Kinder Instructional Packet May 4, 2020 · 2020. 4. 30. · mop bus sun fan cat hen 13088_14_SU_BLM.qxd:Unit 14e SU BLM -KT 8/9/11 3:19 PM Page 8 ... Si a su hijo/a se le diﬁculta,

Attention Students and Families This packet is designed to be used only if there is not consistent access to technology to complete work online. If a student can interact with Google Classroom, this packet does not take the place of those assignments and it is not a requirement to be

completed in addition to Google Classroom work assigned by teachers.

Kinder

Instructional Packet

May 4, 2020

English Teachers can tell you the pages that your child should complete each week. Your child should complete only the pages that they can. These packets will not be collected. Please contact your child’s teacher if you have questions or would like help. Spanish Los maestros pueden decirle las páginas que su hijo debe completar cada semana. Su hijo solo debe completar las páginas que pueda. Estos paquetes no serán recolectados. Comuníquese con el maestro de su hijo si tiene preguntas o desea ayuda. Russian Учителя могут рассказать вам страницы, которые ваш ребенок должен заполнять каждую неделю. Ваш ребенок должен заполнять только те страницы, которые он может. Эти пакеты не будут собраны. Пожалуйста, свяжитесь с учителем вашего ребенка, если у вас есть вопросы или вы хотели бы помочь. Vietnamese Giáo viên có thể cho bạn biết các trang mà con bạn nên hoàn thành mỗi tuần. Con bạn chỉ nên hoàn thành những trang mà chúng có thể. Những gói này sẽ không được thu thập. Vui lòng liên hệ với giáo viên dạy con của bạn nếu bạn có thắc mắc hoặc muốn được giúp đỡ. Arabic

یمكن للمعلمین إخبارك بالصفحات التي یجب أن یكملها طفلك كل أسبوع. یجب أن یكمل طفلك الصفحات التي یمكنهها فقط. لن یتم جمع هذه الحزم. یرجى االتصال بمعلم طفلك إذا كانت لدیك أسئلة أو ترید المساعدة.

Ukranian Вчителі можуть розповісти вам сторінки, які ваша дитина повинна завершувати щотижня. Ваша дитина повинна заповнити лише ті сторінки, які вона може. Ці пакети не збиратимуться. Якщо у вас є питання або хочете допомогти, зв’яжіться зі вчителем вашої дитини. Chinese 老师可以告诉您您的孩子每周应完成的页面。您的孩子应该只填写他们能完成的页面。这些数据包将不会被收集。如有疑问或需要帮助，请与您孩子的老师联系。 Romanian Profesorii îți pot spune paginile pe care copilul tău ar trebui să le completeze în fiecare săptămână. Copilul tău ar trebui să completeze doar paginile pe care le poate. Aceste pachete nu vor fi colectate. Vă rugăm să contactați profesorul copilului dvs. dacă aveți întrebări sau doriți ajutor.

