1St Grade Packet

First Grade April 12-16, 2021

Student Name: ______

School: ______Teacher: ______

Monday English Language Arts: ELAGSE1RF3, ELAGSE1RF4, and ELAGSE1RI1 Phonics: You will need the silent letters kn and wr page. Reading: You will need the text Big Bend Park. Math: MGSE1.G.3 Today we practice partitioning shapes into 2 or 4 equal parts. Science: S1L1b and S1L1c Students will identify things that both plants and animals need to live. Physical Education: PE1.1p Complete Monday’s Lesson using the Jump Rope activity page.

Tuesday English Language Arts: ELAGSE1RF3, ELAGSE1RF4, ELAGSE1RI1, ELAGSE1RI2, and ELAGSE1W2 Phonics: You will need the silent letters kn and wr page. Reading: You will need the text Big Bend Park and a highlighter Writing: You will need paper, a pencil, and crayons or colored pencils. Math: MGSE1.G.3 More practice with equal parts! Social Studies: SS1H1a and SS1E3 Students will learn about the commissioning of the Panama Canal by Theodore Roosevelt and identify the benefits it has on consumers and producers. Art: VA1.CR.4a and VA1.CR.4b Springtime and being outside is making me notice all of the shadows! Do you know what a shadow is and how they’re made?? Objects block light and create a dark area on the ground and walls that we call a shadow! You can learn more about them by reading the book, The Day I Met My Shadow. Explore shadows, shapes, and silhouettes more in the handout and create a shadow that won’t disappear by following along with the guided instructions.

4/2021

First Grade April 12-16, 2021

Wednesday English Language Arts: ELAGSE1RF3 and ELAGSE1RF4 Phonics: You will need to cut out the kn and wr page. Reading: You will need the text Sailor Knot Bracelets. Math: MGSE1.G.3 Today we play a fun partner game with equal parts! Science: S1L1b and S1L1c Students will make observations and communicate information about what plants and animals need to live. Physical Education: PE1.1p Complete Wednesday’s Lesson using the Jump Rope activity page.

Thursday English Language Arts: ELAGSE1RF3, ELAGSE1RF4, ELAGSE1RI1, ELAGSE1RI2, and ELAGSE1W2 Phonics: You will need the cut out kn and wr words and a pencil. Reading: You will need the text Sailor Knot Bracelets. Writing: You will need your writing from earlier this week, a pencil, and crayons or colored pencils. Math: MGSE1.G.3 Today we play another partner game with equal parts! More challenging! Social Studies: SS1E3 Students will understand how individuals and groups can be both producers and consumers. Music: ESGM1.RE.1 Same and different musical phrases. The form of a song.

Friday English Language Arts: ELAGSE1RF3, ELAGSE1RI2, and ELAGSE1RI3 Phonics: You will need the kn and wr words. Reading: You will need a book of your choice. Math: MGSE1.G.3 Today we play the Fraction Fill In game. This game is a combination of skill and luck! Science: S1L1b and S1L1c Students will obtain information about plant and animal needs while focusing on vocabulary. Social Emotional/Health: Focus is the most essential skill for accomplishing goals, learning, communicating, and ignoring distractions. We live in a crazy, busy world and it is harder now for us to focus because of the many distractions getting in our way. Teaching children at a young age how to ignore distractions and how to focus will help with school, sports and other activities, independence, relationships, and eventually with employment.

4/2021

Fulton County Schools’ Academics Department Announces

, and now each Tuesday, Wednesday and Thursday! Families of students in PreK though Second Grade can see the lessons on Comcast 24, Google Fiber TV Channel 145 and AT&T Chanel 99 (residents of Fulton County), or visit www.fultonschools.org/fcstv to see the programs from any device with internet access. The schedule is as follows:

English/Language Arts Specials Math

The programs will repeat each Tuesday, Wednesday and Thursday afternoon from 12:00 to 4:00 p.m. and from 8:00 a.m. to 2:00 p.m. on weekends with Saturdays featuring the PreK and Kindergarten lessons and Sunday airings of First and Second Grade programs. Please note: programming may occasionally be preempted by live Fulton County School Board Work Sessions but will otherwise follow the above schedule.

