Distance Learning Packet · (PA) (4 min) Next, answer the question: What could Duchess have said to...

Distance Learning Packet April 6 – 9, 2020

1st Grade

Mrs. Albertson

Mrs. Borden

Mrs. Brogan

Mrs. McIntosh

Student Name: __________________ Section: ____

Table of Contents

Student Attendance Affidavit

Weekly Schedule

Monday student instructions

Monday student pages

Tuesday student instructions

Tuesday student pages

Wednesday student instructions

Wednesday student pages

Thursday student instructions

Thursday student pages

Friday – SCHOOL HOLIDAY

Grade level reading log

Student Attendance Affidavit

April 6 - 9, 2020

My GHNO student, _________________________________, to the best of my

knowledge attended to his/her distance learning studies on the following days:

Monday, April 6, 2020

Tuesday, April 7, 2020

Wednesday, April 8, 2020

Thursday, April 9, 2020

Student Name: __________________________ Grade/Homeroom: _________

Parent Name: ______________________________________________ (printed)

Parent Signature:_________________________________ Date: _____________

17223 Jones Maltsberger Road, San Antonio, TX 78260 | 210-888-9483(P); 210-888-9484(F)

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MONDAY - 1st Grade Daily Student Instruction Sheet

MONDAY - April 6, 2020ELASpalding (15 Minutes)

Literature (15 Minutes)

Grammar/Writing (5 Minutes)

Reading (20+ minutes)

Spalding Goal/Objective: Students will review 5 phonograms and learn 3 new spelling words.

Materials needed: ● Spalding paper (Monday - Tuesday)● Phonogram Cards resource● Spalding Phonogram Sounds resource (provided week 1 in Appendix)● Spalding markings resource (provided week 1 in Appendix)● Spalding rules resource (provided week 1 in Appendix)

Specific Instructions (I=independent; PA=Parent Assisted):

(PA) (3 min) ❏ Oral Phonogram Review (OPR):

❏ Parent will show one phonogram card to student.❏ Student will say the sounds (in order) made by that phonogram

and the related cue, if any.❏ If student says correct sounds/cue, parent will show the next card.

If student does not say correct sounds/cue, parent says correctsounds and student repeats.

❏ Repeat process so that each card is reviewed orally two times.❏ Phonograms to review today: ear, ough, ea, ci, ng

(PA) (4 min) ❏ Written Phonogram Review (WPR):

❏ Parent says sounds of one phonogram card (hide card so studentcannot see).

❏ Student repeats sounds back to parent and then writes thephonogram. Students will write today’s phonograms under theMonday column.

❏ Immediately correct any errors observed.

(PA) (6 min) ❏ Dictate the 3 words (one at a time) to your child. For each word,

❏ Remind students to use their phonogram knowledge and spelling rules.❏ Remind students to practice proper letter formation and to use their best

handwriting.❏ Students will write today’s words in the Monday column.

(PA) (2 min) ❏ Reading – After student finishes writing today’s spelling words, have

them go back to the list they wrote and:

❏ Read for spelling (sound out each phonogram and then blend toread it as a whole word)

❏ Read for reading (try to read the word as a whole word)

Literature

Goal/Objective : Students will continue our study of Beatrix Potter as we discuss story elements.

● characters● plot● moral of the story The Tale of the Pie and the Patty-Pan

Materials needed:

● Copy of the book The Selected Tales from Beatrix Potter

● OR the teachers notes digital copy of The Tale of the Pie and the Patty-Pan part I and part II

○ The Tale of the Pie and the Patty Pan Part 1 (Illustrated Text) ○ The Tale of the Pie and the Patty Pan Part 2 (Illustrated Text)

● OR read aloud with Mrs. Borden ○ The Tale of the Pie and Patty Pan Part 1 (Read Aloud) ○ The Tale of the Pie and Patty Pan Part 2 (Read Aloud)

● The Pie and the Patty-Pan independent practice sheet ● The Pie and the Patty-Pan teacher copy

❏ (PA) (4 min) Review questions: What happened at the end of the story? Was it right for Duchess to swap the pies? What lesson did she learn?

❏ (PA) (4 min) First, On the worksheet fill in the names of our two main characters, Ribby the cat and Duchess the dog and draw a simple picture of each underneath their name.

❏ (PA) (4 min) Next, answer the question: What could Duchess have said to her friend about the mouse pie? Write the answer on the lines.

❏ (PA) (4 min) Then, answer the question: What does Duchess do to avoid eating the mouse pie? Write the answer on the lines.

❏ (PA) (4 min) Last, answer the question: What is the lesson of this story? Write the answer on the lines.

Grammar/Writing

Goal/Objective:

● Review common nouns ● Identify noun a person, place, thing and idea

Materials needed:

● The Parts of Speech Poem

Specific Instructions (I=independent; PA=dependent):

❏ (PA) (5 min) Read the first verse of the Parts of Speech poem 3 times with your scholar.

❏ Have your student repeat just the first sentence back to you until it is memorized.

Reading Goal/Objective : Read aloud to an adult for at least 20 minutes. Materials needed: “Right fit” reading book (on your student’s reading level, will be provided separately by your student’s classroom teacher) Specific Instructions (I=independent; PA=Parent Assisted): ❏ (PA) (I) (20 min) Read aloud to an adult for at least 20 minutes

❏ (I) (3 min) Retell the story in order in your own words.

❏ (PA) (5 min) Complete reading log.

