grade k family resources week 10... · 2020-05-27 · individualized education plan (iep) –...

Grade K

Family Resources

Week 10

May 27 – June 2, 2020

English Language

Arts

Students with

Individual Educational

Plans

Individualized Education Plan (IEP) – English Language Arts At-Home Learning

Kindergarten Week 10 IEP

Kindergarten

Week 10

New Learning

Learning Summary

Reach for Reading Unit 8 Big Question: What is in the sky?

During this 10th week of at home learning, Kindergarteners will begin Unit 8 of their Reach for Reading curriculum, and engage in new learning. Students will read “When is Night-time?” and listen to “The Night is Singing” read aloud. As students read and listen to this week’s stories, they will think about what’s in the night sky and the rhyming words found in a lullaby. In addition, students will identify the long /a_e/ sound in words.

For our students with Individualized Education Plans (IEPs) we have included a list of accommodations for you to use. Feel free to choose the accommodation from the list that best supports your student. The accommodations appear after every task, and are meant to support the learning for that specific task. Please note any accommodations in your student’s IEP that are not listed below may be used as well.

Word Work

Worksheets included:

Task 1:

Read decodable book “The Game” Read the new sound /a_e/ words (Dave, game, Nate, Tate).

What sound does /a_e/ make?

Read the story and underline the sound /a_e/ found in the words. Complete the page titled, Blend Words with /a_e/.

Accommodations for students with IEPs:

1. Read aloud: For students who have difficulty accessing the text – An adult may read the passage to the student.

2. Scribe: For students who have difficulty with writing – the student may verbally respond while an adult writes their response on their paper.

Task 2:

Build words with the long /a_e/ sound. Start with bake. Now change the beginning sound to a /c/.

What’s the new word?

Now change the beginning sound to an /m/.



What is the new word?

Next, change the beginning sound to an /l/.


Finally, change the beginning sound to an /r/.


Write all these words on a piece of paper. Read the words and listen for the rhyme.




Reading Comprehension/ Reader Response

Text: “When is Night-time?” by, Cheryl Ryan [Reading A-Z mini book]

“The Night is Singing” by, Jacqueline Davies

[Teacher Read Aloud Reach for Reading]

Task 1:

Read “When is Night-time?” by Cheryl Ryan. As you are reading, think about all the things that happen when it is night-time. Fold a piece of paper into four parts. Draw and label four things that happened in the story at night-time.

What happens at night-time?




3. Break work into manageable chunks: This allows students to complete this task over an extended period of time. Have your student complete the first section of the organizer. Have



student write, or scribe for them. Provide a break if needed. After the break, repeat the above steps until finished.

Task 2:

Listen to “The Night is Singing” by Ann Jacqueline Davies read aloud. As you listen to the story (Lullaby), think about how the illustrations help you better understand the story.

What is a lullaby? How might it help you fall asleep? Look at the night sky and moon on page 6. When does the story take place? How do you know? How do you think the girl feels when she is in her mother’s arms? How can you tell?

After listening to the story, think about the different sounds you hear at night. Draw a picture of something the girl heard at night. Write a sentence to tell about your picture.




Independent

Reading

Spend 10 minutes each day reading books.


Choose an independent reading level text. Ask your student questions about their reading to check for understanding. Engaging with your student about their reading can increase their interest in reading.

Writing

Opinion Writing/ “I told, drew, and wrote my opinion or likes and dislikes about a topic or book.”

Task 1:

List the different things that happen at night.

What is the best thing to happen at night?



On a blank piece of paper draw a picture of the best thing that happens at night. Include details in your picture that describe why this is the best thing to happen at night.



Task 2:

Choose the best thing to happen at night from the list. Write a sentence that introduces what you think is the best thing to happen at night and a sentence that tells why you think it is the best thing to happen at night-time. Make sure your pictures match your sentences.



Other

MyNGConnect.com

Follow on-line resources for myngconnect.com (elementary) Login to Unit 8 Week 1 vocabulary activities Login to Unit 8 Week 1 Phonics Games/ sound for (a_e)

Mathematics

Math Virtual Learning Kindergarten, Week of May 20th

Kindergarten

Learning Summary: - Students will be able to group ten ones into a ten. - Students will be able to count teen numbers as ten ones and some ones.

