minutes subject kindergarten week at glance 45 monday · tip to further work on measurement, have...

Kindergarten: Learning Packet for week of May 25, 2020

Minutes Subject Kindergarten Week At Glance

45 Monday Memorial Day (no assignments)

45 Tuesday Math: Compare objects with measurable attributes

Reading: Read and match CVC words

Writing: “How to”-I am a Sentence Builder Worksheet

Specials: P.E. and Music Activities

45 Wednesday Math: Quickly add & subtract within 5

Reading: Build sentences using sight word cards.

Writing: “How to”-Plant a Seed Worksheet


45 Thursday Math: Fill in missing numbers on the 100s and 120s charts

Reading: Read and retell the story.

Writing: “How to”-Have a Picnic Worksheet


45 Friday Reflection Questions

Social Emotional Learning Activities

These resources are at the back of the packet:

P.E. Activities: Complete the online lesson or paper packet https://sway.office.com/NsZKuaIkrQ8a3QwC?ref=LinkMusic Activities: Complete the online lesson or paper

packet https://sway.office.com/dxFi913u4CmJfxiM?ref=Link&loc=mysways

Social Emotional Learning Activities: Please watch the

video on fair ways to play and complete the worksheet

with a member of your family. Then color the poster

and put up in your home! https://youtu.be/SI15IUag6EQ

Reading Review Games

ELL Activities: English and Spanish

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F E R N D A L E S C H O O L D I S T R I C T

KINDERGARTEN REGISTRATION

Overview Families can complete kindergarten registration forms online or via hard copy for the 2020-21 school year. To be eligible for kindergarten for the 2020-21 school year, a child must be five years of age on or before August 31, 2020.

REGISTRATION OPTIONS

ONLINE

www.ferndalesd.org/kindergarten HARD COPY

Forms available during school meal distributions at elementary schools on Mondays, Wednesdays and Fridays from 11 am to 1 pm

Return completed packets via email, mail or drop box

Email Completed packets can be returned by email to Darlene Patterson in the district’s Teaching & Learning Department at [email protected].

Mail Ferndale School District

Completed packets can be returned via mail and addressed as follows: Attn: Darlene Patterson PO Box 698

Ferndale, WA 98248 Drop box Drop boxes are available to submit completed packets during meal distribution times from 11 am to 1 pm on Mondays, Wednesdays, and Fridays at all elementary school meal distribution sites. Please note, drop boxes are not available outside of the meal distribution times.

Ferndale School District Who can I contact if I have questions? Elementary Schools

For assistance, please call the Ferndale School District at Beach Elementary, 3786 Centerview Rd., Lummi Island (360) 383-9200. You may locate the school your child will (360) 383-9440 attend by visiting the InfoFinder web page through the Cascadia Elementary, 6175 Church Rd. Families link of the district’s web page at www.ferndalesd.org.(360) 383-2300 Enter your home address to see your school attendance area. Central Elementary, 5610 Second Ave.

(360) 383-9600 Custer Elementary, 7660 Custer School Rd. (360) 383-9500 Eagleridge Elementary, 2651 Thornton Rd. (360) 383-9700 Skyline Elementary, 2225 Thornton Rd. (360) 383-9450

www.ferndalesd.org

mailto:[email protected]

www.ferndalesd.org/kindergarten


Tuesday

Subject Materials Learning Activity

Math

(15 min)

Measurable

attributes

sheet

Learning Goal: Compare two objects with a

measurable attribute such as length, weight, or

capacity

Activity Instructions: Use the measurable

attributes page from the Tuesday materials. Your

child will be comparing different attributes of

objects. Read each attribute sentence to your child.

Have your child compare each set of objects, and

then circle the correct picture.

*Tip* Have your child find things around the house

and compare them in different ways. For example,

have them find some stuffed animals and line them

up from tallest to shortest or shortest to tallest.

Which animal is the heaviest? Which one is the

lightest?

*Tip* To further work on measurement, have your

child use measuring tools (ruler, tape measurer,

measuring cups) to measure objects in the house.

