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Announcements
Agendas
Good morning

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The Singing Walrus - English Songs For Kids

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Good Morning Song for Kids (with lyrics) | The Singing Walrus

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Announcements
Agendas
Good morning

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The Singing Walrus - English Songs For Kids

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Good Morning Song for Kids (with lyrics) | The Singing Walrus

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Announcements
Agendas
Good morning

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The Singing Walrus - English Songs For Kids

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Good Morning Song for Kids (with lyrics) | The Singing Walrus

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Announcements
Agendas
Good morning

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The Singing Walrus - English Songs For Kids

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Good Morning Song for Kids (with lyrics) | The Singing Walrus

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Announcements
Agendas
Good morning

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The Singing Walrus - English Songs For Kids

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Good Morning Song for Kids (with lyrics) | The Singing Walrus

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ELA Skills Block
I can identify the name and sound for the letters “h,” “p,” “a,” and “t.” (K.FL.PWR.3) I can identify and produce words that rhyme. (K.FL.PA.2)

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ELA Skills Block
I can follow along in a shared text (poem). I can identify the name and sound for the letters “c” and “n.” (K.FL.PWR.3)

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ELA Skills Block
I can identify the name and sound for the letters “h,” “p,” “a,” “t,” “c,” and “n.” (K.FL.PWR.3) I can feel and count the syllables (beats) in the words of a poem. (K.FL.PA.2)

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ELA Skills Block
I can search for letters in a familiar text (poem): “c” and “n.” (K.FL.PC.1) I can identify the name and sound for the letters “c” and “n.” (K.FL.PWR.3) I can follow directions for writing letters “c” and “n.” (K.FL.SC.6)

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ELA Skills Block
I can identify the name and sound for the letters “c” and “n.” I can search in a text (poem) and find a word with one letter in it. I can use clues from the text (poem) to identify a mystery word.

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Related Arts
Music

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Related Arts
PE

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Related Arts
Art

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Related Arts
PE

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Related Arts
Library

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I can write about the classroom toy I prefer. (K.W.TTP.1, K.FL.VA.7) I can participate in conversations with my classmates about the classroom toy I prefer. (K.SL.CC.1)

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I can describe what Grandma teaches Molly Lou about toys using details in the text. (K.RL.KID.1, K.RL.CS.4, K.RL.IKI.7 I can ask a question to learn about my classmate. (K.SL.CC.3, K.FL.SC.6)

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I can describe the classroom toy I prefer using pictures and words. (K.W.TTP.1, K.FL.SC.6, K.FL.VA.7) I can participate in conversations with my classmates about the classroom toy I prefer. (K.SL.CC.1)

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I can use details from the text to describe the ways we can play with toys. (K.RI.KID.1, K.RL.CS.4) I can participate in conversations with my classmates about the toys we prefer. (K.SL.CC.1, K.FL.SC.6, K.FL.VA.7)

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I can identify the characters and setting in a story that is read to me. (K.RL.KID.1, K.RL.KID.3) I can sort toys into groups of toys now and toys from long ago. (K.FL.VA.7)

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Lunch
A classroom

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Lunch
A classroom

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Lunch
A classroom

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Lunch
A classroom

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Lunch
A classroom

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Intervention: Use this time to assess students using Microphases.

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Intervention: Use this time to assess students using Microphases.

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Lunch
B cafeteria

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Intervention: Use this time to assess students using Microphases.

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Intervention: Use this time to assess students using Microphases.

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Calendar / Math Block
Number Talks

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Math Number Talks

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Intervention: Use this time to assess students using Microphases.

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Math Number Talks

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Calendar / Math Block
Number Talks

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Number Sense:  Count around the circle to 20.

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Number Sense:  Count around the circle to 20.

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K.CC.A.3 Write numbers from 0 to 5. Represent a number of objects with a written numeral 0-5. K.CC.B.4b. Recognize that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. K.CC.B.5. Count to answer “how many?” questions about as many as 5 things arranged in a line, a rectangular array, a circle, or as many as 5 things in a scattered configuration. Given a number from 1-5, count out that many objects.
When given a set of concrete objects in a line and a circle, students accurately count, state the total and write the numeral that represents the total.
I can write numbers from 0-5.  I can represent a number of objects with a written numeral 0-5.  I can count to answer how many questions.  I can count out a given number of objects.  I can recognize that the last number name said tells the number of objects counted.
Ready Math Lesson 2, p 9:  Count 1,2,3:  Encourage students to describe groups of objects they see in the picture using numbers 1,2, and 3, and also use words that describe color, size, or position.
Problem solving connection - Number sense

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Number Sense:

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Calendar / Math Block
Number Talks

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The Singing Walrus - English Songs For Kids

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Number song 1-20 for children | Counting numbers | The Singing Walrus

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K.CC.A.3 Write numbers from 0 to 5. Represent a number of objects with a written numeral 0-5. K.CC.B.4b. Recognize that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. K.CC.B.5. Count to answer “how many?” questions about as many as 5 things arranged in a line, a rectangular array, a circle, or as many as 5 things in a scattered configuration. Given a number from 1-5, count out that many objects.
When given a digit orally, students can write the numeral and then count out that many objects and write the numeral that represents the total.
I can write numbers from 0-5.  I can represent a number of objects with a written numeral 0-5.  I can count to answer how many questions.  I can count out a given number of objects.  I can recognize that the last number name said tells the number of objects counted.
Ready Math Lesson 3, p 16:  Count 4:  Trace and write the number 4, then find groups of 4.

