St. Louis Public Schools



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 ofMarch 15 - 19, 2021March 29 – April 02, 2021TopicsWhen I Grow Up / Outer SpaceStormsLink 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.2.C.b** With assistance, draw or write fiction or non-fiction narratives and poems that tell the reader about a character or personal item.K.R.3.A.a*** With assistance, read, infer, and draw conclusions to identify the topic and details in an expository text heard and/or read referring to the words and/or illustrations.K.W.3.A.d* With assistance, apply research process to use pictures in conjunction with writing when documenting research.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 use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events.Students will be able to use a combination of drawing, dictating, and writing to tell about the events in the order in which they occurred. Students will be able to use a combination of drawing, dictating, and writing to provide a reaction to what happened.Students will ask and answer questions about key details in a text.Students will write personal narratives with a beginning, middle and an ending.Students will be able to identify an illustration that describes a specific event in a story.Students will be able to describe how the illustrations help a reader to understand a story.Students will be able to describe how the words help a reader to understand a story.Students will be able to recognize the relationship between illustrations and words in a text.Students will be able to determine what information is being asked in a question.Students will be able to decide which source(s) could provide information to answer a question.Students will be able to gather information that responds to a question.Students will be able to determine if their experiences can help answer a question.Students will be able to answer a question using experiences or new information.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.)What was the author’s purpose for writing this story? How can our words affect the feelings of others?What does it mean to retell a story? How do you know the main idea in a story?What is a personal narrative? What does a narrative story need?How does knowing what happened at the beginning, middle, and end of a story help you to understand the story?How can you use words and illustrations to tell a story?How can writing affect the way a reader feels?How can we compare and contrast various texts about the same topic? Why are storms important?How can an illustration help you to understand a story?How can the words help you to understand a story?How can the words and illustrations help you to identify the topic of a text?How can the words and illustrations help you to understand the information in the text?What is an opinion story? What does an opinion story need?What does it mean to do research?What is evidence?How can you find an answer to a question? How can a source lead you to the correct answer?Academic Vocabulary(Can be copied/pasted from Content AreaProficiency Scales)Assignment, astronaut, crystal ball, profession, disappointedBeginning, key detail, middle, retell, endingBeginning, dictation, end event, sequence, feelings, linked events, middle, narrate, reaction, real or imagined experienceWeather, crystal, electricity, funnelDescribe, information, story, events, expository, illustration, textDetermine, gather, information, experiences, question, evidence, relevant, sourceSummative Assessment Performance Tasks / Design or identify a standards-based summative performance task or assessment that will demonstrate progress towards proficiency on the standard / objectives.Renaissance Skills CheckBlended 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(03/15/2021)I can identify the reason why the author wrote the story.I can state what a personal narrative is.I can list all of the parts needed in a personal narrative.Sight Word Curriculum: amSight Word IntroductionRhythm and MovementShared Reading: Out in SpaceWhole-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: “Narrators!” (Students reply with, “Yes?”) “We have been learning about ways to make our narratives POP! Yesterday we learned about adding in adjectives to our stories. What is an adjective? Today we are going to learn about verbs. Does anyone know what a verb is? A verb is a word that shows action. Listen to these words: big, blue and run. Which of those words show an action? Yes, the word ‘run’ shows action.”“Today we are going to read Who Hops? You will listen in to hear the verbs that are in the story. Are you ready?” (After reading the text, have students help you generate verbs they heard in the book. Make a list of verbs on chart paper. You can also use the included verbs poster to display.)