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Instructional Continuity Core Instruction Learning Plan Days 41-49 First Grade

MATH READING WORD WORK SCIENCE & SOCIAL STUDIES

May 28

(Day 41)

You want to share a circle with a friend. Cut out the circle on pg. 5. Save the rectangle for the next day. Fold the circle in half making two equal parts. Cut the halves apart. Write your name on one-half of the circle and write your friend’s name on the other half of the circle. Draw a picture of the halves in your math journal or on paper. Remember to save the rectangle for the next day. (NC.1.G.3) Complete the enVision Practice Problems for Day 41 on pg. 7. (NC.1.G.3) Optional: Log into DreamBox and continue working for 15 minutes.

Optional: Watch the reading lesson video for Day 41 (https://bit.ly/1stModules). Read or listen to the article What Does School Mean to You? on pg. 13-14.

● Think, talk, and write to describe something you already knew about schools and something new you learned from the text. See pg. 15. (W.1.6)

Optional: Watch the word work instructional video for Day 41 (https://bit.ly/1stgradeskills). Red and Blue Words: Write the words from the Cycle 24 word list. Use a red crayon or marker to trace the vowels. Use a blue crayon or marker to trace the consonants. See the word list on pg. 20. (RF.1.4c)

Social Studies Topic: Helping at Home Over the last few weeks we learned that a service is work someone does to satisfy people’s needs and wants. We also learned that charitable giving helps others by providing goods and/or services for little or no charge. Finally, we learned that giving back to society is part of being a good citizen. In these last lessons you are going to have the chance to provide services by making a difference in our community. Activity: Let’s start at home! What is some service that you can do that would make a difference for those you live with? Help out by providing a service that is not normally your responsibility. Then, draw a picture of you as you were helping. (1.E.1.1 & 1.E.1.2) Optional Enrichment Resource: Read Aloud Book Edie is Ever so Helpful [6:05] https://bit.ly/2W576re

May 29

(Day 42)

You want to share a rectangle with a friend. Cut out the rectangle on pg. 5 (from Day 41). Fold the rectangle in half making two equal parts. Draw a picture of the halves in your math journal or on paper. (NC.1.G.3) You want to share a rectangle with three friends. Unfold the rectangle. Flatten it out. Now, fold it into fourths, making four equal parts. Cut the fourths apart. Write your name on one-fourth of the rectangle and write your friends’ names on the other three-fourths of the rectangle. Draw a picture of the fourths in your math journal or on paper. (NC.1.G.3) Complete the enVision Practice Problems for Day 42 on pg. 7. (NC.1.G.3) Optional: Listen to the story Give Me Half on Youtube. https://bit.ly/1GiveMeHalf (NC.1.G.3)


● Think and talk: What do the people in the article say about learning at school? What is important to learn at school?

● Write to describe what is important to learn at school. See pg. 15. (RI.1.2)

Optional: Watch the word work instructional video for Day 42 (https://bit.ly/1stgradeskills). Decodable Text: Read the Cycle 24 decodable text “Night Skies” on pg. 20. Highlight or make a list of the high frequency words: really, one, have, sometimes, through. Reread the text three times. Focus on reading the text smoothly, with expression, and at just the right speed. (RF.1.5b)

Social Studies Topic: Favors for Family Since mid-March it has been difficult to see those we love who do not live in our house. Grandparents, cousins, and other family members have been missing seeing you and getting hugs. Who in your extended family will you choose to provide a service for today? Activity: Choose a family member who does not live in your house to do something special for. What can you do to brighten their day? Some ideas might include: mail them a letter, call and read them a bedtime story, FaceTime and sing them a song, bake and send them a treat. What is their response to your service of kindness? (1.E.1.1 & 1.E.1.2) Optional Enrichment Resource: See You Again (Charlie Puth, Wiz Khalifa), Cover by One Voice Children's Choir [3:57] https://bit.ly/2WxwWmC

June 1

(Day 43)

Complete the enVision Practice Problems for Day 43 on pg. 8. (NC.1.G.3) Optional: Watch the Fractions - Halves and Fourths video. https://bit.ly/FractionsHalves (NC.1.G.3) Optional: Log into DreamBox and continue working for 15 minutes.


