k-2 continued learning opportunities, wk 4 may 4-8, 2020
TRANSCRIPT
K-2nd Grade CONTINUED LEARNING PLANNING
DRAFT
As you seek to develop your continuous learning plans for remote learning, we know that we cannot perfectly replicate classroom
instruction. With that in mind, please consider these rules of thumb:
● Try to use what you’ve already been using. Students will have the most success with materials they’re familiar with. If you can
leverage your existing resources virtually—especially if you’re confident in their quality—you should.
● Keep it clear and simple. Don’t overwhelm your students and families with too many resources.
● Make sure your plan works for all families. Be mindful of crafting a learning plan that works for families, think through issues like
training and access to technology. Families have never been asked to sustain at home learning in this way. (TNTP, 2020)
K-2 Continued Learning Opportunities, Wk 4 May 4-8, 2020
Week at a Glance: (90 minutes/day
minimum)
25 min/day - Skill Practice
125 min/week - Projects (25 mins/day)
20 min/day - Enrichment
20 min/day - Reading
Note: Teachers working in a departmentalized setting should collaborate across content areas to ensure that the distribution of time per content area is appropriate and that expectations for the total amount of time on task a student spends each day are reasonable.
Standards for Skill Practice: (focus on the critical standards for
your grade level to reinforce & support the standards that were
already introduced)
ELA
❏ Cause & Effect - RI.2.3
❏ Writing - W2.2
ELA Skill Practice: I can describe the connection between a
series of historical events, scientific ideas, or steps in technical
procedures in a text.
Writing Skill Practice: I can write informative/explanatory texts
using facts and definitions to develop points, and provide a
concluding statement or section.
Math
❏ OA - Using repeated addition to find the total number of
objects when the objects are in equal groups. - 2.OA.4
Skill Practice: 1. I can skip count. 2. I can represent and solve
repeated addition. 3. I can draw an array.
Social Science
❏ Describe how communities work to accomplish common
tasks, establish responsibilities, and fulfill roles of authority.
- SS.C.V..2.2
Skill Practice: I can identify some cultural and environmental
characteristics of my community.
Standards for Projects and Enrichment: (enrichment activities
may include an introduction to new standards)
Materials Needed:
Computer
Internet access
CPS email
notebook paper
Pencil
Manual packets can be picked up at
Fort Dearborn
K-2nd Grade CONTINUED LEARNING PLANNING
DRAFT
❏ Compass Learning - Informational Text
❏
❏
Element of the Day Day 1 Day 2 Day 3 Day 4 Day 5
Skill Practice
25 min/day
Purpose ELA
Cause & Effect
Reading
I Do: Teacher will
review C&E
relationships from
informational text or
through literature.
I’ll begin with an
explana- tion: C &
E is the relationship
between 2 things or
events where one
event caused
another event to
happen. An anchor
chart will be shared
as I share the
relationship from a
text.
We Do: Students
and the teacher will
look at text and
analyze for C&E
relationships. Watch
a C&E YouTube
video.
You Do: SWBAT
read texts and
analyze it for cause
Math
Arrays & Skip
Counting
Math
I Do: Teacher will
review and explain
an array: An
arrangement of
objects, pictures, or
numbers in columns
and rows. Arrays
are useful represen-
tations of multipli-
ca tion concepts.
The rows are equal
groups.
We Do: Students
and the teacher will
look at some arrays
and connect
repeated addition
and multiplication
sentences with it.
You Do: SWBAT
deconstruct an
array by rows then
write repeated
addition sentences
and multiplication
sentences that
match.
ELA
Cause & Effect
Reading
I Do: Teacher will
review C&E
relationships from
informational text or
through literature.
I’ll begin with an
explana- tion: C &
E is the relationship
between 2 things or
events where one
event caused
another event to
happen. An anchor
chart will be shared
as I share the
relationship from a
text.
We Do: Students
and the teacher will
look at text and
analyze for C&E
relationships. Watch
a C&E YouTube
video.
You Do: SWBAT
read texts and
analyze it for cause
Math
Arrays & Skip
Counting
Math
I Do: Teacher will
review and explain
an array: An
arrangement of
objects, pictures, or
numbers in columns
and rows. Arrays
are useful represen-
tations of multipli-
ca tion concepts.