Somali Macallimiintu waxay kuu sheegi karaan boggaga ay tahay inuu ilmahaagu dhammaystiro toddobaad kasta. Ilmahaagu waa inuu dhammaystiro oo keliya bogagga ay awoodaan. Xirmooyinkan lama ururin doono. Fadlan la xiriir macallinka cunuggaaga haddii aad wax su'aalo ah qabtid ama aad jeclaan lahayd caawimaad. Hmong Cov kws qhia tuaj yeem tuaj yeem qhia koj cov nplooj ntawv uas koj tus menyuam yuav tsum ua tiav txhua lub lim tiam. Koj tus menyuam yuav tsum tau ua kom tiav cov nplooj ntawv uas lawv muaj peev xwm ua tau. Cov pob no yuav tsis sau. Thov hu rau koj tus menyuam tus xibfwb yog tias koj muaj lus nug lossis xav tau kev pab. Napali �श�कह�ले तपा�लाई प�ृठह� बताउन स�छन ्जनु तपा�को ब�चाले ��येक ह�तामा पूरा गनु�पद�छ। तपा�को ब�चाले उनीह�ले गन� स�ने प�ृठह� मा� पूण� गनु� पछ�। यी �याकेटह� स be◌्कलन ग�रने छैन। कृपया तपा�को ब�चाको �श�कलाई स�पक� गनु�होस ्य�द तपा�सँग ��नह� छन ्वा म�दत चाहनुहु�छ भने। Burmese သင��က�လ�ကအပတ�တ��င��ဖည��စ�က�သင��သည��စ�မ�က��မ��က��ဆရ�မ��က��ပ��ပ��င�သည�။ သင�၏က�လ�သည�သ�တ�� တတ��င��သ�စ�မ�က��မ��က��သ��ဖည��စ�က�သင��သည�။ ဒ� packets �တ�က��စ��ဆ�င��မ��မဟ�တ�ပ�ဘ�� သင��တ�င��မ�ခ�န��မ��ရ��ပ�ကသ�� မဟ�တ�အက�အည�လ��ပ�ကသင��က�လ�၏ဆရ�က��ဆက�သ�ယ�ပ�။ Amharic ልጅዎ በየሳምንቱ መሙላት ያለባቸውን ገጾች መምህራን ሊነግሩዎት ይችላሉ። ልጅዎ መቻል የሚችሏቸውን ገጾች ብቻ መሙላት አለበት ፡፡ እነዚህ ፓኬጆች አይሰበሰቡም ፡፡ እባክዎ ጥያቄዎች ካሉዎት ወይም እገዛ ከፈለጉ የልጅዎን መምህር ያነጋግሩ።

KPhonics5/4-5/8EverydayWarmUp:Playwithsoundsfor2min.Thisweek,sayaword,addasoundattheendtomakeanewword.Ex.“Sayhe,add/t/totheend.Thenewwordisheat.”Finger-stretchthesoundstohelpyou.Monday

1. Warmup:“Saygo.Add/t/totheend.Thenewwordisgoat.Sayshe.Add/t/to

theend.Thenewwordissheet.Sayby.Add/t/totheend.Thenewwordis

bite.”

2. BlendingWords:connecteachsoundtothenextandthenreadthewholeword

3. Complete“SoundsLikeBananas”

4. Makeandreadthebook“TheBib”Tuesday

1. Warmup:“Sayno.Add/t/totheend.Thenewwordisnote.Saycar.Add/t/to

theend.Thenewwordiscart.Saysigh.Add/t/totheend.Thenewwordis

sight.”

2. BlendingWords:silentlymouththesoundsandthenreadthewholeword

3. Complete“WhatIsMissing?”

4. Makeandreadthebook“TheNut”

Wednesday1. Warmup:“Saynew.Add/t/totheend.Thenewwordisnewt.Sayten.Add/t/

totheend.Thenewwordistent.Saycue.Add/t/totheend.Thenewwordis

cute.”

2. BlendingWords:soundoutwordinyourhead(lipszipped)andthenreadit

3. Complete“SearchandFind”

4. Makeandreadthebook“Rob”

Thursday1. Warmup:“Sayzoo.Add/m/totheend.Thenewwordiszoom.Saybee.Add

/m/totheend.Thenewwordisbeam.Sayfir.Add/m/totheend.Thenew

wordisfirm.”

2. Blendingwords:readeachwholewordin3secondsorless

3. Complete“MakeaMatch”

4. Makeandreadthebook“MemtheHen”

Friday1. Warmup:“Saypie.Add/p/totheend.Thenewwordispipe.Saykey.Add/p/

totheend.Thenewwordiskeep.Sayso.Add/p/totheend.Thenewwordis

soap.”

2. Practice5-10wordsfromthesightwordlistanywayyouwant(ideas:rainbow

writethem,usetheminoralorwrittensentences,goonawordhunttofindthem)

3. Makeandreadthebook“GettheGum”

rag

sun

hum

rag

sun

hum

web

figzap

mom

vat

fed

mom

vat

fed

set

litmad

Copyrig

ht ©

2012, 95 Percen

t Group

Inc. All rig

hts reserved. O

nly pu

rchasers of

Teaching

Blend

ing may use th

is activ

ity, w

hich is fo

r use so

lely in

con

junctio

n with

Teaching

Blend

ing. Any

other use is strictly

prohibited

Stage C:

Apply an

d Practice Form

A

Teacher Directions: Have students find and color all the things in the picture that start with /b/.

