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At-HomeEnrichment

B I R M I N G H A M C I T Y S C H O O L S

To provide enrichment to BCS students!

Kindergarten

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Additional Daily Reading Practice

Read daily for at least 15 minutes (i.e. – a book of your choice)

i-Read Web Practice daily for 15 minutes (if technology is available)

Kindergarten Reading/Language Arts Enrichment Performance Tasks

Timeline Literacy Tasks

Complete one activity each

day during the week of:

May 4th- 8th

1.) Reading Comprehension: Read the text My Pet Cat. Answer questions (see attachment p3). (Note to Parents: If necessary, read the story aloud with students. Make sure they can see the print and point to the words as you read aloud) 2.) Vocabulary: Complete the Vocabulary Development page for this week to learn the meaning of the word behavior (see attachment p4). (Note to Parents: Please read directions to students to

make sure they understand the activity) 3.) Writing: In a notebook, draw a picture of your pet or an animal that you would like to have as a pet. Write a sentence(s) to match your picture. (Note to Parents: If necessary, students can write a

word about their picture instead of a sentence)

4.) Word Recognition: Reread the story My Pet Cat. Circle the words come, will, this in the story. Read the words you circled. In a notebook, practice writing and spelling each word 3 times. Then, write each word in a sentence (i.e. - I will go). (Note to Parents: Make sure students begin their

sentence with a capital letter and end with a period, question mark, or exclamation mark) 5.) Letter/Sound Recognition: Complete the Word Work chart to read words, make words, and write sentences with short a (see attachment p5). Then, reread the story My Pet Cat. Underline and read aloud all the short a words in the story. (Note to Parents: If needed, you can have students make

4 or 5 letter words with short a instead of 3-letter words)

Complete one activity each

day during the week of:

May 11th - 15th

1.) Reading Comprehension: Read the story The Tin Pin (see attachment p6). Answer questions 1-3 (see attachment p7). (Note to Parents: if necessary, read the story and questions aloud with students) 2.) Vocabulary: Complete the Vocabulary Development activity for this week to learn the meaning of the word locate (see attachment p4). (Note to Parents: This activity can be found on the

bottom half of the sheet used to learn the word behavior) 3.) Writing: In a notebook, draw a picture of someone trying to locate or find something. Write a sentence(s) to match your picture. 4.) Word Recognition: Reread the story The Tin Pin. Circle the words find, look, you in the story. Read the words you circled. In a notebook, practice writing and spelling each word 3 times. Then, write each word in a sentence.

5.) Letter/Sound Recognition: Complete the Word Work chart to read words, make words, and write sentences with short i (see attachment p8). Then, reread the story The Tin Pin. Underline and read aloud all the short i words in the story.

https://www.bhamcityschools.org/bcs

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Timeline Literacy Tasks

Complete one activity each day during the week

of

May 18th - 22nd

1.) Reading Comprehension: Read the story The Lot. Order the events in the story to tell what happened at the beginning, middle, and end of story (see attachment p9). 2.) Vocabulary: Complete the Vocabulary Development activity for this week to learn the meaning of the word lot (see attachment p10). 3.) Writing: In a notebook, draw a picture to show things you can do on a lot. Write a sentence(s) to match your picture. 4.) Word Recognition: Reread the story The Lot. Circle the words they, all in the story. Read the words you circled. In a notebook, practice writing and spelling each word on paper 3 times. Then, write each word in a sentence.

5.) Letter/Sound Recognition: Complete the Word Work chart to read words, make words, and write sentences with short e (see attachment p11). Then, reread the story The Lot. Underline and read aloud all the short e words in the story.

Complete one activity each day during the week

of

May 25th - 29th

1.) Reading Comprehension: Read the story Tons of Fun. Order the events in the story to tell what happened at the beginning, middle, and end of the story (see attachment p12). 2.) Vocabulary: Complete the Vocabulary Development activity for this week to learn the meaning of the word active (see attachment p10). 3.) Writing: In a notebook, draw a picture of what you like to do for fun. Write a sentence(s) to match your picture. 4.) Word Recognition: Reread the story Tons of Fun. Circle the words with, of, is in the story. Read the words you circled. In a notebook, practice writing and spelling each word on paper 3 times. Then, write each word in a sentence. 5.) Letter/Sound Recognition: Complete the Word Work chart to read words, make words, and write sentences with short o and short u (see attachment p13). Then, reread the story Tons of Fun. Underline and read aloud all the short o and short u words in the story.

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My Pet Cat

Who is Tap in this story?

