1st Grade

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Please click the link below to access the plans for Grade 1 for this week!

Grade 1 Plans - week of June 1 



 

Monday, May 18, 2020 - DAY #40(Part 1)

OBJECTIVE:SWBAT:

  • read and understand a nonfiction story about animal movement.
  • watch and understand a video on animal movement.
  • categorize animal movement using a category chart.
  • produce sentences describing animal movement.

STANDARD(S):

WIDA 2 – The Language of Language Arts

WIDA 4 - The Language of Science

SL.1.2 RI.1.1

W.1.2

TIME FRAME:

20 min. (Assignment to be carried out over two (2) days)

Activity Directions:

  1. Read Key Points of “Slither, Slide, Hop, and Run” Worksheet 5.13.
  2. Complete the chart on Worksheet 5.16 by listing four (4) animals from the story and the way they move.

 

 

Differentiation Strategies for Remote Learning

Access to Google Translate; bilingual dictionaries; teacher’s email for clarification

Beginning Level: communicate through drawings

Intermediate Level: form simple sentences using word banks

Advanced Level: produce original sentences

 

Assessment:

WIDAWRITING RUBRIC

WIDA SPEAKING RUBRIC

 

 

 

 

 

 

 

 

Tuesday, May 19, 2020 - DAY #41 (Part 2)

OBJECTIVE:SWBAT:

  • read and understand a nonfiction story about animal movement.
  • watch and understand a video on animal movement.
  • categorize animal movement using a category chart.
  • produce sentences describing animal movement.

 

STANDARD(S):

WIDA 2 – The Language of Language Arts

WIDA 4 - The Language of Science

SL.1.2 RI.1.1

W.1.2

TIME FRAME:

20 min. (Day 2 of assignment)

Activity Directions:

  1. Watch the YouTube video - Animals in Action/ Movement Song for Kids.

     

    https://www.youtube.com/watch?v=CT86Dl442jA

     

  2. Write a sentence about how each of the following animals move.

monkey / eagle / squirrel / fish

Remember to begin your sentence with a capital letter and end it with a period.

 

Differentiation Strategies for Remote Learning

Access to Google Translate; bilingual dictionaries; teacher’s email for clarification

Beginning Level: communicate through drawings

Intermediate Level: form simple sentences using word banks

Advanced Level: produce original sentences

 

Assessment:

WIDAWRITING RUBRIC

WIDA SPEAKING RUBRIC

 

  

 

Wednesday, May 20, 2020 - DAY #42 (Part 1)

OBJECTIVE:SWBAT:

  • read and understand a nonfiction story about how weather changes.
  • answer questions about key details in the text.
  • produce sentences using key vocabulary from the story.

 

STANDARD(S):

WIDA 2 – The Language of Language Arts

WIDA 4 - The Language of Science

SL.1.2 RI.1.2

L.1.1

TIME FRAME:

20 min. (Assignment to be carried out over two (2) days)

Activity Directions:

  1. Go to Epic.com

    https://www.getepic.com/app/read/9034

     

  2. Listen to the read aloud of “How Does Weather Change?
  3. Go to page 23 of the story (The Glossary) and use the following words in a sentence of your own:
  • clouds
  • rain
  • snow
  • weather

Differentiation Strategies for Remote Learning

Access to Google Translate; bilingual dictionaries; teacher’s email for clarification

Beginning Level: communicate through drawings

Intermediate Level: form simple sentences using word banks

Advanced Level: produce original sentences

 

Assessment:

WIDAWRITING RUBRIC

WIDA SPEAKING RUBRIC

 

 

 

Thursday, May 21, 2020 - DAY #43 (Part 2)

OBJECTIVE:SWBAT:

  • read and understand a nonfiction story about how weather changes.
  • answer questions about key details in the text.
  • produce sentences using key vocabulary from the story.

