Hemet Unified School District
Week of 5/4/2020
1st Grade
If a student has a 504 plan or receives mild/mod SAI services please
refer to the accommodations packet.
These and other resources are also available digitally on the Hemetlearnstogether.org website.
H.U.S.D. Elementary Suggested Activity Chart
Approximate Time
Suggested Activities & Resources (Modify as needed based on your child’s needs)
Before 9:00 a.m. ☀ Start the day: Wake up, stretch, eat breakfast, and get ready for the day!
15 minutes 😅 Movement : Stretch, walk, dance, GoNoodle, play music, sing a song, etc.
60 minutes 📚 Academics : Complete one academic worksheet or activity, read a book, use flashcards, write and illustrate
45 minutes 🎨 Creative Time : Play with Legos or magnets, draw, do a craft, play music, cook or bake, or do another activity
45 minutes 🥪 Snack/Lunch: Don’t forget that you can “Grab and Go” lunch from school between 11:00-12:00 each day! Check Hemetusd.org for updated locations.
20 minutes 🤫 Quiet Time : Read, do a puzzle, take a nap, or do another activity
60 minutes 📚 Academics : Complete one academic worksheet or activity, read a book, use flashcards, write and illustrate
15 minutes 😅 Movement : Stretch, walk, dance, GoNoodle, play music, sing a song, etc.
60 minutes 📚 Academics : Complete one academic worksheet or activity, read a book, use flashcards, write and illustrate
15 minutes 🧠 Brain Break: Walk the dog, ride a bike or skateboard, play outside, bounce a ball, jumprope, or do another activity
Explore additional activities at HemetLearnsTogether.org
#HemetLearnsTogether
https://www.youtube.com/channel/UC2YBT7HYqCbbvzu3kKZ3wnwhttp://hemetusd.org/https://www.youtube.com/channel/UC2YBT7HYqCbbvzu3kKZ3wnwhttp://hemetlearnstogether.org/
At Home Activities (ELA, Math, ELD)Use notebook paper to complete these activities. Do one each day!
Design your dream bedroom.
Use illustrations and labels.
Make a paper airplane and
have a contest for distance,
design creativity, and durability. Older students
create an ad to sell your paper
airplane.
Grab a flashlight, turn off the lights and read your favorite story.
Alphabet hunt: Find an item that starts with each
letter in the alphabet.
a=apple, b=ball, c=card. Older
students, write a story and include as many of the
words as possible.
Play School. Set up a space and
pretend to be the student or the teacher. If
you are the teacher, think
about how you would teach a
math problem or a language skill.
Drawing: Draw an unassuming
picture on a paper. Pass it to
a friend and have them add to the picture. Complete the
shared picture or pass it again and
see what transforms.
Hide 5 items around the
house. Create a scavenger
hunt with clues.
Alphabet Rhyme: Write a simple word for each
letter in the alphabet. Next, come up with 2 words that rhyme with the written
word.
a/ape/cape/tape b/boy/toy/soy
Eat Mindfully. For your next meal,
take time to really look, smell, taste, feel, and enjoy your food
choices. Talk about the
experience with your friend.
Tear art. Use old paper to
tear into small pieces. Use the small pieces and
create(glue) a collage and
make a colorful flower, rainbow,
or bug.
Name _______________________ Date __________
First Grade Math
True or False? Show how
you know.
Look for objects that are
sphere-shaped. Draw and
label each object you find.
8+8=15
Draw lines to connect the
shapes to the matching
picture.
Solve the problem and write
an equation.
cube rectangular
prism sphere
square
pyramid
Sam has 7 balloons. Jess has
16 balloons. How many fewer
balloons does Sam have than
Jess?
1.7 Entry Task Homework 1 HW Unless otherwise noted, SFUSD Math Core Curriculum is licensed under the Creative Commons Attribution 4.0 International License
http://www.sfusdmath.org/accessing-core-curriculum-unit-plans.htmlhttp://creativecommons.org/licenses/by/4.0/
Name _______________________ Date __________
First Grade Math
True or false? Show how
you know.
