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Schoology Group: Kindergarten - 2nd Grade Educators in the Remote Environment 

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Schoology Group: Kindergarten - 2nd Grade Educators in the Remote Environment 

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Join Code: C6N6-GB8X-SNJZC

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As early childhood educators, directors, and owners of family child care homes, you are facing difficult decisions and significant challenges in determining when and how to reopen and stay open safety and while practicing high-quality, developmentally-appropriate care and education.*

Programs are receiving and implementing specific public health directives and guidance from the Centers for Disease Control, the American Academy of Pediatrics, and state regulatory, licensing, education, and public health authorities. While these have and may continue to change depending upon national, state, and community circumstances, we know your commitment to high-quality, developmentally-appropriate practice remains unwavering. ( Sources & Resources linked below.)

At the same time, we know you have questions about where and how to practice with flexibility and make adjustments to balance health, safety, and quality, as you have always done each and every day.

Rather than issuing standardized guidance, given the significant variation in rules, regulations, and practices across states, settings, and time frames, we have looked to NAEYC's Early Learning Program Standards and Assessment Items to compile a set of questions and considerations. These are designed to help educators and administrators think through options, opportunities, and tradeoffs as you support children, families, and your communities with safety and quality during this time. Examples of how programs and educators have implemented appropriate practices are also included in this resource which will be updated periodically with additional information.

*While this guide is primarily designed for educators of children birth through age 5, working across all settings, key questions and considerations may be adapted for those working with children in kindergarten through third grade as well.

Positive relationships between children and adults encourage each child's sense of individual worth and belonging as part of a community. When reviewing your relationship practices, here are some key questions to consider:

What are the most important adjustments that we must make to the frequency and modes of communications with families in order to support strong and consistent relationships? What forms of communications are the most helpful and useful for our families and teachers?

As we make changes to classroom schedules, how can we structure the changes to minimize the disruption of relationships between children, families, and educators? How will we communicate these changes and our actions and intentions to families?

How will we respond in anti-racist and equitable ways to anticipated behavior changes and challenges demonstrated by children who are experiencing trauma as a result of the pandemic?

How will we support educators through professional development, keep ourselves accountable for our actions, and communicate about children's behavior and our responses with their families?

Examples from Child Care Providers

"We have focused on modeling for parents how they can help their children learn through activities and everyday routines. Our families have appreciated short videos of our teachers supporting learning and skill development. It has also been helpful for children to see their teacher with a picture when routines have changed."

"We have changed drop-off and pick-up procedures and are now having parents drop off at the front of the center. Teachers are relying on daily emails with parents to communicate."

"We need to be open and honest about the impacts of the pandemic on children and ourselves. We are reminding ourselves that we need to practice self-care also so we can help care for the children."

Research-based curriculum promotes growth across a range of developmental and content areas, while appropriate and effective teaching approaches optimize children's learning. When reviewing your curriculum and teaching practices, here are some key questions to consider:

How can we support educators to engage in developmentally-appropriate discussions with children about the pandemic, including why they are wearing masks and have to stay away from their friends; and what happens when someone gets sick?

How can we take advantage of the opportunities provided by smaller group sizes to increase the amount of time educators spend in one-on-one and small group teaching?

How can we use changes in meal and snack time routines to increase children's learning opportunities?

How can we adapt our curriculum for increased outdoor time, play, and learning, with multiple considerations for changing weather and limitations that may impact our ability to go outdoors safely?

What changes must we make in order to adapt circle time and other activities throughout the program that typically require particularly close personal proximity or have typically used shared materials?

How can we adapt supervisory and classroom support schedules and other changes in order to implement health and safety recommendations and allow educators time to focus on curriculum and teaching?

Examples from Child Care Providers

"We created a short social story to share with children about the virus."

"Our program is now asking parents to send children with their meals and snacks. Now that time becomes one where children can talk about what they brought and learn more about each other!"

"We now have incorporated having the children help put their toys directly into bins for cleaning and have fewer items in the rotation each day. We also rotate toys more often too."

"We have changed our schedules to have more outdoor time for children. We are taking activities such as art time outdoors where possible and taking advantage of the open air. We are already starting to talk with parents about having more outdoor time, even in the colder weather and sending their children with appropriate gear to go outdoors as much as possible."

"The children have written a play where superheroes defeat the germ!"

