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What's New

I have added a checklist on the home page to show our Must Do assignments, as far as worksheets and written work. I would still suggest  no more than 15 minutes of Lexia and reading 20 minutes a day as Must Dos.  Everything else is a May Do.  Hopefully, this will help simplify things.

New online math program, ST Math, on Math Tab.

Math and Literacy assignments are new.

Remember these songs on the Home Page? Addition's What You Call It and Subtract With a Pirate!

A new math concentration game on the Math tab.

Check out the Mystery Science adventure on the Science tab  about who invented pizza.

Instructions for a fun math game you can play together, Bears In The Cave, on the Math tab.

Checklist of Kindergarten and First Grade Tricky Words.  How many can you check off because you know them?






Todo lists

"Must Dos" March 30-Apr 3

Monday
Math Lesson 4
Literacy Lesson 6
Tuesday
Math Lesson 5
Literacy Lesson 7
Writing - I can help my family.
Wednesday
Math Lesson 6
Literacy Lesson 8
Writing-continue I can help my family.
Thursday
Math Lesson 7
Literacy Lesson 9
Writing-continue I can help my family.
Friday
Math Lesson 8
Literacy Lesson 10
Writing-Finish I can help my family.

Photos

Literacy

Bookmarks

Bookmarks

Plain sticky notes

March 30-April 3

This week we will be working on Lessons 6-10 in your Core Knowledge Language Arts Workbook 7. Lesson 6 is a review of /ch/, /th/, and /sh/. Lesson 7 introduces /qu/ and has a fun word wheel to review /ch/. If you have access to a printer and heavier paper, I would suggest copying this on card stock. Lesson 8 introduces the ending /ng/. There is a worksheet, and there are large flashcards of /n/ and /ng/. For this activity, say the following words and have your child hold up the correct ending. It is very difficult to distinguish between /n/ and /ng/ at the end of a word. This will give them a chance to practice. Words for the activity: 1. sun-sung 2. pang-pan 3. ran-rang 4. king-kin 5. thin-thing 6.ban-bang 7. wing-win 8. run-rung Lesson 9 intoduces Tricky words in and out, and reviews our digraph sounds. Lesson 10 reviews Tricky Words and digraphs. Keep doing that Lexia about 15 minutes a day, at the most. Make sure you are reading 20 minutes a day, either Raz Kids or books of your own. If you are getting the worksheets online, you will need a password. The password is ckla support. If you would like access to teacher resources: URL: ckla.amplify.com Username: CKLAparentCOVID19 Password: CKLAparentCOVID19

Rich sticky notes

Rich text note

Here's a fun activity to go with Lesson 7.  If you have some plastic easter eggs around the house, you could make some of these eggs with the digraphs we have been learning:  /th/, /sh/, /ch/, and add /qu/, and the ending /ng/ in a few lessons.

Todo lists

Kindergarten Tricky Words

one
two
three
the
a
blue
yellow
look
I
are
little
down
out
of
funny
all
from
was
when
word
why
to
where
no
what
so
which
once
said
says
were
here
there
he
she
we
be
me
they
their
my
by
you
your

First Grade Tricky Words

a
said
by
I
says
you
no
was
your
so
when
because
of
why
could
is
where
should
to
what
would
all
which
down
some
here
yesterday
are
there
today
have
he
tomorrow
were
she
how
one
be
coach
once
me
picture
do
we
cow
two
they
the
their
who
my

Photos

Easter Egg Words

Math

Bookmarks

Math Bookmarks

Math Games

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March 30-April 3

For this week's lessons we will begin Workbook 5, lessons 4-8. We are learning the concept that teen numbers represent 10 and some more. To adults this seems like an easy concept, but it is a new idea for children, so be sure your child is getting it. Counting "the Ten Way" becomes very important . Remember, this means instead of saying eleven, twelve, thirteen... when you count objects, you say ten one, ten two, ten three... This does seem counterintuitive, but it really drives home the concept in a concrete way. I have added the Teacher Manual to the Math Bookmarks on the right. There are lots of fun activities at the beginning of the lesson under Fluency Practice. You are welcome to pick and choose some of them to do. There is an Application problem in the lesson as well. There is a page in the Workbook that corresponds with this. ALL OF THIS IS OPTIONAL! THE CRITICAL PART OF EACH LESSON IS THE CONCEPT DEVELOPMENT. YOU CAN TWEAK IT ANY WAY YOU WANT, BUT THIS IS THE PART THAT TEACHES THE CONCEPT. When you are done, have your child do the worksheet labeled Problem Set. Please contact me if you have questions.

