kindergarten ela academic packet - mccoy elementary · kindergarten ela academic packet student...

Kindergarten ELA Academic Packet

Student Name: ________________________________ School: ___________________________________

Week 7 May 11 - 15, 2020

Please follow your teacher's instruction on use and return of packets. Por favor siga las instrucciones de su maestro sobre el uso y la devolución de los paquetes.

Tanpri swiv enstriksyon pwofesè w sou jan pou w itilize ak retounen pakè yo. Por favor, siga as instruções do professor sobre o uso e o retorno dos pacotes

OCPS Distance Learning Packet Kindergarten ELA

Week of May 11 - 15, 2020

Day Skill Instructions

Monday Roles of the Author/Illustrator Parts of a Book

● Review Learning: Roles of Author and Illustrator, Parts of a Book with your favorite book (or any book will do).

● Complete activity ● Read pages 3 - 7 of Rose’s Birthday* to someone.

● Circle the author, illustrator, and title.

Tuesday

Word Meaning

● Review Learning: Word Meaning ● Read Benjamin Franklin Inventor (Journeys Big Book, Lesson 16) ● Answer the text-dependent questions ● Read pages 8 - 11 of Rose’s Birthday* to someone.

● Sort the the short and long /o/ words (found on the last page of the decodable)

Wednesday Main Topic/Key Details

● Review Learning: Main Topic/Key Details ● Reread Benjamin Franklin Inventor (Journeys Big Book, Lesson 16) ● Answer the text-dependent questions ● Reread Rose’s Birthday* to someone.

● Underline these high frequency words:come,day, from, much, our, over, saw, too.

Thursday Author’s Point/ Reasonings

● Review Learning: Identify Author’s Point/Reasons ● Read The Lightning Rod (ReadWorks) ● Answer the text-dependent questions ● Reread and retell Rose’s Birthday* to someone.

Friday Writing in Response to Reading

● Review Learning: Writing in Response to Reading ● Write how one of Benjamin Franklin’s inventions is still helpful

to people today. (Use Benjamin Franklin Inventor and The Lightning Rod)

● Reread Rose’s Birthday* to someone.

Daily: Read a book of your choice for 30 minutes each day (*The reading of the decodable book(s) could be used as part of that 30 minutes of choice reading.)

*Rose’s Birthday is a decodable reader that can be found after Friday’s activities.

● Rose’s Birthday focuses on the long /o/ vowel sound as in rose. Spelling the long /o/ vowel sound with a silent e is the most common.

● Students will read high frequency words. These are words that kindergarteners should know by sight. ● Students will identify the author, illustrator, and title.

** If your student needs assistance with any of the content presented in these lessons, please contact their teacher. All Orange County Public School teachers are committed to supporting our students throughout this distance learning experience. Thank you for all that you do to maintain a strong School/Home connection!

1

Monday For today’s activities you will need your favorite book (or any book will do). As kindergartners, we must know the different parts of a book and their purpose within the book. (As you review each part of the book, have your child point the part on their own book. Have them explain its purpose.)

The purpose of the front cover is to tell the reader the title, the author, illustrator and/or photographer. There is usually an image that gives the reader an idea about what they will learn while reading the book.

The back cover and front cover are held together by the spine of the book. All three of these parts hold the book and its pages together. They also protect the pages inside.

2

Monday Today we also want to review the role of the author, illustrator, and photographer in informational text. Each has a different job, but each is important in helping the reader understand the text. (Review the chart below then have your child complete the activity on the next page)

Role of the Author is to:

● Write to teach or explain a

topic to the reader.

● Use facts, examples, and information to teach or explain a topic

Role of an Illustrator is to: ● Provide drawings, diagrams,

images, or sketched pictures for an informational text.

● Match their visuals and support the information the author writes.

Role of the Photographer is to: ● Provide photographs to

support the information the author writes in the text.

3

Monday Directions: For today’s activity you will go on a treasure hunt using an informational book. You can choose what order you want to complete these activities. Once you finish each activity, you may color in the box to show that someone in your family saw you complete the activity. Be sure you don’t color too dark, your teacher may want to see your awesome work.

The name of the book is called the

(Write your answer on the line)

What is the role of the illustrator or photographer? (circle one answer)

A. To write the words.

B. To provide drawings or photos to support the text.

C. To put the book together.

Point to the spine of the book.

