:
1. What happens a ter you turn ri ht? 2. How many syllables does each line have? 3. How many lines does “Haiku” have? 4. What directions would you ive someone to o back
to the startin place?
Math ● Review the skills rom Module 5 by completin the end o unit review tasks.
Writin BE writin calendar Choose one prompt rom the calendar or your daily writin
task.
Science/SS ● Choose one day this week to complete the social studies activity “What Does It Mean?”
Connect Across Texts Read more about how maps and directions lead us to interesting places.
Genre A poem uses words to create images in your mind.
Skill: Identify and Interpret SignsContent: Maps and Directions
What Does It Mean? 1. Look at the Language Builder Picture
Cards. What does each symbol mean?
2. Make a set of 12 cards.
Choose 6 symbols. Draw each symbol • on a card.
Write the meaning of each symbol on • another card.
3. Shuffle the cards. Take turns matching each symbol to its meaning.
Share your cards. How can symbols help you when you travel?
Social Studies
Unit 8 | Part 1 48
ESL_CCTA_G1U8P1_SS.indd 48 2/13/10 11:17:50 AM
BEGINNINGChildren can point out the picture cards with symbols that are helpful to travelers and read aloud their labels.
INTERMEDIATEChildren can complete sentence frames to tell about symbols:
means . This symbol tells travelers .
ADVANCEDChildren can use complete sentences to describe symbols that are helpful to travelers.
ADVANCED HIGHChildren can use complete sentences to identify symbols and elaborate on the reasons why they are helpful to travelers.
Differentiate
Cross-Curricular Teamwork Activity
What Does It Mean?CARD
48
Materials• Language Builder
Picture Cards B91–B98
• index cards• colored markers
and crayons• pencils
OBJECTIVES• Social Studies:
Identify and interpret signs
• Teamwork: Share ideas in a small group
Focus Wordsmeaning, picture, show, sign, symbol
Introduce and EngageExplain: A symbol is a picture or an object that means something. Display the stop sign on Language Builder Picture Card B91. Ask: What does this sign tell drivers to do? (stop) Ask: What other symbol means “stop”? (Sample responses: red light, arm held straight out with palm facing out)
Display the activity card and read aloud the directions. Point out the picture card for “airport sign” and the corresponding student drawing. Explain that children may adapt symbols shown on the picture cards, or they can choose other symbols they know. Then post the Focus Words and encourage children to use them as they do the activity.
Apply and Talk TogetherSteps 1–3 Partners think of six symbols. They draw each symbol on a card and write its meaning on a separate card. Then they use the twelve cards to play a game, taking turns to match a symbol with its meaning.
Talk Together Partners join other pairs to share their cards and discuss how symbols can help people travel. (Sample response: Symbols help people know where things are located, where to go, and what to do.) Use Differentiate to help children at each proficiency level join the discussion.
CHECK UNDERSTANDING After the activity, have children take turns showing a symbol and telling what it means. (Sample response: This symbol means that there is roadwork ahead, so you should be careful.)
Phonics ● Practice: Words with oi and oy. Complete the Write the Word activities.
Readin ● Listen and read “Haiku” https://youtu.be/3RNeAJl-CJk
● A ter readin , think about the di erences between the poem “Haiku” and the text rom last week “I Maps Could Talk.” Usin the T-chart provided in the packet, write down as many di erences as you can.
Math Students will:
● Watch: Module 6, Lesson 1 on the Belair-Edison 1st rade youtube channel
https://youtu.be/3MXMeMe0ssQ Practice: Complete Module 6, Lesson 1 Problem Set
Writin BE writin calendar
Choose one prompt rom the calendar or your daily writin task.
Hi, First Graders! I noticed you are studying maps right now. How exciting! Did you know artists have helped make maps in many cultures? Sometimes, they don’t look like maps the way you would think. By June 1, please make sure you do the following:
1. Look at the 3 maps, and read about them. 2. Pick 2 art projects to complete. 3. Answer the question about the art that you
made. 4.Turn in a picture of something you did to Mr.
Lawhon. You can text him at 303-819-7843, e-mail him at [email protected], or post your work to Google Classroom. Also call, e-mail, or text if you need help!
Map 1:
Chinese Star Chart, 700 AD
This map is from China. It is a map of the stars! Each of the dots is a star. The lines connecting them are Constellations-- groups of stars that can be seen from the ground.
This is a heart shaped map from Europe. Can you find Africa in this map? Sometimes
people make maps of big spaces, like
this. But not all maps look like we expect.
Grade 1 Art Lessons
Map 3: Aboriginal Dreaming Maps
Dolly Daniels Nampijinpa Granites, 1998, Warlukurlangu Jukurrpa (‘Fire Dreaming’), acrylic on canvas, 80x160 cm.
This is a map from Australia, made by an artist whose family has lived in Australia for thousands of years. The native Australians call pictures like this “dreamings.” Even though it doesn’t look like it to us, this Dreaming shows a part of the land in Australia. It also tells people about the history of that part of the land at the same time. Can you find the trees in this map? Often times, the “dreamings” are actually song maps instead of pictures, and people sing the songs to figure out how to get across Australia.
Grade 1 Art Lessons
Options for art making this week (Pick 2):
Draw a map of your heart: Draw a heart. Inside the art, put six things in if you are six, and seven things if you are seven. Each of them should be really important to you. Add as much color as you can. Make it look special.
Draw a map of your neighborhood: Draw the street outside of your house. If you are six, pick six things you know are on your street, if you are seven, pick seven things. Place them onto your map and color them in bright colors.
Draw a map of your dream: Try to remember a dream you had. Draw a map of your dream! Show six parts of your dream if you are six, and seven if you are seven.
Create a map that isn’t drawn: Choose any of the other 3 options, but instead of drawing, you may sing or dance your map of your heart, neighborhood, or dream instead.
Question to answer about your art:
1. What colors did you use in your own art? ____________________________________ _____________________________________________________________________
2. Which is your favorite of the maps you created? Why did you like making it the most? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________