MATH (30 Minutes)

Math Goal/Objective :

● Identify single coins by name and value. ● Count on by 25s, 10s, 5s, and 1s to count sets of mixed coins ● Count sets of mixed coins up to $.99

Materials needed:

● Coin flash card TN sheet (save to use later this week) ● Paper Coins sheet (to cut out) ● A Busy Builder independent practice sheet ● Optional: Actual pennies, nickels, dimes, and quarters to reflect

worksheet problems. Specific Instructions (I=independent; PA=Parent Assisted): (PA) (5 minutes) ❏ Review the name, appearance, and value of a penny, nickel, dime, and

quarter using the coin flash cards, (Optional: Use actual coins in place of flash cards.) ❏ Point to penny flash card or coin. ❏ Parent will ask “What coin is this?” ❏ Student will answer “That is a penny.” ❏ Parent will ask “What is the value of a penny?” ❏ Student will answer “The value of a penny is one cent.”

❏ Student will answer in complete sentences. ❏ We practice this a lot in class, so they should know exactly

what to say.

❏ Repeat above procedure for each coin: nickel, dime, quarter (I) (15 minutes) ❏ Using paper coins or actual coins (use actual coins if at all possible):

❏ Choose 5-6 coins at random. ❏ Sort coins by quarters, dimes, nickels, and pennies. ❏ Order coins by value, greatest on the left to the smallest on the

right. ❏ If using actual coins, point out how some nickels, quarters, and

pennies have different engravings on them: ❏ Some pennies have a shield instead of the Lincoln

memorial. ❏ Andrew Jackson looks different on the newer nickels but

Monticello on the tails side still looks the same. ❏ Many quarters have different states on the tails side but

George Washington on the heads side looks the same. ❏ Repeat the procedure above for other sets of coins.

❏ Sets with 5-6 coins in differing combinations. ❏ Sets with more than 5-6 coins in differing combinations.

(I) (10 minutes) ❏ Complete “A Busy Builder” independent practice sheet. (note: use

actual coins to reflect the coins on the worksheet, if necessary) ❏ Write the value of each coin under the picture of each coin. ❏ Skip count to determine the value of all the coins. When skip

counting, start with coins that have the greatest value and go in order to coins with the smallest value.

❏ Write the value of the set of coins on the blank line to the right. Optional: (I)

❏ Video: BrainPopJr. - Dollars and Cents (It’s OK if they already watched this video last week. Extra reinforcement is beneficial.

SCIENCE (20 Minutes)

Science Goal/Objective:

● Learn about the respiratory system ● Location of respiratory system ● Function of our lungs in the body

Materials needed:

● How Do I Get Oxygen? teacher master for copywork ● How Do I Get Oxygen? independent practice sheet

Specific Instructions (I=independent; PA=Parent Assisted): (PA) (5 minutes)

❏ Read the paragraph from “How Do I Get Oxygen?” independent practice sheet to the student. Read and discuss comprehension questions at the bottom. It’s OK if the student doesn’t remember all the details. This discussion is to help them attune to facts for the second read.

(PA) (15 minutes) ❏ Read the text a second time to the student. Ask the student to underline

the evidence supporting the answer to question 1 and write “1” with a circle around it above the first word of the underlined text (see teacher master for example). Answer question 1 in the space provided. Write in complete sentences please. Students may copy the teacher notes page to ensure correct spelling. Repeat these steps for the remaining questions, annotating with underlining and circled numbers for each question and writing the answers to each question in the blank provided.

❏ Optional: Watch Brain Pop Jr. resource on the role of lungs in our body. There is a “Request Free Access” link at the top of the screen above the login menu. Video: BrainPopJr. - Lungs

OPTIONAL Spanish (10 Minutes) Music (10-15 Minutes)

Spanish Goal/Objective:

● Your student will provide information about their house (apartment) and review previously learned concepts.

Materials needed:

● Teacher notes ● Audio file ● Video of numbers and colors

○ Numbers ○ Colors

Specific Instructions: (I=independent; PA=parent assisted):

● (PA) Walk around your house (apartment). ● (PA) Point to the door and say “la puerta.” ● (PA) Have your student repeat, “la puerta.” ● (PA) Do the same for the windows and the roof. ● (PA) Then ask your student specific questions about your house

(apartment): ○ ¿De qué color es la casa (apartamento)?, ¿Dónde está la puerta?,

¿Dónde está la ventana?, ¿Dónde está el techo? ¿Cuántas ventanas hay? and ¿Cuántas puertas hay?

● (PA) Each time you ask a question, reinforce your student's responses. https://ghnospanishk-2.blogspot.com/2020/03/april-6-april-10.html

Music Goal/Objective: Practice reading and writing Quarter Rest Materials needed: Rhythm Patterns/Rest Writing Practice Specific Instructions (I=independent; PA=Parent Assisted): PA/I ❏ PA: Please state the following to your student: “A Quarter Rest is a beat

with no sound.” ❏ “When we see a rest, we show the silent beat with our hands.” ❏ Please have your student show you a silent beat with their hands.

❏ PA: Please have your student clap and speak the rhythm patterns

❏ Make sure they observe the Quarter Rest by showing the silent beat with their hands.

❏ I: Your student should practice writing a Quarter Rest independently

using their best handwriting. ❏ See Blog for support!

Spalding – Distance Learning Week 3: April 6-9, 2020

Name __________________________________________________ #__________ Date____________________________

Monday

(write Monday phonograms

& spelling words in this column)

Tuesday

(write Tuesday phonograms

Phonogram flashcards – Monday, April 6, 2020

ear ough

Week 3 Monday – Literature Name___________________________ # _________ Date____________________

The Tale of the Pie and

the Patty-Pan Characters

_________________

Duchess does not want to eat mouse pie! What could Duchess have said

to Ribby? ____________________________________________________________

_____________________________________________________________________________

What did Duchess do to avoid

eating mouse pie?

_______________________________________

What is the lesson of this story?

_____________________________________________________________________________

Draw a picture!

Duchess snuck into Ribby’s house…

Duchess could have told her friend Ribby…

The moral of the story is …

Math: Monday-Wednesday Paper Coins (cut and use if actual coins are not available)

17©The Mailbox® • Teacher’s Helper ® • TEC46059 • Feb./Mar. 2012

Name #: Date: Money

Countingcoins

A Busy Builder

Bonus:Ashovelcosts$1.00.Drawcoins(Q,D,N,P)toequal$1.00.

