ELA - Kindergarten Monday, May 18 – Friday, May 22

PURPOSE Learning Standards:

Reading: I can make connections between the illustrations in the story and the text. (RL.K.7)

Writing: I can draw, dictate, or write an opinion piece. (W.K.1) Foundational Skills: I can associate the long and short sounds with common

spellings (graphemes) for the five major vowels. (RF.K.3b) Foundational Skills: I can read high frequency words by sight. (RF.K.3c)

WATCH Monday:

Watch Connection to Illustration PowerPoint (PDF Version).

Watch Long /i/ video -- Long "i" | i_e | My Growing Brain Tuesday: Watch video of the book Chalk with a focus on how the illustrations tell the story. (Note: Chalk is a wordless book.) Wednesday: Watch video of the book Chalk with a focus on retelling the story. Thursday: Read The Canoe with a focus on retelling the story using pictures and words. Friday: Listen to or read independently Come With Me . Screen Free Version Come With Me. See Discussion section for activity.

PRACTICE

Foundational Skills Practice Activities for the whole week: Screen Free Activities: Phonemic Awareness and Phonics Word Building Monday:

Practice included in Monday’s Powerpoint.

See Power Words Check. Review all Power Words that your child has learned these past few weeks. Continue to add and practice both known and unknown words throughout the summer.

Tuesday:

Explain that illustrations are the pictures in a book that help tell a story. The illustrations usually help us understand a story along with the words. After watching the wordless picture book Chalk, ask students if they were able to understand the story even though there were no words. Watch the video again and have students orally retell the story telling what happened in the beginning, middle, and end.

All Week: Play jump rope, basketball, hopscotch, Go Fish, Slap, and/or Concentration from the previous weeks for your child to practice their words. (Screen-Free)

Wednesday: Explain that an author’s words and an illustrator’s pictures work together in a story to help us understand what we read. Think about your retelling of the story from Tuesday. Complete a B/M/E chart retelling the story Chalk. Draw a picture of the event from the beginning, an event from the middle, and an event from the end. Write a sentence with each picture retelling the story. Thursday: Take a picture walk through the story The Canoe without reading words. Tell what is happening in the story just by using the pictures without reading. Read story again with the words. Did the pictures help you understand something that you didn’t know from the words? (ex. When the dog tells the bird “You will like this.” He is saying the bird will like the canoe ride. The author’s words did not explain this, but you learn this from the pictures.) How does the last picture make the ending a funny surprise? (ex. The words showed that the bird asked “Are there big fish in here?” The picture showed a giant fish hopping out of the water. The story used the pictures to answer the bird’s questions, and show a funny, surprise ending. Friday: Complete Opinion Writing Task

DISCUSS

Wednesday: As you are reading with a family member or independently, look for long i (i__e) words. Share the words you found with someone. Thursday: Take a look at the story pictures from the beginning of the story Chalk. Imagine you and your friends found a bag of magic chalk. On a piece of paper, write and illustrate your own story describing what happened. Friday: After reading Come With Me, discuss the answers with an adult. 1. Tell an adult what is happening on each page by looking at the illustrations. 2. Read the power words on the last page to an adult.

PRODUCT

Friday:

Complete Brown Bears Opinion Writing Task

From the list of i_e words built throughout the week, say a word and have your child write the word. Say the following sentences and have your child write them. Check for correct spelling, capital letter, and punctuation:

I like to ride my big red bike.

Can we hike a mile?

Screen Free Activities for week of May 18

Power Words Check

Story Pictures

My First Animal Library: Brown Bears

By: Cari Meister

It’s winter. A brown bear sleeps. She is hibernating. A cub grows in her

belly. Soon, he is born. He is tiny. He crawls up his mama’s fur. He drinks

her milk. He grows and grows.

Spring is here. Mama is hungry! The bears live in a den.

Mom stands on two legs. Now, she can see better. She sniffs. She smells

fish in the river. The bears walk to the river. The cubs ride on mama’s back.

Other bears are here. One growls at the cub. Mama shows her teeth. The bear runs away.

Salmon jump. Mama swats with her paw. She grabs with her teeth. She

gets a fish. Yum!

Kindergarten - Opinion Writing Prompt After reading My First Animal Library: Brown Bears, draw and write if you think a polar bear would or would not make a good pet and why. Use details from the text to support your answer. Use the following sentence frames if

needed:

A polar bear would make a good pet

because _________.

A polar bear would not make a good pet

because ________.

Writing Standard 1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or name of the book they are writing about and state an opinion or preference about the topic or book.

Would a polar bear make a good pet? After listening to someone read Brown Bears, draw and write if you think a polar bear would or would not make a good pet and why. Use details from the text to support your answer.

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Screen-Free Activities

K-2

This week’s reading focus is reading literature books. Have your student read a “just right” fiction book daily for 15-30 minutes. Reading Activities: Complete one activity per day.

Word Hunt: Find a word you think is interesting and ask yourself What do I think the word means? Why do I think the author used this word? Look up the word in the dictionary to confirm the meaning.

Retell your book using the story elements writing frame: The story is about___. The story takes place___. The action begins when___.Then___. Next___. After that___.The story ends when___.

Questions to ask after you read your book: o Describe _____ (character, setting, event) using at least one detail from the story and

one detail from the illustration. o What is a central message or lesson in this story? What key details help you understand

the central message?

Story Prediction Chart: Before you read your book, do a picture walk. What do you think the story will be about? What clues do you have for your predictions? Record your predictions in the first two columns of the chart. After you read the book, look back at your predictions. What was different? Record your answer in the last column. Use blank paper for your chart

What might happen? What clues do I have? What did happen?

Word Search:

Writing Activities: Kindergarten: Complete the sentences: Kindergarten is fun because_____. Kindergarten is fun, but_________. Draw a picture of your favorite part of kindergarten.

First and Second Grade Writing: Write a letter to your teacher. Write at least three things you liked about this school year and three things you learned.

Oral Language Activities for Kindergarten and First Grade

Use a picture below to create your own story. Tell your story to a family member or friend.

Vocabulary (K-2)

Vocabulary BINGO: Select 6 new or unfamiliar vocabulary terms as you read. Complete at least one activity a day until you reach a BINGO.

Write a sentence with each word. Underline the vocabulary term in each sentence

Write terms 3 times each

Write 2 synonyms and 2 antonyms for each term

Quiz an adult on all vocabulary terms

Using index cards or quarter sheets of paper, create flash cards for your terms and match the definition to the term

Quiz an adult on all vocabulary terms

Using index cards or quarter sheets of paper, create flash cards for your terms and match the definition to the term

Group terms into ABC order

Write a sentence with each word. Underline the vocabulary term in each sentence

Create a multiple choice vocabulary test and test a relative.

Create a vocabulary foldable and use 3 of your terms

Create a fill in the blank vocabulary test and test a relative. Do not forget to include a word bank!

Free

Write terms 3 times each

Write 2 synonyms and 2 antonyms for each term

Write terms 3 times each

Write 2 synonyms and 2 antonyms for each term

Create a fill in the blank vocabulary test and test a relative. Do not forget to include a word bank!

Create a graphic organizer for 3 of your terms. Include definition, part of speech and sentence

Create a vocabulary foldable and use 3 of your terms

Create Frayer Models for 3 of your 6 words

Be the teacher! Say each vocabulary term and definition and have a family member repeat it back to you.

Using index cards or quarter sheets of paper, create flash cards for your terms and match the definition to the term

Write 2 synonyms and 2 antonyms for each term

Have a family member quiz you on your 6 terms. Do not stop until you get them all correct