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234950-545465Vision - St. Louis Public Schools is the district of choice for families in the St. Louis region that provides a world-class education and is nationally recognized as a leader in student achievement and teacher quality.Mission - We will provide a quality education for all students and enable them to realize their full intellectual potential.St. Louis Public Schools – Blended Learning Weekly/Bi-Weekly Planner NameAllyson Dillon & Aisshe SiffordGradeKindergartenSubjectELAWeek ofApril 5 - 9, 2021April 12 - 16, 2021TopicsPiratesChicken Life CycleLink to TrackerPlanning and PreparationCultural Context: Overarching lesson design based on student’s individual needs and learning styles. The teacher should consider and honor the unique cultural differences of the student population when selecting content, process, products, the learning environment. The use of ongoing assessment and flexible grouping is an effort to establish a safe and supportive learning environment. It is critically important to ensure every learner is able to access grade level curriculum and resources.Standards Based Objective(s)Long term goal about what students will know and be able to do at the end of a unit. (Information for this section can be copied from the Curriculum Plan or Proficiency Scale.)Missouri Learning StandardsList your standard(s) for the week here. You should include the Missouri Learning Standard code(s), link the appropriate proficiency scale(s), and include the full text of the standard(s).K.R.2.A.b***With assistance, read, infer, and draw conclusions to retell a main event from stories read aloud and familiar stories.K.W.1.C.a**: Read, revise, and edit drafts with assistance, from adults/peers to respond to questions and suggestions, adding details to strengthen writing.K.R.3.A.b**: With assistance, read, infer, and draw conclusions to use titles and illustrations to make predictions about text.K. W.1.C.b**: Reread, revise, and edit drafts with assistance from adults and peers to edit by leaving spaces between words in a sentence.Learning Target(s)Learning targets?are short term, student-friendly statements that clearly define what students should know and be able to do at the end of the lesson.?(Information for this section of the plan can be copied from the Curriculum Plan or Proficiency Scale.)Know (What are the learning targets?) Learning targets are short term, student-friendly statements that clearly define what students should know and be able to do at the end of the lesson(s). This comes directly from the unwrapped content standard in the Content Area Proficiency Scales and should be written as “I can…” or “The student can…” statements.Do (Define how students will demonstrate that they have met the learning target. This section is grade level and content specific. Please reference the exemplar from your Content Area Curriculum Specialist.)Students will be able to include the beginning, middle, and ending in sequence when retelling a story.Students will be able to retell a familiar story, including key details.Students will be able to identify details in a story to decide which are important enough to include in the retelling of a storyStudents will be able to respond to questions and suggestions from peers to strengthen writing. Students will be able to determine where to add or change details.Students will be able to identify a word (concept of word).Students will be able to place spaces between words in sentence.Students will compare themselves to the main character in the story.Students will use key details to make inferences.Students will write opinion stories that state two reasons.Students will be able to explain an author tells the story through the words that he or she writes.Students will be able to explain an illustrator helps to tell the story by creating illustrations.Students will be able to understand how the words and the illustrations of a text work together to tell a story.Students will be able to apply knowledge of words and illustrations to make predictions about text.Students will be able to respond to questions and suggestions from peers to strengthen writing. Students will be able to determine where to add or change details.Students will be able to identify a word (concept of word).Students will be able to place spaces between words in sentence.Students will listen and learn to state text-based facts and ideas.Students will write opinion stories that state two reasons. Essential Question(s)(Can be copied/pasted from Curriculum Plan.)How are you and Jeremy Jacob alike/different? What does it mean to be a pirate?What does it mean to retell a story? How do you know the main idea in a story?What is an opinion story? What does an opinion story need?Where can a writer add a detail or make a change?What advice can you share with a friend when you check a writing piece?How does knowledge of the organization and basic features of text support you as a writer?How can asking questions help our understanding of the text? What is the life cycle of a chicken?How can a title help you to make a prediction about a text?How can the illustrations help you to make a prediction about a text?How do the words and illustrations in a text work together to tell the complete story? What is an opinion story? What does an opinion story need?Where can a writer add a detail or make a change?What advice can you share with a friend when you check a writing piece?How does knowledge of the organization and basic features of text support you as a writer?Academic Vocabulary(Can be copied/pasted from Content AreaProficiency Scales)Slather, shore, gulp, hammock, crewBeginning, key detail, middle, retell, endingDetails, editing, questions, between, strengthen writing, planning, suggestions, identify, word, sentence, peers, spaceStrut, brood, weak, peck, replaceTitle, illustration, prediction, story, textDetails, editing, questions, between, strengthen writing, planning, suggestions, identify, word, sentence, peers, spaceSummative Assessment Performance Tasks / Design or identify a standards-based summative performance task or assessment that will demonstrate progress towards proficiency on the standard / objectives.STAR Custom TestBlended Learning Instructional Framework: Whole Group Instructional PlanLesson/TopicLearning TargetLearning targets?are short term, student-friendly statements that clearly define what students should know and be able to do at the end of the lesson.Activities, Instruction & ModelingWhat do you need to explain, present, facilitate, or model? What instructional strategies will you use? What will students do to understand concepts or practice skills (practice, discussion, reflection, creation)? Synchronous learning refers to a learning event in which a group of students are engaging in learning at the same time. Asynchronous learning is instruction and learning that does not occur in the same place or at the same time – usually independent.Formative Assessment /Exit SlipHow will students demonstrate their daily learning? How will you know if they understand concepts or can apply skills? Please provide links.Due DateSynchronous/Live Instruction Asynchronous Playlist Lesson 1(04/05/2021)I can compare myself to the main character in the story.I can use key details to make inferences.I can state what a personal narrative is.I can list all of the parts needed in a personal narrative.Sight Word Curriculum: toSight Word IntroductionRhythm and MovementShared Reading: Pirate, PirateWhole-Group Reading: Students listen to the read aloud for enjoyment.?Students build an interest in the topic and expand their prior knowledge. Teacher will introduce the week’s theme focus by placing it inside the schema chart. Teacher will state the week’s essential questions for the students to ponder. Teacher will read the text “cold” with minimal stopping while reading. Students will turn and talk to discuss additional information they learned during the cold read. Teacher will add their responses to the schema chart.Writing: “Opinionators!” (Students reply back with “Yes?”) “We have been working hard on writing opinion stories. Today I want to talk to you more about the why when it comes to opinion stories. Why do we share our opinion?” (Show students the poster.) “Yes, we share our opinions when we like something and when we don’t like something. We give our opinion so others understand our thoughts. When we have strong thoughts about something we often times need to explain ourselves. For example, if I told you I did not like candy, you might think that was silly so I would need to further explain. I could say, ‘I do not like candy because it can give me cavities.’ Did you hear the word ‘because’ in that sentence? The word ‘because’ helps to further explain your thoughts. Let’s try one out together. You will share your opinion on dogs vs. cats. Which do you like and explain more using the word because.”“Today I am going to model my opinion story and use the word to explain my thoughts. I am going to write about my favorite place to go. ‘I like the park because I can smell fresh flowers.’ Why is the park my favorite place? Yes, because I can smell fresh flowers. Turn to a partner and tell them your favorite place to go. Be sure to add in the word ‘because’ to further explain why it is your favorite. Today as you head back to your seats, I want you to think about that word ‘because’ and how you can add it into your story.”Rainbow write today’s sight word.Illustrate Jeremy Jacob and Braid Beard.Write an opinion story that states two reasons.04/05/2021Lesson 2 (04/06/2021)I can compare myself to the main character in the story.I can use key details to make inferences..I can state what a personal narrative is.I can list all of the parts needed in a personal narrative.Sight Word Curriculum: dadSight Word IntroductionRhythm and MovementShared Reading: Pirate, PirateWhole-Group Reading: Teacher will ask and students will answer simple recall questions.1. Why are the words “A good one to boot!” in a different font? Why do you think the author did that?2. What can you infer about how his parents will feel if they realize he is missing?Teacher will reread the text, stopping to address unknown vocabulary. Teacher will review and discuss the essential questions. Have students practice the action to remember the word.slather: spread or smear thickly (Pretend to spread cream on your arm.)shore: the land along the ocean (Hold one hand out flat and make a wave motion near it.)gulp: swallow a large amount quickly (Make a large gulping noise.)hammock: a swinging bed made of rope or canvas (Make a swaying motion back and forth.)crew: a group of people who work on a ship (Place your arm around two people and say, “Yo ho ho.”)Writing: “Opinionators!” (Students reply back with “Yes?”) “Yesterday, we talked about using the word ‘because’ in our opinion stories. Today we are going to talk about using the word ‘because’ and giving two reasons to back up our opinion. If I say, ‘I don’t like pizza’ you are going to want to know why. That is when we use the word ‘because’ and state our two reasons. For example, I could say, ‘I don’t like because it is greasy and spicy.’ When we give our opinion it is always best to give a reason why but two reasons are even better.”“Today I am going to model telling my opinion story across the pages. I will give my opinion on the first page, write one reason on the second page and write a final reason on the third page. Are you ready? I think that today I will give my opinion on grapes.” (Have three blank sheets of writing paper on hand. Start your story on the first page and then each sentence will a new page.) “Today my story will say, ‘I think grapes are the best fruit. Grapes are sweet and a little sour, too. Grapes are cut good when they are cut and when they are whole. Grapes are the best fruit.’ Did you see what I did on that last sentence? I told you my opinion once more. This helps you to really understand my opinion. I would like for you to share your opinion story with a partner and use your fingers to tell it across the pages.” (Send students off to write.)Rainbow write today’s sight word.Illustrate a crew on a ship and yourself on a hammock.Write an opinion story that states two reasons.04/06/2021Lesson 3(04/07/2021)I can compare myself to the main character in the story.I can use key details to make inferences.I can state what a personal narrative is.I can list all of the parts needed in a personal narrative.Sight Word Curriculum: heSight Word IntroductionRhythm and MovementShared Reading: Pirate, PirateWhole-Group Reading: Teacher will reread parts of the text that lend themselves to the text-dependent questions. Students will turn and talk to partners to answer. Teacher will review and discuss the vocabulary and essential questions.1. Why did Captain Braid Beard infer that Jeremy Jacob was good at digging?2. Compare how Jeremy feels at the beginning of the story compared to the end of the story.3. What made Jeremy change his mind about being a pirate forever?4. On page 23, the author writes, “ I couldn’t find anyone in the cabin, they were all on deck.” Explain what that means. 5. The author tells us that pirates sleep with one eye open. Why do you think they sleep like that?6. Do you think Jeremy’s parents noticed he was gone? Why or why not?7. Do you think he will see the pirates again?Writing: “Opinionators!” (Students reply back with “Yes?”) “We have been working hard on our opinion stories. What kinds of things must our opinion stories contain? Yes, we need an opening sentence that gives our opinion. We also need to use the use word ‘because’ and give at least two reasons to back up our opinion. Today I want us to think about how opinion stories can be written from all kinds of things we see, hear and read! Today we will be using a mentor text called, Pigeon Needs a Bath. You will get a chance to give your opinion, but don’t forget that you will have to back up your opinion with two reasons. Are you ready? Let’s get started!” (Read aloud the text. Stop throughout the text to have students share their opinions on whether or not pigeon needs a bath. Have them justify their opinion with two reasons.)“Today I want us to think about an opinion story for something that has happened to you today, something you saw today or something you heard today. This morning my husband said he thinks I’m weird for drinking water at breakfast because we should all drink coffee. I think that is his opinion because I do not like coffee. I will give my opinion on water! I will write, ‘I like water the best for breakfast. Water doesn’t get an aftertaste and water is healthy. Water is the best drink!’ Go ahead and share with your partners and we will head off to write!” Rainbow write today’s sight word.Make a prediction about what Jeremy and the pirates would do if they saw each other again.Write an opinion story that states two reasons.04/07/2021Lesson 4 (04/08/2021)I can compare myself to the main character in the story.I can use key details to make inferences.I can state what a personal narrative is.I can list all of the parts needed in a personal narrative.Sight Word Curriculum: inSight Word IntroductionRhythm and MovementShared Reading: Pirate, PirateWhole-Group Reading: Part One: Review this week’s vocabulary words with partner turn and talks.1. *Have a student demonstrate a gulp.2. What is something you might slather on you?3. Describe an ocean’s shore.4. What are some things a crew needs to do on a ship?5. Do you think you would like to sleep on a hammock? Why or why not?Part Two: Read Pirates Don’t Change Diapers (or alternate fiction pirate book).Part Three: Make connections between How I Became a Pirate and Pirates Don’t Change DiapersWriting: “Opinionators!” (Students reply with, “Yes?”) “We have talked a lot about writing opinion stories. When we start an opinion story we want our reader to know instantly that this an opinion story and not a narrative story or other type. We want to catch our readers’ attention and let them know to listen up and see what we have to say! We do this by starting our opinion stories with opinion starter words.” (Show students the opinion starters poster. Read each of the starters so the students are familiar with them.) “Let’s practice using some of these starters. Let’s try the first one, ‘In my opinion’. I will ask you which you like best and you will answer with your opinion and ‘In my opinion’ as the starter.” (Ask students if they like cake or cupcakes, apples or oranges, dogs or cats, mountains or beach, etc. Have students practice answering with each of the opinion starters.)“Today as I model my opinion story, I will be sure to use one of our opinion starters. Today I will give my opinion on one of those we practiced. I will also write across the pages. I will share if I like dogs or cats more. ‘I think dogs are better than cats. Dogs run and play with you. Dogs will not get on the counter. Dogs are better pets than cats.’ Please turn and share an opinion story with a partner sitting near you. Be sure to start with one of our opinion starters. Head back to your seats and get started.”Rainbow write today’s sight pare the setting and conclusion between the two texts.Write an opinion story that states two reasons.04/08/2021Lesson 5(04/09/2021)I can compare myself to the main character in the story.I can use key details to make inferences.I can state what an opinion story is.I can list all of the parts needed in an opinion story.Sight Word Curriculum: itSight Word IntroductionRhythm and MovementShared Reading: Pirate, PirateWhole Group Reading: Review: Review the vocabulary words and essential questions.Discuss: Wrap up the week’s theme with a class discussion. Call students up to the front of the room to retell the story.Writing: “Opinionators!” (Students reply with, “Yes?”) “We have been working so hard on our opinion stories. Today we are going to learn some new ways to think about opinions and opinion stories. We will be using a book called Duck! Rabbit! to help us. This book is really fun because you will get to use your opinion!” (Read through the text and have students decide if they believe it is a duck or rabbit. Take a tally to show how many have an opinion for each.)“Boys and girls, today we are going to discuss something called defending your opinion. When you defend your opinion you are giving reasons on why you feel the way you do. For example, if you believe it is a duck, how can you defend that? We also want to remember that when we have an opinion, it’s possible that we might not share the same opinion as others but that is okay and that is called being openminded. When we are openminded we have our opinion but listen to other’s opinions to see if they differ from ours. There will be times when you’re openminded that your opinion might actually change. Has anyone ever tried a food for the first time and decided that they like it after all? Yes, that is being openminded!” (Have students defend their opinions on duck or rabbit. Have students go back to write these opinions on their own.)Rainbow write today’s sight word.What would you do if you were a pirate?Write an opinion story that states two reasons.04/09/2021Lesson 6 (04/12/2021)I can ask questions about the text to better my understanding. I can state what an opinion story is.I can list all of the parts needed in an opinion story.Sight Word Curriculum: lookSight Word IntroductionRhythm and MovementShared Reading: I’m a Little ChickenWhole-Group Reading: Students listen to the read aloud for enjoyment.?Students build an interest in the topic and expand their prior knowledge. Teacher will introduce the week’s theme focus by placing it inside the schema chart. Teacher will state the week’s essential questions for the students to ponder. Teacher will read the text “cold” with minimal stopping while reading. Students will turn and talk to discuss additional information they learned during the cold read. Teacher will add their responses to the schema chart.Writing: “Opinionators!” (Students reply with, “Yes?”) “Boys and girls, we have been talking about opinion stories and each day we have learned a new piece that will improve our writing . I want you to think this week about writing the best story for your reader. When we think about who that reader might be we can think of our friends, teacher, parents or any other person that might stumble to your paper. We want to make sure that our readers do not struggle to understand our story. Today we will be talking about making sure that our word wall words are always spelled correctly within our story. Let’s think about these word wall words, what else do we call them? Yes, they are our sight words because we should be able to recognize and write them quickly. Sometimes when we get busy with our stories we forget about spelling those words correctly. Today we will practice those words on our whiteboards.” (Turn students so that they cannot see the words directly. Shout out a word from the word wall for students to write. Have them check the word to correct any misconceptions and then hold up their boards to show. Repeat this several times with new words.)“Today we will remember that as we write our opinion stories. I would like you to think about your favorite cartoon character as we turn to discuss with our partners.” (Send students off to write their stories.)Rainbow write today’s sight word.Illustrate the chicken before and after it hatches.Write an opinion story that states two reasons.04/12/2021Lesson 7(04/13/2021)I can ask questions about the text to better my understanding. I can state what an opinion story is.I can list all of the parts needed in an opinion story.Sight Word Curriculum: momSight Word IntroductionRhythm and MovementShared Reading: I’m a Little ChickenWhole-Group Reading: Teacher will ask/answer simple recall questions.1. Who is the author? What is their job compared to the illustrator?2. What is one FACT we learned from the text?Teacher will reread the text, stopping to address unknown vocabulary. Teacher will review and discuss the essential questions. Students will practice the action to remember the words.strut: to walk in a very proud way (Place your hands on your hips and walk proudly across the room.)brood: a group of birds born at the same time (Put your arms around two people to represent a group and say, “Cheep! Cheep!”)weak: not strong (Struggle to lift up a weight.)peck: to pick up quickly with a beak (Hold open one hand. Pinch all fingers together on the other hand and make a pecking motion.)replace: to take the place of (Take one thing away and put something else in its place.) Writing: “Opinionators!” (Students reply back with “Yes?”) “Yesterday I introduced you to our week of opinion mechanics. We are working on making our stories easy to read for anyone that might stumble upon it. One thing I have noticed in reading your writing, is that sometimes we get busy writing that we forgot about the spacing between words and even letters. Today we are going to think about spaghetti spaces and meatball spaces. Think about spaghetti, is it very big? No, it is very thin. What about a meatball? Is a meatball thick? Yes, it is! Where might the spaghetti spaces go? Yes, in between our words and the meatball spaces? Yes, those go between our words.” (Write a sample sentence on the board. Show the spaces using your yellow marker for spaghetti and drawing brown meatballs for the spacing between words. Reiterate with the students that these spaces are something they think of while writing but they won’t actually be drawing spaghetti or meatballs on their papers. If you have students struggling with spacing still, hand out a popsicle stick.)“Today we will remember our spacing as we write our opinion stories. I would like you to think about your favorite thing we do hear at school as we turn to discuss with our partners.” (Send students off to write their stories.)Rainbow write today’s sight word.Illustrate a brood and a chicken pecking.Write an opinion story that states two reasons.04/13/2021Lesson 8(04/14/2021)I can ask questions about the text to better my understanding. I can state what an opinion story is.I can list all of the parts needed in an opinion story.Sight Word Curriculum: onSight Word IntroductionRhythm and MovementShared Reading: I’m a Little ChickenWhole-Group Reading: Teacher will reread parts of the text that lend themselves to the text-dependent questions. Review and discuss the vocabulary and essential questions. 1. How do the words in the story teach us how to tell the difference between boy and girl chickens?2. What evidence in the story supports why the chicken’s soft feathers are replaced?3. How can we compare and contrast baby chickens to other young animals we have studied? Writing: “Opinionators!” (Students reply back with “Yes?”) “This week we have been working on opinion writing mechanics. We are working on making our stories easy to read for anyone that might stumble upon it. Something else I have noticed in reading your writing, is that sometimes we get busy writing that we forgot to have our letters touch the lines they should. For example, we remember that the letter ‘g’ has a tail so it should be hanging under the line. The letter ‘t’ is a tall man letter so it should reach from the top line and all the way down to the bottom line. Today we will practice writing these letters and make sure they touch the correct lines.” (Hand out a handwriting helper sheet placed inside a sheet protector or dry erase sleeve. Give students a marker to practice the letters. State a letter and show the proper formation on the board first. Then, have students practice this letter and make sure their letters are touching the lines they should.)