Look for objects that are
cylinder shaped. Draw and
label each object you find.
17=9+8
Circle the net that makes
the rectangular prism.
Solve the problem and write
an equation.
How do you know?
8 red pens and 6 green pens
are on the table. How many
pens are on the table
altogether?
1.7 LS2 Day 3 Homework 7 HW Unless otherwise noted, SFUSD Math Core Curriculum is licensed under the Creative Commons Attribution 4.0 International License
http://www.sfusdmath.org/accessing-core-curriculum-unit-plans.htmlhttp://creativecommons.org/licenses/by/4.0/
Name _______________________ Date __________
First Grade Math
Show 5 different ways to
make 13.
Circle the 2-D shape that
makes the faces of a cube.
How many are there?
____________
Draw and label two things
that are about 3 squares
long.
True or false? Show how
you know.
16=19–3
Use these squares to measure.
1.7 Expert Task Homework 8 HW Unless otherwise noted, SFUSD Math Core Curriculum is licensed under the Creative Commons Attribution 4.0 International License
http://www.sfusdmath.org/accessing-core-curriculum-unit-plans.htmlhttp://creativecommons.org/licenses/by/4.0/
Name _______________________ Date __________
First Grade Math
True or False? Show how
you know.
Look for objects that are
rectangular prism shaped.
Draw and label each object
you find.
6+13=18
Circle the net that makes
the square pyramid.
Solve the problem and write
an equation.
How do you know?
Tali has 21 pencils. How
many can she put in the red
cup and how many in the
blue cup?
1.7 LS3 Day 1 Homework 9 HW Unless otherwise noted, SFUSD Math Core Curriculum is licensed under the Creative Commons Attribution 4.0 International License
http://www.sfusdmath.org/accessing-core-curriculum-unit-plans.htmlhttp://creativecommons.org/licenses/by/4.0/
Name _______________________ Date __________
First Grade Math
Show 5 different ways to
make 19.
How many of each 2-D shape
make the faces of a square
pyramid?
Draw and label two things
that are about 13 squares
long.
True or False? Show how
you know.
12+3=14
Use these squares to measure.
1.7 LS3 Day 2 Homework 10 HW Unless otherwise noted, SFUSD Math Core Curriculum is licensed under the Creative Commons Attribution 4.0 International License
http://www.sfusdmath.org/accessing-core-curriculum-unit-plans.htmlhttp://creativecommons.org/licenses/by/4.0/
Play:
1. Have student stand 2. Read the “Can You Do This? ” story (attached) with the student. 3. Read the “Can You Do This?” story again and have the student join in by doing actions
as they are read, for example, wink, hop, etc. 4. Have the student think of other action words they can do using the frames to add to the
“Can You Do This? Story. 5. Have the student read and act out the actions that they added to the “Can You Do
This?” story. Extension: The Student can use the frames and word banks to create their own “Can You Do This” story on the Extension page attached. Once done, the student can add a drawing to their story.
Sentence frame helper Action Word Bank Noun Word Bank
Can you ___ your ___? action noun
raise lift
open close shake touch wiggle point to scratch
elbows hands
leg foot
mouth fingers head
shoulders knees
Extension
Can You Do This?
By ____________________________ Can you _________ one __________?
Can you __________ your _________? Can you _________ on ___________? Can you __________ your __________? Can you do all four things at one time?
Try it. You look funny!
Can you __________ your ___________with your thumb?
Can you touch your ___________ with your __________?
Try it. You look really funny!
Traditional Japanese Clothing
Traditional Japanese Clothingby Justin Moy
If you visit Japan, you may see people wearing some kind of robe. They
may be going to a special ceremony like a wedding. The robe is called a
kimono. Kimono is a Japanese word. It means a "thing to wear."
Kimonos are long. They go all the way down to people's ankles. People use
a long sash to tie around the kimono. The sash is called an obi. The obi
keeps the kimono closed.