6201 Powers Ferry Road, NW, Atlanta, Georgia 30339 • 470-254-3600 • www.fultonschools.org

Fulton County Schools, Week 31 1st Grade Week of April 12, 2021 English Language Arts Monday, April 12, 2021 Phonics This week you are going to learn about silent letters. There are some consonants that when they work together, one of the consonants is silent. Today you are going to learn that when ‘kn’ are together, usually the ‘k’ is silent and the two consonants work together to make the /n/ sound. For example, in the word ‘knit’, the k is silent. ▪ Use the silent letters page and read lines 1 – 3 aloud. ▪ Which words have to do with a door? [knob, knock] ▪ Which words have to do with cooking? [knife, knead] ▪ Which word is another word for a bag that can carry many items? [knapsack] Reading You have probably noticed that the words in your books are becoming longer and have many different phonics patterns. Today you are going to learn one strategy for tackling those longer words.

You have learned about word endings. You have learned that when you add ‘s’ to the end of a word, it usually means ‘more than one’. You have learned that other common endings are ed, ing, er, and est. One strategy you can try when you encounter words with endings, is to cover the ending, read the base word, and then uncover the ending and read the ending. Then, you will blend both parts together. For example:

You will read the text Big Bend Park aloud. When you get to words that have endings, remember to use the strategy: 1. Cover the ending. 2. Read the beginning part of the word. 3. Cover the beginning. 4. Read the ending part of the word. 5. Blend both parts together and read the word out loud.

Silent letters: kn, wr

1 knob knot knit knock

2 knife knee kneel knead

3 knees knights knits knapsack

4 wren wrap wrist wrinkle

5 wreck wrench wring wrong

6 write wreath wristband wrangler

7 wrestler wrenches wreaths wrinkled

® Just Read: Big Bend Park

Name Date

Big Bend Park is bigger than some small U.S. states! It has a lot of space for bears, snakes, and other living things.

Big Bend Park is huge, and people can hike and boat there. Still, it gets a smaller number

Stars shine brightly, but you

It can be too dark to see the path at night at Big Bend Park. If you are camping, bring your own light!

SAM Central Keyword: Just Read 47.4 Use with Topic 47.4

Lesson 28 Understand Breaking Shapes into Parts Name Look at the Example. Then solve.

Example You can break shapes into equal parts.

whole half of halves fourth of fourths the whole the whole

2 equal parts 4 equal parts

1 Draw another way 2 Draw another way to show 2 equal to show 4 equal parts. parts.

3 Is the square folded into equal parts? Circle Yes or No.

Yes No

©Curriculum Associates, LLC Copying is not permitted. Lesson 28 Understand Breaking Shapes into Parts 259 4 Draw 2 equal parts. 5 Draw 4 equal parts.

6 Draw 4 equal parts. 7 Draw 2 equal parts.

8 Draw 4 equal parts. 9 Draw 2 equal parts.

260 Lesson 28 Understand Breaking Shapes into Parts ©Curriculum Associates, LLC Copying is not permitted. Lesson 28

Name Look at the Example. Then solve.

Example You can break shapes into equal parts. Then you can use words to describe the equal parts. whole halves fourths

2 equal parts 4 equal parts

1 2 equal parts. 2 4 equal parts.

Circle the word that Circle the word that describes the parts. describes the parts. halves fourths halves fourths

3 Draw 2 equal parts. 4 Draw 4 equal parts.

©Curriculum Associates, LLC Copying is not permitted. Lesson 28 Understand Breaking Shapes into Parts 261 5 Draw 2 equal parts. 6 Draw 4 equal parts.

Circle the word that Circle the word that describes the parts. describes the parts.

halves fourths halves quarters

7 Draw 2 equal parts. 8 Draw 4 equal parts.

Circle the word that Circle the word that describes the parts. describes the parts.

halves quarters halves fourths

262 Lesson 28 Understand Breaking Shapes into Parts ©Curriculum Associates, LLC Copying is not permitted. Lesson 28

Name Look at the Example. Then solve.

Example Pablo’s cake is cut into 2 equal pieces. Susan’s cake is cut into 4 equal pieces. Which pieces are bigger?

Pablo’s cake Susan’s cake Pablo’s pieces are bigger. The more equal pieces you have, the smaller the pieces.

1 Identify Write how many equal parts.

equal parts

2 Compare Circle the trapezoid that is divided into halves.

©Curriculum Associates, LLC Copying is not permitted. Lesson 28 Understand Breaking Shapes into Parts 263 3 Analyze Buzz says he has divided the rectangle into fourths. Boom says he has divided the rectangle into fourths.

Buzz’s rectangle Boom’s rectangle

Circle who is right.

