AGES 6–7 · GRADE 1

Week 2
Pigs, Pins & Perfect Tens
Five Fully-Scripted Days — Reading, Math, Writing & Enrichment

PART 2 · Week 2

Adding short-i word families to last week's short-a skills, and

stretching every math skill from 5 up to 10.
 First Grade Learning
WEEK AT A GLANCE
Adventure

Week 2 at a Glance

Subject Day 1 · Mon Day 2 · Tue Day 3 · Wed Day 4 · Thu Day 5 · Fri

Short-i intro + - Word family -it Mixed review (short-a

Word family -in + Fluency mini-
Reading ig family (pig, + sight word + short-i) + sight
sight word “and” story + retelling
big, dig) “see” words “I,” “you”

Counting & Comparing numbers: Mixed practice +

Addition within Subtraction within
Math number bonds greater than, less word problems
10 10
to 10 than, equal to within 10

Sentence copy: “My Family”

Cut-and-build
Writing Letters i, p, n, g “I can sit and independent Tricky letters p/q
sentence puzzle
dig.” writing

2D shape What comes Which One Friday logic

Picture analogies
Enrichment attributes (sides next? (AABB Doesn't Belong? challenge +
warm-up
& corners) patterns) round 2 weekly check-in

Same four-block structure as Week 1. Reading now layers a second short vowel sound on top of short-a, and Math
stretches every skill from within-5 to within-10.

PART 2 · Week 2: Pigs, Pins & Perfect Tens Page 2

 First Grade Learning
DAY 1 · MONDAY
Adventure

Day 1 · Monday — Meet Short-i Day · part 1 of 2

READING · Meet Short-i — the -ig Family

Objective: She will identify the short-i sound and blend three -ig family words (pig, big, dig).
Materials: Letter tiles (p, i, g, b, d), whiteboard, last week's -at word cards for warm-up.

Warm-up: “Quick review — show me cat, hat, and sat from last week.”
I Do: “Today we meet a new vowel sound: short i, like in ‘itch.’ Watch me build p…i…g — piiig — pig!”
We Do: “Let's swap the p for a b. What's the new word?”
You Do: “Your turn — swap the b for a d and tell me the word.”

Build and read: pig, big, dig

Sort word cards into two piles: short-a words vs. short-i words

Review: Blending short-a CVC words (Week 1, Day 1) Extension: Add fig and wig to the -ig family

Gifted: Ask: “How does your mouth feel different when you say short a versus short i? Try both sounds and notice.”

Homework: Find 3 things around the house that start with the /p/ sound

Check: Can she independently blend pig, big, and dig without help?

MATH · Counting & Number Bonds to 10

Objective: She will count a set of up to 10 objects and find at least two ways to split 10 into two parts.
Materials: 10 two-color counters, a number-bond mat (or hand-drawn), a 1–20 number line.

I Do: “Let's count all the way to 10 with these counters, touching one for each number. Now watch
— I split them: 7 and 3. That's a bond for 10!”
We Do: “Let's shake and split them together, then write the bond.”
You Do: “Shake and split three more times on your own, and tell me each bond.”

Find at least 4 different ways to split 10 (e.g., 9+1, 8+2, 6+4, 5+5) and record each on the bond mat

Review: Counting to 10 and number bonds to 5 (Week 1, Days 1–2)

Extension: Try finding every single way to split 10 (there are 11!)

Gifted: Ask: “Is there a bond where both parts are the same number? What's special about that one?” (introduces the idea of
doubles)

Homework: Split 10 crackers between two stuffed animals a different way each time at snack

Check: Can she find at least 4 different number bonds for 10 independently?
 First Grade Learning
DAY 1 · MONDAY
Adventure

Day 1 · Monday — Meet Short-i Day · part 2 of 2

WRITING · Letters i, p, n, g

Objective: She will form lowercase i, p, n, and g starting at the correct point, including the letters that dip
below the line (p, g).
Materials: Pencil, handwriting practice page (Part 4, Week 2 Day 1 sheet).

I Do: “Watch — i is just a short line with a dot on top. But p and g are tall AND they dip down below
the line, like a tail!”
We Do: “Let's trace three of each together, saying ‘down and dot’ for i and ‘down past the line’ for p
and g.”
You Do: “Now write a full row of each letter on your own.”

Trace and then independently write a full line each of i, p, n, and g on the practice sheet

Review: Letter formation for a, c, t (Week 1, Day 1) Extension: Write the full word pig, combining today's letters

Gifted: N/A today (introduced Day 4) Homework: Practice writing her name, noticing which letters dip below the line

Check: Are the dipping letters (p, g) clearly going below the writing line?

