First Grade Assignment Sheet - Week 17 Due: January 14, 2021 Student’s Name____________________________________ Mrs. Rachel Lyles 901-270-4013 [email protected]★ Bible/Character Study: ○ Contentment- To be satisfied in my present circumstances knowing that God is providing for my every need. ○ Memorize by Week 20, January 28th: ■ Hebrews 13:5 Keep your life free from love of money, and be content with what you have, for he has said, “I will never leave you nor forsake you.” ○ Sing Amazing Grace a few times this week: https://www.youtube.com/watch?v=Jbe7OruLk8I ○ Family Discussion: As Paul says in the above verse - he has learned to be content. We do not just wake up one morning and find that we are content. It is a state of mind that we must acquire through the discipline of the Word of God. When our focus is fixed on serving Jesus Christ, we receive much more contentment from life that when we focus on trying to please ourselves. Paul in the New Testament was a good example of one who was content in his circumstances. Read Philippians 4:10-14. Paul was content because he had learned to see life from God’s point of view. Paul focused on what he should do for God not on what he should have. He was grateful for what God had given him. He concentrated on what was important for eternal life, not on the pleasures of this life on earth. Ask God to help you be content with what you have. God supplies all our needs in a way that He knows is best for us. Let God be our source of power and contentment. ○ Family Activity: Each night, maybe during dinner, have each person tell something good about their day. Train your children to think about the good things in their life rather than dwelling on the things that make them unhappy. Help them to have a positive outlook. Your whole family will benefit. ★ History: ○ Read aloud Chapter 22, Sparta and Athens . Have your child answer the following questions orally: ■ Life in Sparta ● Did the Greek cities all obey the same king? No, each city had its own king. ● What did all Spartan boys grow up to be? Soldiers ● What did they learn in school? (acceptable answers): How to fight; how to be tough; how to be strong
Transcript
First Grade Assignment Sheet - Week 17 Due: January 14, 2021 Student’s Name____________________________________ Mrs. Rachel Lyles 901-270-4013 [email protected]
★ Bible/Character Study:
○ Contentment- To be satisfied in my present circumstances knowing that God is providing for my every need.
○ Memorize by Week 20, January 28th:
■ Hebrews 13:5 Keep your life free from love of money, and be content with what you have, for he has said, “I will never leave you nor forsake you.”
○ Sing Amazing Grace a few times this week: https://www.youtube.com/watch?v=Jbe7OruLk8I
○ Family Discussion: As Paul says in the above verse - he has learned to be content. We do not just wake up one morning and find that we are content. It is a state of mind that we must acquire through the discipline of the Word of God. When our focus is fixed on serving Jesus Christ, we receive much more contentment from life that when we focus on trying to please ourselves. Paul in the New Testament was a good example of one who was content in his circumstances. Read Philippians 4:10-14. Paul was content because he had learned to see life from God’s point of view. Paul focused on what he should do for God not on what he should have. He was grateful for what God had given him. He concentrated on what was important for eternal life, not on the pleasures of this life on earth. Ask God to help you be content with what you have. God supplies all our needs in a way that He knows is best for us. Let God be our source of power and contentment.
○ Family Activity: Each night, maybe during dinner, have each person tell something good about their day. Train your children to think about the good things in their life rather than dwelling on the things that make them unhappy. Help them to have a positive outlook. Your whole family will benefit.
★ History:
○ Read aloud Chapter 22, Sparta and Athens . Have your child answer the following questions orally:
■ Life in Sparta
● Did the Greek cities all obey the same king? No, each city had its own king.
● What did all Spartan boys grow up to be? Soldiers
● What did they learn in school? (acceptable answers): How to fight; how to be tough; how to be strong
● What were Spartan girls supposed to do? Have children who would be good fighters.
■ Life in Athens
● What is a democracy? (prompt child for the answer): A country where people vote on the laws and on who becomes the leaders.
● Did Athens think fighting was the most important thing for boys to learn? No
● What kinds of things did the Athenian boys learn in school? Mathematics, reading, writing, poetry, music
● What did Athenian girls learn how to do? Keep house
● History Copywork: Read aloud the sentence to discover a “big idea” of the chapter. OPTIONAL: Copy the history sentences on the history sheet correctly and neatly.