Reading

(15 min)

CVC Word

List # 6

Read &

Match

Activity

Sheet

Learning Goal: Read and match CVC words with -et

and -ut word families.

Activity Instructions:. Read the CVC words on the

activity sheet, then draw a line to the matching

picture.

Tip: Use the CVC Word List #6 to check your work.

Don’t forget to fix up any mistakes to help you grow

as a reader.

3


Writing

Sentence

Builder

Worksheet,

pencil, glue,

scissors

Learning Goal: To complete the sentence builder

page using capitals, punctuation, and spacing between

words.

A “how to” writing piece focuses on explanatory

writing, where your child “teaches” what they know

about something to someone through writing the

steps of “how to” do an activity.

(15 min) Activity Instructions: See worksheet

Talk to your child about things he/she knows how to

do such as: brushing their teeth, making their bed,

making a peanut butter and jelly sandwich, etc.

These ideas will be used later.

If you don’t have scissors or glue, you can carefully rip them out and

lay them down without gluing.

Specials:

PE and

Music

Activity Instructions: See PE and Music

resources at the end of the packet

4


Measurable Attributes

Circle the flowers that is taller. Circle the flower that is shorter.

Circle which inchworm that is longer. Circle which inchworm is shorter.

Circle which branch is longer. Circle which branch is shorter.

Circle the piece that is thicker. Circle the piece that is thinner.

Circle the object that is wider. Circle the object that is narrower.

5


Measurable Attributes

Circle which object is heavier. Circle the object that is lighter.

bear book apple bike

Circle the object that is heavier. Circle the object that is lighter.

cow school bus rock feather

Circle the box that holds more. Circle the flowerpot that holds less.

Circle the bag that holds more. Circle the cup that holds less.

6

CVC List #6 Please keep as resource for future activities!

-et -ut

net nut

wet gut

pet hut

jet rut

met but

but 7

Read & Match Activity Sheet Instructions: Read the CVC word and then draw a line from the word to its matching picture.

rut

net

wet

gut

jet


nut

pet

hut

met

but

but

9

(this page intentionally left blank)

10


12


Wednesday


Math

(15 min)

Ladybug dot

worksheet

Learning Goal: To quickly identify how many more

or less it takes to make amounts totaling 5 and

under

Activity Instructions: On the ladybug dot page,

read the sentences under each ladybug to your child

one sentence at a time. Your child should be able to,

or be working towards being able to, quickly answer

these questions.

*Tip* If this is difficult for your child, they can use

their fingers, draw dots, use objects, etc. to help

them solve the problems.

*Optional follow up activity: After finishing the

page, go back and this time have your child write a

number equation for each sentence. For example: If

the ladybug has 2 dots and the question was, “How

many more to make 5?”, then the equation would be

2+3=5.

*Additional optional follow up activity: After writing

all of the equations, have your child go back and

write the equation the other way, meaning 2+3=5

could then be written 5=2+3.

Reading

(15 min)

Sight Word

Cards (provided in April

20th packet)

CVC Cards (provided May

18th)

Sight Word

Sentence

Builder

Learning Goal: Build sentences using sight words.

Activity Instructions: Use the sight word flash

cards, CVC word flash cards, and Example Activity

Sheet to build sentences.

13


Writing

(15 min)

How To -

seeds, pencil

Learning Goal: To complete the “how to” worksheet

about planting a seed using capitals, spacing between

words, and punctuation.

Activity Instructions: Please use this worksheet to

talk to your child about sequential words and steps

on “how to” teach someone to do something (in this

case, planting a seed).

Have your child use the picture clues to help them

write the steps for how to plant a seed. They

should be able to write 3 simple sentences (1 for

each picture) describing “how to” plant a seed.

This will be a simplified version. For example, it may

look like this:

First, pour in the dirt.

Next, plant the seed.

Last, water it.

Extension Tips:

*Have them add more details to their sentence

(you can prompt them by asking questions, such as:

What else do you need, what else do you see in the

picture, what else would a plant need to grow, etc.)

You can help, but encourage them to sound out

words. Do not be concerned with correct spelling

unless it is a sight word. Ex. bright/brit.

