DR. MITCHELL’S REMOTE LEARNING PLAN KINDERGARTEN

WEEK OF APRIL 20, 2020

Kindergarten Continued Learning Opportunities, Week 1

Week at a Glance: (90 minutes/day

minimum) Meet Time- 8:00-9:30am DAILY

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.G.2: Name and identify shapes

❏ 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

- Story Mountain

- National Geographic Kids "Weather"

- March Mind & Body Calendar

- Fluency Activities

-Communication Tool: ZOOM/GOOGLE

VOICE/GOOGLE HANGOUT /E-mail

-Mylexia

-

Element of the Day Day 1 Day 2 Day 3 Day 4 Day 5

Skill Practice Purpose

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? - With

support from adult,

student traces or

draw a shape of a

hexagon, triangle

and estimates how

many Fruit Loops,

cheerios, pennies,

beans, etc. it will

take to fill the sides

of shape. Then

counts the actual

number it takes to

fill the sides.

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

:beginning, middle,

and end/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.

National Geographic

Kids "Weather" by Kristin

Baird Rattini

https://youtu.be/bbEbF6zsbUo

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? - With

support from adult,

student traces a

circle and square

(either a shape

around their

home, etc. etc.)

and estimates how

many Fruit

Loops/another

household object

(like pennies) it will

take to fill the

edges of what

shape they

traced.or drew.

Then counts the

actual number it

takes to fill what

they traced or

have drawn.

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-

beginning, middle,

and end, 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 | ,

NewsELA, MYLEXIA,

https://bookflix.digital.scholastic.com/

https://pbskids.org/superwhy/#/games

education.com

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

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-Review

Activity 1:

● 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-Review

Activity 2:

● 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-Review

Activity 3:

● Draw and color a

picture of a bus

driver .

● 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-Review

Activity 4:

● Draw and color a

picture of a truck

driver.

● Students should

label and write a

description.

● NOTE: Same

reminder to adults.

Community Helpers

Book Project

Activity 5:

● Draw and color a

picture of a

community helper

they would like to

be .

● 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

Enrichment

Activities

20 min/day

Purpose Movement (5 min)

● March Mind &

Body Calendar:

Dance, Dance -

Put on your

favorite song/turn

on the radio and

dance however

you like during the

entire song. Dance

to 1-2 more songs!

Movement (5 min)

● March Mind &

Body Calendar:

Count 1-100

while exercising-

1-10 stretch, 11-

20; make arm

circles -21-30

raise right and

left leg- 31-40

jumping jacks-

41-50 shoulder

Movement (5 min)

● March Mind & Body

Calendar: Do This –

Slide to the right,

slide to the left

counting by 5’s to

100. Ex,, 5,10,15,20,

slide right, slide left.

25,30,35, 40, raise

hands up high and

wave them right to

left. 45, 50,55,60-

Movement (5 min)

● March Mind &

Body Calendar:

Count by 10’s to

100 while doing

Jumping jacks or

Crabby Clean Up -

Tidy up while

walking like a

soldier! Carry items

in your hands

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

the roofs. Repeat

2x.

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

Math Enrichment (15

min)

Khan Early Math:

Addition and

Subtraction Intro

(students progress

through each lesson)

OR

Twenty Pennies

Fluency Activity -

Count out 20 pennies,

separate them into 2

groups and say the

math sentence you

see, “10 and 10

makes 20.” Repeat.

Variation: Do this with

30 or 40

pennies, 50 pennies,

etc. Try using 2 other

materials besides

pennies: deck of

cards used for card

games,

beans, cheerios, etc.

shrugs- 51-60

raise each arm

up as if lifting

weights, 61-70

touch right and

left feet- 71-80

jog in place- 81-

90 clap up high-

91-100 turn and

take one step

forward and one

step backwards

until counting has

been

completed.

● 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.

stretch to the left

and then to the right

while counting.

65,70,75,80-do the

twist. 85, 90,95,100

take giant steps.

Repeat 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.

across the room to

put them away.

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.

● 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 30

objects (pennies,

beans, cheerios, etc.)

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!

• 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

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?

The Selfish Crocodile

By Faustin Charles

Illustrated By Michael

Terry

https://youtu.be/0-

NhjfJ_RZI

● Read or listen to

a nonfiction book

with a family

member

● Answer the

following prompt:

What did you

learn about this

book? What do

you find

interesting about

_____ __ (the

topic)? NatGeoKids

https://youtu.be/1mpM5r0HnYQ

● 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.

A BAD CASE OF STRIPES-

by David Shannon

https://youtu.be/Qq

nChSV2mdM

● 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?

The Reason For Seasons

by Gail Gibbons

https://youtu.be/FN8Z

NxQU_Q0

● 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!

Gregory, the Terrible

Eater Book by Mitchell

Sharmat

https://youtu.be/vq1

oBCwtXn8

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 • 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 Available for all

parents/students via

office hours:

9:30-11:30am

Individual Student

Check-Ins: 1. Student One

2. Student Two

3. Student Three

4. Student Four

5. Student Five

6. Student Six

Available for all

parents/students via

office hours:

9:30-11:30am

Individual Student

Check-Ins: 1. Student Ten

2. Student Eleven

3. Student Twelve

4. Student Thirteen

5. Student Fourteen

6. Student Fifteen

Available for all for all

parents/students via

office hours:

9:30-11:30am

Individual Student

Check-Ins: 1. Student Twenty

2. Student Twenty-one

3. Student Twenty-two

4. Student Twenty-three

5. Student Twenty-four

6. Student twenty-five

7. Student twenty-six

Available for all for all

parents/students via

office hours:

9:30-11:30am

Individual Student

Check-Ins: 1. Student Twenty-nine

2. Student Thirty

3. Student Thirty-one

4. Student Thirty-two

5. Student Thirty-three

6. Student Thirty-four

7. Student Thirty-five

Available for all for all

parents/students via

office hours:

9:30-11:30am

Individual Student

Check-Ins: 1. Student Thirty-nine

2. Student Forty

3. Student Forty-one

4. Student Forty-two

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

7. student seven

8. Student Eight

9. Student Nine

7. Student Sixteen

8. Student

Seventeen

9. Student Eighteen

10. Student Nineteen

8. Student twenty-

seven

9. Student twenty-eight

8. Student Thirty-six

9. Student Thirty-seven

10. Student Thirty-eight