What is a word you would use to describe Tap in this story? Underline sentences in the story that helped you

think of that word. Write your answer

______________________________

Write your answer

______________________________________________________

Parents: Have students to think about Tap’s behavior and what

the pet owner says about Tap.

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Vocabulary Development

Week May 4th – May 8th Target Word - behavior

Use this box to draw a picture of someone with good behavior.

Your behavior tells how you act. Look at the picture below. Write a word that you would use to describe this dog’s behavior.

___________________________________

Week May 11th – May 15th

Target Word - locate Locate means to find something or someone

Use this box to write what Tim was trying to locate in the story The Tin Pin. Draw a picture to match your writing.

Look at each picture. Discuss how they show someone trying to locate something.

__________________________________________

__________________________________________

__________________________________________

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Word Work

Word Reading with short a Practice reading the short a word list 2 times.

hat had sad sat rat van cat cab tab bat pal man mat mad bad fat ran can pat pad ham jam tan fan

Word Building with short a Write letters on each line to make words with short a. Then practice reading each word.

b a g ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ __ ___ ___ ___ ___ ___ ___ ___ ___

Sentence Writing Write a sentence. Make sure to write at least 1 short a word in your sentence.

I hid my bag.

___________________________________________________________________________

___________________________________________________________________________

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The Tin Pin

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8




Word Work

Word Reading with Short i Practice reading the short i word list 2 times.

hit hid rib sit rim big fig lip bib bit win dig rid kid bid fit bin wig pit kit him dim tin fin

Word Building with short i Write letters on each line to make words with short i. Then practice reading each word.

b i g ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ __ ___ ___ ___ ___ ___ ___ ___ ___

Sentence Writing Write a sentence. Make sure to write at least 1 short i word in your sentence.

I hit my lip.

___________________________________________________________________________

___________________________________________________________________________

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The Lot

*(Note to Parents: Ben and Ken did several things. However, make sure students underline 1 detail for the

beginning, 1 detail for the middle, and 1 for the end).

Underline details in the story to show what Ben and Ken did in the beginning, middle, and end. Use the boxes to write and/or draw those 3 events in the

order they took place.

Beginning

Middle

End

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Vocabulary Development

Week 18th – 22nd Target Word - lot

The story said, “Ben and Ken played in the lot.” Use the box to draw a picture of Ben and Ken playing in a lot.

A lot is an area of ground or open space. How are the pictures alike and different?

Week May 25th – May 29th Target Word - active

active – busy, a lot of movement

Kim was active in the story Tons of Fun. Draw a picture in the box below to show one of the things Kim did in the story to show she was active.

Look at each picture and discuss how they show people that are active.

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Word Work

Word Reading with Short e Practice reading the short e word list 2 times.

net web led set met beg jet yes fed bet jet hen red wet bed peg get pen pet vet hem leg ten men

Word Building with Short e

Write letters on each line to make words with short e. Then practice reading each word.

b e g ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ __ ___ ___ ___ ___ ___ ___ ___ ___

Sentence Writing Write a sentence. Make sure to write at least 1 short e word in your sentence.

I hit my leg.

___________________________________________________________________________

___________________________________________________________________________

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Tons of Fun

Read the story. Look at the detail written in each box. Write the number 1, 2, or 3 on the line inside each box to show the order the event took place in the story. Then, draw a picture in the box to match the sentence.

______Kim and Nan paint.

______Kim gets off the bus.

______Kim looks out the window.

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Word Work

Word Reading with Short o and u Practice reading the short o and short u word list 2 times.

hot hop rob sun rug bug fog cup Bob but won dog rod lot tub sum bun dug pot top hum dot ton fun

Word Building with short o and short u

Write letters on each line to make words with short o and short u. Then practice reading

each word.

b u g ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ __ ___ ___ ___ ___ ___ ___ ___ ___

Sentence Writing Write a sentence. Make sure to write at least 1 short u and short o word in your sentence.

I like to hug my dog.

___________________________________________________________________________

___________________________________________________________________________

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Enrichment Activity/Task Packet

– Kindergarten Mathematics

– General Overview Kindergarten

This Critical Standards aligned packet of resources are designed for students and their parents who wish

to support in-school learning with activities/tasks that can be done independently and/or with a partner

at home. The packet includes activities/tasks that support the major mathematical work of the grade

with a particular focus on building grade level numeracy.

In Kindergarten, students’ ability to fluently add and subtract numbers within 5 is required as it supports

their ability to engage conceptually with important content of the year. These activities and tasks should

each take 30-45 minutes and should be practiced two days in a row (although many can be extended)

and may be completed in any order.