“I think it would be exciting to try out some of these verbs. I have placed them on these sticks and when you get the verb, you will act it out. Let’s go!” (Use the included cards and attach them to tongue depressors. Have students act out each verb.)“Boys and girls, today I will be modeling a story for you that uses verbs. Are you ready to help me?” (You can write a model story of choice or use this one. II love my mom. When I get home my mom gives me a big hug. Then my mom cooks dinner. At the end of the day my mom kisses me goodnight. She is the best mom.”)(Have students turn and tell a partner the story they would like to write today. Send students back to their tables to write.)Rainbow write today’s sight word.Illustrate what the teacher thought Mae should be when she grew up and what Mae becameWrite a personal narrative using the parts that make up a narrative story.03/17/2021Lesson 2 (03/16/2021)I can identify the ONE fact that is most important within the text.I can state what a personal narrative is.I can list all of the parts needed in a personal narrative.Sight Word Curriculum: atSight Word IntroductionRhythm and MovementShared Reading: Out in SpaceWhole-Group Reading: Teacher will ask and students will answer simple recall questions.1. Who is the author/illustrator? What is their job?2. What was the problem in the story? 3. What happened at the beginning, middle, and end? 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.assignment: a job or task that is given to someone (Pretend to write something on your hand.)astronaut: a person who travels into outer space (Pretend to put a space helmet on your head.)crystal ball: a clear glass ball (Pretend to carefully hold a glass ball.)profession: a type of job that requires special training (Act out what you would like to be when you grow up.)disappointed: feeling sad because something didn't go the way you wanted it to (Have a sad look.) Writing: “Narrators!” (Students reply with, “Yes?”) “We are working hard on looking at writing narrative 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 words have families? Yes, that is right! Words have families, too! That is right! When we are wanting to write a word, we can think about the words we already know in the same family. Let’s say you want to write about your tan dog. Well, you already know the word ‘can’ because we have been practicing it since early in the year. You just think about the word ‘can’ when you write the word ‘tan.’ When words have the same family they share the same ending. In these words the ending is ‘an.’” “Today we’re going to play a fun game. I have placed popcorn kernel words around the room. You’ll retrieve the popcorn kernel word and bring it back to the correct word family popcorn bucket. Are you ready? Let’s go!” (Have students go one-by-one or a few at a time around the room. They will grab a popcorn kernel and bring it back. The student will place it into the correct word family popcorn bucket.)“Today I think I will write a story about something that has happened to me recently! I think I will tell a story about my trip to work today. ‘I was driving. I saw a fat cat. Then the fat cat ran out in front of me. I had to slam on the brakes. That cat was safe. I was safe, too.’ Did anyone hear any words that have the same family in my story? Yes, I heard ‘cat’ and ‘fat.’ Today you will be writing a narrative story and just maybe you will have words in the same family!” (Send students back to their seats to write their story.)Rainbow write today’s sight word.Illustrate a crystal ball and someone who looks disappointed.Write a personal narrative using the parts that make up a narrative story.03/18/2021Lesson 3(03/17/2021)I can identify the ONE fact that is most important within the text.I can state what a personal narrative is.I can list all of the parts needed in a personal narrative.Sight Word Curriculum: canSight Word IntroductionRhythm and MovementShared Reading: Out in SpaceWhole-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. On page 2, the author stated, “They say that daydreamers never succeed, but little Mae was different.” What did she mean by that? How do you know?2. Why did Mae want to become an astronaut?3. Why do you think Mae searched for books about space and astronauts at the library?4. How do you think Mae felt when she made her astronaut costume? Provide evidence to support your answer.5. Why do you think the kids laughed when Mae said she wanted to be an astronaut? How do you think Mae felt? Provide evidence to support your answer. 6. Do you think Mae would have still been an astronaut one day if she had believed her teacher?Writing: “Narrators!” (Students reply with “Yes?”) “Today we are going to talk 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. Today we are going to read a book called Yo! Yes?.” (Read through the text 2-3 times so the students can get to join in for each page’s punctuation. After the read aloud, review the punctuation posters.)