Locate an illustration or photograph in your book. Explain to someone what you learn from the illustration or photograph.

The role of the author is to… (circle one answer)

A. Write the words

B. Draw the pictures

C. Take the photographs

Find the title page in your book. Explain what you find on the title page. (Point to each part as you tell it.)

Point to the back cover of your book.

Point to the front cover. Explain to someone, what information is on the cover.

4

Tuesday When we are reading informational text, we may come across words that are difficult to read. As we discussed a few weeks ago, there are some strategies kindergarteners can use to help them understand the meaning of unfamiliar words. Let’s do a quick review! Read the short text on the left hand side of the chart below. Then ask your child the questions provided to review the process for using clues provided by the author and photographer. Your child will do more practice after reading today’s text.

If you don’t know what the word blizzard means, ask yourself…

Are there other words on the page to help you understand the word, blizzard? Have your child tell you the words that helped him or her. Then have him or her underline the words. Your child should say/underline, “a storm with lots of wind and snow”

Another question you can ask yourself is, Are there clues to help me in the photograph? Have your child tell you how the photograph helped him or her. Your child should explain how there is snow blowing all around.

5

Taken from Journeys Big Book, What is Science (Lesson 16)

6


7


8

(This is the back cover of the book)


9

Tuesday Directions: After reading Benjamin Franklin Inventor answer these questions about unknown words within the text.

1. This question has two parts. First answer Part A. Then answer Part B. Part A:

What is the meaning of the word fins? A. Part of an animal’s body. B. Something used to protect you

from the sun. C. Something you wear to help you

swim fast.

Part B: Circle the part of the photograph that helped you determine the meaning of fins.

-------------------------------------------------------------------------------------------

2. This question has two parts. First answer Part A. Then answer Part B. Part A: Circle the part of the photograph that helped you determine the meaning of bifocals. Part B: Underline the word(s) on the page that help you understand the meaning of bifocals?

10

Wednesday

Remember, as we read informational text, we need to identify the main topic and key details.

(Review the graphic to the right)

The title and pictures can give you helpful clues and hints to what the text is about.

Directions: Reread Benjamin Franklin Inventor and then answer the following questions.

1. What is the main topic of the text?

2. Circle the key details that the author described in the text.

bifocals

lightbulb

bicycle

library

plane

wood stove

11

Thursday

Remember, authors of informational text usually want to teach us something. This is called the author’s point.

Authors give reasons to support the point he or she is making in a text.

The topic, details, and point all connect together to help you understand the author’s ideas.

Let’s Practice:

1. What point does the author make about Franklin’s inventions?

A. Franklin’s inventions are not useful.

B. Franklin’s inventions made him rich.

C. Franklin’s inventions are still used today.

Directions: We are now going to read more about one of Benjamin Franklin’s inventions, the lightning rod. While reading remember to ask yourself:

● What does the author want me to learn? ● Why does the author want me to learn this?

12

Thursday

Directions: After reading, The Lightning Rod, answer these questions about the author’s point and reasons.

2. Complete this sentence to identify the author’s point.

3. Which reason supports the point that the invention of the lightning rod solved a big problem?

A. Lightning lights up the sky.

B. Lightning can set houses on fire.

C. Lightning happens during a storm.

14

Friday Today we will be writing an informative/explanatory text which tells about a topic or explains something.

1. Understanding the Prompt The prompt tells us what you are going to write about.

Read the prompt with your child. Focusing on the underlined portion, which tells what they are being asked to write.

2. Choose your topic

Have your child look back through both texts, and select one invention he or she would like to write about.

3. Plan: Touch and tell Tell someone how the invention you selected is still helpful to people today.

Have your child turn to the next page and touch the writing lines and explain how the invention he or she selected is helpful to people today.

4. Plan: Sketch (illustrate/draw) Tell someone what you will illustrate. (Remember, your illustration should match your words.)

Have your child turn to the next page and illustrate his or her ideas.

5. Write: It’s time for you to become the author Look back at the text to help you spell some of the words. (Remember, your words should match your illustration.)

Have your child turn to the next page and complete the writing portion of the task.

6. Share: Read your writing to someone in your family.

15

Name: _______________________________ Friday Directions: Follow the directions on the previous page to complete the writing activity for today.

