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Skills Flex: G1M3C13L69 [Grade 1, Module 3, Cycle 13, Lesson 69]

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10 More, 10 Less | Math Song for Kids | Adding & Subtracting by 10 | Jack Hartmann

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First Grade High-Frequency Large Word Display Cards Module 1 EL Education

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First Grade High-Frequency Large Word Display Cards Module 2 EL Education

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First Grade High-Frequency Large Word Display Cards Module 3 EL Education

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Skills Flex: G1M3C13L66 [Grade 1, Module 3, Cycle 13, Lesson 66]

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Skills Flex: G1M3C13L68 [Grade 1, Module 3, Cycle 13, Lesson 68]

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Skills Flex: G1M3C13L70 [Grade 1, Module 3, Cycle 13, Lesson 70]

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Skills Flex: G1M2C8L42 [Grade 1, Module 2, Cycle 8, Lesson 42]

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Skills Flex: G1M3C13L67 [Grade 1, Module 3, Cycle 13, Lesson 67]

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Success Criteria:
* I can read words that follow the vc/cv syllable type and recognize they are both closed syllables and compound words.

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I can write words that have been called out, that follow the pattern that I have studied all week.

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I can identify words and then sound them out to spell them.
I can clap syllables and finger stretch words with vc/cv syllable type.

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I can sort words that follow the vc/cv syllable type, and words that follow the same syllable type that are also compound words, and recognize high frequency words.

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You can click to have this on screen.

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Goals/Learning Objectives:

*I can describe how authors use knowledge of the sun, moon, and stars to create a story.
*I can use my knowledge and observations about the sun, moon, and stars to write a story to share.

*I can plan and write a narrative to share with others.
*Illustrate Narrative Focusing on the Sky in the Setting on Day 8

Success Criteria:
*I can ask and answer questions.
*I can compare and contrast the adventures and experiences of characters in stories including written details and illustrations.
*I can use evidence from the text.
*I can illustrate my narrative by including the sky in my illustration.
*I can add details to my narrative illustration.
Standards:
*1.RL.IKI.9 Compare and contrast the adventures and experiences of characters in stories including written details and illustrations when developmentally appropriate.

*1.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 1st grade topics and texts.

*1.SL.CC.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
*1.W.TTP.3 With prompting and support, write narratives recounting an event, including some details to describe actions, thoughts, and feelings; use time order words to signal event order and provide some sense of closure.
Vocabulary:  urban, suburban, rural

Materials:
*Vocabulary Cards, Book from Narrative Mentor Text Suggestions, Narrative Mentor Text Questions, Personal Narrative Anchor Chart, Anchor Chart Paper for Daily Modeling of Narrative Process, Narrative Illustration Paper

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Goals/Learning Objectives:
*I can describe how authors use knowledge of the sun, moon, and stars to create a story.
*I can use my knowledge and observations about the sun, moon, and stars to write a story to share.

*I can plan and write a narrative to share with others.
*Write Conclusion Sentence and Revise/Edit on Day 6

Success Criteria:
*I can ask and answer questions.
*I can compare and contrast the adventures and experiences of characters in stories including written details and illustrations.
*I can use evidence from the text.
*I can write a conclusion sentence and revise/edit my writing.
*I can include details to describe actions, thoughts, and feelings.
*I can use time-order words to signal event order.
*I can use COPS.
Standards:
*1.RL.IKI.9 Compare and contrast the adventures and experiences of characters in stories including written details and illustrations when developmentally appropriate.

*1.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 1st grade topics and texts.

*1.SL.CC.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
*1.W.TTP.3 With prompting and support, write narratives recounting an event, including some details to describe actions, thoughts, and feelings; use time order words to signal event order and provide some sense of closure.
Vocabulary:  urban, suburban, rural
Notes:

Word Warm Up:  Passage Reading and Reading and Answering Questions using Text Evidence (CASE Practice)

Materials:
*Passage/Questions for CASE Practice, Vocabulary Cards, Book from Narrative Mentor Text Suggestions, Narrative Mentor Text Questions, Personal Narrative Anchor Chart, Anchor Chart Paper for Daily Modeling of Narrative Process, Student Narrative Booklets

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Goals/Learning Objectives:

*I can describe how authors use knowledge of the sun, moon, and stars to create a story.
*I can use my knowledge and observations about the sun, moon, and stars to write a story to share.

*I can plan and write a narrative to share with others.
*Revise, Edit, and Rewrite on Day 7

Success Criteria:
*I can ask and answer questions.
*I can compare and contrast the adventures and experiences of characters in stories including written details and illustrations.
*I can use evidence from the text.
*I can revise, edit, and rewrite my narrative.
*I can include details to describe actions, thoughts, and feelings.
*I can use time-order words to signal event order.
*I can add details using adjectives.
*I can use COPS.
Standards:
*1.RL.IKI.9 Compare and contrast the adventures and experiences of characters in stories including written details and illustrations when developmentally appropriate.

*1.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 1st grade topics and texts.

*1.SL.CC.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
*1.W.TTP.3 With prompting and support, write narratives recounting an event, including some details to describe actions, thoughts, and feelings; use time order words to signal event order and provide some sense of closure.
Vocabulary:  urban, suburban, rural
Notes:

Word Warm Up:  Passage Reading and Reading and Answering Questions using Text Evidence (CASE Practice)

Materials:
*Passage/Questions for CASE Practice, Vocabulary Cards, Book from Narrative Mentor Text Suggestions, Narrative Mentor Text Questions, Personal Narrative Anchor Chart, Anchor Chart Paper for Daily Modeling of Narrative Process, Student Narrative Booklets

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Word Reading Skill--Module 3; Cycle 12-13

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Standard:   1.NBT.C.5- Mentally find 10 more or 10 less than a given two-digit number without having to count by ones and explain the reasoning used.
Vocabulary:  10 less, 10 more, row, column, 120 chart, counting, digit, greater, less
Success Criteria:  We can mentally find 10 more or 10 less of a given number.
Learning Targets:
* The students will mentally add and subtract 10 from any number within 120.
*The students will recognize that adding or subtracting a ten results in a change in the tens place alone.
Performance Targets:
*The students will write numbers that are 10 more and 10 less than a given number.

