minutes subject kindergarten week at glance 45 monday h ... · writing: edit your“how to”...

Kindergarten Learning Packet for week of June 1, 2020

Minutes Subject Kindergarten Week At Glance

45 Monday Math: Counting Collections

Reading: Identify H Brothers (ch and th)

Writing: “How to”-I am a Sentence Builder

Specials: PE and Music Activities

45 Tuesday Math: Classify and compare objects

Reading: Read, Match and Build CVC Words

Writing: Start your “How to” book


45 Wednesday Math: Quickly recognize the total number of objects

Reading: Sight Word Tic Tac Toe

Writing: Finish your “How to” book


45 Thursday Math: Teen number (tens and some more) puzzles

Reading: Read and retell the story

Writing: Edit your “How to” book/read and share it to others


45 Friday Reflection Questions

Social Emotional Learning Activities

These resources are at the back of the packet:

P.E. and Music Activities: Try to earn the bronze, silver, or gold as you complete tasks from the Music/PE "Almost Summer" Olympics

Social Emotional Learning Activities: Watch the video on animal breathing and practice with a family member. Use these worksheets when you have a a strong feeling and need to solve a problem. https://bit.ly/3e55dRB

Reading Review Games

ELL Activity – English and Spanish

1

F E R N D A L E S C H O O L D I S T R I C T

KINDERGARTEN REGISTRATION

Overview Families can complete kindergarten registration forms online or via hard copy for the 2020-21 school year. To be eligible for kindergarten for the 2020-21 school year, a child must be five years of age on or before August 31, 2020.

REGISTRATION OPTIONS

ONLINE

www.ferndalesd.org/kindergarten HARD COPY

Forms available during school meal distributions at elementary schools on Mondays, Wednesdays and Fridays from 11 am to 1 pm

Return completed packets via email, mail or drop box

Email Completed packets can be returned by email to Darlene Patterson in the district’s Teaching & Learning Department at [email protected].

Mail Ferndale School District

Completed packets can be returned via mail and addressed as follows: Attn: Darlene Patterson PO Box 698

Ferndale, WA 98248 Drop box Drop boxes are available to submit completed packets during meal distribution times from 11 am to 1 pm on Mondays, Wednesdays, and Fridays at all elementary school meal distribution sites. Please note, drop boxes are not available outside of the meal distribution times.

Ferndale School District Who can I contact if I have questions? Elementary Schools

For assistance, please call the Ferndale School District at Beach Elementary, 3786 Centerview Rd., Lummi Island (360) 383-9200. You may locate the school your child will (360) 383-9440 attend by visiting the InfoFinder web page through the Cascadia Elementary, 6175 Church Rd. Families link of the district’s web page at www.ferndalesd.org.(360) 383-2300 Enter your home address to see your school attendance area. Central Elementary, 5610 Second Ave.

(360) 383-9600 Custer Elementary, 7660 Custer School Rd. (360) 383-9500 Eagleridge Elementary, 2651 Thornton Rd. (360) 383-9700 Skyline Elementary, 2225 Thornton Rd. (360) 383-9450 2

www.ferndalesd.org

mailto:[email protected]

www.ferndalesd.org/kindergarten


Monday

Subject Materials Learning Activity

Math

Group of small objects to count. There should be a few more objects than the last time you counted.

Learning Goal: To count objects correctly and record how you counted

Activity Instructions: Add a few more objects to your child’s collection.

Before you count, make an estimate. How many objects do you think you have in your pile?

Have your child count each object. Was the estimate accurate, too high, or too low? Then, have your child try putting them into groups of 10s and 1s.

Have your child record how they counted.

(15 min)

Paper & pencil to record

Count your collection at least two times to have an accurate answer.

*Tip: If your child is ready, try switching up how your child counts. If they always count by 1s, have them count try 10s. If they can count beyond 120 and are also confident in counting by 10s, have them try groups of 5. Do whatever is a challenge for your child.

*Tip: Switch up how you record. You can try tallies, groups of five, or another way to change things up!