The rows are equal
groups.
We Do: Students
and the teacher will
look at some arrays
and connect
repeated addition
and multiplication
sentences with it.
You Do: SWBAT
deconstruct an
array by rows then
write repeated
addition sentences
and multiplication
sentences that
match.
Communities
Soc Science
I Do: Teacher will
review what a
community is and
what we’ll find in it.
We Do:Teachers
and students will
examine the things
that we will find in
our communities.
We will reflect on:
Why did people
come here?
What did people
do here?
What factors can
influence people’s
perspectives?
You Do: SWBAT ask
and answer
questions about
communities via
texts and/or videos.
Discrete skill practice that is
grade- and developmentally
appropriate and easily student-
driven. Skill practice should
focus on the critical grade-level
standards and/or content that
has already been taught.
Suggestions
Literacy, Math, Science, SS
Resources and Considerations
(digital and non-digital)
Digital Resources
• Math Educational
Technology platforms that
provide students with
immediate feedback: Khan
Academy, Open Middle,
Splat!
• Literacy Educational
Technology platforms that
provide students with
immediate feedback: Khan
Academy, PebbleGo |
PebbleGo Spanish, NewsELA,
IXL
Non-Digital Resources
K-2nd Grade CONTINUED LEARNING PLANNING
DRAFT
• Thoughtfully designed
worksheets
• Journal Prompts
*consider alternating days for
major content areas (i.e.
literacy practice 2x/week,
math practice 2x/week, etc)
and effect
relationships.
Enrichment
Compass Learning
for ELA
(Informational Text)
Enrichment
Compass Learning
for Math
(Measurement &
Data)
and effect
relationships.
Enrichment
Compass Learning
for ELA
(Informational Text)
Enrichment
Compass Learning
for Math
(Measurement &
Data)
Enrichment
Compass Learning
for ELA
(Informational Text)
Projects
125
min/week
(these may
span across
multiple
days)
Purpose
Cross-disciplinary learning
activities that allow students to
develop and apply their
understanding of concepts
taught throughout the school
year. To support access for all
students, these projects should
be designed with multiple
access points and opportunities
for extensions.
Suggestions
• Content-Focused Project
Examples and Resources: ELA,
SS, Math, Science
Digital Resources
• PBL Works
Non-Digital Resources
• PBL Works
• AFT Project Ideas
• NSTA Daily Do
• Scholastic Listen & Read
Activities
• Kindergarten Resource
Packet
• First Grade Resource Packet
K-2nd Grade CONTINUED LEARNING PLANNING
DRAFT
• Second Grade Resource
Packet
Enrichment
Activities
20 min/day
Purpose Compass Learning
Reading
Informational Text:
Language Craft and
Structure
Compass Learning
Math
Measurement &
Data
Compass Learning
Reading
Informational Text:
Language Craft and
Structure
Compass Learning
Math
Measurement &
Data
Compass Learning
Reading
Informational Text:
Language Craft
and
Structure
Opportunities to explore areas
of interest that support students
in developing their general
cognitive and life skills. These
activities can be designed in
ways that family members and
caregivers can easily engage
with their children to support
collaboration and
communication skills.
Suggestions
• Elementary School
Enrichment Activities
Suggestions (digital and non-
digital resources)
• Content-Specific Enrichment
Examples and Resources: ELA,
SS, Math, Science
Digital Resources
• Movement Activities:
GoNoodle for Families/Go
Noodle-Kids, Animal
Movements/Locomotor
Movement Folder, Child-
Friendly Workout Videos, Just
Dance Videos, and more (p.
2)
• 25 Reading/Writing
Enrichment Activities
• Sight Word Games
• Illustrative Math
Non-Digital Resources
K-2nd Grade CONTINUED LEARNING PLANNING
DRAFT
• Board Games (Connect
Four, Sequence, Checkers)
• Puzzles (word searches,
crossword puzzles)
• Art Project
• Movement Activities: Daily
physical activity calendar,
fundamental motor skills
sheets, K-2 Skill Packet Week
1/Week 2
• Exploration: Sample Science
Learning Menu
• Kindergarten Resource
Packet (p. 16-21)
• First Grade Resource Packet
(p. 25-31)
• Second Grade Resource
Packet (p. 29-35)
Reading
20 min/day
Purpose
Students should have daily
opportunities to read diverse,
engaging texts of their choice.