ReadWorks.org · © 2017 ReadWorks®, Inc. All rights reserved.
Traditional Japanese Clothing
There are different kimono styles for women and men. Women's kimonos
and obis often have colors and patterns. Flowers are a popular pattern for
women's kimonos and obis. Their obis are usually tied in complex knots.
Men's kimonos and obis are often dark colors. Many men's kimonos are
black. Men's obis are usually tied in simple knots.
There are also other robes that look like kimono. They are called yukata.
This means "bathing clothes" in Japanese. People used to wear them at
home usually after taking a bath. Today, some people wear them at
Japanese-style hotels. Some people wear them at festivals too. Like
kimonos, an obi is tied around yukata.
Japanese people used to wear kimonos and yukata every day. Now, people
usually wear these robes only during special times.
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Traditional Japanese Clothing - Comprehension Questions
Name: ___________________________________ Date: _______________
1. What is a kimono?
A. a sash used to keep robes closed
B. robes people wear after taking a bath
C. a type of Japanese robe
2. What does the text compare?
A. The text compares kimonos with American dresses.
B. The text compares yukatas with pajamas.
C. The text compares yukatas with kimonos.
3. Read the following sentences from the text:
"Women's kimonos and obis often have colors and patterns...Men's kimonos and obis
are often dark colors. Many men's kimonos are black."
What does this information tell us about kimonos?
A. Today, people usually wear kimonos during special times.
B. Japanese people used to wear kimonos every day.
C. There are different kimono styles for women and men.
4. Where would you probably have seen someone wearing a kimono long ago?
A. only at a special ceremony like a wedding
B. around the house or at the market
C. only during a holiday celebration
5. What is the main idea of this text?
A. There are different kimono styles for women and men. Women's kimonos often have colors while men's kimonos are often dark colors.
B. Kimonos and yukatas are robes people in Japan wear. People used to wear them every day, but now they are only worn during special times.
C. People used to wear yakatas after taking a bath. Today, some people wear them at Japanese-style hotels and festivals.
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A Loud Concert
A Loud Concertby ReadWorks
Photo Credit: B.E. Merrill
Sam is going to a concert today. He is excited. His brother plays the
guitar. Sam's family arrives at the school.
The music starts. Sam's brother holds his guitar. He plucks the
strings. They vibrate and make sound.
Sam's eardrums start to vibrate too. Then Sam hears the piano.
The music gets louder. A girl plays the drums. The sound waves hit
Sam's ears. It's too loud.
Sam's ears start to hurt. His mom gives him a pair of earplugs. Sam
puts them in his ears. Ah! Now the sound is not too loud.
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A Loud Concert - Comprehension Questions
Name: ___________________________________ Date: _______________
1. Where is Sam going?
A. band practice
B. a concert
C. school
2. First, Sam hears his brother play the guitar. Then what instrument does Sam hear?
A. guitar
B. piano
C. drums
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A Loud Concert - Comprehension Questions
3. When musicians play their instruments, the instruments vibrate and make sound waves. These sound waves hit
Sam's ear. This makes Sam's eardrums vibrate and he
hears music.
Why is Sam able to hear the music?
A. Sound waves from Sam's eardrum travel to the instruments. This makes the instruments create music.
B. Sound waves from the instruments travel to Sam's eardrum. This makes his eardrum vibrate.
C. Sam's eardrum creates sound waves that allows him to hear music.
4. What is "A Loud Concert" mostly about?
A. Sam's brother playing guitar
B. Sam and his family enjoying his brother's concert
C. why loud music and soft music are different
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A Loud Concert - Comprehension Questions
5. What does Sam use when the music gets too loud?
6. What did you learn from "A Loud Concert"?
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A Loud Concert - Comprehension Questions
7. Class Discussion Question: Describe the problem that Sam has at the concert and how he solves his
problem.