Reading

(15 min)

What H-Brother Does it START With? Activity Sheet

Learning Goal: Identify H Brothers (ch and th)

Activity Instructions: Say each picture aloud and identify if it starts with a /ch/ or a /th/ sound.

*Challenge: Do the backside page and see if you can identify if the picture ends with a /ch/ or /th/ sound.

3


Writing

(15 min)

Sentence Builder Worksheet, pencil, glue, scissors

Learning Goal: To complete the sentence builder page using capitals, punctuation, and spacing between words.

A “how to” writing piece focuses on explanatory

writing, where your child “teaches” what they know

about something to someone through writing the

steps of “how to” do an activity.

Activity Instructions: See worksheet

Talk to your child about things he/she knows how to

do such as: brushing their teeth, making their bed,

making a peanut butter and jelly sandwich, etc.

These ideas will be used later this week as they

make their “how to” book.

If you don’t have scissors or glue, you can carefully rip them out and lay them down without gluing.

Specials:

PE and Music

Activity Instructions: See PE and Music resources at the end of the packet

4

ch chocolate

/ch/ Charlie is the older

brother and loves chick

chocolate and cherries.

He is always making a

“choo-choo” sound. chips chat

cherries

th thunder thumb

/th/

Theo is the second

brother. He loves giving

the thumbs-up symbol moth

and loves thunderstorms.

He is always sticking his

tongue out at others! bath path

What H-Brother Does It START With?

Instructions: Say each picture aloud and identify if it starts with a /ch/ or a /th/

sound. Use the answer key at the bottom of the page to check your work when done.

ch th ch th ch th

ch th ch th ch th

ch th ch th ch th Answer Key: cherries, thunder, chick, thumb, chin, throne, chips,

thorn, chocolate. 6

What H-Brother Does It END With?

Instructions: Say each picture aloud and identify if it ends with a /ch/ or a /th/

sound. Use the answer key at the bottom of the page to check your work when done.

ch th ch th ch th

ch th ch th ch th

ch th ch th ch th Answer Key: path, bench, sloth, lunch, moth, beach, tooth, couch,

bath. 7

(this page intentionally left blank)

8


9



10


Tuesday


Math

(15 min)

Animal Sorting Picture page

scissors

Learning Goal: To be able to separate a group of pictures in 2 different groups based on similarities.

Activity Instructions: Have your child cut out the picture cards. Tell them that they need to sort the animals into 2 similar groups, which means ALL the animals in one group have something the same and ALL the animals in the other group have something the same. Here are a few examples: feathers & fur; 2 legs & 4 legs; big & small. Also, these can be sorted in other ways like: facing left & facing right, sitting & standing. Encourage your child to be creative and explain his/her thinking.

How many animals were in each pile?

*Tip* After sorting, have your child try it again, only this time use a different sorting method.

*Tip* For an extra challenge, try sorting into 3 groups, but each picture can only go in one of the groups.

*Extension Activity* What else could be sorted in your house? Try sorting things like: stuffed animals, Legos, a pile of rocks, etc.

Reading

(15 min)

Read, Match and Build worksheet

Learning Goal: Read, match and build CVC words

Activity Instructions: Read and match CVC words with -op and -ot word families. Then use the word detective picture clues to help figure out the beginning letter sounds that build the CVC words.

11


Writing

(15 min)

“How to” book, pencil

Learning Goal: To complete the cover and first page in your “how to” book using capitals, punctuation, and spacing between words.

This book is creating an informational text by “teaching” someone how to do something, while using the sequential words of first, next, and last.

Activity Instructions: Help your child think of an idea of something they know how to do. This can be something simple, such as making their bed, building legos, brushing teeth, etc.

-For the cover, have your child write the “title” of what they know “how to” do. For example:

How To ______ (brush my teeth.)

-For the first page, have your child draw a picture of the first step of their “how to” and write a sentence explaining the picture/step.

-Keep in mind that the book may be a simplified version and they are explaining their “how to” in 3 steps.