“Nice work with your letters! I will be looking for those neatly written letters as I come around to read your stories. Today we are going to be thinking about a new opinion story. I think today we will give our opinions on our favorite thing to do on the playground. Turn and share your story with a partner sitting near you.” (Send students off to write their stories.)Rainbow write today’s sight word.Cut and glue the pieces to show the life cycle of a chicken.Write an opinion story that states two reasons.04/14/2021Lesson 9(04/15/2021)I can ask questions about the text to better my understanding. I can state what an opinion story is.I can list all of the parts needed in an opinion story.Sight Word Curriculum: upSight Word IntroductionRhythm and MovementShared Reading: I’m a Little ChickenWhole-Group Reading Part One: Review this week’s vocabulary words with partner turn and talks.1. Why might you strut into class?2. What might make you feel weak?3. What is another animal that might peck?4. Why might something need to be replaced?5. *Call up four students and have them demonstrate a brood.Part Two: Read Chickens Aren’t the Only Ones (or optional nonfiction book about egg laying animals). Part Three: Chart the oviparous animals. Writing: “Opinionators!” (Students reply back with “Yes?”) “Today we are going to talk more about mechanics. Does anyone remember when we talked about mechanics? What is the mechanic’s job? Yes, a mechanic works to fix problems and make something usable again. We have learned a lot about making sure our sentences have a capital letter, spacing and punctuation. However, there is something else I think a mechanic can help with and that is something called a reversal. Sometimes we get so busy writing our letters that we accidentally write them backwards. Today I will show you some letter cards. If the letter is correct, you will give me a thumbs up. If the letter is correct and backwards then you’ll give me a thumbs down. Are you ready?” (Go through each of the included letter cards.)“Today I want to encourage you to think about using neat handwriting as you write your opinion story. Today I would like you to close your eyes and think about something you have an opinion for. Why do you like it? Why don’t you like it? How can you defend this opinion? Go ahead an open your eyes. Share this opinion with a partner sitting near you. Now let’s head back to our seats and write this opinion story.”Rainbow write today’s sight word.Illustrate a chicken and label its parts.Write an opinion story that states two reasons.04/15/2021Lesson 10(04/19/2021)I can ask questions about the text to better my understanding. I can state what an opinion story is.I can list all of the parts needed in an opinion story.Sight Word Curriculum: weSight Word IntroductionRhythm and MovementShared Reading: I’m a Little ChickenWhole Group Reading: Teacher will have a theme study wrap up with a comprehensive discussion.Review: Teacher will review the vocabulary words and essential questions.Discuss: Teacher will wrap up the week’s theme with a class discussion. What are some facts you learned about chickens?Writing: “Opinionators!” (Students reply with, “Yes?”) “We are working hard on looking at writing opinion stories, but today we are going to work on something a little bit different! We are getting really good at stretching words but I want to tell you something. Did you know that it matters if you have missing sounds in your words? Let’s say I wanted to write about black jelly beans the best and I stretched out the word like this, ‘b-a-c-k’ instead of ‘b-l-a-c-k’. Would that matter to my reader? Yes, they would read that I like back jelly beans instead of black jelly beans. Does that sound silly? Today I am going to give you a word and you will work hard and trying to hear each of the sounds and record those on your whiteboard. Are you ready” (Call out simple CVC words to start. You will write the word on the board after the students have tried on their own. Have the students self-check their work. Then, move on to blends for a challenge ie. glad, flip, tram, drop, etc.)“Wow! Boy and girls, you worked so hard today recording ALL of the sounds you hear within words. Today as we think about opinion stories, we will remember all of these important mechanics lessons we’ve learned in this week. Close your eyes and think about something you have an opinion for. Now let’s go write!”Rainbow write today’s sight word.What would you do if you had a baby chick as a pet?Write an opinion story that states two reasons.04/19/2021Supporting Student Learning PathwaysPlease note specific Learning Targets of focus and what resources are being used or provided to support students at each level.Intensive ScaffoldingStudents demonstrating performance at level NE or 1 on the Content Area Proficiency Scale.Moderate ScaffoldingStudents demonstrating performance at level 2 on the Content Area Proficiency Scale.Enrichment/IndependentStudents demonstrating performance at level 3 or 4 on the Content Area Proficiency Scale.If a student has problems with in the moderate scaffold, show illustrations from a story and ask students to tell orally what part of the story the picture showsRetell Ring–The retell ring contains various levels of questions to ask students, to retell a story read whole group or in a reading group.Summarizing-article and video demonstration at Reading RocketsAnchor Charts for Main IdeaRead a picture book twice to students. On the second reading, ask students to hold a sticky note to signal major events in the story. At the end of the story, students work with a partner using the following sentence frame: “One major event in the story was...”Create a collaborative Story Map to help students identify character, setting, and events of a familiar story..234950-545465Vision - St. Louis Public Schools is the district of choice for families in the St. Louis region that provideMission - We will provide a quality education for all students and enable them to realize their full intellectual potential.St. Louis Public Schools – Blended Learning Weekly/Bi Weekly PlannerNameAllyson Dillon & Aisshe Sifford GradeKindergartenSubject MathWeek ofApril 05, 2021 through April 16, 2021TopicUnit 13: GraphingUnit 14: TimeLink to Tracker(N/A)Essential Question(s)(Can be copied/pasted from Curriculum Plan.)Unit 13: How can we prove our answer?Unit 14:How does thinking about before and after make a difference solving this problem?Academic Vocabulary(Can be copied/pasted from Content AreaProficiency Scales)Sort, graph, data, tally, analyze, morning, afternoon, evening, night, days of the week, yesterday, today, tomorrow, months of the yearSummative Assessment Performance Tasks / Design or identify a standards-based summative performance task or assessment that will demonstrate progress towards proficiency on the standard / objectives.Unit 13 Test: GraphingStandards Based Objective(s)?Long term goal about what students will know and be able to do at the end of a unit.? (Information for this section can be copied from the Curriculum Plan or Proficiency Scale.)?Missouri Learning Standards?List your standard(s) for the week here. You should include the Missouri Learning Standard code(s),?link the appropriate proficiency scale(s), and include the full text of the standard(s).?K.NS.B.5?Say the number names when counting objects, in the standard order; pairing each object with one and only one number name and each number name with one and only one object.??K.NS.B.6?Demonstrate that the last number name said tells the number of objects counted and the number of objects is the same regardless of their arrangement or the order in which they were counted.??K.NS.B.7?Demonstrate that each successive number name refers to a quantity that is one larger than the previous number.??K.NS.B.9?Demonstrate that a number can be used to represent “how many” are in a set.??K.NS.C.1.?Compare two or more sets of objects and identify which set is equal to, more than or less than the other.?K.NS.C.1?Compare two numerals, between 1 and 10, and determine which is more than or less than the other.?K.RA.A. 1 Understand addition as putting together or adding to, and understand subtraction as taking apart or taking from.? Learning Target(s)?Learning targets?are short term, student-friendly statements that clearly define what students should know and be able to do at the end of the lesson.??(Information for this section of the plan can be copied from the Curriculum Plan or Proficiency Scale.)?Know?(What are the learning targets?) Learning targets are short term, student-friendly statements that clearly define what students should know and be able to do at the end of the lesson(s). This comes directly from the unwrapped content standard in the Content Area Proficiency Scales and should be written as “I can…” or “The student can…” statements.?Do?(Define how students will demonstrate that they have met the learning target. This section is grade level and content specific.? Please reference the exemplar from your Content Area Curriculum Specialist.)