Prompt: We still use many of Benjamin Franklin’s inventions today. Pick one invention that you read about and explain how it is still helpful to people today.

16

Sort the words in the word bank by short /o/ and long /o/ sounds.

Word Bank

tote rod note tot rode got hole not

Short /o/ (like in cot)

Long /o/ (like in Rose)

_______________________ _______________________ _______________________ _______________________

_______________________ _______________________ _______________________ _______________________

19

Kindergarten Recommended Pacing Day Skill Page

Monday

Daily Routine Cover an Outline of a Shape

with Smaller Shapes *Tangrams, 1 set needed

1-3

Tuesday

Daily Routine Cover an Outline of a Shape

in Multiple Ways *Tangrams, 3 sets needed

4-5

Wednesday

Daily Routine Join Smaller Shapes to Create a

Larger Shape

*Pattern Blocks needed

6-7

Thursday Daily Routine

Match the Pattern Block Design

*Pattern Blocks needed8-9

Friday

Daily Routine Compose Flat Shapes using Pattern

Blocks and Drawings

* Pattern Blocks needed

10

If your student needs assistance with any of the content presented in these lessons, please contact their teacher.

All Orange County Public School teachers are committed to supporting our students throughout this distance

learning experience. Thank you for all that you do to maintain a strong School/Home connection!

Directions on using this Daily Routines Document in supporting “Fluently adding and subtracting within 5.”

Fluently means to perform mathematical problems accurately and quickly. Below are different routines to support the fluency needed to master fluently adding and subtracting within 5.

Example for planning: Each routine should take about 5-10 minutes. Choose a routine that would work for about a week so that it becomes a “routine” for the child.

Addition within 5

Sound of Numbers Parent/Teacher: Close your eyes and listen for the cubes being dropped into the container. How many sounds did you hear? Student: Listen and MENTALLY count the number of sounds you hear.

Example: Drop 2 cubes wait and then drop 1 more for the number of the day 2 + 1 = 3.

Notes for Activity: The teacher will drop a cube into the container one at a time until the amount desired is reached.

Link with more information: https://vimeo.com/127606721

Questions to elicit student responses: How many did you hear drop into the bucket? Is that our starting number? How many more did you hear drop into the bucket? How many do we have all together?

Subitizing in Song Parent/Teacher: Let’s count along with the song. Making equations up to 5. Student: The ideal response will be to use an equation to find the total number of dots that are on the screen.

Notes for Activity: The following is a suggested video using subitizing: https://ocps.instructuremedia.com/embed/4d280e0f-9304-4c9c-b238-a98b7cc4a740

Subitizing Flash Cards Parent/Teacher: Quickly show students an arrangement of counters using dot flash cards. Ask students how many they see and how they see it. Student: The ideal responses will be to use an equation to find the total number of dots that are on the flash card.

For example, I see 5. 2 counters on top and 3 on the bottom 2 + 3 = 5.

Notes for Activity: This activity assists students in subitizing different arrangements of numbers and reinforces fluency of addition to 5. Students should have 3 – 5 seconds to visualize the amount shown.

Five or Ten Frame Flash Parent/Teacher: Quickly show students an arrangement of counters using a five frame or a ten frame. Ask students how many they see and how they see it. Student: The ideal responses will identify the number with a description of how they see it.

For example, I see 5. 2 counters on top and 3 on the bottom 2 + 3 = 5.

Notes for Activity: This activity assists students in subitizing different arrangements of numbers and reinforces counting. Students should have 3 - 5 seconds to visualize the amount shown.

Subtraction within 5

Sound of Numbers Parent/Teacher: Close your eyes and listen for the cubes being dropped into the container and I will say how many I will remove. How many are left in the container? Student: Listen and MENTALLY count the number of sounds you hear dropped and subtract the amount that was stated. Students will voice how many are left in the container.

Example: Drop 2 cubes wait and then say “taking 1”.

Notes for Activity: Questions to elicit student responses: How many did you hear drop into the bucket? Is that our starting number? How many did you hear me say that I took from the bucket? How many do we have in the bucket?

Subitizing in Song Parent/Teacher: Let’s count along with the song. Making subtraction expressions from the given amount of objects. Student: Ideal response will be to create a subtraction expression from the total number of dots that are on the screen.