ENRICHMENT · Shape Attributes (Sides & Corners)

Objective: She will identify and count the sides and corners of common 2D shapes.
Materials: Shape cards or cut-out shapes (circle, square, triangle, rectangle), a mirror or a piece of paper to fold.

I Do: “A triangle has 3 sides and 3 corners. Let's count them together with our finger.”
We Do: “Now let's count the sides and corners of a square together.”

Count and record the sides and corners of circle, square, triangle, and rectangle
Hunt around the house for a real example of each shape

Review: AB and AAB patterns (Week 1) Extension: Find or draw a shape with 5 sides (pentagon) and count its corners

Gifted: Ask: “Is a square just a special kind of rectangle? Why or why not?” (early geometric category thinking)

Homework: None today Check: Can she correctly count sides for at least 3 of the 4 shapes?

PART 2 · Week 2: Pigs, Pins & Perfect Tens Page 4

 First Grade Learning
DAY 2 · TUESDAY
Adventure

Day 2 · Tuesday — New Sound, New Sight Word · part 1 of 2

READING · The -it Family + Sight Word “see”

Objective: She will read four -it family words (sit, hit, fit, bit) and recognize the sight word “see” by sight.
Materials: Letter tiles, index card with “see” written large, yesterday's -ig word cards.

Review: “Quick warm-up — show me pig, big, dig from yesterday.”

I Do: “This word, see, is a snap word with two e's that make one long ‘ee’ sound. Say it with me five
times.”
We Do: “Let's build sit together using our -it ending trick.”
You Do: “Now you build hit and fit on your own.”

Build the whole -it family: sit, hit, fit, bit

Find “see” three times in a picture book and point to it each time

Review: Rebuild pig, big, dig from Day 1 first Extension: Add kit and lit to the family

Gifted: Ask: “What's the same about all these -it words? What part never changes?”

Homework: Find one more -it word somewhere in a book

Check: Can she read all four -it words and point out “see” on a page without help?

MATH · Addition Within 10

Objective: She will solve addition problems within 10 using counters and record the equation.
Materials: 10 counters, whiteboard, the + and = symbol cards.

I Do: “Here are 6 counters, and here are 3 more. 6 + 3 = 9. Watch me count on from 6: 7, 8, 9!”
We Do: “Let's put 4 and 4 together — how many all together? Let's write the equation.”
You Do: “Now solve 5 + 4 on your own with the counters, then write it.”

Solve and write 5 addition equations within 10 using physical counters each time

Review: Addition within 5 and number bonds to 10 (Week 1 Day 3, Week 2 Day 1)

Extension: Try one addition problem using the “count on” strategy without counters at all

Gifted: Ask: “Which is faster — counting all the counters from 1, or starting at the bigger number and counting on? Why?”

Homework: Find two small groups of toys totaling close to 10 and add them together

Check: Can she solve 3 out of 5 addition problems within 10 independently?

PART 2 · Week 2: Pigs, Pins & Perfect Tens Page 5

 First Grade Learning
DAY 2 · TUESDAY
Adventure

Day 2 · Tuesday — New Sound, New Sight Word · part 2 of 2

WRITING · Sentence Copying

Objective: She will copy the sentence “I can sit and dig.” with correct spacing and a capital letter at the start.
Materials: Practice sheet (Part 4, Week 2 Day 2 sheet) with the sentence printed above blank lines, pencil.

I Do: “Watch how I start with a capital I, and leave a finger-space between each word.”
We Do: “Let's write the first three words together, leaving that finger-space.”
You Do: “Finish the rest of the sentence on your own.”

Copy the full sentence onto the practice lines, then draw a picture of someone digging

Review: Letter formation for i, p, n, g (Day 1) Extension: Write one more sentence of her own using the word “see”

Gifted: N/A today Homework: N/A

Check: Are there visible spaces between each word, and a capital I at the start?

ENRICHMENT · What Comes Next? (AABB Patterns)

Objective: She will identify and extend an AABB repeating pattern, one step more complex than Week 1's AAB
pattern.
Materials: 20 mixed buttons or blocks in 2 colors/shapes.

I Do: “This pattern is trickier: red, red, blue, blue, red, red, blue, blue… Watch how TWO of each color
come in a row.”
We Do: “Let's build one together and you tell me what comes next each time.”

