L.1.1
a: Print all upper and lowercase letters.
b,c: Use common, proper, possessive nouns; use singular and plural nouns with matching verbs in basic sentence.
d: Use personal, possessive, and indefinite pronouns.
e: Use verbs to convey a sense of past, present, or future.
f,g,h,i: Use frequently occurring adjectives (f), conjunctions (g), determiners h), and prepositions (i)
j: Produce and expand complete simple and compound declarative, interrogative, exclamatory, and imperative sentences
L1a: Time Assessed: 4th 9 Weeks
Print all upper and lowercase letters.
Activities to do at home not using technology:
(LEFT) If you have any shaving cream, spray and spread some out on a flat surface that you are okay with getting dirty. Call out or flash a letter of the alphabet and have your child write in the shaving cream. This is a great hands on and multisensory activity.
(RIGHT) Write all upper and lower case letters on construction paper. Give the student a toothpick and have the student poke holes in the letters. Once they have poked holes in the letters hold the paper up and shine it in the light to see the letters glow.
Another Idea:
Students love skywriting but another fun way to incorporate writing letters would be to write each uppercase and lowercase letter on each other’s backs. Have the student guess what is the letter you are writing on their back.
Links to online activities/videos that practice this activity:
Monster Letter Match (game)
Letter Quest (game)
What Letter Is It? (video)
Rock Out and Learn The Alphabet! (video)
Link to a practice assessment or a very detailed explanation of how this is assessed:
There is no practice assessment but the students will be required to write their uppercase and lowercase letters.
L1b,c: Time Assessed: Ongoing Skill
(b) Use common, proper, possessive nouns;
(c) Use singular and plural nouns with matching verbs in basic sentence.
Noun activity: the student can go around labeling different nouns throughout their house. The student will need to differentiate what kind of noun are they; person, place, thing, or animal.
Common and Proper Nouns: write different nouns on cards. Shuffle them up. Have the student sort through the nouns to determine which are Common Nouns and which are Proper Nouns.
Possessive Noun activity: have the parent paint and write nouns on a screw big enough to fit words on. Next, find two more and add an apostrophe and an s on each of the bolts. Have the students pair up each noun with an ‘s to create a possessive noun. Finally, have the students write down each possessive noun to get an understanding that possessive nouns show ownership and it is not a plural noun.
Singular/Plural Nouns:
Links to online activities/videos that practice this activity:
Common and Proper (video)
BrainPop Jr. Proper Nouns (video)
BrainPop Jr. Possessive Nouns (video)
Link to a practice assessment or a very detailed explanation of how this is assessed:
There are several parts to grading this skill. Students must master 2 out of the 3 assessments to receive a + on the report card.
1st 9 Weeks- Students will take an assessment where they have to: Identify the noun in the sentence and list nouns of their own.
2nd 9 Weeks- Students will take an assessment where they have to: Explain the difference between common and proper nouns. The students will also have to sort nouns into common/proper noun categories. The students are marked off for skill L2a (capitalizing dates and names of people) if they do not write the proper nouns with a capitalized letter.
3rd 9 Weeks-
The students are asked to explain the difference between singular and plural nouns.
The student will have to pick the correct noun to fit the sentence.
Example: The dog ______ to the door. (run/runs)
The student also has to put the subject of the sentence in to match the predicate.
Example: ___________________ watches tv.
L1d: Time Assessed: 3rd 9 Weeks
Use personal, possessive, and indefinite pronouns.
Activities to do at home not using technology:
Similar to the game memory, you will lay out cards with pictures of nouns on them AND write pronouns on the other cards. The students will the cards over to match a pronoun to the noun picture.
Links to online activities/videos that practice this activity:
Personal Pronouns (video)
BrainPop Jr. Pronouns (video)
Pronoun Quest (game)
Sentence Builder:Pronouns (game)
Link to a practice assessment or a very detailed explanation of how this is assessed:
Students will write the pronoun that would replace the underlined word or words.
Example: The girl has a pink flower. (Her, She) ____________
Students will choose the correct pronoun.
Example: Sally and (me, I) went to the mall.
Students will write a sentence with the pronouns provided.
Students will pick the pronoun in the box of words.
Example: dog shed he taxi
L1 e: Time Assessed: 1st 9 Weeks
Use Verbs to convey a sense of past, present, and future.
Activities to do at home not using technology:
Review Verbs:
Charades. Write out verbs on note-cards. Have students draw a card and act out the verb. The person to correctly guess the verb gets to act out the next card. Examples include: jumping, running, walking, cooking, reading, skipping, thinking, rolling, squatting, waving and twirling. See if you can guess some of the verbs we’re acting out!
Links to online activities/videos that practice this activity:
Link to a practice assessment or a very detailed explanation of how this is assessed:
There is not a practice assessment for this skill.
There are some sentences where they have to pick the verb to complete the sentence.
For example:
Tomorrow, Tiffany (ride, will ride) a bike.
Today, we are (read, reading) a new book.
Yesterday, we (jogging, jogged) around the playground.
They will also be given a verb in the past, present, and future tense to use in a complete sentence.
