Checklist for assignments for the week of May 11 th – May 15th

Parents may use this to keep track of weekly activities. You do not need to send this checklist to your teacher.

Math: Completed Math Assignment #1 – Lesson 11.1 Completed Math Assignment #2 – Lesson 11.2 Communicated with teacher.

Spelling: Completed workbook page 95. Completed workbook page 96. Read & Record Pattern & Memory Words. Communicated with teacher.

Reading: Read The Lost Mitt. Complete two response worksheets after reading The Lost

Mitt. Read 10 minutes daily. (You may mark these on the May

Reading Log) Communicated with teacher.

Writing: Write Informational Paragraph about an animal. Communicated with teacher.

Math Assignments for the week of May 11 th

– May 15 th Objective : Subtract tens and ones using different strategies. 1.NBT.C.6, 1.NBT.B.2c, 1.NBT.C.5Assignment #1 –Lesson 11.1 Adding Tens and Ones Using a Hundreds Chart

HINTS You already know how to subtract ones. Now you can use what you know to subtract groups of

tens.Example: 5 – 1 = 4 5 tens - 1 ten = 4 tens 50 - 10 = 40

1. Open Lesson 11.1 PDF – You may print this lesson or write your answers on a separate sheet of paper. PLEASE LABEL THE PAGE AND LESSON SO I KNOW WHAT ASSIGNMENT YOU ARE TURING IN.

2. Read and discuss the “Visual Learning Bridge” at the top of page 454 (the example above). This is a shortened version of the video we usually watch and discuss as a class. This provides a detailed example of how we expect the students to think and talk about the problems.

3. Assignment : Complete pages 454-456.

Assignment #2 – Lesson 11.2 Subtract Tens Using a Hundred ChartHINT:

For this assignment, you may use the 100 chart in the lesson or use a larger version of the 120 chart

that I have attached below. You may also access this 120 chart on my website and Class Story.

Look at the picture below.o 70-20=?o Start at 70 because it is the whole.

(Remember, you always start with the whole when subtracting.)

o When subtracting tens you move UP the rows.o Since you are subtracting 20 you will move up

two rows.o Your answer is 50.

1. Open Lesson 11.2 PDF – You may print this lesson or write your answers on a separate sheet of paper. PLEASE LABEL THE PAGE AND LESSON SO I KNOW WHAT ASSIGNMENT YOU ARE TURING IN.

2. Read and discuss the “Visual Learning Bridge” at the top of page 458 (the example above). This is a shortened version of the video we usually watch and discuss as a class. This provides a detailed example of how we expect the students to think and talk about the problems.

3. Assignment : Complete at least 10 problems on pages 458-460. (One problem should be a story problem from page 460.)

You can show completion of these assignments in one of the following ways:

SpellingUnit 14 Week 2

Week of May 11th – May 15th

Objective:  Students will encode words with soft c and g.L.1.2d L.1.2e PA.CC.1.4.1.F.c

 

Words:1. find   2. kind   3. light   4. right

5. face  6. place    7. cage    8. page9. buy     10.  wash

  

Fun Videos to HelpFrancine’s Hard/Soft /C/ Prankster Cam: https://www.youtube.com/watch?

v=gDzUmdL4xmU&list=PLeAkrUskyL87p2EZa7LLbOq-JSZah0K8b

Danny’s Hard/Soft /G/ Prankster Cam:

https://www.youtube.com/watch?v=2imT7QnA54Q&list=PLT0zL9B4fDPwdqlNigNAkiZVJsRHqtZZ6&index=3

Assignment 1 Have your child open workbook page 95 below. Point to and read aloud the sentence at the top of the page. Then read the words city, nice, and place. Explain that the letter c in these words does not stand for its usual 1 sound /k/, as

in cup. Ask what sound c stands for in these words. (/s/) Explain that when c is followed by an i or an e, it usually stands for the /s/ sound. Tell your child when c sounds like /s/, it is called “soft c” and when it sounds like

/k/, it is called “hard c.” Ask what letter comes after c in city (i), nice (e), and place. (e) Have children trace the blue line under c and the letter that follows it in each word. Read the words aloud together. Have children identify words with soft c.