“Today I want to encourage you to think about using a question for your hook or possibly ending one of your sentences with an exclamation point. Listen to my story! ‘What is that smell? I started a cake in the oven. Then, I forgot the cake. The smell I smelled was the cake burning. Eww! I ran to the oven but the cake was too burnt. I had to buy a new one at the store. I was so sad.’ Did you hear a question in my narrative story? Yes, I used one for my hook. That makes you want to keep reading on to see what happens.”(Have students turn and talk with a partner and discuss a narrative story they would like to write today. Encourage students to start their story with a question.) “Boys and girls, I want you to share a sentence from your story that might need an exclamation point!” (Send students back to their seats to write their story.)Rainbow write today’s sight word.How would you cheer up Mae when her world turned blue?Write a personal narrative using the parts that make up a narrative story.03/17/2021Lesson 4 (03/18/2021)I can identify the ONE fact that is most important within the text.I can state what a personal narrative is.I can list all of the parts needed in a personal narrative.Sight Word Curriculum: goSight Word IntroductionRhythm and MovementShared Reading: Out in SpaceWhole-Group Reading: Part One: Teacher will review this week’s vocabulary words with partner turn and talks.1. What is an assignment that we did today in class?2. How do you think an astronaut might feel the first time they go into space?3. If someone gave you a crystal ball, how could you keep it safe?4. Which role is a profession: being a teacher or being a student?5. Would you be more disappointed if your ice cream melted or your pizza fell on the ground?Part Two: Read an alternate book about different professions children may have when they grow up. Make a connection between the two stories.Part Three: 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. Have students discuss and review the moon phases and the reason why the moon appears to change nightly.Writing: “Narrators!” (Students reply back with “Yes?”) “We have learned a lot about writing narrative stories. This week is our final week of the unit so we will spend this time wrapping up our narrative stories. We will learn about taking our stories through the writing process as well. However, today we are going to start with the paper we will be writing our narrative stories on. I call these story booklets. The booklets will start with three pages, but if you end up needing more paper then you will be able to get more! There are three pages in the booklet because we have a page for the beginning, middle and the ending.”“I’m going to hold up my story booklet and tell you my narrative story. Before I can put my story on paper, I need to think it through. I’m going to close my eyes and visualize my story. I will think about what would be at the beginning, middle and end.” (Close your eyes and really pretend to go into deep thought. You might use three fingers to indicate you are thinking about the beginning, middle and ending of your story. Then, open your eyes and look excited.)“I want to tell you about a story that happened to me this weekend, and I am going to use my story booklet to tell it. I’m not ready to write my story yet so I am going to just tap on each page so you know what is the beginning, middle and ending.” (Tap the first page.) “I went to the movies. We drove in the car, and it was cold outside.” (Tap to the second page of the story booklet.) “Then, when we got to the movies we bought snacks and a soda. We went to find our seats.” (Tap to the last page.) “Finally, we saw the movie and drove home. I had a fun time at the movies.” (Have students share their story with a partner. Have them tap the pages. Then, students will return to their seats to write.)Rainbow write today’s sight word.In the story Mae wanted to be an astronaut when she grew up. Illustrate what you want to do when you grow up.Write a personal narrative using the parts that make up a narrative story.03/18/2021Lesson 5(03/19/2021)NO SCHOOL FOR STUDENTS03/19/2021Lesson 6 (03/29/2021)I can state how I can use the photographs in a story to help 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: isSight Word IntroductionRhythm and MovementShared Reading: It’s RainingWhole-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: “Boys and girls, you have continued to amaze me with all of your hard work! You might remember that we just wrapped up our unit on becoming narrators. Now it’s time for us to keep plugging along in our journey to become the best story writers we can be. Today we are going to continue learning about the different types of writing! The next type of writing we will be learning is called an opinion story. When we come down for Writer’s Workshop, I’m going to say, ‘Opinionators!’ You will reply back with, ‘Yes?’ Let’s try it!” (State, “Opinionators!” and have students reply back with “Yes?”)“I’m sure you are wondering what exactly an opinion story is so let’s talk about that first! An opinion story is a story that tells how you feel about something and it gives reason for why you feel that way. For example, I might like cake more than popsicles but that is my opinion. You might like popsicles more than cake and that is okay because that is your opinion. An opinion is a way you feel!”“Let’s talk about something that people have strong opinions about- ketchup and mustard. When you think about giving your opinion you can use the words ‘I like’ or ‘I do not like’ and then say what it is. Let’s try it out with ketchup and mustard. I will go first! ‘I like ketchup and mustard because they are yummy on a hotdog.’ Now it’s your turn! Nice work. I think we know what an opinion is and is it okay to have a different opinion than your friends? Yes, it is!”“Today I will model my opinion story for you! I think I will give my opinion on my favorite food. I’m going to write, ‘I like red apples.’ Do you think it’s important that I stated what color apples I like? Yes! Now it’s your turn to go to your seats and write an ‘I like’ opinion story.”Rainbow write today’s sight word.Illustrate two types of storms.Write an opinion story that states two reasons.03/29/2021Lesson 7(03/30/2021)I can state how I can use the photographs in a story to help 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: meSight Word IntroductionRhythm and MovementShared Reading: It’s RainingWhole-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.weather: what it is like outside in a place at one time (Wiggle your fingers down like rain.)crystal: a shape that is the same on many sides (Draw a multi-sided shape in the air.)electricity: energy that can make heat and light (Fan your hand as if you are hot and then flick your fingers out like a light.)funnel: a cone shape that is wider at the top (Spin your finger around quickly to represent a tornado.)Writing: “Opinionators!” (Students reply back with “Yes?”) “Yesterday we were introduced to opinion stories. Can anyone remind us what an opinion story does? What about others’ opinion, is it okay for them to have a different opinion than us? Yes, that’s correct.”“I want you to listen in as I read our book today. The character in the story, Maddie, has a lot of opinions. We will stop throughout the book and share our own opinions. The opinion story is called In My Opinion. Are you ready to listen in? Let’s go!” (Stop on the page about ice cream and pudding. Have students share their opinion with a partner near them. Be sure that students are using the words “I like” or “I don’t like”. Encourage those that are capable to extend their reasons on why they do or do not like it. Do the same on the pages for the favorite season and colored pencils vs. markers.)“Nice work! You were able to give your opinion throughout the book just like Maddie. Did you always share the same opinion with Maddie? You might have at times and might not have at others and that is okay.”“Today I am going to model a new opinion story. Today I am going to write about one of my opinions from the book. I think I will write how I like ice cream more than pudding. I will write, ‘I like ice cream. It is cold and sweet.’ I would like for you to turn to a partner and share with them your opinion story that youare writing today. Remember that we don’t see ‘eww’ or ‘gross’ if we don’t share the same opinion as our partner.” (Send students back to their seats to write a new ‘I like’ or ‘I do not like’ opinion story.)Rainbow write today’s sight word.Illustrate a funnel and electricity.Write an opinion story that states two reasons.03/30/2021Lesson 8(03/31/2021)I can state how I can use the photographs in a story to help 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: mySight Word IntroductionRhythm and MovementShared Reading: It’s RainingWhole-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. When I think of storms, I sometimes get scared or worried. Using pages 4-5, what evidence from the text tells us otherwise? 2. How does the illustration on page 11 help you understand the meaning of the word “electricity”? 3. Using page 14, what does the author tell us about tornados? 