● History Narration: After you have read the history assignment to your child, have your child tell you about something that you've just read. Write his/her version down in the history workbook. The narrations are usually two-to-five sentences. Have them illustrate their narration and add a caption.
○ Extending the Lesson (Optional): Play the “Conquer Mesopotamia” game and test your history knowledge!
★ Literature:
○ King Midas and the Golden Touch by Charlotte Craft – Read pages 3-11
○ Complete the attached comprehension worksheet in the yellow literature folder. If you do so orally, please write “orally” at the top of the page and initial it.
○ Read the book The Big Snow by Berta and Elmer Hader any time during the month of January. Complete the attached book report. Due January 30th. (You can find this book at your local library or watch the read-aloud video on our 1st Grade webpage.)
★ Grammar:
○ Complete the Reading Connection - Uncle Rich
○ Complete the sequence sheet - What Happens Next?
○ Complete the Happy New Year creative writing worksheet.
★ Penmanship:
○ Copywork: Draw the background and copy the last two sentences on page 25 into your Draw Write Now folder
○ Complete worksheets Winter Windows and Alphabetical Order: First Letters
★ Phonics:
○ Complete Lessons 63, 64, and 66 and Assessment 12 (Lesson 65).
○ Complete worksheets - Bossy R Mixup, /igh/, and Compound Words (try to create, at least, 3 of your own compound words and draw a matching picture)
○ Read Decodable Reader 22 (It Helps to Have a Big Brother)
■ Parents, remember to read the questions aloud to check their comprehension of what they have read. Color the reader, if you wish.
★ Spelling and Dictation:
○ Spelling Words: See attached list for Week 17 spelling words.
○ Choose three of the activities from the Spelling Menu to practice your spelling words. Be sure to circle and have a parent initial the ones you chose. Also, be sure to staple your work to the back of the menu to turn in.
○ Take a practice written test, then copy any misspelled words two or more times.
○ Dictation: Dictate two sentences using at least two spelling words in each sentence
★ Fine Arts: No assignment this week.
★ Geography:
○ Complete Maps, Charts, and Graphs lesson 13
○ Keep listening to the Five Oceans Song: https://youtu.be/X6BE4VcYngQ
★ Critical Thinking:
○ Complete the “Happy New Year” secret code worksheets.
★ Read Aloud:
○ Read aloud from a book of your choice for 20 minutes or more a day. Suggested goal: minimum of 10 books or chapters per week. Parents, listen to your student read aloud so you can monitor their expression and flow as they read aloud. Also, read aloud to your child to model correct flow and expression.
○ Extending the Lesson (Optional): Color a snowflake on the attached sheet for every book or chapter that you read. If you do more, draw more snowflakes on the back of this sheet and color it.
○ Extending the Lesson (Optional): Corresponding literature suggestions for The Story of the World:
■ The Legend of the Persian Carpet, by Tomie dePaola
■ The Persian Cinderella, by Shirley Climo and Robert Florczak
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Color the above pidure. Copy the first two sentences below. Correct sentence number 3, finish the
sentence, and write it corredly. Remember how to be9in and end a sentence. Remember what a sentence
hos to hove to be a 900d sentence. Color your picture.
Last year was 2020> and I began first grade at Veritas.
This year is a new year. It is 2021 > and I will finish first grade.
if i could do anything in 2021 > it would be _______ _
1st Grade Phonics Teacher Instructions
Week 17Lessons 63-66
This year we have been learning a lot of interesting facts about our alphabet. Does anyone remember how many letters there are in the English alphabet? 26 letters There are two different types of letters that make up our alphabet. Does anyone remember what two types of letters make up our alphabet? vowels and consonants We use all of these letters to make words. We have learned a lot the letters and the sounds they make and learn how to read and spell with them. Does anyone remember how many sounds these 26 letters make? 40 There are over 100 ways to spell these 40 sounds because of the way the language varies from country to country. Let’s say the alphabet together.
