School District of Lancaster...ementary Choice Board Week Gra de Level: _ ___1_____ R EADING TO D O:...
80
Student Packet Round 2 Washington Elementary First Grade
Transcript of School District of Lancaster...ementary Choice Board Week Gra de Level: _ ___1_____ R EADING TO D O:...
Student Packet Round 2
Washington ElementaryFirst Grade
00 School District of
Lancaster
First Grade Packet for weeks 4/20-5/1
Please complete the activities each day on the provided choice board and read for TWO steps (30 minutes total). You can read on Bookshelf, Epic or read
from your bag of books.
Your choices are Reading, Writing, Math, Science, or Unified Arts. Put an X in the box or color in each activity you complete.
Write your initials in each box of the reading log to show your 2 steps each day. These choices and activities are designed to help your child practice
skills they have learned in class already this school year.
* These activities are meant for all learning levels
These activities are meant for review of beginning of the school year material
These activities are for extra practice with grade level work
These activities are for enrichment/challenge
Please let us know if you have any questions! Thank you and have fun learning! Mrs. Gitke, Mrs. Hackenburg, Mrs. Plaza and Mrs. Jones
F
0
Paquete de primer grado para las semanas 4 / 20-5 / 1
Complete las actividades todos los días en el tablero de opciones provisto y lea para DOS pasos (30 minutos en total). Puede leer en Bookshelf, Epic o leer de su bolsa de libros.
Sus opciones son lectura, escritura, matemáticas, ciencias o artes unificadas. Ponga una X en el cuadro o color en cada actividad que complete. Escriba sus iniciales en cada cuadro del registro de lectura para mostrar sus 2 pasos cada día. Estas opciones y actividades están diseñadas para ayudar a su hijo a practicar las habilidades que ha aprendido en clase ya este año escolar.
* Estas actividades están destinadas a todos los niveles de aprendizaje.
Estas actividades están destinadas a la revisión del comienzo del año escolar.
Estas actividades son para práctica adicional con trabajo de nivel de grado
Estas actividades son para enriquecimiento / desafío
¡Por favor, háganos saber si usted tiene alguna pregunta! ¡Gracias y diviértete aprendiendo! Mrs. Gitke, Mrs. Hackenburg, Mrs. Plaza y Mrs. Jones
Ele
men
tary
Ch
oic
e B
oa
rd W
eek
Gra
de
Lev
el:
____
1_
___
_
We
ek
1:
Ap
ril
20
th-A
pri
l 2
7th
REA
DIN
G
(Pic
k 2
or
mo
re)
WR
ITIN
G
(Pic
k 2
or
mo
re)
MA
TH
(Pic
k 3
or
mo
re)
SC
IEN
CE/S
OC
IAL
STU
DIE
S
(Pic
k 1
or
mo
re)
SEL
(Pic
k 2
or
mo
re)
*Se
e S
oc
ial/
Em
otio
na
l
att
ac
hm
en
t fo
r d
eta
ils
*Re
ad
th
e P
ow
er
Wo
rds/
Tric
ky
Wo
rds
for
yo
ur
rea
din
g le
ve
l.
Ho
w m
an
y w
ord
s d
o y
ou
kn
ow
?
____________
*Ch
oo
se 1
0 p
ow
er
wo
rds
or
tric
ky
wo
rds
tha
t y
ou
are
ha
vin
g t
rou
ble
re
me
mb
erin
g,
write
th
e w
ord
s 2
tim
es
in m
ark
er,
cra
yo
n,
or
pe
n.
Try
an
d m
ak
e it
co
lorf
ul!
Co
mp
lete
Cla
ss A
ctiv
ity
4.5
ma
th
pa
ge
s.
*Co
mp
lete
th
e liv
ing
an
d
no
nliv
ing
sc
ien
ce
pa
ge
.
*Ac
tiv
ity
1-E
sta
blish
a d
aily
ro
utin
e.
*Re
ad
a b
oo
k fro
m y
ou
r b
lue
ba
g o
f
bo
ok
s o
r o
n B
oo
ksh
elf a
nd
co
mp
lete
th
e
sto
ry m
ap
.
*Write
a le
tte
r to
yo
ur
tea
ch
er
usi
ng
th
e
att
ac
he
d le
tte
r p
ap
er
tem
pla
te.
Op
tio
na
l: T
ak
e a
pic
ture
on
Cla
ss D
ojo
an
d s
en
d t
he
le
tte
r to
yo
ur
tea
ch
er!
Co
mp
lete
th
e a
tta
ch
ed
Do
ub
le t
he
Du
ck
s m
ath
ac
tiv
ity
.
*Co
mp
lete
th
e D
ay
an
d
Nig
ht
scie
nc
e p
ag
e.
*Ac
tiv
ity
2-
Talk
ab
ou
t h
ow
yo
u a
re
fee
lin
g w
ith
an
ad
ult.
Re
ad
th
e v
ow
el te
am
wo
rds
on
th
e 1
B
Lon
g V
ow
el P
att
ern
s p
rac
tic
e p
ag
e.
Re
me
mb
er:
Wh
en
2 v
ow
els
go
wa
lkin
g,
the
first
on
e d
oe
s th
e t
alk
ing
an
d h
e s
ay
s
his
na
me
.
*Write
ab
ou
t w
ha
t y
ou
lik
e t
o d
o o
n a
sun
ny
da
y.
Pla
y t
he
ma
th g
am
e Z
ap
. D
ire
ctio
ns
are
att
ac
he
d.
*Co
mp
lete
th
e a
tta
ch
ed
Co
mm
un
ity
He
lpe
rs s
oc
ial
stu
die
s a
ctiv
ity
.
*Ac
tiv
ity
3-
Pla
y g
am
es
tog
eth
er
tha
t c
an
str
en
gth
en
se
lf-r
eg
ula
tio
n
skills
.
Aft
er
rea
din
g y
ou
r b
oo
ks
for
30 m
inu
tes,
hu
nt
for
co
mp
ou
nd
wo
rds
in y
ou
r b
oo
ks.
Ma
ke
a lis
t o
f th
e c
om
po
un
d w
ord
s y
ou
fou
nd
.
*Re
min
de
r- c
om
po
un
d w
ord
s a
re 2
wo
rds
stu
ck
to
ge
the
r.
Fo
r e
xa
mp
le,
foo
t+b
all=
fo
otb
all.
Loo
k a
rou
nd
yo
ur
ho
use
an
d o
uts
ide
of
yo
ur
ho
use
fo
r c
om
po
un
d w
ord
s. W
rite
the
wo
rds
do
wn
an
d m
ak
e a
lis
t. C
an
yo
u
thin
k o
f fiv
e o
r m
ore
co
mp
ou
nd
wo
rds?
Co
mp
lete
th
e a
tta
ch
ed
Yu
mm
y
Gra
ph
ing
ma
th a
ctiv
ity
.
*A
ctiv
ity
4-
He
lp y
ou
r p
are
nts
with
ag
e-a
pp
rop
ria
te h
ou
seh
old
ch
ore
s.
Re
ad
“Th
e C
ou
ntin
g L
ess
on
” a
nd
“A
Fa
mily
Tre
e.”
A
nsw
er
the
qu
est
ion
s
Co
mp
lete
th
e a
tta
ch
ed
Ta
lly
O’M
alle
y m
ath
ac
tiv
ity
.
*A
ctivity
5-
Talk
to
an
ad
ult
ab
ou
t w
ha
t is
ha
pp
en
ing
in
th
e
ne
ws
*Wri
tin
g R
em
ind
ers
: f
oc
us
on
th
e t
op
ic,
wri
te a
lo
ng
sto
ry (
8 o
r m
ore
se
nte
nc
es)
, u
se a
ho
ok
an
d/o
r c
olo
rfu
l w
ord
s, u
se t
ran
sitio
n w
ord
s (f
irst
, n
ext,
la
st),
in
clu
de
a fe
elin
g,
spe
ll p
ow
er
wo
rds
co
rre
ctly
, so
un
d o
ut
un
kn
ow
n w
ord
s, s
tart
with
a c
ap
ita
l le
tte
r, a
nd
en
d w
ith
pu
nc
tua
tio
n f
or
all s
en
ten
ce
s
o �
0 0
Ele
men
tary
Ch
oic
e B
oa
rd W
eek
Gra
de
Lev
el:
____
1_
___
_
We
ek
2: A
pril 27
th-M
ay
1st
REA
DIN
G
(Pic
k 2
)
WR
ITIN
G
(Pic
k 2
)
MA
TH
(Pic
k 3
)
SC
IEN
CE/S
OC
IAL
STU
DIE
S
(Pic
k 1
)
SEL
(Pic
k 2
)
*Se
e S
oc
ial/
Em
otio
na
l
Lea
rnin
g a
tta
ch
me
nt
*Re
ad
a b
oo
k fro
m y
ou
r b
ag
of
bo
ok
s o
r o
n B
oo
ksh
elf a
nd
co
mp
lete
th
e s
tory
ma
p.