"Our children are learning, dancing and playing. I picked nursery rhymes that we can teach in different languages!"

"We have fewer large circle times and instead now focus on small groups of students with the teacher."

"We changed our hours to allow for enough time in the morning to prepare and closed earlier to allow time to sanitize and prepare for the day."

A variety of assessment approaches are used to plan curriculum and tailor instruction and improve program and teaching practices. Assessment results are shared and discussed with families. When reviewing your child assessment practices, here are some key questions to consider:

How can we safely conduct child assessments to evaluate for learning and social-emotional changes that may have occurred since the start of the pandemic, soon after a child's return to the program?

In what ways can we expand our understanding of a child's progress based on what we know of changes in family circumstances as a result of the pandemic? How do we respectfully and ethically determine and act on circumstantial changes that may affect children's well-being and access to health, food, and education?

What policies and practices can we adopt to conduct contactless communications with family members daily (for infants, toddlers and twos) or weekly (for preschoolers and older children), in order to share current information about childrens' learning, developmental milestones, and care?

How can we continue to plan for and conduct contactless family conferences remotely, at least 2 times per year, to share children's developmental and learning progress?

Who can we partner with in our community in order to update our list of referral agencies that are recommended to families when an assessment suggests that professional follow-up might be needed? Who holds responsibility for confirming that agencies and other referral sources are still operating?

Examples from Child Care Providers

"We have used video conferencing to stay in contact with families and talk about children's development. Our parents are also willing to share pictures of family engagement moments and interactions with their children. They ask for resources and we send what they can do to support learning at home."

"While we cannot meet in person, our families have been happy to have a phone call (or video call if they prefer) to talk about their children's progress. We can also share pictures of what is happening while their child is in care and short videos."

"We are asking parents to share pictures of children's creations while at home and including in their portfolios where appropriate."

Programs promote the nutrition and health of children and protect children and staff from illness. When reviewing your health practices, here are some key questions to consider:

What professional development is available and/or required to help educators effectively engage in increased hand hygiene (washing and/or sanitizing), mask-wearing, and social distancing? How can we support educators as they support children to engage in these practices in developmentally-appropriate ways as well?

How and how often are we monitoring, tracking, updating and revising our hand hygiene and social distancing practices? How are educators involved and engaged in the decision-making and implementation of these actions?

How and how often are we updating our policies and procedures for isolating children and/or staff who test positive for COVID-19 and/or exhibit symptoms of illness? What are our communications policies with families and other staff, and how do we manage a safe return to our facility in ways that ensure maximum comfort among families and staff?

How can we participate in sourcing, accessing, and maintaining additional cleaning, sanitizing and disinfecting supplies, as well as gloves, masks, and thermometers? Are there ways we can work collectively and collaboratively with others in our community to ensure equitable access to these resources?

How are we supporting educators participating in enhanced daily cleaning and sanitizing schedules for indoor and outdoor areas, equipment, toys and materials?

Are there adaptations we can make to the implementation of our daily health checks for children and staff so that it becomes a fun and playful part of children's daily routines?

How can we support staff in engaging in mandated training such as first aid, CPR, and medication administration if in-person training is not currently offered?

Examples from Child Care Providers

"Resources from the local public health department have been helpful to us."

"Teachers are now wearing masks at all times in the school."

"We developed a social story about mask wearing for the children. We also worked to find fun masks so they feel less scary for children."

"Our school has decided to implement daily temperature checks as part of our routine. We have designated one employee who is supporting extra cleaning throughout the day."

"We have created a quarantine room in case a child or staff member becomes ill. The room is stocked with supplies needed for care for that individual if needed."

"Our program has revised its visitation policy."

Staff have the competencies needed to create high-quality learning environments.

Programs provide ongoing support, supervision and professional development to their qualified staff according to their needs. When reviewing your practices related to staff competencies, preparation, and support, here are some key questions to consider:

Where can we seek out professional development to support educators and staff on preventing the spread of COVID-19 and trauma-informed practice?

How can we build additional support for educators' psychological well-being? Where can we create physical and virtual spaces where staff can take physical and mental breaks, while maintaining social distancing as needed?

Where are there new or existing philanthropic opportunities we can help our educators pursue or take advantage of, to support their efforts to gain credits, competencies, and degrees during this time?