Name: ____________________________________________________________________________

Sounds Like Bananas

Soun

dsLi

keBa

nana

s

Unit 11 BLM 3 © 2012 Benchmark Education Company

13053_11_SU_BLM.qxd:13053_11_SU_BLM.qxd 8/9/11 3:14 PM Page 4

Ned

cat

fun

Ned

cat

fun

rat

pop

kid

cap

dig

jam

cap

dig

jam

net

pan

ripCo

pyrig

ht ©

2012, 95 Percen

t Group

Inc. All rig

hts reserved. O

nly pu

rchasers of

Teaching

Blend

ing may use th

is activ

ity, w

hich is fo

r use so

lely in

con

junctio

n with

Teaching

Blend

ing. Any


prohibited

Stage D:

You Do

Name: ____________________________________________________________________________________________

Unit 12 BLM 7 ©2012 Benchmark Education Company

Parent Directions: Have your child name each picture. Then have him or her write the letter that belongs in the middleof the word.

Wha

tIs

Mis

sing

?What Is Missing?

h_t c_b b_s

p_n t_p s_n

13061_12_SU_BLM.qxd:13061_12_SU_BLM.qxd 8/9/11 3:18 PM Page 8

fed

cab

bit

fed

cab

bit

gap

dud

it

hip

mat

win

hip

mat

win

Sam

tug

led

Copyrig

ht ©

2012, 95 Percen

t Group

Inc. All rig

hts reserved. O

nly pu

rchasers of

Teaching

Blend

ing may use th

is activ

ity, w

hich is fo

r use so

lely in

con

junctio

n with

Teaching

Blend

ing. Any


prohibited

Stage E:

You Do

Parent Directions: Ask your child to say each word in the box. Then have your child find the words in the puzzleand draw a ring around them.

Name: ____________________________________________________________________________

© 2012 Benchmark Education Company Unit 13 BLM 8

Searchand

Find

Search and Find

of no are for with have

x w f o r g a

o c f d m s r

f h a v e u e

k p r s n o s

s l w i t h i

1307X_13_SU_BLM.qxd:1307X_13_SU_BLM.qxd 8/9/11 3:06 PM Page 9

bag

uptin

bag

uptin

can

cod

sag

dip

red

pig

dip

red

pig

dot

gab

nap

Copyrig

ht ©

2012, 95 Percen

t Group

Inc. All rig

hts reserved. O

nly pu

rchasers of

Teaching

Blend

ing may use th

is activ

ity, w

hich is fo

r use so

lely in

con

junctio

n with

Teaching

Blend

ing. Any


prohibited

Stage F:

You Do

Make a Match

Unit 14 BLM 7 © 2012 Benchmark Education Company

Name: ____________________________________________________________________________

Parent Directions: Have your child draw a line to match each picture to its name.

Mak

e a

Mat

ch

Build Words

mop

bus

sun

fan

cat

hen

13088_14_SU_BLM.qxd:Unit 14e SU BLM -KT 8/9/11 3:19 PM Page 8

©2014 Benchmark Education Company, LLC

Name ©

2014 Benchmark Education Com

pany, LLCB

LM 17 Sight W

ord List

Sight Word List

is

a

the

has

and

of

with

see

for

no

cannot

have

are

said

I

you

me

come

go

to

put

look

he

here

want

my

this

she

saw

now

like

do

home

they

went

good

was

be

we

there

then

out

BLM 17

RESUMEN DE CONCEPTOS CLAVE

CÓMO PUEDE AYUDAR EN CASA

MUESTRA DE UN PROBLEMA (Tomado de la Lección 3)

Dibuja las figuras y escribe los números para completar cada vínculo numérico.