Notes for Activity: The following is a suggested video using subitizing: https://ocps.instructuremedia.com/embed/4d280e0f-9304-4c9c-b238-a98b7cc4a740

Subitizing Flash Cards Parent/Teacher: Quickly show students an arrangement of counters using dot flash cards (maximum would be 5). Ask students. how many they see? How do you see them? What happens when __ is removed? Student: Example: I see 5 counters on top and 3 on the bottom. When 2 is removed, I have 3 left.

Notes for Activity: This activity assists students in subitizing different arrangements of numbers and reinforces the number sense to 5 and supporting their fluency of subtracting. Students should have 3 – 5 seconds to visualize the amount shown.

Five or Ten Frame Flash Parent/Teacher: Quickly show students an arrangement of counters using a five frame or a ten frame (maximum would be 5). Ask students. how many they see? How do you see them? What happens when __ is removed? Student: Example: I see 5 counters on top and 3 on the bottom. When 2 is removed, I have 3 left.

Notes for Activity: This activity assists students in subitizing different arrangements of numbers and reinforces counting. Students should have 3 - 5 seconds to visualize the amount shown. This activity assists students in subitizing different arrangements of numbers and reinforces counting, number sense to 5 and supporting their fluency of subtracting. Students should have 3 - 5 seconds to visualize the amount shown.

Exploring Shapes with TangramsCut out tangrams to use throughout the week.

Day 1 – 1 set is needed

Day 2 – 3 sets are needed

Exploring Shapes with Tangrams Continued

Cut out tangrams to use throughout the week.

Name: ________________________

Cover an Outline of a Shape with Smaller Shapes

Explore the tangram pieces.

CRM Alignment Unit 3.2 & 4.1 Day 48

1

How many pieces are there? ________

• How many triangles? _________

• How many squares? ________

This piece is called a parallelogram.

Cover this square with two shapes from your tangram set.

Which two shapes did you use to cover this square?

2 small triangles

1 large and 1 medium triangle

2 large triangles

Name: ________________________


Cover the outline of the fish with five shapes from your tangram set.


2

Which five shapes did you use to cover the fish?

____________________________

____________________________

____________________________

____________________________



Cover the outline of the cat with five shapes from your tangram set.

Name: ________________________

3

Which five shapes did you use to cover the cat?

____________________________

____________________________

____________________________

__________________________

Name: ________________________

Cover the Outline of a Shape in Multiple Ways

Part 1: Using one set of tangrams, cover the outline of the house using all seven shapes.

4


Part 2:Using two sets of tangrams, cover the outline of the house a different way.

Name: ________________________

Cover the Outline of a Shapein Multiple Ways

Cover the sailboat’s outline using two sets of tangrams.

5


Name: ________________________

Join Smaller Shapes to Create a Larger Shape

Directions: What shapes and pictures can you make with more than 2 shapes? Use the pattern blocks provided to create, trace and label

your shapes and pictures.

6


Name: ________________________

Join Smaller Shapes to Create a Larger Shape

Directions: For each of your pictures, how many of each shape are in your pictures?

7


Name: ________________________

Match the Pattern Block DesignDirections: Cover the outline of the puzzle.

8

What shapes did you use and how many of each shape? Can you use different shapes to cover it again? If so, what did you use?

= _______

= _______

= _______

= _______

= _______

= _______

= _______

= _______

= _______

= _______

= _______

= _______

CPalmsPuzzled by Pattern Blocks

https://www.cpalms.org/Public/PreviewResourceLesson/Preview/29443

Name: ________________________

Match the Pattern Block DesignDirections: Cover the outline of the puzzle.

What shapes did you use and how many of each shape? Can you use different shapes to cover it again? If so, what did you use?

= _______

= _______

= _______

= _______

= _______

= _______

= _______

= _______

= _______

= _______

= _______

= _______

CPalmsPuzzled by Pattern Blocks

https://www.cpalms.org/Public/PreviewResourceLesson/Preview/29443 9

Name: ________________________

Compose Flat Shapes using Pattern Blocks and Drawings

Directions: Grab the shapes needed in the left column. Build and match each group of shapes on the left with the new shape

they make when they are put together.