Reviewing Addition and Subtraction

This is a fun activity to keep your children practicing their subtraction skills. It is great for a concept called missing addend, or using addition and subtraction skills to determine how many are missing. I love this game!! Have fun with it.

Rich sticky notes

ST Math

Hey Everybody!  If you are looking for something new to do for Math try out ST Math.

 This is a math program that students at our school have never used before, however, it's amazing. I've used it in the past and it is a very cool math program that, similar to Lexia and Dreambox, puts children at a level that specifically meets their needs. Also similar to Lexia and Dreambox, you can do it on a computer or tablet and and all the child needs is internet access. It is available to families for free during this time. It's great for extra math practice. Check it out if you're interested! 

Photos

Bears In A Cave

In this activity, the parent places some bears (could use gummi bears, toys, fish crackers, blocks, for the bears) on the table, and asks the child to count them. Then, the child hides her eyes while the parent places some of these counters under the bowl. When they open their eyes up, they can see how many of the bears are left visible outside of the bowl. This should tell them how many are under the bowl. The trick to get the kids to enjoy this game is to start with VERY small quantities so that the answer is very obvious to them, such as one bear outside the bowl and one bear under the bowl. Once they have that figured out, you can start adding in more bears. If you start with too many bears, they quickly become discouraged and it becomes a huge guessing game rather than a math exercise.

Writing

Bookmarks

Bookmarks

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Writing Prompt for March 31-April 3

I like to help my family.

Rich sticky notes

Writing Assignments

We are do a writing assignment at home, just like we did at school!

Remember to plan what you want to write first.  We used to write it down, but now we do it in our heads.  Remember this:

T=
1.
2.
3.
C=

We think of our topic sentence first, usually I give it to you.
Then we think of three details, things that describe our topic sentence.
Then we write a conclusion.  We don't ever want to end a conversation without saying goodbye.  We never want to end our writing without a conclusion!!  Restate the topic sentence in some way.  You might want to give your opinion about the topic.  I am excited to see what you write about!


Instructions for parents

This week your child will work on writing at home.

They have all week to complete their writing so I suggest working on a sentence or two a day. Each writing prompt will require at least 5 sentences. Students are to write a topic sentence first. (For example, if the topic is "favorite foods" their topic sentence could be something simple like "I like many foods." or "Food keeps me healthy.") The topic sentence just needs to vaguely introduce the topic of the week. Students then must write three (or more, if capable) details about the topic. Each detail should be in its own sentence (For example, "I like potatoes. I like fish. I like yogurt.") Lastly, students should write a conclusion, which is a simple sentence similar to their topic sentence (for example, "Food is delicious!" or "I love to eat!"). Feel free to use the words "topic", "details", and "conclusion" when helping your child with this assignment, as those are the words we use in the classroom. Typically, students write 1-2 sentences a day and by the end of the week they have 5+ complete sentences about the topic. Here is a minimal example of how their writing should look at the end:
"I like many foods. I like potatoes. I like fish. I like yogurt. I love to eat!"

We have used this format several times in class, so they have done it before.
Please be sure your child uses proper uppercase and lowercase letters, punctuation, and spacing between words.  Kid Spell (sounding out words phonetically, using whatever spelling seems right to them) is encouraged.  Please don't spell each word for them!! Encourage them to sound it out for themselves. You can remind them of sounds they have already learned such as /th/, /ch/, /sh/, etc. Your child can also draw a picture to go with their writing after their writing is complete. Their picture should match their words. Please have your child use paper and pencil for this assignment. No pens and no typing on a computer. We are focusing on sounding words out, penmanship, and writing complete sentences.

Photos

One example of Writing

Another example of Writing

Specials

Bookmarks

Bookmarks

Science

Bookmarks

Science Bookmarks

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Sticky note

Check out this science adventure, Who Invented Pizza, then write about it. Write what your favorite pizza toppings are. Have mom or dad send me a picture of your paper so I can read it.