*You can include more discussion about dictionary

spelling. Teach them how to correctly spell ‘bright’,

write it on a piece of paper and they can copy. Do

not worry about all words being spelled correctly,

just pick 1 or 2 that you can show/teach them.

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*Talk to your child about what else a plant would

need to grow (sunlight, air, etc.) and have your

child write about it as part of the last step. If

your child needs more room, use a scratch piece of

paper.

Specials:

PE and

Music



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Math: Ladybug Dot

16


Sight Word Sentence Practice #2

INSTRUCTIONS:

This week you will get to create sentences using all of our sight words!

You will start by copying my sentences and changing one or two words.

Then you will get to create your own sentences!

Pull out all of your sight word cards and CVC word cards from last

week. Lay them out so that it matches my sentence:

Can you find my ______ ?

Pick your own CVC word to go in the blank. Let’s do it again with another sentence:

The ______ can jump on the ______

Want a word that isn’t on your CVC word cards? Create your own words

by flipping over one of your CVC word cards and writing your own word

on the back!

YOU TRY!

Now that you have made the sentences above, it’s your turn! How many

sentences can you make? Can you make 4 sentences?

Check out this silly sentence from Ms. Williams at Eagleridge:

My cat is a dinosaur and can jump on the bed!

CHALLENGE:

Can you create 2 question sentences? Give it a try!

TIP: If you are having trouble with the CVC words, try looking back at

the CVC Word Lists. They include pictures for each word.

17


18


Thursday


Math

(15 min)

120s Chart

120s chart

missing

numbers

worksheet

*For further

challenge:

100s chart

fill in

worksheet

Learning Goal: Fill in missing numbers on the 100s

and 120s charts

Activity Instructions:

Use the 120s Chart Missing Numbers worksheet.

Have your child write in the missing numbers. Check

for number reversals as you write, making sure

numbers face the right way and are in order (for

example, 12 is not written as 21).

*Tip: If it is too challenging for them, use the filled-

in 120s chart to help identify the missing numbers.

Or, you can fill in a few for them.

*Tip: If your child is ready for this challenge, have

them fill in the numbers by identifying vertical

patterns (1, 11, 21, __ 41; they may be ready to

recognize that the 30s family is missing and every

number in the ones place is a 1, therefore 31 is the

missing number).

Optional additional activity: Use the 100s chart

Fill In worksheet. If your child is able, have them

write all numbers from 1-100.

*Tip: If they need more support, you can fill in some

of the numbers for them.

Reading

(15 min)

“A Day at

the Park” read

passage

Learning Goal: Read and retell the story.

Activity Instructions: Have your child read the

story, “A Day at the Park” and then retell what

happened in order.

Tip: Things to include: characters, setting, what

happened in the beginning, middle and end.

Reread the story as many times as needed to

remember the most important parts.

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Writing

(15 min)

How To -

picnic, pencil

Learning Goal: To complete the “how to” worksheet

about having a picnic using capitals, spacing between

words, and punctuation.

Activity Instructions: Please use this worksheet to

talk to your child about sequential words and steps

on “how to” teach someone to do something (in this

case, having a picnic).

Have your child use the picture clues to help them

write the steps for how to have a picnic. They

should be able to write 3 simple sentences (1 for

each picture) describing “how to” have a picnic.

Extension Tips:

*Talk to your child about what else you might pack

for a picnic (napkins, stuffed animal, coat, etc.) and

have your child write about it as part of the last

step. If your child needs more room, use a scratch

piece of paper.

*See Wednesday for other tips.

Specials:

PE and

Music



20


22

A Day at the Park

One sunny day, Molly and her mom went to Star Park to play.

Molly likes the tire swing a lot.

She likes to hop on the top of the ship.

“Look!” Molly said. “That is my friend Tom.”

“Hi, Tom, do you want to play with me?” He said, “Yes!”

They went and played a fun game of tag on the grass.

Then, Tom had to go home.

“I had fun at Star Park today,” Molly said,

as she walked home with her mom.