4. When we first look at the illustration on pages 20-21, we would think the people of India would not like all of this rain. What evidence from the text tells us otherwise?5. Using pages 24-25. compare and contrast storms on Earth compared to other planets.6. Based on pages 28-29, how did the people in our text prepare their homes for storms?7. What evidence does the author provide on pages 30-31 to show us how animals stay safe during storms?Writing: “Opinionators, we have been discussing opinions and opinion stories. Today we are going to take time to discuss the difference between facts and opinions. If I say ‘cake is gross’ and ‘cake is baked’ do you know which of those is actually a fact? Yes, ‘cake is baked’ is a fact and ‘cake is gross’ is my opinion because some people like to eat cake. Today we are going to sort some cards as those that are facts and those that are opinions. I will try to trick you so listen carefully.”(Go through each of the fact vs. opinion cards and have students defend why they feel it is fact or opinion. Make sure that students realize that it is not an opinion if it’s factual.)“Nice work with that boys and girls! I thought you would be tricked but you did very well! Next I am going to show you a picture. We are going to come up with a few facts about the picture and a few opinions. Are you ready?” (Show the picture of the dog.) “Boys and girls, what facts can we say about this dog? What are some opinions we could say?”“Next I would like to model for you my opinion story. However, today I am going to challenge myself to writing more than just one sentence. Today I am going to write two sentences. I am going to give an opinion story about my dog. I will write, ‘My dog is the best dog ever. He is fluffy and calm.’ Boys and girls, I would like for you to share with a partner, an opinion story you want to write today.” (Send students back to their seats to write. Encourage students to write two sentences about their opinion.)Rainbow write today’s sight word.Illustrate a time you experienced a storm. Be sure to show how you felt.Write an opinion story that states two reasons.03/31/2021Lesson 9(04/01/2021)I can state how I can use the photographs in a story to help 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: seeSight Word IntroductionRhythm and MovementShared Reading: It’s RainingWhole-Group Reading Part One: Teacher will review this week’s vocabulary words with partner turn and talks.1. What is the weather like outside?2. Besides lightning, what is another form of electricity?3. What is the spinning part of the tornado called? funnel4. Where can we find crystals?Part Two: Read Storm is Coming. Make connections between both texts.Writing: “Opinionators, we have been discussing what an opinion story is. We have also discussed facts verse opinion. Who can tell me a fact about school and then an opinion about school? Nice work! Today I want to talk to you about opinions being all around us everyday. For example, when you go to lunch you might have opinions about the food on your tray. Some of us might like carrots and some might not. When you go to the playground you might have more opinions. Some might like to swing while others like to slide more. When the afternoon gets here and we get to choose to play, some might choose the blocks and others might choose to read. There are opinions all around us, we just have to look for them!”“Today I am going to read a book called, Red is Best. This is a book about a little girl who loves the color red. As I read through the book, I want you to think about your favorite color and why it is your favorite. Okay, lets get started!”(After you read through the book, have students turn to their partners and share about their favorite color. Have students elaborate on why it is their favorite. Hand our crayon templates and have students color the crayon their favorite color. Sort the colored crayons to see which color is liked the most.)“Boys and girls, today I am going to model my story about my favorite color and I will share why it’s my favorite. ‘I like pink. Pink is like cotton candy and cotton candy is yummy.’ Are you ready?” (Send students back to their seats to write about their favorite color and why it is.)Rainbow write today’s sight word.What would happen if we did not have storms?Write an opinion story that states two reasons.04/01/2021Lesson 10(04/02/2021)I can state how I can use the photographs in a story to help 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: theSight Word IntroductionRhythm and MovementShared Reading: It’s RainingWhole 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. Have students discuss why storms are so important to us.Writing: “Opinionators!” (Students reply with, “Yes?”) “Today we are going to be giving our opinions on the spot. That means that I will show you a picture and you will quickly turn to a partner sitting near you to share your opinion! We do have one rule and that is to make sure we are all being respectful of one another’s opinion. Remember that it is okay to have a different opinion than your friends. Are you ready? Okay, let’s start with our first picture. It’s broccoli. Turn to your partner and share your opinion. Do you like broccoli? Do you not like broccoli? Why or why not?” (Continue with the remaining cards: pepperoni pizza, basketball and baseball.)