Have we reviewed our staff sick leave policies so all staff understand, if they exhibit physical symptoms related to coronavirus, when they must seek testing, when to stay home, and when they can return to work?

Examples from Child Care Providers

"We are supporting our teachers to pursue their professional development hours through online courses at this time. They can take courses to support them before they return to the classrooms."

"I am doing yoga for self-care but it is also good to do with children."

"Taking time each day to breathe and find a moment of quiet in your day."

"Polling staff to understand what helps them the most - mentally, emotionally and physically during the day."

Staff establish culturally sensitive and collaborative relationships with families of all types. Staff also link families and children to community resources and establish a partnership within the community. When reviewing your family and community practices, here are some key questions to consider:

What are some alternative virtual and in-person approaches and relationships we can explore and develop in order to engage with community resources if field trips, festivals, holiday events, and performances are limited or not available?

How can we support positive connections between families in the context of revised drop-off and pick-up procedures that limit the number of families in an area at any given time?

How do we work with families to assess possible additional risk to children with underlying health conditions, and determine their ability to be safe in our programs?

Are there opportunities and staffing patterns we can explore to more comprehensively meet families' needs?

What opportunities can we explore to support family members in engaging in the daily activities of their child's class (such as reading to children, sharing knowledge or cultural experiences) when adult visitors in the program are not recommended?

Examples from Child Care Providers

"Our drop off procedures ensure interaction with the family with one of our staff members every day. It's a good opportunity to check in and see how the family is doing in addition to the daily health check."

"I am recording read alouds along with virtual field trips that the family can participate in. Sometimes I take a video when I am on a walk that I can share with my class and parents. "

"We are encouraging parents to share videos of special occasion celebrations that we can show and share with the class."

Safe and well maintained materials, equipment and environments promote appropriate play and learning for children of all abilities. When reviewing your physical environment practices, here are some key questions to consider:

How can we use our revised classroom layout, designed to maintain and promote physical space, to support developmentally-appropriate conversations about bodily autonomy and to promote additional big-body play?

What types of creative use of materials and manipulatives can we promote to bring a sense of play and joy to physical barriers that increase safety and separation?

How can we adapt our toy and material storage to rely on bins, cubbies, and bags that allow each individual child to keep belongings and bedding separate?

How can we maintain sensory development and exploration time and activities when sandboxes and sensory tables are off-limits?

Examples from Child Care Providers

"We have reduced the number of toys in our bins and also limiting them to those that can be easily cleaned."

"We are having children help create picture cards using magazines and art work. They can work together but separately and they love doing creative projects."

"Each child has their own play dough and art supplies."

Leadership and management effectively implements policies, procedures and systems to support children, families and staff. When reviewing your leadership and management practices, here are some key questions to consider:

How are we planning to identify and regularly monitor up-to-date COVID-related instructions from state education and/or licensing agencies, the local health department, or other regulatory bodies?

Do we need to adjust hours of service, ratios and group sizes, number and/or age of children accepted, and other major operational factors due to COVID-related changes in our ability to operate as we did previously?

How and how often will we monitor and adjust our budgets and revenue projections to account for COVID-related changes in enrollment, income, and expenses?

How can we adapt our tours and visitor policies in order to provide a contactless alternative?

When, how, and how often will directors and administrators actively and intentionally collaborate in a shared-decision making process with educators and other staff on the development, implementation, and evaluation of new policies and procedures?

Examples from Child Care Providers

"We are following the state guidelines and have adjusted for smaller groups in the classrooms."

"Parents who are interested in our program can do a virtual tour or with one of us through the video feature of the phone."

"We have changed our group sizes due to local health guidelines."

Resources to Support Health and Safety

Supporting Children's Emotional Well Being

Resources for Families

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DAP in the Time of COVID: Questions to Consider

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As early childhood educators, directors, and owners of family child care homes, you are facing difficult decisions and significant challenges in determining when and how to reopen and stay open safety and while practicing high-quality, developmentally-appropriate care and education.* Programs are receiving and implementing specific public health directives and guidance from the Centers for Disease Control, the American Academy of Pediatrics, and state regulatory, licensing, education, and public health authorities.