Sprints

Students can work on sprints a little each day for no more than 5 minutes. After 5 minutes move on to the SLOT Review and New Learning. Note… The sprints this week are from 1st grade materials. However, they are review material from Kindergarten. First Grade Module 1

- Lesson 1 & 15

SLOT

Review

SLOT or Spaced Learning Over Time is a chance for your student to review concepts taught earlier in the year.

New Learning

The lessons below include New Learning for your student. Most of the work will build on learning that occurred earlier in the year. For help with this new content see the web links below, examples included on this cover page, or the learning packet answer key.

Module 5

- Lesson 13 - Lesson 15 - Lesson 17 - Lesson 19 - Lesson 20

Elephant Counting

Practice counting skills.

Starred Problems

There are two starred problems in this packet. They are intentionally left off of the answer key.

Helpful Web

Links

See the new learning pages for links to helpful videos that go along with those lessons.

Imp

ort

ant

Mat

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oca

bu

lary

Sprints… First Grade Module 1, Lesson 1 & 15 (Note… These are first grade sprints from the

beginning of they year. However, they review Kindergarten level skills.)

What strategy did you use the most when solving these problems?

What other strategies can you use?

What strategy did you use the most when solving these problems?

What other strategies can you use?

SLOT Review….

New Learning… Module 5 Lessons 13, 15, 17, 19, & 20

Families, if you want your kindergartner to have video help,

click here or go to google.com and type in Grade K Module 5

Lesson 13, then click on this video.

https://embarc.online/mod/page/view.php?id=9716

Families, if you want your kindergartner to have video help,


Lesson 15, then click on this video.


Families, if you want your kindergartner to have video

help, click here or go to google.com and type in Grade K

Module 5 Lesson 17, then click on this video.


Families, if you want your kindergartner to have videoelp,

click here or go to google.com and type in Grade K Module

5 Lesson 20 then click on this video.


Families, if you want your kindergartner to have videoelp,


Lesson 20 then click on this video.


Elephant Counting

Say each number the “say ten” way?

What number is one more than each group?

How many elephants all together?

Answer Key:

New Learning:

Students with

Individual Educational

Plans

Math Virtual Learning Kindergarten, Week of May 20th

Kindergarten

Learning Summary: - Students will be able to group ten ones into a ten. - Students will be able to count teen numbers as ten ones and some ones.

Sprints

Students can work on sprints a little each day for no more than 5 minutes. After 5 minutes move on to the SLOT Review and New Learning. Note… The sprints this week are from 1st grade materials. However, they are review material from Kindergarten. Accommodations for students with IEPs Masking: Cover part of the page with a blank piece of paper so the student does not become overwhelmed. Move the cover as they complete the sections. Decrease Work Load: Students may complete fewer items and/ or work for a shorter length of time First Grade Module 1

- Lesson 1 & 15

SLOT

Review

SLOT or Spaced Learning Over Time is a chance for your student to review concepts taught earlier in the year. Accommodation for students with IEPs RE-Teach: Your student may need a quick re-teach of the concept. Decrease Work Load: Students may complete fewer items and/ or work for a shorter length of time

New Learning

The lessons below include New Learning for your student. Most of the work will build on learning that occurred earlier in the year. For help with this new content see the web links below, examples included on this cover page, or the learning packet answer key. Accommodation for students with IEPs: Decrease Work Load: Students may complete fewer items and/ or work for a shorter length of time Extended Time: Allow student additional time to complete the task Breaks: Allow student to take a break from the task if needed Read: When needed read the questions to the student

Module 5

- Lesson 13 - Lesson 15 - Lesson 17 - Lesson 19 - Lesson 20

Elephant Counting

Practice counting skills.

