McKinley Primary Center                    2016-17 / Quarter 3 / 1st Grade: Teaching & Learning Plan

 

 

Art

Music

Physical Education

Mathematics

Week 3

 

I can

Explore ways that art reflects a culture.

 

Describe sensory, formal, technical, and expressive properties in works of art using appropriate vocabulary.

Sing at contrasting dynamic levels with appropriate tone quality.

 

Hold classroom instruments correctly and play with the proper technique.

Perform manipulative skills with developmentally appropriate challenges to reinforce learning fundamental movements.

Week 9

 

I can

Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten.

Show equivalent forms of whole numbers as groups of tens and ones, and understand that the individual digits of a two-digit number represent amounts of tens and ones.

Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.

Partition circles and rectangles into two and four equal parts; describe the parts 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 parts. Understand for partitioning circles and rectangles into two and four equal parts that decomposing into equal parts creates smaller parts.

Use direct comparison or a nonstandard unit to compare and order objects according to length, area, capacity, weight, and temperature.

Week 6

 

I can

 

Identify similar themes and subject matter in works of art and artifacts from various cultures and ethnicities.

 

Identify similarities and connections between concepts and subject matter of visual art and other art forms (dance, theatre, or music).

Improvise a short ostinato to sing or play with a familiar song.

 

Use body percussion and movement to demonstrate rhythmic patterns.

Demonstrate variations in moving with directional, spatial and temporal awareness.

Perform exercises for muscle groups that are strengthened by specific exercises.

 

Science

Week 3

I can

Pose questions, make observations, and obtain information about a situation people want to change. Use this data to define a simple problem that can be solved through the construction of a new or improved object or tool.

Week 9

 

I can

 

Demonstrate skills of perception in production of artwork.

 

Identify works of art and artifacts associated with customs, festivals, and celebrations.

 

Create an integrated work utilizing concepts, subject matter, and sign systems of art and another art form, such as a performance using masks and movement.

Identify phrases of a song as same or different and listen for repetition of phrases.

 

Discuss and evaluate classroom music activities based on established criteria.

 

Discover musical terms and concepts such as pattern and line that are also used in other disciplines and express them through moving, drawing, or other appropriate means.  

Participate in activities that increase cardiorespiratory endurance.

 

Demonstrate cooperative play with children of varying abilities.

Week 6

I can

Develop solutions that could be implemented to reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

Week 9

I can

Make observations to collect evidence and explain that objects can be seen only when illuminated.

Use observations of the sun, moon, and stars to describe patterns that can be predicted.

Social Studies

Week 3

 

I can

Explain how clocks and calendars are used to measure time.

Identify the cardinal directions on maps and globes.

Identify and describe continents, oceans, cities and roads on maps and globes.

Week 6

 

I can

Identify and describe physical features and human features of the local community including home, school and neighborhood.

Identify and describe the relative locations of places in the school setting.

Week 9

 

I can

Draw simple maps using symbols that show how space is used in familiar areas such as the classroom, the school, and the neighborhood.

Give examples of natural resources found locally and describe how people in the school and community use these resources.

Summarize weather patterns in the community, including temperature, precipitation, cloud cover and the amount of sunlight during the different seasons of the year.

 

Note: Each column uses different text styles (Regular, Italic, Bold, Underlined) to differentiate concepts.     Language Arts & Reading

1st Grade – Reading Wonders, Unit 4              Big Idea: Animals Everywhere                              What animals do you know? What are they like?                  

 

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

1-4.1

Animal Features

 

How do animals’ bodies help them?

Fantasy, Folktale, Nonfiction

 

Chart

Ask and Answer Questions

 

Plot: Sequence

 

Intonation

Rhyme, Phoneme Categorization/ Blending/ Segmentation

 

long a: a, ai, ay

 

alphabetical order (two letters)

special, splendid

image, traditions, unusual

about, animal, carry, eight, give, our

feature, appearance, determined, predicament, relief

mammal, bird, hunt

 

Vocabulary Strategy: Use a Dictionary

Word Choice: Figurative Language

Story

Analyze Plot: Sequence

Was and Were

Apostrophe with Contractions

Weekly:  
What can we learn about animal features?                       

1-4.2

Animals Together

 

How do animals help each other?

Nonfiction

 

Captions

Ask and Answer Questions

 

Main Idea and Key Details

 

Appropriate Phrasing

Phoneme Identity/  Segmentation, Rhyme, Phoneme Blending

 

long e: e, ee, ea, ie

 

prefixes re-, un-, pre-

partner, danger

accomplish, cooperate, investigate, logical order

because, blue, into, or, other, small

behavior, beneficial, dominant, instinct, endangered

worker, honey, queen

 

Context Clues: Sentence Clues

Organization: Introduce the Topic

Report

Analyze Main Idea and Key Details

Has and Have

Capitalization and End Punctuation

Weekly:
How can animals help one another?
                                               

1-4.3

In the Wild

 

How do animals survive in nature?

Nonfiction, Poetry

 

Illustrations/

Photographs

Ask and Answer Questions

 

Main Idea and Key Details

 

Expression

Phoneme Categorization/ Blending, Contrast Sounds, Phoneme Segmentation

 

long o: o, oa, ow, oe

 

open syllables

search, seek

diorama, experience, scene, survive

find, food, more, over, start, warm

survive, provide, wilderness, communicate, superior

poem

Vocabulary Strategy: Word Categories

Organization: Write a Concluding Sentence

Report

Analyze Main Idea and Key Details

Go and Do

Capitalize Proper Nouns

Weekly: 
How do animals survive in their habitats?                           

1-4.4

Insects!

 

What insects do you know about? How are they alike and different?

Nonfiction, Fantasy

 

Headings

Visualize

 

Point of View

 

Appropriate Phrasing

Phoneme Categorization/ Identity/ Segmentation/ Substitution

 

long i: i, y, igh, ie

 

inflectional endings (change y to i)

beautiful, fancy

alike, edit, narrator

caught, flew, know, laugh, listen, were

flutter, different, resemble(s), protect(s), imitate

body, protects, senses

Context Clues: Sentence Clues

Organization: Write a Concluding Statement

Opinion about a Story

Analyze Point of View

See and Saw

Underline Titles of Books

Weekly:  
What can we learn about insects?                              

1-4.5

Working with Animals

 

How do people work with animals?

Foktale, Nonfiction

 

Captions

Visualize

 

Connections Within Text: Sequence

 

Intonation

Phoneme Categorization/ Deletion/ Blending/ Addition

 

long e: y, ey

 

compound words

clever, signal

found, hard, near, woman, would, write

career, soothe, remarkable, advice, trust

graphic organizer, guide dog, series, tasks

Root Words

Word Choice: Words That Tell Order

How-to Sentences

Analyze Connections Within Text: Sequence

Adverbs That Tell When

Commas in a Series

Weekly: How do people and animals work together?

1-4.6

Unit Level:              Research Skill: Asking Questions            Unit Project: Self-select and develop from weekly research projects.

McKinley Primary Center                    2016-17 / Quarter 3 / 1st Grade: Teaching & Learning Plan