▪ Invite a su hijo/a a reunir 5 objetos pequeños o juguetes y a que le cuente historias sobre reunirlos y separarlos. Por ejemplo: “Hay 5 ranas. Dos ranas están sentadas sobre un tronco y 3 ranas juegan en el agua”.

▪ Anime a su hijo/a a usar objetos pequeños para mostrar varios vínculos numéricos para los números de 2 a 5. Por ejemplo, si el total es 4 frijoles, su hijo/a podría separarlo en 3 frijoles y 1 frijol. Asegúrese de que su hijo/a incluya el 0 como parte de algunos vínculos numéricos. Para mayor dificultad, pídale a su hijo/a que aumente el número total de frijoles gradualmente a 10. Quizá Ud. puede usar un cronómetro para ver cuántos vínculos numéricos puede crear su hijo/a en un minuto.

▪ Anime a su hijo/a a practicar el conteo con el método Say Ten hasta 20 (p. ej.: 8, 9, diez, diez 1, diez 2, diez 3, ... 2 diez). Si a su hijo/a se le dificulta, considere hacer un dibujo o usar un ábaco Rekenrek como ayuda visual.

Durante la próxima semana, los estudiantes van a aprender sobre el vínculo numérico, una representación matemática que van a usar hasta el 5.o grado. Los vínculos numéricos muestran cómo se juntan las partes para completar un todo o cantidad total. Por ejemplo: 2 y 3 son 5. Al mismo tiempo, estas representaciones muestran cómo se separan las partes de un todo: 5 es 3 y 2. Desde el principio del año, los estudiantes han estado usando objetos y dibujos para separar y recomponer números. Los vínculos numéricos ahora les ofrecen una manera de hacer este trabajo en papel.

Espere ver tareas que le pidan a su hijo/a que haga lo siguiente: ▪ Completar un vínculo numérico que corresponda a una imagen. ▪ Usar diferentes colores para mostrar dos partes diferentes de un todo, y usar dedos y un vínculo numérico

para mostrar las parejas ocultas o pares de números. ▪ Completar una oración que corresponda al vínculo numérico. Por ejemplo: 3 y 1 son 4. ▪ Inventar una historia para completar un vínculo numérico y hacer un dibujo que corresponda al vínculo.

GRADO K | MÓDULO 4 | TEMA A | LECCIONES 1–6

Para obtener más recursos, visite » es.eureka.support

EUREKAMATH™ CONSEJOS PARA PADRES

KEY CONCEPT OVERVIEW

HOW YOU CAN HELP AT HOME

Additional sample problems with detailed answer steps are found in the Eureka Math Homework Helpers books. Learn more at GreatMinds.org.

(From Lesson 3)SAMPLE PROBLEM

Draw the shapes and write the numbers to complete each number bond.

▪ Invite your child to gather five small objects or toys and to tell you take apart/put together stories about them. For example, “There are 5 frogs. Two frogs sit on a log, and 3 frogs play in the water.”

▪ Encourage your child to use small objects to show various number bonds for numbers 2 through 5. For example, if the whole is 4 beans, your child might break it apart into 3 beans and 1 bean. Be sure your child includes 0 as a part in some number bonds. For an added challenge, ask your child to increase the total number of beans gradually to 10. Perhaps set a timer to see how many number bonds she can make in a minute.

▪ Encourage your child to practice counting the Say Ten way to 20 (e.g., 8, 9, ten, ten 1, ten 2, ten 3, ... 2 tens). If your child struggles, consider drawing a picture or using a Rekenrek as a visual support.

During the next week, students will learn about the number bond, a math model they will use through Grade 5. Number bonds show how to put together parts to make a whole, or total, amount; for example, 2 and 3 make 5. At the same time, these models show how to take a whole apart: 5 is 3 and 2. Since the beginning of the year, students have been using objects and drawings to take apart and put together numbers. The number bond now gives them a way to record this work on paper.

You can expect to see homework that asks your child to do the following: ▪ Complete a number bond to match a picture. ▪ Use different colors to show two different parts of a whole, and use fingers and a number bond

to show the hidden partners, or number pairs. ▪ Complete a sentence to match the number bond; for example, 3 and 1 make 4. ▪ Invent a story to complete a number bond and draw a picture to match.