Starred Problems

There are two starred problems in this packet. They are intentionally left off of the answer key. Accommodation for students with IEPs: Scripts: Verbally remind the student the steps needed to complete the problems Extended Time: Allow the student extra time to complete problem Breaks: Allow breaks in the task

Helpful Web

Links

See the new learning pages for links to helpful videos that go along with those lessons. Dream box: Your student’s special education teacher will assign skills for your student work on. Dream box is accessed through the district website through Clever

Science

Kindergarten Week 10

Science At-Home Learning

Kindergarten Week 10

Learning Summary TCI Unit: Pushes and Pulls, lesson 5 This week, kindergarten students will learn science concepts from their TCI Bring Science Alive! textbook in unit 2, Pushes and Pulls. Students will explore and discover—

• People can use tools or materials to build something to make objects move. Ramps or bumpers can be used to change the speed or direction of moving objects. Designs are tested to make sure they are safe. Students will also review important science vocabulary words: ramp and design.

Essential Guiding Question

How do people design things that move? When people want to make an object move or change its direction or speed, they can solve this problem through engineering. Such problems may have many acceptable solutions.

Vocabulary

• ramp, design

• Sort the picture cards into two groups, ones that are ramps and others that show a design or someone designing something.

• To learn more about each word and more about building ramps, look at the TCI Science Journal-- ramp: pages 59-60, design: page 59

Independent Science Activity

• At your house, build a ramp by propping up one end of a large book or a piece of cardboard. Collect

things that you think will roll down the ramp—for example, a crayon, a toy car, a ball, a toilet paper

roll. What could you do to the ramp to make the objects roll faster? How about more slowly?

• Build four different ramps and test how far a matchbox car or small ball travels on each ramp.

When you have built each ramp let a car or small ball roll down each ramp (no pushes!) and place a

little card or piece of paper where your car or small ball came to a stop. After testing each ramp,

draw a picture of the ramp that made your car or small ball go the furthest and a picture of the

ramp that made your car or small ball go the shortest distance on the Ramp Recording sheet. Tell a

friend or family member why you think each ramp made the car or small ball travel the way it did.

Science Connections &

Extensions

• With an adult, take a walk around your school or near where you live. Look for ramps, see how many ramps you can find. Look for curb cuts in the sidewalk and entrance ramps to buildings. How can ramps make it easier for people in wheelchairs or with strollers to get around?

• Check with an adult to see if it is okay to go to a playground. If going to a playground is okay, take small objects such as a toy animal, a leaf, a stick, a mitten, or a ball with you. Place the objects on the slide and watch what happens. Talk with your adult about what happened. Why do you think each item moved like it did? What do you think made some items move so fast, slow, in a line, back and forth or not at all?

Other

TCI

• Visit TCI online Kindergarten Unit 2 Pushes and Pulls the Lesson Game for Lesson 5.

• Rolling Down Ramps (video) https://ca.pbslearningmedia.org/resource/248b9066-52b5-47ac-a61b-

1622097e2ce9/rolling-down-ramps/

• How to be an Inventor (simulation) https://pbskids.org/martha/stories/truestories/inventor_story.html

• How to Build a Rocket and Think Like an Engineer (video) https://ca.pbslearningmedia.org/resource/41538bdc-c095-48d2-b87a-a65f762d0fd4/how-to-build-a-rocket-and-think-like-an-engineer/

• Forces Can Push or Pull (video song) https://youtu.be/E-SnC_WKsCg

https://ca.pbslearningmedia.org/resource/248b9066-52b5-47ac-a61b-1622097e2ce9/rolling-down-ramps/

https://ca.pbslearningmedia.org/resource/248b9066-52b5-47ac-a61b-1622097e2ce9/rolling-down-ramps/

https://pbskids.org/martha/stories/truestories/inventor_story.html

https://ca.pbslearningmedia.org/resource/41538bdc-c095-48d2-b87a-a65f762d0fd4/how-to-build-a-rocket-and-think-like-an-engineer/

https://ca.pbslearningmedia.org/resource/41538bdc-c095-48d2-b87a-a65f762d0fd4/how-to-build-a-rocket-and-think-like-an-engineer/

https://youtu.be/E-SnC_WKsCg

Kindergarten Week 10 Card Sort Picture Cards

ramp design

Kindergarten Week 10 Ramp Recording Sheet

After building and testing 4 different ramps, draw a picture of the ramp that made your car or small ball go the farthest and the ramp that made your car or small ball so the shortest distance.

Car or small ball went the farthest on this ramp. Car or small ball went the shortest distance on this ramp.

