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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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SHAKE BREAK ♫| Action Songs for Kids | Sing and Dance! | Pancake Manor

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Learning Target:  I can name the characters and setting in the text Come On, Rain! (K.RL.KID.3) I can use words and pictures to describe what I observe about the weather. (K.W.TTP.2,K.FL.VA.7) I can share a report of the weather with others. (K.SL.CC.1, K.SL.PKI.4,K.FL.VA.7, K.SL.CC.1, K.SL.PKI.6)

Success Criteria:  When reading a text, students can name the characters and setting of the story. When observing weather, students can use words and pictures to describe the weather. When observing weather, students can share a report of the weather with others.

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Learning Targets:  I can describe how the cool, wet weather affects Tess and Mamma in the text Come On, Rain! (K.RL.KID.1, K.RL.KID.2, K.RL.CS.4, K.RL.IKI.7) I can use high-quality words and pictures to describe what I observe about the weather. (K.W.TTP.2, K.SL.PKI.5). I can share a report of the weather with others. (K.SL.PKI.4,K.FL.VA.7, K.SL.CC.1)

Success Criteria: When reading about weather, students describe how the cool, wet weather affects the characters in the story.  When observing weather, students use high-quality words and pictures to describe what they observe.  When observing weather, students share a weather report with others.

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Learning Targets: I can describe how the hot, dry weather affects Tess and Mamma in the text Come On, Rain! (K.RL.KID.1, K.RL.KID.2, K.RL.CS.4, K.RL.IKI.7) I can use high-quality words and pictures to describe what I observe about the weather. (K.W.TTP.2, K.SL.PKI.4) I can share a report of the weather with others. (K.SL.PKI.4,K.FL.VA.7, K.SL.CC.1

Success Criteria:  When reading about weather, students describe how the hot, dry weather affects the characters in the story. When observing weather, students use high-quality words and pictures to describe what they observe. When observing weather, students share a weather report with others.

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Learning Targets:  I can describe how the hot, dry weather affects Tess and Mamma in the text Come On, Rain! (K.RL.KID.1, K.RL.KID.2, K.RL.CS.4, K.RL.IKI.7) I can use high-quality words and pictures to describe what I observe about the weather. (K.W.TTP.2, K.SL.PKI.5) I can share a report of the weather with others. (K.SL.PKI.4,K.FL.VA.7, K.SL.CC.1)

Success Criteria:   When reading about weather, students describe how the hot, dry weather affects the characters in the story.  When observing weather, students use high-quality words and pictures to describe what they observe.  When observing weather, students share a weather report with others.

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Koo Koo - I Like Pancakes (Dance-A-Long)

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Related Arts
Art

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Related Arts
Library

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Related Arts
PE

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Related Arts
PE

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Learning Targets: I can identify the name and sound for the letters “a,” “t,” “h,” “p,” “n,” “c,” “m,” “r,” “v,” “s,”, “g,” “i,” “d,” “f,” “l,” “k,” and “y”, “u,” “q,” and “x.” (K.FL.PWR.3) I can feel and count the syllables (beats) in the words of a poem and can segment and blend the onset (beginning sound) and rime (ending chunk) in single-syllable words. (K.FL.PA.2)
Success Criteria:  When presented with letters, students can name the letter and the sound of the letter. When reading a poem, students can feel and count the syllables (beats) in the words and segment and blend the onset and rime in single syllable words.

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Learning Targets: I can follow along in a shared text (poem). I can search for letters in a familiar text (poem): “b,” “o,” and “w.” (K.FL.PC.1) I can follow directions for writing letters “b,” “o,” and “w.” (K.FL.SC.6)
Success Criteria:  When sharing a text (poem), students can follow along and search for letters: b, o, w.

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Learning Targets: I can identify the name and sound for the letters “a,” “t,” “h,” “p,” “n,” “c,” “m,” “r,” “v,” “s,”, “g,” “i,” “d,” “f,” “l,” “k,” and “y“,“u,” “q,” and “x.” (K.FL.PWR.3) I can identify and produce words that rhyme. (K.FL.PA.2)
Success Criteria: When presented a letter, students name the letter and the sound of the letter. When presented with words and/or pictures, students identify words that rhyme and produce words that rhyme

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Learning Targets:   I can identify a keyword for the vowel “o.” I can identify the name and sound for the letters “b,” “o,” and “w.” (K.FL.PWR.3)
Success Criteria: When presented with the vowel "o", students identify a keyword. When presented with the letters: b, o, w, students can name the letters and their sounds.

