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Students will learn 1-2 focus TEKS in every content area over the course of the week. These TEKS will be the focus of the lessons provided by teachers. The focus TEKS and additional TEKS for each week will be reinforced in daily activities referenced below. Are Checkpoints for Understanding are questions designed to help gauge student progress toward the learning goal. These can be discussed during class meetings or reflected on in a journal entry, etc.

Week 7: Animals Monday Tuesday Wednesday Thursday Friday

Emergent Writing

Animal KingdomReino Animal

Vocabulary Cut Outs

Palabras Del Vocabulario Recortables

Stages of Writing English

Stages of Writing Spanish

PK Guideline: IV.C.3: Child independently uses letters to make words or parts of words.

Learning Goal(s): Your learner will write simple words, copy words and attempt to create words.

Activity:Connected to Literacy

After reading the Animal Kingdom have your learner draw and label their 3 favorite animals. Why are those your favorite animals? What makes them special? Where do they live?

Activity:Connected to Social Studies

After brainstorming the people who care about you and what you do together. Have your learner draw all the people they care about. Label this drawing with their names. Consider making more drawings and giving them as gifts to these special people in your life!


Cut out the animal vocabulary. Have your learner copy each word and then draw an image to match each new animal vocabulary word.

Activity:Connected to Social Studies

After brainstorming who the community helpers are in your community, have your learner write a Letter to a community helper or family member thanking them.


Ask your learner to write about each animal they used in their story. Invite them to draw an animal they love that was not included in the animal cutouts to add to their story.

Checkpoint for Understanding:

Can your learner write letter-like


Can your learner write letter-like


Can your learner copy and form the


Can your learner write letter like


Can your learner write letter like

symbols, or letter strings to attempt to label their animals? Does your learner use their knowledge of letter sounds to identify the first letter in the animal name?Use the Emergent Writing Stages as a guide.

symbols, or letter strings to attempt to label the people who care about them? Does your learner use their knowledge of letter sounds to identify the first letter in the names?Use the Emergent Writing Stages as a guide.

letters in the vocabulary cards?

forms, or letter strings to attempt to label community helpers? Does your learner use their knowledge of letter sounds to identify the first letter of the helper job?Use the Emergent Writing Stages as a guide.

forms, or letter strings to attempt to write an animal story? Does your learner use their knowledge of letter sounds to identify the first letter of words?Use the Emergent Writing Stages as a guide.

Emergent Literacy

Animal KingdomReino Animal

Animal Vocabulary

Vocabulario Animal

Animal Cutouts/ Animales recortables

PK Guideline: II.D.2 Child demonstrates understanding of terms used in the instructional language of the classroom.III.D.3. Child asks and responds to questions relevant to the text read aloud.

Learning Goal(s): Your learner will ask and respond to questions related to a book or story.

Activity:Connected to Science

Read Animal Kingdom. Stop frequently to ask your learner questions about the story. Ex: After reading the armadillo part, ask you learner what the armadillo was teaching. Before you get to reading the spider page ask your learner, what do you

Activity:

Remind your learner of the book Animal Kingdom. Notice how each animal gave advice and taught something. Have your learner make up a story about animals teaching them different things. Point out an example from the story for your

Activity:Connected to writing

Act out the animal themed vocab words. Use your whole body and move around your living space!Ex: “Show me what slither looks like”“Show me how you fly”

Activity:

Re-read Animal Kingdom. As you read pause and ask your learner questions about the story. What do you like about this story? How does it make you feel? What personal connections can you make to this story about animals?

Activity: Connected to Science

Assist or have your learner cut out the animals. Ask them to create a story with the animals. Tell me a story about all these animals. Are they friends? Do they live together or in different places? What does each animal do? Encourage your learner to think

think the spider is going to teach you how to do? After reading the whale part ask your learner what was something they learned about whales.

learner. Ex: “The spider taught you how to spin a web.” Create a story example for your learner. Ex: “My name is cat and I’m going to teach you how to be sneaky. First practice tip toeing and moving without making a sound.”

about developing a beginning, middle and end to their animal story.


Can your learner respond to questions during and after reading the story? Can your learner engage in a conversation about the story?


Can your learner create a story about animals using instructional language and background knowledge?


Can your learner demonstrate understanding of vocabulary words by acting them out?


Can your learner respond to questions during and after reading the story? Can your learner make and communicate personal connections to the story?


Can your learner create a story about animals using instructional language and background knowledge with a beginning, middle and end?

Additional Reading Suggestions: Read at least 20 minutes a day with your learner. Discuss what was read and ask your learner to write or draw about their understanding of the story or the main details of the story.

