First Grade Assignment Sheet - Week 19 Due: January 28, 2021  Student’s Name____________________________________  Mrs. Rachel Lyles  901-270-4013 rachel.vcsnashville@gmail.com  

 

★ Bible/Character Study:   

○ Contentment- To be satisfied in my present circumstances knowing that God is providing for my every need.  

○ Memorize by Week 20, January 28th:  

■ Hebrews 13:5 Keep your life free from love of money, and be content with what you have, for he has said, “I will never leave you nor forsake you.” 

○ Sing Amazing Grace a few times this week: https://www.youtube.com/watch?v=Jbe7OruLk8I 

○ Family Discussion: Larry Burkett, a Christian financial counselor, says that contentment is an attitude of the heart. Once the attitude has been modified and all has been transferred to God, contentment will be evident. We have been discussing in class how we need to practice good habits (character traits) so they will become a part of who we are. Help your child practice these traits at home. Practice being content. When your child complains, help him/her to find something to be thankful for so they can learn to be content.  

■ Read together the story about Abram and Lot in Genesis 13: 1- 18. The Lord had blessed Abram and Lot with much wealth. What was happening among their herdsmen? Abram suggested that they part and he gave Lot first choice. Lot chose the best land for himself. How did Abram react? Did he show contentment? What did the Lord do? In verse 18, what did Abram do when he moved to the new land? Later God makes a covenant with Abram and God then calls him Abraham.  

○ Family Activity: Continue to have each person tell something good about their day at dinner or a convenient time as you train your child to be content. Extension (optional): Add sentences to your jar of ways you have been blessed, to be read at Christmas, or New Year’s Day. 

★ History: 

○ Read aloud pp. 191-197 of Chapter 26, “The People of the Americas.” Have your child answer the following questions orally: 

■ The Heads of the Olmecs 

● What does “Mesoamerica” mean? Between the Americas 

● What is the other name we use for “Mesoamerica?” Central America 

● What is the name of the tribe that lived in Central America? Olmecs 

mailto:rachel.vcsnashville@gmail.comhttps://www.youtube.com/watch?v=Jbe7OruLk8I

● Where did the rich Olmec people live? In the city, up on a hill. 

● Where did the poor people love? Down on the plain below 

● What kind of sculpture did the Olmecs make? Giant heads of their rulers 

■ Rabbit Shoots the Sun 

● What two countries are now in North America? Canada and the United States 

● Did the people of North America live in cities? No, they were nomads. 

● In the story of “Rabbit Shoots the Sun,” why did Rabbit decide to shoot the sun? Because it was so hot and dry 

● What happened when Rabbit's arrow hit the sun? Fire came out and started to burn up the world. 

● Was Rabbit still brave and bold at the end of the story? No, he was timid and shy. 

○ History Copywork: Read aloud the sentence to discover a “big idea” of the chapter. OPTIONAL: Copy the history sentences on the history sheet correctly and neatly.  

○ History Narration: After you have read the history assignment to your child, have your child tell you about something that you've just read. Write his/her version down in the history workbook. The narrations are usually two-to-five sentences. Have them illustrate their narration and add a caption.  

★ Literature: 

○ Read pages 22-32 of King Midas and the Golden Touch by Charlotte Craft 

○ Complete the comprehension worksheet in the yellow literature folder. If you do so orally, please write “orally” at the top of the page and initial it.  

○ Complete the “If You Could Ask the Character 4 Questions” worksheet in the yellow literature folder. 

○ Read the book The Big Snow by Berta and Elmer Hader any time during the month of January. Complete the attached book report. Due January 28th. (You can find this book at your local library or watch the read-aloud video on our 1st Grade webpage.) 

★ Grammar: 

○ Complete the Reading Connection - The Old Cat 

○ Complete the sequence sheet - What Happens Next? 

○ Complete two Adjective worksheets. 

■ Parents, have your child choose one animal feet and one child worksheet. Follow the directions on the worksheet. You may write your child’s answers down for him/her. (Use the Adjectives page included in this packet to remind your child what types of words can be adjectives.) 

★ Penmanship: 

○ Copywork: Draw the background and copy the last two sentences from page 22 of your Draw Write Now workbook into your Draw Write Now red folder. 