Follow up reading questions:

1. Who are the characters? (Molly and Tom)

2. What is the setting? (Star park or at the park)

3. What happened in the middle of the story? (Molly and Tom played tag)


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Friday

Subject Learning Activity

Math

(15 min)

Reflection: How did this week go for your family? Show your

teacher what you learned. You can:

1. Line your family members (or objects in your home) from

shortest to tallest. Send a picture to your teacher.

2. Send your teacher a picture of your filled-in 100s or 120s

chart.

Reading

(15 min)

Reflection: Send your teacher a picture or a message about how

reading went this week. What did you like best? What was hard

for you?

Writing

(15 min)

Reflection: Send a picture of one of your “how to” writing pages.

Find out from your teacher if they have planted any plants this

year.

Social-

Emotional

Learning Reflection: Tell your teacher about your favorite Social

Emotional activity.

27

SoccerLacrosseTennis

Name: ________________________________________________ Class: _____________________________________

Ferndale Elementary P.E. Grades K-2 (edition 4) Student Outcomes I can understand the components of fitness. I can demonstrate daily health and fitness habits. I can take care of my body. I can explain what food does for my body.

Fitness Components of the week are Speed and Agility and Muscular Strength

Speed and Agility is two parts, speed: how fast can you run or turn a jump rope; agility: can you start and stop quickly, can you change direction fast and without falling over? You must be very focused for your brain and muscles to work together to quickly do the task when working on speed and agility.

Activities for Speed and agility: Hop Scotch Sports with lots of moving and Jump rope changes in direction such as:

Basketball

1 - Game: Wacky Weave Wacky Weave: In this game, you will use your speed and agility to weave through a course that you design. You will need to set up the course by placing cones, canned goods, stuffed animals, or other objects spaced like the picture above. Space them close together for a challenge or far apart to make it a little easier. -To play you might want a timer or stopwatch. On "go" weave in and out of the cones (or other objects) as fast as you can. -You can go from one end to the other and stop or turn around and come back to the start. -For more challenges you can add a ball to dribble with your feet or balance a book on your head. -Get creative and have fun!

Muscular Strength is how strong are your muscles? You need strong arms to play on the monkey bars, strong

legs to run while playing tag, and a strong core to keep upright on your bike.

Activities for muscular strength Push-up Monkey Bars Shoulder Touches Squats Lunges Rock Climbing

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Name: ________________________________________________ Class: _____________________________________

Let's get wild! In this 7-minute activity, you will use your strong muscles to pretend to be wild animals. -You need a timer or stopwatch. -Do each activity for 45 seconds followed by a rest for 15 seconds. -Be sure to play this in an area with plenty of safe self-space.

Nutrition Topics--Proteins, Fats, and Dairy Proteins • Protein is considered the building block of life and is found in every cell of the body. • Protein helps your muscles grow big and strong. • Foods that are a good source of protein include:

- meat -eggs -poultry (chicken) -processed soy product -seafood -nuts -beans and peas -seeds

Fats - BAD vs. GOOD Bad, or unhealthy fat, can be bad for your heart. Unhealthy fats are found in:

• butter • stick margarine • milk fat • shortening • beef fat (tallow, suet) • hydrogenated and partially hydrogenated oils* • chicken fat • coconut oil* • cream • palm and palm kernel oils* • pork fat (lard)

Good, or healthy fat, can help your heart and other body systems do their jobs well. Healthy fats are found in:

• eggs • nuts • beans • fish • olive oil • avocados • cheese

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Name: ________________________________________________ Class: _____________________________________

Dairy

• Foods high in Calcium make up the Dairy Food Group. Calcium is a mineral vital for building strong bones and teeth :)

• These foods include -milk -yogurt -cheese -soymilk

Try to consume 2-3 cups each day.