Boom Buzz Both Buzz and Boom

4 Classify Circle all the shapes that are divided into quarters.

5 Compare Which circle is divided into equal parts? Circle the one showing equal parts.

264 Lesson 28 Understand Breaking Shapes into Parts ©Curriculum Associates, LLC Copying is not permitted. 1st-W31: Monday

Physical Education - Monday

Standard: PE1.1: The physically educated student demonstrates competency in a variety of motor skills and movement patterns. (p.) Jumps forward or backward consecutively using a self-turned rope.

Warm-up: 1. Jog in place for 1 minute 2. Home Locomotor Challenge: Touch every wall in your home. For each wall, use a different locomotor skill (run, skip, hop, leap, etc.)

3. Stretch Time! Cat Pose: On all fours round your back pulling your spine towards the ceiling while looking at the ground. Hold for 15 seconds, rest, then repeat 2 times.

Activity: Jump Rope Skills (Two Foot Jump Forward and Two Foot Jump Backward) Jumping rope is a great way to improve cardiovascular health, burn calories, decrease injury, and improve coordination. Remember to turn the rope first, then jump it!

Materials: Jump Rope (a bathrobe belt can be substituted for a jump rope). Students can also complete the jump rope exercises with an imaginary jump rope.

Activity Directions: Find a space where you can jump rope safely. Practice the jump rope activities located on the Lesson #1 worksheet.

Beat Your Best 2 Foot Forward Jumps! How many times can you jump forward over the rope without stopping? Record you score. Try again and try to beat your record! Repeat and try to beat your record each time.

Beat Your Best 2 Foot Backward Jumps! How many times can you jump backward over the rope without stopping? Record you score. Try again and try to beat your record! Repeat and try to beat your record each time.

Variation #1: Add music for some extra motivation or play with a family member.

Questions: 1. Do you like jumping forward or backward over the rope? Why? 2. Do you think jump roping is good for your heart? Explain.

Fulton County Schools, Week 31 1st Grade Week of April 12, 2021 English Language Arts Tuesday, April 13, 2021 Phonics Yesterday, you learned that there are some consonants that when they work together, one of the consonants is silent. Today you are going to learn that when ‘wr’ are together, usually the ‘w’ is silent and the two consonants work together to make the /r/ sound. For example, in the word ‘write’, the w is silent. Use the silent letters page. ▪ Read lines 1 – 7 aloud. ▪ Which words from lines 4 – 7 might be found on a door? [wreath, wreaths] ▪ Which word from lines 4 – 6 might be in a bird nest? [wren] ▪ Which word from lines 4 – 6 might be found in a toolkit ? [wrench] Reading When reading informational text, readers try to figure out what the text is mostly about. One way to do this if by paying attention to words that repeat. Then readers think: Does this word that repeats tell me what this text is mostly about?

Read aloud Big Bend Park. As you are reading, pay attention to words that repeat. You might even want to use a highlighter to mark the words that repeat. When you finish reading the text, say aloud the words that repeated. Is that what the text is mostly about? Writing Informational text tells the facts and details about a topic. Writers use facts to tell about real people, places, or things. ▪ Think about real people, places, or things that you know a lot about. ▪ List them. For example, I might brainstorm these topics: REAL people Places Things Presidents Zoo Pets Doctors Restaurant Desserts explorers Airport Ice cream Movie theater Football Baseball ▪ Choose 1 item that you listed, brainstorm information about it. ▪ For example, if I want to write about ice cream, I might brainstorm: When you eat it Ways to eat ice cream Where you eat ice cream ▪ After dinner ▪ In a cone ▪ At home ▪ As a treat for a special occasion ▪ In a dish ▪ At an ice cream store ▪ It is a dessert so never for ▪ As a sundae ▪ Chick Fil A in a happy meal breakfast. ▪ With pie ▪ McDonalds ▪ Dairy Queen ▪ Now, you will follow the same steps for your topic.

Geometry Name 1.G.3

Lesson 8 MMyy HHomeworkomework Equal Parts

eHelp Homework Helper Need help? connectED.mcgraw-hill.comc A whole can be separated into equal parts. Equal parts of the whole are the same size.

2 equal parts 4 equal parts

Practice Write how many equal parts. 1. 2.

equal parts equal parts

3. 4.