Build and extend 2 different AABB patterns, then invent her own ABBA pattern

Review: AB and AAB patterns (Week 1) Extension: Try an AAABBB pattern (three of each)

Gifted: Ask her to describe the RULE for her pattern in a full sentence, e.g. “two reds, then two blues, and it keeps going.”

Homework: None today Check: Can she extend an AABB pattern for at least 2 more full cycles?

PART 2 · Week 2: Pigs, Pins & Perfect Tens Page 6

 First Grade Learning
DAY 3 · WEDNESDAY
Adventure

Day 3 · Wednesday — Third Family Day · part 1 of 2

READING · The -in Family + Sight Word “and”

Objective: She will read four -in family words (pin, win, fin, tin) and recognize the sight word “and.”
Materials: Letter tiles, index card with “and” written large.

I Do: “Here's another snap word: and. We use it to join two things together, like ‘cat and dog.’”
We Do: “Let's build pin together using our -in ending trick.”
You Do: “Now build win and fin on your own using -in.”

Build the -in family (pin, win, fin, tin) and reread the -it family from Day 2

Review: Rebuild yesterday's -it family first Extension: Mix -it and -in words together and sort them by family

Gifted: Ask: “Can you make up a silly sentence using three of today's words?”

Homework: Circle every -in word you can find on one page of a book

Check: Can she read at least 6 of the 8 new/reviewed family words with minimal prompting?

MATH · Subtraction Within 10

Objective: She will solve subtraction (take-away) problems within 10 using counters.
Materials: 10 counters, whiteboard, the – symbol card.

I Do: “I have 8 counters. Watch — I take away 3. 8 – 3 = 5.”

We Do: “Let's take away 4 from 9 together and count what's left.”
You Do: “Now try 10 – 6 on your own with the counters.”

Solve and write 5 subtraction equations within 10, physically removing counters each time

Review: Addition within 10 (Day 2) and subtraction within 5 (Week 1 Day 4)

Extension: Try one mixed problem: 10 – 4 + 2

Gifted: Ask: “If 8 – 3 = 5, what do you think 5 + 3 equals? Try it — notice anything?” (introduces addition/subtraction as inverse
operations)

Homework: At snack, start with 10 crackers and count how many are left after eating some

Check: Can she solve 3 out of 5 subtraction problems within 10 independently?

PART 2 · Week 2: Pigs, Pins & Perfect Tens Page 7

 First Grade Learning
DAY 3 · WEDNESDAY
Adventure

Day 3 · Wednesday — Third Family Day · part 2 of 2

WRITING · “My Family” Independent Writing

Objective: She will independently write 2–3 simple sentences about her family using a word bank for support.
Materials: My Family writing page (Part 4, Week 2 Day 3 sheet) with a word bank (mom, dad, sister, brother, grandma,
grandpa, pet) and sentence starters.

I Do: “I'm going to write about my family: ‘I have a…’ Watch me use the word bank if I get stuck on a
spelling.”
We Do: “Let's start your first sentence together: ‘My family has…’ — you finish it.”
You Do: “Now write two more sentences about your family on your own.”

Write 2–3 original sentences about her family, then illustrate one of them

Review: Sentence spacing and capitalization (Week 2 Day 2)

Extension: Add a 4th sentence describing a favorite family activity Gifted: N/A today Homework: N/A

Check: Did she write at least 2 complete, spaced-out sentences with support from the word bank?

ENRICHMENT · Which One Doesn't Belong? (Round 2)

Objective: She will identify which of 4 items doesn't share a common attribute with the others and justify her
answer, using a new theme (numbers and animals).
Materials: Which One Doesn't Belong? Round 2 cards (Part 4, Week 2 Day 3 Enrichment sheet).

I Do: “Here are 4 numbers: 2, 4, 6, 7. Which one doesn't belong? Why?”

We Do: “Let's look at this next set together — there might be more than one right answer! Tell me
your reasoning.”

Complete 4 rounds of Which One Doesn't Belong?, explaining her reasoning out loud each time

Review: Which One Doesn't Belong? Round 1 and sorting rules (Week 1)

Extension: Try a round where she has to find two different valid answers for the same 4 items

Gifted: This activity IS the gifted challenge today — there is no single correct answer, and explaining reasoning out loud is exactly
the skill CogAT-style reasoning tests measure.

Homework: None today

Check: Can she give a reasonable justification, even if her answer differs from the 'expected' one?