*Write
ab
ou
t w
ha
t h
ap
pe
ne
d o
ne
da
y t
his
we
ek
.
Co
mp
lete
th
e “
Ho
w m
an
y?
” w
ord
pro
ble
m
pa
ge
.
*Go
ou
tsid
e o
r th
ink
of
som
eth
ing
with
a life
cy
cle
(pla
nt,
bird
, e
tc.)
. T
alk
ab
ou
t th
e life
cy
cle
with
a
pa
ren
t o
r o
lde
r si
blin
g.
Dra
w t
he
life
cy
cle
. F
or
ex
am
ple
, e
gg
, c
hic
k,
bird
.
*Ac
tiv
ity
1-E
sta
blish
a d
aily
ro
utin
e.
*Re
ad
th
e P
ow
er
Wo
rds/
Tric
ky
Wo
rds
for
yo
ur
rea
din
g le
ve
l.
If
the
re a
re a
ny
th
at
yo
u fo
rge
t, w
rite
the
m d
ow
n a
nd
pra
ctic
e t
he
m!
*Write
ab
ou
t h
ow
yo
u a
re fe
elin
g
no
w t
ha
t y
ou
are
no
t in
sc
ho
ol.
Ma
ke
su
re t
o t
alk
ab
ou
t so
me
thin
g
tha
t y
ou
lo
ve
ab
ou
t b
ein
g h
om
e a
nd
som
eth
ing
th
at
yo
u m
iss
ab
ou
t
sch
oo
l!
*Co
mp
lete
th
e a
tta
ch
ed
Ch
alk
It
Up
ma
th
ac
tiv
ity
.
*Co
mp
lete
th
e Im
po
rta
nt
Ne
ed
s sc
ien
ce
pa
ge
.
*Ac
tiv
ity
2-
Talk
ab
ou
t h
ow
yo
u a
re
fee
lin
g w
ith
an
ad
ult.
Re
ad
th
e r
- c
on
tro
lled
sh
ee
t th
at
is
att
ac
he
d t
o t
he
pa
ck
et.
Ca
n y
ou
thin
k o
f th
ree
mo
re w
ord
s th
at
are
r- c
on
tro
lle
d?
*Write
a r
esp
on
se t
o t
he
fo
llo
win
g
pro
mp
t: W
ha
t is
be
tte
r, s
un
ny
we
ath
er
or
rain
y w
ea
the
r?
Wh
y d
o
yo
u t
hin
k s
o?
*Pla
y t
he
Fu
n F
ac
ts c
ard
ga
me
. (
Dire
ctio
ns
are
att
ac
he
d.)
Ch
alle
ng
e-
Ch
oo
se 3
-4 c
ard
s a
nd
fin
d t
he
tota
l.
*Co
mp
lete
th
e a
tta
ch
ed
soc
ial st
ud
ies
ac
tiv
ity
- M
e
on
th
e M
ap
/My
Ho
me
Ad
dre
ss.
*Ac
tiv
ity
3-
Pla
y g
am
es
tog
eth
er
tha
t c
an
str
en
gth
en
se
lf-r
eg
ula
tio
n
skills
.
Re
ad
“Li
ttle
Wo
lf’s
Le
sso
n”
an
d
an
swe
r th
e q
ue
stio
ns.
Loo
k a
rou
nd
yo
ur
ho
use
an
d o
uts
ide
of
yo
ur
ho
use
. Se
arc
h f
or
wo
rds
tha
t
sta
rt w
ith
th
e le
tte
r S.
Write
th
ese
wo
rds
do
wn
.
Co
mp
lete
th
e a
tta
ch
ed
Gro
up
s o
f 10
ma
th
ac
tiv
ity
.
*A
ctiv
ity
4-
He
lp y
ou
r p
are
nts
with
ag
e-a
pp
rop
ria
te h
ou
seh
old
ch
ore
s.
Re
ad
th
e 2
ele
ph
an
ts s
torie
s.
An
swe
r th
e q
ue
stio
ns.
C
om
ple
te t
he
Cla
ss A
ctiv
ity
4.1
ma
th p
ag
es.
*A
ctiv
ity
5-
Talk
to
an
ad
ult a
bo
ut
wh
at
is h
ap
pe
nin
g in
th
e n
ew
s.
*Wri
tin
g R
em
ind
ers
: f
oc
us
on
th
e t
op
ic,
wri
te a
lo
ng
sto
ry (
8 o
r m
ore
se
nte
nc
es)
, u
se a
ho
ok
an
d/o
r c
olo
rfu
l w
ord
s, u
se t
ran
sitio
n w
ord
s (f
irst
, n
ext,
la
st),
in
clu
de
a fe
elin
g,
spe
ll p
ow
er
wo
rds
co
rre
ctly
, so
un
d o
ut
un
kn
ow
n w
ord
s, s
tart
with
a c
ap
ita
l le
tte
r, a
nd
en
d w
ith
pu
nc
tua
tio
n f
or
all s
en
ten
ce
s.
0 El
O
O O
D
Ele
men
tary
Ch
oic
e B
oa
rd W
eek
Gra
de
Lev
el:
____
1_
___
_
REA
DIN
G
TO D
O: R
EA
D 3
0 M
INU
TES E
VER
Y D
AY
!
Write
th
e t
itle
of
a b
oo
k y
ou
re
ad
an
d h
av
e a
gro
wn
up
initia
l yo
ur
log
be
low
.
M
ON
DA
Y
TUESD
AY
W
ED
NESD
AY
TH
UR
SD
AY
FR
IDA
Y
SA
TUR
DA
Y
SU
ND
AY
We
ek
1
(ev
ery
da
y)
We
ek
2
(Ev
ery
Da
y)
V
G � d N N
o u 3 C
O J 1 O
f=/VI O
IRLA
34
1G
Stud
ent
Dat
es
age
tlo
tsth
isal
l go
love
toam
had
me
upan
has
my
wan
tan
dha
veno
was
are
heof
we
athe
reon
wen
tbe
Ion
ew
hat
big
insa
idw
here
can
isse
ew
hoca
n’t
itsh
ew
hyco
me
like
that
will
dolit
tleth
ew
ithdo
wn
live
ther
eye
sfo
rlo
okth
eyyo
u
Tota
ls*I
f a s
tude
nt k
now
s 55
+ of
thes
e w
ords
and
can
mee
t the
2G
Ent
ry R
equi
rem
ents
, mov
e to
2G
whi
le c
ontin
uing
to p
ract
ice
thes
e re
mai
ning
wor
ds.
Com
mon
Cor
e St
ate
Stan
dard
Fou
ndat
iona
l Ski
lls 3
c: R
ead
com
mon
hig
h-fr
eque
ncy
wor
ds b
y si
ght.
1G
Ent
ry R
equi
rem
ents
: Pow
er W
ords
Che
ck
To b
egin
1G
, kno
w 2
5 of
thes
e w
ords
at F
lash
Spe
ed. B
y th
e en
d of
1G
, kno
w A
LL 6
0 w
ords
*.
IRLA
52
2G
abou
tgi
rlju
mp
saw
anim
al
give
mak
esa
ysas
goes
man
yso
boy
goin
gne
wso
me
but
good
not
stop
bygo
tno
wta
keca
me
happ
yof
fth
emco
uld
her
ohth
enda
yhi
mor
thes
edi
dhi
sou
rto
odo
esho
me
out
unde
rea
tho
use
over
wer
efro
mho
wpl
ayw
hen
fun
ifpu
tw
ould
gave
into
ran
your
To b
egin
2G
, kno
w 2
5 of
thes
e w
ords
at F
lash
Spe
ed. B
y th
e en
d of
2G
, kno
w A
LL 6
0 w
ords
*.
*If a
stu
dent
kno
ws
50+
of th
ese
wor
ds a
nd c
an m
eet t
he 1
B En
try
Requ
irem
ents
, mov
e to
1B
whi
le c
ontin
uing
to p
ract
ice
thes
e re
mai
ning
wor
ds.
Com
mon
Cor
e St
ate
Stan
dard
Fou
ndat
iona
l Ski
lls 3
g: R
ead
com
mon
hig
h-fr
eque
ncy
wor
ds b
y si
ght.
2G E
ntry
Req
uire
men
ts: P
ower
Wor
ds C
heck
IRLA
72
1B
D
ates
afte
rco
unt
know
only
thin
gag
ain
each
last
othe
rth
ink
alw
ays
ever
yla
ugh
own
thos
ean
othe
rfin
dlig
htpe
ople
toda
yan
yfir
stlo
ngpl
ease
usaw
ayfo
und
mea
npr
etty
use
beca
use
frien
dm
ore
pull
very
beco
me
funn
ym
uch
read
wal
kbo
thgr
eat
mys
elf
right
whi
chbu
yhe
llone
ver
scho
olw
ord
catc
hhe
lpni
ght
som
ethi
ngw
ork
colo
rju
stol
dth
eir
writ
e
Entr
y Le
vel:
25 W
ords
Com
mon
Cor
e St
ate
Stan
dard
Fou
ndat
iona
l Ski
lls 3
bg: D
ecod
e re
gula
rly s
pelle
d on
e-sy
llabl
e w
ords
. Re
cogn
ize
and
read
gra
de-a
ppro
pria
te ir
regu
larly
spe
lled
wor
ds.