Count thecoins.Write.

______¢

LIBERTY

GOD WE TRUST

E PLURIBUS UNUM

STATES OF AM

ONE CENTLIBERTY

GOD WE TRUST

IN GODWE TRUST 2009

E PLU R I B USU NUMU

STATES OF AMER

ON E D I M

EIN GODWE TRUST 2009

IN GODWE TRUST 2009

LIBERTY

GOD WE TRUST

E PLURIBUS UNUM

STATES OF AM

ONE CENT

E PLURIBUS UNUM

ITEDSTATES OF AMERIC

F I V E C E N T S2 0 1 0Liberty

I N GOD

T LIBERTY

GOD WE TRUST

E PLURIBUS UNUM

STATES OF AM

ONE CENT

E PLURIBUS UNUM

STATES OF AM

ONE CENTLIBERTY

GOD WE TRUST

E PLU R I B USU NUM

STATES OF AMER

ON E D I M

TYE PLURIBUS UNUM

F I V E C E N T S

E PLURIBUS UNUM

F I V E C E N T S2 0 1 0Liberty

I N GOD

E PLU R I B USU NUM

STATES OF AMER

ON E D I M

E PLURIBUS UNUM

F I V E C E N T S

LIBERTY

GOD WE TRUST

LIBERTY

GOD WE TRUST

LIBERTY

GOD WE TRUST

E PLU R I B USU NUM

STATES OF AMER

ON E D I M

E PLU R I B USU NUM

STATES OF AMER

ON E D I M

2 0 1 0Liberty

I N GOD

T LIBERTY

GOD WE TRUST

E PLURIBUS UNUM

STATES OF AM

ONE CENT

CALIFORNIA

2 00 5E PLURIBUS UNUM

JOHNMUIR

YOSEMITEVALLEY

STATES OF AMERIC

QUARTER DOLLAR

GOD WEL I B E R T Y

STATES OF AMERIC

QUARTER DOLLAR

GOD WEL I B E R T Y

Math - Monday

Name:____________________________________ #_______________ Date:__________________________

How Do I Get Oxygen?

My body needs a special kind of gas called oxygen. Oxygen is in air.

I get oxygen when I breathe.

I breathe air in through my nose. Hairs and sticky mucus inside my

nose keep the dust and dirt from getting into my lungs.

Air goes down my windpipe. My windpipe has smaller branches that

end in my lungs. Oxygen is taken into my lungs when I breathe in.

My lungs don't have muscles. I breathe by changing the size of my

chest. When I inhale (make my chest bigger), air comes into my body.

When I exhale (make my chest smaller), air is pushed out. This is breathing.

I keep breathing even when I am asleep.

1. How do I get oxygen?

2. What happens when I inhale?

3. What happens when I exhale?

4. What keeps dirt and dust from getting into my lungs?

TUESDAY 1st Grade Daily Student Instruction Sheet

TUESDAY - April 7th, 2020

ELA Spalding (15 Minutes) Literature (15 Minutes) Grammar/Writing (5 Minutes) Reading (20+ minutes)

Spalding Goal/Objective: Students will review 5 phonograms and learn 3 new spelling words. Materials needed:

● Spalding paper (Use Spalding paper printed yesterday labeled with columns for Monday and Tuesday)

● Phonogram Cards resource ● Spalding Phonogram Sounds resource (provided week 1 in Appendix) ● Spalding markings resource (provided week 1 in Appendix) ● Spalding rules resource (provided week 1 in Appendix)

Specific Instructions (I=independent; PA=Parent Assisted): (PA) (3 min) ❏ Oral Phonogram Review (OPR):

❏ Parent will show one phonogram card to student. ❏ Student will say the sounds (in order) made by that phonogram

and the related cue, if any. ❏ If student says correct sounds/cue, parent will show the next card.

If student does not say correct sounds/cue, parent says correct sounds and student repeats.

❏ Repeat process so that each card is reviewed orally two times. ❏ Phonograms to review today: ou, gn, eigh, si, th

❏ Parent says sounds of one phonogram card (hide card so student cannot see).

❏ Student repeats sounds back to parent and then writes the phonogram. Students will write today’s phonograms under the Tuesday column.

❏ Remind students to use their phonogram knowledge and spelling rules. ❏ Remind students to practice proper letter formation and to use their best

handwriting. ❏ Students will write today’s words in the Tuesday column.

❏ Read for spelling (sound out each phonogram and then blend to read it as a whole word)

Literature

Goal/Objective : Students will continue our study of Beatrix Potter as we read the story The Tale of Johnny Town-Mouse practicing their reading comprehension skills.

Materials needed:

● Copy of the book The Selected Tales from Beatrix Potter

● OR the teachers notes digital copy of The Tale of Johnny Town-Mouse part I

○ The Tale of Johnny Town-Mouse Part 1 (Illustrated Text) ● OR read aloud with Mrs. Borden

○ The Tale of Johnny Town-Mouse Part 1 (Read Aloud)

❏ (PA) (3 min) Pre-reading introduction : Ask students to close their eyes. Tell them to imagine being out in the country, then ask them to share what they see. Now ask them to imagine a busy city, what do they see? Today we will read about two mice. One lives in the country (Timmy Willie) and one lives in the town (Johnny Town-Mouse).

❏ (PA) (14 min) Read pages 102-114 in The Selected Tales from Beatrix Potter or Part I of the teachers notes digital copy.

❏ (PA) (3 min) Comprehension questions: Where was Timmy Willie born? Where was Johnny Town-Mouse born? How did Timmy Willie get into town?

Grammar/Writing

Goal/Objective:

● Review Pronouns ● Be able to differ between a noun and a pronoun

Materials needed:

● People are Pronouns 1 independent practice sheet ● People are Pronouns 1 teacher copy

(PA) (2 min)

❏ Review the definition of a Pronoun- A pronoun takes the place of a noun. Then read the following sentence

● Mrs. Borden took a nap.