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Number Sense:  Which one doesn't belong?

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Number Sense:  Which one doesn't belong?

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K.CC.A.3 Write numbers from 0 to 5. Represent a number of objects with a written numeral 0-5. K.CC.B.4b. Recognize that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. K.CC.B.5. Count to answer “how many?” questions about as many as 5 things arranged in a line, a rectangular array, a circle, or as many as 5 things in a scattered configuration. Given a number from 1-5, count out that many objects.
When given a set of objects in pictorial form representing all configurations, students accurately count, state the total and write the numeral that represents the total.
I can write numbers from 0-5.  I can represent a number of objects with a written numeral 0-5.  I can count to answer how many questions.  I can count out a given number of objects.  I can recognize that the last number name said tells the number of objects counted.
Ready Math Lesson 3, p 15:  Count 4:  Encourage students to describe the groups of objects they see in the picture based on the color, size, position, or total number of objects.
Problem solving connection - Number sense

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Recess

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🐟 Kids Book Read Aloud: THE RAINBOW FISH by Marcus Pfister

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K.CC.A.3 Write numbers from 0 to 5. Represent a number of objects with a written numeral 0-5. K.CC.B.4b. Recognize that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. K.CC.B.5. Count to answer “how many?” questions about as many as 5 things arranged in a line, a rectangular array, a circle, or as many as 5 things in a scattered configuration. Given a number from 1-5, count out that many objects.
When given a set of objects in pictorial form representing all configurations, students  accurately count, state the total and write the numeral that represents the total.
I can write numbers from 0-5.  I can represent a number of objects with a written numeral 0-5.  I can count to answer how many questions.  I can count out a given number of objects.  I can recognize that the last number name said tells the number of objects counted.
Ready Math Lesson 2, p 11:  count 1,2,3:  Guide students to color shapes to show counting out.  Practice writing numbers 1,2, and 3.

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Recess

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Recess

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Science / Social Studies
Matter
K.PS1.1 Properties of materials
K.PS1.2 States of matter
Vocabulary:  matter, solid, liquid, gas
Science Paired Read Aloud:  Matter Is All Around Us
Inspire Science p 86: Matter Scavenger Hunt

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K.CC.A.3 Write numbers from 0 to 5. Represent a number of objects with a written numeral 0-5. K.CC.B.4b. Recognize that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. K.CC.B.5. Count to answer “how many?” questions about as many as 5 things arranged in a line, a rectangular array, a circle, or as many as 5 things in a scattered configuration. Given a number from 1-5, count out that many objects.
When given a set concrete objects in an array and scattered configuration, students accurately count, state the total and write the numeral that represents the total.
I can write numbers from 0-5.  I can represent a number of objects with a written numeral 0-5.  I can count to answer how many questions.  I can count out a given number of objects.  I can recognize that the last number name said tells the number of objects counted.
Ready Math Lesson 2, p 10:  Count 1,2,3:  Guide students to identify 1,2, or 3 shapes, and write these numbers.

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Recess

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Science / Social Studies
Matter
K.PS1.1 Properties of materials
K.PS1.2 States of matter
Vocabulary:  matter, solid, liquid, gas
Inspire Science  p 84
Science in My World: Matter

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Solids, Liquids, and Gases - BrainPOP Jr.

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Science / Social Studies
K.15 Describe roles of authority figures in the community Including: police officers.
Officer Chad video
Bus Safety

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Recess

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Science / Social Studies
Matter
K.PS1.1 Properties of materials
K.PS1.2 States of matter

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Physical Properties of Materials | Science Video For Kids | Kids Academy

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1:35-2:05

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Александра Новикова

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CLEANUP ROBOT Song by Mark D Pencil Video by Mr Ha

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1:35-2:05

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Александра Новикова

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CLEANUP ROBOT Song by Mark D Pencil Video by Mr Ha

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1:35-2:05

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Александра Новикова

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CLEANUP ROBOT Song by Mark D Pencil Video by Mr Ha

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Science / Social Studies
Matter
K.PS1.1 Properties of materials
K.PS1.2 States of matter
Vocabulary:  matter, solid, liquid, gas
Science Paired Read Aloud:  What's the Matter? TE pp 198-199
Inspire Science p 85:  Describe Matter, What is matter?

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1:35-2:05

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Александра Новикова

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CLEANUP ROBOT Song by Mark D Pencil Video by Mr Ha

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2:05-2:15 Mask Break/Pack up/Clean up/ Wrap up Day

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2:05-2:15 Mask Break/Pack up/Clean up/ Wrap up Day

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2:05-2:15 Mask Break/Pack up/Clean up/ Wrap up Day

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2:05-2:15 Mask Break/Pack up/Clean up/ Wrap up Day

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2:05-2:15 Mask Break/Pack up/Clean up/ Wrap up Day

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2:05-2:15 Mask Break/Pack up/Clean up/ Wrap up Day

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1:35-2:05

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Александра Новикова

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CLEANUP ROBOT Song by Mark D Pencil Video by Mr Ha

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2:05-2:15 Mask Break/Pack up/Clean up/ Wrap up Day

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2:05-2:15 Mask Break/Pack up/Clean up/ Wrap up Day

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2:30 Dismiss Car riders

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2:30 Dismiss Car riders

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2:05-2:15 Mask Break/Pack up/Clean up/ Wrap up Day

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2:05-2:15 Mask Break/Pack up/Clean up/ Wrap up Day

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2:30 Dismiss Car riders

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2:30 Dismiss Car riders

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2:30 Dismiss Car riders