GRADE K | MODULE 4 | TOPIC A | LESSONS 1–6

For more resources, visit » Eureka.support

For more resources, visit» Eureka.support © 2017, GREAT MINDS®

ADDITION NUMBER BATTLE

2 Players | Grades 2+

This variation of Basic Number Battle reinforces addition skills.

PREPARING TO PLAY

▪ Shuffle a full deck of cards.

▪ Unnumbered card values are as follows: ace = 1, jack = 11, queen = 12, king = 13. The suits are not important; only the numbers matter.

▪ Decide how long the game will last and set a timer. Alternatively, play can continue until one player surrenders or until one player holds all the cards.

▪ Divide the cards equally between the players. Each player keeps his cards in a single pile, facedown.

▪ Optionally, give each student scratch paper and a pencil.

PLAYING THE GAME

▪ Each player picks two cards off the top of his pile and places them faceup in the middle of the playing area.

▪ Each player adds the values of his cards to compute their total value and states that number. Each player then checks the other’s sum. The player whose cards form the greatest sum takes all the cards played and places them at the bottom of his pile.

▪ If both players’ cards have the same sum, a battle ensues: Each player places three cards facedown in the playing area, followed by a new pair of cards faceup, and adds the values of his two new faceup cards to find their sum. The player whose new cards form the greatest sum collects all the cards in the playing area, placing them at the bottom of his pile.

WINNING THE GAME The player with the most cards at the end of the designated time wins.

Name_______________________________

Ihave7redapples.

Ihave3greenapples.

Howmanyapplesinall?

Name_______________________________

5caterpillarswerecrawlingonthetreebranch.

3morecaterpillarswerecrawlingontheground.

Howmanycaterpillarsinall?

4/20/2020 View online: Number Corner Kindergarten - Teachers Guide | Bridges Educator Site

https://bridges.mathlearningcenter.org/view/nc0-tg#566 1/1

Name__________________________

Mr.Brennanhad6roundcrackersand3square

crackers.Howmanydidhehaveinall?

Picture Equation

4/20/2020 View online: Number Corner Kindergarten - Teachers Guide | Bridges Educator Site

https://bridges.mathlearningcenter.org/view/nc0-tg#567 1/1

Lesson 6 Homework K

Lesson 6: Represent number bonds with composition and decomposition story situations.

Name Date

Tell a story. Complete the number bonds. Draw pictures that match your story and number bonds

Draw some balls for your story.

Draw some crayons for your story.

Draw some shapes for your story.

On the back of your paper, draw a picture and make a number bond.

3

2

4

This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org

A STORY OF UNITS

17

GK-M 4-SE-1.3 .0 -06.2015

Lesson 16 Problem Set K

Lesson 16: Solve add to with result unknown word problems to 8 with equations. Box the unknown.

Name Date

There are 4 snakes sitting on the rocks. 2 more snakes slither over. How many snakes are on the rocks now? Put a box around all the snakes, trace the mystery box, and write the answer inside it.

There are 5 turtles swimming. Draw 2 more turtles that come to swim. How many turtles are swimming now? Draw a box around all the turtles, draw a mystery box, and write the answer.

Today is your birthday! You have 7 presents. A friend brings another present. Draw the present. How many presents are there now? Draw a mystery box, and write the answer inside it.

+ = 5 2

+ = 4 2

+ = 7 1

A STORY OF UNITS

©2015 Great Minds. eureka-math.org

48


Lesson 16: Solve add to with result unknown word problems to 8 with equations. Box the unknown.

+ = 3 5

Listen and draw. There were 6 girls playing soccer. A boy came to play. How many children were playing soccer then? Draw a box around all the children.

Listen and draw. There were 3 frogs on a log. 5 more frogs hopped onto the log. How many frogs were on the log then? Draw a box around the frogs, and box the answer.

+ = 6 1

A STORY OF UNITS


49


Lesson 19: Use objects and drawings to find how many are left.