1B
Ent
ry R
equi
rem
ents
: Tri
cky
Wor
ds
Mus
t Rec
ogni
ze O
n Si
ght
IRLA
95
2B
Dat
es
also
child
larg
eop
enth
ough
tas
kch
ildre
nla
ter
page
tiny
beau
tiful
dolla
rle
arn
phon
eto
geth
erbe
fore
earth
leav
epi
ctur
eto
mor
row
bega
nen
ough
left
push
troub
lebe
gin
eye
life
quie
ttu
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hind
fri
endl
ylis
ten
quit
until
bein
ggo
nelo
stqu
iteup
onbe
stgr
oup
mon
eyre
ady
wat
chbo
dygu
ess
mos
tre
ally
wea
ther
boug
htha
lfne
xtse
nten
cew
hile
build
hear
dno
isesp
ring
who
seca
rry
high
noth
ing
stor
yw
oman
caug
ht
hurry
ofte
nsu
rew
orld
cent
ke
yon
cete
ache
ryo
ung
En
try
Leve
l: 25
Wor
ds
Com
mon
Cor
e St
ate
Stan
dard
Fou
ndat
iona
l Ski
lls 3
eg: D
ecod
e tw
o-sy
llabl
e w
ords
follo
win
g ba
sic
patt
erns
by
bre
akin
g th
e w
ords
into
syl
labl
es. R
ecog
nize
and
read
gra
de-a
ppro
pria
te ir
regu
larly
spe
lled
wor
ds.
2B
Ent
ry R
equi
rem
ents
: Tri
cky
Wor
ds
Mus
t Rec
ogni
ze O
n Si
ght
IRLA
115
1R
Nam
e D
ates
Tota
l
answ
ercl
othe
sgi
ant
min
ute
poor
stom
ach
been
clot
hing
heav
ym
oon
quar
ter
stoo
d
belie
veco
untry
hour
mou
ntai
nqu
estio
nst
raig
ht
bicy
cle
done
idea
mov
ese
cond
toug
h
boar
dDr
.kn
ewM
r.se
cret
war
m
botto
mea
rlykn
ock
Mrs
.sh
all
wei
gh
brea
dev
enlib
rary
Ms.
sign
whi
sper
build
ing
field
mac
hine
o’cl
ock
soon
whi
stle
city
floor
mag
icpi
ece
sorry
wild
clim
bfro
ntm
illio
npo
ndsp
ecia
lw
ind
Entr
y Le
vel:
30
Wor
ds
Com
mon
Cor
e St
ate
Stan
dard
Fou
ndat
iona
l Ski
lls 3
ef: I
dent
ify w
ords
with
inco
nsis
tent
but
com
mon
sp
ellin
g-so
und
corr
espo
nden
ces.
Reco
gniz
e an
d re
ad g
rade
-app
ropr
iate
irre
gula
rly s
pelle
d w
ords
.
1R
Ent
ry R
equi
rem
ents
: Tri
cky
Wor
ds
Mus
t Rec
ogni
ze O
n Si
ght
a Orend wr 1
Name Date
Story Map:
Title
Setting Characters
Plot
Beginning
Middle
End
Graphic Organizer 1 25 a" / Will M D. �
IRLA
82
1B
Nam
e
Dat
es
Long
“a”
Long
“e”
Long
“o”
Long
“i”
rain
eat
feel
road
pi
ew
ait
ear
quee
nco
atfly
paid
teac
hd
eer
soak
child
mai
lre
adfe
etgo
allig
htpa
int
real
sleep
foam
find
air
snea
kfe
edJo
eLo
ng “
u”st
ayd
ream
wee
kto
esu
itgr
aycl
ean
shee
pco
ldfru
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eych
eap
tree
roll
glue
eigh
t
plea
sebe
ebo
th
Tota
l
Stud
ent P
ract
ice
Page
Com
mon
Cor
e St
ate
Stan
dard
Fou
ndat
iona
l Ski
lls 3
c: K
now
com
mon
vow
el te
am c
onve
ntio
ns
(rain
, day
, wee
k, se
at, r
oad,
show
) for
repr
esen
ting
long
vow
el s
ound
s.
1B
Lon
g Vo
wel
Pat
tern
s
Grade 1, Unit 6 UNIT TEST
Name Date
Reading Complex Text
Reading Complex Text
Read the poem "The Counting Lesson" and the story
"A Family Tree." As you read, stop and answer each
question. Use examples from the poem and the story
to support your answers.
The Counting Lesson
by Emilie Poulsson
Here is the beehive. Where are the bees?
Hidden away where nobody sees.
Soon they come creeping out of the hive—
One!—two!—three! four! five!
To the teacher: Read the directions and questions with children. Passage should be read independently.
Unit Test, Reading Complex Text © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
131 Grade 1, Unit 6
Grade 1, Unit 6 UNIT TEST
Name Date
Once I saw an ant hill
With no ants about;
So I said, "Dear little ants,
Won't you please come out?"
Then as if the little ants
Had heard my call—
One! two! three! four! five came out!
And that was all!
Reading Complex Text
0 Why can the narrator NOT see the bees at the START of the poem?
Unit Test, Reading Complex Text © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
132 Grade 1, Unit 6
Grade 1, Unit 6 UNIT TEST
Name Date
A Family Tree
Reading Complex Text
In our yard, we have a big tree. In the tree, I can see
a nest. I want to see what is inside the nest. I know from
school that different animals live in nests. Many of these
animals are birds. I don't see any birds at all. The nest is
up too high for me to see inside it. I wonder how I might
get a better look.
Q What is the narrator's problem in this story?
The nest looks like it is made of grass. The grass looks
like it is held together with mud. It is mostly brown and
green.
Unit Test, Reading Complex Text 0 Houghton Mifflin Harcourt Publishing Company. All rights reserved.
133 Grade 1, Unit 6
Grade 1, Unit 6 UNIT TEST
Name Date Reading Complex Text
I ask Dad what he thinks might be in there. He thinks
a mother bird laid pretty blue eggs in the nest. Mom tells
me these birds are called robins. She says that the babies
hatch from the eggs. Then they wait for their mother to
feed them. Mom says I should leave them alone. Their
mother needs to feed and care for them. But I sure want
to take a look.
Climbing the tree is not a good idea. I might upset the
nest. I go to the window in my bedroom. I am high enough
to see the nest, but it is too far away. I can't see the birds.
Q Why does the narrator say climbing the
tree is NOT a good idea?
Unit Test, Reading Complex Text © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
134 Grade 1, Unit 6
Grade 1, Unit 6 UNIT TEST
Name Date Reading Complex Text
Wait, I have a great idea! In the closet, I find a pair
of binoculars. These are like strong eyeglasses you look
through. Binoculars make something far away look close. I
take them with me to the window.
I can see the baby birds now. There they are—one,
two, three, four, five! They are small and brown. Their
mouths stay open for a long time.
I can see right inside the little nest. I won't even bother
them one bit.
Q How is the narrator of the poem the SAME
as the narrator of the story?
Unit Test, Reading Complex Text 0 Houghton Mifflin Harcourt Publishing Company. All rights reserved.
135 Grade 1, Unit 6
////////////
////////////////
//////////////////////////
//////////////////////////
//////////////////////////
//////////////////////////
//////////////////////////
//////////////////////////
//////////////////////////
//////////////
//////////////
Name
-'°) Find the teen total.
I. 5+9= 2. 7+5=
3. 7+4= 4.9+6=
5. 9+8= 6. 9+9=
7. 3+9 = 8. 7+8=
9. 9+4 = 10. 6+5=
II. 8+8 = 12. 8+4=
13. 7+6=
t
15. Write an equation with a teen total.
Draw or explain how making a ten
can help you solve your equation.
14. 9+7=
UNIT 4 LESSON 5 —ean Addmon Sira "ee 109
Name
•>> Find the total.
16. 10+9= 17. 9+10=
18. 6+4=
20. 10+8=
22. 1 + 9 =
19. 10+3=
21. 3 + 10 =
23. 10 + 10 =
24. Draw or write to explain how
you solved Exercise 23.
I \
10 UNIT 4 LESSON 5 Teen Addison Sirrnegiee
Doubles: Double the Ducks
What is a double? Do you remember? Listen to the story Double The Ducks. Then play/do the doubles game/activity.