Chapter 9 • Lesson 8 685

0685_0686_MYM_S_C09L8_116068.indd 685 11/1/11 5:05 PM Draw lines to show equal parts. 5. 4 equal parts 6. 2 equal parts

7. Circle the shape that shows equal parts.

8. Liz and Koto cut one sheet of paper one time. Each gets an equal share of the whole. How many equal parts do they have?

equal parts

Vocab Vocabulary Check Circle the correct answers. 9. whole 10. equal parts Copyright © The McGraw-Hill Companies, Inc. Math at Home Have your child separate a piece of toast into 2 and then 4 equal parts. 686 Chapter 9 • Lesson 8

0685_0686_MYM_S_C09L8_116068.indd 686 11/1/11 5:06 PM Geometry Name 1.G.3

Lesson 9 MMyy HHomeworkomework Halves

eHelp Homework Helper Need help? cconnectED.mcgraw-hill.com A shape that is divided into 2 equal parts is divided into halves. 2 equal parts, or 2 halves

Practice Write how many equal parts make up the whole. 1 . 2.

equal parts equal parts

Draw lines to show two equal parts. Write

how many halves. 3. 4.

Chapter 9 • Lesson 9 691

0691_0692_MYM_S_C09L9_116068.indd 691 11/1/11 5:20 PM A half of each shape is missing. Draw the missing half.

5. 6.

Color half of each shape. Write how many parts are shaded. 7 . 8.

of parts of parts

9. Two friends share an apple equally. How many equal parts are there?

equal parts Vocab Vocabulary Check 10. Circle the shape that sh ows halves .

Math at Home Ask your child to use yarn to divide the kitchen table into 2 equal Copyright © The McGraw-Hill Companies, Inc. parts. Have him or her describe the 2 parts in different ways, such as equal parts, 1 of 2 parts, or half of. 692 Chapter 9 • Lesson 9

0691_0692_MYM_S_C09L9_116068.indd 692 11/1/11 5:21 PM Geometry Name 1.G.3

Lesson 10 Quarters and MMyy HHomeworkomework Fourths

eHelp Homework Helper Need help? cconnectED.mcgraw-hill.com A shape that is divided into 4 equal parts is divided into fourths or quarters. 4 equal parts, 4 fourths, or 4 quarters

Practice Write how many equal parts make up the whole. 1. 2.

equal parts equal parts

Chapter 9 • Lesson 10 697

0697_0698_MYM_S_C09L10_116068.indd 697 11/1/11 5:03 PM A quarter of each shape is missing. Draw the missing quarter. 5. 6.

Color a fourth of each shape. Write how many parts are shaded. 7. 8.

of parts of parts

9. Sam and three friends shared a sandwich equally. How many equal parts were there?

equal parts

Vocab Vocabulary Check 10. Circle the shape that shows fourths.

Math at Home Cut a large square, a large rectangle, and a large circle from a Copyright © The McGraw-Hill Companies, Inc. piece of paper. Have your child show you fourths by folding the shapes into 4 equal parts. 698 Chapter 9 • Lesson 10

0697_0698_MYM_S_C09L10_116068.indd 698 11/1/11 5:04 PM Social Studies -1ST Grade Tuesday

Step 1: Read the passage.

Step 2: Based on the reading of the passage, answer the following questions. 1. How did most Americans receive Theodore Roosevelt’s message? ______

2. Why didn’t most people watch President Roosevelt on television? ______

3. What was the purpose of the Panama Canal? ______

4. What was the impact of the creation of the Panama Canal? ______Step 3: As mentioned in the passage, the purpose of the Panama Canal was to be a shortcut for ships to travel between the Atlantic Ocean and the Pacific Ocean. Let’s pretend one of the ships was a passenger ship. In the chart below, you will see different people that may be onboard the ship. Please identify whether the person is a consumer or producer. Place a C if the person is a Consumer or P if the person is a Producer. Note to Parents: Definitions of the domain vocabulary words within the assignment are below. • Consumer- a person who uses goods and services. • Producer- a person who makes goods and services. Are They Consumers or Producers?

Doctor Customer

______

Students Teacher

______

Step 4: What if you were onboard a ship traveling through the Panama Canal? Explain how you can be a producer and consumer while aboard the ship. Then, draw a picture to illustrate how you will be both producer and consumer. Consumer Producer

Silhouettes and Shadows

What is a silhouette?