Workbook Page 95 Directions: Explain that in each box, one of the words has a soft c and describes the picture. Have children listen as you read the three words in the first box aloud. Ask which word has a c with the /s/ sound. (ice) Ask why c stands for /s/ in that word. (It’s followed by an e.) Tell children to circle the word ice. Then ask what part of the picture the word tells about. (the ice Sal is skating on) Have children draw a line connecting the word ice to the ice in the picture. Then have children complete the rest of the page.

Assignment 2

Have your child open page 96 below. Point to and read aloud the sentence at the top of the page. Then read the words age, huge, and ginger aloud. Explain that the letter g in these words does not stand for its usual sound /g/, as in garden. Ask what sound g stands for in these words. (/j/) Explain that when g is followed by an i or an e, it often stands for the /j/sound. Tell children when g sounds like /j/, it is called “soft g” and when it sounds like /g/, it is

called “hard g.” Discuss what letter comes after g in age (e), huge (e), and ginger. (i, e) Have children trace the blue line under g and the letter that follows it in each word. Read the words aloud together. Explain that huge means very large and ginger is a spice used in pumpkin pie and

gingerbread cookies. Have children identify words with soft g.

Workbook Page 96 Directions:

Explain that this page is just like the soft c page they completed earlier. Each box has three words, and one of the words has a soft g and describes the picture. Have children listen as you read the three words in the first box aloud. Ask which word has a g with the /j/ sound. (cage) Ask why the g stands for /j/ in that word. (It’s followed by an e.) Have children circle the word cage and draw a line from the word to the cage shown in the

picture. Then have children complete the page.

                                             

 

 

 

Assignment 3

Directions: Read the word lists. Practice until you are fluent. Fluent means reading words pretty much automatically. Reading will sound quick and smooth.

Assessments will occur this week.

Practice reading the pattern words on pages 31 and 32 and the column of Memory Words listed below.

In order to achieve a Capable grade, your child will more than likely need to practice more than once, twice, or even 3 times.

 

Pattern Word AssessmentName____________________________________________Directions: Have your child read the word lists. If they are fluent they will be able to read these words automatically without having to think about it. Please have them read the words until they are fluent, and then record them reading the words and send as a video to their portfolio in Class Dojo.

girl lacethorn nicehurt birdenjoy spoilstar forksport destroycard twicethird stagedark facecurl page

Memory Word AssessmentDirections: Have your child read the Memory Words. Memory Words cannot be decoded (aka sounding out). If they are fluent they will be able to read these words automatically without having to think about it. Please have them read them until they are fluent, and then record them reading them and send as a video to their portfolio in Class Dojo.

Reading

Week of May 11th – May 15th

Objective:   Students will describe characters, settings, and major events in a story, using key details.

RL.1.1 RL.1.3 PA.CC.1.3.1.B PA.CC.1.5.1.B

 Students should read daily.  Check out my link on my webpage for resources.

 Assignment 1:Parent instructions:  Your child will need to read the story from Superkids Online. They should be able to get onto the Portal and go to Reader and find the story called: The Lost Mitt.     They can access it even easier through SeeSaw. If you cannot access the story, please let me know right away.  Superkids Online Fun

 

 

 

Communicate with your teacher that you have watched the video.

Assignment 2:

Your child should complete the comprehension pages below.  They can write their answers on a separate sheet of paper.  They can also send a picture if that is an option for you. Clearer versions that students can write directly on can be found on Seesaw.

 

                                   

 

 May Reading LogWhen your child finishes their 10 min. or more of reading daily, they can fill in one flower.

If you cannot print this, you can just keep record that your child is reading at least 10 minutes a day and send me a picture of the list at the end of May.