Kindergarten Standards

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Math Standards

Counting and Cardinality
K.CC.1 Count to 100 by ones and by tens
K.CC.2 Count forward beginning from a given 
             number within the known sequence 
             (instead of beginning at 1)
K.CC.3  Write numbers from 0-20.  Represent a 
              number of objects with a written numeral
              0-20 (with 0 representing no objects.
K.CC.4 Understand the relationship between
             numbers and quantities; connect counting
             to cardinality.
K.CC.4a When counting objects, say the number 
       names in the standard order, pairing each
               object with one and only one number name
               and each number name with one and only
               one object.
K.CC.4b Understand that the last number name said
               tells the number of objects counted.  The
               number of objects is the same regardless of
               their arrangement or the order in which they
               were counted.
K.CC.4c Understand that each successive number
               name refers to a quantity that is one larger.
K.CC.5 Count to answer "how many?" questions about
             as many as 20 things arranged in a line, a
             rectangular array, or a circle, or as many as 10
             things in a scattered configuration; given a 
             number from 1-20, count out that many objects.
             Compare numbers.
K.CC.6 Identify whether the number of objects in one
             group is greater than, less than, or equal to the
             number of objects in another group, e.g., by using
             matching and counting strategies.
K.CC,7 Compare two numbers between 1 and 10 presented
             as written numerals.
Measurement and Data
K.MD.1Describe measurable attributes of objects, such
              as length or weight.  Describe several measurable
              attributes of a single object.
K.MD.2 Directly compare two objects with a measurable attribute 
             in common, to see which object has "more of" or "less of"
             the attribute, and describe the difference.  For example,
            directly compare the heights of two children and describe
            one child as taller/shorter.
K.MD.3 Classify objects into given categories; count the numbers of
             objects in each category and sort the categories by count.
Operations and Algebraic Thinking
K.OA.1 Represent addition and subtraction with objects fingers, 
             mental images, drawings, sounds (e.g., claps), acting out
             situations, verbal explanations, expressions, or equations.
K.OA.2 Solve addition and subtraction word problems, and add and 
             subtract within 10, e.g., by using objects or drawings to
             represent the problem.
K.OA.3 Decompose numbers less than or equal to 10 into pairs in 
             more than one way., and record each decomposition by a 
             drawing or equation (e.g. 5=2+3 and 5=4+1).  
K.OA.4 For any number from 1 to 9, find the number that makes 10
             when added to the given number, e.g., by using objects or 
             drawings, and record the answer with a drawing or equation.
K.OA.5 Fluently add or subtract within 5.
Geometry
K.G.1   Describe objects in the environment using names of shapes,
            and describe the relative positions of these objects using terms
            such as above, below, beside, in front of, behind, next to.
K.G.2   Correctly name shapes regardless of their orientations or overall size.
K.G.3  Identify shapes as two-dimensional (lying in a plane, flat) or three-
           dimensional (solid).
K.G.4  Analyze and compare two- and three-dimensional shapes, in different
           sizes and orientations, using informal language to describe their 
           similarities, differences, parts (e.g, number of sides and vertices/corners)
           and other attributes (e.g., having sides of equal length).
K.G.5  Model shapes in the world by building shapes from components 
           (e.g., sticks and clay balls) and drawing shapes.
K.G.6  Compose simple shapes to form larger shapes.  For example, "Can
            you join these two triangles with full sides touching to make a rectangle?"

           








Literacy Standards

READING LITERATURE
Key Ideas and Details
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.
RL.K.3  With prompting and support, identify characters,
              settings,and major events in a story.

Craft and Structure
RL.K.4  Ask and answer questions about unknown words,
             in a text.
RL.K.5  Recognize common types of texts (e.g., storybooks,
              poems)
RL.K.6  With prompting and support, name the author and 
              illustrator of a story and define the role of each in 
              telling the story.

Integration of Knowledge and Ideas
RL.K.7 With prompting and support, describe the                               relationship between illustrations and the story in                   which they appear.
RL.K.8 (not applicable)
RL.K.9 With prompting and support, compare and contrast               the adventures and experiences of characters in                   familiar stories.

Range of Reading and Level of Text Complexity
RL.K.10  Actively engage in group reading activities with                     purpose and understanding.

READING FOUNDATIONAL SKILLS

Print Concepts
RF.K.1   Demonstrate understanding of the organization 
              and basic features of print.
RF.K.1a Follow words from left to right, top to bottom,
              and page by page.
RF.K.1b Recognize that spoken words are represented in 
               written language by specific sequences of letters.
RF.K.1c Understand that words are separated by spaces in                    print.
RF.K.1d Recognize and name all upper and lowercase                      letters in the alphabet.