Lesson 63 – Combination er
Echo these words and listen for the sound that’s the same in each word. her fern numberWhat sound do you hear that’s the same in each word? /er/ Is /er/ a voiced or unvoiced sound? voiced Write her, fern, and number on the board. What letters do you see that might make the /er/ sound? e and r Sometimes when a vowel is followed by the letter r, the letter r is called ‘bossy r’ because it changes the sound of the vowel. In these words the r is changing the sound of the vowel e giving it an unexpected sound. When two letters come together to make an unexpected sound, we call those letters a combination. This is combination er and it makes the sound /er/. We code combinations with arcs. Combinations will be part of the obvious coding when we’re dividing words into their syllables. Look at the word ‘number.’ Before we find the vowel pattern we need to code obvious coding. Does this word have any obvious coding? yes, combination er Finish coding the words. Point out that the e in ‘number’ doesn’t need any other coding, because it is part of combination er. Look at the top of your worksheet. What is the picture at the top of the page? butter Yes, butter will be our keyword for combination er.
Let’s play Bingo! As I say each spelling sound, cover the space that spells that sound with your highlighter. When you cover all the letters on one line, either up and down, across, or from corner to corner, say ‘Bingo!’1. final sound in ‘stumble’ - ble 7. initial sound in ‘jiggle’ - j2. final sound in ‘save’ - ve 8. vowel sound in ‘tame’ - a-e3. vowel sound in ‘spoon’ - oo 9. final sound in ‘spangle’ - gle4. final sound in ‘brittle’ - tle 10. final sound in ‘plastic’ - c5. initial sound in ‘shake’ - sh 11. final sound in ‘bundle’ - dle6. final sound in ‘fry’ - ẏ (and macron)
Now, look at your worksheet. Write your name neatly on the space provided at the top of your page. For #1-10 I will say a sound, and you will write the letter or letters that make that sound on the line.1. /zəl/ - zle 6. /ă/ - ă2. /dəl/ - dle 7. /ĭ/ - ĭ 3. /v/ - v || ve 8. /kw/ - q4. /f/ - f || ff 9. /ks/ - x5. /s/ - s || ss 10. /t/ - t || t, ed
#11 and #12 Let’s practice spelling. Put your finger next to #11. Spell the word ‘fifty.’ Repeat with #12.
1st Grade Phonics Teacher Instructions
12. planted
For #13 through #16, we’re going to practice spelling our new sound and words with our new sounds.13. Write the letters that make the /er/ sound in the word ‘butter’ - er14. her 15. under 16. after
#17-#26 Code the words. Once you’ve coded them, read them quietly to yourself. Draw a line from the word to the matching picture to the right. For #26, write the two words that make up the contraction.17. butter 18. verb 19. numbered 20. ferns 21. blister22. shy 23. noon 24. being 25. less 26. I’ll
Lesson 64 – Trigraph igh
Echo these words and listen for the sound that’s the same in each word. night thigh brightWhat sound do you hear that’s the same in each word? /ī/ Write night, thigh, and bright on the board. There are three letters making the /ī/ sound in the words. Can you guess what they are? i, g, and h We call three letters that come together to make one sound a ‘trigraph.’ (Demonstrate three fingers coming together, two dropping to leave one.) So ‘igh’ will be called ‘trigraph igh.’ Does the word ‘trigraph’ remind you of another word we have learned? digraph Right. A digraph is when two letters come together. A trigraph uses three letters, just like a tricycle has three wheels. Since a trigraph is similar to a digraph, how do you think we’ll code trigraphs? underline them Correct! Can you hear the g and h? No Since they’re silent, how should we code them? cross them out What sound does trigraph igh make? /ī/ How should we code this, so we know it makes this sound? long; macron Does this trigraph make a vowel sound or a consonant sound? vowel sound The word ‘light’ will be the keyword for trigraph igh. Trigraph igh is not a regular spelling for /ī/, so we will not add this to our spelling for /ī/. This spelling will only be used in the medial or final position of the word.
Introduce sight word ‘only.’
