First Grade Continuous Learning June 2020€¦ · Grade 1: Mastery of addition and subtraction...
Transcript of First Grade Continuous Learning June 2020€¦ · Grade 1: Mastery of addition and subtraction...
First Grade Continuous Learning June 2020
Draw a picture of your favorite summer spot. This could include a park, playground, water slide, or vacation spot. Include as many details as you can.
NAME: _____________________
Dear Families:
This packet includes daily math and literacy activities that your student can complete offline from home.
Many of the activities will be review activities to serve as extra practice while some skills may be new to
your student. Please feel free to help your student review any pages that may be challenging.
Daily Activities:
● Reading : Every day, your student should be reading whether that be with you or independently.
Included in this packet are several texts for your student to read. The same book or text can be
read multiple times throughout the month. Students who are able can complete a reading log
capturing what they read each day.
● Writing: Blank pages are included in the packet for your student to create their own stories.
This is the perfect time to foster their creativity and imagination. Students should practice
writing fiction and non-fiction texts.
● Math: There are several math worksheets included in the packet. Once your student has
completed the worksheets, have them write their own problems for a family member to
complete. Your student can check the work to make sure all the answers are correct.
○ Math facts are also a very important aspect of your student’s math life that should be
reviewed and practiced throughout the summer. Expectations for math facts are as
follows:
■ Grade 1: Mastery of addition and subtraction facts up to 10
■ Grade 2: Mastery of addition and subtraction facts up to 20
■ Grade 3-5: Maintain mastery of addition and subtraction facts up to 20
Mastery of all multiplication and division facts up to 10
Keep learning fun and remember that each student works at their own pace. If your student gets
restless or frustrated, take a brain break and revisit the activity later. Use this opportunity of working at
home to develop independence, perseverance, problem-solving skills, and creativity. The most
important thing is for your student to enjoy learning!
LITE
RA
CY
ME
NU
Make a list of everything you
would like to do this summ
er. H
ang it on the refrigerator and check off each activity you do.
Take a good book outside and find a cool place to
read for twenty minutes.
Read a story and then tell som
eone about the book. W
hat happens first, next, last?
M
ake two bookmarks:
one to keep and one to share with som
eone special.
Cut words out of a newspaper or m
agazine and use them
to build a story.
Decorate a writing folder.
Keep all your summ
er writing inside.
M
ake a list or pictures of all the people, things
you like to write about.
Make som
e lemonade.
Write down the steps you took
to make it.
H
ow many words can you build from
“lemonade”?
Make a list.
M
ake your own book and read it to a fam
ily m
ember.
Make a m
enu for dinner. H
elp an adult cook the foods. Go to the library and check out new books!
Write a letter to
someone special and m
ail it!
Play a guessing game! Can you
give clues that will help someone
else guess which object you are describing?
U
se your school login inform
ation to get on www.lexiaCore5.com or
www.myO
n.com.
Haw m
any words can you build with these letters:
i, a, c, f, g, m, n, p, r, s?
Read a book to som
eone younger.
Take a walk or a bike ride. M
ake a list of everything you see while outside.
Sort the list into categories.
Read a non-fiction book. Tell som
eone three things you learned from
the book. W
hat questions do you have?
Make a list of all the
books you will read this sum
mer.
How m
any will it be?
Convince a parent to take you swim
ming. W
hat are the reasons you should go?
Write down all the words you know how to spell.
How m
any is it?
Make a list of the fun things you
want to do this summ
er. You can turn your list into stories any tim
e you want!
Pick a topic you’d like to know m
ore about. Have an adult help
you research it. W
hat did you learn?
Tell som
eone about your sum
mer.
What were the best
parts?
R
emem
ber to
read everyd
ay! Have fu
n th
is sum
mer! W
e will lo
ok
forw
ard to
seeing yo
u n
ext scho
ol year…
NUMBER BOOK TITLE RATING tre?tre?* tre?tre?* tre?tre?* tre?tre?* tre?tre?* tre?tre?* tre?tre?* tre?tre?* tre?tre?* tre?tre?* tre?tre?* tre?tre?* tre?tre?* tre?tre?* tre?tre?* tre?tre?* tre?tre?* tre?tre?* tre?tre?* tre?tre?*
childhood l O l .com
Reading aloud models fluent reading for your child; develops your child’s understanding of text
structures, features, and genres; builds vocabulary and comprehension skills; and fosters a love of
reading. Use the information on these pages to create a read-aloud routine for you and your child
at home. The steps that follow work for both fiction and informational (or nonfiction) story books.
The steps and the comprehension questions provided are appropriate for children in kindergarten
through second grade.
Read-aloud routine and comprehension questions adapted from The Superkids Reading Program continued…
Read-Aloud Routine for Story Books
Follow these steps when reading aloud:
1. Introduce the book to your child. Point
out the title, author, and illustrator. If
you’ve read other books by the author or
illustrator, remind your child about these
books. Talk about what kind of book it
is—a fiction, or make-believe, book that is
like real life; a fairy tale; an informational
book about real people and events; a poem;
or a play. Then discuss the title and cover
illustrations and ask your child what he
or she thinks the book will be about. Talk
about any prior knowledge or experiences
related to the book’s topic.
2. Read with expression and appropriate
pacing. Use your voice to convey
characters’ emotions. Slow down when
giving complex information. Give your
child time to study pictures and think
about what he or she is hearing.
3. Pause occasionally to discuss the text and
pictures. Check that your child understands
who is speaking and what is happening in a
story or the main ideas and key details of an
informational text. Have your child make
or confirm predictions and help your child
understand vocabulary important to the
text. Give opportunities for your child to
ask questions, too. If your child has trouble
answering questions, think aloud and explain
how you would figure out the answer, for
example, by rereading, looking at pictures, or
thinking about what makes sense.