Double The Ducks
https://www.youtube.com/watch?v=hnRT0HSzvAg
Activity:
Look around your home or your neighborhood and look for examples of doubles. Remember a doubles fact has 2 addends that are the same (e.g. 3+3=6)
Record each example you find . Describe it and write the doubles fact. Example: In the yard I saw a spider with 4 legs on each side. 4+4=8
ZAP!
Game for doubles and basic facts
Today, we will continue to talk about doubles. Listen to the song about doubles and watch Doggie Double.
Song:
https://www.youtube.com/watch?v=8jOzhiACB68
Doggie Double:
https://www.youtube.com/watch?v=Vqp90ulJiIo
Here’s a joke for you: What fruit must you always have as doubles? Answer: PEARS
Game:
Ask an adult to write math double facts on craft sticks. They should write ZAP on a few of the sticks too! If you don’t have popsicle sticks write the facts on paper.
Put all the sticks or cards in a container including the “ZAP!” sticks or cards Take turns choosing a stick or card and solving the problem on the stick or card If the student is correct, they keep the stick or card. If they are not correct, they
put the stick or card back. If the student picks a “ZAP” stick or card, s/he puts all the sticks or cards back in
the container and the game continues on. The student with the most sticks or cards wins the game!
****Please note: If you do not have popsicle sticks you can write the facts on paper and play the same way.
Yummy Graphing
Watch the tutorial on a fun, yummy graphing activity.
https://www.youtube.com/watch?v=HiLxuTj6htU&t=38s
Just like in the video, find 3 different food items you can graph. Create your own graph or use the one below to compare the items by using a bar graph.
Write three sentences to describe your graph using words like more, fewer, equal.
Example: I have more red fruit loops than green fruit loops.
Example: My Skittle Graph
X
X
X X
X X X
X X X
X X X
Red Yellow Green Write about your data.
I have 3 red, 6 yellow and 4 green Skittles.
Yellow has the most and red has the least.
I have 3 + 6 + 4 = 13 Skittles.
Tally O’Malley
Tally marks are just straight lines that look like the lowercase letter l. They are used to keep track of something, such as the scores in a game or results from a survey that was taken. Using tally marks is just an easy and fun way to show information.
Today we are going to be talking about tallies. Watch the story Tally O’Malley found below. Then you are going to play a game like Tally O’Malley outside/or inside. https://www.youtube.com/watch?v=40b-9Ue3VvE For this activity, you will be taking a walk with an adult in your family and use tally marks to collect data. You can also do this around your house.
Make a list of 3 or 4 things you want to count on your neighborhood/house walk (e.g. trees, mailboxes, blue cars etc.). You can stay inside, simply make a list of items in the house and stay indoors.
Make a tally for each item as you see it on your walk.
Compare the different groups using some math vocabulary (e.g. more/ less, fewer/ equal). Example: “I saw fewer blue cars than mailboxes.”
1 I
2 II
3 III
4 IIII
5 IIII
6 IIII I
7 IIII II
8 IIII III
9 IIII IIII
10 IIII IIII
N N
N"
4
15 min.
Writing
LIST LIVING AND NONLIVING THINGS
Fold a sheet of paper in half the long way.
Write Living on the left side. Write Nonliving on the right side.
Draw pictures of things in each column.
Label each picture.
1
2
3
4
You will need:• paper• pencil• crayons
Living and Nonliving
Life Science
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20
15 min.
Writing
COMPARE DAY AND NIGHT Draw two circles. They should look like these.
Write Day over one circle. Write Night over the other one.
Write three things you do during the day. Write three things you do at night.
In the middle, write something you do during both the day and the night.
1
2
3
4
You will need:• white paper• pencil
Day and NightEarth Science
Day Night
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Community Helpers Social Studies Activity
Supplies needed: paper, pencil, pen crayons
Instructions:
1. Review that community helpers are people in the community that help us. Help your child identify some
helpers in the community and how they help. Example- police officers keep us safe, a farmer grows us
food to eat, sanitation workers help keep our communities clean.
2. Discuss community helpers that are being especially helpful right now. Examples- doctors, nurses,
school custodians, cafeteria workers, police officers, etc.
3. Have your child pick a community helper and write a letter or a card thanking them for their help.
a Orend wr 1
Name Date
Story Map:
Title
Setting Characters
Plot
Beginning
Middle
End
Graphic Organizer 1 25 a" / Will M D. �
IRLA
83
1B
Nam
e D
ates
arer
iror
urca
rhe
rgi
rlor
hurt
cart
herd
dirt
fort
purp
lech
art
herd
sfir
cord
burn
card
germ
sirFo
rdtu
rnya
rdge
rms
stir
mor
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rlpa
rkfe
rnbi
rthch
ore
blur
shar
kcl
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chirp
fork
spur
spar
ksov
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rdco
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perc
hth
irdst
orm
purr
smar
tBe
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irts
shor
tssu
rf
Tota
l
Stud
ent P
ract
ice
Page
Com
mon
Cor
e St
ate
Stan
dard
Fou
ndat
iona
l Ski
lls 3
b: D
ecod
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gula
rly s
pelle
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ords
(loc
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brin
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1B
1-S
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Grade 1, Unit 4 UNIT TEST
Name Date
Reading Complex Text
Reading Complex Text
Read the story "Little Wolf's Lesson." As you read,
stop and answer each question. Use examples from
the story to support your answers.
Read Together
Little Wolf's Lesson
Little Wolf lived under the trees with Great Wolf. Great
Wolf's job was to show Little Wolf how to see, hear, and
smell like a wolf. Then Little Wolf could grow up to be a
great wolf.
To the teacher: Read the directions and questions with children. Selection should he read independently.
Unit Test, Reading Complex Text 0 Houghton Mifflin Harcourt Publishing Company. All rights reserved.
75 Grade 1, Unit 4
Grade 1, Unit 4 UNIT TEST
Name Date Reading Complex Text
"First you must see," Great Wolf said. "With your eyes,
you can see the blue sky and the green grass. Your eyes
seeing will make you a good wolf. Tell me what you see."
Little Wolf looked around. "I see a snake under a
plant. I see a leaf fall from a tree."
Q Who is telling this story?
"Next you must hear," Great Wolf said. "With your
hearing, you can tell where the animals are. You can
hear the birds with their songs. You can hear the sheep
go BAA! Your hearing will make you a good wolf. Tell me
what you hear."
Unit Test, Reading Complex Text © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
76 Grade 1, Unit 4
Grade 1, Unit 4 UNIT TEST
Name Date Reading Complex Text
Little Wolf sat still. Then he said, "I hear the crow go
CAW! I hear the bees go BUZZ!"
Q What words from the story show what Little Wolf can hear?
"There is one more lesson. It will make you a great
wolf," Great Wolf said. "You have the gift of smelling. You
can smell things that are far away."
Little Wolf said, "How can smelling make me a great
wolf? I am sure that seeing and hearing will make me a
great wolf first. I don't need to use my smelling."
Unit Test, Reading Complex Text 0 Houghton Mifflin Harcourt Publishing Company. All rights reserved.
77 Grade 1, Unit 4
Grade 1, Unit 4 UNIT TEST
Name Date Reading Complex Text
When Great Wolf was little, he felt just like Little Wolf.
"Please hear me, Little Wolf," Great Wolf said. "Your gift
of smelling is the best skill you have. It lets you see what
cannot be seen."
Little Wolf felt lost. "But I can see and hear all that I
need to," he said.
Q Why does Little Wolf feel lost?
"Look at the wind. Tell me what you see," said Great
Wolf.
Little Wolf looked up and said, "I cannot see the wind."
Great Wolf said, "Close your eyes. Smell the wind.
Then tell me what you see." Little Wolf closed his eyes.
Unit Test, Reading Complex Text © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
78 Grade 1, Unit 4
Grade 1, Unit 4 UNIT TEST
Name Date Reading Complex Text
He smelled the wind. Then he saw many things. With his
eyes closed, he could see Bird and Turtle. He knew they
were close, but he could not see or hear them. He could
smell the water of a stream, but he could not see or
hear it.
Little Wolf was glad. He opened his eyes and saw
Great Wolf looking at him. Little Wolf said, "We con see
what cannot be seen. Smell will make me a great wolf."
Q Name one thing Little Wolf saw when he
closed his eyes. What lesson does he learn
from this?
Unit Test, Reading Complex Text © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
79 Grade 1, Unit 4
Grade 1, Unit 5 BE N C H M AR K TEST
Name Date
Reading Complex Text
Reading Complex Text
Read the articles "Are All Elephants the Same?" and
"How Does an Elephant's Body Work?" As you read,
stop and answer each question. Use examples from
the articles to support your answers.
Are All Elephants the Same?
You can see elephants at the zoo. You can see them
around the world, too! Are all elephants the same? How
can you tell?
African Elephants
Some elephants live in Africa. They are called African
elephants. They live mostly in woods and on plains.