Look at your worksheet. Write your name neatly at the top of the page. For #1-10 I’ll give you a sound.You write the letter that makes that sound on the line. Be sure and code the vowels, so you know if it was the long or short sound.1. /er/ - er 6. /m/ - m 2. /ĭ/ - ĭ 7. /h/ - h 3. /b/ - b 8. /ŭ/ - ŭ4. /ă/ - ă 9. /sh/ - sh5. /r/ - r 10. /ĕ/ - ĕ
#11-12 Let’s practice our spelling. Put your finger next to #11. Write the word ‘under’ on the line next to #11. Repeat with #12.12. us
#13-#15 Let’s practice spelling with our new spelling of /ī/.13. high 14. night 15. right
1st Grade Phonics Teacher Instructions
#16-#25 Code the words. Once you’ve coded them, read them quietly to yourself. Draw a line from the word to the matching picture to the right.16. light 17. tight 18. bright 19. sigh 20. flight21. perfume 22. nose 23. greet 24. act 25. umpire
Lesson 66 – Compound Words
Let’s review a certain kind of word today. Echo these words and try to think of what they have in common. grapevine homeroom dishclothWrite grapevine, homeroom, and dishcloth on the board. What do these words have in common? made up of two smaller words Right. What do we call two words that come together to make one new word? compound words Do you see anything in our classroom with a name that is a compound word? classroom, bookshelf, backpack, etc. Point to ‘grapevine’ on the board. If I wanted to draw a line to separate the two words in this compound word, where would I draw the line? between e and v Right! What are the two words? “grape” and “vine” Divide grapevine, and do the same with homeroom and dishcloth. Once the word is broken into parts, we can code the two little words. How do we code the first word in ‘grapevine?’ macron over a, cross out sneaky e Code ‘grape.’ Sneaky e is really sneaky here! It looks like it’s in the middle of the word because it has another word attached to it, but it’s actually at the end of one of the smaller words. How do we code the second little word? macron over i,cross out sneaky e Code ‘vine.’ The accent usually is on the first word in a compound word. What is a grapevine? a vine that grapes grow on It’s fun and easy to determine the meanings of compound words. You just join the meanings of the two small words, like the words themselves are joined.
Introduce sight word ‘something.’
Look at worksheet 66. Write your name neatly at the top of your page. For #1-10 I’ll give you a sound. You write the letter that makes that sound on the line. Be sure and code the vowels, so you know if it was the long or short sound.1. /ō/ - ō, o-e 6. /th/ - th2. /ū/ - ū, u-e 7. /th/ - th3. /ŏŏ/ - oo 8. /er/ - er4. /ōō/ - oo 9. /ē/ - ē, ee || ee, y5. /k/ - k, c || ck, k, ke, c 10. /d/ - d || d, ed
#11-#12 Put your finger next to #11. Write the word ‘her’ on the line by #11. Repeat with #12.12. hope
#16-#25 Code the words. Once you’ve coded them, read them quietly to yourself. Draw a line from the word to the matching picture to the right.16. toothbrush 17. cupcakes 18. bedroom 19. grasshopper 20. afternoon21. gobble 22. problem 23. mix 24. clapping 25. serve
1st Grade Phonics – Parent Instructions
Week 17Lesson 65
Lesson 65 – Assessment 12
Treat this like a test. Do not correct their papers while they’re working on it. Grade their completed papers. We want to be able to see where they need more practice. Grade the paper according to the points on the answer key.
Front:Section 1 #1-5: “Let’s spell some words for our assessment. The first word is ‘little.’ Write the letter or letters that makes each sound in ‘little’ on the lines by #1. Continue with #2 through #5.2. handle 4. sniff3. maple 5. shop
Section 2 #6-10: “Look at the letter by #6. Draw a line from the letters to their keyword picture.” Repeat with #7 through 10.
Section 3 #11-15: “Put your finger on #11, and code the word ‘saddle’.” Repeat with #12-15.
Section 6 #23-24: “Turn your paper over to the back. Put your finger next to the paragraph in the middle of the page. Read the paragraph. Code any words you don’t know to help you figure them out. Then answer the questions by #23 and #24.”
Section 4 #16-17: Point to the word by #16. Have your student read the sight word. Write down their response, or check off the word if read correctly. Repeat with #17.
Section 5 #18-22: Point to the letters. Have your student name the letter and give the sound that it makes. Write down their response.
