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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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Learning Targets:I can describe the weather from a specific place around the world using words and pictures. (K.W.RBPK.8, K.SL.PKI.5, K.FL.WC.4,K.FL.VA.7)

Success Criteria:  When describing the weather from a specific place around the world, students use words and pictures.

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Learning Targets:I can ask and answer questions about weather around the world using the text On the Same Day in March: A Tour of the World's Weather. (K.RI.KID.1, K.RI.KID.2, K.RI.CS.4)

I can use details from the text to describe how people prepare for the weather in Darwin, Australia; northern Kenya; and Patagonia, Argentina. (K.SL.CC.1)

Success Criteria: When asked a question or have a question about weather around the world, students ask and answer questions using the text, On the Same Day in March:  A Tour of the World's Weather. When describing how people prepare for the weather in Darwin, Australia; northern Kenya; and Patagonia, Argentina. , students use details from the text.

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Learning Target: I can ask and answer questions about weather around the world using the text On the Same Day in March: A Tour of the World's Weather. (K.RI.KID.1, K.RI.KID.2, K.RI.CS.4)

I can use details from the text to describe how people prepare for the weather in Alberta, Canada; Paris, France; and central Thailand. (K.SL.CC.1)

Success Criteria:  When asked a question or have a question about weather around the world, students ask and answer questions using the text, On the Same Day in March:  A Tour of the World's Weather. When describing how people prepare for the weather in Alberta, Canada; Paris, France; and central Thailand, students use details from the text.

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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 ask and answer questions about weather around the world using the text On the Same Day in March: A Tour of the World's Weather. (K.RI.KID.1, K.RI.KID.2, K.RI.CS.4)

Success Criteria: When asked a question or have a question about weather around the world, students ask and answer questions using the text, On the Same Day in March: A Tour of the World's Weather.

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Learning Targets:I can ask and answer questions about weather around the world using the text On the Same Day in March: A Tour of the World's Weather. (K.RI.KID.1, K.RI.KID.2, K.RI.CS.4)

I can use details from the text to describe how people prepare for the weather in New York City and Xian, China. (K.SL.CC.1)

Success Criteria: When asked a question or have a question about weather around the world, students ask and answer questions using the text, On the Same Day in March:  A Tour of the World's Weather. When describing how people prepare for the weather in New York City and Xian, China students use details from the text.

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

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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
Guidance

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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.” (K.FL.PWR.3) I can identify and produce words that rhyme. (K.FL.PA.2)
Success Criteria:  When presented with the letters  “a,” “t,” “h,” “p,” “n,” “c,” “m,” “r,” “v,” “s,”, “g,” “i,” “d,” “f,” “l,” “y,” and “k", students identify the name and sound for the letters.
When given two words/pictures, students identify if they rhyme or do not rhyme.

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Learning Targets:  I can identify the name and sound for the letters “u,” “q,” and “x.” 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, a.
Success Criteria:  When presented with the letters, u, q, and x, students identify the name and sound for the letters.  When reading a shared text (poem), students use clues to search for and identify a mystery word, a.

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Learning Targets:  I can identify a keyword for the vowel “u.” I can act out the events from the Letter Story: “u.” I can identify the name and sound for the letters “q” and “x.” (K.FL.PWR.3)
Success Criteria: When presented with the vowel, u, students identify the keyword. When presented with the letters, q and x, students identify the name and sound for the letters.

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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): “u,” “q,” and “x.” (K.FL.PC.1) I can follow directions for writing letters “u,” “q,” and “x.” (K.FL.SC.6)
Success Criteria:  When reading a shared text (poem), students follow along and search for letters. When writing letters, u, q, and x, students follow directions for writing the letters.

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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,” “y,” and “k.” (K.FL.PWR.3) I can feel and count the syllables (beats) in the words of a poem. (K.FL.PA.2)
Success Criteria:  When presented with the letters  “a,” “t,” “h,” “p,” “n,” “c,” “m,” “r,” “v,” “s,”, “g,” “i,” “d,” “f,” “l,” “y,” and “k", students identify the name and sound for the letters.
When sharing a text, students feel and count the syllables (beats) in the words.

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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: 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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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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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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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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Lunch
A Classroom

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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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Intervention: Letter naming, letter sounds, letter writing: Flash cards, Say and write letter.  Enrichment:  Student writes from memory.  Student builds/writes 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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Move it and Freeze Extended | Brain Breaks | Jack Hartmann

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Number Sense:  Right on the Button:  There are 6 blue buttons.  There are 3 red buttons.  How many buttons are there in all?

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Number Sense:  Right on the Button:  There are 6 blue buttons.  There are 3 red buttons.  How many buttons are there in all?

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Number Sense:
Slide 8

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Count By 10's to 120 | Learn To Count to 120 | Jack Hartmann

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Calendar / Math Block
Number Talks

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

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Which one Doesn't Belong?