African elephants are the biggest land animals on
Earth. They have big ears, too. African elephants use their
ears to cover up and stay cool in the heat. They also cool
off with their trunks. They suck water up into their trunks
and give themselves a shower.
African elephants also have tusks. Tusks are big teeth.
Both males and females have tusks. They use their tusks to
dig for food and water.
To the teacher: Read the directions and questions with children. Before children read the passage, explain the terms African, Africa, Asian, and Asia. Passage should he read independently.
Benchmark Test, Reading Complex Text 0 Houghton Mifflin Harcourt Publishing Company. All rights reserved.
103 Grade 1, Unit 5
Grade 1, Unit 5 BE N C H M AR K TEST
Name Date Reading Co mplex Text
Q How do African elephants use their ears?
Asian Elephants
Some elephants live in Asia. They are called Asian
elephants. They live on land that has grass, plants, and
trees.
Asian elephants are big, but they are smaller than
African elephants. They have smaller ears, too. They move
their ears a lot. This helps them stay cool in the heat.
Asian elephants also take showers with their trunks.
Not all Asian elephants have tusks, only some of the
males do. Like African elephants, they use their tusks to
find food and water.
Benchmark Test, Reading Complex Text © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
104 Grade 1, Unit 5
Grade 1, Unit 5 BE N C H M AR K TEST
Name Date
More About Elephants
Reading Complex Text
Which elephant?
Where do they live?
About how long do they live?
About how tall do they grow?
African elephant
Africa 70 years 8 to 13 feet
Asian elephant
Asia 60 years 6 to 10 feet
© About how long does the Asian elephant
live?
How Does an Elephant's Body Work?
How do elephants drink? How do they get food without
hands? How do they move around? The parts of an
elephant's body have important uses.
Benchmark Test, Reading Complex Text 0 Houghton Mifflin Harcourt Publishing Company. All rights reserved.
105 Grade 1, Unit 5
Grade 1, Unit 5 BE N C H M AR K TEST
Name Date
Trunks
Reading Co mplex Text
Elephants use their trunks in many ways. They breathe
with their trunks. In fact, they use their trunks more than
their mouths to breathe. Elephants drink with their trunks,
too. They draw water up into their trunks. Then they spray
the water in their mouths. Elephants use their trunks like
fingers, too. They can grab food. Elephants are skilled
with their trunks. They can even take the shells off of small
peanuts!
Q How is an elephant's trunk like fingers?
Benchmark Test, Reading Complex Text © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
106 Grade 1, Unit 5
Grade 1, Unit 5 BE N C H M AR K TEST
Name Date
Tusks
Reading Complex Text
Elephant tusks are very big teeth. They are long and
can be sharp at the ends. Most elephants have tusks, but
some don't. Elephants use their tusks to move things. They
move trees and bushes out of their way. They also use
their tusks to dig to find water and food.
Legs
An elephant's legs are long, big, and strong. They use
their legs to walk up and down hills. They also use them to
swim in deep water. Because elephants are so big, they
have soft pads on their feet. The pads help their legs stay
strong.
Benchmark Test, Reading Complex Text 0 Houghton Mifflin Harcourt Publishing Company. All rights reserved.
107 Grade 1, Unit 5
i Name Date
Grade 1, Unit 5 BE N C H M AR K TEST
Reading Co mplex Text
Q What do BOTH articles say about an
elephant's tusks?
Benchmark Test, Reading Complex Text © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
108 Grade 1, Unit 5
9
Math
10 min.
Life Science
SOLVE NUMBER PROBLEMS
Read these story problems.
There were 3 bears in the forest. 2 bears joined them. How many bears are in the forest now?
7 ducks were swimming in a pond. 3 ducks flew away. How many ducks are in the pond now?
Draw a picture to show each problem.
Write a number sentence for each problem.
1
2
3
You will need:• paper• pencil• crayons
How Many?
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Chalk It Up!
If you have chalk, do these problems on the sidewalk. Otherwise any writing tool will
work. Remember to look for addition or subtraction signs! You could even add pictures to
go with your work.😊
10+2=
6-4=
8+6=
10-7=
15+5=
13-2=
8+8=
Some more ideas:
8 2 9 7 5 + 7 + 4 + 4 + 7 + 2
8 8 2 6 7 + 8 + 4 + 7 + 4 + 7
2 9 9 5 6 + 9 + 9 + 5 + 9 + 4
5 8 4 2 3 + 3 + 3 7 + 3 + 9
6 4 3 5 3 + 8 + 7 + 8 + 2 + 5
8 6 2 4 2 + 7 + 5 + 4 + 8 + 9
4 7 4 5 9 + 4 + 4 + 8 + 6 + 2
5 3 8 6 3 + 6 + 5 + 8 + 9 + 4
8 5 4 8 4 + 3 + 2 + 3 + 9 + 7
6 9 7 9 2 + 2 + 3 + 8 + 5 + 2
Fun Facts
Here are some games/ activities you can play to practice your basic facts.
Card Game: Divide a regular set of cards into 2 piles. (take out the jokers) Each player flips over 2 cards and finds the sum (add). The other player does the same. Whomever has the greater sum gets to take all the cards. If you do not have cards you can make your own. (See the link) If your sums are the same spell the word FUN as you turn over one card at a time from your pile. Then, flip over the 4th card. The greater number wins and takes ALL the cards!
Tutorial on how to play the game
https://www.youtube.com/watch?v=_uWSoiMb558
Then have some fun moving and grooving to the ADDITION BOOGIE.
https://www.youtube.com/watch?v=e6pqYeZvnF8&t=36s
Groups of 10-
Today you will count items and put them in groups of 10. You may use cereal, coins, beans, Legos or any
other small objects.
Before counting and putting in groups of 10, make a prediction about how many objects there will be
altogether.
Then count, putting the items in groups of 10, keeping them separate from the rest of the objects.
If you have small cups you can put 10 in each cup.
At the end, count each 10 group.
Was your prediction accurate? Was it too high or too low?
M 17$
i� 4-16 Name
fi?, Find the total. Use any method.
11. 29+3= 12. II +8=
13. 67+4= 14. 33 + 9 =
15. 96 + 3 = 16. 46 + 4 =
17. 12+8= 18. 71 + 5 =
Compare. Write >, <, or =.
19. 26 0 62 20. 80 O 79
0
21. 18 0 38 22. 65 O 65 s
0
Y
23. 97 0 94 24. 45 0 53
25. 8 O 80 26. 23 O 22
UNIT 4 LESSON 16
126 Proclice w1h 2-Digs Numbers
Name
*'How many circles? Count by tens.
F$,
3 x
>E
I. i • • • •
•
i • • • •
i • • • •
• • • • •
VOCABULARY
tens
i • • • •
•
Total
Add I ten.
2.
4.
i • • • •
• • • • •
i • • • •
• • • • •
Equation
i • • •
• • • • •
i • • • •
• • • • •
• • • • •
3.
5.
..........
• • • • •
Equation
i • • •
• • • • •
i • • •
• • • • •
i • • • •
• • • • •
i • • • •
• • •
i • • • •
• • • • •
i • • • •
• •
Equation Equation
LNrr 4 LESSON 1
i • • • •
•
:nrrcdxcn n.o Tern &cupnm 99
ii
Name
4, Add 10.
6. 50 + 10 =
8. 30 +10 =
10. 70 +10 =
12. 40 +10 =
7. 10 + 10 =
9. 80 +10 =
11. 60 +10 =
13. 90 + 10 =
Write the numbers.
14. 20 = tens ones 15. 80 = tens ones
16. 50 = tens ones 17. 10 = ten ones
+� 18. Draw tens to solve.
Write the unknown number.
+ 10=30
100 LMT LESSON i Irnrod vion ra Tarta Gree-pnga.
ILundwCo Ujq. ip d uIWN1 jl'vpnn.{ 0
5
15 min.
Writing
DESCRIBE NEEDS
Pick a plant, animal, or person.
Tell about its needs. Write three sentences.
Draw a picture. Show it meeting a need.
1
2
3
You will need:• paper• pencil• crayons
Important NeedsLife Science
ELS12_ANCSEMDFC01_NA.indd 5 12/15/10 11:42:59 AM
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Social Studies Activity- Me on the Map/My Home Address
1. Review why it is important to know your home address and when is a time you may
have to use it.
2. If you have Internet access, watch the read aloud, Me on the Map, from YouTube.
3. Fill out the 3 lines below.
-Use the first line to write your first and last name
-Use the second line to write your house number and street name
-Use the third line to write your town name, state abbreviation, and ZIP Code
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. Last, draw a picture of your home below. Go outside to see the details of your home
to use in your illustration.
