ms. bolton’s weekly remote learning june 1 june...

© 2007 by Education World®. Education World grants users permission to reproduce this work sheet for educational purposes only. 1

Week in a Peek Reading

• Raz Kids /Headsprout

• Fundations Practice – Daily suggestions in calendar on page 2.

• Visit www.scholastic.com/learnathome daily or Scholastic Daily Reading Quests

• Google Meet Lessons –Only Wednesday at 12pm for this week. I will send the link via Dojo and Google Classroom.

Writing

• How to Make an Ice Cream Sundae

Math

• Bridges Activity of the Day https://sites.google.com/mathlearningcenter.org/math-at-home/grade-1 .

• Watch BrainPop Jr. Videos Username: chicagopublicschools Password: cps123

• Bridges Math- Unit 7 Week 1

• Science/Social Studies

• Scholastic News: Making Ice Cream

1. Go to sn1.scholastic.com

2. Click the log in tab

3.Click "I am a student"

4. Enter the classroom password: 225-Bolton and

click sign in

5. Click explore under this weeks article.

6. Listen and read the text, watch the videos, read

the vocabulary words, and play the game. https://sn1.scholastic.com/issues/2019-20/050120.html

Wilson Fundations Unit 12- Week 1

Match and Memory Game

Fundations Practice Pages

Story

Jackson

Trick Words to Practice people month

Words of the Day

upset limit

New Concepts

Multisyllabic Words

Compound Words

Ms. Bolton’s Weekly Remote Learning June 1st – June 5th

Please stay safe and healthy Please Dojo or email me with any questions or concerns: [email protected] My Office Hours – 10am-12pm and 1pm-3pm ( I will try to respond other times as quickly as I can) All this information will also be posted on the Portage Park Website: https://portageparkschool.org/ Please check Class Dojo Class Story for copies of papers and links. If you need a hard copy of any of the work, please let me know so you can pick up in the office

http://www.scholastic.com/learnathome

https://sites.google.com/mathlearningcenter.org/math-at-home/grade-1

https://sites.google.com/mathlearningcenter.org/math-at-home/grade-1

https://sn1.scholastic.com/

https://sn1.scholastic.com/issues/2019-20/050120.html

mailto:[email protected]

https://portageparkschool.org/

© 2007 by Education World®. Education World grants users permission to reproduce this work sheet for educational purposes only. 2

Monday Tuesday

Wednesday Thursday Friday

Reading Practice reading the story Jackson throughout the week practicing good fluency and expression.

Read Jackson and fill out the Story Map using pictures and or words.

-Google Meet Lesson – 12pm (will also be on Dojo)

20-30 minutes on Raz Kids or Headsprout Scholastic Daily Reading Quests with your book of choice.

20-30 minutes on Raz Kids or Headsprout Scholastic Daily Reading Quests with your book of choice.

Fundation Phonics Word Work

Watch Mini Lsson by your teacher Topic – syllable division and Word of the Day-upset Do- Mark Words and Make Words

Watch Mini Lesson by your teacher Topic – segmenting syllables and Word of the Day-limit Do-All Mixed Up

Watch Mini Lesson by your teacher Topic – New Trick Words Do – trick word practice-people/month

Do- Match and Memory Game Activity and Week 1 Dictation practice from the Homework Guide

Writing How to Writing

How to Make Ice Cream from Scholastic News

Math BrainPop jr. Username: Chicagopublicshools

Password: cps123

Bridges Activity of the Day Bridges Math-Solving Problems pages 1 & 2

Bridges Activity of the Day Bridges Math- Crabs have 10 legs and 2 eyes and Looking at Sea Stars

Bridges Activity of the Day Bridges Math- Pinecones of the Path and Paths & Fives Practice

Bridges Activity of the Day Bridges Math – More Pebbles and Pinecones pages 1 and 2

Bridges Activity of the Day

Science/ Social Studies

Scholastic News Watch the video, practice vocab. Words and read the article. Do- Reading Checkpoint

Scholastic News Read the article, practice vocab. Words and play the game. Do- Invent an Ice Cream Flavor

FUNDATIONS® LEVEL 1 HOME SUPPORT PACK PAGE 91 ©2002, 2012 Wilson Language Training Corporation. All Rights Reserved. Permission to photocopy granted.