STANDARD(S):

WIDA 2 – The Language of Language Arts

WIDA 4 - The Language of Science

SL.1.2 RI.1.2

L.1.1

TIME FRAME:

20 min. (Day 2 of assignment)

Activity Directions:

 

  1. Listen again to the read aloud of “How Does Weather Change?” on Epic.com.

    https://www.getepic.com/app/read/9034

  2. Take the quiz at the end of the story. Remember to write your answers in your notebook or on paper.

Differentiation Strategies for Remote Learning

Access to Google Translate; bilingual dictionaries; teacher’s email for clarification

Beginning Level: communicate through drawings

Intermediate Level: form simple sentences using word banks

Advanced Level: produce original sentences

 

Assessment:

WIDAWRITING RUBRIC

WIDA SPEAKING RUBRIC

  

Friday, May 22, 2020 - DAY #44 (Part 3)

OBJECTIVE:SWBAT:

  • read and understand a nonfiction story about how the weather changes.
  • answer questions about key details in the text.
  • produce sentences using key vocabulary from the story.

STANDARD(S):

WIDA 2 – The Language of Language Arts

WIDA 4 - The Language of Science

SL.1.2 RI.1.2

L.1.1

TIME FRAME:

20 min. (Day 3 of assignment)

Activity Directions:

  1. Look at page 71 (REACH) – Share What You Know
  2. Name your favorite kind of weather.
  3. Tell why you like that weather.
  4. Draw something that you do in that weather.

Differentiation Strategies for Remote Learning

Access to Google Translate; bilingual dictionaries; teacher’s email for clarification

Beginning Level: communicate through drawings

Intermediate Level: form simple sentences using word banks

Advanced Level: produce original sentences

 

Assessment:

WIDAWRITING RUBRIC

WIDA SPEAKING RUBRIC

 

 

 

Tuesday, May 26 - DAY #45

OBJECTIVE:SWBAT: Read and understand key details in the fiction story, “It’s Raining Cats and Frogs”.

SWBAT: Identify the effects of rain.

SWBAT: Use a cause and effect chart

SWBAT: Read and understand key vocabulary words from a story.

 

STANDARD(S):

W.1.2

SL.1.2

RL.1.1

RF.1.3

WIDA 2: The Language of Language Arts

WIDA 4: The Language of Science

TIME FRAME:20 minutes

 

Activity Directions:

1. Go togetepic.com and read the story, “It’s Raining Cats and Frogs.”

2. Listen to a read aloud of “It’s Raining Cats and Frogs.”

3. Think about what happens when rain falls all day.

4. Use the cause and effect chart on page 6.2 to write a short sentence in each effect box

telling whathappens when rain falls all day.

5. Look at the words in the box and the end of the story. Read them slow, and read them fast!

 

 

Differentiation Strategies for Remote Learning

Access to Google Translate; bilingual dictionaries; teacher’s email for clarification

Beginning Level: communicate through drawings

Intermediate Level: form simple sentences using word banks

Advanced Level: produce original sentences

 

Assessment:

WIDA WRITING RUBRIC

WIDA SPEAKING RUBRIC

 

 

 

 

 

 

 

 

Wednesday, May 27 - DAY #46

OBJECTIVE:

SWBAT: listen to and understand a science nonfiction read aloud.

SWBAT: write responses to comprehension questions about the science nonfiction text.

SWBAT: produce complete sentences using key vocabulary words from the science nonfiction text.

SWBAT: use a cause and effect chart to write the effects of wind.

 

STANDARD(S):

W.1.2

RL.1.2

SL.1.2

WIDA 2- The Language of Language Arts

WIDA 4- The Language of Science

TIME FRAME:20 minutes - 3 Day Assignment (Day 1)

 

Activity Directions:

  1. Go to YouTube.com and listen to the video of, “Monday’s Read Aloud, I Face the Wind.”

    https://www.youtube.com/watch?v=oszWsXQubjA

  2. Look at page 94 -“Talk About It.”
  3. Answer the question 1-3 using the sentence starters.

 

 

 

 

 

Differentiation Strategies for Remote Learning

Access to Google Translate; bilingual dictionaries; teacher’s email for clarification

Beginning Level: communicate through drawings

Intermediate Level: form simple sentences using word banks

Advanced Level: produce original sentences

 

Assessment:

WIDA WRITING RUBRIC

WIDA SPEAKING RUBRIC

 

 

 

 

 

Thursday, May 28- DAY #47

OBJECTIVE:

SWBAT: listen to and understand a science nonfiction read aloud.

SWBAT: write responses to comprehension questions about the science nonfiction text.

SWBAT: produce complete sentences using key vocabulary words from the science nonfiction text.

SWBAT: use a cause and effect chart to write the effects of wind.