?I can use a survey to obtain data for my graph. I can collect data and record the results on a graph.I can sort objects and present the data on a circle graph.I can understand and interpret the data presented on a graph.I can identify times of the day and the activities that can occur during each.I can identify the days of the week. I can identify yesterday, today, tomorrow.I can identify and state in order the months of the year.I can identify time to the hour.SWBAT sort unifix cubes by color. SWBAT sort students by age.SWBAT will be able to collect data from peers.SWBAT will be able to record data on a circle graph.SWBAT will be able to record data on a graph.SWBAT identify the day of the week.SWBAT identify what is today.SWBAT identify what the day is tomorrow.SWBAT state the months of the year. Blended Learning Instructional Framework: Whole Group Instructional PlanLesson/TopicLearning TargetLearning targets?are short term, student-friendly statements that clearly define what students should know and be able to do at the end of the lesson.Activities, Instruction & ModelingWhat do you need to explain, present, facilitate, or model? What instructional strategies will you use? What will students do to understand concepts or practice skills (practice, discussion, reflection, creation)? Synchronous learning refers to a learning event in which a group of students are engaging in learning at the same time. Asynchronous learning is instruction and learning that does not occur in the same place or at the same time – usually independent.Formative Assessment /Exit SlipHow will students demonstrate their daily learning? How will you know if they understand concepts or can apply skills? Please provide links.Due DateSynchronous/Live Instruction Asynchronous Playlist Lesson 104/05/2021I can use a survey to obtain data for my graphReview CountingCombos to 10Survey and Graph(Lesson 13-6)Today’s lesson will have students continuing to graph and analyze data. However, today students will also learn how to survey their classmates.Read Aloud: Read through the story and build student interest in what pet they would want best: rabbit, fish, cat, or dog. After the story students will tell teacher their favorite pet. The teacher will make a tally for that pet. After all tallies have been made, the students will assist the teacher in taking that data and graphing it. After the data has been graphed, the students will analyze the data. “What animal do we want the most? Least? How many more wanted a dog than a cat?”Students will survey their peers and collect data. They will take the data they collected and represent it on the graph.Students will watch the following videos: Workout & Count| Skip Count by 2’s, 5’s and 10’s| Count Backwards| Jack Hartmann Objects for Kids| Sort Objects into Three Groups| Kids Academy A Different Sort| S2E14 will complete questions from the independent practice sheet.04/05/2021Lesson 204/06/2021I can collect data and record the results on a graph.Review CountingWriting NumbersReview ShapesRead Bar Graphs(Lesson 13-7)Today’s focus is on bar graphs and how they help us better organize and understand our data. Math Talk #36 “Boys and girls, today we are going to take some data that we’ve been given and help to organize it a little better! Are you ready?” Present Math Talk #36. Draw attention to the top tally chart. Begin stating the data and make tallies for each.After the tally chart has been made, draw student’s attention to the matching bar graph below. Then ask “Which fruit was bought the most? The least? How many more strawberries were purchased than grapes? How many fewer pineapples were purchased than pears? How do we know? Which fruit had the same amount purchased. Collect data on skittles. Each student will be given a bag of skittles to sort. Once each student has completed their own graph, you will work together to compile the data into a classroom graph. After making the classroom graph you will want to analyze the graph asking those question starters: “Which has the most? Least? How many more? How many fewer?”Students will watch the following videos: Workout & Count| Skip Count by 2’s, 5’s and 10’s| Count Backwards| Jack Hartmann Objects for Kids| Sort Objects into Three Groups| Kids Academy A Different Sort| S2E14 will complete questions from the independent practice sheet.04/06/2021Lesson 3 04/07/2021I can sort objects and present the data on a circle graph.Review CountingNumbers to 100: Flash a large numeral cardStory BarsCircle Graphs(Lesson 13-8)Students will watch the following videos:Workout & Count| Skip Count by 2’s, 5’s and 10’s| Count Backwards| Jack Hartmann Objects for Kids| Sort Objects into Three Groups| Kids Academy A Different Sort| S2E14 will complete questions from the independent practice sheet.04/07/2021Lesson 4 04/08/2021I can understand and interpret the data presented on a graph.Review Counting Combos to 10May I Have?Story BarsAnalyze Graphs(Lesson 13-9)Students will watch the following videos:Workout & Count| Skip Count by 2’s, 5’s and 10’s| Count Backwards| Jack Hartmann Objects for Kids| Sort Objects into Three Groups| Kids Academy A Different Sort| S2E14 will complete questions from the independent practice.04/08/2021 Lesson 5 04/09/2021I can understand and interpret the data presented on a graph.Review CountingWriting NumbersReview Shape CardsStory BarsHands-On Graphing(Lesson 13-10)Students will watch the following videos:Workout & Count| Skip Count by 2’s, 5’s and 10’s| Count Backwards| Jack Hartmann Objects for Kids| Sort Objects into Three Groups| Kids Academy A Different Sort| S2E14 will complete questions from the independent practice sheet.04/09/2021 Lesson 6 04/12/2021I can identify times of the day and the activities that can occur during each. Review CountingWriting NumbersCount OnMultiple Addend Word ProblemTimes of the Day(Lesson 14-1)Students will watch the following videos:Workout & Count| Skip Count by 2’s, 5’s and 10’s| Count Backwards| Jack Hartmann of the Week Months of the Year Hop Around the Clock will complete questions from the independent practice sheet.04/12/2021Lesson 704/13/2021I can identify the days of the week. Numbers to 100Multiple Addend Word ProblemsDays of the Week(Lesson 14-2)Mentor Text: The Very Hungry Caterpillar by Eric CarleStudents will watch the following videos:Workout & Count| Skip Count by 2’s, 5’s and 10’s| Count Backwards| Jack Hartmann of the Week Months of the Year Hop Around the Clock will complete questions from the independent practice sheet.04/13/2021Lesson 804/14/2021I can state the day for yesterday, today, and tomorrow.Review CountingCombos to 10Writing NumbersMultiple Addend Word ProblemYesterday, Today, Tomorrow(Lesson 14-3)Students will watch the following videos:Workout & Count| Skip Count by 2’s, 5’s and 10’s| Count Backwards| Jack Hartmann of the Week Months of the Year Hop Around the Clock will complete questions from the independent practice sheet.04/14/2021Lesson 9 04/15/2021I can identify and state in order the months of the year.Review CountingCount OnReview ShapesMultiple Addend Word ProblemMonths of the Year(Lesson 14-4)Mentor Text: How Do You Say It Today, Jesse Bear? by Nancy Carlstrom (or book stating months of the year)Students will watch the following videos:Workout & Count| Skip Count by 2’s, 5’s and 10’s| Count Backwards| Jack Hartmann of the Week Months of the Year Hop Around the Clock will complete questions from the independent practice sheet.04/15/2021Lesson 10 04/16/2021I can tell time to the hour.Visualize NumbersMultiple Addend Word ProblemsTelling Time Part I(Lesson 14-5)Students will watch the following videos:Workout & Count| Skip Count by 2’s, 5’s and 10’s| Count Backwards| Jack Hartmann of the Week Months of the Year Hop Around the Clock will complete questions from the independent practice sheet.04/16/2021Supporting Student Learning PathwaysPlease note specific Learning Targets of focus and what resources are being used or provided to support students at each level.Intensive ScaffoldingStudents demonstrating performance at level NE or 1 on the Content Area Proficiency Scale.Moderate ScaffoldingStudents demonstrating performance at level 2 on the Content Area Proficiency Scale.Enrichment/IndependentStudents demonstrating performance at level 3 or 4 on the Content Area Proficiency Scale.Small group session to address the following The student can identify and describe a circle.The student can identify and describe a square.The student can?identify and describe a hexagon.The students can identify shapes.Small group session to address the following The student can draw shapesThe student can identify shapes.The students can identify 2-D and 3-D shapes. Students will complete daily enrichment activities from enVision. St. Louis Public Schools – Blended Learning Weekly/Bi-Weekly Planner NameAllyson Dillon & Aisshe SiffordGradeKindergartenSubjectScienceWeek