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Iowa Core Literacy and Social Studies Standards

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Iowa Core Literacy and Social Studies Standards

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SS.1.7. Investigate how social identities can influence students’ own and others’ thoughts and behaviors.
SS.1.8. Identify students’ own cultural practices and those of others within the community and around the world.
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.
SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

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Literacy -
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Math -
1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

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Iowa Core Literacy and Science Standards

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Iowa Core Literacy and Science Standards

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RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

1. Distinguish long from short vowel sounds in spoken single-syllable words.

2. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

3. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

4. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

K-2-ETS1-1
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

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I can display my understanding of what culture means through writing and speaking.
I can create meaning with written words.
I can identify parts of my culture.
I can use speech to communicate my ideas.

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I can read number sentences.
I can add numbers from number sentences.
I can use objects to represent numbers.
I can add three numbers whose sum is less than or equal to twenty.

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I can tell the difference between the long and short vowel sounds.
I can demonstrate pronunciation of blended words.
I can problem solve how to help other who process things differently by creating something that will benefit them.
I can reflect on the importance of being inclusive through writing in a journal.

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The Proudest Blue by Ibtihaj Muhammad. (Fiction and Social Studies)
Ibtihaj Muhammad is an Olympian from New York.

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Children's Science Biography
Neil deGrasse Tyson is an Astrophysicist from New York.

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We will read I am Temple Grandin by Brad Meltzer (Historical & Non-Fiction)
Temple Grandin is a Scientist, Animal Behaviorist, and Autism Advocate from Massachusetts.

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https://www.youtube.com/watch?v=om3INBWfoxY

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Wellbeing For Children: Identity And Values

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Move and Add, Add and Move | Jack Hartmann Addition Song

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https://www.latimes.com/entertainment-arts/camfso2czs-123
Please watch this video starting at 13 minutes, finish at 24:04 :)

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Search Query

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Xavier Riddle & the Secret Museum FULL EPISODE | I am James Naismith / I am Temple Grandin |PBS KIDS

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Activity- Northeastern USA Melting Pot
After we discuss what the book and the video mean, students will have time to discuss as a class what culture means. Our theme of Northeastern America ties into the cultural melting pot we will be creating. Students will get into groups of 3-4 to share aspects of their culture and traditions. Using these parts of their own cultures, I will task the groups with creating a new culture with parts of each student in it. They will come up with dishes the culture may eat, clothes they may wear, and what they celebrate.

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1. Watch the video, then practice making fact families at your center with your three cut-out numbers. Set the time for 10 minutes.
2. Collect the star, moon, and planet objects to represent each number. Group your objects next to the numbers.
3. Use the sentence prompts from your centers to write out the numbers in two of your number families ( _____ plus _____ equals _______).

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How to build a hug?
You will discuss with your teacher what you noticed helped Temple when she was overwhelmed by noise. You will also discuss her hug machine which we saw at the end of the video.
You will then be asked to problem solve ways you could create something that would help calm someone or yourself when they get overwhelmed by different things in the school setting.
As you problem solve the teacher will go around the room with word sorts that you will demonstrate your ability to meet the literacy standard. The word sort would be related to words that they have heard or seen throughout the reading and watching parts of the center.

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Students first write out the parts of their created culture. They then get to decide if they would rather add visuals such as posters and maps, or if they would prefer to speak and act out their culture. They may create a short skit using props requested or the group may take turns representing each aspect of the culture.

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The teacher will provide you materials like pillows, head phones, stuffed animals, blankets, paper, drawing materials, and fidgets for the students to utilize in their projects.
You can create a 3D project or you can choose to draw out what they are designing.
When you are completed you will share out with the class what you came up with by displaying them in the front of the classroom.

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I will use a written self-assessment to determine the student's understanding of the lesson. For self-assessment, students will answer the following questions: What does culture mean to you? What did you add to the project to show what your culture represents? What did the book have to do with culture? How did you use writing to create your culture?

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Teacher will observe fact family arrangements and listen to student verbal explanations and chart whether student completed work accurately.
Teacher will observe and chart whether student spelled number words appropriately in number sentence and in story, and make notes of need for additional practice as needed.
Teacher will prompt students to take a second or third look at fact families if needed, time-permitting. Teacher will prompt students that have completed number sentences accurately to assist those that are still struggling.

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You will wrap up by journaling about your chosen project. You will write 5 sentences explaining why they chose what they did and why they feel it is important. You will tie in a self reflection at the end of the journal that the teacher will have up on the screen to guide them.

The whole class will finish by discussing Temple Grandin and the importance of being different.

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After reading Look Up With Me, make a story about a planet named after a number.
Look at the teacher's book for ideas. Fill-in-the blanks on the first three sheets, and make your own sentences for at least two pages.
The title of your book will be "Planet ( Your Number)". Be creative. Names things or animals found on your number planet. What distance their number planet is from Earth?
You may use the same number or you may work with a classmate that wants to write about the same number planet if you would like.