Practical in First

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Practical in First
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These passages can be used to have students identify character feelings in a passage using text evidence. Students also write why the character feels that particular way. The first passage can be used for modeling or guided practice and the second
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1st
CCSS:
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Quiz for character feelings: - identifying character feelings explicitly stated in text - identifying character feelings by making an inference - identifying how and why a character's feelings change in a story
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1st
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CCSS:
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These passages can be used to have students identify a character's changing feelings in a story. Then, students use text evidence to determine and write why the character's feelings changed. One passage can be used for modeling and guided
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Grades:
1st
CCSS:
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Students compare Cinderella and Adelita (by Tomie dePaola) based on the elements of the Cindrella character, the stepmother, what was left behind, the party, and the fairy godmother character. Students cut/paste comparisons in a chart. (upon
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1st
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CCSS:
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Can be used for homework for Identifying Changing Feelings (mimics the original passages with a note to families for homework). Students answer a multiple-choice question about a character's feelings change from the beginning to the end of a the
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1st
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CCSS:
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I used this assessment at the end of first grade to assess the following standards: RL.1.1; RL.1.2; RL.1.6; RL.1.7; RL.1.9. There are also 2 questions about fairy tales. The teacher copy is included with rubrics for extended response
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1st
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3.7
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Quick, hands-on practice for commas in a series. Included are two sentences that scholars can cut and glue on to a large piece of construction paper to practice correct comma placement for items in a series. The teacher can use the first sentence
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1st
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CCSS:
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This document includes 4 questions based on The Lion and the Mouse (Reading A-Z version; not included) that focus on character feelings and motivation. Exemplar answers are included, along with space for the teacher to record the student's answer.
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1st
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I used this short story and graphic organizer to help my scholars determine a story's central message.
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1st
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CCSS:
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There are five multiple choice questions. Students must choose the word that rhymes with the word in bold. Students must choose based on the sounds in the word, not the spelling (as each of the answers has a different spelling pattern than the
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Grades:
1st
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2.8
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How to use: Students read singular nouns. Then, students cut to match the corresponding plural noun. Last, students write the plural noun.
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A list (by no means exhaustive) of books students can read based on their STEP level.
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This packet was targeted towards students who had difficultly picking out misspelled words and spelling those words correctly. Skills include: - choosing the misspelled sight word in a sentence - choosing the correct spelling of a misspelled sight
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1st
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Includes cut and paste activities where scholars sort addition equations as true or false and determine which equations need a plus sign. Also includes multiple-choice assessments.
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1st
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This product is geared towards scholars reading on STEP 5 who need to pass STEP 6. It aligns to the version of Goldilocks and the Three Bears found on Reading A-Z. The questions are for parents and scholars to discuss at home. The product includes
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1st
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Scholars will identify the narrator of short stories. They will also identify words spoken by characters in the story vs. the narrator of the story. There is a model, guided practice, and exit ticket included.
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1st
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How to use: Teacher reads word aloud. Students either choose the word with the same beginning digraph (activity 1) or the correct beginning digraph (activity 2)
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1st
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scholars fill in a missing adjective, then draw a picture to match the phrase
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1st
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Students circle the strong verb in a sentence. Then, they draw a picture to match the sentence.
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1st
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Students practice adding the conjunction "and" to sentences. Then, they illustrate the sentence.
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