of4/5/20214/12/2021TopicPlan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an objectMake observations to determine the effect of sunlight on Earth’s surfaceLink to TrackerComing Soon!Planning and PreparationCultural Context: Overarching lesson design based on student’s individual needs and learning styles. The teacher should consider and honor the unique cultural differences of the student population when selecting content, process, products, the learning environment. The use of ongoing assessment and flexible grouping is an effort to establish a safe and supportive learning environment. It is critically important to ensure every learner is able to access grade level curriculum and resources.Standards Based Objective(s)Long term goal about what students will know and be able to do at the end of a unit. (Information for this section can be copied from the Curriculum Plan or Proficiency Scale.)Missouri Learning StandardsList your standard(s) for the week here. You should include the Missouri Learning Standard code(s), link the appropriate proficiency scale(s), and include the full text of the standard(s).K.PS2.A.1Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an objectK.PS3.A.1Make observations to determine the effect of sunlight on Earth’s surfaceLearning Target(s)Learning targets?are short term, student-friendly statements that clearly define what students should know and be able to do at the end of the lesson.?(Information for this section of the plan can be copied from the Curriculum Plan or Proficiency Scale.)Know (What are the learning targets?) Learning targets are short term, student-friendly statements that clearly define what students should know and be able to do at the end of the lesson(s). This comes directly from the unwrapped content standard in the Content Area Proficiency Scales and should be written as “I can…” or “The student can…” statements.Do (Define how students will demonstrate that they have met the learning target. This section is grade level and content specific. Please reference the exemplar from your Content Area Curriculum Specialist.)I can plan and conduct an investigation with my classmates using help from my teacher??I can?explain?that things can move, and that when?they do, they are in motion?I can identify?various types of motion?I can differentiate between a push and pull?I can describe?the strengths and directions of a push or pull?I can?compare?the strengths and directions of a push or pull??I can generalize the impact of a bigger or smaller push or pull??I can predict the impact of objects colliding?I can explain what the sun does for the EarthI can explain what different types of weather feels likeStudents can conduct investigations using push and pullWith guidance, students describe the purpose of the investigation, which includes determining the effect of sunlight on Earth materials by identifying patterns of relative warmth of materials in sunlight and shade (e.g., sand, soil, rocks, water).??Based on the given investigation plan, students describe, with guidance, the evidence that will result from the investigation, including observations of the relative warmth of materials in the presence and absence of sunlight (i.e., qualitative measures of temperature; e.g., hotter, warmer, colder).??According to the given investigation plan and with guidance, students collect and record data that will allow them to??Compare the warmth of Earth materials placed in sunlight??? and the same Earth materials placed in shade.??Identify patterns of relative warmth of materials in sunlight and in shade (i.e., qualitative measures of temperature; e.g., hotter, warmer, colder).??Describe that sunlight warms Earth’s surface.???Identify the sun as the object that warmsEarth’s land, water, and airRecall that weather is what the air is likeoutsideEssential Question(s)(Can be copied/pasted from Curriculum Plan.)How can one predict an object’s continued motion, change in motion, or stability?What is energy?Academic Vocabulary(Can be copied/pasted from Content AreaProficiency Scales)Push, pull, motion, impact, direction, temperature, weather,Summative Assessment Performance Tasks / Design or identify a standards-based summative performance task or assessment that will demonstrate progress towards proficiency on the standard / objectives.Exit ticket 1 ticket 2 Learning Instructional Framework: Whole Group Instructional PlanLesson/TopicLearning TargetLearning targets?are short term, student-friendly statements that clearly define what students should know and be able to do at the end of the lesson.Activities, Instruction & ModelingWhat do you need to explain, present, facilitate, or model? What instructional strategies will you use? What will students do to understand concepts or practice skills (practice, discussion, reflection, creation)? Synchronous learning refers to a learning event in which a group of students are engaging in learning at the same time. Asynchronous learning is instruction and learning that does not occur in the same place or at the same time – usually independent.Formative Assessment /Exit SlipHow will students demonstrate their daily learning? How will you know if they understand concepts or can apply skills? Please provide links.Due DateSynchronous/Live Instruction Asynchronous Playlist Lesson 1(4/5)MondayI can identify?various types of motion?I can predict the impact of objects colliding ENGAGEAsk students to think about different sports that they have played which involve either hitting or kicking a ball. Discuss a baseball player hitting a ball with a bat or a soccer player kicking a ball with his or her foot. Say:?A pitcher throws a ball toward the batter.?Ask:?What does the batter try to do? Discuss with students what can happen to the ball when it is hit.ExploreShow pages 18-19, and discuss what they see happening in the picture. Discuss motion of the ball and where the racket is. Read pages.ExplainPoint to the tennis ball and say:?The tennisplayer hit the ball with a racket. The ballfollows a path as it moves. The path that theball follows is its direction. Have students (or teacher) walk from one area of the classroom to another and describe the direction:” Student is walking from the door to his chair. Teacher is walking from the board to the door.”Looking back at the page, Say:?The tennis ball is moving toward the girl.?Ask:?What is the girl getting ready to do with her racket? (explain how to play tennis)Ask:?What will happen to the ball when theracket hits it??(The ball will move away fromthe tennis player.)?Will the ball be moving inthe same direction anymore? Why or whynot?Direct students to look at the inset picture ofthe hockey player. Read the caption text andsay:?Hockey players use a stick to hit a puckalong the ice toward a goal. This player istrying to get the puck to change direction.Ask:?How can the hockey player change the direction of the puck? What happens to the puck when it hits the wall? Discuss how a hockey puck slidesalong the ice and when it hits, or collides, with something, the puck’s direction changes.Roll a ball or other object so that it runs into something (wall, another object, etc.). What happened when it hit another object?EVALUATEHave students record their answerto the Wrap It Up question in theirscience notebook.Wrap It Up!1.RESTATE ? How do tennis players changethe direction of the ball?Have students go outside and practice rolling or kicking a ball at the wall, and thinking about what happens when it hits the wall.Journal entries4/5Lesson 2(4/7)WednesdayI can identify?various types of motion?I can predict the impact of objects colliding ENGAGERecall the previous lesson with the girl playing tennis. Ask: How can the girl the change direction of the ball? Which way will the ball move then?ExploreShow pages 20-21, and go over the materials of the experiment. Create a chart titled : Changing Direction. Have three columns: Roll the ball, What I predict, What happened. Then have 4 rows for: trial 1-4.Read aloud the heading, and then theinvestigation question:?How can you changethe direction of a moving object??Read aloudthe steps on?page 21.Fill out the chart as you complete the experiment.ExplainWhat did you need to do to get the ball to roll back to you?(We sat with the wall straight ahead of us. Then we rolled the ball in a straight line directly toward the wall.)?What was different when youchanged the way you rolled the ball?(Whenwe rolled the ball from different places, such as from one side or another verses straight ahead, the ball hit the wall and rolled away in different directions. It did not roll back to us.)?How can you change the direction of a moving ball??