Kindergarten Reading/ELA Menu Week Of: 4/20-4/24 .

Kindergarten Reading/ELA MenuWeek Of: 4/20-4/24 30 minutes of reading daily. You can read from any book you have at home, a text fromschool, or an online source. Such as: https://bit.ly/3eizfSZChoose at least 2 activities in English and 2 in Spanish.Poetry:Rhythm and RhymeNonfiction Focus:Read/Listen to the text about plant needs andparts.This Old EarthHow Do Plants Grow?(to the tune of “This Old Man”)This old EarthNeeds our helpTo stay fresh and clean and greenWith a pick it up; pitch it in; andthrow it in the can-This old earth needs a helping hand!Locate sight words in poem:to and it in theCircle/Say the rhyming words youhear in the poem.Writer’s WorkshopSet the timer for 20 minutes and playsome soft music.Draw and write a story about how youcelebrated Easter or draw and write astory about what you did over theweekend.Don’t forget to start each sentence witha capital letter, add spaces andpunctuation.Handwriting:Review FormationBefore Reading:Think about non-fiction text features. (Tableof contents, photographs, labels, bold print, pictureglossary, etc.)While Reading:How do the text features help us learn whatis most important about our topic?After Reading:Respond to the book about what plants needor their parts.Write a sentence and make the key wordbold and illustrate.Ex) A plant needs 14/from/quizroom/languageId/1? ga 6484Or choose any book you may haveat home.Before Reading:Looking at the cover, what do you thinkthe story will be about? Find the titlepage.While Reading:As you read, discuss the characters in thestory. What is the setting?After Reading:Complete the character page attachedbelow. Add details to the character outlineto match the character in your story.Sight Word Activity:Phonological Awareness:Rainbow Writing: Write each word,tracing over them with 3 differentcolors.Look at the picture cards on the nextpage. Say each word and listen to theending. Identify which pictures end in–op.Try it in Writing:Say the words below to the studentand have them write them withoutlooking.This week’s sight words:Use a variety of writing tools topractice these letters.eClick on the link 975b38a8b36b6a8Fiction Focus:Read the book belowat on likewith were stoptop hop pop mop shopzScience FocusChoose at least one of the activities below: Watch the Brain Pop Jr video about sofaplant/Take a look outside. Find a plant/flower outside to draw. In your drawinginclude labels of the 4 parts of a plant (leaves, flower, stem, roots).Think of what a plant needs to grow. Draw a picture of a plant with the 5things it needs to survive, and label your picture (air, water, nutrients,sunlight, room to grow).

Character Name:Where is your character?Add details toyour character.What does your character do?

Menú de aprendizaje a distancia de kínderSemana del: 20-24 de abril Leer por 30 minutos diarios. Pueden leer cualquier libro que tengan en casa, de la escuela o por internetcomo: /soliveralopez2Escojan por lo menos 4 actividades del menú cada semana. (pueden ser 2 de español y 2 de inglés)Poesía: Ritmo y rimaLee el poema adjunto o usa este video:https://bit.ly/3eize1mLee el poema una vez más – trata de llevarel ritmo.Localiza las siguientes palabras de altafrecuencia:layconmienEncuentra las palabras que riman.Taller de escritura:Durante 20 minutos escucha música suavemientras dibujas y escribes.Escribe sobre las cosas que hiciste este fin desemana.Ej. Este fin de semana yo hablé con mis abuelos.Este fin de semana yo comí elotes. Este fin desemana mi familia celebró Pascua.Enfoque expositivo: característicasLeer el libro o escuchar¿Cómo crecen las plantas?en Epic https://bit.ly/2V2R6WdAntes de la lecturaObservar, la portada, las fotografíasy leer el título.· ¿Qué piensas que podrías aprenderde este libro? ¿Cuáles son algunaspreguntas que tienes sobre estetema? ¿Qué sabes ya sobre estetema?Durante la lecturaFíjate en las características del textotales como: contenido, encabezado,índice, glosario, fotografías,leyendas y rótulos.Después de la lecturaBusca una planta en tu casa ypregunta a tus papás que necesita laplanta para crecer.Palabras de alta frecuencia:Enfoque en la ficción: PersonajesLeer o escuchar El nabohttps://bit.ly/3b8FHK7(o cualquier otro libro que sea ficción)Antes de la lectura:Mira los dibujos y lee el título en laportada – ¿Qué crees que va a pasar enel libro? ¿Qué van a hacer lospersonajes?Durante la lectura:¿Qué hacen los personajes de lahistoria? ¿Cuáles son algunos de losescenarios de la historia?Después de la lectura:Dibuja o escribe los personajes de lahistoria.Dibuja o escribe algo que esta historiate hace pensar o sentir.Conciencia Fonológica:Palabras con mo Practica leyendo tus palabras Escribe las palabras como arcoírisusando diferentes colores. Puedeshacer lo en Seesaw y grabarteleyendo las palabras.Escuchen, digan y escriban palabrasque empiecen o tengan la sílaba mo.empiezan con momoscabegins with mono empiezan con moamordoes not begin with momoño molino jamón monopatínPuedes usar es el fragmento de oración:Este fin de semana yo .Este fin de semana mi familia .Palabras de alta frecuencia:Recuerda usar mayúscula al inicio, dejar espaciosentre palabras y usar signos de puntuación.damejugar deabuelaaguaCaligrafíaRepasa como se forman estas letrasUsa una variedad de objetos para laescritura y practica estas letras.humoremo montaña mojadomoscatomoPuedes elegir palabras de la primera ysegunda listae zCienciasElije por lo menos una actividad:Partes de la planta Escucha la canción que habla sobre las partes de la planta y sus necesidadeshttps://bit.ly/2RyZM4KHaz un dibujo de una planta como Petronila y escribe rótulos para indicar lassiguientes palabras: flor, tallo, hojas, pétalos y raíz.Busca una planta en tu casa y dibújala, agrega también las cosas que necesita paracrecer: sol, agua, aire, espacio y nutrientes de la tierra.**Puedes mandar tu trabajo por SeeSaw o por correo electrónico a tu maestra.