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Play Handbook in a Virtual/Distanced Space (Kristi Mraz)

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Play Handbook in a Virtual/Distanced Space (Kristi Mraz)

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Feature Teachers' Stories in the Remote Teaching setting (NAEYC)

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Feature Teachers' Stories in the Remote Teaching setting (NAEYC)

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Four Teachers Share Their Experiences Teaching this Spring

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Have you heard of these interactive, self-checking, digital task cards yet?! They are called Boom Cards and they are AMAZING! Whether you plan to use a technology station in your classroom or are teaching via a distance learning or hybrid learning model, Boom Cards are the perfect way to up the fun and learning in Kindergarten!

What Are Boom Cards?

Boom Cards are self-checking, interactive task card activities that students complete digitally. They're similar to task cards, but they're all complete online! Your students can practice the alphabet, letter sounds, counting, reading, and more with these fun cards. They can drag or tap images to show the correct answer. You can create their own cards for your students to play or purchase decks already created by other teachers on the Boom Learning website.

Benefits of Boom Cards

There are so many great benefits to using Boom Cards in your classroom. They can be accessed from any device that has internet so they can be used at home or in the classroom.

The best things about Boom Cards are that they are:

Interactive and engaging

Easy to use in the classroom or with distance learning

Self-correcting and give instant feedback

Time-saving (no printing or laminating involved!)

Paper-saving

Can be used with online learning platforms like Seesaw and Google Classroom

Most cards also include audio directions

Getting Started with Boom Cards

To get started with Boom Cards, you will first need to create an account on the Boom Learning website. There are several different membership options, so choose what is best for you. You can always upgrade or downgrade your membership at any time. Once your account is set up, you can start shopping and playing!

To learn more about setting up your classroom and viewing student reports, check out these helpful Boom Learning video tutorials! For more how-to videos and ideas for implementing these with your students, subscribe to the Boom Learning YouTube channel.

You also have two options when it comes to assigning the cards to your students. If you would like to track their progress, you will assign a hyperplay link. This will allow you to check their progress and allow your students to save their work. If you don't want your students to login, they can just do practice play with a fastplay link.

FREE CVC Words Boom Cards

While we're on the topic of using Boom Cards and getting set up with them, I wanted to help you get started on the right foot! Try out this deck of Short A Words Boom Cards for FREE and see how you and your students like them! To download your free deck, click here!

The instructions are simple, making this activity perfect for your Kindergarteners. They can read or listen to the CVC word, then they will drag the letters to the boxes to build the word. Lastly, they will tap the picture that matches the word and press "submit."

This Boom Card Freebie also has instructions for setting up your account, accessing, and assigning your Boom Card decks to your students.

Ways to Use Boom Cards

There are so many ways to use Boom Cards in your classroom and virtually. One of my favorite things about them is you can use Boom Cards and Seesaw or Google Classroom together!

To learn more about using Boom Cards on Seesaw, click here.

To learn more about using Boom Cards and Google Classroom, click here.

In the Classroom

When teaching in the classroom face-to-face, there are many ways to incorporate Boom Cards into your day. Some ideas are:

Morning work

Independent practice

Centers

Whole group challenge

Small group station

Early finisher activity

Free time

Exit ticket

Assessment

With Hybrid Learning

Hybrid learning combines face-to-face instruction with online learning. With this type of learning, you may use Boom Cards and Seesaw or Google Classroom together. Ideas for this are:

Teaching a face-to-face lesson and assigning Boom Cards virtually as a follow-up activity

Assigning Boom Cards to your in-class students while teaching a lesson via Zoom to the virtual students

Teaching a lesson to your in-class and virtual students together and assigning Boom Cards to everyone after the lesson

With Distance Learning

Distance learning is a great opportunity to put Boom Cards to use, as everything is being done virtually. Some ways to implement Boom Cards with distance learning are:

Assigning Boom Cards via Seesaw or Google Classroom

Using Boom Cards for skill practice after lessons

Assessing students with Boom Cards

However you choose to use Boom Cards, I am confident that your students will love them and you will too! Don't forget to download your FREE Boom Card deck and try it out with your class. I'd love to hear how you implement it. To see all of my Boom Cards, check out my Boom Mega Bundle here.

More FREE Boom Cards!

I've teamed up with some other wonderful teachers to give you 10 free Boom cards to try with your students or own children! All of these can be added to your Boom library for free! This blog post explains a bit more about Boom Cards and at the very bottom, you can check out all the freebies!