Phonological Awareness
RF.K.2 Demonstrate the understanding of spoken words,
             syllables, and sounds (phonemes).
RF.K.2a Recognize and produce rhyming words.
RF.K.2b Count, pronounce, blend, and segment syllables
              in spoken words.
RF.K.2c Blend and segment onsets and rimes of single-                syllable spoken words.
RF.K.2d Isolate and pronounce the initial, medial vowel,                  and final sounds (phonemes) in CVC words,                      except those ending with /l/, /r/, or /x/.
RF.K.2e Add or substitute individual sounds (phonemes)                in simple, one syllables words to make new                      words.

Phonics and Word Recognition
RF.K.3 Know and apply grade-level phonics and 
            word analysis skills in decoding words.  
RF.K.3a Demonstrate basic knowledge of one-to-one
              letter-sound correspondence by producing
              the primary sound or many of the most
              frequent sounds for each consonant.
RF.K.3b Associate the long and short sounds 
                with the common spellings (graphemes) for the                five major vowels.
RF.K.3c Read common high-frequency words by sight.
RF.K.3d Distinguish between similarly spelled words
              by identifying the sounds of the letters that differ.

Fluency
RF.K.4  Read emergent-reader texts with purpose and understanding.

WRITING

Texts Types and Purpose

W.K.1 Use a combination of drawing, dictating, and                     writing to compose opinion pieces which they tell             a reader the topic or the name of the book they                 are writing about and state an opinion or                           preference about the topic or book. (My favorite                    book is....)
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.
W.K.3 Use a combination of drawing, dictating, and                     writing to narrate a single event or several loosely             linked events, tell about the events in the order in             which they occured, and provide a reaction to                   what happened.

Production and Distribution of Writing
W.K.4 (begins in grade 3)
W.K.5 With guidance and support from adults, respond               to questions and suggestions from peers and add             details to strengthen writing as needed.
W.K.6 With guidance and support from adults, explore a             variety of digital tools to produce and publish                 writing, including in collaboration with peers.

Research to Build and Present Knowledge
W.K.7 Participate in shared research and writing projects            (e.g., explore a number of books by a favorite                    author and express opinions about them).
W.K.8 With guidance and support from adults,recall                     information from experiences or gather                             information from provided sources to answer a                 question.
W.K.9 (begins in Grade 4)
W.K.10 (begins in grade 3)

READING: INFORMATIONAL TEXT

Key Ideas and Details
RI.K.1 With prompting and support, ask and answer                 questions about key details in a text.
RI.K.2 With prompting and support, identify the main               topic and retell key details of a text.
RI.K.3 With prompting and support, describe the                     connection between two individuals, events,                 ideas, or pieces of information in a text.
Craft and Structure
RI.K.4 With prompting and support, ask and answer                questions about unknown in a text.
RI.K.5 Identify the front cover, back cover, and title                   page of a book.
RI.K.6 Name the author and illustrator of a text and                  define the role of each in presenting ideas of                information in a text.

Integration of Knowledge and Ideas
RI.K.7 With prompting and support, describe
              the relationship between illustrations and the text              in which they appear (e.g., what person, place,                  thing, or idea in the text an illustrator depicts.)
RI.K.8 With prompting and support, identify the reasons               an author gives to support points in a text.
RI.K.9 With prompting and support, identify basic                         similarities in and differences between two texts               on the sma topic (e.g., illustrations, descriptions,               or procedures).

Range of Reading and Level of Text Complexity
RI.K.10 Actively engage in group reading activities with                 purpose and understanding.

LANGUAGE

Conventions of Standard English
L.K.1 Demonstrate command of the conventions of                    standard English grammar and usage when                      writing or speaking.
L.K.1a Print many upper- and lowercase letters.
L.K.1b Use frequently occurring nouns and verbs.
L.K.1c Form regular plural nouns orally by adding /s/ or               /es/(e.g., dog, dogs; wish, wishes)
L.K.1d Understand and use question words                                  (interrogatives)(e.g. who, what, where, when,                    why, how).
L.K.1e Use the most frequently occurring prepositions                 (e.g., to, from, in, out, on off, for, of, by, with).
L.K.1f Produce and expand complete sentences in                       shared language activities.
L.K.2 Demonstrate command of the conventions of                    standard English capitalization, punctuation, and              spelling when writing.
L.K.2a Capitalize the first word in a sentence and the                    pronoun I.
L.K.2b Recognize and name end punctuation.
L.K.2c Write a letter or letters for most consonant and                  short-vowel sounds (phonemes).
L.K.2d Spell simple words phonetically, drawing on                  knowledge of sound-letter relationships.