12UNIT

12Dear Family:

In Unit 12, Fundations® introduces students to words that have

more than one syllable. I need you to encourage your child to scoop

each syllable when the word is read. For example, scoop the word

napkin into two syllables like this:

n a p k i n

This is key in teaching a child to break down a word into its parts.

I will be working on multisyllabic words for the next three weeks.

Some words will be compound words or words that are made up

of two parts. Each part can be a word by itself, for example, in the

word “sunfish” - sun is a word and fish is a word.

Then, I shall work with words that have two consonants between

the two vowels such as in the word “magnet” and words with

closed and vowel-consonant-e syllables combined, like “reptile.”

The spelling procedure used to teach multisyllabic words is very

important. (See the next page for these instructions.) Yes, there are

several steps, however each is important to help develop the skill of

breaking a word down into its parts.

Once again thank you for all of your help.

Sincerely,

©2002, 2012 Wilson Language Training Corporation. All Rights Reserved. Permission to photocopy granted.FUNDATIONS® LEVEL 1 HOME SUPPORT PACK PAGE 92

UNIT

12

o Titleo How to Teach Spelling of Multisyllabic Words

1. Hand your child two blank index cards (or any blank paper).

2. Dictate a word such as sunfish.

3. Have your child repeat the word and place a blank index card down for each syllable.

Your child says “sun” and puts down one blank card.

Your child says “fish” and puts down another blank card.

4. Next, have your child touch the first blank card and spell the first syllable s - u - n, then write the syllable saying the letters: “s - u - n, sun.”

5. Next, have your child touch the second blank card and spell the second syllable f - i - s - h, then write the syllable saying the letters: “f - i - s - h, fish.”

Title Author Publisher / Date

Charlotte’s Web White, E.B. HarperCollins; 1974

A Child’s Garden of Verses Stevenson, R.L. HarperCollins; 2011

Fantastic Mr. Fox Dahl, R. Alfred A. Knopf; 1970

Homer Price McCloskey, R. Penguin; 1976

Mr. Popper’s Penguins Atwater, R. Little, Brown Books for Young Readers; 1992

Ramona Quimby, Age 8 Cleary, B. HarperCollins; 1992

Read-Aloud Rhymes for the Very Young

Prelutsky, J. Random House Children’s Books; 1986

The spelling procedure used to teach multisyllabic words is very important. You may want to keep these directions handy while working with your child.

Remember to continue reading aloud to your child.

Reading can be hard work for a First Grader. Find some time just to read aloud to your child so that he or she realizes that reading can be for pleasure! Try the books listed below.


UNIT

12

o Homework Guide

Review reading and spelling multisyllabic words with your child during the next 3 weeks.

Please refer to the directions for the multi-syllabic spelling procedure in the letter.

Follow These 5 Steps:

1. Dictate the word and have your child echo the word.

2. Have your child tap out the sounds in one syllable words. Do not tap trick words (in bold).

3. Have your child name each syllable in two syllable words. Then name and write the first syllable, and name and write the second syllable.

4. Have your child tell you the letters that go with those sounds.

5. Write the letters.

WEEK 1

Dictate the words and sentence to your child following the 5 steps listed above.

On Monday Dictate Review Words stinging chunks tameOn Tuesday Dictate Current Words tomcat catfish bathmatOn Wednesday Dictate Trick Words people month noneOn Thursday Dictate Sentence Beth did not miss the sunset.

WEEK 2


On Monday Dictate Review Words shellfish tiptop sunfishOn Tuesday Dictate Current Words cupcake inside firemanOn Wednesday Dictate Trick Words been own wantOn Thursday Dictate Sentence Did Brad get the little sunfish?

WEEK 3


On Monday Dictate Review Words include athlete springtimeOn Tuesday Dictate Current Words picnic tonic plasticOn Wednesday Dictate Trick Words Mr. Mrs. friendOn Thursday Dictate Sentence Did Mrs. White panic?


UNIT

12

o Titleo Do the “Match and Memory Game” Activity

1. Write each syllable below on a blank index card.

2. Turn them over, with the First Syllables in one column and the Last Syllables in another column. Make sure to change the order of cards in the second column.