Activity & Nutrition Log Directions: Fill in your activities for the day including the exercise and minutes, fill in what you eat, and color each glass of water you drank. Goals:

1. 60 minutes of activity per day 2. eat from all the food groups 3. drink 8 glasses (8oz each) of water

30

Music K-2 Name __________________________________________ Class __________________________________

BEAT, RHYTHM & TEMPO: May 26-29 Ferndale K-2 Elementary Music: Lesson 4 Paper Supplement

Directions: If you have a computer and online access, you may wish to do the online lesson at this link: https://sway.office.com/dxFi913u4CmJfxiM?ref=Link&loc=mysways Complete the Exit Ticket at the end, and your answers will be recorded online for your music teacher to see.

If you would rather use this paper version of the lesson, or if it works better for your family, we hope to provide you with the same information as best we can. (We really miss interacting with your children and would much rather see them in person!) Please follow the lesson below. Thank you for working so hard with your children!

Student Outcomes: Why is steady beat important? How is beat different from rhythm? What does tempo mean?

Lesson Review and New Concepts of the Week:

We already learned that pitch is the highness or lowness of one single sound. Melody is a series of pitches put together in a row, and harmony happens when two or more pitches are played at the same time.

In this lesson we will learn about beat, rhythm, and tempo.

You probably already know that beat is steady like a heartbeat. Each beat takes up the same amount of time and is kind of like a space where the sounds live. There can be one or more sounds in a beat space. There can even be silence in a beat space. The mixed up long and short sounds and silences in the beats are the rhythm. Rhythm matches the words in a song. When you listen to music, the beat is the part that makes you want to tap your toes and get up and move, but the rhythm is the part that makes the music more interesting.

Without a rhythm, you don't have a song, you just have a plain beat. Without a beat, you have a rhythm that sounds messy. You need both beat and rhythm to make a song sound just right. They are like BFF's! They need each other!

Tempo is how fast or slow the beat of the music is. Music with a fast beat has a fast tempo and music with a slow beat has a slow tempo.

Songs for Singing and Making Music

Find a light. It could be a flashlight, laser pin, headlamp, cell phone, or toy that lights up. Go into a dark room like a bathroom or closet. Turn off the main lights and point your light at the floor, move it slowly up the wall to the ceiling and back down. Now follow the light with your voice. While singing “oo”, slide your voice from low to high as you move the light up the wall. Slide your voice from high to low as you move the light down the wall. Now move the light around in different ways always following the light with your voice.

Think about a song that you learned in music class this year or put on your favorite song. Keep the beat on your lap while you sing. If you want to get creative, find different ways to keep the beat. (Try marching, clapping, snapping, or any other movement that works for you.)

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https://sway.office.com/dxFi913u4CmJfxiM?ref=Link&loc=mysways

Music K-2 Show the beat and rhythm using the first chart:

1. Read the Apple Tree poem below out loud. 2. Read the poem while tapping the beat on your lap. 3. Each heart represents a beat. Read the poem and tap each heart as you read the words. 4. The words below each heart make up the rhythm. Read the poem and clap the words.

Write the rhythm on the second chart: 1. The rhythm is now shown in apples and apple halves. Two apple halves show two sounds per beat. One

whole apple means one sound per beat. 2. Write ♫above the two apple halves. We call this rhythm note ta-di. 3. Write ♩ above the apple whole. We call this rhythm note ta.

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Music K-2 Tempo Activity: Remember, tempo is the speed of the beats. Practice saying the Apple Tree poem out loud while walking slowly. This speed is called andante. Now say the poem while marching. This tempo is moderato (medium). Lastly, run while saying the poem. This tempo is allegro.

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Music K-2 Name ____________________________________________ Class __________________________________

SINGING, MOVING, & CONCEPT OF THE WEEK ACTIVITIES

DIRECTIONS: Take a short quiz. Circle the correct answer. We hoped you liked the paper music lesson! 1. Tempo is...

To be angry How fast or slow the beat is The rhythm and melody

2. Beat and rhythm work well together because… They are the same thing Rhythm is better without a beat Beat makes you want to tap your toe while rhythm makes music more interesting

3. Songs can sound messy and do not make sense if the ___________________is missing. Steady Beat Music Teacher Violin

4. The long and short sounds in music are called... The steady beat The rhythm The tempo

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Kindergarten, Unit 4 Lesson 21: Fair Ways to Play Home Link

What Is My Child Learning? Why Is This Important?