How to use this guide

For each activity/task, you will find:

• Information about the standards both content and practice that the activity supports

• A description and/or instructions for the activity

• Materials required

• One or more focus or discussion questions that will help deepen the learning of the activity/task

Timeline Activity and Task Page(s) May 4-8

Concentration /Memory 2

Squeeze 2

Dot Flash 2 May 11-15 Count It & Ten Frame 3

One More / One Less 3

Who has more/less/ the same? 3 May 18-22 Line It Up 3

Count On –Missing Numbers 4

Number name and Picture match 5 May 25-29 The Bike Shop 1 6-8

The Bike Shop 2-Cutouts 6-8

Shorter One 9

Activities/Tasks Numerals-Pictures-Words & Got Dots

Critical Standard KCC-2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1) KCC-4: Count to tell the number of objects. KCC-4: Understand the relationship between numbers and quantities; connect counting to cardinality.

Standards of Mathematical Practice #1 Make sense of problems and persevere in solving them. #7 Look for and make use of structure.

Description These task cards are designed for students to see and recognize the different forms in which a quantity can be represented.

Materials Numerals, Pictures, Words playing cards Dot Cards, Ten Frame

Task #1

Concentration/ Memory

Concentration/Memory: Shuffle the cards and lay them face down in a pattern. Let student decide the pattern, but they need to explain their pattern. On each turn, a player turns over two cards (one at a time) and keeps them if they match numbers. If he/she successfully match a pair of numbers, the student also gets to take another turn. When a student turns over two cards that do not match numbers, those cards are turned face down again and it becomes the next player’s turn. Players keep each pair they find. At the end of the game, each pair scores one point. When all the pairs have been found, the player with the most points wins.

Task #2

Squeeze

Cards are placed face down in a stack on the table. The first player takes two cards and places them face up on the table with a space between them and in order from least to greatest. The second player does the same. They then turn up the top card in the pile. If this card squeezes between the two cards that player gets a point. If Player 1 has “2” and “5”, Player 2 has “4” and “9”, and a “3” is flipped over, only Player 1 gets a point because “3” fits between their numbers. Keep score on a ten-frame. First player to 10 wins.

Task # 3

Dot Flash

Parent flashes a dot card to student and quickly covers it up. Students must say the quantity of dots they saw and describe how they know what they saw. Example: I saw 4 dots because I saw a group of 3 dots and there was one left over to make 4. The difficulty in the game can be increased by the amount of time that the dots are shown to student.

Task #4

Count It

A card is turned over. The first player to say the quantity of dots on the cards keeps that card. Partner must count the dots on the card to verify

Task #5

One More / One Less

This activity is the same as dot flash but students need to say either 1 more or less than the dots on the card. Whether it is more or less must be established before the game begins.

Task #6

Who has More/Less/ the Same?

2 players turn over 1 card at the same time. The first player to identify which card has more/less/same keeps the 2 cards.

Task #7

Line It Up

Give a student a set of cards and have them line the cards up in a specific order. (least to greatest – forward counting sequence, greatest to least-backward counting sequence)

Questions to check for Understanding

How do you know that you counted correctly?

How many dots did you see?

What way did you see the dots grouped together?

How many dots away from 5 is your number? How many dots would you need to make 10?

Ten Frame (Cut out and use for task activity)

Activities/Tasks The Bike Shop

Critical Standard Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. K-OA 3: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1)

Standards of Mathematical Practice #1 Make sense of problems and persevere in solving them. #7 Look for and make use of structure.

Description In this task, students may initially use quite different ways of thinking to solve problems; teachers should help students recognize that solving one kind of problem is related to solving another kind.

Materials The Bike Shop sheet 1 & 2 The Bike Shop cut-outs

The Bike Shop I

The Bike Shop The Bike Store sold unicycles, bicycles, tricycles and go-carts. The owner of the store could only fit a total of 5 wheels in the display case at the front of the store. What are the different combinations of bikes and go-carts that could be put on display in the front of the store? Explain and justify your mathematical thinking.

The Bike Shop II

The Bike Shop The Bike Store sold unicycles, bicycles, tricycles and go-carts. In the front display case, they are 10 wheels and 6 seats. What types of bikes are on display in the front of the Bike Shop? Explain and justify your mathematical thinking

The Bike Shop 1 & 2 Cutouts (Cut out and use for task activity)

Shorter One

Numerals, Pictures, Word Cards (Cut out and use for task activity)

Dot Cards (Cut out and use for task activity)

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