Parents please initial the flower. You can take a picture of this when it is filled in and send a picture through SeeSaw, Dojo or email.

 

Optional Enrichment ActivitiesLasting Lesson

Taking ResponsibilityRemind your child that when Ettabetta lost Frits’s mitt, she worked hard to buy him a new mitt. Point out that by replacing the mitt and telling Frits the truth, Ettabetta took responsibility for losing the mitt.Explain that taking responsibility means that if you make a mistake, you try your best to fix it or make it better. Explain that you should also tell others about the mistake right away.Point out that Ettabetta did not tell Frits the truth at first. Tell your child that although Ettabetta did not do this, it’s best to admit to a mistake right away when it happens.Have children discuss or role-play what they would say or do in the following situations to take responsibility for a mistake:You accidentally spill red juice on the carpet.You borrow a toy from your brother or sister without asking. Now he or she is looking for it. 

Over the next few weeks, take notice of instances in which children take responsibility for a mistake, and commend them for doing so.

Communicate completion through the Seesaw or Dojo.

 

Writing AssignmentWeek of May 11th – May 15th

With help, find, read, and understand information in other sources W.1.7 PA.CC.1.4.1.VWrite facts acquired from research W.1.2 PA.CC.1.4.1.A PA.CC.1.4.1.C

Objective:The students will write facts about an animal.

ActivityLast week, we answered 3 questions about an animal. This week, we will take those answers and write sentences. We will also add opening and closing sentences. This will create an informative writing that will be graded using the rubric that is posted below the example. I will fill out the rubric and send it to you.

The example uses a hippopotamus. A hippo was not provided as a choice. Please be certain to use the animal your child picked from last week.

These were the questions for last week. Answers are in italics.

Where does your animal live? Africa -in rivers, lakes, and swamps, spend most of their time in the waterWhat does your animal look like? Round body, thick short legs, big mouth with large teeth, gray skinHow does your animal move? Water and land, not good swimmers do not float, walk along the bottom of the river, run on land at 19 mphWhat does your animal eat? Grass - 88 pounds of food per nightWriting example:

This is a good example of the type of writing we are expecting with appropriate kid writing.

The hippopotamus is an amazing animal. Hippos live in Africa. They like to hang out in lakes, rivers, and swamps. Hippos have a very round body with gray skin. Their legs are short but they have a huge mouth! The teeth are very sharp too. Hippos cannot float or swim! They walk along the bottom of the river! They can also walk and run on land. Hippos are very interesting.

When we look at this paragraph, we see there is an: Opening sentence that introduces the topic of hippos. 3 questions are answered in sentences. For every question that is answered, there is an

expanded detailed sentences that provides more facts. The last sentence is a closing sentence that re-states

the opening sentence but in a different way.This is the type of writing we are NOT looking for…..

Hippos live in Africa. They like the water. They have gray skin and a big body too. They have a big mouth and sharp teeth. Hippos can walk on land and in the water. Hippos are cool.

The biggest difference is the details along with the opening and closing sentences. In the example we are expecting, be sure to check out the word choice with adjectives (e.g., very round body versus big body). In addition, there are detailed facts that provided more information.

Informative Writing RubricCapable Needs

ImprovementWrites complete

sentencesUses end

punctuationUses correct capitalizationApplies taught spelling skills

Spells untaught words

phoneticallyUses an opening

in writing Provides details to support topic

Uses an ending in writingForms

manuscript letters correctly

Capable - With little assistance, the student is demonstrating steady progress in this learning area. Strength is usually observed.

Needs Improvement - Student cannot complete the task independently. He/she shows little understanding of the concept.

You can show completion of these assignments in one of the following ways:

Send a picture of what you did through Class Dojo or email at arosenbaum@muncysd.org

Type a message with the answers to both assignments in Class Dojo or through email.  arosenbaum@muncysd.org