★ Phonics: 

○ Complete Lessons 71, 72, 73, and Assessment 13 (Lesson 70). 

○ Complete worksheets - Bossy R Mixup: /-ar/ (top part only); Cut, Read, and Sort: /ch/ vs. /sh/; Bossy R Mixup: /-or/ (top part only) 

○ Complete Fluency Master - Fluency Master 7 

■ Fluency masters provide additional practice to your child who may need more exposure to high frequency words in order to learn them. 

○ Read Decodable Reader 25 (Such Good Bugs) 

★ Spelling and Dictation: 

○ Spelling Words: See attached list for Week 19 spelling words. 

○ Choose three of the activities from the Spelling Menu to practice your spelling words. Be sure to circle and have a parent initial the ones you chose. Also, be sure to staple your work to the back of the menu to turn in. 

○ Take a practice written test, then copy any misspelled words two or more times. 

○ Dictation: Dictate two sentences using at least two spelling words in each sentence 

○ Extending the Lesson (Optional): Complete the Week 19 Spelling Search as one of your Spelling Menu options this week or as an additional practice exercise. 

★ Fine Arts:  

○ Art Appreciation: Claude Monet  

■ Begin to look and discuss some of Monet’s paintings. (Parents, you may find Monet’s paintings at this website, https://www.claudemonetgallery.org/ , which is also linked to our 1st grade webpage.) 

● Ideas for discussion starters include (but are not limited to): 

○ What do you see in this picture?  

○ How would you describe the people in this picture? How are they like you? How are they different from you? 

○ What interests you most about this work of art?  

https://www.claudemonetgallery.org/

○ What is the largest and smallest thing you see in this picture? 

○ What do you think is the most important part of this picture and why? 

○ What title would you give this painting? 

○ Music Appreciation: Frederic Chopin 

■ Listen to Classics for Kids, Episode 1 on Chopin: “About Frederic Chopin” https://www.classicsforkids.com/shows/shows.php?id=51 (This link is, also, on our class webpage.) 

■ Listen to Chopin’s music at home  

★ Geography: 

○ Complete Maps, Charts, and Graphs Lesson 14 

★ Critical Thinking: 

○ Complete Primary Analogies p. 39 

○ Complete the Snowman Glyph worksheet.  

■ A glyph, or pictograph, is like a hieroglyph, or a picture that represents a word or phrase. In history, we have studied how ancient cultures used pictures as communication. This week at home, your child will make a snowman, using the legend, which will represent him/her. Next week in class, we will share our snowmen (and women!) and use them to find out facts about our class! (Parents, you may fill in the “My Glyph Data” page for your child, if needed.) 

★ Read Aloud: 

○ Read aloud from a book of your choice for 20 minutes or more a day.  

■ Suggested goal: minimum of 10 books or chapters per week. Parents, listen to your student read aloud so you can monitor their expression and flow as they read aloud. Also, read aloud to your child to model correct flow and expression. 

○ Extending the Lesson (Optional): Color a snowflake on the attached sheet for every book or chapter that you read. If you do more, draw more snowflakes on the back of this sheet and color it. 

   I have reviewed my student's work, and all assignments are complete as outlined on this assignment sheet.   

_______________________________________   Parent's Signature   

https://www.classicsforkids.com/shows/shows.php?id=51

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An is a word that describes a noun or pronoun such as a person, place, thing, or idea.

An adjective can tell… * (red, yellow, blue, brown, orange) * (little, big, tiny, huge, large, medium) * (round, triangular, boxy, oval) * (smooth, rough, soft, bumpy, prickly) * (bitter, sour, tart, sweet) * (few, many, a lot, fifty, several) * (loud, quiet, soft, faint)

Name __________ Date ______Color the feet. Use four adjectives to describe the animal. Write about it.

Whose feet are these?

Name __________ Date ______Color the feet. Use four adjectives to describe the animal. Write about it.

Whose feet are these?

Name ____________ Date _______Draw an expression. Use four adjectives to

describe how the boy is feeling. Write about it.

What kind of day isthe boy having?

Name ____________ Date _______Draw an expression. Use four adjectives to

describe how the girl is feeling. Write about it.

