Kindergarten
Week 7
A Note From Kindergarten
Hi Kindergarten Eagles,
We miss you all so much! This week is going to be a great week with lots of fun activities! We love to see your awesome learning at home. Students, we are so proud of you! Parents, we want you to know that we are committed to helping your child succeed where they are to learn and grow for the rest of the school year. No kids are ahead or behind, your student is exactly where they need to be. In the Fall, teachers will meet your student where they are and help them continue to grow despite the challenges that come with home learning. Don’t stress about school, just do the best you can! At this time of the school year, Kindergarten does a fun ABC countdown of activities each day that make learning fun. We have shared our ABC Countdown with fun activities in hopes that you can have some fun with your student as the Kindergarten year comes to an end. Check off each letter when you have done the fun activity from A to Z! This is optional and just for fun.
We are looking forward to conferencing with you about your child’s progress this year in Kindergarten and what the last grading period will look like. If you need anything, please reach out to your child’s teacher!
Love,
Ms. Gorsalitz, Mrs. Major, Mrs. Wieghat, Ms. Murphy, Mrs. Medina, Mrs. Andrada, Mrs. Vanckhoven, Mrs. Pitt
Fun Fact: Earthworms have 5 hearts!
Weekly Checklist
ABC Countdown (Optional)
Reading
Retell
For this week pick a book the student has not read before to complete each activity or listen to a story from story online. Here is a great story.
Please Please the Bees By: Gerald Kelley
https://www.storylineonline.net/books/please-please-bees/
Activity 1
Listen to the story then retell the story to a family member using the story retell cube. Feel free to use this cube with any fiction book to help you retell a story.
Activity 2
Complete the story retell sheet for a fiction book you have read this week.
Parents/Guardians : Here are a few questions to help guide the retell or a story.
Tell me about the story?
Tell me something that happened in the beginning, middle, and end of the story?
Was there a problem in the story? How did they solve it?
Did this story remind you of anything? ( make a personal connection)
Please make sure your child is reading everyday for 20 minutes. Reading can be online books or books you have at home.
Happy Reading!
Word Study
- Practice Blends
Watch Blends Song Video- Jack Hartman Two Letters that Work Together
Activity 1: Gone Fishing Board Game
Directions: Add playing pieces (beads, beans, anything you can find). On your turn, roll one die. Move that many spaces. Say the sound of the blend. To make it a bit more challenging, have student think of a word that begins with the blend they landed on. For example: br- brush!
Activity 2: Pick the Blend Page
Directions: Choose and write the correct beginning blend to complete the word.
Writing
This week students will pick a piece of writing they have completed, and will continue the revising process. Your student will be focusing on rereading words, stretching it out, and make sure it looks right. .
“Writers sometimes try to spell their words again so that they can remember them and help others read them too! They reread each word and make sure the word looks right. Then they may even need to change it to make it more readable."
“When you don’t know how to write a word, you can say it s-l-o-w-l-y, like how a turtle might talk. Listen for each sound as you say it. Write down the sounds you hear. When you have it all down on your page, say it again like a turtle, this time running your finger under the letters you wrote down. If you realize you’re missing any sounds, fix it!”
Have your student choose a piece of writing that they want to revise. Explain that we are going to be adding more sounds to our words. They may use a pen to see the progression of their words they spell again.
Math
Math:Addition & Subtraction: Joining
Materials needed: Story Mat, Counters, Ten Frame Mat
Lesson Focus: Students will explore joining addition and subtraction problems. Students can use counters with a story mat or ten frame to model situations and create number sentences to sole. Students may also draw pictures to represent the story.
Lesson Example: James had 4 goldfish in his fish tank. He bought 3 more goldfish to put in the tank. How many fish does James have now?
Ask Questions:
What do we know about the problem?
What do we need to know?
Is there an action in the problem? How do you know?
Are the objects being joined together or separated? How do you know?
Continued practice: Joining
Sam had 4 blocks. Lucke gave him 6 more. How many blocks does Sam have now?
Ty had 2 pencils. Annie gave him 3 more. HOw many pencils does Ty have now?
There were 2 melons in the garden. 4 more melons were planted. How many melons are in the garden now?
There were 5 pennies in the jar. 2 more pennies were put in. How many pennies are in the jar now?
There were 4 ducks on the lake. 2 more ducks joined them. HOw many ducks are on the lake now?
There were 5 beetles in the garden. 3 more beetles crawled in. How many beetles are in the garden now?
Science
Students will identify the basic parts of plants.
Watch and learn "What are Plants?"
https://watchandlearn.scholastic.com/videos/animals-and-plants/plants/what-are-plants.html
1. Students will watch "What are Plants?"
2. Students will complete the Parts of Plants labeling activity. (This is what you will turn in)
3. Students can create a plant and discuss with someone what the different parts are and what the plants need.
Social Studies
Students can identify examples of technology used in the home and school.
Activity:
Review with your student the attached pictures of classrooms in the 1950s and 2020. Ask them to identify things they see that are the same as today and things that they see that are different. Focus their attention on the technology in the classroom and ask them to brainstorm how the technology has changed their learning.
Have your student draw a picture of themselves using technology in the classroom.
Social/Emotional Learning
It is natural for people to have negative thoughts and emotions about the changes we have had to endure over the past few weeks.
In order to persevere through this extremely difficult time, one technique to use is “reframing”. This involves identifying our unhealthy thoughts and replacing them with more positive or adaptive ones. This can be difficult to do, especially for children, but with practice, reframing can help us build resilience. Recognizing the thoughts that you have can help you to reframe them in a more positive way.
Watch the video Thought Bubbles | Cosmic Kids Zen Den:
https://www.youtube.com/watch?v=xUUq0HuSLS0
Students will identify some thoughts that they have that are negative or positive, then decide what feeling goes with that thought. Then students will brainstorm what thoughts make them feel happy, awesome or unique and draw a picture of those thoughts in the thought “bubbles” on the sheet below.
Discuss with your student some ways to reframe the thoughts that come that feel negative or sad. Identify and reframe thoughts that are “bubbling over” by breathing through it, finding a comfy spot to stop and think, or by talking to a friend or family member.