Why do you think each ramp made the car or small ball travel the way it did?

Fine Arts

Fine Arts At-Home Learning Grades K-5

2020 Fine Arts At-Home Learning

GRADE K-5

Learning Summary: MUSIC

Student will continue to build on music skills and knowledge previously acquired during weekly fine arts classes.

RESOURCES Access Your Online Quaver Student Access Account For FIRST-TIME users:

1. Go to the Clover Park website.

2. Click: Student

3. Choose District Learning Apps from the drop-down menu.

4. Click: Clever Portal

5. Click: Log in with Active Directory

6. Put in your Username and Password.

7. Scroll down until you see QuaverMusic.com.

8. Click: Quaver

9. Click: No I Need a New Account Note: If you choose Access QuaverMusic with Adobe Flash, you will need to click on the yellow Student tab at the bottom of the screen to go to Assignments.

10. Click: Student (at bottom of page)

11. Click: Assignments

12. Click on the lesson your teacher assigned, & click Launch.

MUSIC LESSON

Log in to your Quaver account to see the music lesson your fine arts teacher has assigned for you. Upon completion, your fine arts teacher will review your work and give you feedback.



Access K-5 Weekly Quaver Music Lesson at Home!

Dear Student & Family, To continue building your musical talents, log into your student Quaver account from home and complete a weekly lesson your teacher has assigned for you. If you have never logged in from home, see below for instructions on how to do so. HOW TO ACCESS QUAVER FROM HOME: 1. Decide if you want to use Flash or not. (See

screenshot at right.)

The first time you enter Quaver, you’ll see the Flash decision page. You may complete your lessons with or without Flash. However, you need Flash to enable your avatar.

At any time, you can switch back to using Flash. Scroll down to the bottom the page and click "CLICK TO ACCESS QUAVERMUSIC WITH FLASH.”

2. Get to know your Student Dashboard

Your QuaverMusic.com experience all happens right here on the Student Dashboard! Your teacher’s weekly assignment will be waiting for you here. Click “Assignments.”

Additionally, consider exploring… Student Interactives: Explore a full

menu of additional engaging web-based activities.

Creatives: Compose your own pieces on piano, drums, guitar and more! QuaverBooks: Explore digital books about musical styles and time periods and take quizzes to test

what you’ve learned.



¡Accede la Lección Semanal de Música Quaver K al 5 en tu Casa!

Estimado(a) Estudiante y Familia: Para continuar desarrollando tus talentos musicales, inicia sesión (log into) en tu cuenta de estudiante Quaver desde tu casa y completa la lección semanal que tu maestro(a) te ha asignado. Si nunca has iniciado una sesión desde tu casa, consulta abajo las instrucciones sobre cómo hacerlo. CÓMO ACCEDER QUAVER DESDE LA CASA: 3. Decide si quieres usar Flash o no. (Ver imagen a

la derecha).

La primera vez que ingreses a Quaver, verás la página de la decisión si usar Flash o no. Tú puedes completar tus lecciones con o sin Flash. Sin embargo, necesitas usar Flash para habilitar tu avatar.

En cualquier momento, puedes volver a usar Flash. Deslízate hacia la parte inferior de la página y haz clic en "CLICK TO ACCESS QUAVERMUSIC WITH FLASH” (Clic para Acceder Quavermusic con Flash).

4. Familiarízate con tu Dashboard (Tablero) de

Estudiante

¡Tu experiencia QuaverMusic.com ocurre aquí mismo en el Dashboard del Estudiante! Las asignaturas semanales de tu maestro(a) te estarán esperando aquí. Haz clic en “Assignments” (Asignaturas).

Adicionalmente, considera explorar… Estudiantes interactivos: Explora un

menú completo de atractivas actividades basadas en la Internet.

Creativos(as): ¡Puedes componer tus propias piezas en piano, batería, guitarra y más! QuaverBooks: Explora libros digitales sobre estilos musicales, épocas musicales en el tiempo y toma

pruebas (quizzes) para probar lo que has aprendido.

Social Emotional Learning

grade k family resources week 10... · 2020-05-27 · individualized education plan (iep) –...

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