McKinley Primary Center 2016-17 / Quarter 2 / 1st Grade: Teaching & Learning Plan |
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Art |
Music |
Physical Education |
Mathematics |
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Week 3
I canÉ |
Discuss art as creations of humans for the purpose of visual pleasure or communication.
Identify and use symbols to express ideas.
Reflect on and share work with others. |
Maintain good posture and a steady beat while singing.
Maintain a steady beat on a percussion instrument while playing in a group. |
Perform non-locomotor skills with developmentally appropriate challenges to reinforce learning fundamental movements.
Record participation in physical activities by type of activity and time. |
Week 9
I canÉ |
Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] Find the number that makes 10 when added to the given number for any number from 1 to 9 (e.g., by using objects or drawings), and record the answer with a drawing or an equation. Recognize sets of 1 to 10 objects in patterned arrangements and tell how many without counting. Describe the positions of objects and geometric shapes in space using the terms inside, outside, between, above, below, near, far, under, over, up, down, behind, in front of, next to, to the left of and to the right of. Compare two- and three-dimensional shapes in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Model shapes in the world by composing shapes from objects (e.g., sticks and clay balls) and drawing shapes. Compose simple geometric shapes to form larger shapes (e.g., create a rectangle composed of two triangles). Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. |
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Week 6
I canÉ
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Identify and apply elements (line, shape, texture, color, and space) and principles (repetition and variety) in artwork.
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Improvise a short rhythm to be echoed by classmates.
Cooperatively plan and perform rhythmic and melodic material to accompany a poem using a variety of sound sources. |
Identify and demonstrate the basic principles of age appropriate locomotor, non-locomotor and manipulative skills.
Describe the basic effect of regular exercise on muscles. |
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Science |
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Week 3 I canÉ |
Develop representations to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. |
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Week 9
I canÉ
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Discriminate between types of lines (characteristics and qualities), shapes (geometric and organic), colors (primary and secondary), textures (tactile and visual), and space (placement/overlapping/composition), in own work and the works of others.
Identify visual and tactile characteristics of a medium. Identify the uniqueness of products and processes of visual art and other disciplines. |
Notate quarter notes, eighth notes, and quarter rests using iconic or standard notation.
Identify various vocal, instrumental, and environmental sounds.
Discuss the place and personal importance of music at home, at school, and in the community. |
Demonstrate and apply an understanding of rules and directions for an active class.
Respond to and apply basic skill elements, given by the teacher, for learning and developing motor skills. |
Week 6 I canÉ |
Develop a model mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. Explore how those external parts could solve a human problem. |
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Week 9 I canÉ |
Make observations of plants and animals to compare the diversity of life in different habitats. Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. |
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Social Studies |
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Week 3 I canÉ |
Define what a citizen is and describe the characteristics of good citizenship. Identify rights that people have and identify the responsibilities that accompany these rights. |
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Week 6 I canÉ |
Define and give examples of rules and laws in the school and the community and explain the benefits of these rules and laws. Describe ways that individual actions can contribute to the common good of the classroom or community. |
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Week 9 I canÉ |
Know the Pledge of Allegiance and understand that it is a promise to be loyal to the United States. Distinguish between historical fact and fiction in American folktales and legends that are part of American culture. Compare cultural similarities and differences of various ethnic and cultural groups found in Indiana such as family traditions and customs, and traditional clothing and food. |
Note: Each column uses different text styles (Regular, Italic, Bold, Underlined) to differentiate concepts. Language Arts & Reading |
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1st Grade – Reading Wonders, Unit 3 Big Idea: Over Time What can happen over time? |
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Weekly Concept & Essential Questions |
Genres, Concepts of Print, Text Features |
Comprehension: Skills, Strategies & Fluency |
Phonics: Awareness, Spelling Skill, Structural Analysis |
Vocabulary: Academic, High-Frequency, Oral, & Domain |
Writing: Trait, Product, About Reading |
Grammar: Skill & Mechanics |
Research & Inquiry |
13.1 |
What Time is it?
How do we measure time? |
Fiction, Nonfiction, Fantasy
Capitalization and Punctuation
Bold print |
Make and Confirm Predictions
Character, Setting, Plot
Intonation |
Phoneme
Identity/ Addition/ Substitution/ Blending/ Segmentation long a:
a_e contractions with not (isnÕt, arenÕt, wasnÕt, werenÕt, hasnÕt, havenÕt, canÕt) |
capitalization, flare, rubric, timetable
away, now, some, today, way, why
schedule, immediately, weekend, calendar, occasion
clock, sundial, shadow |
Word
Choice: Sensory Details Poem Analyze Character, Setting, Plot |
Verbs Commas in Series |
What are the different ways to measure time? |
1-3.2 |
Watch it Grow!
How do plants change as they grow? |
Informational Fiction, Folktale, Drama, Play, Nonfiction
Punctuation Within Sentences
Diagram |
Make and Confirm Predictions
Plot: Sequence
Appropriate Phrasing |
Alliteration,
Phoneme Deletion/ Segmentation/ Blending long i:
i_e plurals (with CVCe words) |
audience, harvest, vegetables
green, grow, pretty, should, together, water
bloom, sprout, grasped, assist, spied
seed, root, sprout |
Word
Choice: Use Specific Words Opinion
About a Topic Analyze Plot: Sequence |
Present-Tense
Verbs Capitalize
and Underline Titles of Plays |
How do
plants change as they grow? |
1.3.3 |
Tales Over Time
What is a folktale? |
Fiction, Folktale, Rhyme, Poetry/Song
Quotation Marks/Text Styles |
Make and Confirm Predictions
Plot: Cause and Effect
Expression |
Rhyme,
Phoneme Blending/ Segmentation soft c;
soft g, dge inflectional
endings -ed and |
element, puppet, style
any, from, happy, once, so, upon
tale, hero, timid, foolish, eventually
poem |
Word
Choice: Use Strong Verbs Poem Analyze Plot: Cause and Effect |
Past-
and Future- Tense Verbs Commas in Series |
What can we learn about folktales? |
1-3.4 |
Now and Then
How is life different than it was long ago? |
Fiction, Nonfiction
Reading Sentences Across Pages
Captions |
Reread
Connections Within Text: Compare and Contrast
Appropriate Phrasing |
Phoneme
Segmentation/ Isolation/ Blending long o:
o_e; long u: u_e; long e: e_e CVCe syllables |
confusion, frontier, proofreaderÕs marks
ago, boy, girl, how, old, people
century, past, present, future, entertainment
transportation, engines, invented |
Ideas: Give
Reasons for an Opinion Opinion
About a Topic Analyze Connections Within Text: Compare and Contrast |
Is and Are Commas in Dates |
How has our way of life changed over time? |
1-3.5 |
From Farm to Table
How do we get our food? |
Nonfiction, Folktale
Special Text Treatments
Chart |
Reread
Connections Within Text: Sequence
Intonation |
Phoneme Segmentation/ Blending/Deletion
variant
vowel spellings with digraphs: oo, u inflectional
endings -ed and |
advantages and disadvantages, process, product
after, buy, done, every, soon, work
delicious, nutritious, responsibility, enormous, delighted |
Ideas:
Give Reasons for an Opinion Opinion
About a Topic Analyze Connections Within Text: Sequence |
Contractions
with Not Apostrophes
in Contractions |
Where does food come from? How is food produced? |
1-3.6 |
Unit Level: Research Skill: Using Different Resources Unit Project: Self-select and develop from weekly research projects. |
McKinley Primary Center 2016-17 / Quarter 2 / 1st Grade: Teaching & Learning Plan