❏ Ask your student to identify the proper noun. Then ask them to listen as you read this sentence.

● She took a nap.

❏ Now ask your student to tell you what is different in this sentence compared to the first. Changing Mrs. Borden to the word she changes the proper noun to a pronoun.

❏ (I) (3 min) Have your scholar complete the People are Pronouns 1 worksheet, then check their answers.

MATH (30 Minutes)

Goal/Objective : ● Identify single coins by name and value. ● Count on by 25s, 10s, 5s, and 1s to count sets of mixed coins ● Count sets of mixed coins up to $.99

Materials needed:

● Paper Coins from Week 3, Monday ● Cactus Cash independent practice sheet

○ Optional: Actual pennies, nickels, dimes, and quarters to reflect worksheet problems.

Specific Instructions (I=independent; PA=Parent Assisted): (PA) (5 minutes) ❏ Review the name, appearance, and value of a penny, nickel, dime, and

quarter using the coin flash cards, (Optional: Use actual coins in place of flash cards.) ❏ Place a large group of actual or paper mixed coins in a pile. ❏ Parent will ask students to identify coins by name and value.

❏ Which coin is a penny? ❏ -OR- Which coin has a value of 1￠

❏ Repeat above procedure for varying coins/values (I) (5 minutes)

❏ Using paper coins or actual coins (use actual coins if at all possible): ❏ Choose 5-6 coins at random. ❏ Sort coins by quarters, dimes, nickels, and pennies. ❏ Order coins by value, greatest on the left to the smallest on the

right. ❏ Repeat the procedure for other sets of coins.

❏ Sets with 5-6 coins in differing combinations. ❏ Sets with more than 5-6 coins in differing combinations.

(I) (13 minutes) ❏ Complete “Cactus Cash” independent practice sheet. (note: use actual

coins to reflect the coins on the worksheet, if needed.) ❏ Write the value of each coin under the picture of each coin. ❏ Skip count to determine the value of all the coins. When skip

counting, start with coins that have the greatest value and go in order to the coins with the smallest value.

❏ Write the value of the set of coins in the cactus to the left. ❏ Use stars at top to self-check answers. If your answer isn’t one of

the choices in the star at the top, count the coins again. Optional: (I)

❏ Video: BrainPopJr. - Counting Coins (It’s OK if they already watched this video last week. This can be a tricky concept for first graders (counting on by mixed denominations), so the extra reinforcement is good.

SCIENCE (20 Minutes)

Science Goal/Objective:

● Learn about the nervous system ● Location of nervous system ● The role of brain and nerves in human body

Materials needed:

● My Brain and Nerves teacher master for copywork ● My Brain And Nerves independent practice sheet ● My Brain read aloud by Mrs. Brogan

Specific Instructions (I=independent; PA=Parent Assisted): (PA) (5 minutes) ❏ Read the paragraph from “My Brain and Nerves” independent practice

sheet to the student. Read and discuss comprehension questions at the bottom. It’s OK if the student doesn’t remember all the details. This discussion is to help them attune to facts for the second read.

(PA) (15 minutes)

❏ Read the text a second time to the student. Ask the student to underline the evidence supporting the answer to question 1 and write “1” with a circle around it above the first word of the underlined text (see teacher master for example). Answer question 1 in the space provided. Write in complete sentences please. Students may copy the teacher notes page to ensure correct spelling. Repeat these steps for the remaining questions, annotating with underlining and circled numbers for each question and writing the answers to each question in the blank provided.

❏ Optional: Watch Brain Pop resource on the role of the brain in our body. There is a “Request Free Access” link at the top of the screen above the login menu. Video: BrainPop - Brain

OPTIONAL Art (15-20 Minutes)

ART Week 3 Art Project: Continue Overlapping Houses AND/OR Bell work Goal/Objective:

● (Overlapping Houses ) - Students will practice drawing overlapping shapes.

● If you would like to continue working on your house drawing, GREAT! Please email me a pic of your drawing, so that I can post it on my blog.

Theresa.Northway@greatheartsnorthernoaks.org ● AND/OR Bell work: Images and directions to copy will be posted on my

Materials needed: ❏ Mrs. Northway’s Blog

❏ Tuesday/Thursday Lesson Instruction Sheet

Specific Instructions: (I=independent; PA=parent assisted)

❏ (PA) View Packet Documents and the Step by Step instructions with your scholar: Video instructions, slide instructions, and images to print out may be found in my Week 3 BLOG (link listed in “materials needed”). ❏ (PA) Assist students in preparing their piece of paper before drawing. (Please refer to the video in Week 1 BLOG, on how to prepare paper and image). ❏ (IW) Parents, please do NOT draw; Please only direct scholars on how to fill the entire page and give constant reminders to press lightly with colored pencils.

PE (10 Minutes)

PE Goal/Objective: Students will perform a variety of anaerobic exercises to increase their strength and endurance. Materials needed:

● A deck of cards (can be homemade) ● Playing Card Fitness

Specific Instructions: (I=independent; PA=parent assisted): ❏ (PA) Parents will read and show students Playing Card Fitness sheet.

❏ (PA or I) Students will begin Playing Card Fitness. Students may do

exercises individually, with a partner, or as a family.