Name Date

The cat ate 3 mice. Cross out 3 mice. Write how many mice are left.

The fish ate 2 worms. Cross out 2 worms. Write how many worms are left.

The frog ate 5 flies. Cross out 5 flies. Write how many flies are left.

The monkey ate 4 bananas. Cross out 4 bananas. Write how many bananas are left.

A STORY OF UNITS


58


Lesson 19: Use objects and drawings to find how many are left.

Draw 6 balls. The boy kicked 3 balls down the hill. How many balls does he have left?

There are 5 butterflies flying around the flower. Draw them. 1 of the butterflies flew away, so cross it out. How many butterflies are left?

A STORY OF UNITS


59

Ap

ond

has

man

ylivin

gthin

gs.

Fish

sw

imin

ap

ond.

Afish

isa

live.

Turtlesa

rea

ta

pon

d.

Aturtle

isa

live.

Wat

erli

lies

are

ina

pon

d.

Aw

ater

lily

isa

live,

too

.

Wha

t Li

ves

at t

he P

ond?

Main

Idea

D

raw

a pi

ctur

e or

wri

te a

sen

tenc

e ab

out

the

mai

n id

ea.

(Exa

mpl

e: A

pon

d ha

s m

any

livin

g th

ings

.)

Key

Det

ails

Dra

w a

pict

ure

or w

rite

a s

ente

nce

abou

t th

e ke

y de

tails

fro

m t

he s

tory

.

Exam

ples

:Fi

sh s

wim

in t

he p

ond.

Turt

les

are

at a

pon

d.

Wat

er li

lies

are

in a

pon

d.

Wha

t liv

es a

t a

pond

? (T

ell a

fam

ily m

embe

r or

wri

te a

sen

tenc

e. E

xam

ple:

A _

____

____

live

s at

a p

ond.

)

Hel

ping

Ani

mal

s

Main

Idea

D

raw

a pi

ctur

e or

wri

te a

sen

tenc

e ab

out

the

mai

n id

ea.

Peop

le c

an _

____

____

____

___.

Key

Det

ails

Dra

w a

pict

ure

or w

rite

a s

ente

nce

abou

t th

e ke

y de

tails

fro

m t

he s

tory

.

A b

oy c

an _

____

____

.

A

gir

l can

___

____

___.

.

A v

et c

an _

____

____

__.

How

do

peop

le h

elp

anim

als?

(Te

ll a

fam

ily m

embe

r or

wri

te a

sen

tenc

e. E

xam

ple:

A

boy

can

___

__. )

A B

ear

Cub

Grow

s Pi

ck 3

thi

ngs

a be

ar c

ub c

an d

o fr

om t

he b

ook.

Dra

w a

pict

ure

to g

o wi

th y

our

sent

ence

. A

bea

r cu

b ca

n ___

____

____

____

__.

A

bea

r cu

b ___

____

____

____

.

A b

ear

cub ____

____

____

__

____

____

____

___.

Midyear Test

Comprehension Strategy Assessment • Grade K ©2015 Benchmark Education Company, LLC78

9

Name Date Beavers are furry animals with big, sharp teeth. They eat bark, twigs, and other parts of trees. Beavers are good swimmers. Sometimes they live in holes in riverbanks. But most beavers makehouses called lodges in ponds. To make these lodges, beavers first chew on trees. They chew until the trees fall down! The beavers drag the pieces of wood into the pond. They pile it up into a round shape. They build a living space inside. They cover the lodge with mud. Then they havea safe place to live.

