1st Grade Reading/ELA Menu

Week Of: April 27- May 1 Ongoing Expectations:

• 30 minutes of reading daily. You can read from any book you have at home, a text from school, or an online source. Such as: raz-kids.com,

getepic.com

• Practice spelling words and handwriting

• Choose at least 3 activities from choices below for this week: These activities may be done in English or Spanish. We recommend you try

keep a balance between the English and Spanish activities. (For example: This week: 2 English activities and 1 Spanish activity are

completed. Next Week: 2 Spanish activities and 1 English activity are completed…and so forth.)

• Spelling Words: Word Wall Words (Sight Words):

English – looking, playing, working, spelling, calling English – first, last, kind, more, world

Spanish – lluvioso, talentosa, lentamente, alegremente Spanish – lado, tiempo, cerca

Poetry Practice: What can I do with a poem?

Read provided poem ( page 3) with

student: Saving the Best for Last

by Mrs. Winegarden

Students can:

➢ Circle/list the -ing words from the

poem.

➢ Draw a rectangle around/ list the

rhyming words.

➢ Make a connection by writing or

filling in the sentence starter:

• This poem reminds me of

____________________.

Fiction Focus:

Main Events: Naming important events that happened in a story.

• Look over the ‘Story Map’ anchor chart and organizer on page 4.

• Read any fiction book and fill out the Story Map organizer.

Need a book? Try this one: https://www.getepic.com/app/read/11111

After reading, students can: • Fill out the story map organizer. (Be sure to use complete sentences with correct

punctuation.)

Sentence starters to use: The characters in the story are…

The setting was…

First…

Next…

Last…

Nonfiction Focus: Central/ Main Idea: What a text is

mostly about, a big idea the author

wants to share with their readers. • Look over the Main Idea Anchor

Chart on page 5.

• Watch the BrainPopJr video, Main Idea:

https://jr.brainpop.com/readingandwriting/comprehensi

on/mainidea/.

• Read 2 or more of the Central/ Main Idea task cards (p.5).

• Identify the Central/ Main idea of the card by circling your answer.

After reading, students can:

• Write the main idea of one or more of the task cards.

(Be sure to use complete sentences with correct

punctuation.)

Sentence starters to use: The main idea of this text was to…

Spelling Activities:

Choose one of the spelling activities from

page 6 of this document to practice the

following spelling words.

Spanish English

lluvioso looking

talentosa playing

lentamente working

alegremente spelling

calling

Sight Word Activity:

Build it FAST!

Fun with sight word cards! Use the

attached sight word cards to practice

your word wall words(sight words).

This week’s sight words: lado, tiempo, cerca

first, last, kind, more, world

Handwriting: Formation

Have student practice writing the

letters below with pencil, crayon,

chalk, etc:

m: pull down, up, over,

down and up, over and

down

n: pull down, up, over and down

o: pull back and around

r: pull down, up and over

s: pull back, in, around and back

around

Science Activities

Science Focus: I will learn about animals and their

habitats

Choose at least one of the

activities below:

In order to gain some new information,

read the vocabulary and facts about

animals and their habitats in the anchor

chart on page 7.

You can also watch the video called “The

Habitat Song” by Jack Hartman.

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

YFZcvoU

• You can make a video and send it

your teacher in an email or on

Seesaw. In your video, you can tell

her:

1. Your favorite animal,

2. What habitat it lives in,

3. What food it needs to live.

• You can pick an animal that you like

to draw. Draw a picture that

includes:

1. An animal,

2. The habitat it lives in,

3. What food it needs to live.

Poem Saving the Best for Last

By: Mrs. Winegarden

He is playing the game first.

I think I may burst.

I am looking to be last.

Like all the times in the past.

I’m working it out in my mind,

“Maybe he’s just a little more kind?”

Who in the world is calling my name?

Come on, it’s time to get in the game!

Maybe it’s the best place to be,

The last one to go is the best one to see.

Connection to the Text

This poem reminds me of

Central/ Main Idea Task Cards

Actividades para repasar las palabras de ortografía

Lista de actividades para practicar las palabras de ortografía: 1-Escriban las palabras tres veces. 2-Utiliza la mayor cantidad de palabras para crear el menor número de oraciones 3- Forma las palabras -Crea tarjetitas en cartulina/papel, trazar y recortar las letras para luego formar las palabras. 4-Escritura arco iris (escribe cada palabra en lápiz y después la trazas con tres diferentes colores) 5-Escribe las consonantes en un color y las vocales en otro 6-Escritura barquito

*Ej: amigo a am ami amig amigo

7- Rimas-Escribe las palabras de ortografía en una columna y palabras que rimen en otra columna. Ej: gato pato 8- Escribe todas las palabras de ortografía y frecuentes en orden alfabético.

Spelling Activities List of activities that your child can do to practice their spelling words. 1-Write your words three times 2-Use all the spelling words to create as few sentences as possible 3-Build the words-write the words on paper strips and cut the letters apart to build the words. 4-Rainbow writing (write the word in pencil, then trace it with three different colors) 5-Write the consonants in one color the vowels in another 6- Sailboat writing-

Ex: friend f fr fri frie frien friend

7- Rhyming-Write the spelling words in one column and then write words that rhyme in another column. Ex: cat hat 8- Write all words (spelling & sight words) in alphabetical order

Animal Habitats Vocabulary

• Animals are living things that eat, grow, breathe and make more of themselves (example: people,

whales, fish, frog, owls, and snakes.)

• Adult animals are full grown animals (example: grown ups, cow, whale, polar bear, lion, frog.)

• Young animals are baby animals or not fully grown animals, and they look like their parents (example:

children, calf, cub, tadpole.)

• A habitat is a home where an animal lives and can find food, water and shelter.

Arctic

• cold

• snow

• ice

• polar bears

• seals

Forest

• trees

• plants

• cool and shady

• bears

• snakes

Swamp

• fresh water

• humid weather

• grass

• alligators

• birds

Rainforest

• waterfalls

• lots of trees

• hot weather

• monkeys

• jaguar

Grasslands

• tall grass

• warm weather

• wide open

• few trees

• lions

• zebras

Ocean

• coral reef

• salt water

• sandy bottom

• sharks

• fish