“Nice work sharing your opinions on the spot. You might be asked to give your opinion on something and you need to be able to think fast to share it out.”“Today I am going to model my opinion and give a reason as to why this is my opinion. Today I think I will give my opinion on the best vacation I’ve been on. ‘The beach is the best. At the beach you get to swim and play in the sand. The beach is the best.’ Wow! Did you see what I did there? I told you my opinion, gave you a reason and then told you my opinion once again. This helps your ready to really hear and understand that this is your opinion!” (Have students turn and share with a partner about an opinion story they are wanting to write today, Send students back to their seats to write an opinion story.)Rainbow write today’s sight word.Illustrate your favorite storm we learned about this week.Write an opinion story that states two reasons.04/02/2021Supporting 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..St. Louis Public Schools – Blended Learning Weekly/Bi Weekly PlannerNameAllyson Dillon & Aisshe Sifford GradeKindergartenSubject MathWeek ofMarch 15 – April 2, 2021TopicTopic 14: Describe and Compare Measurable AttributesTopic 15: Step Up to First GradeLink to Tracker(N/A)Essential Question(s)(Can be copied/pasted from Curriculum Plan.)Topic 14: How can objects be compared by length, height, capacity, and weight?Topic 15:Academic Vocabulary(Can be copied/pasted from Content AreaProficiency Scales) Height, length, longer, capacity, balance scale, heavier, lighter, weighs, weight, attribute, add, equals, equation, plus, sum, difference, minus, subtractSummative Assessment Performance Tasks / Design or identify a standards-based summative performance task or assessment that will demonstrate progress towards proficiency on the standard / ic 14 Test: Describe and Compare Measurable AttributesStandards 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 words to describe how an object can be measured. I can write equations to show the parts and the whole. I can use a ten-frame to help solve addition facts with 5 and 10.I can use addends to write two different equations with the same sum.I can write equations to find the missing part of a whole.I can use addition facts to 10 to solve subtraction problems.I can use different strategies to add three numbers.I can count by 10s to 120.I can count by 1s to 120.SWBAT draw something that can be measured with cubes. SWBAT answer 2+5=___.SWBAT answer 6+4=____.SWBAT answer ____+______=_____.SWBAT answer 8-2=____.SWBAT answer 4-1=___. So, 1+___=4.SWBAT answer ____+____+____=_____ .SWBAT count by 10s to 120.SWBAT count by 1s to 120. 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 103/15/2021I can solve math problems about objects with measurable attributes by using precision.Essential UnderstandingMath Practices and Problem Solving: Precision(Lesson 14-6) (enVisionmath 2.0) Savvas Online Resources. Watch the video and either do solve and share or assign it to the students to complete.Visual LearningSolve and Share Envision workbook- Pages 835-840Students will watch the following videos on in addition to completing the assignments below. (enVisionmath 2.0) Quick CheckAnother Look Name the Shape Game| Shape Review Game| Jack Hartmann: Up!| Jack Hartmann| Shapes Song: Any Shape and Freeze!| Jack Hartmann Freeze Dance will complete questions from the independent practice.03/15/2021Lesson 203/16/2021I can use equations to show parts and the whole.Essential UnderstandingIntroducing Addition Expressions and Equations(Lesson 15-1) (enVisionmath 2.0) Savvas Online Resources. Watch the video and either do solve and share or assign it to the students to complete.Visual LearningSolve and Share Envision workbook- Pages 785-790Students will watch the following videos on in addition to completing the assignments below. (enVisionmath 2.0) Quick CheckAnother Look I Know My Number Bonds with DJ Count| Number Bonds to 10| Jack Hartmann: will complete questions from the independent practice.03/16/2021Lesson 3 03/17/2021I can use a ten-frame to help solve addition facts with 5 and 10.Essential UnderstandingFacts with 5 on a Ten-Frame(Lesson 15-2) (enVisionmath 2.0) Savvas Online Resources. Watch the video and either do solve and share or assign it to the students to complete.Visual LearningSolve and Share Envision workbook- Pages 805-810Students will watch the following videos on in addition to completing the assignments below. (enVisionmath 2.0) Quick CheckAnother Look I Know My Number Bonds with DJ Count| Number Bonds to 10| Jack Hartmann: will