PART 2 · Week 2: Pigs, Pins & Perfect Tens Page 8

 First Grade Learning
DAY 4 · THURSDAY
Adventure

Day 4 · Thursday — Mixed Review Day · part 1 of 2

READING · Mixed Review + Sight Words “I,” “you”

Objective: She will read a mix of short-a and short-i word families and recognize two new sight words, “I” and
“you.”
Materials: All word cards from Weeks 1–2, two new sight word cards.

I Do: “Two new snap words today: I and you. Let's say them five times each.”
We Do: “Let's shuffle cards from BOTH weeks and read five together.”
You Do: “Now you read the rest of the pile on your own — I'll help only if you're stuck more than a
few seconds.”

Read through a shuffled deck combining Week 1 and Week 2 words (about 24 cards) at least once

Review: All word families from Weeks 1–2

Extension: Time how many cards she can read correctly in 60 seconds, and try to beat it tomorrow

Gifted: Ask her to sort the deck into piles by vowel sound (short-a vs. short-i) herself, with no families labeled

Homework: Read the word deck to a family member before bed

Check: Can she read at least 18 of 24 cards independently?

MATH · Comparing Numbers (Greater Than, Less Than, Equal To)

Objective: She will compare two numbers within 10 and correctly use greater than, less than, or equal to.
Materials: Two sets of counters, number cards 0–10, >/</= symbol cards (or draw a hungry alligator mouth — it eats
the bigger number!).

I Do: “Here are 7 counters, and here are 4. The alligator's mouth always opens toward the BIGGER
number — it wants to eat more! 7 is greater than 4.”
We Do: “Let's compare 3 and 8 together — which way does the alligator's mouth open?”
You Do: “Now compare 6 and 6 on your own — what symbol do we use when they're the same?”

Compare 5 different pairs of numbers within 10 using the alligator-mouth trick and the correct symbol

Review: Counting and number bonds to 10 (Day 1)

Extension: Compare three numbers at once and put them in order from least to greatest

Gifted: Ask: “Can you find two DIFFERENT pairs of numbers that both use the greater-than symbol correctly?”

Homework: Compare who has more of something at snack time (crackers, grapes, etc.) using the vocabulary

Check: Can she correctly compare at least 4 of 5 number pairs?

 First Grade Learning
DAY 4 · THURSDAY
Adventure

Day 4 · Thursday — Mixed Review Day · part 2 of 2

WRITING · Tricky Letters p/q

Objective: She will correctly form and distinguish the frequently-confused letters p and q.
Materials: Practice sheet (Part 4, Week 2 Day 4 sheet), a toy (or picture of a) kite for the 'q has a tail like a kite string'
memory trick.

I Do: “p and q look like mirror images! Here's a trick: q always has a little tail, like it's flying a kite. p
doesn't.”
We Do: “Let's trace 3 p's while saying ‘down, then around,’ then 3 q's while saying ‘down, around,
then a tail.’”
You Do: “Now write a full row of p's, then a full row of q's, checking with the kite-tail trick if you're
unsure.”

Practice the 'kite-tail' trick, then complete the p/q discrimination worksheet

Review: Tricky letters b/d (Week 1, Day 4) and letter formation for p (Week 2, Day 1)

Extension: Compare all four tricky letters together: b, d, p, q Gifted: N/A today

Homework: Practice the kite-tail trick 5 times before bed

Check: Does she reverse p/q less than half the time by the end of practice?

ENRICHMENT · Picture Analogies Warm-Up

Objective: She will complete a simple picture analogy (A is to B as C is to ___) as an early introduction to
analogical reasoning.
Materials: Picture analogy cards (Part 4, Week 2 Day 4 Enrichment sheet) — simple, concrete relationships only.

I Do: “Look: a baby dog is a puppy. So a baby cat is a… kitten! That's called an analogy — dog is to
puppy as cat is to kitten.”
We Do: “Let's try one together: shoe is to foot as glove is to…?”

Complete 4 simple picture analogies, explaining the relationship in her own words each time

Review: Sorting and Which One Doesn't Belong? (Weeks 1–2)

Extension: Try inventing her own analogy pair for a family member to solve

Gifted: This is a gentle preview of Part 5's analogy pages — the goal is simply noticing that two pairs can share the SAME kind of
relationship.

Homework: None today Check: Can she complete at least 3 of 4 analogies, even with a hint on the relationship?