4. Discuss the book after you’ve read it.
Help your child make connections between
different parts of the book. Also help your
child make connections between the book
and his or her own experiences, other books,
and the world around you. See the next
page for questions you can ask for fiction
and informational (or nonfiction) texts.
Comprehension QuestionsChoose any of these questions in blue to help your child understand and evaluate
a book you read aloud. Modify the wording to include specific details from the
book and ask your child to explain his or her thinking.
Fiction booksSummarize/Retell
What important events happened in the story?
Show pictures to prompt recall.
Recognize plot structure
What problem(s) did the character have? How did the
problem(s) get solved?
Tell about the story’s beginning, middle, and end.
Determine cause and effect
Describe an event from the story. Then ask:
Why did this happen?
Develop vocabulary
Reread a sentence with an interesting vocabulary
word or idiom. Then ask: What does this mean?
If needed, give a child-friendly explanation and help
your child use the word or phrase in another context.
Understand characters/Draw conclusions
Who is this story about? How did this character feel at
the beginning of the story? Why? How did she feel at the
end of the story? What happened that made her feelings
change? What do you think about how the character
acted? What lesson(s) about life does the story teach?
Connect text to self, the world, and other texts
Have you ever felt like this character or had something
similar happen to you? Explain.
Are the characters in this story like any real people you
know? Where does this story take place? Do you know
any places like that?
Do the characters or events in this story remind you of
another story? Explain.
Give and support opinions
Did you like the book? Why or why not? Tell about a
favorite part. If you were the author, how might you
change the story? Why?
Informational (or nonfiction) booksIdentify main idea and retell key details
What was this book all about?
What important information did you learn from this book?
Review headings and pictures to help your child
with recall.
Understand pictures, diagrams, and text features
What does this picture (or diagram) show? What
more did you learn from the text? Where can you find
information about _______?
Sequence steps in a process
What does this book explain how to do or make?
What happens first? Next? After that? Last?
Compare and contrast
Identify two or more people, events, or objects.
Then ask: How are these alike? How are they different?
Determine cause and effect
Tell about an event that happened. Why did it happen?
Why did someone do this action?
Develop vocabulary
Identify a concept word from the book. Then ask:
What can you tell me about this word? If needed, give a
child-friendly explanation of it and help your child
use it in sentences.
Understand an author’s reasons
Restate an opinion or a point the author makes.
Then ask: Why does the author think this? What reasons
does the author give to explain his thinking?
Connect text to self, the world, and other texts
Do you know anything else about the information in this
book? What else would you like to know? Does this book
remind you of any other books you know? Explain.
Give and support opinions
Did you like the book? Why or why not? What did you
find interesting? If you were the author, how might you
change the book? Why?
888.378.9258 | zaner-bloser.com R1689A 03.20
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Bucket List Summer of Kindness
©2018 Doing Good Together™Find sim
ple tools to grow big hearts at DoingGoodTogether.org
Create an
artful fam
ily missio
n statem
ent.
Draw
and
write ab
ou
t you
r sum
mer in
a family kin
dn
ess jo
urn
al.
Plan
t a tree. Imagin
e wh
ere you
'll be w
hen
it is fully gro
wn
.
Ad
op
t a foo
d sh
elf. Invite yo
ur ch
ild to
cho
ose a d
on
ation
every tim
e you
sho
p.
Fill you
r neigh
bo
rho
od
with
cheerfu
l sidew
alk chalk d
rawin
gs.
Ch
allenge each
family m
emb
er to co
llect 100 pieces o
f trash
on
you
r next fam
ily ou
ting.
Give an
award
to so
meo
ne yo
u ad
mire.
Create b
ird feed
ers and
place th
em n
ear a pu
blic b
ench
.
Ho
st a lemo
nad
e stand
for a cau
se. Set u
p a M
agic Mail Statio
n at h
om
e and
share artw
ork an
d
letters all sum
mer lo
ng.
Pick flo
wers. D
eliver them
to so
meo
ne w
ho
need
s a smile.
Create th
ank yo
u card
s for co
mm
un
ity help
ers (mail carriers,
trash co
llectors, p
olice o
fficers, teachers, co
aches, etc).
Read
and
discu
ss a bo
ok to
gether.
Bake an
d sh
are do
g treats with
a shelter o
r canin
en
eighb
or.
Offer to
help
a neigh
bo
r pu
ll weed
s and
water p
lants.
Deco
rate a jar or b
ox fro
m th
e recycling b
in an
d d
edicate it
to co
llect chan
ge for a cau
se.
Take a min
dfu
l natu
re hike. D
raw p
ictures o
f all you
no
tice.
Visit a lo
cal nu
rsing h
om
e and
deliver co
lorfu
l cards an
d
draw
ings to
the resid
ents.
Do
ub
le you
r din
ner recip
e and
share w
ith p
arents o
f a new
bab
y.
Do
nate o
utgro
wn
bo
oks to
a Little Free Library in
you
r area. Or
stock it w
ith kin
dn
ess-them
ed b
oo
ks.
Share so
me o
f you
r garden
harvest w
ith th
e local fo
od
shelf.
Deco
rate cards - th
en p
ut th
em in
bags w
ith a few
qu
arters. Tape
them
to ven
din
g mach
ines at a h
osp
ital.
Deco
rate dessert b
ags for M
eals on
Wh
eels.
Sched
ule a to
ur o
f you
r local fire statio
n an
d b
ring treats to
than
k th
e fire fighters.