 

 

STANDARD(S):

W.1.2

RL.1.2

SL.1.2

WIDA 2- The Language of Language Arts

WIDA 4- The Language of Science

 

TIME FRAME: 20 minutes - 3 Day Assignment- (Day 2)

 

Activity Directions:

  1. Listen to the story again, “Monday’s Read Aloud, I Face the Wind.”

     

    https://www.youtube.com/watch?v=oszWsXQubjA

     

  2. Write a sentence for each of the following vocabulary words:

1. strong 2. blow 3. kite 4. feel 5.umbrella

 

 

 

 

Differentiation Strategies for Remote Learning

Access to Google Translate; bilingual dictionaries; teacher’s email for clarification

Beginning Level: communicate through drawings

Intermediate Level: form simple sentences using word banks

Advanced Level: produce original sentences

 

Assessment:

WIDA WRITING RUBRIC

WIDA SPEAKING RUBRIC

 

 

 

Friday, May 29- DAY #48

OBJECTIVE:

SWBAT: listen to and understand a science nonfiction read aloud.

SWBAT: write responses to comprehension questions about the science nonfiction text.

SWBAT: produce complete sentences using key vocabulary words from the science nonfiction text.

SWBAT: use a cause and effect chart to write the effects of wind.

 

 

 

STANDARD(S):

W.1.2

RL.1.2

SL.1.2

WIDA 2- The Language of Language Arts

WIDA 4- The Language of Science

 

TIME FRAME:20 minutes - 3 Day Assignment- (Day 3)

 

Activity Directions:

  1. Look at page 6.7-Cause and Effect Chart. (I Face the Wind)
  2. Write the effects of the wind from the story in the chart.
  3. Draw a picture of yourself outside on a windy day.

 

 

 

Differentiation Strategies for Remote Learning

Access to Google Translate; bilingual dictionaries; teacher’s email for clarification

Beginning Level: communicate through drawings

Intermediate Level: form simple sentences using word banks

Advanced Level: produce original sentences

 

Assessment:

WIDA WRITING RUBRIC

WIDA SPEAKING RUBRIC

 

 

Monday, May 4- DAY #30

OBJECTIVE:

* Students will be able to read key vocabulary words about animal parts and coverings.

* Students will be able to produce sentences using key vocabulary words.

* Students will be able to use a concept map to show how animals are different

 

STANDARD(S):

WIDA 2 – The Language of Language Arts

WIDA 4 - The Language of Science

RI.1.6 W.1.2

 

TIME FRAME:

40 min. (Assignment to be carried out over two (2) days)

Activity Directions:

  1. Go to YouTube.com and watch the video: Animal Body Parts

    https://www.youtube.com/watch?v=szEzGwsdwmg

  2. Read the Key Words on WORKSHEET 14.
  3. Use each Key Word in a sentence to tell about the flamingo, the alligator, and the tiger.

    Example: The flamingo has a beak.

  4. Look at WORKSHEET15.How are animals different?Write your answers in the circles.

 

 

 

 

Differentiation Strategies for Remote Learning

Access to Google Translate; bilingual dictionaries; teacher’s email for clarification

Beginning Level: communicate through drawings

Intermediate Level: form simple sentences using word banks

Advanced Level: produce original sentences

 

  

 

 

Tuesday, May 5 - DAY #31

OBJECTIVE:

* Students will be able to read key vocabulary words about animal parts and coverings.

* Students will be able to produce sentences using key vocabulary words.

* Students will be able to use a concept map to show how animals are different

 

 

STANDARD(S):

 

WIDA 2 – The Language of Language Arts

WIDA 4 - The Language of Science

RI.1.6 W.1.2

 

 

TIME FRAME:

40 min. (Assignment to be carried out over two (2) days)

Activity Directions:

  1. Go to YouTube.com and watch the video: Animal Body Parts

    https://www.youtube.com/watch?v=szEzGwsdwmg

  2. Read the Key Words on WORKSHEET 14.
  3. Use each Key Word in a sentence to tell about the flamingo, the alligator, and

    the tiger.

    Example: The flamingo has a beak.