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Learn The Letter B | Let's Learn About The Alphabet | Phonics Song For Kids | Jack Hartmann

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Learn The Letter O | Let's Learn About The Alphabet | Phonics Song for Kids | Jack Hartmann

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Learn The Letter W | Let's Learn About The Alphabet | Phonics Song for Kids | Jack Hartmann

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Lunch
B Classroom

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Lunch
B Cafeteria

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Lunch
B Cafeteria

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Lunch
B Classroom

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2nd 9 weeks post test for ELS
Intervention: Letter naming, letter sounds, letter writing: Flash cards, Say and write letter.  Enrichment:  Student writes from memory.  Students build/write CVC words
Learning Targets:
K.FL.PC.1d I can recognize and name all upper and lowercase letters of the alphabet in isolation and in connected text.
K.FL.PWR.3a I can demonstrate knowledge of one-to-one letter sound correspondence by producing the most frequent sound for each consonant.
K.FL.PWR.3b I can associate the short phonemes with common spellings for the five major vowels.
K.FL.WC.4a I can write uppercase and lowercase manuscript letters from memory.
K.FL.PWR.3d I can decode regularly spelled CVC words.
Success Criteria:  When shown a letter, students identify the letter name and sound.
When teacher names a letter, students write the letter from memory.
Students build/write CVC words using letters we have learned.

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2nd 9 weeks post test for ELS
Intervention:  Counting to 50 by 1's
Students count orally by 1's.
Enrichment:  Count by 1's, 5's, 10's to 120.
Learning Targets:
K.CC.A.1 I can count to 100 by 1's, 5's and 10's.
I can count to 100 by 1's, 5's, and 10's.
Success Criteria:  When asked to count by 1's, students count to 50.
When asked to count by 1's, 5's, and 10's, students count to 120.

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2nd 9 weeks post test for ELS
Intervention: High-frequency words
Flash cards: Students read and write words.
Enrichment:  Say word.  Students write from memory.  Write sentences.
Learning Targets:
K.FL.PWR.3c I can read common high-frequency words by sight.
Success Criteria:  When presented with a high-frequency word, student reads it by sight.
K.FL.WC.4f I can write some common, frequently used words.
Student writes words memory.

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2nd 9 weeks post test for ELS
Intervention: Number recognition, counting sets, writing numbers
Flash cards:  Students name number, write number, and make a set of that many objects.
Enrichment: Say number. Students write the number from memory and make a set of that many objects, and one more and one less, two more and two less.
Learning Targets:
K.CC.A.3 I can write numbers 0-20.  I can represent a number of objects with a written numeral 0-20.
K.CC.B.5 Given a number 1-20, I can count out that many objects.
Success Criteria:  When prompted students can write numbers 0-10.  When given a set of objects students can represent the number counted with a written numeral 0-10.  When given a number 1-20 students count out that many objects.

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Calendar / Math Block
Number Talks

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Calendar / Math Block
Number Talks

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Calendar / Math Block
Number Talks

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Calendar / Math Block
Number Talks

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Move it and Freeze Extended | Brain Breaks | Jack Hartmann

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Number Sense:  Right on the Button:  There are 2 blue buttons.  There are 6 green buttons.  How many buttons are there in all?

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Number Sense:  Right on the Button:  There are 2 blue buttons.  There are 6 green buttons.  How many buttons are there in all?

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Number Sense:
Slide 8

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Which one Doesn't Belong?

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Learning to Count | Count to 120 and Exercise | Brain Breaks | Kid's Songs | Jack Hartmann

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Machines In Motion | Fun Movement Song for Kids | Jack Hartmann

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K.CC.B.4c. Recognize that each successive number

name refers to a quantity that is one greater.

K.OA.A.1 Represent addition and subtraction with

objects, fingers, mental images, drawings, sounds,

acting out situations, verbal explanations, expressions,

or equations.

