McKinley Primary Center                    2016-17 / Quarter  2 / 1st Grade: Teaching & Learning Plan

 

 

Art

Music

Physical Education

Mathematics

Week 3

 

I can

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 can

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.

Week 6

 

I can

 

Identify and apply elements (line, shape, texture, color, and space) and principles (repetition and variety) in artwork.

 

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.

Science

Week 3

I can

Develop representations to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Week 9

 

I can

 

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 can

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.

Week 9

I can

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.

Social Studies

Week 3

I can

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.

Week 6

I can

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.

Week 9

I can

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

1st Grade – Reading Wonders, Unit 3               Big Idea:  Over Time                                           What can happen over time?

 

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 (isn’t, aren’t, wasn’t, weren’t, hasn’t, haven’t, can’t)

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
-ing
(drop final e)

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, proofreader’s 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
-ing
(double final consonant)

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