Phonogram flashcards – Tuesday, April 7, 2020

eigh si

Person Pronoun Circle the correct word

SheParts of Speech © Kathryn Garcia 2013

Week 3 Tuesday - Writing Name______________________ # _______ Date ________________

aaaaaaaaaaa$ $

E PLU RUS USU NUMUN

DSTATES OF AM

ON E D I ME

IN GOD

WE TRUST 1990

IN GOD WETRUST

LIBERTY

1 9 9 4

F I V E C E N T S

M O N T I C E L L O

EPLURIBUS UNUM

ITED STATES OF AMERIC

LIBERTY

GOD WE TRUST E PLURIBUSUNUM

STATES OF AME

NE C E NT

BE R T

IN GOD WE TRUST

STATES OF AMERIC

QU ART ER D O LLAR

E PLURIBUSUNUM

UST LIB

IN GOD WETRUST

LIBERTY

1 9 9 4

IN GOD

WE TRUST 1990

STATES OF AMERIC

QU ART ER D O LLAR

E PLURIBUSUNUM

IN GOD WETRUST

LIBERTY

1 9 9 4

E PLU RUS USU NUMUN

DSTATES OF AM

ON E D I MEIN GOD

WE TRUST 1990

UST LIB

IN GOD WETRUST

LIBERTY

1 9 9 4

E PLU RUS USU NUMUN

DSTATES OF AM

ON E D I MEIN GOD

WE TRUST 1990

IN GOD

WE TRUST 1990

F I V E C E N T S

M O N T I C E L L O

EPLURIBUS UNUM

UST LIB

LIBERTY

GOD WE TRUST

LIBERTY

GOD WE TRUST

IN GOD WETRUST

LIBERTY

1 9 9 4

UST LIB

F I V E C E N T S

M O N T I C E L L O

EPLURIBUS UNUM

UST LIB

LIBERTY

GOD WE TRUST

STATES OF AMERIC

QU ART ER D O LLAR

E PLURIBUSUNUM

IN GOD WETRUST

LIBERTY

1 9 9 4

IN GOD

WE TRUST 1990

UST LIB

LIBERTY

GOD WE TRUST

E PLURIBUSUNUM

STATES OF AME

NE C E NT

E PLURIBUSUNUM

STATES OF AME

NE C E NT

LIBERTY

GOD WE TRUST

E PLU RUS USU NUMUN

DSTATES OF AM

ON E D I ME

IN GOD

WE TRUST 1990

IN GOD

WE TRUST 1990

E PLU RUS USU NUMUN

DSTATES OF AM

ON E D I ME

F I V E C E N T S

M O N T I C E L L O

EPLURIBUS UNUM

E PLURIBUSUNUM

STATES OF AME

NE C E NT

LIBERTY

GOD WE TRUST

LIBERTY

GOD WE TRUST

IN GOD WETRUST

LIBERTY

1 9 9 4

IN GOD WETRUST

LIBERTY

1 9 9 4IN GOD

WE TRUST 1990

IN GOD

WE TRUST 1990

F I V E C E N T S

M O N T I C E L L O

EPLURIBUS UNUM

UST LIB

LIBERTY

GOD WE TRUST

E PLU RUS USU NUMUN

DSTATES OF AM

ON E D I ME

IN GOD

WE TRUST 1990

IN GOD

WE TRUST 1990

IN GOD

WE TRUST 1990

E PLURIBUSUNUM

STATES OF AME

NE C E NT

F I V E C E N T S

M O N T I C E L L O

EPLURIBUS UNUM

UST LIB

LIBERTY

GOD WE TRUST

Name #: Date: Money to 97¢

Cactus CashCount the money in each row.Write the amount on the cactus.Color the matching star.

Bonus:Find the star you

did not color. Writethat amount on theback of this page.

Draw and color fivecoins that equal the

amount. Color the star.

86¢ 69¢

85¢91¢

58¢66¢

Math - Tuesday

Name:_______________________________ #_______________ Date:_____________________________-

My Brain and Nerves

I could not live without my brain. It is the most important part of me. It

makes my whole body work.

My brain tells my nerves what to do. Nerves carry messages to and from

my brain. My nerves go down my spine. They go to each part of my body. The

messages tell each part what to do.

My brain is protected by a hard skull. It is protected by a layer of liquid

My brain has three parts. One part keeps my body alive. It keeps my

lungs breathing and my heart beating. Another part of my brain helps me keep

my balance. The biggest part of my brain I use whenever I see, hear, touch,

speak, or move my muscles. I also use the biggest part of my brain to think!

1. What keeps me alive?

2. What helps my brain?

3. How many parts are in my brain?

4. What do the parts of my brain do?

WEDNESDAY 1st Grade Daily Student Instruction Sheet

WEDNESDAY - April 8, 2020

Spalding Goal/Objective: Students will review 5 phonograms and learn 3 new spelling words. Materials needed:

● Spalding paper (Wednesday-Thursday) ● Phonogram Cards resource ● Spalding Phonogram Sounds resource (provided week 1 in Appendix) ● Spalding markings resource (provided week 1 in Appendix) ● Spalding rules resource (provided week 1 in Appendix)

Specific Instructions (I=independent; PA=Parent Assisted): (PA) (3 min) ❏ Oral Phonogram Review (OPR):

❏ Parent will show one phonogram card to student. ❏ Student will say the sounds (in order) made by that phonogram

and the related cue, if any. ❏ If student says correct sounds/cue, parent will show the next card.

If student does not say correct sounds/cue, parent says correct sounds and student repeats.

❏ Repeat process so that each card is reviewed orally two times. Phonograms to review today: ow, ch, eigh, si, ee

❏ Parent says sounds of one phonogram card (hide card so student cannot see).

❏ Student repeats sounds back to parent and then writes the phonogram. Students will write today’s phonograms under the Tuesday column.

First: Parent Does Next, Child Does Then, Together:

● Says the word

● Says the word in a sentence

● Says the word again

● Repeats the word ● Determines the base words

(and prefix/suffix, if applicable)

● Shows syllables with fists and sounds with fingers

● Writes the word in syllables while saying it aloud

● Writes the markings and the rules that apply

● Make the appropriate corrections before moving on the next word

handwriting. ❏ Students will write today’s words in the Wednesday column.