10

engageNYModule 6 Lesson 5

https://www.engageny.org/resource/kindergarten-mathematics-module-6-topic-b-lesson-5/file/44556

Kindergarten Science Academic Packet

Student Name _________________________________ School ______________________________________

Week 7 May 11-May 15, 2020

Please follow your teacher's instruction on use and return of packets. Por favor siga las instrucciones de su maestro sobre el uso y la devolución de los paquetes.

Tanpri swiv enstriksyon pwofesè w sou jan pou w itilize ak retounen pakè yo. Por favor, siga as instruções do professor sobre o uso e o retorno dos pacotes.

Kindergarten Recommended Pacing

Day Skill Page

Monday

Big Idea 12: Motion of Objects

Big Idea 13: Forces and Changes in

Motion

Effects of Air on Motion

1

Tuesday



Motion

Explore/Explain Air

2

Wednesday



Motion

Straw Rockets

3, 7

Thursday



Motion

Design an Air Movement Device

4

Friday



Motion

Paper Helicopters

5-7

*If your student needs assistance with any of the content presented in these lessons, please contact their

teacher. All Orange County Public School teachers are committed to supporting our students throughout this

distance learning experience. Thank you for all that you do to maintain a strong School/Home connection!

Monday Day 1

Hook:What do you know about air?

Engage Effects of Air on Motion: Find things around your house that you can drop without breaking. Try to find things of different sizes and shapes, but be sure not to drop anything that will damage a surface or hurt anyone at your home. Drop each object and record your observations of how the object moved as it fell through the air. Describe how your objects fell to the ground. Examples: fast, slow, straight, side-to-side, etc.

Object Describe How Your Objects Fell to the Ground

A flat piece of paper

A crumpled piece of paper

Exit Slip: Which object reached the ground first?

What caused all of the objects that you dropped to fall to the ground?

1

Explore Adding Air:

Tuesday Day 2

Blow air into an empty plastic bottle, juice box, or paper bag. What do you notice? Record your observations.

When I blew into the

______________

Before After I noticed:

Does air take up space?

How do you know?

Hook:

Solids have a definite shape. Liquids and gases take the shape of their containers.

Exit Slip: Why does a beach ball become bigger when we blow it up?

Explain Air:Solids, liquids, and gases all take up space. Air is a gas so it takes up space.

If you blow into a paper bag, the bag will change shape and size.

Why did the bag spread out as you blew air into it? The air you blew into the bag is taking up space.

2

Look at the picture of the girl using the straw rocket.

Wednesday Day 3

Hook:

How is air being used?

Explore Straw Rockets:Today we are going to explore applying a pushing force using moving air. With an adult, complete the activity below. We challenge you to design and build a straw rocket that can launch the farthest possible distance. Please use only the supplies listed and the force provided by your breath launching it from the straw.

Materials - if you are missing a supply just substitute something you have at your house. For example: a straw could be made out of rolled up paper.Straws (any size) Aluminum Foil Paper (any type unlimited) Glue (any type unlimited) Tape (any type unlimited)There is a template on the resource page, which is page 7 of this packet, that gives you a method for making straw rockets.

Think about your straw rocket design. Ask: What things could you change on a straw rocket that might make a difference in its flight? Brainstorm all of the things that might be varied (changed).

Plan: Think about these questions as you begin this activity. How will you build your Rocket? What materials will you use? How will you put your rocket together? Will your rocket have fins? How long or short will your rocket be? There is a template included on page 7 that gives you a method for making straw rockets.

Build and Test: Build your straw rocket by following the directions. Test the rocket to see how far it travels. Record your data in the table below.

Redesign: Now redesign your straw rocket. Think about these questions as you make changes. How well did your rocket work? What changes could you make to improve your rocket so that it will fly further. Now make the changes to your rocket and test the rocket to see how the changes affected the rocket’s motion.

What do you notice?

Exit Slip: Describe how you used air to move your rocket.

Did the amount of air used affect the flight of your rocket?

Model Trial 1 Distance Traveled Trial 2 Distance Traveled Trial 3 Distance Traveled

Template

Redesign

3

Thursday Day 4

Explore Design an Air Movement Device:Your mission is to use items around your home (paper, balloon, straw, toilet paper roll, etc...) to build an air moving device. You will then try to move an object of your choice (small sphere, rolled up piece of paper, etc...) from one side of a room to the other with your device. Can you move it faster? Can you change its direction?

Hook:What is motion?