Name: ____________________________ Date: ____________ Class number: _______
____________________________________________________________________________
------------------------------------------------------------------------------------------------------------------ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
------------------------------------------------------------------------------------------------------------------ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
------------------------------------------------------------------------------------------------------------------ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
------------------------------------------------------------------------------------------------------------------ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
------------------------------------------------------------------------------------------------------------------ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
------------------------------------------------------------------------------------------------------------------ ____________________________________________________________________________ ____________________________________________________________________________
Name: ____________________________ Date: ____________ Class number: _______
____________________________________________________________________________
------------------------------------------------------------------------------------------------------------------ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
------------------------------------------------------------------------------------------------------------------ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
------------------------------------------------------------------------------------------------------------------ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
------------------------------------------------------------------------------------------------------------------ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
------------------------------------------------------------------------------------------------------------------ ____________________________________________________________________________ ____________________________________________________________________________
Name: ____________________________ Date: ____________ Class number: _______ ____________________________________________________________________________
------------------------------------------------------------------------------------------------------------------ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
------------------------------------------------------------------------------------------------------------------ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
------------------------------------------------------------------------------------------------------------------ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
------------------------------------------------------------------------------------------------------------------ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
------------------------------------------------------------------------------------------------------------------ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
------------------------------------------------------------------------------------------------------------------ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
------------------------------------------------------------------------------------------------------------------ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
------------------------------------------------------------------------------------------------------------------ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
------------------------------------------------------------------------------------------------------------------ ____________________________________________________________________________ ____________________________________________________________________________
Was
hing
ton
Art
s 1s
t Gr
ade
Choice
Boa
rd
Tabler
o de
elecc
ión
del W
ashing
ton
Art
es
Choo
se 1
act
ivit
y fr
om e
ach
colu
mn
to c
ompl
ete
each
wee
k. F
eel f
ree
to d
o m
ore
acti
viti
es f
or e
xtra
pra
ctic
e.
Elija
una
act
ivid
ad d
e ar
te p
ara
com
plet
ar c
ada
sem
ana.
¡Sié
ntas
e lib
re d
e ha
cer
más
act
ivid
ades
par
a pr
acti
car
mas
!
Wee
k of
: Apr
il 20
th-2
4th
Seman
a de
: ab
ril 20
th -
24t
h
Art
Hea
lth a
nd P
hysi
cal E
duca
tion
(HPE
) M
usic
O
ptio
n 1:
Fin
d ob
ject
s in
your
hou
se a
nd li
ne
them
up
to c
reat
e bi
g sh
apes
on
the
floor
. U
se a
t lea
st 1
0 ob
ject
s to
crea
te y
our s
hape
s.
Try
to b
uild
a c
ircle
, squ
are,
rect
angl
e, a
nd
tria
ngle
. Se
e ho
w b
ig y
ou c
an m
ake
them
!
Opt
ion
1: D
o as
man
y pu
sh-u
ps, s
it-up
s or
squa
ts d
urin
g te
levi
sion
com
mer
cial
s. D
urin
g 2
half
an h
our s
how
s (30
min
utes
) or 1
hou
r sh
ow (6
0 m
inut
es).
Opt
ion
1: L
isten
to th
e so
unds
aro
und
you
durin
g th
e da
y. C
an y
ou li
st 5
thin
gs th
at
mak
e a
LOU
D so
und?
Can
you
list
5 th
ings
th
at m
ake
a so
ft (q
uiet
) sou
nd?
Opc
ión
1: E
ncue
ntra
obj
etos
en
tu c
asa
y al
inea
los p
ara
crea
r gra
ndes
form
as e
n el
su
elo.
Usa
al m
enos
10
obje
tos p
ara
crea
r tus
fo
rmas
. Int
ente
con
stru
ir un
círc
ulo,
un
cuad
rado
, un
rect
ángu
lo y
un
triá
ngul
o. ¡V
ea
lo g
rand
es q
ue p
uede
hac
erla
s!
Opc
ión
1: H
aga
tant
as fl
exio
nes,
sent
adill
as o
se
ntad
illas
dur
ante
los a
nunc
ios d
e te
levi
sión.
Du
rant
e 2
espe
ctác
ulos
de
med
ia h
ora
(30
min
utos
) o 1
hor
a de
esp
ectá
culo
(60
min
utos
).
Opc
ión
1: E
scuc
ha lo
s son
idos
que
te ro
dean
. ¿Q
ué o
yes?
¿Pu
edes
pen
sar e
n 5
cosa
s que
ha
cen
un so
nido
fuer
te?
¿Pue
des p
ensa
r en
5 co
sas q
ue h
acen
un
soni
do su
ave
(tra
nqui
lo)?
Opt
ion
2: C
olor
Sca
veng
er H
unt!
Loo
k ar
ound
yo
ur h
ome
to fi
nd 3
obj
ects
of e
ach
colo
r: Re
d, O
rang
e, Y
ello
w, G
reen
, Blu
e, P
urpl
e. L
ine
them
up
in th
at o
rder
to m
ake
a ra
inbo
w.
Opt
ion
2: P
erso
nal H
ygie
ne- T
akin
g ca
re o
f yo
urse
lf ke
eps y
ou h
ealth
y. T
ake
the
time
toda
y to
take
a b
ath
or sh
ower
, bru
sh te
eth
and
was
h ha
nds o
ften
. Bru
sh te
eth
afte
r eac
h m
eal.
Was
h ha
nds a
fter
you
use
the
rest
room
, be
fore
you
eat
and
aft
er y
ou p
lay.
Opt
ion
2: L
isten
to m
usic
or s
ing
a so
ng y
ou
rem
embe
r fro
m sc
hool
(Bid
dy B
um, J
ohnn
y W
orks
with
One
Ham
mer
, Los
Pol
litos
, etc
.).
Find
diff
eren
t way
s to
mov
e to
the
stea
dy
beat
(cla
p yo
ur h
ands
, nod
you
r hea
d, fl
ap
your
elb
ows)
. Cr
eate
you
r ow
n da
nce.
Hav
e fu
n!
Opc
ión
2: ¡C
aza
de c
arro
ñero
s de
colo
r! M
ira
alre
dedo
r de
tu c
asa
para
enc
ontr
ar 3
obj
etos
de
cad
a co
lor:
Rojo
, Nar
anja
, Am
arill
o, V
erde
, Az
ul, P
úrpu
ra. A
linea
los e
n es
e or
den
para
ha
cer u
n ar
co ir
is.
Opc
ión
2: H
igie
ne P
erso
nal-
Cuid
arse
a sí
m
ismo
lo m
antie
ne sa
luda
ble.
Tóm
ese
el
tiem
po h
oy p
ara
tom
ar u
n ba
ño o
duc
ha,
cepi
llars
e lo
s die
ntes
y la
vars
e la
s man
os c
on
frec
uenc
ia. C
epill
e lo
s die
ntes
des
pués
de
cada
com
ida.
Láv
ese
las m
anos
des
pués
de
usar
el b
año,
ant
es d
e co
mer
y d
espu
és d
e ju
gar.
Opc
ión
2: E
scuc
ha m
úsic
a o
cant
a un
a ca
nció
n qu
e re
cuer
des d
e la
esc
uela
(Bid
dy
Bum
, Joh
nny
Wor
ks w
ith O
ne H
amm
er, L
os
Polli
tos,
etc
.). E
ncue
ntra
dife
rent
es m
aner
as
de m
over
te a
l ritm
o co
nsta
nte
(apl
audi
r, as
enta
r la
cabe
za, a
gita
r los
cod
os).
Crea
tu
prop
io b
aile
. ¡Q
ue te
div
iert
as!
Was
hing
ton
Art
s 1s
t Gr
ade
Choice
Boa
rd
Tabler
o de
elecc
ión
del W
ashing
ton
Art
es
Choo
se 1
act
ivit
y fr
om e
ach
colu
mn
to c
ompl
ete
each
wee
k. F
eel f
ree
to d
o m
ore
acti
viti
es f
or e
xtra
pra
ctic
e.
Elija
una
act
ivid
ad d
e ar
te p
ara
com
plet
ar c
ada
sem
ana.
¡Sié
ntas
e lib
re d
e ha
cer
más
act
ivid
ades
par
a pr
acti
car
mas
!
Wee
k of
Apr
il 27
th –
May
1st
Seman
a de
abr
il 27
th -
may
o 1s
t
Art
Hea
lth a
nd P
hysi
cal E
duca
tion
(HPE
) M
usic
O
ptio
n 1:
Tel
l a st
ory
with
art
! Thi
nk o
f a ti
me
whe
n yo
u w
ere
very
exc
ited.
Wha
t wer
e yo
u ex
cite
d ab
out?
With
a p
enci
l, m
arke
r, or
cr
ayon
s, d
raw
a p
ictu
re a
nd te
ll yo
ur st
ory.
Opt
ion
1: F
ire sa
fety
che
ck, w
ith
pare
nts/
guar
dian
s, c
heck
to se
e if
your
smok
e al
arm
s are
wor
king
, mak
e a
plan
if a
fire
ha
ppen
s in
the
hous
e.