❏ Read for spelling (sound out each phonogram and then blend to read it as a whole word)

Literature

Goal/Objective : Students will continue our study of Beatrix Potter as we read the story The Tale of Johnny Town-Mouse practicing their reading comprehension skills.

Materials needed:

● Copy of the book The Selected Tales from Beatrix Potter ● OR the teachers notes digital copy of The Tale of Johnny Town-Mouse

part II ○ The Tale of Johnny Town-Mouse Part 2 (Illustrated Text)

● OR read aloud with Mrs. Borden ○ The Tale of Johnny Town-Mouse Part 2 (Read Aloud)

❏ (PA) (3 min) Pre-reading review: *Did Timmy like his experience in town? What was Timmy Willie afraid of in town?

❏ (PA) (14 min) Read pages 115-127 in The Selected Tales from Beatrix Potter or Part II of the teachers notes digital copy.

❏ (PA) (3 min) Comprehension questions: Did Johnny Town-Mouse like the country? What was Johnny Town-Mouse afraid of in the country? What is the lesson of the story?

Grammar/Writing

Goal/Objective:

Materials needed:

● People are Pronouns 2 independent practice sheet ● People are Pronouns 2 teacher copy

(PA) (2 min)

❏ Review the definition of a Pronoun- A pronoun takes the place of a noun. Then read the following sentence.

● Mrs. Albertson and Mrs. McIntosh played outside.

❏ Ask your student to identify the proper nouns. Then ask them to listen as you read this sentence.

● They played outside.

❏ Now ask your student to tell you what is different in this sentence compared to the first. Changing Mrs. Albertson and Mrs. McIntosh to the word they changes the proper nouns to a pronoun.

❏ (I) (3 min) Have your scholar complete the People are Pronouns 2 worksheet, then check their answers.

MATH (30 Minutes)

Goal/Objective : ● Count sets of mixed coins up to $.99 ● Compare the values of two sets of mixed coins. ● Identify sources of money

Materials needed:

● Jumping and Dropping Coins independent practice sheet ● Sources of money independent practice sheet

Specific Instructions (I=independent; PA=Parent Assisted): (15 minutes) ❏ Student will say Money Chant, pointing to the flash cards as they name

coins and their related values. Money Chant: I have a little song and it sounds kinda funny. It’s all about coins and it’s all about MONEY. A penny’s worth one, a nickel’s worth five, a dime is worth ten and a quarter twenty-five.

❏ (PA) Tell students that today we are going to compare the values of two different sets of coins. ❏ Complete the first problem together. ❏ Student will state in complete sentences (for example: 38￠,57￠)

❏ 57￠is more than 38￠.

❏ 38￠ is less than 57￠.

❏ (I) Complete “Jumping and Dropping Coins” independent practice sheet. ❏ Follow instructions at the top of the practice sheet.

❏ Note: If student is having difficulty counting, have student write the values of the coins under the pictures in small print.

❏ Select several problems for students to reflect which set is more or less, speaking in complete sentences using the same format as (PA) above.

(PA) (15 minutes) ❏ Discuss:

❏ Ask students to think of how people get money. ❏ Can be earned - a job is done in exchange for money ❏ Can be received as a gift

❏ Ways we get money are “sources” of money. ❏ When we get money it is often called “income.”

❏ Complete Sources of Money independent practice sheet.

❏ Fill in the blank at the top: “Money that we earn or is given to us is called “________.” Answer is “income”

❏ Student will draw or write (or both) one source of income for each column. ❏ One way they can earn money ❏ One type of monetary gift they could receive

❏ Tooth fairy ❏ Birthdays/holidays ❏ Find it

HISTORY (20 Minutes)

History Goal/Objective:

● Learn who Paul Revere was and the important role he played in America’s journey to independence from Britain.

● Identify Minutemen, Redcoats, and “the shot heard round the world”

Materials needed: ● 13 Colonies song sheet (from last week’s packet) ● “The Shot Heard Round the World” text resource ● “The Shot Heard Round the World (Read Aloud 3) video by Mrs.

Albertson ● Paul Revere coloring sheet

(PA) (2 min) ❏ Review the 13 colonies by having your student sing the 13 Colonies

Song (tune: Yankee Doodle). Have student point to each colony on the song sheet as they sing the song.

❏ Here is a great online resource to hear the 13 colonies song: 13 Colonies Song (tune: Yankee Doodle)

(PA) (3 min) ❏ Before reading, review vocabulary your student will hear in today’s

history reading. ❏ belfry - a tower that holds a large bell inside ❏ militia - an army made up of ordinary people, not trained soldiers ❏ signal - an object or act used to send a message without words ❏ spies - people who secretly keep watch on other people to find out

information about what’s happening ❏ volunteers - people who do something without being paid or told

to do it

(PA) (10 min) ❏ Read: “The Shot Heard Round the World” (Read Aloud 3) with your

student. While reading, ask your student to snap twice each time they hear one of the vocabulary words they’re listening for. This is a great way to practice active listening and snapping.

(I) (5 min) ❏ Have your student retell all they remember about the History lesson read

today. If time allows, your student may color the Paul Revere coloring page after their retell.

OPTIONAL Spanish (10 Minutes) Music (10-15 Minutes)

Spanish Goal/Objective:

● Your student will provide information about their house (apartment) and review previously learned concepts (numbers and colors)

Materials needed:

● Spanish journal (paper) ● crayons ● Teacher notes

○ Refer to Monday’s notes if using the printed resources. ● Audio file ● Video of numbers and colors

○ Numbers ○ Colors

Specific Instructions: (I=independent; PA=parent assisted):

❏ (PA) Review Monday’s lesson ❏ (PA) Mi casa (apartamento) activity:

❏ Tell your student they are going to draw a picture of their house (apartment)

❏ (PA) As your student draws, have your student answer some of the questions from Monday’s lesson. Encourage them to be as descriptive as possible and to use the vocabulary and phrases from the teacher notes.

https://ghnospanishk-2.blogspot.com/2020/03/april-6-april-10.html Music Goal/Objective: Review Solfa Street Materials needed: Solfa Street Specific Instructions (I=independent; PA=Parent Assisted): PA/I ❏ PA: Please read the following statements to your student:

❏ Our neighbors live a skip apart. ❏ So is high ❏ Mi is low ❏ Mi is always a skip below So

❏ I: Please write the names of our neighbors on Solfa Street where they belong.