What kind of day isthe girl having?

1st Grade Phonics Teacher Instructions

Week 19Lessons 71-73

Let’s play ‘7 Questions.’ I will pick one of the letters from our alphabet, and you will try and guess the letter. You can ask me questions, but I can only answer yes or no. So, your question must be the kind that have yes or no answers. Your goal is to try to guess my letter in seven questions or less. If you guess my letter in seven questions or less, you win. If it takes you more than seven questions, I win. I’llkeep a tally of how many questions you’ve asked.

Lesson 71 – Combination ar

Echo these words and listen for the sound that’s the same in each word. far card startWhat sound do you hear in that’s the same in each word? /ar/ Write far, card, and start on the board. What do you see that might make the /ar/ sound? a and r Let’s code these words. Code each word with a breve over the a. Now, let’s sound them out. Do these words sound right to you? no They should be saying /ar/. The bossy r is changing the sound the vowel a normally makes. It’s giving the vowel an unexpected sound. Who remembers what we call two letters that come together to make an unexpected sound? combination Right. This is combination ar. How do we code combinations? with arcs Correct the coding. Do these words need any other coding? k-back on c

What other combination have we learned? combination er Great! Sometimes these combinations will look like combinations, but they won’t act as combinations. Write dare, dart, and derrick (this is a typeof crane) on the board. When you see a combination followed by a vowel or the letter r, it not usually acting as a combination. Let’s code these words and I’ll show you the difference. The word ‘dare’ follows the ‘vowel consonant e’ pattern. In ‘dart,’ combination ar is followed by the letter so it makes its usual sound. In the word ‘derrick,’ combination er is followed by the letter r, so it makes more of a short vowel sound. Just remember that when you see a combination followed by a vowel or the letter r, it may not be acting as a combination.

Now, look at your worksheet. Write your name neatly on the space provided at the top of your page. For #1-10 I will say a sound, and you will write the letter or letters that make that sound on the line.1. /v/ - v || ve 6. /ū/ - ū, u-e2. /j/ - j 7. /ī/ - ī, i-e || y 3. /ks/ - x 8. /ā/ - ā, a-e || ay4. /k/ - k, c || ck, k, ke, c 9. /ŏŏ/ - oo5. /ō/ - ō, o-e 10. /ē/ - ē, ee || ee, y

#11 and #12 Let’s practice spelling. Put your finger next to #11. Spell the word ‘any.’ Repeat with #12.12. many

For #13 I will give you three words. I want you to write down the sound that you hear in all three words.13. part, car, art – ar

#14 through #16 We will use our new sound to spell some words.14. car 15. farms 16. dark

1st Grade Phonics Teacher Instructions

#17-#26 Code the words. Once you’ve coded them, read them quietly to yourself. Draw a line from the word to the matching picture to the right. For #26, write the two words that make up the contraction.17. carp 18. parking 19. yardstick 20. gargle 21. starve22. glide 23. braid 24. gray 25. buzzing 26. public

Lesson 72 – Digraph ch

Echo these words and listen for the sound that’s the same in each word. chart bench chimpWhat sound do you hear that’s the same in each word? /ch/ Is this a voiced or an unvoiced sound? unvoiced Write the words chart, bench, and chimp on the board. What letters do you see that might make the /ch/ sound? c and h How many sounds do you hear? one How many letters are making that one sound? two What do you think ‘ch’ is? digraph; two letters that make one sound Is digraph ch a vowel or consonant digraph? consonant digraph Why is that? because it’s made up of consonants How do we code digraphs? underline them Finish coding the words.

Look at your worksheet. Write your name neatly at the top of the page. For #1-10 I’ll give you a sound.You write the letter that makes that sound on the line. Be sure and code the vowels, so you know if it was the long or short sound.1. /ar/ - ar 6. /ā/ - ā, a-e || ay 2. /y/ - y 7. /er/ - er 3. /l/ - l || ll 8. /f/ - f || ff4. /k/ - k, c || ck, k, ke, c 9. /ē/ - ē, ee || ee, y5. /ōō/ - oo 10. /fəl/ - fle

#11-12 Let’s practice our spelling. First we’ll practice review words. Put your finger next to #11. Write the word ‘myself’ on the line next to #11. Repeat with #12.12. sleepy