● Think and talk: Why is it important to learn at school? How do you know?

● Write to describe what the article tells about high-quality work. See pg. 15. (RI.1.1)

Optional: Watch the word work instructional video for Day 43 (https://bit.ly/1stgradeskills). Super Sentences: Choose words from the Cycle 24 word list and use them to write sentences. Remember to use a capital letter at the beginning of your sentences and punctuation at the end. See the word list on pg. 20. (L.1.2)

Social Studies Topic: Neighbors’ Needs Have the last couple of months at home given you the opportunity to see more of your neighbors or have those in your neighborhood remained indoors? Today you are going to focus your ideas and energies on being of service to those who live near you? Activity: With an adult, come up with a plan to encourage your neighbors. Some ideas are: making rainbows to hang in your windows for those who walk by, posting signs of support in your yard, using chalk to draw messages on sidewalks, and leaving kind notes on your neighbors’ doors. Be creative as you add joy to your neighbors’ day. (1.E.1.1 & 1.E.1.2) Optional Enrichment Resource: Amelia Ellicott's Garden - Children’s Read Aloud [7:54] https://bit.ly/2A5R2x7

Charlotte-Mecklenburg Schools - May 2020 1

https://bit.ly/1stModules

https://bit.ly/1stgradeskills

https://bit.ly/2W576re

https://bit.ly/1GiveMeHalf



https://bit.ly/2WxwWmC

https://bit.ly/FractionsHalves



https://bit.ly/2A5R2x7


June 2

(Day 44)

You want to share a rectangular piece of paper with three new friends. Get a piece of paper. Fold the paper into fourths a different way from Day 42. Cut the fourths apart. Write your name on one-fourth of the paper and write your friends’ names on the other three-fourths of the paper. Draw a picture of the fourths in your math journal or on paper. (NC.1.G.3) Complete the enVision Practice Problems for Day 44 on pg. 8. (NC.1.G.3) Optional: Log into DreamBox and continue working for 15 minutes.


● Think and talk: What do the people in the article say about their schools being like a community? How is your school a community?

● Write about how Christopher and Jack describe their school community. See pg. 16. (RI.1.1)

Optional: Watch the word work instructional video for Day 44 (https://bit.ly/1stgradeskills). Sort It Out: Fold a piece of paper in half. Write “ie” on one side and “igh” on the other side. Sort your Cycle 24 words by writing them under the correct spelling pattern. Read each list of words out loud. See the word list on pg. 20. (RF.1.4c) Optional: Try to find other words that have long vowel sounds spelled with “ie” or “igh”. Look in a book or look around your home!

Science Topic: Tin Foil Boats Forces are pushes and pulls. Have you ever tried to hold a ball under water? The ball will push up to the surface and float. The water will actually push on the ball causing it to stay on the surface and float rather than pull to the bottom and sink. Today your activity is to create a boat that will hold the most cargo and float. You can use any resource that you think will float: (examples: tinfoil, paper, plastic, clay, even a lid for a jar), a large bowl, water, towel, and some type of cargo (ie., pennies, paper clips). Using your resources begin experimenting and designing a boat. Test your boat by placing it in the water and adding the pennies, one at a time. The minute the cargo begins to pull the boat under, stop and count how many pennies you have used. Try to improve your design to hold more pennies. Discuss with a caregiver: How many pennies pulled your boat to the bottom of the water causing it to sink? How did you improve your design? (1.P.1.1.)

June 3

(Day 45)

Complete the Partitioning Shapes Exit Tickets on pg. 9. An adult can read the questions to you, but you must solve the problems yourself. (NC.1.G.3) Optional: Log into DreamBox and continue working for 15 minutes.


● Think and talk: What does school mean to you? Why do you think school is important?

● Write and draw to describe why you think school is important. Tell at least two reasons. See pg. 16. (W.1.6)

Optional: Watch the word work instructional video for Day 45 (https://bit.ly/1stgradeskills). Secret Word: Write the Cycle 24 words on small slips of paper. Also, write the word “abracadabra” on a small slip of paper. Put all your slips into a cup. Pull the slips out one-by-one and read them aloud. If you get the word “abracadabra”, yell it out! Put all of the slips back in the cup and start again. See the word list on pg. 20. (RF.1.4g) Optional: Play the game with a partner and take turns spelling each word out loud or writing the words on a piece of paper.

