Garfield Public Schools Remote Learning Lesson Plans “Grade Kindergarten - ELA” March 30 OBJECTIVE: 1. SWBAT add or substitute individual sounds (phonemes) in simple, one syllable words to make new words. 2. SWBAT produce, read and write rhyming words. 3. SWBAT associate the long and short sounds with the common spellings for the five major vowels. 4. SWBAT read grade level sight words. 5. SWBAT confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. 6. SWBAT -to create a picture and write about it using developmental spelling, sentence starters and sight words. STANDARD(S): English Language Arts (2016) RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words. English Language Arts (2016) RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Mathematics (2016) Look for and make use of structure. English Language Arts (2016) RF.K.2.a.: Recognize and produce rhyming words. English Language Arts (2016) RF.K.2.d.: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) English Language Arts (2016) RL.K.4. With prompting and support, ask and answer questions about unknown words in a text. English Language Arts (2016) RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. English Language Arts (2016) SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly. English Language Arts (2016) W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. TIME FRAME: Word Work – 20 minutes,
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Garfield Public Schools
Remote Learning
Lesson Plans
“Grade Kindergarten - ELA”
March 30 OBJECTIVE:
1. SWBAT add or substitute individual sounds (phonemes) in simple, one syllable words to make new words. 2. SWBAT produce, read and write rhyming words.
3. SWBAT associate the long and short sounds with the common spellings for the five major vowels. 4. SWBAT read grade level sight words.
5. SWBAT confirm understanding of a text read aloud or information presented orally or through other media by asking
and answering questions about key details and requesting clarification if something is not understood.
6. SWBAT -to create a picture and write about it using developmental spelling, sentence starters and sight words.
STANDARD(S):
English Language Arts (2016) RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding
words.
English Language Arts (2016) RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Mathematics (2016) Look for and make use of structure.
English Language Arts (2016) RF.K.2.a.: Recognize and produce rhyming words.
English Language Arts (2016) RF.K.2.d.: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in
three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
English Language Arts (2016) RL.K.4. With prompting and support, ask and answer questions about unknown words in a text.
English Language Arts (2016) RL.K.9. With prompting and support, compare and contrast the adventures and experiences of
characters in familiar stories.
English Language Arts (2016) SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
English Language Arts (2016) W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory
texts in which they name what they are writing about and supply some information about the topic.
TIME FRAME:
Word Work – 20 minutes,
Independent Reading –20 minutes,
Writing –20 minutes
Poem Reading-15minutes
• *Please see Brain Breaks at the bottom of the page to break up the work.
OBJECTIVE: 1. SWBAT add or substitute individual sounds (phonemes) in simple, one syllable words to make new words.
2. SWBAT produce, read and write rhyming words. 3. SWBAT associate the long and short sounds with the common spellings for the five major vowels. 4. SWBAT read grade level sight words.
5. SWBAT confirm understanding of a text read aloud or information presented orally or through other media by asking
and answering questions about key details and requesting clarification if something is not understood.
6. SWBAT -to create a picture and write about it using developmental spelling, sentence starters and sight words.
STANDARD(S): English Language Arts (2016) RF.K.3. Know and apply grade-level phonics and word analysis skills in
decoding and encoding words.
English Language Arts (2016) RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Mathematics (2016) Look for and make use of structure.
English Language Arts (2016) RF.K.2.a.: Recognize and produce rhyming words.
English Language Arts (2016) RF.K.2.d.: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in
three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
English Language Arts (2016) RL.K.4. With prompting and support, ask and answer questions about unknown words in a text.
English Language Arts (2016) RL.K.9. With prompting and support, compare and contrast the adventures and experiences of
characters in familiar stories.
English Language Arts (2016) SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
English Language Arts (2016) W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory
texts in which they name what they are writing about and supply some information about the topic.
TIME FRAME:
Word Work – 20 minutes,
Independent Reading –20 minutes,
Read aloud- 20 minutes
Writing –20 minutes
• *Please see Brain Breaks at the bottom of the page to break up the work
March 31 OBJECTIVE: Students will be able to attend to appropriate types and amounts of physical activity to
enhance personal health
STANDARD(S): 2.6.2.A.1 Explain the role of regular physical activity in relation to personal health. 2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age appropriate activities that promote fitness 2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement
TIME FRAME: 20 Minutes
Activity Directions: Each day has its own workout. Please find a clean, safe area to exercise. Please
rest in between exercises and try to complete the workout to the best of your ability. A link to
supplemental activities can be found on my website listed under staff directory or by typing:
https://sites.google.com/view/phys-ed-remote-learning/home Run In place: 20 Seconds
Lunges: 10 Each Leg Frog Jumps: 10 times
Mountain Climbers: 15 times Plank: 15 Seconds
Squat Kicks: 15 Times Squat Jumps: 15 Times
Jumping Jacks: 15 Times Jump Side to Side: 15 Times
1. SWBAT add or substitute individual sounds (phonemes) in simple, one syllable words to make new words. 1. SWBAT produce, read and write rhyming words. 2. SWBAT associate the long and short sounds with the common spellings for the five major vowels. 3. SWBAT read grade level sight words.