#13-#16 Let’s practice writing and spelling with our new digraph.13. Write the sound you hear in all three of these words: champ, church, crunch - ch14. such 15. chart 16. lunch

#17-#26 Code the words. Once you’ve coded them, read them quietly to yourself. Draw a line from the word to the matching picture to the right.17. rich 18. chain 19. checking 20. choke 21. marched22. zipper 23. jungle 24. dented 25. woke 26. admire

Lesson 73 – Combination or

Echo these words and listen for the sound in the medial position. cork sort forgetWhat sound do you hear in the medial position? /or/ Write cork, sort, and forget on the board. What do you see that might make the /or/ sound? o and r Right! These two letters come together to make an unexpected sound. What do we call that? combination This is combination or. The o looks like it should be coded short. But if the o made its short sound, the ‘or’ would say something like ‘are.’ How do we code combinations? with arcs Finish coding the words.

1st Grade Phonics Teacher Instructions

Let’s play Bingo! As I say each spelling sound, cover the space that spells that sound with your highlighter. When you cover all of the letters on one line, either up and down, across, or from corner to corner, say ‘Bingo!’1. final sound in ‘still’ - ll 7. final sound in ‘stuff’ - ff2. suffix in ‘slowly’ - ly 8. medial sound in ‘term’ - er3. vowel sound in ‘spray’ - ay 9. final sound in ‘shook’ - k4. /k/ sound in ‘hike’ - ke 10. final sound in ‘majestic’ - c5. initial sound in ‘artist’ - ar 11. initial sound in ‘choose’ - ch6. suffix in ‘harmless’ - less

Turn the page to worksheet 73. Write your name neatly at the top of your page. For #1-10 I’ll give you a sound. You write the letter that makes that sound on the line. Be sure and code the vowels, so you know if it was the long or short sound.1. /b/ - b 6. /g/ - g2. /hw/ - wh 7. /m/ - m3. /h/ - h 8. /p/ - p4. /kw/ - qu 9. /ar/ - ar5. /z/ - z, s 10. /er/ - er

#11-#12 Put your finger next to #11. Write the word ‘much’ on the line by #11. Repeat with #12.12. after

#13-#16 Let’s practice spelling our new combination, and then practice spelling words with our new sound.13. Write the letters that we can use to spell the /or/ sound – or14. for 15. corn 16. north

#17-#26 Code the words. Once you’ve coded them, read them quietly to yourself. Draw a line from the word to the matching picture to the right.17. thorn 18. stormy 19. popcorn 20. porch 21. horse22. dimple 23. jars 24. rented 25. daylight 26. she’ll

1st Grade Phonics – Parent Instructions

Week 19Lesson 70

Lesson 70 – Assessment 13

Treat this like a test. Do not correct their papers while they’re working on it. Grade their completed papers. We want to be able to see where they need more practice. Grade the paper according to the points on the answer key.

Front:Section 1 #1-5: “Let’s spell some words for our assessment. The first word is ‘after.’ Write the letter or letters that makes each sound in ‘after’ on the lines by #1. Continue with #2 through #5.2. sleepy 4. my3. crispy 5. trying

Section 2 #6-9: “Look at the letter by #6. Draw a line from the letters to their keyword picture.” Repeatwith #7 through 9.

Section 3 #10-14: “Put your finger on #10, and code the word ‘night’.” Repeat with #11-14.

Section 6 #22-24: “Turn your paper over to the back. Put your finger next to the paragraph in the middle of the page. Read the paragraph. Code any words you don’t know to help you figure them out. Then answer the questions by #22 through #24.”

Section 4 #15-18: Point to the word by #15. Have your student read the sight word. Write down their response, or check off the word if read correctly. Repeat with #16 through #18.

Section 5 #19-21: Point to the letters. Have your student name the letter and give the sound that it makes. Write down their response.

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Week 19 Spelling Search

M A R C H C H O R E C A Z A J J I M T M H W R K A S H O R TI G F M K C O F C D N Z A R K N R J H N H T H F O R W B A MS T A R T Q W O T X K N U X Q Y O T R U G M V V X R R T J K U C B P B L D Z X Q

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