3. Take turns flipping over a card from the First Syllables Column, then selecting one card from the Last Syllables Column to see if you can make a word. If it matches keep the word.

4. Read all matched words.

First Syllable Column Last Syllable Column

sun setbath tub

ex pectcob webup setab sent

den tistnap kinchip munk

WEEK 1

Name: Date:

©20

02 W

ilson

Lan

guag

e Tr

aini

ng C

orpo

ratio

n W

ilson

Fun

dati

ons


Fundations® Trick Words

UNIT

12

Cutwordsintoflashcards.1. E

ach

nigh

t, he

lp y

our c

hild

rea

d al

l Tric

k W

ords

from

pre

viou

s un

its, a

s w

ell a

s th

ese.

2. H

ave

your

ch

ild t

race

eac

h ne

w T

rick

Wor

d w

ith h

is o

r her

fing

er a

nd s

pell

it al

oud;

and

3. C

over

up

the

Tric

k W

ord

and

have

you

r chi

ld w

rite

it w

ith h

is o

r her

fing

er o

n th

e ta

ble

whi

le n

amin

g ea

ch le

tter.

WE

EK

1

peop

lemo

nth

WE

EK

2

been

little

want

Mr.

Mrs.

own

WE

EK

3

©20

02 W

ilson

Lan

guag

e Tr

aini

ng C

orpo

ratio

n W

ilson

Fun

dati

ons


UNIT

12Writing Grid for Word and Sentence Homework

1

1

1

2

2

2

3

1

Review Words

Current Words

Sentence

3

3

Trick Words

Name: Date:

bathmat

contest

disrupt

tiptop

absent

Remember: If there are two consonants between two vowels, then divide between the two consonants.

Directions: Practice reading and marking these two syllable words.

nutmeg

insist

backstop

cobweb

unzip

c c

© Humble Bee-ginnings 2017Unit 12

1Name ______________________

Mark Words

Draw lines from the first syllable to the second syllable to make a word. Them write them on the lines below.

Name _______________________ Make Words

den

rob

zig

rock

Bat

nap

pig

com

zag

man

tist

pen

in

et

et

kin


Directions: The sentences are all mixed up. Put the words in the correct order and rewrite the sentence.

Name _______________________ All Mixed Up

laptop school a brother My uses at

spill the up wipe to napkin the Use

not the We disrupt dentist should

dog mess bathtub made a The the in


There are two eating at the table.

My birthday is in one .

Thanksgiving is in the of November

Many work at a hospital.

In which does summer begin?

There are no at the beach today.

Name ____________________________________________ people month

Directions: Read each sentence. Fill in the missing Trick Word, ‘people’ or ‘month’. Find the matching picture and write the number in the box in front of the sentence.

654

321


1

Fundations® Fluency Kit 1 | ©2002, 2012 Wilson Language Training Corporation (Permission to Copy Granted)

Jackson Unit 12

Ed had a pet dog, Jackson. Jackson was Ed’s best friend. They got up

at sunrise. Just when Ed was finishing a pancake, Jackson came to him with

a ball. Ed put on his jacket and they went out. Jackson and Ed had fun with

the ball.

Then, the ball went into a bucket of mud in the sandbox. Jackson did

not see it. He dug in the sand, but did not get the ball. It was not there.

Then, the bucket fell over and the ball fell out. The mud fell out too,

and it landed on Jackson! He was a mess!

At sunset, Jackson and Ed had a nap. It was a fun day.

Name: ________________________________________ Date: __________________________________

Main Character Setting

Beginning

Middle

End

107 © The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 1 Home Connections

Session 5

Solving Problems page 1 of 2

1 Add.

10 + 5 = _______ 10 + 9 = _______ 10 + 2 = _______ 10 + 10 = _______

20 + 4 = _______ 50 + 1 = _______ 30 + 7 = _______ 70 + 3 = _______

2 Add.30 40 20 30 60 30 70

+ 10 + 10 + 20 + 20 + 10 + 30 + 20

3 Color the ten-stacks to find out how much is left. Fill in the numbers on the number strip.

9 04 0

2 0

3 0

4 Subtract.

2 – 1 = _______ 20 – 10 = _______ 4 – 2 = _______ 40 – 20 = _______

6 – 3 = _______ 60 – 30 = _______ 8 – 4 = _______ 80 – 40 = _______

10 – 5 = ______ 100 – 50 = ______ 12 – 6 = _______ 120 – 60 = ______

Unit 7 Module 1

NAME | DATENAME | DATE

(continued on next page)


