First Grade Writing

First Grade Writing Unit:

Small Moments

 

Common Core Standards Addressed

*W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

*W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

 

Tips to Help Your Child At Home

*Talk about events and everyday things you do and sequence them by telling what happened first, next and last

*Make sure your child is using words they know to write, sounding out words they don’t know, using uppercase and lowercase letters correctly, and using punctuation while writing

*Have your child complete a writing journal after weekend activities

*Make sure the picture your child is drawing matches the writing on the page

 

Unit Goals

*Planning their writing by sketching across pages, telling their story across their fingers, or telling their story to their writing partner

*Writing a narrative writing piece across 3 pages

*Writing about something that happened to them

*Sequencing the story by telling what happened first, next, and last

*Making their story come alive by making their characters move and talk, adding thoughts and feelings

*Using words they know (sight words) and sounding out unfamiliar words

*Using punctuation, lowercase and uppercase letters

*Rereading their writing and making sure it makes sense

*Rereading their writing in their best storyteller voice

*Editing their writing

*Revising by adding more details

 

First Grade Math

First Grade Math

Unit:

2d and 3d Shapes

 

Common Core Standards Addressed

*CC.1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

*CC.1.G.2 Compose two-dimensional shapes or three-dimensional shapes create a composite shape, and compose new shapes from the composite shape.

*CC.1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

Unit Goals

*Using defining attributes to sort shapes

*Describing attributes of two-dimensional shapes

*Using objects to compose new two-dimensional shapes

*Decomposing combined shapes into shapes

*Decomposing two-dimensional shapes into parts

*Identifying equal and unequal parts or shares into two-dimensional shapes

*Partitioning circles and rectangles into two equal shares

*Partitioning circles and rectangles into four equal shares

*Identifying and describing three-dimensional shapes according to defining attributes

*Composing a new shape by combining three-dimensional shapes

*Identifying two-dimensional shapes on three-dimensional shapes

*Building fluency for addition and subtraction

*Solving addition and subtraction word problems

Tips to Help Your Child At Home

*Look for these math books at the library and read them with your child

* When a Line Bends a Shape Begins

*Shape by Shape

*A Circle Here, A Square There

*Icky Bug Shapes

 

Readers Build Good Habits

First Grade Reading Unit:

Building Good Reading Habits

Common Core Standards Addressed

*RL.1.1 Ask and answer questions about key details in a text.

*RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

*RL.1.3 Describe characters, setting, and major events in a story using key details

*RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses

*RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1

Tips to Help Your Child At Home

*Read books with your child

*Look at the cover and make a prediction about what the book is going to be about

*Go on a picture walk before reading the book

*Ask them questions about what they read

*Retell the story by telling what happened first, next and last

*Encourage them to try to figure out words they don’t know

*Reread the same books over and over to help build fluency

 

Unit Goals

*Using strategies before, during, and after they read (picture walk, predicting, retelling)

*Looking at the cover of the book and making a prediction about what they think the book is going to be about

*Using what they know about letters and sounds to figure out new words (using the first letter and the picture, stretching out the sounds across the whole word, chunking sounds together, skipping the word to see what would make sense, looking at word families, looking at spelling patterns, looking at the beginning and ending of the word)

*Checking their reading by asking themselves, “Does this look right? Sound Right? Make sense?”

*Reading books with their reading partner, help each other solve tricky words

*Reading books with their partner and talking about what they read

*Rereading the book when they are done reading to learn a little more

*Sharing their opinion about the book with their reading partner

*Rereading their book and reading smoothly like a storyteller

*Noticing what happened in the beginning, middle and end of the book