❏ I: Next, draw Mi on the staff next to the So I have provided. ❏ If So is on a line then Mi is on the next line down. If So is on a

space then Mi is on the next space down. ❏ See Blog for support!

Spalding – Distance Learning Week 3: April 6-9, 2020

Name __________________________________________________ #__________ Date____________________________

Wednesday

(write Wednesday phonograms

Thursday

(practice spelling test -

write this week’s 9 spelling words

in this column)

Phonogram flashcards – Wednesday, April 8, 2020

eigh si

Person Pronoun Circle the correct word

Week 3 Wednesday - Writing Name_______________________ # _______ Date ____________

LIBERTY

LIBERTYIN

LIBERTY

ith th

ox® •

’s H

er® •

0 • A

Math – Wednesday

Name: _____________________________________________ #: __________ Date: ______________________

Money that we earn or that is gifted to us is called “_______________________________.”

Draw one example of each.

Sources of Income Ways to earn money.

Ways money is Gifted.

History – Wednesday, April 8, 2020

Name__________________________________________ #_________

THURSDAY - 1st Grade Daily Student Instruction Sheet

THURSDAY - April 9, 2020

Spalding Goal/Objective : Students will review spelling words learned this week. Materials needed: Spalding paper (use Spalding paper printed yesterday labeled with columns for Wednesday and Thursday) (PA) (15 min) ❏ Practice Spelling Test

❏ Dictate this week’s 9 spelling words (one at a time) to your child. For each word,

handwriting. ❏ Students will write this week’s words in the Thursday column. See the

following page for this week’s words. ❏ This week’s words:

Literature

Goal/Objective : Students will compare and contrast Aesop’s Fables the Town Mouse and the Country Mouse with Beatrix Potter’s the Tale of Johnny Town-Mouse

Materials needed:

● Copy of the book The Selected Tales from Beatrix Potter ● OR the teachers notes digital copy of The Tale of Johnny Town-Mouse

part I and II ○ The Tale of Johnny Town-Mouse Part 1 (Illustrated Text) ○ The Tale of Johnny Town-Mouse Part 2 (Illustrated Text)

● OR read aloud with Mrs. Borden ○ The Tale of Johnny Town-Mouse Part 1 (Read Aloud) ○ The Tale of Johnny Town-Mouse Part 2 (Read Aloud)

● Copy of Aesop’s Fable the Town Mouse and the Country Mouse ● OR the teachers notes digital copy of Aesop’s Fable the Town Mouse

and the Country Mouse ○ Aesop's Fables: The Town Mouse and the Country Mouse

(Illustrated Text) ● OR read aloud with Mrs. Borden

○ Aesop's Fables: The Town Mouse and the Country Mouse (Read Aloud)

● The Tale of Johnny Town Mouse Venn Diagram independent practice

sheet ● Teacher Copy of Venn Diagram

❏ (PA) (5 min) Remind students that a Venn diagram is used to organize thoughts and show how things are the same and different. Today we will use a Venn diagram to record the similarities and differences between Johnny Town-Mouse and Timmy Willie.

❏ PA) (10 min) Using the Teachers copy, help your scholar brainstorm the ways these two characters are the same, and how they are different, being sure to record them carefully in the correct circle.

❏ PA) (5 min) We will end by reading the story of Aesop’s Fable the Town Mouse and the Country Mouse

Grammar/Writing

Goal/Objective:

Materials needed:

● Parts of Speech Poem

❏ (PA) (1 min) Review that a pronoun takes the place of a noun. Today we are going to review the second line of our Parts of Speech Poem.

❏ (PA) (4 min) Review the first line about nouns and then read the second line about Pronouns 3 times together and then let your scholar recite it back to you.

Reading Goal/Objective : Read aloud to an adult for at least 20 minutes. Materials needed: “Right fit” reading book (on your student’s reading level, will be provided separately by your student’s classroom teacher)

Specific Instructions (I=independent; PA=Parent Assisted): ❏ (PA) (I) (20 min) Read aloud to an adult for at least 20 minutes

MATH (30 Minutes)

Math Goal/Objective :

● Identify uses of money (save, spend, give) ● Distinguish between wants and needs ● Count sets of mixed coins up to $.99 ● Compare the values of two sets of mixed coins.

Materials needed:

● Uses of money independent practice sheet ● Time to Shop independent practice sheet

Specific Instructions (I=independent; PA=Parent Assisted): (PA) (5 minutes) ❏ Discuss:

❏ Ask students how we use money (income). ❏ What can we do with money we have earned or been given?

❏ Spend it ❏ To obtain goods or services ❏ Discuss “wants” vs. “needs”

❏ Save it ❏ Give it

(I) (15 minutes) ❏ Complete Uses of Money independent practice sheet.

❏ Fill in the blanks at the top of each column: ❏ 1st column: Spend ❏ 2nd column: Save ❏ 3rd column: Give

❏ Student will draw or write (or both) a way they could use income in each box ❏ Spend In exchange for goods and services:

❏ One want ❏ One need

❏ One thing they would like to save for ❏ A person or organization to whom they would like to give

(10 minutes) ❏ (I) Complete “Time to Shop” independent practice sheet.

❏ Follow instructions at the top of the practice sheet. ❏ Color the price tag yellow if Kenny has enough money to

purchase the item. ❏ Color the price tag orange if Kenny does not have enough

money to purchase the item. ❏ If time remains, complete challenge question at the bottom.