1. Draw a circle around the picture that shows what the story is mostly about.

2. Draw picture around the picture that shows where most beavers build their lodges.

©2015 Benchmark Education Company, LLC Comprehension Strategy Assessment • Grade K 79

113. Draw a circle around the picture of what beavers use to cut down trees.

4. Draw a circle around the picture of the thing that a beaver would most likely eat.

What are some songs that you've enjoyed listening to lately? Title: ________________________________________________________Artist: ________________________________________________________ Title: ________________________________________________________Artist: ________________________________________________________ Title: ________________________________________________________Artist: ________________________________________________________ Title: ________________________________________________________Artist: ________________________________________________________ Title: ________________________________________________________Artist: ________________________________________________________ Title: ________________________________________________________Artist: ________________________________________________________ Title: ________________________________________________________Artist: ________________________________________________________ Title: ________________________________________________________Artist: ________________________________________________________

DY

NA

MIC

S W

ORD S

EARC

H

TER

MS

DYN

AM

ICS

PIA

NIS

SIM

O

PIA

NO

MEZ

ZO P

IAN

O

MEZ

ZO F

ORT

E

FORT

E

FORT

ISSI

MO

DECR

ESCE

NDO

DIM

INU

ENDO

CRES

CEN

DO

SFO

RZA

NDO

A

H F

Q

D E

A

Z O

Z

O

D N

E

U

N

I M

I

D

W

S X

O

E D

C N

D

O

F R

E Z

Z R

T

E F

V

I K

L O

R

J

U

M

C N

H

Y D

O

T

G

A

I P

B

Q

R T

E

W

T

E R

R T

Y

U

I O

P

P A

S

D N

K N

O

J

P

I E

H E

G

D Y

N

A

M

I C

S F

D

L Z

X C

V

Z Z

D I

M

I C

R E

S A

N

D

A

O

N

A

D E

C R

E S

C E

N

D O

Z

E N

D

X N

C

V

A

B E

N

A

M

U

C M

C

Q

U

N

E I

E O

D

E

S W

E

T

R O

F

O

Z Z

E M

E

O

P S

R D

T

O

I F

O

P A

S

D S

F D

H E

J

K I

S U

N

Y

N

O

P O

A

D

F G

W

H

E J

Z

K L

A

I M

E

N

B

X V

E

R C

E N

O

R

C O

Z

A

N

G

M

Y C

R A

Q

B E

R Z

M

L P

N

K I

O

J

N

B O

H

S U

Y

D E

C G

V

A

C

F T

R

D P

X R

Z D

R E

E S

A

S W

Q

M

N

N

B

D O

V

I

C T

X

A

S R

F G

P H

J

K O

K

L D

P E

O

A

I E

U

C Y

C T

O

R E

W

N

I S

S N

O

F

Z N

O

R

K R

M

N

B N

F R

A

N

G

S C

E D

E R

O

S O

P

E R

U

V

E

W

I E

C S

E T

R

C S

C S

E R

H U

O

D

N

R

P A

N

O

F

O

R T

I

S S

I M

O

N

I

M

I D

C

Use materials around your home to make a musicalinstrument.If your instrument had a name, what would it be?__________________________________________________________What did you use to make it?__________________________________________________________What kind of sounds does it make? (Circle your answers)Loud Quiet Fast Slow High Low Draw a picture of your instrument below!

InstrumentsoftheOrchestra TheseinstrumentsbelongtotheStringFamily.Traceeachword.

Nowdrawalinefromeachinstrumenttoitsname.

guitar banjo

cello harp violin

InstrumentsoftheOrchestraFindandcirclethestringinstrumentsinthepuzzle.

Cutoutthecardsbelow

andm

ixthem

up.Laycardsinrow

s,facedow

n.Turnoveranytwo

cardsandif

thetwo

cardsm

atch,keepthem

.Iftheydon’tmatch,turnthem

backover.Create

yourow

ndanceby

arrangingthecardsinarandom

orderandperforming

thecardstomusic.

Stick and Staff Match Up

Directions: Draw a line from each pattern in the music staff to the stick notation match.

1.

s

4.

s

3.

s

2.

s

a.

s m s s ms

b.

s m s s ms

c.

s m s m

d.

s m s s m

m

Spring Rhythms

Directions: Write the words from the word bank in the box with the matching rhythm.

q q q n

n q n n

Word Bank

Bees Buzzing

Birds Chirping

Blooming Flowers

Butterfly

Cherry Blossom

Cloudy Weather

Daffodil

Flourishing

Flower Bed

Gardening

Green Grass

Planting Flowers

Plants Sprouting

Rain Boots

Rainbow

Rain Coat

Rainy Weather

Springtime

Sun Shining

Tulips

Draw your favorite part below:

Why was that your favorite part?________________________________________________________________________________________________________________

With the help of your family, choose a movie to watch!