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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 objects and joining a set of objects. Know that when adding, parts are combined to create a whole.
Success Criteria: When a contextual problem is read aloud, students model with concrete objects the process of beginning with one part and adding another part to it. With a different contextual problem, model with concrete objects the process of creating two sets and then combining/joining the two sets. State that this “adding to” to a part or “joining” of parts to create a whole is called addition.
NOTE: we are not using a part/whole map or number bond…just the language and action of joining and adding to parts and wholes.
I can see 1 little hat.  Here are 3 big hats.  How many hats in all?
I can see 2 little pretzels.  Here is 1 big pretzel.  How many pretzels in all?
2 boys have umbrellas.  3 girls have umbrellas.  How many umbrellas in all?
4 crayons are in a basket; you put 2 more in the basket. How many are in the basket now?
There are 3 cubes on a train. Put 1 more cube on the train. How many cubes are on the train now?
Show me 3 fingers. Show me 1 more. How many fingers?
There are 4 red crayons and 2 blue crayons. How many crayons?
There are 3 blue cubes and 1 green cube. How many cubes?

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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 the next counting number is one more than the current number. Know that, in a number bond, when one of the parts is the quantity of one, the whole will be one more than the other part.
Success Criteria: When given a contextual situation involving adding one more, students will correctly model the parts as a number on a number bond. State that when one of the parts is a quantity of one, the whole will be one more than the other part. Come to the conclusion that every time one was added, it was just the next counting number.
1 boy is on a horse. 1 more boy gets on a horse. How many boys in all?
3 clowns are in cars. 1 more clown gets in a car.  How many clowns in all?
2 pigs are in the mud. I more pig gets in the mud. How many pigs in all?

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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 the next counting number is one more than the current number and is a result of adding one and moving one space on a number path.
Success Criteria:  When given a contextual situation of adding to, students will correctly model the ‘adding to’ on a number path. State that they began with a part and added/jumped ONE more part to create the whole. Come to the conclusion that every time one was added, it was just the next counting number.
I see a boy with 1 balloon.  The girl has 4 balloons.  How many balloons in all?
Here are 3 balloons.  The dog has 2 balloons.  How many balloons in all?
Here are 2 little hats. Here is 1 big hat. How many hats in all?

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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:  Understand the number bond as a way to show the part/whole relationship that is used in addition.
Success Criteria: When given a variety of number bonds to examine/explore, students identify the parts that are joined to create the whole. Match a contextual situation to a given number bond. Explain using language from the contextual situation which are the parts and whole in the number bond.

I had two cookies. My mom gave me two more. How many cookies do I have now? (We wouldn’t expect the kids to write the words below but to verbally state what the parts are from the context while modeling the problem.)
My Beginner Book of Number Bonds

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Number Sense:  Count around the circle to 50.

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Number Sense:  Count around the circle to 50.

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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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Science / Social Studies

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🦃 Kids Book Read Aloud: TURKEY TROUBLE by Wendi Silvano and Lee Harper

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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 objects and joining a set of objects. Know that when adding, parts are combined to create a whole.
Success Criteria:  When a contextual problem is read aloud, students act out the process of beginning with one part and adding another part to it. With a different contextual problem, act out the process of creating two sets and then combining/joining the two sets State that this “adding to” to a part or “joining” of parts to create a whole is called addition. *NOTE: this acting should be student physical bodies modeling the action not manipulatives.*
NOTE: we are not using a part/whole map or number bond…just the language and action of joining and adding to parts and wholes.
2 boys have trucks.  2 boys are on swings.  How many boys in all?
3 kids are in the sandbox.  1 kid has a wagon.  How many kids in all?
1 girl likes to jump rope.  4 girls like to skate.  How many girls in all?
3 students were wiggling; 1 more wiggles.  How many are wiggling?
2 students are in line; 2 more join them. How many are in line now?
3 students are jumping; 2 more start jumping. How many are jumping now?
3 boys are standing; 2 girls are standing. How many students are standing?
2 children are holding reading books; 2 children are holding math books. How many children are holding books?

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

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One More! (song for kids about identifying the # that is "ONE MORE")

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Recess

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Recess

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Recess

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Science / Social Studies

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📚 Kids Book Read Aloud: A LITTLE THANKFUL SPOT by Diane Alber

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

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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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🦃 Kids Book Read Aloud: A TURKEY FOR THANKSGIVING by Eve Bunting and Diane deGroat

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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

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🍁 Kids Book Read Aloud: IN NOVEMBER by Cynthia Rylant and Jill Kastner

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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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Recess

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

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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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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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1:05-1:35                         Science / Social Studies

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1:05-1:35                         Science / Social Studies

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Mystery Doug

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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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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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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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2:05-2:15 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 | Brain Breaks | Jack Hartmann