Learning Target: Know quantities are composed of parts. Those parts can be joined to make the whole.
Success Criteria: When given a ‘joining sets’ contextual situation, students will use concrete objects to correctly model the parts as a on a number bond. State that to find the total(whole), the parts are combined.

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K.CC.B.4c. Recognize that each successive number

name refers to a quantity that is one greater.

K.OA.A.1 Represent addition and subtraction with

objects, fingers, mental images, drawings, sounds,

acting out situations, verbal explanations, expressions,

or equations.

Learning Target: Know that addition means adding more objects to a set of items. Know that the action of adding more can be represented as movement to the right on a number path. Know the movement to the right on the path represents the parts that create the whole. Know the whole is where you end after the movement.
Success Criteria: When given an ‘adding to’ contextual situation, students will use concrete objects to correctly model the first part on the number path and show the adding of the second part as movement on the path to create the whole. State that the parts created the whole by moving on the number path and the whole is where the movement stopped.

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K.CC.B.4c. Recognize that each successive number

name refers to a quantity that is one greater.

K.OA.A.1 Represent addition and subtraction with

objects, fingers, mental images, drawings, sounds,

acting out situations, verbal explanations, expressions,

or equations.

Learning Target: Know quantities are composed of parts. Those parts can be joined to make the whole. Know that a part/whole map can be used to represent parts and whole like a number bond
Success Criteria: When given a ‘joining sets’ contextual situation, students will use drawings to correctly model the parts as a on a number map. State that to find the total(whole), the parts are combined. Whole, part, part chart

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K.CC.B.4c. Recognize that each successive number

name refers to a quantity that is one greater.

K.OA.A.1 Represent addition and subtraction with

objects, fingers, mental images, drawings, sounds,

acting out situations, verbal explanations, expressions,

or equations.

Learning Target: Know quantities are composed of parts. Those parts can be joined to make the whole. Know that a part/whole map can be used to represent parts and whole like a number bond
Success Criteria:  When given a ‘joining sets’ contextual situation, students will use numbers to correctly model the parts as a on a part-whole map.. State that to find the total (whole), the parts are combined.

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Show Me How You Move Your Body | Brain Breaks | Movement Songs for Kids | Jack Hartmann

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Recess

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Recess

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Recess

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Jack Hartmann Says | Following Directions Song for Kids | Brain Breaks | Jack Hartmann

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Science / Social Studies
Mystery Doug
What do garbage trucks do with garbage?

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Watch the video to discover the answer to "What do garbage trucks do with garbage?" and don't forget to vote for next week's question!

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Recess

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1:05-1:35                         Science / Social Studies

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1:05-1:35                         Science / Social Studies

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Mystery Doug
How do we know the Earth is round?

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Watch the video to discover the answer to "How do we know the Earth is round?" and don't forget to vote for next week's question!

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Science / Social Studies
Studies Weekly: Pinata Party
Birthdays

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Dinosaur Stomp /// Dance-A-Long /// Koo Koo

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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
Studies Weekly: Off to Work We Go!

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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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Animal Dance and Freeze | Fun Movement Brain Break | Jack Hartmann

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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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2:05-2:15 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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The Left vs. Right Song! | Scratch Garden

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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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SHAKE BREAK ♫| Action Songs for Kids | Sing and Dance! | Pancake Manor

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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

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Shake Break | Brain Breaks | Jack Hartmann

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An almost Psychedelic Rainbow Emoji Race! Who will win? Watch and see!

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2:30 Dismiss Car riders

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Super Hero Race - Party Themed Timers - Online Stopwatch

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A Super Hero Race Timer! Watch as the Super Hero race to capture the evil monster! Which Super Hero will save the world?

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A cool Plane Racing Timer! Or Car Racing Countdown - a great new timer to share with your class! Set the time, and watch the cars race! Vroom! Vroom!

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If You're a Kid [Animal Remix] (song for kids about animal sounds & movements)

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Watch the cute little Puppy Dogs race to win the ball! Who will win? Watch and see! Woof! Woof!

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The Dance Freeze Song | Freeze Dance | Scratch Garden