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Using Boom Cards in Kindergarten - Miss Kindergarten

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Have you heard of these interactive, self-checking, digital task cards yet?! They are called Boom Cards and they are AMAZING! Whether you plan to use a technology station in your classroom or are teaching via a distance learning or hybrid learning model, Boom Cards are the perfect way to up the fun and learning in Kindergarten!

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K/1 Materials and Schedule Considerations

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K/1 Materials and Schedule Considerations

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Distance Learning Sites for Kids (Tinybop)

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Distance Learning Sites for Kids (Tinybop)

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As schools around the world are forced to close their doors, teachers and parents are left scrambling to support their children's education while confined to home. We know this is stressful, confusing, and occasionally overwhelming. We hope we can help. Here are some great starting points to help support learning.

Image from The Kid Should See This

The Kid Should See This
Want to engage and delight your kids with videos but don't trust Youtube's algorithm? For years, designer, mom and kid-blogger extraordinaire Rion Nakaya has collected some of the best and most thinky-fun videos for kids. The site's videos range from STEAM topics to history to culture-focused content, carefully curated by someone who cares deeply about children.

Image from DIY

DIY
DIY is a site that helps kid-makers spread their wings with a library of hundreds of hands-on videos, tutorials, and project ideas. There are a variety of courses for children looking to learn how to animate their drawings, build intricate sculptures with Legos, and so much more! Getting kids involved in self-directed projects will help families get through these long days at home.

Tinybop Schools
Have you heard about Tinybop Schools, our newest product which brings our apps to the web (along with resources and support for educators)? We've just made Tinybop Schools available for free through July to help get through the school year. Tinybop Schools allows learners to explore 10 interactive models that simulate life science, physical science, and earth science topics. Teachers will gain access to additional educational resources such as handbooks and printables.

Image from Vintage Books My Kids Love

Vintage Books My Kids Love
While this site hasn't been updated in some time, it's a deep well of fantastic picture book ideas for younger children. Most of these books are available super inexpensively as used-books from online resellers (including Amazon). The site curator, Burgin Streetman, is a children's book editor with a deep understanding of what makes a great picture book. We also love her other not-updated-but-still-super site Graphic Novels My Kid Loves.

Image from Outschool

Outschool
Outschool offers hundreds of live online classes to indulge your child's wildest curiosities and interests! From video game design to Harry Potter-themed writing classes, your child will love learning alongside peers and experienced teachers with Outschool.

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Ted-Ed
On the Ted Ed website, you will find tons of short-form videos to spark the curiosity and creativity of all learners. Teachers and parents can customize interactive lesson plans and discussions or browse through existing ones to remain actively engaged in their child's learning experience.

Image from Seesaw

With Seesaw, kids are inspired to push their thinking and expand on what they have learned with pictures, videos, text, and more! These creative portfolios allow learners to explore their ideas and provide teachers and parents with the insight they need to assess their child's understanding.

Listenwise
Want to get kids off screens? Listenwise gives you access to a library of standards-aligned podcasts that cover language arts, current events, social studies, and science-related topics. Kids are able to listen to the podcasts, read interactive transcripts, and test their learning comprehension.

Khan Academy
Khan Academy is something of a miracle and most of you probably know about its short-form math videos. But did you know you and also find video lessons in history, science, and coding. There's even a fantastic set of courses called Pixar in a Box covering digital storytelling. Kids are able to go at their own pace, while teachers and parents can track their child's progress to make sure that every learner is able to succeed.

Newsela
The news today is overwhelming but important. Newsela helps organize the news for kids and grants them access to hundreds of stories and articles neatly arranged by reading level and subject matter. Teachers and parents can assign content, reading quizzes, and other activities that encourage deeper engagement and learning.

Image from Code.org

Code.org looks to foster creativity and an interest in computer science for kids of all ages. Through a variety of online courses, kids can learn the fundamentals of computer science in a way that is interactive, creative, and fun!

IXL
With IXL, kids can master common core skills in math, language arts, science, social studies, and Spanish. (aligned with New York State Standards). This site works well for kids who need repetition and practice of basic skills. You'll also find additional materials to help teachers and parents feel comfortable using the platform with their learners.