Your child is learning that sharing, trading, Having Fair Ways to Play with others helps

and taking turns are Fair Ways to Play with children make and keep friends.

toys with other children.

Ask your child: What are Fair Ways to Play with toys with other children? Second

Step answers:

1. Sharing, or playing together. What can you say? "May I share that toy with you?"

2. Trading. What can you say? "Would you like to trade this toy for that one?" 3. Taking turns. What can you say? "Please, may I have a turn?"

Practice at Home

When your child is playing with another child, remind them to use Fair Ways to Play. If you

notice them having trouble, ask them to choose one of the Fair Ways to Play. For example: I see you are having some trouble playing together. What would be a fair way to play with that

toy? Wait for one or both of the children to respond. If they can't remember what they are, remind them: You

can take turns with the toy, you can play together with the toy, or you can play with different toys

and trade after three minutes. I can set the timer for you. Have the children pick a fair way to play.

Activity

Have your child draw a picture of two children using one of the Fair Ways to Play in the box below, or use a

separate piece of paper. Then check which of the fair ways you think he or she drew.

□ sharing □ Trading D Taking Turns

(CHILD'S NAME) (DATE) (ADULT'S SIGNATURE)

© 2011 Committee for Children Second Step: Skills for Social and Academic Success 35

,,,,,

Trading

t,,~ir...., -~

committee~

1chi~


Reading Review Games

Games for Letter Names and Sounds Materials: Letter cards (April 20th packet), ABC Song Sheet (May 11th packet), Board game and dice (May 18th packet) NOTE: Some games will be repeated between weeks for additional practice. Game 1: ABC Song Sheet Goal: Students can practice their letter sounds or names by singing song. Materials: ABC Song Sheet

Instructions: 1. Choose if you want your child to practice letter sounds or names. 2. Have students touch each item as they sing it. (EX: touch apple when you say apple)

a. If you chose letter names to practice, when your child touches the letter they will say the name. If you chose sound, they will say the sound that letter makes.

3. If you are having trouble with the tune, look up on YouTube: Alphabet Sounds from Sounds Like Fun CD - Barbara Milne

4. This is quick and can be done independently after you have practiced it with your child! *Tip: The image for ‘U’ is an undershirt. The image for ‘O’ is an ostrich.

Game 2: Letter Board Game Goal: Students can practice their letter sounds or names. Materials: Blank board game, dice template, letter cards, pencil Instructions:

1. Prep your game board. Student can color it if they would like. The circle spaces are optional spots for things like move backwards or forwards 2 spaces. ( +2 or -2)

2. Cut your dice and put glue or tape on the tabs. Connect the sides. Feel free to use your own dice if you have one.

3. Choose pieces for each person playing. This could be anything: penny, marker cap, button, etc.

4. Stack your letter cards, face down, in a pile. 5. Decide if you are going to play based on letter sounds or by naming the letter. 6. Play! Game rules:

a. Everyone starts in the start spot. Role your dice to see how many spots you can move.

b. Draw a letter card. Say the proper sound or name. If you get it right, you can move the number of spots you rolled. If you get it wrong, you stay in your current spot.

c. Play until someone gets to the finish spot.

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Reading Review Games Games for Syllables Materials: None! Here are more games that will develop an ‘ear for language.’ Game 1 is a repeat of last week, with different words. Remember, you don’t need any materials, just your ears to do these activities, so do them anywhere.

Game 1: Sound Away Objective: Separate the sounds of words from their meanings 1. If you take the first sound of a word away, you might get a different word.

Example: mice – ice Adult: Listen: /f/ /f/ /f/ -eat. Now you say it.

hoops – oops Child: /f/ /f/ /f/ -eat. land – and Adult: If I take /f/ away, what is the word that is left? meat – eat Child: -eat moan -- own

Game 2: Add a Sound Objective: Make a word from the different parts. This is the opposite of Game 1 1. say a word and tell your child you are going to add a sound to the beginning of the word. They will tell you what the word is.