tierra

Kindergarten Math MenuWeek Of: 4/20-4/24Number Sense Daily Activities -A friend or family member shows a number of fingers to the learner. The learner shows the number of fingers neededto make 10. State the two numbers. Ex. 3 and 7 make 10.-Grab a stuffed animal and find a partner. Choose a range of numbers (ex. 26 to 49). Take turns counting, starting at thefirst number. Pass the stuffed animal as you count. Instruction for the week: Addition/Subtraction & Word ProblemsAt the end of this menu you will find information for helping you work with your student on the concept of addition and subtraction.Enrichment and other resources are located on your child’s teacher webpage.Choose at least 3 of the following 6 activities to complete this week.Solve a ProblemMaterials: paper, any writing toolDraw a picture to solve each problem. There are 5 apples on thecounter. Mateo ate 2 of them.How many apples are left onthe counter?7 fish were swimmingtogether. 3 fish swim away.How many fish are stillswimming together?Questions to ask:Are you joining or separating?Are we adding or subtracting?How do you know?Say It, Make It, Draw ItMaterials: any fun counting tool(cereal, dried pasta, marshmallows),paper, any writing toolCotton Ball Race to ZeroMaterials: cotton balls or any smallitems, paper (post its, index cards)writing toolSAY IT- read one of the additionproblems belowCreate 3 cards that say (1) and 3 cardsthat say (2).Each player gets 10 cotton balls or 10small items.Mix the cards up and put them in apile.Each player takes a turn turning over acard and taking away the amount onthe card.The player should say the subtractionproblem each time they take away.Ex) “10 minus 1 equals 9”The first player with 0 items wins! MAKE IT- use a counting tool to makethe addition problemDRAW IT- draw a picture to show theaddition problem and write the answernext to the picture drawn3 5 6 2 4 2 Review Ten FrameReview rg/peg/games/magical-shape-huntThis interactive website is optimizedfor your desktop and tablet.Click on the link and have some funwith 10 Frames!Play the linked game- magical shapehunt.After playing the game, hunt for 3Dshapes around your house and make a3D shapes poster. You can use thesesentence stems.A is a cylinder.A is a cube.A is a sphere.A is a cone.Review Problem SolvingMaterials: paper, any writing tool, diceRoll a die to fill in the blanks in theword problem. Draw a picture to solvethe problem.-I have pieces of candy. I gave to myfriend. How many pieces of candy do I haveleft?-A boy saw birds in the sky. He sawbirds in a tree. How many birds did hesee in all?Questions to ask:Are you joining or separating?Are we adding or subtracting?How do you know?

This information is for parents and guardians to support students.Addition & SubtractionTEKSK.3A (S) Model the action of joining to represent addition and the action of separating torepresent subtractionK.3B (R) Solve word problems using objects and drawings to find sums up to 10 anddifferences within 10K.3C (S) Explain the strategies used to solve problems including adding and subtractingwithin 10 using spoken words, concrete and pictorial models and numbersentencesPrior KnowledgeAction of joiningAction of separatingTEKS TALK Kindergarteners have to learn that Adding is joining 2 sets joining or combining to make a larger set Subtraction is separating objects into smaller sets Students do not have to know their facts from memory. Solve problems with sums up to 10 and differences within 10 Students can use objects: any counting manipulative (beans, macaroni, their fingers) Pictures: Students draw pictures or picture is provided Students act out problems Explain strategy usedStudents should practice writing number sentence such as 3 4 7 (add, join, combine) - (subtract, separate) means the same as; avoid always using equalsIn a word problem have students tell you the action in the story ps://youtu.be/eAxs3ggtE4o