Epic!
Epic! features a library of over 35,000 children's books, reading quizzes, and educational videos for learners of all ages and reading abilities. Parents and teachers are able to track their child's progress and create customized collections. With Epic!, kids will gain access to hours of entertainment while also building literacy skills.

Image from Amazing Educational Resources Facebook group

Want to dive deep? The Facebook group Amazing Educational Resources is updating this open-sourced google doc with scores of offerings to help parents and teachers during these unusual times.

Finally, we should also mention Tinybop Loves our site for children's media we love. It's full of books, videos, sites, and songs that we think are the best of the best.

We would love to hear about what's working with your kids. Please send any suggestions or ideas, as well as feedback on Tinybop's other offerings, to support@tinybop.com. We plan to start posting semi-regular updates. To stay up to date on all things Tinybop and other wonderful things for kids, please sign up for our occasional newsletter here. Thanks!

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A few of our favorite sites for distance learning (part 1)

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As schools around the world are forced to close their doors, teachers and parents are left scrambling to support their children's education while confined to home. We know this is stressful, confusing, and occasionally overwhelming. We hope we can help. Here are some great starting points to help support learning.

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Resources for Families (Fred Rogers Productions)

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Resources for Families (Fred Rogers Productions)

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We understand that many families are now trying to find their new "normal" in light of the news of COVID-19, known also as coronavirus. As an organization committed to providing quality entertainment and resources for children and families, we want you to know that Fred Rogers Productions is here for you in these difficult and uncertain times.

This page contains a list of all of the virtual events, activities, and other social initiatives we are sharing online.

We are sharing one activity, craft or recipe each day on our Facebook, Twitter, and Instagram pages.
Daniel Tiger's Neighborhood
Watch on the PBS KIDS Video Player and Amazon Prime

"How to Talk to Your Kids About Coronavirus" via PBS KIDS for Parents

"How You and Your Kids Can De-Stress During Coronavirus" via PBS KIDS for Parents

When Something Scary Happens: Resources to Help Families Cope in Emergencies and Other Challenging Times via PBS KIDS for Parents, includes activities and tips such as Draw Your Feelings, How to Prepare Children for Unexpected Events and Emergencies, and Helping Children Cope After a Crisis or Emergency.

" Celebrate a special birthday with Daniel Tiger and Tigey," a song to sing when families cannot celebrate birthdays in person, via PBS KIDS

Sing along to your child's favorite songs from Daniel Tiger's Neighborhood and watch clips from the show in the free Daniel Tiger For Parents App, via PBS KIDS in English and Spanish

"Daniel Misses Grandpere," a digital storybook to help children manage feelings of missing loved ones during social distancing, via PBS KIDS for Parents

Virtual Storytime with Matthew Cordell, author and illustrator of "Hello, Neighbor! The Kind and Caring World of Mister Rogers" on the Fred Rogers Productions Facebook page

Virtual Storytime with Gisele Fetterman, Second Lady of Pennsylvania, on the Visit PA Facebook page.

Activity sheets and other tips at PBS KIDS for Parents
Mister Rogers' Neighborhood
Watch on the Mister Rogers' Neighborhood Legacy Website, the PBS KIDS Video Player, and Amazon Prime

Instagram takeover with Matthew Cordell, author and illustrator of "Hello, Neighbor! The Kind and Caring World of Mister Rogers" on the Fred Rogers Productions Instagram page

Draw Along and Read with Luke Flowers, illustrator of "A Beautiful Day in the Neighborhood: The Poetry of Fred Rogers" live event on the Fred Rogers Productions Facebook page
Peg + Cat
Watch on the PBS KIDS Video Player and Amazon Prime

Virtual Story Time with Peg + Cat co-creator Billy Arsonson on the show's Facebook page

Virtual Story Time with Peg + Cat co-creator Jennifer Oxley on the show's Facebook page

Activity sheets and other tips at PBS KIDS for Parents
Odd Squad
Watch on the PBS KIDS Video Player and Amazon Prime

" Odd Squad Healthy Habit #111: How to Stay Away from Germs," video from The Big O with tips for staying healthy, via PBS KIDS

" Odd Squad Healthy Habit #339: Social Distancing," video from The Big O with tips for staying healthy, via PBS KIDS

Activity sheets and other tips at PBS KIDS for Parents

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Resources for families during COVID-19 | Fred Rogers Productions

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We understand that many families are now trying to find their new "normal" in light of the news of COVID-19, known also as coronavirus. As an organization committed to providing quality entertainment and resources for children and families, we want you to know that Fred Rogers Productions is here for you in these difficult and uncertain times.