(I can make it hit something else, whichwill make the ball change direction. I can alsomake the ball bounce off the wall in differentdirections by changing my position and theway I roll the ball.)EVALUATEHave students record their answerto the Wrap It Up question in theirscience notebook.Wrap It Up!1.DRAW CONCLUSIONS ?How did you change thedirection of the ball? Journal entries4/7Lesson 3(4/9)FridayI can identify?various types of motion?I can?compare?the strengths and directions of a push or pull??I can predict the impact of objects colliding ENGAGEAsk students to think about when they wererolling the ball to change its direction duringthe?Investigate?activity. Ask:?Did you roll theball with a strong or weak push? How did theball roll after it hit the wall??Have studentsshare their experiences. Discuss what otherways players could control the motion of a ballwhen playing sports such as soccer, volleyball,basketball, tennis, football, and baseball.ExploreShow?pages 22–23. Have students share whatthey observe happening in both pictures. Pointto each picture of the batters and ask:?What ishappening here??Have students share theiranswers. Discuss how in baseball, there is aperson with a bat trying to the hit the ball awayfrom them, as is shown in these pictures.Read pagesExplainSay:?The batter hits the ball hard. Theball moves fast. Speed is how fast somethingis moving. Have students back away from the computer a little bit. Ask them to walk slowly back to their chair. Say:?You all walkedslowly. You were moving at a slow speed. Have them do it again, but come back to their chair quickly. Say:?You all walked quickly. You weremoving at a faster speed.?Have students shareother thoughts about objects they know of thattravel at varying speeds, such as cars, trucks,planes, and so on.Direct students’ attention to the picture ofthe batter on?page 22?and reread the caption.Explain that in baseball, a pitcher throws the ball at a fast speed and batters try to hit the ball with different strengths and in different directions.Say:?The pitcher threw the baseball towardthis batter. The batter swings his bat and thebat and ball collide. The bat gives the ball ahard hit, or push.?Ask:?What happens to theball after the bat and ball collide??(The ballmoves away from the bat.)?In this picture doesthe ball move slowly or quickly away fromthe bat??(quickly)?Why do you think it movesquickly??(Because the batter hit the ball hard; ahard push moves a ball faster than a soft push.)Direct students’ attention to the inset picture ofthe batter. Read the caption text aloud. Say:?Thisbatter uses his bat to give the ball a soft hit,or push.?Ask:?What does the soft hit do to theball??(It makes the ball move slowly away fromthe bat.)?Why does it move slowly?Discuss with students the way the ball’s speedcan change after the bat and ball collide. Ask:Do you think the baseball is thrown at thebatters quickly or slowly? Explain.?(I thinkthat the balls are moving quickly toward thebatters. You would have to throw the ballhard to get it from the pitcher to the batter.)Which type of hit can make the ball’s speedbecome faster??(a hard hit)?Which type of hitcan make the ball’s speed become slower?(a soft hit)?How can the type of hit changea ball’s speed??(Harder hits, or pushes, canmake a ball’s speed get faster; softer hits canmake a ball’s speed get slower.)EvaluateHave students record their answerto the Wrap It Up question in theirscience notebook.Wrap It Up!What is speed??(Speed is how fastsomething is moving.Journal entries4/9Lesson 4(4/12)MondayI can identify?various types of motion?ENGAGEAsk student to think about the different waysthey have learned that people can changemotion. Remind students of the soccer playersusing hard and soft pushes to move balls, thepeople using weak and strong pulls to move asled, the football players starting and stopping aball, and the tennis and hockey players changingthe direction of moving objects. Have studentsshare the different ways they were able tochange the way objects moved during theirprevious investigationsExploreShow pages 24 and 25. Read the list of materials, and investigation question:?How can you change the speed of an object?Create a chart titled: Changing SpeedThree columns: Size of ramp, What I predict, What happenedTwo rows: 1 book, 3 booksFill out the chart as you complete the experiment.ExplainWhat was different about theway the car rolled down the 1-book rampversus the 3-book ramp?Why do you think the car’s speed wasdi ?Howcan you change the speed of the car?fferent for each ramp?EVALUATEHave students record their answerto the Wrap It Up question in theirscience notebook.Wrap It Up!EXPLAIN ?How did the speed of the toy carchange?Journal entries4/12Lesson 5(4/14)WednesdayI can explain what the son does to the EarthEARTH SCIENCEENGAGEAsk students to think about a warm, sunny day.Say:?Think about being outside on a bright,sunny day. Then think about facing thesun and closing your eyes.?Ask:?How doesyour face feel when the sun is shining on it?(Possible answer: warm)ExploreHave students observe the picture on?pages 4–5.Ask:?What do you see in this picture??(Possibleanswers: I see a lot of houses close together. Isee cliffs made of rock. I see some green plants.I see water and boats. I see clouds and the sunin the sky.)?How can you tell that the sun isshining??(Possible answers: I see shadows onthe houses. I see a bright spot in the sky, andthat’s the sun.)Read aloud the lesson’s main heading. Explainthat Earth is the planet we live on. Ask:?Whatdoes the title of this lesson tell you aboutthe sun??(The lesson title tells me that the sunwarms our planet.)Read textExplainAfter you read?pages 4–5, have students look forkey details by asking:?What words in the textname things on Earth that are warmed bysunlight??(skin, water, land, air) Direct studentsto study the picture on?pages 4–5. Ask:?Whatthings in the picture are being warmed bysunlight??(Possible answers: Sunlight warmshouses, buildings, plants, steps, porches, rockycliffs, the water, and boats.)Have a volunteer point to a sunny place in thepicture. Ask:?How would you feel in that sunnyplace??(Possible answers: I would feel warm orhot. My eyes might hurt from the bright light.)What else in that sunny place would feelwarm??(Possible answer: The building/wall/roadwould feel warm, too.)Have another volunteer point to a shady place.Ask:?How would you feel in that shady place?(Possible answers: I would feel cooler than in thesun. It would not be as bright in the shade.)Read aloud the caption on?page 5. Ask:?What doyou think would happen if sunlight did notwarm Earth??(Possible answer: Earth would bevery cold.)?Why is the sun important??(Possibleanswer: The sun gives Earth light and keepsEarth warm.)Have students record their answersto the Wrap It Up questions in theirscience notebook.Wrap It Up!Draw a picture of how you feel in the sun.Journal entries/discussion4/14Lesson 6(4/16)FridayI can explain what different types of weather feel likeENGAGEAsk students to recall words that describedifferent kinds of weather. Write their weatherwords on the board. (Possible words:?sunny,windy, raining, snowing, sleeting, hailing, freezing,cool, hot, warm) Ask:?Which of these wordsdescribe today’s weather??(Answers shouldreflect the region where students live.)ExploreRead aloud the lesson’s main heading. Say:?Themain heading of this lesson is?The Weather.Draw a word web on the board. Write the wordweather?in the center oval of the web.?Explain that the pictures on?pages 10–11?showdifferent weather in the same place at differenttimes of the year. Have students look at the largebackground picture on?pages 10–11. Ask:?Whatwords describe the weather in this picture?(Possible answers: snowy, cloudy, icy) Recordstudents’ words in outer ovals on the word web.?Have students look at the smaller inset pictureon?page 11. Ask:?What words describe theweather in this picture??(Possible answers:warm, cloudy, and sunny) Add these words tothe webRead textExplainAfter reading?pages 10–11, ask:?What isweather??(Weather is what the air is likeoutside.) Have students recall key details of thetext by asking:?What details does the text tellyou about the weather??(Weather changesfrom region to region. Some regions are coldin winter and warm in summer. Temperaturemeans how warm or cold the air is.) Explain thata?region?is a large area or place.?Say:?Think about where we live.?Ask:What is the weather like today??(Answersshould reflect the current weather outsidethe classroom.)?What was the weather likeyesterday??(Answers should reflect the priorday’s weather.)?Ask:?How does the weather today comparewith the weather yesterday??(Answers shouldreflect the weather yesterday and today.)?Say:?The region, or place, shown in thesepictures has cold, snowy weather in winterand warm, sunny weather in summer.?Ask:What is the weather like in our region inwinter??