A silhouette is a solid outline, or shape, of an object in one color, usually black. Can you tell which photo is a silhouette? The one on the right! The silhouette makes it hard to tell what is happening in the photo. Her shadow is like a silhouette, but it is created by her body blocking the light and casting a dark image onto the surrounding surfaces, like the floor and wall. Shadows can be tricky like silhouettes too since they have little detail. How is this shadow tricking us?

It can be it hard to tell what the object is because silhouettes and shadows have little detail. Look at the images below, does the shadow seem to match what the object? Is the shape different?

This shadow looks just like Wow, the shadow The shadow in this photo the object. On the ground looks like a face but the matches the railing but I see a bike, and when I objects are numbers! since its shorter it looks look at the object standing When shadows overlap like piano keys to me! up it’s a bike too! it can create a whole What do you see? new shape.

A silhouette is an object that is filled in solid and a shadow looks like a silhouette but its made from light being blocked by an object.

Let’s look at the book I see a shadow by Laura Breen to explore how they work!

Everything has a shadow. Sometimes you can see a shadow Especially when the sun is bright. even when it is night.

Depending on the time of day shadows will change shape, and where the sun is in the sky place and size.

A small person’s shadow …and a tall person’s shadow will sometimes look tall… can look rather small

Shadows can surprise us. And sometimes look funny

Best of all are the ones you make A shadow can be when it’s bright and sunny. as big as a building…

…or as small as a mouse. See how many shadows you can find around your house.

Look around your house, inside and out, see what shadows you can find!

Shadows from Silhouettes

Time to create our own silhouettes and see what their shadows will be!

1. Draw an outline of an object, like an 2. Carefully and slowly cut out the shape of animal, food, or a flower. Keep it simple your object. If you don’t have scissors and make it bigger than your hand! Try to make your shape really simple and tear it use a thicker paper if you have it! out instead. An adult can help too!

3. Make it into a silhouette! Remember, a 4. Time to make it stand up! Use tap or silhouette is a single solid color. Grab paper folded in half to make a small tab whatever you have and color it in solid. I’m and stand your silhouette up on paper. using back and coloring both sides! **Look below if getting to here is hard!**

5. In a dark room use a lamp to create a 6. Almost done! Using your pencil color in shadow! Grab a pencil and try tracing an your shadow! Does it look like your object? outline of the shadow. Do your best! Is it shorter or taller? Great job!

**If you have trouble making your own silhouette grab a small toy or object to use instead** Place the toy on your sheet of paper and add the shadow by following steps 5 and 6!

Name ______Homeroom Teacher ______

Fulton County Schools, Week 31 1st Grade Week of April 12, 2021 English Language Arts Wednesday, April 14, 2021 Phonics Cut out the word cards from the kn and wr page. You will be sorting the cards: To sort the cards: ▪ Choose a card. ▪ Read the word aloud. ▪ Put it in a category. ▪ Once you have at least 3 words in each category, read the words aloud, mix them all up, and choose a different category. Possible ways to sort the cards are below. Sort the cards based on the vowel patterns. Sort the cards based on the number of sounds or syllables in each word. Sort the cards based on whether phonics patterns, for example if it has a blend (2 or more consonants that are right next to each other and you hear each sound) or digraph (2 letters, only 1 unique sound).

Reading Readers use everything they know about phonics to help when they are reading text. This week you have learned about silent letters like kn and wr. You will be using all that you know about these phonics patterns to read.

Readers also reread to help read with fluency. The first time reading a text, the reader is paying attention to the words and making sure that the words are said accurately. Readers then reread the text, making sure they are scooping words into phrases that make sense. In some books, the phrase may go across more than one line. Readers scoop the phrase and read the phrase fluently.

▪ Read aloud Sailor Knot Bracelets. ▪ Remember to use all that you know about phonics as you read. ▪ Remember to scoop the phrases so that the text makes sense. ▪ When you are finished, tell someone what the text was mostly about.

® Sailor Knot Bracelets by Meredith Phillips

Sailors like waves and sun. They have to be good at lots of things. They have to know how to read maps and how to fix things. They have to be able to use a knife to gut a fish. They also have to be good at tying knots in ropes.

© Houghton Mifflin Harcourt Publishing Company Item # 560431 Knots keep sails where they need to be. Knots tie the boat to a dock. Sailors also tie knots to let loved ones know they are thinking about them.