PK Guideline: VI.B.1. Child observes, investigates, describes and discusses the characteristics of organisms. VII.B.3. Child discusses the roles and responsibilities of family, school, and community helpers.

Learning Goal(s): Your learner will be able to discuss the characteristics of organisms. Your learner will be able identify and discuss family, school and community helpers.

Science&

Social Studies

People Care About Me

The Helpers Who Keep Me Safe

La Gente Se Preocupa Por Mi

Los trabajadores que me mantienen a salvo

Activity: ScienceConnected to Literacy

The Animal Kingdom includes three animals; a whale, spider, and an armadillo. Ask your learner to describe each animal. How do they look? How do they move? What is their size? How are they different from each other?

Activity:Social StudiesConnected to writing

Think about all of the people who care deeply about you. Think about what you do together. Help your learner create a list of these important people and what they enjoy doing together. How can you show how you care for others?

Activity: ScienceConnected to writing.

Brainstorm with your learner which animals are associated with each vocabulary word. As the week goes on, add to the list. Ex:

Activity:Social StudiesConnected to writing

Think about who all the community helpers are in your community. Consider your caregivers, teachers,doctors, nurses, firefighters and anyone else who is a helper. Help your learner think about a list of all of your community's helpers. Include specific helpers names, or general jobs. Discuss why each of these individuals roles are so important and how they help!

Activity: ScienceConnected to Literacy

Using the Animal Cutouts, have your learner color or talk about what color each animal is. Ask them to tell you about each animal. Where does each animal live? Which animals fly? What is the texture of their body? How does each animal move? If your learner doesn’t know or is curious about an animal, have them ask the people in your living space. Or use this opportunity to have your learner call someone to ask them what they know about an animal.


Can the learner speak in detail about animals? Was your


Can your learner identify and discuss important people to


Is your learner about to identify some animals that are


Can your learner identify and describe the jobs of


Can the learner speak in detail about animals? Was your

learner able to describe each animal the book features?

them and what they like to do with these special people?

associated with the vocabulary cards traits?

community helpers? Can they discuss the ways these helpers are helpful?

learner able to describe each animal cut out?

Mathematics

Shape Hunt Tally Sheet Eng& Spanish

Shapes Drawing English& Spanish

Shapes Bingo Cards English & Spanish

PK Guideline:V.C.1: Child names common shapes.

Learning Goal(s): The learner can name and describe at least three shapes.

Activity: Connected to Literacy

Have your learner look at the spider web from the book, Animal Kingdom. Are there shapes they can name in the spider web? Have your learner draw their own spider web and ask them to name the shapes in their spider web.

Activity:

Go on a shape hunt! Find a variety of objects in your living space. Consider collecting information or data on what shapes you find. Place a tally mark, little line under each shape you find. After you are finished playing which shape did you find the most? The least?

Activity:

Shapes are all around us! Draw a picture using shapes. Use your imagination! What can a rectangle be? A circle? An oval? A triangle? A square? Get creative with shapes!

Activity:

Play Shape Bingo! Cut out the shape cards and mix them up. Use beans or other small objects to mark the bingo cards when a matching shape is pulled from the pile. First to fill up their shape card shout BINGO!

Activity:

Math & Movement! Can you use your body to make shapes? Think of a body movement to create a circle, square and triangle. Once you have a movement for each make up a dance that uses these shapes!

Checkpoint for Understanding: Can your learner identify and describe shapes? How many sides? How many


Can your learner find and identify shapes around your living space? Can


Can your learner draw, identify and describe shapes?


Can your learner match, identify and describe shapes while playing the


Can your learner use their body to make shape like forms? Can they

corners? they describe each shape?

game? identify and describe each shape they make?

Fine Arts

PK Guideline:VIII.C.1 Child creates or recreates stories, moods, or experiences through dramatic representationsVIII.B.2 Child responds to different musical styles through movement and play.

Learning Goal(s): The learner will engage in dramatic play and recreate stories. The learner will engage in creating movement and responding to different musical styles.

Activity:

Have your learner engage in dramatic play with someone in your living space.

Activity:

Tell, read, or watch a story. Once it’s over have your learner act out the story. Encourage them to try multiple characters when they play.

Activity:

Turn on various songs with different tempos. Give your learner a hand towel, napkin, or small scarf and have them dance while waving the prop through the air. Ex: “Show me how you wave the napkin up high and down low. Show me how you jump, spin, twist, curve, and leap. Show me how you can draw shapes or letters in the air with your towel.