5 Sasha has 47 Popsicle sticks (4 bundles of 10 and 7 sticks), and Jose has 62 (6 bundles of 10 and 2 sticks).

a Sketch Sasha’s sticks in the first box and Jose’s in the second box. (Hint: Use a rectangle for each bundle and a line for each stick.)

Sasha's Sticks Jose's Sticks

b Write the numbers on the lines and put a >, <, or = sign between them.

_____________ _____________

c CHALLENGE How many sticks do Sasha and Jose have in all? _______ Show how you know with sketches, numbers, or words.

Session 5

Solving Problems page 2 of 2

Unit 7 Module 1

NAME | DATE

Bridges in Mathematics n† 19© The Math Learning Center

NA

ME

DA

TE

Practice Book Use anytime after Bridges, Unit 2, Session 25.

Crab

s H

ave

Ten

Legs

& T

wo

Eye

s

Wri

te t

he c

orre

ct n

um

ber

wor

d fo

r ea

ch r

ow. W

rite

the

nu

mbe

r of

legs

an

d ey

es in

the

box

es.

1

legs

eyes

2

legs

eyes

3

legs

eyes

4

legs

eyes

5

legs

eyes

6

legs

eyes

1o

ne2

two

3th

ree

4fo

ur5 five

6 six

one

10

2

© The Math Learning Center20 n† Bridges in Mathematics

NAME DATE

Practice Book Use anytime after Bridges, Unit 2, Session 25.

Looking at Sea Stars Counting by Fives

1 Fill in the chart below 3 Continue the counting by 5’s pattern.

one arms

two arms

three arms

four arms

five arms

2 Use pictures, numbers, and words to show how you solve the problems

a 30 arms... How many sea stars?

____________ sea stars

b 7 sea stars... How many arms?

____________ arms

Tens Ones

0 00 51 01 5

5

T5 © The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 1 Teacher Masters

Session 3 1 copy for display

Pin

econ

es o

n th

e Pa

thH

anse

l and

Gre

tel d

ecid

ed to

take

car

e of

thei

r pro

blem

by

mar

king

the

5th

step

bet

wee

n ev

ery

two

pebb

les w

ith a

pi

neco

ne. H

ere

is a

sect

ion

of th

e pa

th m

arke

d w

ith p

ebbl

es a

nd p

inec

ones

. Use

the

clue

s to

figur

e ou

t the

num

ber o

f st

eps i

t tak

es to

get

to e

ach

of th

e pi

neco

nes o

r peb

bles

mar

ked

with

an

empt

y bo

x.

1015

35

Now

go

back

and

mar

k al

l the

rest

of t

he p

ebbl

es

and

pine

cone

s with

the

num

ber o

f ste

ps it

take

s to

get t

o ea

ch o

f the

m.

Unit 7 Module 2


2 Write the 5s counting pattern to 70 under the ten-frames below. The first three numbers have been done for you.

5 10 15

3 Practicing adding and subtracting 5s.20 35 10 0 5 45 25

+ 5 + 5 + 5 + 5 + 5 + 5 + 5

15 30 25 5 50 20 10– 5 – 5 – 5 – 5 – 5 – 5 – 5

4 Fill in the blanks.

5 feet� How many toes in all? _______

6 hands� How many fingers in all? _______

4 feet� How many toes in all? _______

9 hands� How many fingers in

all? _______

45 toes� How many feet?

_______

35 fingers� How many hands?