SAM Central Keyword: Sailor Knot Bracelets Page 1 of 2 Use with Topics 35.3, 50.1 ® Sailor Knot Bracelets by Meredith Phillips

Tying knots can also keep a sailor busy when he or she is not working. Sailors often knot rope to make a bracelet. Instead of writing a letter, a sailor might make a knot bracelet for a loved one at home. Once in port, a sailor can wrap the bracelet around the wrist of his beloved. © Houghton Mifflin Harcourt Publishing Company Item # 560431

Silent Consonants kn– wr– knife wrap knot wrist knots writing know

SAM Central Keyword: Sailor Knot Bracelets Page 2 of 2 Use with Topics 35.3, 50.1 Ready® Center Activity 1.43 ★★

Check Parts of Shapes Match Understanding Fold a sheet of paper to show halves. How many equal parts? What You Need Now fold it to show fourths. How many equal parts? • 5 game markers per child • Game Cards • Game Board

What You Do 1. Shuffle the game cards Example and place them facedown. 2. Take turns. Pick a game card. Read the parts of shapes. 3. Challenge your partner to find a shape on the Game Board that matches what you read. fourths, three shaded 4. If your partner is correct, he or she puts a game marker on that space. 5. The first player to get 3 in a row wins.

Go Further! Take turns. Read a game card and have your partner draw a shape and its parts to match.

©Curriculum Associates, LLC Geometry 1 Copying permitted for classroom use. Ready® Center Activity 1.43 ★★ Game Board Player A

Player B Parts of Shapes Match

Think about the number of equal parts in each shape.

©Curriculum Associates, LLC Geometry 2 Copying permitted for classroom use. Ready® Center Activity 1.43 ★★ Game Cards

4 equal parts, 2 equal parts, unequal parts none shaded none shaded

halves, fourths, whole both shaded three shaded

quarters, halves, a fourth shaded two shaded one shaded

©Curriculum Associates, LLC Geometry 3 Copying permitted for classroom use.

1st-W31: Wednesday

Look at the pictures of the chipmunk. What does it look like

the chipmunk is doing? What does it make you wonder?

Physical Education - Wednesday

Standard: PE1.1: The physically educated student demonstrates competency in a variety of motor skills and movement patterns. (p.) Jumps forward or backward consecutively using a self-turned rope.

Warm-up: 1. Jog in place for 1 minute 2. Lungs are for Breathing! Do 30 frog jumps, then do 30 sit ups. Repeat. Circle which one made you breathe harder.

3. Hands & Knees Balance Pose: Hold for 30-60 seconds, switch sides and repeat.

Activity: Jump Rope Skills (Skier, Bell)

Materials: Jump Rope (a bathrobe belt can be substituted for a jump rope). Students can also complete the jump rope exercises with an imaginary jump rope.

Activity Directions: Find a space where you can jump rope safely. Complete the jump rope activities located on the Lesson #2 worksheet. Repeat each activity 2 times if time allows.

Variation #1: Add music for some extra motivation or play with a family member.

Variation #2: Try practicing the jump rope tricks without the jump rope if the activity is too difficult. Then, try it with the jump rope.

Questions: 1. Which jump rope trick was your favorite? Why? 2. How did your body and mind feel after jumping rope?

Fulton County Schools, Week 31 1st Grade Week of April 12, 2021 English Language Arts Thursday, April 15, 2021 Phonics ▪ Now that you have learned how to read words with these vowel patterns you are going to practice spelling them. ▪ You will need the cut out oi and oy words. ▪ Mix them up. ▪ You will use the ‘read, cover, say, spell, check’ strategy.

▪ Pick a card and read the word aloud. ▪ Repeat the word. ▪ Cover the word. ▪ Say the word. ▪ Spell the word. ▪ Check the word letter by letter to make sure you spelled it correctly. Reading When you are reading informational text, there are often many facts. One way to keep track of your facts is to stop at the end of each paragraph and think out loud about the details that you learned. For example,

After I read this section, I might say that I learned that Big Bend Park is so big it is bigger than some states. I also learned that there are bears and snakes that live in the park.

▪ Read aloud Sailor Knot Bracelets. ▪ Stop at the end of each paragraph and say aloud the facts that you learn. Writing ▪ Earlier this week, you brainstormed topics for your informational writing. ▪ Today you will begin to write. ▪ You are going to choose one of the sections that you brainstormed. ▪ For example, I am going to write about ways to eat ice cream. ▪ First, you will write the first sentence that names the topic. ▪ For example: Ice Cream is a dessert that many people eat. You can eat ice cream in different ways. ▪ Then, I am going to write the rest of my paragraph by including the details of ways you can eat ice cream. Ice Cream is a dessert that many people eat. You can eat ice cream in different ways. One way is to eat it in a dish. You can also eat it in a cone. You can eat it as a sundae. You can also eat it as a milkshake. ▪ REMEMBER, this is an informational piece of writing so it doesn’t include any opinions. Did you notice that I didn’t say whether I like ice cream or how I might eat ice cream? ▪ Now, you can begin your informational writing!