Optional: (I)

❏ Video: BrainPopJr. - Saving and Spending

HISTORY (20 Minutes)

History Goal/Objective:

● Review who Paul Revere was and the important role he played in America’s journey to independence from Britain.

Materials needed:

● 13 Colonies song sheet (from last week’s packet) ● Paul Revere” (Core Knowledge - From Colonies to Independence pg.

14-17) ● Paul Revere read aloud video by Mrs. Albertson ● American Revolution Review 2 independent practice sheet

Specific Instructions (I=independent; PA=Parent Assisted): (PA) (2 min) ❏ Review the 13 colonies by having your student sing the 13 Colonies

Song (tune: Yankee Doodle). Have student point to each colony on the song sheet as they sing the song.

❏ Here is a great online resource to hear the 13 colonies song: 13 Colonies Song (tune: Yankee Doodle)

(PA) (5 min) ❏ To review what we learned yesterday, read:

“Paul Revere” (Core Knowledge - From Colonies to Independence pg. 14-17)

(PA) (8 min) ❏ Have student complete the American Revolution Review 2 independent

practice sheet

OPTIONAL

Art (15-20 Minutes)

PE (10 Minutes)

ART Week 3 Art Project: Continue Overlapping Houses AND/OR Bellwork

Goal/Objective: ● (Overlapping Houses ) - Students will practice drawing overlapping

shapes.● If you would like to continue working on your house drawing, GREAT!

Please email me a pic of your drawing, so that I can post it on my blog. J● Theresa.Northway@greatheartsnorthernoaks.org● AND/OR Bell work: Images and directions to copy will be posted on my

Materials needed: ● Mrs. Northway’s Blog● Tuesday/Thursday Lesson Instruction Sheet

○ Refer to Monday’s notes if using the printed resources.

Specific Instructions: (I=independent; PA=parent assisted)

❏ (PA) View Packet Documents and the Step by Step instructions withyour scholar: Video instructions, slide instructions, and images to printout may be found in my Week 3 BLOG (link listed in “materials needed”).

❏ (PA) Assist students in preparing their piece of paper before drawing.(Please refer to the video in Week 1 BLOG, on how to prepare paper andimage).

❏ (IW) Parents, please do NOT draw; Please only direct scholars onhow to fill the entire page and give constant reminders to press lightlywith colored pencils.

P.E. Goal/Objective: Students will perform a variety of anaerobic exercises to increase their strength and endurance.

Materials needed: ● A deck of cards (can be homemade)● Playing Card Fitness

○ Refer to Monday’s notes if using the printed resources.

Specific Instructions: (I=independent; PA=parent assisted): ❏ (PA) Parents will read and show students Playing Card Fitness sheet.

❏ (PA or I) Students will begin Playing Card Fitness. Students may doexercises individually, with a partner, or as a family.

Week 3 Thursday – Literature Name ______________________ Class ________ Date ____________________

The Tale of Johnny Town-Mouse Compare & Contrast

Johnny Town-Mouse and Timmy Willie are different because ____

___________________________________________________________________

Johnny Town-Mouse Timmy Willie

• __________________________

______________

Math – Thursday

Name: _____________________________________________ #: __________ Date: ______________________

Draw one example of each.

Uses of Money

I can ____________ money. Want:

I can: ____________ money.

IN GOD

WE TRUST 2001

IN GOD

WE TRUST 2001LI

IN GOD

WE TRUST 2001

LIBERTY

IN GOD

WE TRUST 2001

IN GOD

WE TRUST 2001

IN GOD

WE TRUST 2001

IN GOD

WE TRUST 2001

IN GOD

WE TRUST 2001

IN GOD

WE TRUST 2001

IN GOD

WE TRUST 2001

LIBERTY

IN GOD

T LIBERTY

IN GOD

TLIBERTY

IN GOD

LIBERTY

IN GOD

T LIBERTY

IN GOD

Candy Bar

Name #: Date: MoneyComparing prices and coin amounts

Bonus Box: Study each problem. Beside each yellow tag, write the correct change. Beside each orange tag, write how much more money Kenny needs.

Time to Shop!Help Kenny Kangaroo shop.Count each set of coins.Write the total on the line.Use the code to color the price tag. Color Code

Does Kenny have enough money?

yes = yellowno = orange

______ ¢ ______ ¢

32¢ 50¢

41¢ 75¢

29¢ 63¢

Math - Thursday

History

American Revolution Review 2 Thursday, April 9, 2020

Name___________________________________________ #________

1. Paul Revere worked as a ______________________________________.

2. British soldiers were called ____________________________________ because of the

color of the uniforms they wore.

3. Two lights shining in the church tower was the signal that the British were coming by

__________________________.

4. Men ready to fight at a minute’s notice were known as ____________________________.

5. No one knows who fired the “shot heard round the world”, but it began the

_________________________________ ____________.

Word Bank

Minutemen Revolutionary War

sea silversmith

Redcoats land

Are you up for the challenge? On the back of this sheet, write REVOLUTIONARY WAR. How many other words can you build using letters found in Revolutionary War? Example: love, yarn, ran, want….

Name: ________________________________________ #: _____Grade/Section _______

Title:

First Grade Minute Reading

Week of:

Apr. 6th Book Title Tricky

Minutes

Parent

Initials

Monday

Date: 4/6Title:

Comprehension: Tell one event or fact from

the beginning of the text.

Tuesday

Date: 4/7Title:

the middle of the text.

Wednesday

Date: 4/8Title:

the end of the text.

Thursday

Date: 4/9Title:

Comprehension: Tell me everything you can

about the story you just read.

Weekend

Date(s):

4/10-4/12

Title:

Comments: __________________________________________________________________

________________________________________________________________________________

Minutes:

(Min. 80)

_________________________________________________________________________________

DUE every Monday. ________/20 points

SCHOOL HOLIDAY ----- ----- -----

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