Science Topic: Shadow Shapes What do you know about shadows? Shadows are made by blocking light. Think about a time when you were outside with the sun behind you. When you looked down on the ground, you could see your shadow. You can make shadows inside your house with any light source...a table lamp or even a flashlight. Today, you will explore shadows using a light source of your choice. Ask a caregiver to help you find a suitable light source. Project the light onto a blank wall in your home. Place your hand in front of the light source. Collect some objects from your home to make shadows. What do you notice? Using paper, cut out different shapes to create shadow puppets. Tape these shapes to the end of a pencil and create a shadow puppet. Do all objects create the same shadow? (1.E.1.1)

SPECIALS - Choose at least one activity to complete each day. Your well-being is important to us. Please do not participate in physical activity if you are not feeling well.

❏ Keep the Beat by tapping to any song you like to listen to!

❏ Sing “Old MacDonald” and draw a picture of the animals you pick.

❏ Go outside or look outside and draw the trees that you see.

❏ Create a tree collage using materials in the home such as magazines, newspapers, etc.

❏ For 60 seconds, clear your mind & only focus on your breathing. If your mind starts to wander, bring your attention back to your breathing.

❏ Put a piece of tape on the ground and jump back and forth as quick as you can for 30 seconds.

❏ Listen to a story read by a real astronaut in space at storytimefromspace.com. Write: What happened in the beginning, middle and end of the story. What was the central message of this story?

❏ Go to PebbleGo Science in ONE Access. Learn about what an astronaut does. Write: What important things does an astronaut do every day? What is a question you have about an astronaut’s job?

I certify that my child, _________________________________________________, did complete all of the required activities in days 41-45 of this learning plan.

Parent/Guardian Signature _____________________________________________________________________ Date _____________________________________________







MATH READING WORD WORK SCIENCE & SOCIAL STUDIES

June 4 (Day 46)

Review: Strategies to 20 Activity Board- Complete the “START HERE” activity on pg. 10. Use a crayon to shade in the box after you finish the activity. Then, choose which arrow to follow next and complete the next activity. Repeat three more times. Use the Ten Frame Mat on pg. 11 to help you solve problems on the activity board. *Activities with links are optional. (NC.1.OA, NC.1.NBT) Optional: Log into DreamBox and continue working for 15 minutes.

Optional: Watch the reading lesson video for Day 46 (https://bit.ly/1stModules). Read or listen to the story The First Day of School on pg. 17.

● Think and talk: Why do you think new situations often make people nervous? What do you do to prepare for your first day of school?

● Write to describe how Sarah feels and why she feels that way. See pg. 18. (RL.1.3)

Optional: Watch the word work instructional video for Day 46 (https://bit.ly/1stgradeskills). Syllable Sleuth: Write the words from the Cycle 25 word list. Locate the vowel sounds in each word and put a dot below them. Look between the vowels and divide the word into syllables by drawing a vertical line. See the word list on pg. 20. (RF.1.4e)

Social Studies Topic: Caring for Our Community So many in our community have been caring for us over the past couple of months. These people have been called frontline workers. They have included doctors, nurses and other healthcare workers, postal carriers and delivery people, store clerks and food service workers, firefighters and police officers, and so many more everyday heroes. Activity: What community workers would you like to show gratitude for today? Talk with an adult about who you choose, what they have done to make a difference, and how you would like to lift them up. You could send thank you cards, create and deliver encouragement posters, take on tasks for those workers you know that they don’t have time to do, OR come up with your own way to make someone’s day! (1.E.1.1 & 1.E.1.2) Optional Enrichment Resource: 'Thank U Frontline' by Chris Mann (Alanis Morissette) [4:49] https://bit.ly/3c9Asu3

June 5

(Day 47)