Activity:

Have your learner tell you what their favorite song is. Have them talk about why it’s their favorite song? How does it make them feel? What’s the mood of the song? Ask them to show movements to their favorite song. Invite other people to share their favorite song and have your learner describe

Activity:

Freeze Dance Friday!Play freeze dance with the family. Have each person share their favorite song to dance to. Encourage everyone to freeze in a statue shape when the music stops. Can you make a wide statue shapes? Insect statue shapes? Twisted statue shapes?


Does the learner engage in dramatic play with others?


Does the learner engage in dramatic play? Is the learner


Does your learner engage in creating movement and


Does the learner describe differences in music? Does the


Did your learner play, focus and freeze when the music stopped?

able to recreate a story through dramatic play?

responding to different music?

learner respond to music using movement?

PhysicalEducation

Move, Learn, Play! 60 Minutes Every Day, break it up in any way!

Learning Goal(s): Students will practice the skill of striking.

Mastery Monday

We are going to practice the skill of dribbling a ball this week. When you dribble a soccer ball, you use only your feet.

Activity: Sock Ball Soccer

Use a sock ball, place it on the floor. Using just your feet, for the next 5 minutes dribble your sock ball around your house. Make sure not to touch anyone or anything as you move.

Checkpoint for Understanding: What part of your foot did you use to dribble your sock ball around your house?

Teamwork Tuesday

So much home-time means the house is getting really messy - dishes, laundry, dirt, and dust.

Teamwork Tuesday is all about HAVING FUN while exercising and HELPING YOUR FAMILY.

This week we have a special edition of Teamwork Tuesday:Making a Clean Routine!

Check out the information HERE!

Wacky WednesdayThis is your time to create your own games using the skill from Mastery Monday. Striking Play hockey for at least 15 minutes by yourself or ask a family member to play with you.

Create an obstacle course by placing various objects around your house on the floor. Use feet to dribble the sock ball around the obstacle course. Try to not touch the objects on the floor. Do it again and see if you can do it faster.

Checkpoint for Understanding:Is it easier or harder to dribble a sock ball

Track & Field Thursday

Many schools and PE teachers had to cancel their Track & Field or Sports Days this year. That is our favorite day of the year so we couldn’t just let it disappear. So get ready for the AISD At Home Indoor Field Day. May 26-28th!!!

We are providing you a sneak peek of the activities so that you can practice them to be prepared to challenge a friend, family member, or even your coach.

Track & Field FlyerActivity PacketStudent Practice Plan

Fitness Friday

PreK-K Workout Videos

Checkpoint for UnderstandingHow did you feel after working out this week?

than a soccer ball?

Health & Wellness

Focus TEKS: K.2 The student understands that behaviors result in healthy or unhealthy conditions throughout the lifespan.Learning Goal(s):

● Students will demonstrate procedures for responding to emergencies.● Students will identify safety rules for physical activities in the sun and water.

Week 7 Health Topic: Emergencies & Summer Safety

Think About:What are the key steps to follow during an emergency?

Resources:Emergencies & Summer Safety PowerPoint

Mindful Monday Activity:During your mindfulness practice today, find a comfortable seated position and close your eyes. When you inhale, think to yourself, “I am calm.” Then exhale completely. Repeat this four times. This is a strategy you can use to stay calm during an emergency.


Think About:Why is it important to stay calm in an emergency?

Tasty Tuesday Activity: Food, even healthy GO foods, can cause an emergency. People can choke on food that is not chewed properly or they can have an allergic reaction. Talk with an adult like your Mom or Dad to learn if anyone in your family has food allergies and what to do if they have an allergic reaction.


Think About:Why is it important to protect yourself from the sun?

Checkpoint for Understanding:Emergencies & Summer Safety Worksheet

Wellness Wednesday Activity: Think about the items you have that will protect you from the sun. Summer is coming soon and you can prepare by making a “Sun Safe” bag.In this bag, you can keep the items that will protect you from the sun. Is there anything that you might need to add to your “Sun Safe” bag?


Think About:Why is it important to have water safety rules?

Thirsty Thursday Activity:We put water in our bodies to stay healthy and hydrated. When we put our bodies IN water, like at swimming pools and at the beach, there are important safety rules. With a trusted adult, like your Mom or Dad, discuss your family’s water safety rules.


Think About:Why is it important to have a family plan for emergencies?

Family Fun Friday Activity:Sometimes, emergencies can happen even in our own home. Set up a family meeting to discuss what your family will do if there’s an emergency inside your home. How will you get out if there’s a fire? Where will you meet up with your family?

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