Opt
ion
1: S
ing
a fa
vorit
e so
ng fr
om h
ome
or
scho
ol, s
uch
as “
Twin
kle
Litt
le S
tar”
. N
ow se
e if
you
can
mak
e up
you
r ow
n w
ords
for t
he
song
. Si
ng it
aga
in u
sing
your
ow
n ly
rics
(wor
ds).
Opc
ión
1: ¡C
uent
a un
a hi
stor
ia c
on a
rte!
Pi
ensa
en
algu
na é
poca
en
la q
ue e
stés
muy
em
ocio
nado
. ¿Po
r qué
est
abas
em
ocio
nado
? Co
n un
lápi
z, u
n m
arca
dor o
lápi
ces d
e co
lore
s, d
ibuj
a un
dib
ujo
y cu
enta
tu h
istor
ia.
Opc
ión
1: C
ompr
obac
ión
de se
gurid
ad c
ontr
a in
cend
ios,
con
los p
adre
s/tu
tore
s, co
mpr
uebe
si
sus a
larm
as d
e hu
mo
está
n fu
ncio
nand
o,
haga
un
plan
si o
curr
e un
ince
ndio
en
la c
asa.
Opc
ión
1: C
anta
una
can
ción
favo
rita
de c
asa
o es
cuel
a, c
omo
"Tw
inkl
e Li
ttle
Sta
r". A
hora
m
ira si
pue
des i
nven
tar t
us p
ropi
as p
alab
ras
para
la c
anci
ón. C
ante
de
nuev
o us
ando
sus
prop
ias l
etra
s (pa
labr
as).
Opt
ion
2: U
se y
our i
mag
inat
ion
with
you
r fa
mily
! Ta
ke tu
rns d
raw
ing
wha
t hap
pens
in a
st
ory.
Nee
d id
eas?
You
can
dra
w d
inos
aurs
, as
tron
auts
, ani
mal
s, su
perh
eroe
s, d
ance
rs.
Use
you
r im
agin
atio
n.
Opt
ion
2: T
each
you
r fam
ily y
our f
avor
ite ta
g ga
me.
Opt
ion
2: H
um a
song
to so
meo
ne in
you
r ho
useh
old
and
see
how
long
it ta
kes f
or th
em
to g
uess
wha
t son
g yo
u're
hum
min
g.
Opc
ión
2: ¡U
sa tu
imag
inac
ión
con
tu fa
mili
a!
Tom
e tu
rnos
par
a di
buja
r lo
que
suce
de e
n un
a hi
stor
ia. ¿
Nec
esita
s ide
as?
Pued
es d
ibuj
ar
dino
saur
ios,
ast
rona
utas
, ani
mal
es,
supe
rhér
oes,
bai
larin
es. U
sa tu
imag
inac
ión.
Opc
ión
2: E
nseñ
a a
tu fa
mili
a tu
jueg
o de
et
ique
tas f
avor
ito.
Opc
ión
2:
Tara
rear
una
can
ción
a a
lgui
en e
n su
hog
ar y
ver
cuá
nto
tiem
po se
tard
a en
ad
ivin
ar q
ué c
anci
ón e
stás
tara
rean
do.
1 \ C AI _ 2��,
00
tNil 1'rT
r
Social/Emotional Learning Activities
1. Establish a daily routine.
Work together with an adult to create a schedule/routine for school days. Stick to your schedule!
2. Talk about how you are feeling with an adult. Zones of Regulation: For students in K5 and 1st grade (who’ve had Guidance lessons on the Zones), parents can ask their children what Zone they are in, what zone they’d like to be in, and what can they do (coping strategies) to get there. Examples: Green Zone – happy, focused, ready to learn, calm, content Blue Zone – sad, sick, tired, moving slowly Yellow Zone – silly, frustrated, nervous, scared, excited, loss of some control Red Zone – angry, out of control, terrified, mean
3. Play games together that can strengthen Self-Regulation skills. Examples: Simon Says, Freeze Tag, Musical Chairs, Hide and Seek, Red Light, Green Light.
4. Help your parent/guardians with age-appropriate household chores. Some examples could be: cooking/baking together, folding laundry, setting table, washing dishes, taking out trash, etc.
5. Talk to an adult about what is happening in the news. Try not to watch the news if possible. *Parents- Too much exposure can become overwhelming to children, as well as adults. Children will pick up on the adult’s anxieties and fears. Use reassuring language with children, letting them know that the adults in the house are doing everything they can to keep them safe and healthy. To paraphrase Mr. Rogers, “Look for the helpers during times of crisis. There will always be people helping others.”
6. Do Mindfulness Practices at home. If you have access to a device, use the following websites to practice mindfulness activities. * Cosmic Kids Yoga * GoNoodle.com – which includes GoNoodle Channels – “Flow”, “Think About It”, and “Maximo”; GoNoodle Kids app * YouTube - “Wellness Woods Kinder” (with our very own Wynne Kinder) Free mindfulness apps that can be downloaded include: • “Smiling Mind” • “Being Me”
Apoyo a domi.cili.o Para_ Home Supports for estudiantes de Washington Special educacidn especial de EcTucation Students — Washington
COVID-19 Edition
Dear parents and caregivers, Edicion COVID-19
We want you to know how truly thankful we are for YOU during these challenging times (and
always!). Even with balancing perhaps other children and your own work responsibilities. you
are providing the love and support your child needs to be academically, emotionally and
behaviorally successful in your own homes during this time. We want you to know that even
though we have a lot of distance between us right now, we are here for you and your child. In
this packet, you will find flexible schedules to meet your family needs as well as the district
expectations for weekly academic work at home. You can also find ideas on ways to help your
child complete and be successful with the packets. Please reach out to your child's case
manager if you have any questions or concerns. We are here for you!
Sincerely.
The Washington Special Education Team
Estimados Padres y Cuidadores, Queremos comunicarles que verdaderamente estamos agradecidos por ustedes durance estos tiempos
Ilenos de desafios( y siempre!). Aun cuando tienen que tal vez balancear sus otros niAos y las
responsabilidades de su propio trabajo, ustedes estan proveyendo el amor y apoyo que sus nifios
necesitan para tener exito academicamente, emocionalmente y en su comportamiento en sus propios
hogares durance este tiempo. Queremos dejarle saber que aunque estamos distanciados en estos
momentos, nosotros estamos aqui para ustedes y sus niAos. En este paquete usted encontrara horarios
flexibles que pueden ajustarse a las necesidades de su familia y cumplir con las expectativas del Distrito
para el trabajo academico semanal en el hogar. Tambien encontrara ideas de como ayudar a su niAo a
completar y tener exito con los paquetes. Por favor comuniquese con el administrador de caso de su niAo
si tiene alguna pregunta o preocupacidn. Nosotros estamos aqui para ustedes!
Sinceramente.
Equipo de Educacion Especial de Washington
Weekly District Academic Work Expectations
❑ 30 minutes of independent reading 5x/week
D 30 minutes of ELA/Social Studies 2x/week
❑ 30 minutes of Math 3x/week
D 30 minutes of Science lx/week
❑ 20 minutes of Unified Arts lx/week (at a
minimum)
Home Schedule - Option A (Flexible)
Expectativas semanales de trabajo academico del distrito
:1 30 minutos de Lectura Independiente 5x/semana
7 30 minutos de ELA/Estudios Sociales 2x/semana
J 30 minutos de MatemAtica 3x/semana J 30 minutos de Ciencias lx/semana J 20 minutos de Artes UnifS cadas lx/semana (comp minimo)
M ONDAY TUESDAY MCDnrjvAY TI# m my FRIDAY
30minu-esof reading
30 minutes of reading
30minutesof reading
30 minutes of reading
30 minutes of reading
30 minutes of ELA/Social Studies
20 minutes (or more) of Unified
Arts
30 minutes of ELA/SOci31 Studies
30 mmu;es of Math 30 minutes of
Science
30 n*Wtnof Math
30 minutes of Math
Home Schedule - Option B (Some Structure)
MONDAY TUESDAY WeDnOSDAY TH URSDAY FRIDAY
30 minutes Of readng
30 minutes of readn g 3Dminutesof
reading
30 minutes of adn re g
,
30 minutes of reading
30 minutes of ELA/Social Studies
30 minutes of ELA/Social Studies
/f�/ P
30 min minutes of Math
30 minutes of
Science
3D minutes of
Math
20 minutes (or more) o
Unified Arts
30 minutes of Math
Home Schedule - Option C (Structured)
MONDAY TUESDAY YYED e SDA
THURSDAY FRIDAY
8' D'5:30 30 minutes of reading
30 minutes of reading
30 minutes of reading
30m reading
:f U minutes of readng
30 minutes of ELA/Social Studies
30 minutes of ELA/Social Studies
1:00.1:30 30 minutes of Math
30 minutes of Science
30 min of Math
20 mnutesutes
nV W Arts re) of ((la more) 30 mhutea of
Math
Calendario de Casa - Opcidn A (flexible)
ones LuRTes H*WALU AR M VRmrs
30 minutos de I(clura
30mawtosde kct w
3o mnutosde kttun
3o mrwtoede kctura
30 mnutotde lecture
30 mlrwtos de ELA/Estudbs S —L—s
20 — Un (o mrs) de Art.