Optional: Read along to the read aloud book Ten Flashing Fireflies (https://bit.ly/3d1trM8) Review: How many ways could 10 fireflies be arranged with some in a jar and some in the night sky? Record different ways some fireflies could be in a jar while some are in the night sky in your math journal. Explain your thinking. (NC.1.OA.9) Review: How Many Am I Hiding? Game- Gather 6, 7, 8 or 9 small items such as crayons, cereal, small toys, small rocks, pennies, etc. Ask a family member to be your partner. Show your partner all of the items in your hand. Tell your partner to cover his or her eyes. Then, hide some of the things in one hand behind your back. Have your partner uncover his or her eyes and show the items left in your other hand. Ask, “How many ___ am I hiding?” Write an equation in your math journal to represent the amount hiding. (For example, you have 7 crayons. You hide __ crayons. You show 3 crayons. 7 - 4 = 3 ) Now, it is your partner’s turn. Play three more rounds. (NC.1.OA.9)


● Think and talk: How does Sarah feel about going to a new school? Why does she feel that way? Have you ever been reluctant to try something new?

● Write the definition of the word “reluctant”. Give examples and non-examples. See pg. 18. (L.1.4)

Optional: Watch the word work instructional video for Day 47 (https://bit.ly/1stgradeskills). Decodable Text: Read the Cycle 25 decodable text “Reading Together” on pg. 20. Highlight or make a list of the high frequency words: himself, together. Reread the text three times. Focus on reading the text smoothly, with expression, and at just the right speed. (RF.1.5b)

Social Studies Topic: World Relief We are not the only ones who have had our lives turned upside down this spring. People all over the world have had to change a lot of things about the way they have been living. Today you are going to think about ways that you can find out about other places in the world. Activity: Talk with an adult about a place in the world that you would like to find out more about and how you might do that. You might do that online through a site like National Geographic for Kids, by watching a television show about other parts of the world, by reading a book that tells you about other places, by talking with someone you know who has traveled to other parts of the world, or even by learning phrases in another language through an app like Google Translate. Once you’ve done this, create a short comic story about how you’d like to show kindness here. (1.E.1.1 & 1.E.1.2) Optional Enrichment Resource: This Is How We Do It by Matt Lamothe Digital Book [17:04] https://bit.ly/2Wzvm3I

June 8

(Day 48)

Review: Complete the Day 48 Scavenger Hunt Review problems on pg. 12. You can solve the problems in the boxes provided or in your math journal. Write an equation to match each situation. (NC.1.OA.1, NC.1.OA.2) Optional: Log into DreamBox and continue working for 15 minutes.


● Think and talk: How does Sarah feel about her outfit? What details in the text or pictures help you know how

Optional: Watch the word work instructional video for Day 48 (https://bit.ly/1stgradeskills). Super Sentences: Choose words from the Cycle 25 word list and use them to write sentences. Remember to use a capital letter at the beginning of your sentences and punctuation at the end.

Science Topic: Shadow Tower Challenge Think for a moment about our last shadow lesson. What did you learn about shadows? Today you will create a tower about two hand spans tall using objects. You can use cans from your pantry, spice jars, paper cups, tinfoil, containers, or blocks. Place the light source behind the object to create a shadow. Mark the build spot and the height on the wall with a piece of tape. Then, move the light source closer, then farther, from




https://bit.ly/3c9Asu3

https://bit.ly/3d1trM8



https://bit.ly/2Wzvm3I



Instructional Continuity Core Instruction Learning Plan Days 41-49 First Grade Sarah feels?

● Write to describe how Sarah feels about her outfit and what clues in the story helped you understand how she feels. See pg. 19. (RL.1.3)

See the word list on pg. 20. (L.1.2) the tower. What do you notice? Take that tower apart and build a second tower about 1 hand span tall using different materials. You must place your tower in the same spot as the first tower. How can you make the shadow of the second tower the same height as the shadow of the first tower without moving the tower? Think about the first part of the lesson. What did you do to make the tower bigger/smaller? Share your learning with a caregiver. (1.E.1.1) Optional Enrichment Resource: https://bit.ly/shadowg1

June 9

(Day 49)

Review: Complete the Day 49 Scavenger Hunt Review problems on pg. 12. You can solve the problems in the boxes provided or in your math journal. Write an equation to match each situation. (NC.1.OA.1) Optional: Log into DreamBox and continue working for 15 minutes.


● Think and talk: Who did Sarah say really cared about her in the story? What do you know about this character?