L1 f,g,h,i: Time Assessed: 1st/3rd 9 Weeks
Use frequently occurring adjectives, conjunctions, determiners, and prepositions
Activities to do at home not using technology:
L.1f Adjectives (1st 9 Weeks)
Adjectives are describing words. One great way to help your child learn adjectives is to have he/she draw a self portrait and write words that describe himself/herself.
Adjectives Activity (Left)
L1g Conjunctions (3rd 9 Weeks)
A good way to help your child understand conjunctions is teaching them FANBOYS. (Each letter stands for a conjunction.)
Then have your child practice writing sentences using conjunctions. Sometimes showing them a picture will help prompt them to write a good sentence. (Example to the right: The dog is brown, but the cat is orange.)
L1h: Determiners (3rd 9 weeks)
(This site explains when to use a,an, or the)
Watch on YouTube (a, an, the)
Watch on YouTube (this, that, these, those)
L1i: Prepositions (3rd 9 Weeks)
Prepositions (This link explains that prepositions are POSITION words.)
A fun activity to do with your child is to have he/she make a paper airplane and throw it. Wherever the plane lands is the “preposition.” (“on” the chair, “beside” the couch, “under” the table etc.)
Practice Assessments: (Students have to master 3 out of 4 assessments to receive a + on the report card)
L1 j: Time Assessed: Ongoing
Produce and expand complete simple and compound declarative, interrogative, exclamatory, and imperative sentences
SIMPLE SENTENCE PRACTICE
Activities to do at home not using technology:
You can have your child make a flipbook of the different types of sentences. (see example above)
Types of Sentences Song
Sentence Rap
How is this skill assessed?
1st 9 Weeks Progress Report: Students have to write a simple declarative sentence in response to a photo prompt.
1st 9 Weeks Report Card: Students have to write a simple interrogative sentence in response to a photo prompt.
2nd 9 Weeks Progress Report: Students have to write a simple exclamatory sentence in response to a photo prompt
2nd 9 Weeks Report Card: Students have to write a simple imperative sentence in response to a photo prompt
COMPOUND SENTENCE PRACTICE
Activities to do at home not using technology:
Your child will need to understand conjunctions before writing compound sentences. (and, or, but, so, because etc)
You can have your child practice writing complete sentences and joining them together with a conjunction.
Ex: (Declarative compound sentence) I went to the park and I had fun..
Ex: (Interrogative compound sentence) Why is the sky so dark, and where will we go if it rains?
EX: (Exclamatory compound sentence) The house is on fire because lightning struck it!
Ex: (Imperative compound sentence) Go get the ball, and please put it away
(Click the image to the left for a link)
How is this skill assessed?
3rd 9 Weeks Progress Report Students have to write a compound declarative sentence in response to a photo prompt.
3rd 9 Weeks Report Card: Students have to write a compound interrogative sentence in response to a photo prompt.
4th 9 Weeks Progress Report: Students have to write a compound exclamatory sentence in response to a photo prompt
4th 9 Weeks Report Card: Students have to write a compound imperative sentence in response to a photo prompt
L 1.2
a: Capitalize dates and names of people
b: Use end punctuation marks for sentences
(This includes declarative, interrogative, imperative, and exclamatory sentences)
c: Use commas in dates and to separate single words in a series.
d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L 1.2a: Assessed with L1.1 b,c 2nd 9 weeks
Capitalize dates and names of people
Click for Practice
Activities to do at home not using technology:
The best way to practice this skill is just have the child practice correcting sentences that are written incorrectly. You can find several practice pages by just doing a “google search” for capitalization and punctuation practice pages. You can have the child use a highlighter to highlight the mistakes before correcting them.
Links to online activities/videos that practice this activity:
Link to a practice assessment or a very detailed explanation of how this is assessed:
This skill is assessed on the Proper Nouns test. The students will have to sort words into categories, and the teacher will observe if the student capitalized the dates and names of people when they sort them.
L 1.2b: Time Assessed: Ongoing Skill
Use end punctuation marks for sentences
(This includes declarative, interrogative, imperative, and exclamatory sentences
Activities to do at home & punctuation videos
This is a fun activity to do at home. You can write the different kinds of sentences on a piece of paper and use little sticks to have the child write and stick the correct punctuation mark on each sentence.
The 4 Types of Sentences Songs
The Sentence Song
Ending Punctuation Explained
Link to a practice assessment or a very detailed explanation of how this is assessed:
The students will be expected to be able to write each type of sentence and use correct punctuation at the end of the sentence. This skill is assessed in conjunction with L1j (being able to write a simple declarative, interrogative, exclamatory, and imperative sentence.)
Ex: Directions for student: Write a declarative sentence about the picture using correct punctuation.
Answer: The ball is blue.
Ex: Directions for student: Write an interrogative sentence about the picture using correct punctuation.
Answer: Do you like pizza?
Ex: Directions for student: Write an exclamatory sentence using correct punctuation.
Answer: The house is on fire!
Ex: Directions for student: Write an imperative (command) sentence using correct punctuation.
Answer: Go fetch the ball.
L 1.2c: Time Assessed: 4th 9 Weeks
Use commas in dates and to separate single words in a series.