/f/ arm Example: /h/ and Adult: ice… /m/ /m/ /m/ -ice /h/ eart Child: mice! /m/ ake /n/ ice

Game 3: Different Word, Same Final Sound Objective: Listen for final sounds in words Find three objects in the room with the same final sound. Say each of them as you point to them and ask your child to tell you the final sound. Put extra stress on the final

tape, cap, pop sound. cat – coat – foot

Example: meat – carrot –light Adult: Tell me what the last sound is in each of these leaf – knife – cough words: cup, lip, soap. milk – book – sock

kiss – chips -- stegosaurus Child: /p/

Adapted from Phonemic Awareness in Young Children, Adams, Foorman, Lundberg and Beeler, 200

38


ELL Resources

The pages that follow are activities,

supportive resources, or translated materials

designed to support students who are

learning English. All these materials align

with the activities provided by the grade level

teachers in this week’s learning packet.

Although these items are designed with ELL

students in mind, all students are welcome to

use them.

Las páginas que siguen son actividades, recursos de apoyo o

materiales traducidos diseñados para apoyar a los estudiantes

que están aprendiendo inglés. Todos estos materiales se

alinean con las actividades proporcionadas por los maestros de

nivel de grado en el paquete de aprendizaje de esta semana.

Aunque estos artículos están diseñados para apoyar a los

estudiantes ELL, cualquier estudiante puede usarlos.

39


Speaking Practice Look at the picture. Then answer the questions below out loud in complete sentences. Use

the sentence stems and the word bank to help you if you need to.

Word Bank

sand vacation bury silly

shovel beach play head

friends brother scoop

sister sunny hot laugh

What do you see in the picture? Where are they? What are they doing?

I see… There are… The kids are…

What is the weather like at the beach? What do you do at the beach?

The weather is… The beach is… At the beach, I…

What is confusing to you? What do you wonder more about?

I don’t know why… Why is…?

Where do you like to go on vacation?

I like to go… When we go on vacation…

What do you see in the picture? Where are they? What are they doing?

I see… There are… The kids are…

What do you like about camping? What do you wonder about this picture?

I like… Camping is fun because… I do not like camping because…

I wonder how…? Who is…?

Word Bank

woods tent roast stick

kids friends fire sleeping bag

marshmallows log sunny

hiking fishing stories eating

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How to Make Toast

Next

Last

First

Word Bank

put in cut spread

push take place on

41

Primero

Siguiente

Finalmente

Story Elements

Use this chart to help you to talk about stories that you read together.

The characters in the story are… The main character is… The problem was…

It takes place in/at… The problem was… They solved the problem by…

At the beginning… Next… In the end… The best part was… 43

Name ____________________________________________________Reading Comprehension: Story Elements

Title ________________________________________________________________________

Author______________________________________________________________________

Characters

Setting

Events

Problem

Where (place)

When (time)

Solution Fixes the problem

Beginning Middle End

Katie Thomson

Main Idea (What the author is teaching us)

________________________________________________________________________________________

________________________________________________________________________________________

_________________________________________

_________________________________________

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Atributos medibles

Encierra en un círculo las flores que son más altas. Encierra en un círculo la flor que es más corta.

Encierra en un círculo qué gusano de pulgada es más largo. Encierra en un círculo qué pulgada es más

corta.

Encierra en un círculo qué rama es más larga. Encierra en un círculo qué rama es más corta.

Rodea al chico que es más alto. Encierra en un círculo a la chica que es más baja.

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Encierra en un círculo el objeto que es más pesado. Encierra en un círculo el objeto que es más claro.

oso libro manzana bicicleta

Encierra en un círculo el objeto que es más pesado. Encierra en un círculo el objeto que es más

claro.

vaca autobús roca pluma

Encierra en un círculo la caja que contiene más. Encierra en un círculo la maceta que contiene menos.

Encierra en un círculo la bolsa que contiene más. Encierra en un círculo la copa que contiene menos.

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minutes subject kindergarten week at glance 45 monday · *tip* to further work on measurement, have...

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minutes subject kindergarten week at glance 45 monday · tip to further work on measurement, have...