  4. Look at WORKSHEET 15.How are animals different?Write your answers in the circles.

 

 

 

 

 

Differentiation Strategies for Remote Learning

Access to Google Translate; bilingual dictionaries; teacher’s email for clarification

Beginning Level: communicate through drawings

Intermediate Level: form simple sentences using word banks

Advanced Level: produce original sentences

 

 

 

 

 

WORKSHEET 14

 

 

WORKSHEET 15

 

 

Wednesday, May 6 - DAY # 32

OBJECTIVE

  • Students will be able to listen to a nonfiction story about alligators.
  • Students will be able to produce sentences using key vocabulary words.
  • Students will be able to answer comprehension questions

STANDARD(S):

WIDA 2 – The Language of Language Arts

WIDA 4 - The Language of Science

RI.1.1 W.1.2

TIME FRAME:

40 min. (Assignment to be carried out over three (3) days)

ACTIVITY:

 

  1. Go to Epic, and listen to and read the story, The Alligators Eat and Grow.

    https://www.getepic.com/app/read/11204

     

     

  2. Take Quiz
  3. Use each word from story in a sentence:

    Alligator, tail, bugs, stripes, safe

     

  4. Write 3 sentences about what you learned reading the story.

 

 

Differentiation Strategies for RemoteLearning

Access to Google Translate; bilingual dictionaries; teacher’s email for clarification

Beginning Level: communicate through drawings

Intermediate Level: form simple sentences using word banks

Advanced Level: produce original sentences

 

 

 

 

  

Thursday, May 7 - DAY # 33

OBJECTIVE

  • Students will be able to listen to a nonfiction story about alligators.
  • Students will be able to produce sentences using key vocabulary words.
  • Students will be able to answer comprehension questions

STANDARD(S):

WIDA 2 – The Language of Language Arts

WIDA 4 - The Language of Science

RI.1.1 W.1.2

TIME FRAME:

40 min. (Assignment to be carried out over three (3) days)

ACTIVITY:

 

1.Go to Epic, and listen to and read the story, The Alligators Eat and Grow.

https://www.getepic.com/app/read/11204

 

 

  1. Take Quiz
  2. Use each word from story in a sentence:

    Alligator, tail, bugs, stripes, safe

     

  3. Write 3 sentences about what you learned reading the story.

 

 

Differentiation Strategies for RemoteLearning

Access to Google Translate; bilingual dictionaries; teacher’s email for clarification

Beginning Level: communicate through drawings

Intermediate Level: form simple sentences using word banks

Advanced Level: produce original sentences

 

 

 

 

 

  

Friday, May 8 - DAY # 34

OBJECTIVE

  • Students will be able to listen to a nonfiction story about alligators.
  • Students will be able to produce sentences using key vocabulary words.
  • Students will be able to answer comprehension questions

STANDARD(S):

WIDA 2 – The Language of Language Arts

WIDA 4 - The Language of Science

RI.1.1 W.1.2

TIME FRAME:

40 min. (Assignment to be carried out over three (3) days)

ACTIVITY:

 

  1. Go to Epic, and listen to and read the story, The Alligators Eat and Grow.

    https://www.getepic.com/app/read/11204

     

  2. Draw a picture of an alligator with patterns on its skin in the water. Draw its teeth and its tail. Color your alligator.
  3. Write 3 sentences about your drawing.

 

 

Differentiation Strategies for RemoteLearning

Access to Google Translate; bilingual dictionaries; teacher’s email for clarification

Beginning Level: communicate through drawings

Intermediate Level: form simple sentences using word banks

Advanced Level: produce original sentences

 

 

 

 

 

 

 

Monday, May 11- DAY #35

OBJECTIVE:

OBJECTIVE: Students will be able to read, understand and write about, The Pumpkin Surprise

 

 

STANDARD(S):

WIDA 2- The Language of Language Arts

WIDA 4- The Language of Science

RL.1.1

W.1.1

 

 

TIME FRAME:

40 min. (Assignment to be carried out over two (2) days)

Activity Directions:

 

  1. Read The Pumpkin Surprise on WORKSHEET16.
  2. Answer the comprehension questions on WORKSHEET 17.
  3. Look at WORKSHEET 18 and write about what Pam and Dad will do next.