Suggestions
Digital Resources
• CPS Virtual Library • Storyline Online • Amplify Science K-5 Books
• Additional Library Databases
(p. 2) • Time for Kids • Teaching Tolerance: Student
Texts
• Readworks
Non-Digital Resources
• Provide prompts for
independent reading (fiction
prompts, non-fiction prompts)
K-2nd Grade CONTINUED LEARNING PLANNING
DRAFT
• Additional examples and
resources
Student
Contact
120 min/day
Purpose Include hours
available for all
students via office
hours:
Individual Student
Check-Ins:
1. Ariana
2. Destin
3. Lamarriya
4. Samari
5. Nadiai
6.
Include hours
available for all
students via office
hours:
Individual Student
Check-Ins:
1. Tayana
2. Jaylen
3. Amontae
4. Azaria
5. Justin
6.
Include hours
available for all
students via office
hours:
Individual Student
Check-Ins:
1. La’niece
2. Artavious
3. Serenity
4. Nahmir
5. Pierre
6.
Include hours
available for all
students via office
hours:
Individual Student
Check-Ins:
1. Amareania
2. Shane
3. Kimora
4. Alvin
5. Dontrell
6.
Include hours
available for all
students via office
hours:
Individual Student
Check-Ins:
1. Jayvion
2. Tais
3. Rayon
4. Maliyah
5. Maria
6.
In planning for continued
student engagement and
connection, teachers should be
available to students daily in
order to provide feedback and
track student engagement.
Teachers must ensure individual
feedback with each student at
least weekly.
Suggestions
• Develop a predictable
schedule so each student
knows which day to expect
their individual check-in
• Maintain consistent office
hours where any student,
regardless of their “check-in”
day can reach you for
support
After planning, teachers should consider building a family-facing schedule that caregivers and students can use to organize
their time while navigating through the various learning and enrichment activities. Linked here are sample schedules and an
editable template you can use to create student schedules.
K-2nd Grade CONTINUED LEARNING PLANNING
DRAFT
EXAMPLE: Kindergarten
Kindergarten Continued Learning Opportunities, Week 1
Week at a Glance: (90 minutes/day
minimum)
25 min/day - Skill Practice
125 min/week - Projects (25 mins/day)
20 min/day - Enrichment
20 min/day - Reading
Note: Teachers working in a departmentalized setting should collaborate across content areas to ensure that the distribution of time per content area is appropriate and that expectations for the total amount of time on task a student spends each day are reasonable.
Standards for Skill Practice: (focus on the critical standards for
your grade level to reinforce & support the standards that were
already introduced)
❏ W.K.2: Use a combination of drawing, dictating, and
writing to compose informative/explanatory texts in
which they name what they are writing about and
supply some information about the topic.
❏ RL.K.1: With prompting and support, ask and answer
questions about key details in a text.
❏ RL.K.2 With prompting and support, retell familiar stories,
including key details.
❏ K.CC.A: Know number names and the count sequence.
❏ K.CC.B: Count to tell the number of objects.
❏ K.CC.C: Compare numbers
❏ K-ESS2-1. Use and share observations of local weather
conditions to describe patterns over time.
Standards for Projects and Enrichment: (enrichment activities
may include an introduction to new standards)
❏ W.K.2: Use a combination of drawing, dictating, and
writing to compose informative/explanatory texts in
which they name what they are writing about and
supply some information about the topic.
❏ RL.K.2 With prompting and support, retell familiar stories,
including key details.
❏ K.OA.A: Understand addition as putting together and
adding to, and understand subtraction as taking apart
and taking from.
Materials Needed:
- Writing utensils
- Paper
- Household items (e.g., pennies,
cereal)
- Kindergarten Resource Packet
- The School Garden
- Are There Enough?
- Story Mountain
- “What’s the Weather Like Today
Story” and lesson plan
- March Mind & Body Calendar
- Fluency Activities
Element of the Day Day 1 Day 2 Day 3 Day 4 Day 5
Skill Practice Purpose
K-2nd Grade CONTINUED LEARNING PLANNING
DRAFT
25 min/day
Discrete skill practice that is
grade- and developmentally
appropriate and easily student-
driven. Skill practice should
focus on the critical grade-level
standards and/or content that
has already been taught.