Ready® Center Activity 1.44 ★★★

Check Draw to Show Parts Understanding Say: Draw a rectangle. Draw lines to show quarters. Then What You Need shade half of the rectangle. • Recording Sheet

What You Do A Draw 2 unequal parts. 1. Take turns. Pick a letter. B Draw to show halves. 2. Find the letter on the C Draw to show fourths. Recording Sheet. D Draw 4 equal parts. 3. Mark the shape as directed. E Draw 4 unequal parts. 4. Your partner checks F Draw to show quarters. your work. I can use what I 5. Repeat until all the know about putting letters are used. shapes together to show parts of shapes.

Go Further! Take turns. Shade part of each shape. Ask your partner what part of each shape is shaded.

©Curriculum Associates, LLC Geometry 1 Copying permitted for classroom use. Ready® Center Activity 1.44 ★★★ Recording Sheet Partner A

Partner B Draw to Show Parts

A B

C D

E F

Step 1: Read the passage.

Producers are sellers. Producers are people or companies that make goods. Producers can also provide services. Producers sell their goods or services. Consumers are buyers. They buy the goods and services offered by producers. Consumers spend money to get the things they need or want.

Many producers must buy goods and services to offer their products. Then, they sell their goods or services to others. So, some producers are both buyers and sellers. Chaka is a farmer who grows corn. He is a producer. To grow his corn, he must buy seed from another company. He must buy other supplies to grow the corn. He must buy

equipment to work his fields. So Chaka is a buyer, too. Santee’s Store buys corn from Chaka. Then, the store sells the corn to its customers.

So, Santee’s Store is a buyer and seller, too.

Step 2: Answer the following questions regarding the passage above: 1. What is a producer? ______2. What is a consumer? ______

3. In the passage, it states Chaka is both a consumer and producer. Identify a time when he is a consumer. Then, identify a time he is a producer. ______

4. In the passage, it states Santee’s Store is a buyer and seller too. Identify a time when the store is a consumer. Then, identify a time the store is a producer. ______

Step 3: Based on your understanding, complete the sentences to determine whether the person is a consumer or producer. Write consumer or producer in the space available.

1. A chef is a

2. A girl buying a bike is a

3. A fireman is a

4. A student is a

5. A basketball player buying a new pair of tennis shoes is a

Note to parent: The correct answers for Step 3 are provided below. 1. Producer 2. Consumer 3. Producer 4. Consumer 5. Consumer

Step 4: As we have learned, people can be both producers and consumers. In the space provided, write about a time when you were a consumer and a producer. Then, draw a picture illustrating each event. I Am A Consumer. I Am A Producer.

______

Name ______Classroom Teacher ______Form Remember, sections in music are larger musical ideas and often have many musical phrases. A musical phrase is a short, complete musical idea. We use letters to label our sections in music. When we find and label sections, we are finding the form of the song. The form of a song is the overall structure of a piece of music. That means, the form shows us how the piece of music is organized. For example. Remember our song “Old Blue”? The form is AB.

When a composer writes a song, they want it to be interesting. A great way to make it interesting it by having different sections. There are many ways composers make their sections sound different.

Here are a few ways the composer can make their A sections and B sections sound different. 1. Changing the way the notes move.

2. Changing the instruments.

3. Changing the dynamics, or the volume of the music.

4. Changing the tempo, or the speed of the music.

If you were to write a song, how would you make the A section sound? (Circle one)

FAST SLOW HIGH LOW LOUD SOFT

Your B section would need to sound different. How would the B section sound? (Circle one, but make sure it is different than the one you chose for your A section)

FAST SLOW HIGH LOW LOUD SOFT

When we listen to music, the different sections make the music more interesting.

Moving to Sections of Music

Let’s play with movement! We can add movements to show how music sections are different. Remember, some movements are locomotor and some are non-locomotor.

Locomotor movements are movements that make your body travel across the floor. While non-locomotor movements are movements where you move in place.