We know air takes up space.... but can air cause motion? How do you know?

Draw your air moving device.

Exit Slip: How did you change the motion of your object?

4

Friday Day 5

Hook:Observe the paper helicopter?

What do you wonder?

Explore Paper Helicopters:Today you will design and build a paper helicopter. The goal is keep your helicopter in the air for as long as you can. Have an adult help you with this activity. There is a template and directions included on page 7 to get you started.

Think about your helicopter design. Make a Plan: Think about how you will build your helicopter. Think about how long your blades will be, and what type of paper you should use.

Draw your design.

Build: Now it is time to build your helicopter. Once it is finished, drop your helicopter 3 times from the same height and observe what happens.

5

Redesign: Now redesign your paper helicopter. Think about these questions as you make changes. How well did your helicopter work? What changes will you make to improve your paper helicopter so that it will stay in the air longer.

Draw your new design.

Build: Now make the changes to your helicopter and drop it 3 more times. Observe what happens as your helicopter is dropped.

Exit Slip: What caused your helicopter to stay in the air?

What changes did you observe when you redesigned your helicopter?

6

Engineering Design Resource Page Day 5 Paper Helicopter: Template for a paper helicopter. Cut on the solid lines and fold on the dotted lines. There isa picture of a paper helicopter on the Day 5 page. When folding, section A should fold forward and section B should fold backward to make blades. Sections C and D will fold toward each other.

Day 3 Straw Rocket: 1. Cut out and shape the rocket body. Cut out the rectangle. This will be the body tube of the rocket. Wrap the rectangle around a pencil length-wise and tape the rectangle so that it forms a tube.2. Cut out and attach the fins. Cut out the two fin units. Align the bottom of the rectangle that extends between the finswith the end of the rocket body, and tape the fin to the body tube. Do the same thing for the other fin on the opposite side,making a “fin sandwich.” 3. Bend the fins. Bend the fins on each fin unit 90 degrees so that they are each at a right angleto each other. When you look along the back of the rocket, the fins should form a “+” mark.4. Make and measure the nose cone. Twist the top of the body tube into a nose cone around the sharpened end of yourpencil. Measure your nose cone from its base to its tip and record the length on the data log and on the rocket itself.5. Prepare to launch! Remove the pencil and replace it with a soda straw. Be sure your launch area is clear of people andhazards. Then, blow into the straw to launch your rocket! Record the distance the rocket travels on your data log.

7

This page is intentionally left blank so that students can cut out the resources on the previous page.

8

Kindergarten SS Academic Packet

Student Name: ________________________________ School: ___________________________________

Week 7

May 11-May 15, 2020 Please follow your teacher's instruction on use and return of packets.

Por favor siga las instrucciones de su maestro sobre el uso y la devolución de los paquetes. Tanpri swiv enstriksyon pwofesè w sou jan pou w itilize ak retounen pakè yo. Por favor, siga as instruções do professor sobre o uso e o retorno dos pacotes

OCPS Distance Learning Packet Grade K Social Studies

“Economics”

Standard SS.K.E:1.4: Identify the difference between basic needs and wants.

Task Instructions

Preview Text ● Preview vocabulary (Need, Want ). ● Preview the text, Needs and Wants.

Read the Text

● Read the text, Needs and Wants. ● Annotate (mark the text) as you read to make meaning of the text. ● Respond to the question.

Photo Analysis

● Observe the photograph in the text. ● List on your paper, what do you see? (Evidence) ● List on your paper any questions you may still have. (Questions)

Write/Draw ● On your paper, write or draw a need. ● On your paper, write or draw a want.

**If your student needs assistance with any of the content presented in these lessons, please contact their teacher. All Orange County Public School teachers are committed to supporting our students throughout this distance learning experience. Thank you for all that you do to maintain a strong School/Home connection!

Standard

SS.K.E:1.4: Identify the difference between basic needs and wants.

Vocabulary Need Things we must have in order to survive.

Want Things we don’t really need but we would like to have.

1

Source: SunnyMoney.com

Observe the graphic and photographs.

❖ What do you see?

❖ What questions do you still have?

1. Which of the following is an example of a need? Ⓐ Xbox Ⓑ Candy Ⓒ Water Ⓓ Bicycle

2

Draw or write a need. Write or draw a want.

3

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