1. SWBAT confirm understanding of a text read aloud or information presented orally or through other media by asking
and answering questions about key details and requesting clarification if something is not understood.
2. SWBAT -to create a picture and write about it using developmental spelling, sentence starters and sight words.
STANDARD(S):
English Language Arts (2016) RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding
words.
English Language Arts (2016) RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Mathematics (2016) Look for and make use of structure.
English Language Arts (2016) RF.K.2.a.: Recognize and produce rhyming words.
English Language Arts (2016) RF.K.2.d.: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in
three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
English Language Arts (2016) RL.K.4. With prompting and support, ask and answer questions about unknown words in a text.
English Language Arts (2016) RL.K.9. With prompting and support, compare and contrast the adventures and experiences of
characters in familiar stories.
English Language Arts (2016) SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
English Language Arts (2016) W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory
texts in which they name what they are writing about and supply some information about the topic.
TIME FRAME:
Word Work – 20 minutes,
Independent Reading –20 minutes,
Read aloud- 20 minutes
Writing –20 minutes
• *Please see Brain Breaks at the bottom of the page to break up the work
1. SWBAT add or substitute individual sounds (phonemes) in simple, one syllable words to make new words. 2. SWBAT produce, read and write rhyming words. 3. SWBAT associate the long and short sounds with the common spellings for the five major vowels. 4. SWBAT read grade level sight words.
5. SWBAT confirm understanding of a text read aloud or information presented orally or through other media by asking
and answering questions about key details and requesting clarification if something is not understood.
6. SWBAT -to create a picture and write about it using developmental spelling, sentence starters and sight words.
STANDARD(S):
English Language Arts (2016) RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding
words.
English Language Arts (2016) RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Mathematics (2016) Look for and make use of structure.
English Language Arts (2016) RF.K.2.a.: Recognize and produce rhyming words.
English Language Arts (2016) RF.K.2.d.: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in
three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
English Language Arts (2016) RL.K.4. With prompting and support, ask and answer questions about unknown words in a text.
English Language Arts (2016) RL.K.9. With prompting and support, compare and contrast the adventures and experiences of
characters in familiar stories.
English Language Arts (2016) SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
English Language Arts (2016) W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory
texts in which they name what they are writing about and supply some information about the topic.
TIME FRAME:
Word Work – 20 minutes,
Independent Reading –20 minutes,
Read aloud- 20 minutes
Writing –20 minutes
• *Please see Brain Breaks at the bottom of the page to break up the work*
April 2 OBJECTIVE: SWBAT develop an understanding of location as an important theme in geography
STANDARD(S): 6.14.A.14
TIME FRAME: 20 minutes
Activity Directions:
Discuss with your child what town they live in. What are some places they can go to in town (stores,
parks and restaurants)? After the discussion have your child draw a picture of Garfield.
“Grade kindergarten– Physical Education”
April 2 OBJECTIVE: Students will be able to attend to appropriate types and amounts of physical activity to
enhance personal health
STANDARD(S): 2.6.2.A.1 Explain the role of regular physical activity in relation to personal health. 2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age appropriate activities that promote fitness 2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement
TIME FRAME: 20 Mins
Activity Directions: Each day has its own workout. Please find a clean, safe area to exercise. Please
rest in between exercises and try to complete the workout to the best of your ability. A link to
supplemental activities can be found on my website listed under staff directory or by typing:
7. SWBAT add or substitute individual sounds (phonemes) in simple, one syllable words to make new words. 8. SWBAT produce, read and write rhyming words. 9. SWBAT associate the long and short sounds with the common spellings for the five major vowels.
10. SWBAT read grade level sight words.
11. SWBAT confirm understanding of a text read aloud or information presented orally or through other media by asking
and answering questions about key details and requesting clarification if something is not understood.
12. SWBAT -to create a picture and write about it using developmental spelling, sentence starters and sight words.
STANDARD(S): English Language Arts (2016) RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding
words.
English Language Arts (2016) RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Mathematics (2016) Look for and make use of structure.
English Language Arts (2016) RF.K.2.a.: Recognize and produce rhyming words.
English Language Arts (2016) RF.K.2.d.: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in
three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
English Language Arts (2016) RL.K.4. With prompting and support, ask and answer questions about unknown words in a text.
English Language Arts (2016) RL.K.9. With prompting and support, compare and contrast the adventures and experiences of
characters in familiar stories.
English Language Arts (2016) SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
English Language Arts (2016) W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory
texts in which they name what they are writing about and supply some information about the topic.
TIME FRAME:
Word Work – 20 minutes,
Independent Reading –20 minutes,
Writing –25 minutes
• *Please see Brain Breaks at the bottom of the page to break