Daily Journal (5 min,
BOD)
● What is on my
mind today?
● What is my goal for
today?
Math (15 min)
● How Many Will It
Take? (p. 13) - With
support from adult,
student traces their
hand and
estimates how
many Fruit Loops it
will take to fill their
hand. Then counts
the actual number
it takes to fill their
hand.
● Student completes
MARS Task: The
School Garden
Daily Journal (5 min,
EOD)
● What was my
favorite activity
today? Why?
● What was
challenging
today?
Daily Journal (5 min,
BOD)
● What is on my
mind today?
● What is my goal for
today?
Literacy (15 min)
Story Mountain - Using
the graphic
organizer/adult
support student
identifies the different
parts of the story they
read yesterday,
helping them to
prepare for their
enrichment activity.
Daily Journal (5 min,
EOD)
● What was my
favorite activity
today? Why?
● What was
challenging
today?
Daily Journal (5 min,
BOD)
● What is on my
mind today?
● What is my goal for
today?
Science (15 min)
What’s the weather
like today? - Student
and adult using
“What’s the Weather
Like Today Story” and
corresponding lesson
plan to learn about
weather vocabulary,
make predictions
about weather.
Daily Journal (5 min,
EOD)
● What was my
favorite activity
today? Why?
● What was
challenging
today?
Daily Journal (5 min,
BOD)
● What is on my
mind today?
● What is my goal for
today?
Math (15 min)
● How Many Will It
Take? (p. 13) - With
support from adult,
student traces
something else
(either adult’s
hand, their foot,
etc.) and
estimates how
many Fruit
Loops/another
household object
(like pennies) it will
take to fill their
what they traced.
Then counts the
actual number it
takes to fill their
what they traced.
● Student completes
MARS Task: Are
There Enough?
Daily Journal (5 min,
EOD)
● What was my
favorite activity
today? Why?
● What was
challenging
today?
Daily Journal (5 min,
BOD)
● What is on my
mind today?
● What is my goal
for today?
Literacy (15 min)
Story Mountain - Using
the graphic
organizer/adult
support student
identifies the different
parts of the story they
read yesterday,
helping them to
prepare for their
enrichment activity.
Daily Journal (5 min,
EOD)
● What was my
favorite activity
today? Why?
● What was
challenging
today?
Suggestions
Literacy, Math, Science, SS
Resources and Considerations
(digital and non-digital)
Digital Resources
• Math Educational
Technology platforms that
provide students with
immediate feedback: Khan
Academy, Open Middle,
Splat!
• Literacy Educational
Technology platforms that
provide students with
immediate feedback:
PebbleGo | PebbleGo
Spanish, NewsELA, IXL
Non-Digital Resources
• Thoughtfully designed
worksheets
• Journal Prompts
*consider alternating days for
major content areas (i.e.
literacy practice 2x/week,
math practice 2x/week, etc)
Projects Purpose
K-2nd Grade CONTINUED LEARNING PLANNING
DRAFT
125
min/week
(these may
span across
multiple
days)
Cross-disciplinary learning
activities that allow students to
develop and apply their
understanding of concepts
taught throughout the school
year. To support access for all
students, these projects should
be designed with multiple
access points and opportunities
for extensions.
Community Helpers
Book Project
Activity 1 (p. 3):
● With adult support,
learn/sing
Community
Helpers Song
● Respond to 3
question prompts -
Who are the
community helpers
you have seen or
have met? How
do they help
people? Who is
your favorite
community
helper? Why?
● Draw a picture
and write the
name of favorite
community helper.
Community Helpers
Book Project
Activity 2 (p. 4):
● Draw and color
pictures of your
community
helpers. Adults can
prompt their child
to draw a picture
of their
neighborhood and
the people that
work in the
neighborhood. If
scissors and a
stapler are
available, cut
around the
borders of the
pictures to create
pages that can be
stapled into a
book!
Community Helpers
Book Project
Activity 2 (p. 5-6):
● Draw and color a
picture of a
firefighter (p. 5)
AND a bus driver
(p. 6).
● Students should
label and write a
description.