(Answers should reflect the regionwhere students live.)?What is the weather inour region like in summer??(Answers shouldreflect the region where students live.)?Ask:?How does weather from differentregions compare? How is it the same? Howis it different??(Answers should reflect theweather in different regions.)Remind students of the two activities theyhave carried out in this unit. Point out that inboth of these activities, students measuredhow warm or cool materials were. Write theword?temperature?on the board. Say:?Thetemperature is the measure of how warm orcold the air is.?Ask:?What is the temperatureoutside like today??(Answers should reflectthe day’s relative temperature. Students shoulduse words such as?cold, cool, hot,?or?warm.)Point to the winter picture. Ask:?Do you thinkthe temperature in this picture is warm orcold??(cold)?How can you tell??(I see snowon the ground and ice on the river.) Point tothe summer picture. Ask:?Do you think thetemperature in this picture is warm or cold?(warm)?How can you tell??(There is no snow.Have students record their answerto the Wrap It Up question in theirscience notebook.Wrap It Up!Draw pictures of yourself in different types of weather Journal entries/discussion4/16Supporting Student Learning PathwaysPlease note specific Learning Targets of focus and what resources are being used or provided to support students at each level.45720020227Vision - St. Louis Public Schools is the district of choice for families in the St. Louis region that provides a world-class education and is nationally recognized as a leader in student achievement and teacher quality.Mission - We will provide a quality education for all students and enable them to realize their full intellectual potential.St. Louis Public Schools – Blended Learning Weekly/Bi-Weekly Planner NameAllyson Dillon & Aisshe SiffordGradeKindergartenSubjectSocial StudiesWeek of4/5/20214/12/2021TopicMaking choicesLink to TrackerComing Soon!Planning and PreparationCultural Context: Overarching lesson design based on student’s individual needs and learning styles. The teacher should consider and honor the unique cultural differences of the student population when selecting content, process, products, the learning environment. The use of ongoing assessment and flexible grouping is an effort to establish a safe and supportive learning environment. It is critically important to ensure every learner is able to access grade level curriculum and resources.Standards Based Objective(s)Long term goal about what students will know and be able to do at the end of a unit. (Information for this section can be copied from the Curriculum Plan or Proficiency Scale.)Missouri Learning StandardsList your standard(s) for the week here. You should include the Missouri Learning Standard code(s), link the appropriate proficiency scale(s), and include the full text of the standard(s).K.TS.7.D Share findings about a topic.K.TS.7.E Ask questions and find answers about a topic, with assistance.Learning Target(s)Learning targets?are short term, student-friendly statements that clearly define what students should know and be able to do at the end of the lesson.?(Information for this section of the plan can be copied from the Curriculum Plan or Proficiency Scale.)Know (What are the learning targets?) Learning targets are short term, student-friendly statements that clearly define what students should know and be able to do at the end of the lesson(s). This comes directly from the unwrapped content standard in the Content Area Proficiency Scales and should be written as “I can…” or “The student can…” statements.Do (Define how students will demonstrate that they have met the learning target. This section is grade level and content specific. Please reference the exemplar from your Content Area Curriculum Specialist.)I can share findings about a topic.I can ask questions and find answers about a topic, with assistanceI can describe goods and servicesI can identify ways to earn, use, and save moneyStudents will discuss what they have learned about a topicStudents will ask questions, and find the answers to understand a topicStudents will describe how consumers and producers trade goods and services for moneyEssential Question(s)(Can be copied/pasted from Curriculum Plan.)How do we make choices?What are goods and services? How do people attain them? How is money earned, used, and saved?Academic Vocabulary(Can be copied/pasted from Content AreaProficiency Scales)consumer, producer, good, serviceSummative Assessment Performance Tasks / Design or identify a standards-based summative performance task or assessment that will demonstrate progress towards proficiency on the standard / objectives.Journal entries that show student understanding, discussions and explanationsBlended Learning Instructional Framework: Whole Group Instructional PlanLesson/TopicLearning TargetLearning targets?are short term, student-friendly statements that clearly define what students should know and be able to do at the end of the lesson.Activities, Instruction & ModelingWhat do you need to explain, present, facilitate, or model? What instructional strategies will you use? What will students do to understand concepts or practice skills (practice, discussion, reflection, creation)? Synchronous learning refers to a learning event in which a group of students are engaging in learning at the same time. Asynchronous learning is instruction and learning that does not occur in the same place or at the same time – usually independent.Formative Assessment /Exit SlipHow will students demonstrate their daily learning? How will you know if they understand concepts or can apply skills? Please provide links.Due DateSynchronous/Live Instruction Asynchronous Playlist Lesson 1 (4/6)TuesdayI can describe goods and servicesI can identify ways to earn, use, and save moneyReread “All About Money.” Define the words “good” and “service” to the class. Lead the students in defining the words. Start an anchor chart that you will use throughout the week. Make the anchor chart with 4 boxes and include the following headers: good, services, producers, and consumers. Add definitions of goods and services along with a picture. Watch goods and services video: there is a brainpopjr on goods and services: what students learned in the video.Students draw a picture of a good, and a picture of a serviceDrawings in their journal 4/6Lesson 2(4/8)ThursdayI can describe goods and servicesI can identify ways to earn, use, and save moneyAsk the students what they think a consumer is. Use the word in a few different sentences to give them clues. Define the word with the class.Read: Who’s Buying? Who’s Selling?” By Jennifer Larson.Reread the definition of “consumer” to the class. Ask: “What does it mean when it says that consumers purchase goods?” Read pages 4-7 of Who’s Buying? Who’s Selling? Add the definition of consumer to your anchor chart, and add a picture to match the definition.Have the students help you with a good and service sort. Hold up pictures for goods and services. Put a thumbs up if it is a good and a thumbs down if it is a service. Draw a picture of a service you can doDrawings in their journals4/8Lesson 3 (4/13)TuesdayI can describe goods and servicesI can identify ways to earn, use, and save moneyAsk students what they think a producer is. Use the word in a few sentences and tell them that it is the opposite of a consumer. Then define the word with the class.Reread the definition of “producer” to the class. Ask, “What does it mean when it says that a producer supplies a service?” Lead students to defining the word “service.”Read pages 8-13 of Who’s Buying? Who’s Selling? By Jennifer Larson.Add the definition of producer to the chart, and pictures to go with it. Read pages 14-21 of the book.Draw a picture of a producer.Drawings and discussion about how to save for their items4/13Lesson 4(4/15)ThursdayI can describe goods and servicesI can identify ways to earn, use, and save moneyAsk students to talk about what a good, service, consumer, and producer are. Read pages 22-27 of “Who’s Buying? Who’s Selling?” By Jennifer Larson.Discuss with the students the idea of supply and demand. Show 3 colors of skittles. 1 or 2 of two colors, and many of the third color. Have the students color what color skittle they would like to purchase. See how many of each color the students want to purchase. Once you find a color that does not have enough for everyone to purchase, talk about the supply is down so the demand is high. Introduce students to the idea of trading to get what they need. Students will draw pictures of supply and demand. What if there were only 2 apples, and 10 people?Drawings & discussion4/15 ................
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