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Recess and Physical Activity Guidelines - COVID 19 Considerations 2020-21

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I signed up for a free resource: emotionalabcs.com and it follows second step pretty well but with really fun videos and games for the kids to be engaged.  We have our class crew meeting every Wednesday and do a quick greeting to say hello to everyone, go through the lesson together, share pics of what the kids are doing at home during their learning, and then say goodbye 1 by 1 with our class chant...

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From Spring Session: What will make you come back next week?

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From Spring Session: What will make you come back next week?

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I record the instructions for SeeSaw activities in my voice so students can hear me.

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I ask parents to e-mail me something fabulous their student is doing at home-- learned to ride a bike, helping to cook, etc. At the beginning of each Zoom meeting I share 2-3 shout-outs, and we celebrate with a cheer!

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Student dress their favorite stuffy up as one the characters in the book we are reading and then record a video describing that character.

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The drag and drop nature of this SeeSaw pattern activity has that play-based feel that supports student engagement.  Students are offered choice on the third row-creating as many different patterns as they would like.

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The Padlet allows for multiple points of entry, keeping the cognitive load on the students and encouraging deeper thinking and responding.

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Class meeting ideas for Zoom for the little people

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Class meeting ideas for Zoom for the little people

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We do mini lessons two times a week. We do two groups of kids per day, with 4 kids in each group. We do a literacy component and then a Math or science component that they can do along with us. The literacy portion is us reading a book to them. So one teacher reads and the other does the activity.

Autumn Trujillo

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Creating youtube videos to document the caterpillars I have been raising at home. Creating a movie to document the life cycle from beginning to end, to share with the children.
Michele Scanlon

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I have small group sessions scheduled one day a week. This is a time that I can work on specific skills with students. All activities are interactive.

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Student Centered: I am available throughout the week for 20-30 minute sessions to support children with lessons. I try to target the children who are not as engaged in Seesaw and may need some extra time and support. (Casey)

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we send out a sign up genius so families can have their child join 1 of 2 small group activities each week.  That way we know ho will be attending.  We have done sorting activities for animal habitats, we have had students bring and animal and we discuss what type of habitat that animal might live in.  We do seek and finds where they child is told to find something green and they have to bring something back and talk about it.

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we send out a sign up genius so families can have their child join 1 of 2 small group activities each week.  That way we know ho will be attending.  We have done sorting activities for animal habitats, we have had students bring and animal and we discuss what type of habitat that animal might live in.  We do seek and finds where they child is told to find something green and they have to bring something back and talk about it.

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{Tania)

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I read a book and record it in Seesaw so my students can see me, instead of using YouTube videos.

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I invite students to story time (2 days a week) and circle time (1 days a week) via Google Meet. I have visuals that show the students the schedule for the Google Meet along with cards that say listen and talk to help set the norms at the beginning of the session.

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every day I do a video of calendar and weather exactly the same as we did in the classroom to keep the same routine.  Consistent, predictable routines

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every day I do a video of calendar and weather exactly the same as we did in the classroom to keep the same routine.  Consistent, predictable routines

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Open ended group activities where families are prepped with what simple materials to have ready first, then as a class we create!  We have done instruments, mandalas with nature items, homemade paint, and one simple science explosion. (Jenny Anderson)

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Open ended group activities where families are prepped with what simple materials to have ready first, then as a class we create!  We have done instruments, mandalas with nature items, homemade paint, and one simple science explosion. (Jenny Anderson)

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Robin Gubanich

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Copy of Kristi Mraz-Play Packet for Families 

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I have been using Flipgrid for birthday celebrations.  Students can create a video for their friend to wish them a happy birthday.
Michele Scanlon

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Giving several ways to complete the task.  Through Seesaw or materials available at home, or printable.
Michele Scanlon

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Choice: Providing Mostly Off-screen Opportunities each Monday. About 8 a week. These are lessons designed to get children away from the screen while competing lessons (Casey: clstalke)

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Choice: Providing Mostly Off-screen Opportunities each Monday. About 8 a week. These are lessons designed to get children away from the screen while competing lessons (Casey: clstalke)