● NOTE: Remind
adults to
encourage their
child to sound out
words and try their
best to write a
sentence and not
worry about
correcting spelling
-- inventive spelling
is appropriate at
this age. They can
help write words
for their child after
encouraging them
to try on their own.
Community Helpers
Book Project
Activity 2 (p. 7-8):
● Draw and color a
picture of a mail
carrier (p. 7) AND
teacher (p.8).
● Students should
label and write a
description.
● NOTE: Same
reminder to adults.
Community Helpers
Book Project
Activity 2 (p. 9-10):
● Draw and color a
picture of a doctor
(p. 9) AND a
community helper
they would like to
be (p. 10).
● Students should
label and write a
description.
● NOTE: Same
reminder to adults.
Suggestions
• Content-Focused Project
Examples and Resources: ELA,
SS, Math, Science
Digital Resources
• PBL Works
Non-Digital Resources
• PBL Works
• AFT Project Ideas
• NSTA Daily Do
• Scholastic Listen & Read
Activities
• Kindergarten Resource
Packet
• First Grade Resource Packet
• Second Grade Resource
Packet
Enrichment
Activities
20 min/day
Purpose Movement (5 min)
● March Mind &
Body Calendar:
Dance, Dance -
Put on your
favorite song/turn
on the rado and
dance however
you like during the
Movement (5 min)
● March Mind &
Body Calendar:
Arm and Leg Tag -
A regular game of
tag, but if
someone touches
your arm/leg you
can no longer use
that body part. If
Movement (5 min)
● March Mind &
Body Calendar: Do
This - Hop on one
leg 30 times, take
10 giant steps,
walk on your
knees, do a silly
dance, sprint for 10
seconds. Repeat
Movement (5 min)
● March Mind &
Body Calendar:
Crabby Clean Up -
Tidy up while
walking like a
crab! Carry items
on your belly
across the room to
put them away.
Movement (5 min)
● March Mind &
Body Calendar:
Wild Arms - As fast
as you can
complete 10 arm
circles front and
back, 10 forward
punches, 10 raise
Opportunities to explore areas
of interest that support students
in developing their general
cognitive and life skills. These
activities can be designed in
ways that family members and
caregivers can easily engage
with their children to support
K-2nd Grade CONTINUED LEARNING PLANNING
DRAFT
collaboration and
communication skills.
entire song. Dance
to 1-2 more songs!
Math Enrichment (15
min)
Khan Early Math:
Addition and
Subtraction Intro
(students progress
through each lesson)
OR
Five Pennies Fluency
Activity - Count out 5
pennies, separate
them into 2 groups
and say the
math sentence you
see, “2 and 3 makes
5.” Repeat. Variation:
Do this with 4
pennies, 3 pennies,
etc. Try using 2 other
materials besides
pennies: toy cards,
beans, stones, etc.
both legs are
tagged start a
new round. OR
Read & Move -
Pick a book to
read and select an
“action word” that
will be repeated
often. When the
“action” word is
read, stand up
and sit down.
Reader’s Theatre (15
min)
● Students retell the
story they read
yesterday by
acting it out for a
friend or family
member. Remind
adults that they
can support by
asking students to
retell/act-out a
specific part of the
story (e.g.,
beginning,
ending), or ask
them to act like
the different
characters.
Students may use
their Story
Mountain as a
reference.
as many times as
you can in 5 mins!
Science Enrichment
(15 min)
Students will observe
the current weather
and draw what they
see. They will then
make a prediction
about what the
weather will be
tomorrow by drawing
and/or writing.
Reader’s Theatre (15
min)
● Students retell the
story they read
yesterday by
acting it out for a
friend or family
member. Remind
adults that they
can support by
asking students to
retell/act-out a
specific part of the
story (e.g.,
beginning,
ending), or ask
them to act like
the different
characters.
Students may use
their Story
Mountain as a
reference.
the roofs. Repeat
2x.
● March Mind &
Body Calendar:
Mindful Minute -
for 60 seconds,
clear your mind &
only focus on your
breathing.
Math Enrichment (15
min)
Khan Early Math:
Addition and
Subtraction Intro
(students progress
through each lesson)
OR
Shake n' Spill Fluency
Activity - Put 5 objects
(pennies, beans) in a
cup. Spill out a few.