complete questions from the independent practice.03/17/2021Lesson 4 03/18/2021I can use the same addends to write two different equations with the same sum. Essential UnderstandingAdd In Any Order(Lesson 15-3) (enVisionmath 2.0) Savvas Online Resources. Watch the video and either do solve and share or assign it to the students to complete.Visual LearningSolve and Share Envision workbook- Pages 811-816Students will watch the following videos on in addition to completing the assignments below. (enVisionmath 2.0) Quick CheckAnother Look I Know My Number Bonds with DJ Count| Number Bonds to 10| Jack Hartmann: will complete questions from the independent practice.03/18/2021 Lesson 5 03/19/2021NO SCHOOL NO SCHOOLNO SCHOOL NO SCHOOL03/19/2021 Lesson 6 03/29/2021I can write equations to find the missing part of a whole. Essential UnderstandingIntroducing Subtraction Expressions and Equations(Lesson 15-4) (enVisionmath 2.0) Savvas Online Resources. Watch the video and either do solve and share or assign it to the students to complete.Visual LearningSolve and Share Envision Workbooks- Page 861-866Students will watch the following videos on in addition to completing the assignments below. (enVisionmath 2.0) Quick CheckAnother LookI Know My Number Bonds with DJ Count| Number Bonds to 10| Jack Hartmann: will complete questions from the independent practice.03/29/2021Lesson 703/30/2021I can use addition facts to 10 to solve subtraction problems. Essential UnderstandingThink Addition to Subtract(Lesson 15-5) (enVisionmath 2.0) Savvas Online Resources. Watch the video and either do solve and share or assign it to the students to complete.Visual LearningSolve and Share Envision workbook- Pages 867-870Students will watch the following videos on in addition to completing the assignments below. (enVisionmath 2.0) Quick CheckAnother LookI Know My Number Bonds with DJ Count| Number Bonds to 10| Jack Hartmann: will complete questions from the independent practice.03/30/2021Lesson 803/31/2021I can use different strategies to add three numbersEssential UnderstandingAdd Three Numbers(Lesson 15-6) (enVisionmath 2.0) Savvas Online Resources. Watch the video and either do solve and share or assign it to the students to complete.Visual LearningSolve and Share Envision workbook- Pages 871-874Students will watch the following videos on in addition to completing the assignments below. (enVisionmath 2.0) Quick CheckAnother Look I Know My Number Bonds with DJ Count| Number Bonds to 10| Jack Hartmann: will complete questions from the independent practice.03/31/2021Lesson 9 04/01/2021I can count by 10s to 120Essential UnderstandingCount by 10s to 120(Lesson 15-7) (enVisionmath 2.0) Savvas Online Resources. Watch the video and either do solve and share or assign it to the students to complete.Visual LearningSolve and Share Envision workbook- Pages 875-878Students will watch the following videos on in addition to completing the assignments below. (enVisionmath 2.0) Quick CheckAnother Look I Know My Number Bonds with DJ Count| Number Bonds to 10| Jack Hartmann: will complete questions from the independent practice.04/01/2021Lesson 10 04/02/2021I can count by 1s to 120Essential UnderstandingCount by 1s to 120(Lesson 15-8) (enVisionmath 2.0) Savvas Online Resources. Watch the video and either do solve and share or assign it to the students to complete.Visual LearningSolve and Share Envision workbook- Pages 879-882Students will watch the following videos on in addition to completing the assignments below. (enVisionmath 2.0) Quick CheckAnother Look I Know My Number Bonds with DJ Count| Number Bonds to 10| Jack Hartmann: will complete questions from the independent practice.04/02/2021Supporting 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 of3/15/20213/29/2021TopicPlan 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(3/155)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 entries3/15Lesson 2(3/17)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 entries3/17Lesson 3(3/19)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 entries3/19Lesson 4(3/29)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 entries3/29Lesson 5(3/31)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/discussion3/31Lesson 6(4/2)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/discussion4/2Supporting 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 of3/15/20213/29/2021TopicMaking 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 (3/16)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 3/16Lesson 2(318)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 journals3/18Lesson 3 (3/30)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 items3/30Lesson 4(4/1)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 & discussion4/1 ................
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