PART 2 · Week 2: Pigs, Pins & Perfect Tens Page 10

 First Grade Learning
DAY 5 · FRIDAY
Adventure

Day 5 · Friday — Fluency & Friday Fun · part 1 of 2

READING · Fluency Mini-Story

Objective: She will read a short original decodable passage combining short-a and short-i words from both
weeks and answer a retelling question.
Materials: “The Big Pig Can Dig” mini-story (Part 4, Week 2 Day 5 sheet — original, decodable, uses only Weeks 1–2
words).

I Do: “This story uses words from BOTH weeks! Let's read the title together.”
We Do: “Let's read the first two sentences together, pointing to each word.”
You Do: “Now read the rest of the story on your own. I'll just listen.”

Read the full mini-story once with support, once independently

Answer: “Where did the pig dig?” (retelling check)

Review: All word families and sight words from Weeks 1–2

Extension: Reread the story a third time and try to read it faster and smoother

Gifted: Ask her to draw what she thinks the pig finds while digging — an inference/creative question

Homework: Read the story to a family member

Check: Can she read the story with 90%+ accuracy and answer the retelling question correctly?

MATH · Mixed Practice + Word Problems Within 10

Objective: She will solve 2 addition, 2 subtraction, and 1 comparison word problem within 10, choosing the
correct operation herself.
Materials: Counters, the Week 2 math word-problem sheet (Part 4, Week 2 Day 5 sheet).

I Do: “Listen: ‘6 pigs were in the mud. 3 more pigs joined. How many pigs now?’ Add or take away?
How do you know?”
We Do: “Let's solve one together, deciding first whether it's a +, –, or comparison problem.”
You Do: “Now solve the rest of the word problems on your own sheet.”

Solve all 5 word problems, using counters as needed, circling the operation before solving each one

Review: Addition, subtraction, and comparing within 10 (Days 2–4)

Extension: Try one word problem with a missing addend (e.g., “6 and how many more make 10?”)

Gifted: Ask her to write her OWN word problem for a family member to solve Homework: None today

Check: Did she choose the correct operation for at least 4 of the 5 problems?
 First Grade Learning
DAY 5 · FRIDAY
Adventure

Day 5 · Friday — Fluency & Friday Fun · part 2 of 2

WRITING · Cut-and-Build Sentence Puzzle

Objective: She will physically rebuild a scrambled sentence into correct word order and copy it.
Materials: Word cards for the sentence “The big pig can dig.” cut apart, glue stick, sentence puzzle sheet (Part 4, Week 2
Day 5 sheet).

I Do: “These words are all mixed up again! Watch me put them in order, starting with a capital
letter.”
We Do: “Let's mix them up again and rebuild it together.”
You Do: “Now you rebuild it a third time on your own, then glue the words down in order and copy
the sentence below.”

Rebuild the scrambled sentence 2–3 times, then glue and copy the final version

Review: Sentence spacing and capitalization (Weeks 1–2)

Extension: Scramble a second, slightly longer sentence for her to solve

Gifted: Ask her to build her OWN 5-word sentence using this week's word cards, in any order that makes sense

Homework: N/A Check: Did she identify the correct word order without more than one hint?

ENRICHMENT · Friday Challenge + Weekly Check-In

Objective: She will complete an open-ended logic puzzle and the family will review the week's four big
objectives together.
Materials: Friday logic puzzle sheet (Part 4, Week 2 Day 5 Enrichment sheet), Week 2 tracker from Part 8.

I Do: “This puzzle is all about shapes and thinking again, but a little trickier than last week. Let's look
at the first one together.”
Wrap-up: “Let's look back at everything we learned this week — what was your favorite part?”

Complete the Friday logic puzzle

Fill in the Week 2 tracker together and celebrate with a sticker

Review: This IS the week's cumulative review Extension: Try the “bonus round” puzzle at the bottom of the sheet

Gifted: Puzzle is intentionally open-ended — there may be more than one valid solution path; ask her to explain her thinking either
way

Homework: None — enjoy the weekend!

Check: Weekly assessment: review all 4 daily checks above — 3 or more independent = ready for Week 3; fewer = revisit that skill
Monday using a different modality (see Part 1, Section 2.4)
 First Grade Learning
WHAT'S NEXT
Adventure

Coming Up Next

Nice work finishing Week 2! Next up is the matching Week 2 worksheet pack — handwriting pages for i/
p/n/g, the “My Family” writing sheet, math practice up to 10, the p/q discrimination page, and the Day 5
decodable story “The Big Pig Can Dig,” each with directions, examples, and an answer key.
Weeks 3 and beyond can keep building the same way — just say the word whenever you're ready for
more.

PART 2 · Week 2: Pigs, Pins & Perfect Tens Page 13