-When the book is finished at the end of the week, they will have written 3 simple sentences (1 for each page) describing the steps of the idea they picked.

Specials:

PE and Music


12

Animal Sorting Picture Cards (cut out and use with activity)

✓- '.\.Ill! i\l ·'.; .·,·:•:··• .... . ·.·.:J. .• .

. . . ' ·

13


CVC Read & Match Activity Practice

hop

pot

top

dot

14

CVC Secret Word Detective Activity

Identify the beginning sound in the picture. Then, write the letter

underneath the picture to build the new word. Read them to someone when

done!

Example: secret word would be PAT

____________ _____________ ____________ ____________ _____________ ____________

A nswers: bat, cut, mo p,

ten, p in

____________ _____________ ____________ ____________ _____________ ____________

____________ _____________ ____________

15

___ __ ___ __ ___ __ ___ __ ___ ___ __ ___ __ ___ __ ___ __ ___ ___ __ ___ __ ___ __ ___ __ ___ ___ __ ___ __ ___ __ ___ __ ___

Next___________________

_______________________ _______________________ _______________________ _______________________

First___________________

___ __ ___ __ ___ __ ___ __ ___ ___ __ ___ __ ___ __ ___ __ ___ ___ __ ___ __ ___ __ ___ __ ___ ___ __ ___ __ ___ __ ___ __ ___

Last___________________

__________________

__________________

The End

How to

Written by ________________


Wednesday


Math

(15 min)

Dot cards (cut or rip apart)

Learning Goal: To be able to quickly identify the number of dots and quickly add the black and gray dots together

Activity Instruction: Hold up one card at a time for 1-2 seconds, then put it face down. How many black dots do you see? How many gray dots? How many dots all together? If there is only one color of dots, how many do you see?

*Note: The goal is for your child to quickly recognize the amount of dots without physically touching them to count. For example: there are 3 dots, and your child just knows that there are 3 when looking at the card.

*Tip: To make it easier, touch the dots to count them or use fingers on one hand to show how many black dots. Use the fingers on the other hand for the gray dots. Count them to find the total.

*Tip: To make it harder, take two cards at a time and have the child add the total black and gray dots together.

*Tip: If your child still needs a further challenge, feel free to create your own dot cards with larger numbers of dots

Reading

(15 min)

Sight Word Tic Tac Toe worksheets

Learning Goal: Play sight word tic tac toe.

Activity Instructions: Use the Sight Word Tic Tac Toe activity sheets to play fun games of tic tac toe!

Tip: When choosing your own words, make sure to pick words that are challenging to help you grow as a reader and writer.

21


Writing

(15 min)

“How to” book, pencil

Learning Goal: To complete the next and last pages in your “how to” book using capitals, punctuation, and spacing between words.

Activity Instructions: For the next two pages (next and last), have your child draw a picture on each page continuing to describe “how to” do the idea hey chose. Then have them write a sentence “explaining” the picture/step. They should finish/be close to finishing the book today.

Specials:

PE and Music


22

Dot Cards

23


24


Sight Word Tic Tac Toe

Instructions: Find someone to play the game with you and pick either X’s or O’s. Then

start by reading one word in the game, and if you can read it then you can mark it with

either X or O. If you read the word incorrectly, your turn is over. The person who has

3 X’s or 3 O’s in a row is the winner. Then play again until you have played all 4 games.

away

away

make

where

said

was

the the

here

for one

one

little

little

funny

help

help

funny

away

make

where

said

was

the here for

for

one little funny

funny

help help

said

thewas

25


Sight Word Tic Tac Toe

Instructions: Find someone to play the game with you and pick either X’s or O’s.

Write one sight word in each blank spot. Choose sight words that are more

challenging for you at this time.

26


Thursday


Math

(15 min)

Teen number puzzle pages

Scissors

Learning Goal: To be able to recognize teen numbers in a variety of ways and to know that they are each one group of 10 and some more 1’s

Activity Instructions:Have your child cut out the teen number puzzle cards and scramble them facing up. Have them match up the 3 sections (number, word form, and 10 frames picture) to complete each puzzle. Once this is complete, scramble the pieces up again and call out a number for them to find.