● Write to answer questions about details in the text. Tell about a time you helped someone overcome being nervous or apprehensive. See pg. 19. (RL.1.1)

Optional: Watch the word work instructional video for Day 49 (https://bit.ly/1stgradeskills). Word Match: Look closely at the Cycle 25 word list on pg. 20. Choose a word and try to find another word on the list that has a similar feature. Write a sentence to explain how the words are similar. For example: “The words beanbag and beaver both have the vowel team ea.”. Try to find a match and write a sentence for as many words as you can! (RF.1.4c) Optional: If you cannot find a match for a word, try to find a word with similar features by looking in a book or looking around your home!

Science Topic: Ways Humans Protect the Earth When our Earth is healthy, the people, animals and plants that live here are healthy too. It is our job to try our best to take care of the Earth. What are some ways we can take care of the Earth? Reduce: We can reduce the amount of water we use by turning off the tap when brushing our teeth. We can reduce the amount of energy we use by turning off lights as we exit a room. Reuse: We can reuse water bottles and plastic snack containers. We can create something new and useful out of something instead of throwing it away. Recycle: We can recycle cardboard, aluminum cans, and milk cartons. Walk around your home today and find ways you can take care of the Earth. Make a list and share it with your caregiver. Together can you add other ways? (1.L.1.3)

SPECIALS - Choose at least one activity to complete each day. Your well-being is important to us. Please do not participate in physical activity if you are not feeling well.

❏ Read about someone important in a book or using the World Book Encyclopedia. Create a speech for your family to tell why this person should be on MyHero.com.

❏ Make up a song about your favorite food. ❏ List 10 things that make you think of the

color BLUE (or other colors).

❏ Express in your drawing the happiest time that you had this year.

❏ For 60 seconds, clear your mind & only focus on your breathing. If your mind starts to wander, bring your attention back to your breathing.

❏ Lay on your stomach resting on your forearms. Crawl across the room dragging your body as if you’re moving under barbed wire.

❏ Google search John Phillip Sousa and listen to one of his songs. Can you keep the beat and march with him?

❏ Ready to try your hand at creating and coding? Log into Code.org and click on Hour of Code. Pick one of the activities to do and learn how to code! Share what you learned with your family or friends.

I certify that my child, _________________________________________________, did complete all of the required activities in days 46-49 of this learning plan. Parent/Guardian Signature _____________________________________________________________________ Date _____________________________________________


https://bit.ly/shadowg1



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What Does School Mean to You? by EL Education

Schools are places for learning. Some are large, with hundreds of students. Some are small with only a few dozen students. Some schools are found in big cities, surrounded by buildings, cars, and crowds of people. There are schools in the suburbs surrounded by houses. There are also schools in the country surrounded by farms. But what is school really? And why is it important? The dictionary defines a school as a place for teaching and learning. But what do kids and teachers say about school and why it is important? Let’s find out!

What do you learn at school? Nubian says: “The purpose of school is to learn. To learn how to read and write, and learn how to do math.” -Nubian, 3rd Grade, Detroit Michigan Josslyn says: “When I was studying the solar system I wrote about how the moon causes the tides. People came up to me. They didn’t know, so I had to teach them.” -Josslyn, 2nd Grade, Rochester New York Solomon says: “My school challenges me to learn by teaching me a topic and pushing me to [use it in] the real world. We are taking charge of our learning.” -Solomon, 8th Grade, Chicago Illinois Bryce says: “I go to school to be safe and learn all the stuff that I need to learn. I learn how to listen and follow directions the first time, so you can be safe.” -Bryce, Kindergarten, Detroit Michigan Miles says: “I learn to play with my friends. We make plans. We solve problems when we don’t agree.” -Miles, Preschool, Richmond Virginia

What makes your school a community? Michelle says: “I think the foundation of [our school] community is caring and fondness for our school. Students and parents are proud to be part of our school.” -Michelle, Teacher, Denver Colorado Jonathan says: “At school, we work together every single day. We learn together, we play together, and we have fun together.” -Jonathan, 1st Grade, Detroit Michigan


