PS 172 First Grade
Summer Homework
This homework is for students entering second grade in September 2016. Please use the link below to download/print copies.
Summer Homework
May Writer's Workshop
NON-FICTION RESEARCH
Purpose:
Earlier in the year, students learned nonfiction reading strategies. This writing unit will build on that knowledge and allow students to practice those strategies, this time as writers.
In this unit, students begin by reading a collection of texts across a single topic. Students will learn note taking strategies and learn to take notes as they read. Those notes will help students develop an All
About book on their topic of choice.
Goals:
Students will be able to...
· Write
details that support the main idea of a page (structure)
· Make use
of nonfiction features to teach information (structure)
· Elaborate
using multiple strategies (i.e., giving more details by explaining where,
when or how, or providing an example with a personal story; giving warnings,
giving definitions of tricky vocabulary, or adding supplemental pages with
papers of their choice.)
· Add a
personal touch to books by starting some sections with a lead, such as a
question to the reader, or by giving an example using a story from their own
life. (Voice)
**You can help your child at home
by asking him/her to say what they learned about their topic.**
April / May Word Study
1. Vowel ___ e combination
- The "e" is silent
- The first vowel has a long sound (the first vowel says it's own name)
2. Long "u" can have two
sounds, as mule and rule
3. The letter "s" might
sound like "z" as in wise
4. The suffix "s" can be
added to vowel blank e words
New mark up directions:
Mark "v-e" syllables: first
underline or scoop the syllable. Then write the type beneath the syllable
(v-e). Lastly, mark the vowel with a macron to show that it makes a long sound
and slash out the "e" to show that it's silent. This order is important.
Do not forget to underline your base words and circle the suffixes.
Trick words: friend, around, circle,
does, nothing, write
Words of the day: wise, ape, joke
Math Workshop for Mach
Module 4: Grade 1 Module 4: Place Value, Comparison, Addition and Subtraction to 40
Module 4 builds upon Module 2’s work with place value within 20, now focusing on the role of place value in the addition and subtraction of numbers to 40. Students study, organize, and manipulate numbers within 40. They compare quantities and begin using the symbols for greater than (>) and less than (<). Addition and subtraction of tens is another focus of this module as is the use of familiar strategies to add two-digit and single-digit numbers within 40. Near the end of the module, the focus moves to new ways to represent larger quantities and adding like place value units as students add two-digit numbers.
March Reader's Workshop
Character Journey
Purpose:
In this unit, students learn to follow their main character’s journey across a book by following their character from place to place. This helps them keep track of the key events in the story. Students will learn in this unit that, when their character goes to a new place, something important is going to happen. Students will be using a timeline to keep track of scenes and the important events that happen there. Our ultimate goal is for students to internalize the reading strategies in this unit, so that they no longer need to write every part down.
Goals:
∙ Students will be able to stop when their character goes to a new place (or same place but time has passed) and name the place.
∙ Students will be able to name the important thing that happens each place.
∙ Students will be able to represent their character’s journey on a timeline.
February/March Word Study
In the month of February, we will be
working on making longer words by adding suffixes
(s, es) to the basewords.
Students have to remember that by adding those suffixes, words become plural;
meaning more than one.
There are two kinds of suffixes:
vowel suffixes(they begin with a vowel like -es) and consonant suffixes (they
begin with a consonant like -s). The suffix -es is used when the base
word ends with a ch, sh, s, x or z. The suffix -s is used with all other
base words.
Another way to think about this rule
is to ask yourself:
When I say the plural form of the
word out loud did I add a syllable? If so, then remember to use -es
as your suffix.
For example, bench becomes benches,
dress becomes dresses, etc.
The way we mark the suffix -es is the
same way as we mark suffix -s. We underline the baseword and circle the suffix
-es.
Remember - WE DO NOT TAP SUFFIXES!!!
tap out your base word and then say your suffix at the end.
In the month of March,
we will learn about how to add suffix -ed and suffix- ing to action words.
We add suffix -ed to
show that something already happened. For example: kick - kicked. We circle the
suffix -ed and underline the base word.
We add suffix -ing to
the baseword when we want to show that something is happening . For
example : kick- kicking. We circle the suffix -ing and underline the base
word as well.
**IMPORTANT**
When we tap out
our words to read or spell, we never tap out the suffix. Simply tap out
the base word and then add the suffix as a whole.
Trick words: never, another, day,
words, look, through
Words of the day: wishing, rented,
blended, slashing
Writer's Workshop
All
About Books on Topics of
Personal
Expertise
Purpose of this unit:
Students will write informational
books to teach the reader about a topic they know and love. When you
read a good nonfiction book, you can just hear how the author is so fascinated
with the topic. They are so excited about it, it's almost contagious. This kind
of excitement gets readers interested too! Our big goal in this unit is to
write our informational books so well that our readers are as fascinated
by our topic as we are.
Goals:
Students will be able to:
•
Generate
appropriate ideas for an all-about book (the student knows enough about
the topic and they can write about it in different ways)
•
Write
details that support the main idea of a page (structure).
•
Make use of
nonfiction features (structure).
•
Elaborate
using multiple strategies, such as: giving more details by explaining where,
when, why, or how, or providing an example with a personal story; giving
warnings, giving definitions of tricky vocabulary, or adding supplemental pages
with papers of their choice (elaboration).
•
Add a
personal touch to books by starting some sections with a lead, such as a
question to the reader, or by giving an example using a story from their own
life (voice).
•
Re-read work
to make sure its readable- check for capitalization, end punctuation, word wall
words, and spelling rules (mechanics).
January/ February Writer's Workshop
HOW-TO'S
The purpose of this writing unit
is for students to think closely about their audience and how they can
write directions in a clear way to teach the reader. This unit also provides an
opportunity for students to build their vocabulary using specific action
words. Finally, this is a unit where we can introduce the idea of an author's
voice coming through to the reader by writing a LEAD and by including
warnings.
Unit Goals:
• Students will create a procedural piece of writing.
• Students will transfer what they have learned in their Small
Moment and Realistic Fiction units to their How-To writing-- spaces, trick words,
end punctuation, and CAPS.
• Students will use a variety of strategies to elaborate in their
writing, such as warnings, tips, and breaking down steps into tiny actions.
• Student's writing will become more readable through use of
word wall words, word study concepts and sentence structure.
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