Example: Call out “13” and your child finds all three puzzle pieces for the number 13.

Then, call out a different number. Keep calling out numbers until all of the puzzles are finished. Encourage your child to explain and check his/her thinking as to why each puzzle is complete. Focus on how each teen number is 1 group of 10 and some more 1s.

*Tip* If this is too challenging for your child, you can choose to only do one or two puzzles at a time. Just mix up the pieces and have them put them together.

*Tip* For an extra challenge, see how fast they can put the puzzles together. They can do this multiple times and try to beat their last time.

*Tip* Extension activity: Call out two numbers at a time to have them build.

27


Reading

(15 min)

“Lost at the Park” reading passage

Learning Goal: Read and retell the story.

Activity Instructions: Before you read, look at the pictures and predict (guess) what the story will be about.

Have your child read the story, “Lost at the Park” and then retell what happened in order.

Tip: Things to include: characters, setting, what happened in the beginning, middle and end.

Reread the story as many times as needed to remember the most important parts.

“How to” book, pencil, family or stuffed animals to read to

Learning Goal: To “edit” your “how to” book and read your book to your family or stuffed animals.

Activity Instructions: Help your child go through each page of their book and “edit” their writing. This can include:

Writing

(15 min)

-looking for capitals at the beginning of sentences

-adding more details to their writing

-looking for punctuation

-spelling sight words correctly

-picking one or two words out for them and helping them spell it correctly

-adding more details to their picture, etc.

You can also have your child add another sentence on the back as an extension if you would like.

Once they are done editing, have your child read their story to family members living with you or even to a stuffed animal. Have fun with it and maybe even see if the person reading the book can do the idea they chose!

Specials:

PE and Music


28

Teen

Num

ber

Puzzle

s

29


30


32

1 2

Charlie sat on a bench and This is Charlie and Theo. They chose to eat his cheese snack. like to go to the park to play.

43

Theo saw a moth up in the sky. The moth led Theo down a Theo ran after the moth. path away from the park.

33

Lost at the Park

5 6

The moth flew away and Theo Charlie looked up and did not

stopped. Theo was lost and see Theo. Charlie felt sad.

scared.

7

Theo! I am

here!

Charlie got help. They

checked the path and found

Theo. They felt thankful that

Theo was safe.

8

They all cheered, “Hooray!”

Then the children went back to

the park bench to eat some

cherries and chill out.

Follow Up Reading Questions:

1. What happened in the story? (Theo got lost and Charlie found him)

2. Where did the story take place? (at the park)

3. Who were the characters? (Charlie, Theo, and the moth) 34


Friday

Subject Learning Activity

Math

(15 min)

Reflection: Let your teacher know what you enjoyed learning this week! For example:

● How did you sort the animals? ● If you sorted things in your house,send a picture of your

sorted piles. ● What was the highest counting collections you did?

Reading

(15 min)

Reflection: Send your teacher a picture or a message about how reading went this week. What did you like best? What was hard for you?

Writing

(15 min)

Reflection: Send a picture of your “how to” book to your teacher. Find out from your teacher one thing they know about.

Social-

Emotional Learning

Reflection: Tell your teacher about your favorite social emotional activity.

35


K-5 Music & PE Olympics

Bronze Medal = Complete bottom row

Silver Medal = Complete bottom and middle rows

Almost Summer 2020 Olympic Games

Here are some music and PE activities you can do with your family.

Gold Medal = Complete all activities

Take your pulse

before and after.

Make 4 patterns of

movement that last 8

beats. Perform all the

patterns with your Gold favorite song.