Christopher says: “We support each other… Once we go on [to the outside world], we’ll have habits like this. We will do this and our world will be a better place. For example, if we see someone out there we can look at them and say hello. Not just walk right by… If you keep on spreading the word to be nice, honestly the word will get around.” -Christopher, 3rd Grade, Rochester New York

Lisa says: “Learning about the community often leads to a service that can be provided to that community. For example, a third-grade class learned about world habitats. Then they created scavenger hunt booklets that gave clues about animals that live in the Seneca Park Zoo in Rochester. They donated these booklets to the zoo for visitors and classes to learn and have fun.” -Lisa O’Malley, Curriculum Coordinator, Rochester New York Jack says: “At the beginning of this year, we planted bulbs in front of our school. We did that to make our school more ‘green’. By planting these flowers we are cleaning the air. The flowers take carbon dioxide from the air. This will have an impact on the quality of air in our environment.” -Jack, 6th Grade, Rochester New York

Why does learning at your school matter?

Trinity says: “I think the purpose of a school is to help children educate their minds, get them ready for life, and to expand their knowledge of the world. I think the purpose of a school is also to help people become better people. I want kids to know that although school may seem hard or sometimes overwhelming, it is worth it. It can help you grow into a beautiful young man or woman that will one day create something great.” -Trinity, High School Graduate, Chicago Illinois Jack says: “At school, you learn to do high-quality work. High-quality work means you are doing above and beyond what you’re expected to do. I think creating high-quality work is important because you’ll need [that ability] in life.” -Jack, 6th Grade, Rochester New York Chris says: “When students create high-quality work, it shows them that they are capable of more than they think. [It] helps students see themselves as experts with voice and the power to make a difference.” -Chris, Teacher, Rochester New York

So what do you think?

What does school mean to you?

Why do you think school is important?


Day 41

“What Does School Mean to You?” Use evidence from the text to support your thinking. What is something you already knew about school?

_________________________________________________________________

_________________________________________________________________

After reading the article, what is something new you learned about school?

_________________________________________________________________

_________________________________________________________________

Day 42

“What Does School Mean to You?” Use evidence from the text to support your thinking. What is important to learn at school? Use details from the article in your answer.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Day 43

“What Does School Mean to You?” Use evidence from the text to support your thinking. What did you learn about high-quality work? How do you create high-quality work at school?

_________________________________________________________________

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_________________________________________________________________


Day 44

“What Does School Mean to You?” Use evidence from the text to support your thinking. How is Christopher’s school like a community?

_________________________________________________________________

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How is Jack’s school like a community?

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_________________________________________________________________

Day 45

“What Does School Mean to You?” Use evidence from the text to support your thinking. Why is school important? Tell at least two reasons.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Draw a picture that shows what school means to you.


First Day of School Written by Katherine Follett and Illustrated by John Kastner

Sarah had never been so apprehensive about school before. She stood in front of her bedroom mirror, smoothing her skirt; leaving it folded for too long had formed creases down the sides. She ran her hands down the sharp ridges again and again, hoping the sweat and heat from her pals would act as a steam iron. She also hoped no one would notice the subtle brown stain under the hem of her shirt, left over from spilling ketchup in her lap the last time she ate French fries. She scolded herself for not buying at least one new outfit for the school year. Even the cuffs of her shirt were beginning to grow a bit threadbare where she nervously rubbed them between her fingers.