Guess how
many are left in the
cup. Ask, how did you
know that? Then,
check to see if you
were right!
Suggestions
• Elementary School
Enrichment Activities
Suggestions (digital and non-
digital resources)
• Content-Specific Enrichment
Examples and Resources: ELA,
SS, Math, Science
Digital Resources
• Movement Activities:
GoNoodle for Families/Go
Noodle-Kids, Animal
Movements/Locomotor
Movement Folder, Child-
Friendly Workout Videos, Just
Dance Videos, and more (p.
2)
• 25 Reading/Writing
Enrichment Activities
• Sight Word Games
• Illustrative Math
Non-Digital Resources
• Board Games (Connect
Four, Sequence, Checkers)
• Puzzles (word searches,
crossword puzzles)
• Art Project
• Movement Activities: Daily
physical activity calendar,
fundamental motor skills
sheets, K-2 Skill Packet Week
1/Week 2
• Exploration: Sample Science
Learning Menu
• Kindergarten Resource
Packet (p. 16-21)
K-2nd Grade CONTINUED LEARNING PLANNING
DRAFT
• First Grade Resource Packet
(p. 25-31)
• Second Grade Resource
Packet (p. 29-35)
Reading
20 min/day
Purpose ● Read or listen to a
fiction book with a
family member
● Answer the
following prompt: If
you could be a
character from this
book, which one
would you be?
Why?
● Read or listen to a
nonfiction book
with a family
member
● Answer the
following prompt:
Why did you pick
this book? What
do you find
interesting about
_____ __ (the
topic)?
● Read or listen to a
fiction book with
a family member
● Answer the
following prompt:
Talk about some
of the emotions
that are felt by
characters in your
book.
● Read or listen to a
nonfiction book
with a family
member
● Answer the
following prompt:
What did you
know about the
topic of your book
before you read
it? What do you
know after you
finished reading?
● Read or listen to a
fiction book with a
family member
● Answer the
following prompt:
How are the
characters in your
book the same or
different from you
and your friends?
Talk, draw, or write
about it!
Students should have daily
opportunities to read diverse,
engaging texts of their choice.
Suggestions
Digital Resources
• CPS Virtual Library • Storyline Online • Amplify Science K-5 Books
• Additional Library Databases
(p. 2) • Time for Kids • Teaching Tolerance: Student
Texts
• Readworks
Non-Digital Resources
• Provide prompts for
independent reading (fiction
prompts, nonfiction prompts)
• Additional examples and
resources
Student
Contact
120 min/day
Purpose Include hours
available for all
students via office
hours:
9:00-11:00am
Individual Student
Check-Ins: 1. Student One
Include hours
available for all
students via office
hours:
9:00-11:00am
Individual Student
Check-Ins: 1. Student Seven
Include hours
available for all
students via office
hours:
9:00-11:00am
Individual Student
Check-Ins: 1. Student Thirteen
Include hours
available for all
students via office
hours:
9:00-11:00am
Individual Student
Check-Ins: 1. Student Nineteen
Include hours
available for all
students via office
hours:
9:00-11:00am
Individual Student
Check-Ins: 1. Student Twenty-five
In planning for continued
student engagement and
connection, teachers should be
available to students daily in
order to provide feedback and
track student engagement.
Teachers must ensure individual
feedback with each student at
K-2nd Grade CONTINUED LEARNING PLANNING
DRAFT
least weekly. 2. Student Two
3. Student Three
4. Student Four
5. Student Five
6. Student Six
2. Student Eight
3. Student Nine
4. Student Ten
5. Student Eleven
6. Student Twelve
2. Student Fourteen
3. Student Fifteen
4. Student Sixteen
5. Student Seventeen
6. Student Eighteen
2. Student Twenty
3. Student Twenty-one
4. Student Twenty-two
5. Student Twenty-
three
6. Student Twenty-four
2. Student Twenty-six
3. Student Twenty-
seven
4. Student Twenty-
eight
5. Student Twenty-
nine
6. Student Thirty
Suggestions
• Develop a predictable
schedule so each student
knows which day to expect
their individual check-in
• Maintain consistent office
hours where any student,
regardless of their “check-in”
day can reach you for
support