Choose at least 4 Make anComplete movements to show idiophone/percussion

different musical styles instrument. Write an 8-a 10 changing every 8 beats. beat rhythm using real

Show ragdoll, robot, music notes or invent

sloth, sprinkler, disco, minute your own symbols. Play

the pattern with your karate, and/or ballerina

styles. Silver

favorite song. marathon Ask a family Check your pulse Sing the ABC’s and

Go on a walk or member, “If you Challenge a family (count heartbeats match your feet to ride your bike could meet any member to get for 10 seconds) then

for at least 20 the beat while you

walk. Change the do one minute of musician, past or the most steps or tempo (speed) by jumping jacks. Now present, who activity minutes minutes three

crawling, marching, check your pulse Bronze would it be. per day times this week and running. again. Why?”

Have fun being active and creative together--email your medal level

to your music and PE teachers when you're finished.

36


How I Feel… Your feelings and emotions change many times throughout the day. At times, it can be challenging to explain how you feel. Take time to think through these feelings

and discover ways you can smile.

Right now I feel .

I feel this way because .

Who can I talk to? .

What are some things I can do to make me or someone else smile? Write or draw below!

Listen to music! Go for a walk! Draw a picture! Do a puzzle! Dance!

©2020 Sanford Health. All rights reserved. fit.sanfordhealth.org

37

https://fit.sanfordhealth.org


My Story, My Plan Worksheet

My Story

What happened is

At the time, I was feeling

At the time, I was thinking

Since it happened I have been thinking

Te person or people who were harmed are

Tis is how they were harmed

My Plan

Tis is what I can do to make things better

To prevent something like this happening again, I can use these Second Step skills. (Check of the skills below)

Skills for Learning Empathy

Listen Focus Attention Use self-talk Be assertive

Ask myself “How does the other person feel?” Look at the person’s face and body for clues Ask myself “What is this person’s point of view?”

Tink of how I can help Tink of a kind thing to say

How to Calm Down Problem-Solving

Stop: Use my signal Name my feeling Calm down

Breathe Count Use positive self talk

S: Say the Problem (without blame) T: Tink of solutions (safe and respectful)

E: Explore consequences (what could happen if...) P: Pick the best solution (make my plan)

(CHILD’S NAME) (DAtE) (ADULt’S SIGNAtURE)

Second Step Principal Toolkit SecondStep.org © 2015 Committee for Children

38

https://SecondStep.org


Reading Review Games

Fun Fact: Repeated practice with connecting sounds to written letters is the key to becoming a

reader. The more practice, the better new words will stick in your child's memory. Below is a menu of all the fun games you've seen so far that will help build these skills. Pick a few to play again!

Letter Game Menu

Letter Sound Hunt

Instructions: 1. Point at an object such

as a ball, and ask: what

is the first sound in

ball?

2. Ask your child to select

the correct letter from

the four letter cards.

3. Challenge your student

to find another object

that starts with /b/.

From May 4th Packet

Letter Name iSpy

Instructions:

1. Tell your child you are

going on a letter hunt and

give them the four letters

for reference. Their job is

to find letters around the

house. Look on food boxes,

posters, labels on

appliances, etc.

2. When they find it, say the

name of the letter and the

sound it makes.

From May 4th Packet

Letter Spot It

Instructions:

1. Place down 5-10 letter

cards on table or floor.

2. Tell your student the goal is

to be the first to spot the

correct card. If they find it,

they keep it, if not, you

keep it.

3. You can mix up asking for a

letter sound or name. Once

you find it, touch it.

From May 4th Packet

ABC Song Sheet Letter Board Game

Instructions: (Using ABC Song Sheet)

1. Choose if you want your child to

practice letter sounds or names.

2. Have students touch each item as they

sing it. (EX: touch apple when you say

apple)

a. If you chose letter names to

practice, when your child

touches the letter, they will say

the name. If you chose sound,

they will say the sound that

letter makes.

From May 11th Packet

Instructions:

1. Decide if you are going to play based on letter

sounds or by naming the letter.

2. Play! Game rules:

a. Everyone starts in the start spot. Role

your dice to see how many spots you

can move.

b. Draw a letter card. Say the proper

sound or name. If you get it right, you

can move the number of spots you

rolled. If you get it wrong, you stay in

your current spot.

c. Play until someone gets to the finish

spot.