Write about what happened:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Spring Rhythms Answer Key

Directions: Write the words from the word bank in the box with the matching rhythm.

q q

! Green Grass

! Rain Boots

! Rainbow

! Rain Coat

! Springtime

! Tulips

q n

! Bees Buzzing

! Birds Chirping

! Plants Sprouting

! Sun Shining

n q

! Butterfly

! Daffodil

! Flourishing

! Flower Bed

! Gardening

n n

! Blooming Flowers

! Cherry Blossom

! Cloudy Weather

! Planting Flowers

! Rainy Weather

Word Bank

Bees Buzzing

Birds Chirping

Blooming Flowers

Butterfly

Cherry Blossom

Cloudy Weather

Daffodil

Flourishing

Flower Bed

Gardening

Green Grass

Planting Flowers

Plants Sprouting

Rain Boots

Rainbow

Rain Coat

Rainy Weather

Springtime

Sun Shining

Tulips

DY

NA

MIC

S W

ORD S

EARC

H A

NS

WER

KEY

TER

MS

DYN

AM

ICS

PIA

NIS

SIM

O

PIA

NO

MEZ

ZO P

IAN

O

MEZ

ZO F

ORT

E

FORT

E

FORT

ISSI

MO

DECR

ESCE

NDO

DIM

INU

ENDO

CRES

CEN

DO

SFO

RZA

NDO

A

H F

Q

D E

A

Z O

Z

O

D N

E

U

N

I M

I

D

W

S X

O

E D

C N

D

O

F R

E Z

Z R

T

E F

V

I K

L O

R

J

U

M

C N

H

Y D

O

T

G

A

I P

B

Q

R T

E

W

T

E R

R T

Y

U

I O

P

P A

S

D N

K N

O

J

P

I E

H E

G

D Y

N

A

M

I C

S F

D

L Z

X C

V

Z Z

D I

M

I C

R E

S A

N

D

A

O

N

A

D E

C R

E S

C E

N

D O

Z

E N

D

X N

C

V

A

B E

N

A

M

U

C M

C

Q

U

N

E I

E O

D

E

S W

E

T

R O

F

O

Z Z

E M

E

O

P S

R D

T

O

I F

O

P A

S

D S

F D

H E

J

K I

S U

N

Y

N

O

P O

A

D

F G

W

H

E J

Z

K L

A

I M

E

N

B

X V

E

R C

E N

O

R

C O

Z

A

N

G

M

Y C

R A

Q

B E

R Z

M

L P

N

K I

O

J

N

B O

H

S U

Y

D E

C G

V

A

C

F T

R

D P

X R

Z D

R E

E S

A

S W

Q

M

N

N

B

D O

V

I

C T

X

A

S R

F G

P H

J

K O

K

L D

P E

O

A

I E

U

C Y

C T

O

R E

W

N

I S

S N

O

F

Z N

O

R

K R

M

N

B N

F R

A

N

G

S C

E D

E R

O

S O

P

E R

U

V

E

W

I E

C S

E T

R

C S

C S

E R

H U

O

D

N

R

P A

N

O

F

O

R T

I

S S

I M

O

N

I

M

I D

C

Stick and Staff Match Up

Directions: Draw a line from each pattern in the music staff to the stick notation match.

1.

s

4.

s

3.

s

2.

s

a.

s m s s ms

b.

s m s s ms

c.

s m s m

d.

s m s s m

m

ANSWER KEY

Documents

Kinder Instructional Packet May 4, 2020 · 2020. 4. 30. · mop bus sun fan cat hen 13088_14_SU_BLM.qxd:Unit 14e SU BLM -KT 8/9/11 3:19 PM Page 8 ... Si a su hijo/a se le diﬁculta,