30 minutos de ELARMuAos So Le
30 minutos de WtemdtKa
30 cirm "
30 minutos de Wt -lit - UrvfKtdp
30 minutes de Wtr NUca
Calendario de Casa-Opcion B (Alguna Estructura )
LUIS WARM Mbas otss X WU nfwes
AM
30 rmutns de kCtum
JO minutos de kctun 30 —.Wsde
lectura
30r,*,Wsde lect'A 30 mnutoa de
lecture 30 minutos de ElA/Ettudim smwks
30 minutos de ELA/Ettudiot SaWrs
� P
30 mkwtos de 30m oos de 30 minutes de aterrAl -
20,0 M1" (o � M �
UnifKadas
30 mrwt0 de lgler MMa
Calendario de Casa - Opd6n C (Estructurado)
LUNM NARTES M MOLES XIE M YRRfES
9,00-9,#0 30 minutos de lecture
30 mYwtos dekCtun
30 rwrutm de lecture
30 minutos de 1 C0 —
30 mlewtos do lecture
10:30- ft M 30 minutos
de ELA/Estu%os so uks
30 mrwtm de ELA/Estudlos Seclakt
1:00.1:30 30.4nutos de Natelmt -
30 *rw dec - -
30 n W.t de NaterrAtJ
20 minutos (0 'M) de ArUs uNfKadn
30 mhuWs de Matemltka
Home Packet Support - Kindergarten/1st Grade
Ways I can support my child
Chunk the assignment
No
Examples
J Break the assignment into 5 minute chunks. Provide a 3-5 minute break with a walk or snack,
then return to the assignment to finish it. J Math: assign half the worksheet to complete
Read and repeat directions Read the directions of the assignment and repeat them as many times as the student needs to understand
them.Try re-wording them!
Modeling
i Show an example of the skill first to your child. For example, show them how to solve the math problem first, then allow your child to try it own his/her own. Reach out to your child's case manager for extra
support!
Read the text out loud Read the story/text out loud to your child and ask questions along the way.
A i o o i ara el Pa. uete de H• , ar- Jardin Infantil ter a rado
anerasle apoyaaaar mi hijo/a
Divida la asignacion en partes pequenas
Ejemplos
-Divida la asignacion en seccion es de 5 minutos. Proporcione un descanso de 3-5 minutos con una caminata o con una merienda, luego regrese a la asignacion para terminarla.
-Matematicas: asigne la mitad de la hoja de trabajo para completar.
Lea y rep ita I as in stru ccio nes Lea las instrucciones de la asignacion y repita cuantas veces sea necesario pars que el estudiante las entienda. Trate decirlas usando otras palabras!
Modelizacion Muestre al nino/a primero un ejemplo de la destreza. Por ejemplo, muestre primero como resolver un problema de matematicas, luego perm to al nino/a resolverlo por si mismo. Contacte al administrador de caso de su nino/a si necesita apoyo adicional!
Lea el texto en voz alts Lea la historia/texto en voz alta al nino/a y hagale preguntas mientras lee.
Home Packet Su i iort - Kinder arten/1st Grade Ways I can support my
child
Use calculator
Examples
When your child finishes the math assignment, allow him/her to use a calculator to check his/her work.
Writing assignments
Shorten your answer/response
C
J
J
J J
Use sentence starters (for example, "Once upon a time..."; "Since I have been home, I have..." You child can draw a picture of what he/she wants to write FIRST, then try to write one or two sentences to describe the picture. Draw a picture of your response then label the parts of the picture. Use a word wall to help with spelling (see your special education teacher's Class Dojo Story for reference)
U Math: If your child gets the answer correct, he/she does not have to explain their answer.
U ELA: If the assignment is asking for multiple sentences, have your child just write a few sentences.
Soporte de paquetes para el hogar; jardin de inf antes / ler grado
Maneras de apoyar a mi hijo/a 11
Ejemplos
Usar una calculadora
Asignaciones de Escritura
Acortar su contestacion/respuesta
iJ
iJ
U Cuando su hijo/a termine la asignacion de matematicas, permits que utilice una calculadora para corregir su trabajo.
J Utilice un inicio de oraciones(por ejemplo, "Habig una vez...", "Desde que he estado en casa, yo...") Su hijo/a puede dibujar PRI MERO sobre to que quiere escribir, despues puede intentar escdbir una o dos oraciones que describan el dibujo.
J Puede hacer un dibujo de su respuesta y luego puede etiquetar las partes del dibujo. Utilice una lista de palabras para ayudar con el deletreo de estas(Ver la historia en el Class Dojo de su maestra de educacion especial como referencia.
Troubleshooting What if my child is frustrated or doesn't want to do the work? Follow this flow chart for some
solutions!
My child is frustrated
or doesn't want to do the assignment in the
packet.
When your child has completed his/her work, celebrate!
a
Have your child work on a
different task from the Choice Board.. If your child is still frustrated or
doesn't want to do the work, try this...
Teacher Tip: Try using
a timer while your
child is completing the assignment/activity. a
iJ IJ
IJ
IJ
Get some fresh air Do a fun activity for 5 minutes Take a rest Do a Brain Break (YouTube � GoNoodle)
If your child is still refusing/frustrated, use FIRST/THEN statements. For example, "First do your work for 5 minutes, THEN do your fun activity."
Solucion de problemas 4Que sucede si mi hijo esta frustrado o no quiere hacer el trabajo? iSiga este diagrama de flujo para algunas
soluciones!
Mi hijo/a esta frustrado/a
o no quiere hacer la
asignacion en el paquete.
Cuandosu hijo/a complete
su trabajo, celebrato!
Permita a su hijo/a trabajar en otra tarea de la tabla de
opciones. Si continua frustrado/a o no quiere hacer el trabajo, trate to siguiente....
Sugerencia de la maestro/o: Puedetratar user un reloj ocontactor de tiempo mientras el nino/a realiza su
asignacion/actividad.
U Tomar un poco de aire
fresco j Hacer una actividad divertida
por 5 minutos -Tomar un descanso -Hacerun descanso al cerebro(Brain
Break-Youtube -GoNoodle).
7 Si todavia su hijo/a esta frustrado o se niega a trabajar, use la estrategia de FRIMERO/ENTONCES. For ejemplo, "PRIMERO haz to trabajo por 5 minutos, ENTONCES puedes hacer una actividad divertida."
Special Education Team Office Hours YOU CM R@ACH OUT TO YOUR CHILD'S CA N MAf1AG@R OA CLASS DOJO!
Melinda Markley, Exceptional Student Specialist, 4th Grade Learning Support
Mondays - Fridays,10.00am-12;00pm (and up to 4.00pm as needed)
Amanda Winters, Emotional Support Teacher Mondays - Thursdays, 9:00-10:00am
Brooke Niemann, 5th Grade Learning Support Teacher
Mondays - Thursdays, 11.00am-12.00pm
Lisa Wood, K-3 Learning Support Teacher Mondays - Thursdays, 2:00-3.00pm
Christina Caple, Speech-Language Pathologist Mondays - Thursdays, 9:00-10:00am
Amelia Lynch-Llano, Speech-Language Pathologist Mondays - Thursdays, 9:00-10:00am
Justine Colvin, Social Worker Mondays - Thursdays, 1:30-2.30pm or as
needed
Horario de atencion del eauiuo de educacion esuecial
iPueDe comunicARSe con eL ADminiSTRADOR De CASos De su RIJo
en a ms Dojo!
Melinda Markley, Especialista en Estudiantes Excepcionales, 4th Grade Learning Support
Lunes - Viernes, 10:00am-12.00pm (y hasta las 4:00 pm segun sea necesario)
Amanda Winters, Maestra de apoyo emocional Lunes - Jueves, 9.00-10.00 am
Brooke Niemann, Maestra de apoyo de aprendizaje de 5th grado
Lunes - Jueves, 11.00am-12:OOpm
Lisa Wood, K-3 Maestra de apoyo al aprendizaje Lunes - Jueves, 2:00-3:00 pm
Christina Caple, Patologa del Habla y Lenguaje Lunes - Jueves, 9:00-10:00 am
Amelia Lynch-Llano, Patologa del Habla y Lenguaje Lunes - Jueves, 9.00-10.00 am
Justine Colvin, Trabajadora social Lunes - Jueves, 1:30-2.30pm o segun sea necesario
PLeAse ReACH OUT TO YOUR ico muniQuese con el.
CHILD'S case mAnA WR WITH ADmIMSTRADOR De CASOS De
Any QueSTIOnS OR Su nuo SI Tlene ALGUnA co wRns! PReGunTA 0 InQUIeTUD!
251 South Prince Street, Lancaster, PA 17603-5396
© o © School District of
Lancaster