8. Draw a picture of Sam at the concert.
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1st Grade Science: Life Science - Animal Adaptations
Week of 5/4/2020
● Read Food for Thought
● Read How Animals Stay Safe
https://drive.google.com/open?id=1mbbuXYUwu3tf0fDnkdLHJ6G1dMrGAr51https://drive.google.com/open?id=1FxMDHvTqq-eyqlH5AE8yTRnOg3ZPcLq5
© Carolina Biological Supply Company Literacy Article 2C
Literacy Article 2C
Food for ThoughtSome living things get what they need in strange ways.
Anglerfish live in deep ocean water. Sunlight does not reach there. The fish has a light on its head. It has sharp teeth. Other animals see the light. They swim toward it. Then the anglerfish eats them.
Some plants can catch animals. The Venus flytrap has leaves that look like a mouth. When an insect
goes into the mouth, it touches tiny hairs. The leaves snap shut! The insect is trapped. The soft parts of the insect dissolve and feed the plant. The Venus flytrap has eaten the fly.
Keep your pet away from porcupines! A porcupine has many sharp quills. The quills stand up when the animal is afraid. The quills come off the porcupine when touched. Your pet can get a prickly surprise if it gets too close!
Name: Date:
Credit: teekayu/Shutterstock.com Credit: Kuttelvaserova Stuchelova/Shutterstock.com
How Animals Stay Safe
How Animals Stay Safeby Kate Paixão
All animals have ways to protect themselves.
Turtles have hard shells that keep them safe. Many turtles can pull
their bodies inside their shells. That makes it harder for other ReadWorks.org · © 2014 ReadWorks®, Inc. All rights reserved.
How Animals Stay Safe
animals to hurt them.
Walking sticks are insects. They look like sticks. That makes them
hard to see. A predator may never notice the insect.
Puffer fish can swallow a lot of water. The extra water makes them
look very big. Puffer fish also have spines that can hurt predators.
Animals protect themselves in many ways. Can you think of others?
ReadWorks.org · © 2014 ReadWorks®, Inc. All rights reserved.
How Animals Stay Safe - Comprehension Questions
Name: ___________________________________ Date: _______________
1. What does a turtle have that protects it from predators?
A. good hearing
B. a hard shell
C. spines
2. This text describes how some animals protect themselves from predators. How do turtles stay safe?
A. They swallow lots of water.
B. They look like sticks.
C. They pull their bodies inside their shells.
3. This text is about how different animals protect themselves from predators. The text says that walking
sticks look like sticks. That makes them hard to see. How
might this help the walking sticks?
A. If the walking stick looks like a tree, it doesn't need to build a house.
B. The walking stick's predators won't hurt the walking stick because they won't notice it.
C. Looking like a stick can help the walking stick find new food.
ReadWorks.org · © 2020 ReadWorks®, Inc. All rights reserved.
How Animals Stay Safe - Comprehension Questions
4. What is "How Animals Stay Safe" mostly about?
A. how turtles use their shells to protect themselves from predators
B. food that animals eat to stay healthy
C. things that animals do to protect themselves from predators
5. What does a puffer fish do to make itself look very big?
To make itself look very big, a puffer fish
ReadWorks.org · © 2020 ReadWorks®, Inc. All rights reserved.
How Animals Stay Safe - Comprehension Questions
6. What did you learn from "How Animals Stay Safe"?
7. Class Discussion Question: Discuss how swallowing lots of water helps a puffer fish protect itself from enemies.
8. Draw a puffed up puffer fish.
ReadWorks.org · © 2020 ReadWorks®, Inc. All rights reserved.
1 Japanese Clothing1 Loud Concert1st packet 5.11st packet 5.21st packet 5.31st packet 5.41st packet 5.51st Science - 5_4_2020ELD -TK, K, 1 - Can You...Enrichment Daily Activities K-2 SpanishEnrichment Daily Activities K-2H.U.S.D. Elementary Suggested Activity Chart EnglishH.U.S.D. Elementary Suggested Activity Chart SpanishMay 2 1st grammarMay 4 1st coverSpanish 1st Cover 5-4Spanish 1st Science - week of 5-4Spanish ELD -TK, K, 1 Can you ...