We are going to move with locomotor movements for the A section of a song and move with non-locomotor movements for the B section of the song.

Try each of the movements.

Let’s put them together! Pick an A pattern from the locomotor movement list ______Pick a B pattern from the non-locomotor movement list ______Now listen to any song of your choice. Begin by performing your locomotor pattern and then change to your non-locomotor pattern when you hear a change in the music. Fulton County Schools, Week 31 1st Grade Week of April 12, 2021 English Language Arts Friday, April 16, 2021 Phonics We see, learn, and use words in a variety of ways. Some words we know because we can see them. Examples of this are on a word wall or labels in the grocery store. Some words we know because we see and use them in books. Some words we know and use in conversations.

▪ Use the cards that you cut out for this week’s lessons. ▪ Sort the words into these 3 categories. ▪ Remember, when you sort the words you must first read the word aloud. ▪ Then, you explain why you are placing the word in the category. Reading Choose one of your own books. ▪ Read the book. ▪ Use all that you have learned about reading stories to read the text. Decoding: Literary Text: Informational Text: ▪ Use all that you know about ▪ Use the illustrations to help you ▪ Pay attention to words that phonics when you are reading. understand the character, repeat. ▪ Take the endings off of words. setting, and events. ▪ Read with a sense of ‘WOW’! ▪ Read in phrases and scoop the ▪ Pay attention to the things the ▪ Stop at the end of each phrases. characters say, do, think, and paragraph and talk about the how they act. facts that you learned. ▪ Retell the story by talking about the key details or by telling the story across your hand.

Georgia Department of Education Georgia Standards of Excellence Framework GSE Understanding Shapes and Fractions Unit 6

Fraction Fill In Game

Students will work with a partner to play, Fraction Fill In to develop proficiency with fractions. To use spinner, put a paperclip in the middle. Hold it in place with the tip of the pencil. Have the student thump the paper clip to spin and see where it lands.

QUESTIONS TO ASK YOUR STUDENT WHILE PLAYING THE GAME

• How can you divide the paper into fourths and halves? • How can we be sure the parts are equal? • Why is important to divide things into equal parts? • Are these parts equal? How do you know? • Which is bigger-1/2 or ¼? How do you know? • What does ½ look like? ¼? 1 whole?

Georgia Department of Education Georgia Standards of Excellence Framework GSE Understanding Shapes and Fractions Unit 6

Fraction Fill In

Materials: fraction spinner (paperclip), game board, crayons

Directions: Students may play with a partner or in a small group. Each player will spin the spinner and choose a shape. They will name the shape and color the fraction the spinner lands on. Example: “I will color one fourth of the hexagon”. If the spinner lands on “Lose a Turn” then the student will not color any fraction. If a shape is completely filled in, then the shape is complete. The first player to complete all the shapes wins!

1/4 1/2

Lose a 1/4 Turn

Georgia Department of Education Georgia Standards of Excellence Framework GSE Understanding Shapes and Fractions Unit 6 Name: Date:

Listen for vocabulary words as you read aloud to

learn more about plant and animal needs.

SOCIAL EMOTIONAL LEARNING Focus

Dear Family/Caregivers,

Focus is the most essential skill for accomplishing goals, learning, communicating, and ignoring distractions. We live in a crazy, busy world and it is harder now for us to focus because of the many distractions getting in our way. Teaching children at a young age how to ignore distractions and how to focus will help with school, sports and other activities, independence, relationships, and eventually with employment.

In this lesson, children are learning and practicing how to follow simple instructions. Learning to listen and do what someone instructs us to do is a critical early step in learning to focus.

Students were taught how to follow simple instructions in songs, pictures, and by listening to someone give instructions.

Suggested activities with your child:

Use songs that have actions and teach your child how to follow the instructions or ⋅ movements in the song. There are many of these types of songs available on YouTube. Examples: Wheels on the Bus, Head Shoulders Knees and Toes, When You’re Happy and You Know It, 5 Little Monkeys.

Use pictures to show your child how to do things. For example, take pictures of the different steps for tooth brushing and put them in order and ask your child to do each step from the ⋅ pictures.

Give your child verbal instructions to do things and praise him/her for following directions. ⋅ Start with 1-step instructions like “get your backpack” and as your child shows success, gradually increase the number of steps or the complexity of the tasks (e.g. “get your backpack and take out your homework” or just “do your homework” which requires him/her to do many steps).

Sincerely, Your Child’s Teacher