*The students will tell how finding 10 more and 10 less is like and how it is different from finding one more and one less.

* The students will use connecting cubes, digit cards, or a 120 chart to show how only the tens place changes when 10 is added to or subtracted from a number.

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Standard:   1.NBT.C.5- Mentally find 10 more or 10 less than a given two-digit number without having to count by ones and explain the reasoning used.
Vocabulary:  10 less, 10 more, row, column, 120 chart, counting, digit, greater, less
Success Criteria:  We can mentally find 10 more or 10 less of a given number.
Learning Targets:
* The students will mentally add and subtract 10 from any number within 120.
*The students will recognize that adding or subtracting a ten results in a change in the tens place alone.
Performance Targets:
*The students will write numbers that are 10 more and 10 less than a given number.

*The students will tell how finding 10 more and 10 less is like and how it is different from finding one more and one less.

* The students will use connecting cubes, digit cards, or a 120 chart to show how only the tens place changes when 10 is added to or subtracted from a number.

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Standard:   1.NBT.C.5- Mentally find 10 more or 10 less than a given two-digit number without having to count by ones and explain the reasoning used.
Vocabulary:  10 less, 10 more, row, column, 120 chart, counting, digit, greater, less
Success Criteria:  We can mentally find 10 more or 10 less of a given number.
Learning Targets:
* The students will mentally add and subtract 10 from any number within 120.
*The students will recognize that adding or subtracting a ten results in a change in the tens place alone.
Performance Targets:
*The students will write numbers that are 10 more and 10 less than a given number.

*The students will tell how finding 10 more and 10 less is like and how it is different from finding one more and one less.

* The students will use connecting cubes, digit cards, or a 120 chart to show how only the tens place changes when 10 is added to or subtracted from a number.

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Make-10 or Pretend -10_ Tennis Balls 21_1

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Download the PPT and complete one number a day.

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Download the PPT and complete one number a day.

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Download the PPT and complete one number a day.

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Goals/Learning Objectives:

*I can describe how authors use knowledge of the sun, moon, and stars to create a story.
*I can use my knowledge and observations about the sun, moon, and stars to write a story to share.

*I can share my narrative with others.
*Present Narrative Writing on Day 9

Success Criteria:
*I can ask and answer questions.
*I can compare and contrast the adventures and experiences of characters in stories including written details and illustrations.
*I can use evidence from the text.
*I can present my writing to others with a clear, strong voice.
Standards:
*1.RL.IKI.9 Compare and contrast the adventures and experiences of characters in stories including written details and illustrations when developmentally appropriate.

*1.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 1st grade topics and texts.

*1.SL.CC.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
*1.W.TTP.3 With prompting and support, write narratives recounting an event, including some details to describe actions, thoughts, and feelings; use time order words to signal event order and provide some sense of closure.
Vocabulary:  urban, suburban, rural

Materials:
*Vocabulary Cards, Book from Narrative Mentor Text Suggestions, Narrative Mentor Text Questions, Personal Narrative Anchor Chart, Final Copy of Student Narratives

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Standard:   1.NBT.C.5- Mentally find 10 more or 10 less than a given two-digit number without having to count by ones and explain the reasoning used.
Vocabulary:  10 less, 10 more, row, column, 120 chart, counting, digit, greater, less
Success Criteria:  We can mentally find 10 more or 10 less of a given number.
Learning Targets:
* The students will mentally add and subtract 10 from any number within 120.
*The students will recognize that adding or subtracting a ten results in a change in the tens place alone.
Performance Targets:
*The students will write numbers that are 10 more and 10 less than a given number.

*The students will tell how finding 10 more and 10 less is like and how it is different from finding one more and one less.

* The students will use connecting cubes, digit cards, or a 120 chart to show how only the tens place changes when 10 is added to or subtracted from a number.

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Download the PPT and complete one number a day.

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Math: Practice and Problem Solving Workbook

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Math: Practice and Problem Solving Workbook

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Math: Practice and Problem Solving Workbook

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Math: Practice and Problem Solving Workbook

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p. 171-176

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Math: Practice and Problem Solving Workbook

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Math: Practice and Problem Solving Workbook

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p. 171-176

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1.LS1.2 - Life cycle of a plant
I can observe and describe the life cycle of a plant.

Guiding Question: How do plants grow and change?

What is a seed?
*Show the 4 slides about what a seed is and discuss what they already know about seeds.
Complete the Dry Bean Observation Day 1.
Materials:
Lima bean
Ruler

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1.LS1.2 - Life cycle of a plant
I can observe and describe the life cycle of a plant.

Guiding Question: How do plants grow and change?

Observe the wet bean. Compare the wet bean to what they observed about the dry bean yesterday.

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1.LS1.2 - Life cycle of a plant

I can observe and describe the life cycle of a plant.
Guiding Question: How do plants grow and change?

Discuss the inside of a seed and it's parts. Have students label the inside of a seed.

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1.LS1.2 - Life cycle of a plant
I can observe and describe the life cycle of a plant.

Guiding Question: How do plants grow and change?

Plant your lima beans today!! Have students draw and write their predictions about what the seed will look like in 1 week.
Materials:
Lima Beans
CLEAR cups
Soil