She trudged down the stairs to fix herself breakfast. She was trying to balance two opposing feelings inside her- one was a nervousness that made her energetic and fidgety, and the other was a reluctance that made her slow and clumsy. Kent had already wolfed down his Frosted Flakes and dashed out to catch the bus, so Sarah didn’t have anyone to banter with. Kent helped her calm down, even if he did mock her for being nervous. He’d been picking on her for a whole week. “What if you’re eating lunch and someone makes you laugh and the milk comes out your nose? Huh? What about that?” he’d said the night before. Sarah smiled at the memory- she knew he really cared about her and was only joking with her to make her laugh. He’d left his dirty bowl on the kitchen table, with three Frosted Flakes crusted on its rim. She rinsed the bowl, put it in the dishwasher, and tried to find something to eat. Sarah had just moved to this new house in a new town. She kept forgetting where the food and dishes were kept and had to rummage through almost all the cupboards before spotting a Pop Tart. She wanted to eat something better, something healthier, but the butterflies in her stomach were too active this morning. Being new is always difficult, she thought to herself. Everyone always feels uncomfortable at first, but eventually everyone makes friends. She’d been reciting these things to herself for weeks: Since it was the beginning of the year, she probably wouldn’t be the only new one. It wasn’t as though she’d never been to school before. The kids here were exactly like kids everywhere else. But still, each time anything reminded her of school, or even anything school-related, she felt the flutter in her tummy. Flutter when she bought her folders and pencils. Flutter when she saw a TV commercial that took place in a classroom. Flutter as she retrieved her bag and made the last few adjustments to her hair and glasses before stepping out the door. Her new house was close to the school, so she walked. Other people were walking, too- there were students everywhere, it seemed. Some ran, some walked in groups, some got dropped off by their parents. None of them paid any attention to her. She tried to relax. “They don’t know that you’ll be at their school, so of course they won’t pay attention to you. They just assume you’re going somewhere else.” But she still felt completely ignored when she walked inside the building. She had visited the school a few weeks ago and knew where her classroom was, so she got there early. She put her books on her desk and sat quietly, waiting anxiously for all the kids to come in and sit down around her. When they did, they barely looked at her. After the bell rang, she took a big, deep breath and stood up. “Hello,” she said, trying to hide the waver in her voice. “My name is Ms. Parker, and I’m going to be your teacher this year.”


Day 46

“First Day of School” Use evidence from the text to support your thinking. How does Sarah feel as she gets ready for her first day of school?

_________________________________________________________________

_________________________________________________________________

What details in the text or pictures help you know how Sarah feels?

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Day 47

“First Day of School” Use evidence from the text to support your thinking. Write or draw the definition of the word reluctant. Write or draw to show examples, non-examples, and characteristics of the word.

Definition Characteristics

Examples Non-examples


Day 48

“First Day of School” Use evidence from the text to support your thinking. How does Sarah feel about her outfit? How do you know?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Draw a picture of a time you felt unsure about something. How did you overcome that feeling?

Day 49

“First Day of School” Use evidence from the text to support your thinking.

Why was Sarah nervous about the first day of school? A. She did not have new clothes. B. She was new to the school. C. She had not made any friends. D. All of the above.

Sarah had never been apprehensive about school before. What does apprehensive mean?

A. happy B. worried C. confident D. sleepy

Who did Sarah say really cared about her in the story? A. Kent B. The students C. Ms. Parker D. The teachers

Tell about a time you helped a friend overcome being nervous or apprehensive.

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Word Work

CYCLE 24

Word List Sight Words Decodable Text: “Night Skies”

lie pie tie

tried bright flight high night might sigh

necktie untie

sunlight nightlight

really one

have sometimes

through

Have you ever looked up high into the night sky?

Some nights, you will see bright stars shining.

Some nights you might see a moon that looks like part of a pie.

Have you ever tried to see the man on the moon?

Sometimes, you can see the moon in the daylight.

One night you might see these bright lights. And hear them pop!

If you look hard, you might see the lights of a plane as it flies by.

If you are really lucky, you might see a star shoot through the sky!

What do you think you will see in the sky tonight?

CYCLE 25

Word List Sight Words Decodable Text: “Reading Together”

beanbag beaver carpet explain finish

garden invite

mistake nighttime

paper repeat replies

shadows sister

himself together

Pat tries to read. James helps. They always sit on a beanbag chair together.

They are reading about a girl named Daisy.

Daisy sees shadows in the nighttime, and she is afraid.

“Again!” says Pat. James repeats the story.

Then James gets a book for himself. He is reading about trains on the railroad.

Now Pat tries to read a book about a greedy beaver.

The bell rings. It is Sam. “We are reading,” explains James.

“It is rainy today. We cannot go to the playground. I will read, too,” replies Sam.

Sam is reading about a baseball player and his team. He is eager to read more.

Grandma comes in. “Reading is always a really good way to spend the day!”

she says.

Sam, Pat, and James agree. Do you agree? What do you like to read?


Instructional Continuity Core Instruction Learning Plan ... › longcreekES › Documents › 1....

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