Grade 1

  • Students would benefit from daily academics. You can create a schedule that will work best for your family. Try to incorporate reading, writing, creativity and movement each day.  The classroom teacher will be reaching out to students to share the expectations for the week.  Here is an example of a daily schedule for May 18 - 22.


  • Your classroom teacher will let you know which two assignments you should complete and turn in. 


    Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes that possess defining attributes. (1.G.A.1)

    Instructional Resource: 

    Triangle Land

    All vs Only Some G.A.1

    examples and non examples


    Copy the shapes on the worksheet,  Find the Shapes, and follow the directions. How many of each shape did you draw?

    Learning Activity: 

    Create a picture using shapes on Pattern block creations.

English Language Arts (ELA)

  • Your classroom teacher will let you know which two assignments you should complete and turn in. 

    Community Read:

    Book cover for Fish in a Tree Watch the book trailer here. 

    We will begin reading/listening to the first chapters of the book, Fish in a Tree, starting next week. (May 26-29)


    Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

    c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words (1.2.c)

    Instructional Resource:

    Learn about beginning, middle and ending sounds with Mrs. Savage.


    Have an adult say the words below and have the child use their fingers to tap out each sound in the word (like in the video above); tap and say sound.  Or have the child watch the following video (same words) and tap and say the sounds after the instructor says each word.





















    Learning Activity: 

    See this video for how to play

    Listen for the sound, use and 3 objects.  Place the objects on the table. Play the recording of the teacher saying the words (see below).  If the sound is the first sound in the word, touch the first object (the one on the left).  If the sound is the middle sound in the word, touch the middle object, and if the sound is the last sound in the word, touch the last object (the one on the right).  

Movement/Physical Education

  • At least 30 minutes of movement each day (see ideas below)

    Movement/Physical Education Choices:

    • PE Circuit: Complete one exercise from each of the 5 components of health related fitness to make a circuit. Repeat that routine 5 times.

    1.  Cardiovascular Endurance: 

    • JUMPING JACKS - Skip count by 5’s to 100
    • JOG IN PLACE - Skip count by 2’s to 50 

    2.  Muscular Strength:  

    • 10 SQUATS
    • 10 PUSH-UPS

    3.  Body Composition: 

    • NAME a food in the vegetable group.
    • HOW many minutes should kids be active every day?

    4.  Muscular Endurance: 

    • HOLD A PLANK - For 25 Mississippi’s
    • BEAR WALK - across the room/yard

    5.  Flexibility: 

    • HAMSTRING STRETCH - Touch your toes and count to 30
    • BACK STRETCH - Lie on your back and hug both knees to your chest for a 30 count



  • Science Choices - See activity below

    • Make a bird feeder from recyclables in your home.  Soda bottles work great.  Ask someone for help making your bird feeder and then put it somewhere outside.  Make sure you can see it from a window in your home.  Brainstorm different types of food you can put in the feeder.  Maybe instead of food, it’s a water spot for birds.  Start watching your feeder and see who shows up!

Social Studies

  • Social Studies Choices - See activity below

    • Watch the video, “YOU CHOOSE/Presley Talks About Voting.”(It’s okay if you can’t watch the video.  You can still do the following activity.)   Has there ever been a time when you and your family can’t agree on something; maybe what to have for dinner, or what to watch on tv.?  How do you decide what to do?  Do you “vote” to decide?  Try to think of some other times when people need to vote.


  • Do one activity (see ideas below)

    Art Choices:

    • Create a sculpture from an empty paper towel roll.  Twist it, turn it, fold it, cut it! 
    • Find your mood on the mood meter, then draw a series of small self portraits like the strip of photos you get from a photo booth.
    • Create Art and Move along with the Elements of art in these “Edutainment” Videos by Art Teacher Kit Lang


  • Do one activity (see ideas below)

    Music Choices:

Social and Emotional Learning

  • Social and Emotional Learning - See Activity below

    During this time students might be feeling all kinds of emotions. They may be happy or excited to be home with a family member, or scared or anxious because they’re in a different routine. Learning physical cues to manage their strong emotions can help students feel better.

    Calming Down Anger

    Many times we feel strong feelings in our body. We can feel excited or surprised or angry or sad or happy. Belly Breathing can help us calm down.  This picture shows a boy getting his ball taken away. Has this ever happened to you? How did you feel?  This boy felt angry. He was mad!  He used Belly Breathing to calm down. 

    Now you try! Put your hands on your tummy and watch them. As you breathe in, your tummy moves out, and as you breathe out your tummy moves in. This is called ”belly breathing.” It helps calm you down.

    two boys playing with a ball

    Check outImagine Neighborhoodfor additional activities to do at home!