Knowledge of Language
L.K.3 (Begins in Grade 2).

Vocabulary Acquisition and Use
L.K.4 Determine or clarify the meaning of unknown and              multiple-meaning words and phrases based on                 kindergarten reading and content.
L.K.4a Identify new meanings for familiar words and                     apply them accurately (e.g., knowing duck is a                 bird and learning the verb to duck). 
L.K.4b Use the most frequently occurring inflections and              affixes (e.g., -ed, -s, re-, un-, pre-, -ful, less) as a              clue to the meaning of an unknown word.
L.K.5 With guidance and support from adults, explore                word relationships and nuances in word meanings.
L.K.5a Sort common objects into categories (e.g.                          shapes, foods) to gain a sense of the concepts                  the categories represent.
L.K.5b Demonstrate understanding of frequently                          occurring verbs and adjectives by relating them                to their opposites (antonyms).
L.K.5c Identify real-life connections between words and                their us (e.g., note places at school that are                      colorful).
L.K.5d Distinguish shades of meaning among verbs                      describing the same general action (e.g., walk,                  march, strut, prance) by acting out meanings.
L.K.6 Use words and phrases acquired through                          conversations, reading and being read to, and                  responding to texts.

SPEAKING AND LISTENING
SL.K.1 Participate in collaborative conversations with diverse                partners.
SL.K.1a Follow agreed-upon rules for discussions (e.g.,                          listening to others and taking turns speaking about                    the topics and texts under discussion).
SL.K.1b Continue a conversation through multiple exchanges.
SL.K.2 Confirm understanding of a text read aloud or                             information presented orally or through other media                   by asking and answering questions about key                           details and requesting clarification if something is not                 understood.
SL.K.3 Ask and answer questions in order to seek help, get                  information, or clarify something that is not understood.
SL.K.4 Describe familiar people, places, things, and events                  and, with prompting and support, provide additional                  detail.
SL.K.5 Add drawings or other visual displays to descriptions                  as desired to provide additional detail.
SL.K.6 Speak audibly and express thoughts, feelings, and                    ideas clearly.

A typical Kindergarten Day

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Kindergarten Agenda

Since several of you have asked, I decided to share what a typical agenda would look like if we were back at school.

Self-Start-usually the math page from the previous day's lesson. (15 minutes)
                Teachers check work and give instruction as needed.  As children finish, they                     can read books or build with blocks until we are done.
Calendar- we take roll, give out daily jobs, say the pledge, and talk about the weather,                        the calendar, and review some math concepts that we may need some review                    on. (15 minutes)
Break-      Kids get up (they've been sitting for a while), get a drink, and we usually sing a                   song with actions or use Gonoodle.com to get some wiggles out. (about 5                           minutes)
Math-       math lesson, practice, activities, and wrap up. ( 20 minutes)
Writing-   We either do some blending and segmenting (break up words into sounds or                     put sounds together into words) or write about a certain topic.  I will start                             sending writing topics home next week. (15 minutes)
Snack-    (5 minutes)
Recess-  (15 minutes)
Centers- This next hour is broken up into four 15 minutes sessions.  We have 4 activities,                  usually Literacy based, for the students to rotate through.  1-Miss Mandy works                   on spelling, penmanship, sight words, etc.  2-Lexia. 3-an independent center,                     or  with a parent.  This varies. It could be a game, or an activity incorporating                     our science or social studies unit, it could be an art activity, it could be games                     or puzzles that help them understand a concept or sight word practice. 4-  I will                   read with them or work on blending and segmenting, or some concept I see is                     needed.
Core Knowledge- we read about or discuss whatever we are learning about in our                             science or social studies unit.  (20 minutes).

If you will notice, I break the day up into 15-20 minute intervals.  This is just about as long as an attention span most children this age have.  

Contact Me

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dhedin@canyonrimacademy.org