 

Differentiation Strategies for Remote Learning

 

Access to Google Translate; bilingual dictionaries; teacher’s email for clarification

Beginning Level: communicate through drawings

Intermediate Level: form simple sentences using word banks

Advanced Level: produce original sentences

 

 

 

 

 

 

 

 

 

 

 

WORKSHEET  16

 

 

 

 

 

 

 

WORKSHEET  17

 

 

WORKSHEET  18

 

 

 

Tuesday, May 12- DAY #36

OBJECTIVE:

OBJECTIVE: Students will be able to read, understand and write about, The Pumpkin Surprise

 

 

STANDARD(S):

WIDA 2- The Language of Language Arts

WIDA 4- The Language of Science

RL.1.1

W.1.1

 

 

TIME FRAME:

40 min. (Assignment to be carried out over two (2) days)

Activity Directions:

 

  1. Read The Pumpkin Surprise on WORKSHEET 16.
  2. Answer the comprehension questions on WORKSHEET 17.
  3. Look at WORKSHEET 18 and write about what Pam and Dad will do next.

 

 

Differentiation Strategies for Remote Learning

 

Access to Google Translate; bilingual dictionaries; teacher’s email for clarification

Beginning Level: communicate through drawings

Intermediate Level: form simple sentences using word banks

Advanced Level: produce original sentences

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WORKSHEET  19

 

 

 

 

 

WORKSHEET  20

 

 

WORKSHEET  21

 

 

Wednesday, May 13 - DAY # 37

OBJECTIVE:

Students will be able to listen to and read an animal fantasy story.

Students will complete a Venn Diagram.

Students will be able to make connections: text to self

STANDARD(S):

WIDA 2- The Language of Language Arts

WIDA 4- The Language of Science

RL.1.7

W.1.2

 

TIME FRAME:

40 min. (Assignment to be carried out over three (3) days)

Activity Directions:

  1. Go to YouTube and listen to and read the story, For Pete’s Sake.

    https://youtu.be/x86s-zZuevY

     

  2. Answer and complete the questions:

    How are your friends like Pete?

    Pete’s friends are ____________, and my friends are___________.

     

    How are your friends different?

    Pete’s friends are ____________, but my friends are ____________.

     

  3. Complete the Venn Diagram WORKSHEET 21.How are Pete and Pete’s friends the same and different?

Differentiation Strategies for Remote Learning

 

Access to Google Translate; bilingual dictionaries; teacher’s email for clarification

Beginning Level: communicate through drawings

Intermediate Level: form simple sentences using word banks

Advanced Level: produce original sentences

 

 

 

 

 

Thursday, May 14 - DAY # 38

OBJECTIVE:

Students will be able to listen to and read an animal fantasy story.

Students will complete a Venn Diagram.

Students will be able to make connections: text to self

STANDARD(S):

WIDA 2- The Language of Language Arts

WIDA 4- The Language of Science

RL.1.7

W.1.2

 

TIME FRAME:

40 min. (Assignment to be carried out over three (3) days)

 

Activity Directions:

 

  1. Go to YouTube and listen to and read the story, For Pete’s Sake.

    https://youtu.be/x86s-zZuevY

     

  2. Complete WORKSHEET 19 (Name that Part) WORKSHEET 20 (Can You See It?)

 

Differentiation Strategies for Remote Learning

 

Access to Google Translate; bilingual dictionaries; teacher’s email for clarification

Beginning Level: communicate through drawings

Intermediate Level: form simple sentences using word banks

Advanced Level: produce original sentences

 

 

 

 

Friday, May 15 - DAY # 39

OBJECTIVE:

Students will be able to listen to and read an animal fantasy story.

Students will complete a Venn Diagram.

Students will be able to make connections: text to self

STANDARD(S):

WIDA 2- The Language of Language Arts

WIDA 4- The Language of Science

RL.1.7

W.1.2

 

TIME FRAME:

40 min. (Assignment to be carried out over three (3) days)

Activity Directions:

  1. Go to YouTube and listen to and read the story, For Pete’s Sake.

    https://youtu.be/x86s-zZuevY

     

  2. Draw a picture of Pete and the Flamingo from the story.
  3. Label their parts and coverings.
  4. Color your animals.
  5. 8.Write one sentence about your animal.

Differentiation Strategies for Remote Learning

 

Access to Google Translate; bilingual dictionaries; teacher’s email for clarification

Beginning Level: communicate through drawings

Intermediate Level: form simple sentences using word banks

Advanced Level: produce original sentences