_______

Session 5

Paths & Fives Practice page 2 of 2

Unit 7 Module 2

NAME | DATE

56 © The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 1 Student Book

Mor

e Pe

bble

s &

Pin

econ

es p

age

1 of

2

1 Fo

r eac

h pa

th se

ctio

n be

low,

fill

in th

e bl

anks

to sh

ow h

ow m

any

step

s it t

akes

to re

ach

each

peb

ble

and

each

pin

econ

e.a

05

1015

2540

45

b

3540

4570

80

c

6070

8590

110

2 C

ount

forw

ard

by 5

s to

fill i

n th

e m

issin

g nu

mbe

rs.

a St

art w

ith 1

0:10

25b

Star

t with

35:

3555

c St

art w

ith 6

5:65

75d

Star

t with

90:

105

Session 3 Unit 7 Module 2

NA

ME

| DA

TE

(con

tinue

d on

nex

t pag

e)

57 © The Math Learning Center | mathlearningcenter.orgBridges in Mathematics Grade 1 Student Book

3 C

ount

bac

kwar

d by

5s t

o fil

l in

the

miss

ing

num

bers

.

a St

art w

ith 1

00:

100

90b

Star

t with

50:

5035

c St

art w

ith 9

0:80

4 C

HA

LLEN

GE

Han

sel a

nd G

rete

l kno

w it

will

take

a lo

t of p

inec

ones

to m

ark

the

5th

step

bet

wee

n ev

ery

two

pebb

les o

n th

e tr

ail.

How

man

y pi

neco

nes w

ill th

ey n

eed

to m

ark

the

trai

l fro

m 0

to 1

00 st

eps?

•

Use

sket

ches

, num

bers

, or w

ords

to h

elp

figur

e it

out,

and

show

all

of y

our w

ork.

•

Writ

e yo

ur a

nsw

er o

n th

e lin

e.

It w

ill ta

ke _

____

__ p

inec

ones

.

Session 3

Mor

e Pe

bble

s &

Pin

econ

es p

age

2 of

2

Unit 7 Module 2

NA

ME

| DA

TE

©20

20 S

chol

astic

Inc.

Per

mis

sion

gra

nted

to Te

ache

r-Sub

scrib

ers

to re

prod

uce

this

pag

e fo

r cla

ssro

om u

se o

nly.

Visit www.scholastic.com/sn1

Name:

RI.1.1 Key details; RI.1.2 Main ideaSOCIAL STUDIES FOCUS Production, distribution,

and consumption SCIENCE FOCUS States of matter

1. Where is the ice cream in the article made? O in someone’s home

O in a factory

Oat a park

2. How many gallons of ice cream can the factory make in a day? Oone Oone hundred Oone thousand

3. What happens in the ice cream maker? That is Step 2 in the article. O The liquid turns into solid ice cream.

O The heat kills the germs.

OWorkers fill up the cartons.

4. What do you think is the most interesting part of making ice cream? Why?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Reading Checkpoint:

Making Ice CreamUse your Scholastic News to answer the questions.

ILLU

STRA

TIO

NS

BY P

ETER

FRA

NCI

S

©20

20 S

chol

astic

Inc.

Per

mis

sion

gra

nted

to Te

ache

r-Sub

scrib

ers

to re

prod

uce

this

pag

e fo

r cla

ssro

om u

se o

nly.


Name:

Creative thinking; Apply knowledge

Invent an Ice Cream FlavorThe ice cream factory makes so many different kinds of ice cream! But they need a new flavor. Invent it!

My new flavor is called: ___________________________________________

The special ingredients are:

______________________________________________________________________

______________________________________________________________________

My new flavor is best in:

Here is what my ice cream looks like:

O an ice cream sandwich

I think people will like it because ___________

_______________________________________________

_______________________________________________

O a sundae O a milkshake O a cone

ILLU

STRA

TIO

NS

BY P

ETER

FRA

NCI

S


©20

20 S

chol

astic

Inc.

Per

mis

sion

gra

nted

to Te

ache

r-Sub

scrib

ers

to re

prod

uce

this

pag

e fo

r cla

ssro

om u

se o

nly.

Name:

First,_____________________________________________ _

_________________________________________________

_________________________________________________

Next,____________________________________________ _

_________________________________________________

_________________________________________________

Then,____________________________________________ _

_________________________________________________

_________________________________________________

Last,_____________________________________________ _

_________________________________________________

_________________________________________________

Write_and_draw_the_steps!

How-to writingWRITING FOCUS

How to Make an Ice Cream Sundae

ms. bolton’s weekly remote learning june 1 june...

Documents