From May 18th Packet

39


Phonological Awareness Game Menu

Noticing Syllables Putting Syllables Together First Sound First

Words are made of parts, or

syllables. Every syllable has a

vowel sound.

Instructions:

1. Place your hand under

your chin.

2. Say your name.

3. Every time your chin drops,

that is a syllable

4. Repeat with names/word.

From May 4th packet

Now that you have practiced

breaking words into syllables,

next practice putting them back

together.

Instructions:

1. Say a word one syllable at a

time and your child puts it back

together.

Example: Adult: Jor – dan

Child: Jordan!

2. Switch roles.

From May 4th packet

Now that you can break words into syllables, start breaking syllables into the first sound followed by the rest of the word.

Instructions:

Use the words on the CVC lists to say the first sound and the rest of the word. Your child tells you the word.

Example: Adult: /b/-ug. What is the word? Child: bug!

From May 11th packet

Sound Away Add a Sound Away and Add

If you take the first sound of a Make a word from the different This game is a combination of the

word away, a new word may parts. This is the opposite of the previous two games and is the

result. game: Sound Away. most advanced skill needed to sound out new words.

Instructions: Instructions:

Do the example below and try Do the example below and try a Instructions: a few of your own! few of your own! Do the example below and try a

Example: Example: few of your own! Adult: /f/ /f/ /f/ -eat. Now Adult: eat… /m/ /m/ /m/ - Example:

you say it. eat. Put /m/ and -eat together and what is the

Adult: - I am going to say the word

Child: /f/ /f/ /f/ -eat. word? ‘feat.’ Adult: If I take /f/ away, Child: meat! - Now take away the /f/ and

what is the word that is change it to an /m/.

left? - What is the word?

Child: meat! Child: -eat

From May 18th packet From May 25th packet -- New game --Games adapted from Phonemic Awareness in Young Children, Adams, Foorman, Lundberg and Beeler, 2006

40


ELL Resources

The pages that follow are activities,

supportive resources, or translated materials

designed to support students who are

learning English. All these materials align

with the activities provided by the grade level

teachers in this week’s learning packet.

Although these items are designed with ELL

students in mind, all students are welcome to

use them.

Las páginas que siguen son actividades, recursos de apoyo o

materiales traducidos diseñados para apoyar a los estudiantes

que están aprendiendo inglés. Todos estos materiales se

alinean con las actividades proporcionadas por los maestros de

nivel de grado en el paquete de aprendizaje de esta semana.

Aunque estos artículos están diseñados para apoyar a los

estudiantes ELL, cualquier estudiante puede usarlos.

41

Speaking Practice Look at the picture. Then answer the questions below out loud in complete sentences. Use

the sentence stems and the word bank to help you if you need to.

Word Bank

banana split hot fudge

whipped cream party

celebration nuts cherry

sweet yummy treat

What do you see in the picture?

I see… There are…

What would you put on your ice cream?

I would put… The best toppings are… At an ice cream party…

What is confusing to you? What do you wonder more about?

I don’t know why… Why is…?

What is your favorite dessert?

I like… My favorite… The best dessert is…

What do you see in the picture? Where are they? What are they doing?

I see… There are… The kids are…

What activity do you like to do on wheels? What do you wonder about this picture?

I like… Skateboarding is fun because… I wonder…?

I do not like skateboarding because… The best activity is… Who is…?

Word Bank

skate park helmet socks

concentrating biking tricks

jump fall down friends

fast roller skating scooter

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Picture I can… Word List

Tell about

something that I

know how to do

or am an expert

about

I know how to…

I know about…

Name the

materials

needed

You need…

Put the…

In order to

_____, get…

Use order words first, next, then,

last, finally,

before, after

Use detailed

pictures to show

how

. ! ?

ABCDEFG

Check finger

spaces,

punctuation,

capitals, sight

word spellings

Check sight word

lists

“How To” Writing Checklist


43

How to Take Care of a Dog

2.

3.

1.

Word Bank

give play throw brush

pet buy build wash

feed

44

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