Activities to do at home not using technology:
Write dates and/or lists of items in large print or print the premade sample sentences from the packet below to use.
Have child use elbow macaroni to place “commas” where they belong.
Links to online activities/videos that practice this activity:
Link to a practice assessment or a very detailed explanation of how this is assessed:
The teacher will read the sentences and students will add the commas in the correct places.
I bought bread eggs and milk.
Today is March 15 2020.
L 1.2d: Time Assessed: Weekly taught spelling words
Use conventional spelling for words with common spelling patterns and for frequently occurring irregular word.
Activities to do at home not using technology:
Using a multisensory approach to practice spelling words is the most effective way. Sand or salt on a tray or plate work great. Or model letters with play-doh. Anything that gives them something they can touch and feel as their brain works on the letters and sounds.
Links to online activities/videos that practice this activity:
What is “multisensory learning?
https://www.youtube.com/watch?v=eJN-NKg2A_Q
More multi-sensory spelling ideas here: https://blog.maketaketeach.com/multi-sensory-ideas-for-teaching-sight-words/
Link to a practice assessment or a very detailed explanation of how this is assessed:
Weekly spelling words will be made up of some “known” words that follow a common spelling rule, like short a words: cat, hat, pan, etc. Words will be called in random order. There will also be words the students do not know ahead of time BUT they will follow the same rule. Also, there will be some sight words or red words. These words do not follow common spelling rules and usually can not be “sounded out”. Multisensory practice is especially helpful in helping student learn these words!
L 1.2e: Time Assessed: Weekly untaught spelling words
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Activities to do at home not using technology:
Using a multisensory approach to practice spelling words is the most effective way. Sand or salt on a tray or plate work great. Or model letters with play-doh. Anything that gives them something they can touch and feel as their brain works on the letters and sounds.
For this skill specifically, think of other words that go along with the spelling pattern for the week for students to practice spelling.
Links to online activities/videos that practice this activity:
What is “multisensory learning?
https://www.youtube.com/watch?v=eJN-NKg2A_Q
More multi-sensory spelling ideas here: https://blog.maketaketeach.com/multi-sensory-ideas-for-teaching-sight-words/
Link to a practice assessment or a very detailed explanation of how this is assessed:
Weekly spelling words will be made up of some “known” words that follow a common spelling rule, like short a words: cat, hat, pan, etc. Words will be called in random order. There will also be words the students do not know ahead of time BUT they will follow the same rule. Also, there will be some sight words or red words. These words do not follow common spelling rules and usually can not be “sounded out”. Multisensory practice is especially helpful in helping student learn these words!
There is not a L 1.3 in 1st Grade.
L 1.4 Time Assessed: 4th 9 Weeks
Determine or clarify the meaning of unknown and multiple-meaning words using such strategies as context (L4a), affixes(L4b), and frequently occurring root words(L4c).
Activities to do at home not using technology:
Practice context clues by covering words in books with sticky notes and asking child to “guess” the word using the context: other words in the sentence.
*Practice root words and affixes by playing hopscotch. Fill squares with root words or affixes. When students land on a square, they can provide the meaning or an example of a word using the affix.
Links to online activities/videos that practice this activity:
Link to a practice assessment or a very detailed explanation of how this is assessed:
L1.5 Time Assessed: 4th 9 Weeks
a. Sort words into categories
b. define words by category and by one or more key attributes
c. Identify real life connections between words and their use
d. distinguish shades of meaning among verbs
Activities to do at home not using technology:
For L5a-b
*Using mixed animal figures, have child sort animals into any groups of their choosing and have them describe how they divided animals by giving the name of the category.
*Adult can divide animals into groups and child describes what each group has in common (the key attribute). Group examples might be: numbers of legs, mammals vs fish, carnivores and herbivores, color, size, etc.
For L5c:
When reading a book, choose an adjective on the page (red, soft, cozy, etc). Have child brainstorm other things that the adjective might also describe. For example, the sentence in the book might be The boy was in his cozy bed. Ask child to name other things that might be cozy: a sweater, a warm room, etc.
For L5d:
Using paint sample cards, have student list verbs with similar meanings in order of intensity.
Example:
sniffle
cry
sob
You could also pick words that the students are using in their writing and ask them to think of a stronger word.
For example:
If the student wrote: I see a big tiger.
You could ask the student if there is a stronger word for the word big (like huge, gigantic, etc)
Links to online activities/videos that practice this activity:
Link to a practice assessment or a very detailed explanation of how this is assessed:
**You might see a redirection notice, just click the link.
It also asks if you want to start an account, just click "no thanks, begin test."
L 1.6 Time assessed: 4th 9 weeks
Use words and phrases acquired through conversations, reading, and being read to, including (synonyms, antonyms) and conjunctions to signal simple relationships.
Synonym and Antonym stick example.
Activities to do at home not using technology:
Make synonym/antonym sticks by labelling craft sticks with words that mean the same and opposite. Have students make matches and describe the relationship. (pictured left)
Link to a practice assessment or a very detailed explanation of how this is assessed:
This is assessed through teacher observation and conversation with students.