KINDERGARTEN · stuffed animals. Teach them to have good manners. Play a card game Rummy, War, Go Fish, Solitaire, Uno, Old Maid… Any game you can think of! Make fort out of cardboard,

KINDERGARTEN

Weeks of:

APRIL 13TH & APRIL 20TH WICHITA PUBLIC SCHOOLS

To Students, Parents and Guardians: Week 5 and 6 Packets will be mailed

out the week of April 27th Week 7 and 8 Packets will be mailed

out the week of May 11th.

Kindergarten and 1ST Grade

Your child should spend up to 45 minutes over the course of each day on this packet. Consider other family-friendly activities during the day such as:

Watch a YouTube

video on mindfulness with Mind Yeti.

Do a family workout together (run in place,

jumping jacks etc.)

Break out the jigsaw puzzle and put it together

as a family!

Draw or write about what you want to be when you

grow up.

Go for a walk and count your steps (by 1's, 5's,

10's)

Have a pretend party with stuffed animals. Teach

them to have good manners.

Play a card game Rummy, War, Go Fish, Solitaire, Uno, Old Maid… Any

game you can think of!

Make fort out of cardboard, blankets, etc.

*All activities are optional. Parents/Guardians please practice responsibility, safety, and supervision.

For students with an Individualized Education Program (IEP) who need additional support, Parents/Guardians can refer to the Specialized Instruction and Supports webpage,

contact their child’s IEP manager, and/or speak to the special education provider when you are contacted by them. Contact the IEP manager by emailing them directly or by contacting the school.

The Specialized Instruction and Supports webpage can be accessed by clicking HERE or by navigating in a web browser to https://www.usd259.org/Page/17540

WICHITA PUBLIC SCHOOLS CONTINUOUS LEARNING HOTLINE AVAILABLE

316-973-4443 MARCH 30 – MAY 21, 2020

MONDAY – FRIDAY 11:00 AM – 1:00 PM ONLY

For Multilingual Education Services (MES) support,

please call (316) 866-8000 (Spanish and Proprio) or (316) 866-8003 (Vietnamese).

The Wichita Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, sexual orientation, disability, age, veteran status or other legally protected classifications in its programs and activities.

Weekly Supports for Diverse Learners

ELA K‐5

General Accommodations:

Break assignments into chunks of learning. Tackle a little at a time.

Clarify or reword directions for understanding.

Highlight directions.

Provide a dictionary to assist with spelling or have the child sound out the words.

Provide a quiet place to work without distractions.

Provide extra time to finish assignments.

Read or assist your child in reading text such as passages, questions, and answer choices. Read the text to your child a couple of times then read the text with your child. Read to your child stopping for them to read words they can independently. Allow your child to answer comprehension questions in many different ways such as orally, drawing

a picture or acting out the story showing understanding. Read the same text multiple times throughout the week. Scribe written responses for your child.

Work with your child one on one.

Provide fewer answer options for multiple choice questions (e.g., 3 answer options instead of

4).

Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz

*Use this alphabet chart to assist with letter recall and recognition when students are required to write

written responses.

*Grades K‐5 can use the below sight word dictionary provided to assist with word recall and recognition

when students are required to write written responses.

Journeys Kindergarten High Frequency Words

Aa Bb Dd for he is Mm Oo over see that to was Yy a be day from help Jj make of Pp she the too we you

all but do Gg her just me off play show their Uu went your

and by down give here Ll my on put so them up what

are Cc Ee go how like Nn one Ss some then Vv when

ask came every good Ii little new only said soon there very where

ate come Ff Hh I look now our saw Tt they Ww will

away could find have into out say take this walk with

Journeys First Grade High Frequency Words

Aa bird covers few he long off Ss teacher warm above blue cried field head look old said their was

about both Dd find hear loudly once school there wash

across boy different first heard loved one second these watch

after bring do five help Mm only seven they water

again begins does fly her make open shall think were

all bird done follow here many or she those what

almost blue don’t food high maybe our should thought where

along both door for hold me out show three who

always boy down four house minute over sing today why

and bring draw friend how more own small together window

animal brothers Ee friendship Ii most Pp soil too with

around brown earth full Idea mother paper some took work

away buy eat funny into my party sometimes toward world

Bb by eight Gg Kk myself people soon try would

baby Cc enough give kind Nn pictures sorry two write

ball call even goes know near play starts Uu Yy be car every good Ll never please stories under years

bear carry everyone great large new pull story until yellow

beautiful caught eyes green laugh night pushed studied use you

because city Ff ground learning noise put sure Vv young

been cold fall grow light nothing Rr surprised very your

before come family Hh listen now read Tt Ww

began could far happy little Oo ready take walk

begins country father have live of right talk want

Journeys Second Grade High Frequency Words

Aa behind didn’t floor hello loved Pp should talk water above being different flower help Mm paper sing tall what’s

across better doing follow high maybe part sky teacher while

afraid bird door food hold might party slowly though why

against book Ee found horse mind people someone thought window

ago boy earth friends house money pictures something through without

air brothers else from hundred morning places sometimes told woman

almost Cc enough front Ii most pushed sorry tomorrow won’t

alone called even Gg I’ll mother Rr sound took words

along car ever girl I’ve more ready started toward world

also care every gone idea move really starts town write

animals cheer everyone great Kk Nn remember stood turned Yy another children everything ground kept near river store Uu years anything city eye Hh knew never room stories until young

Bb comes Ff happened Ll next Ss story Vv

baby coming falling happy large night says studied voice

ball cried family hard learn nothing school sure Ww

bear Dd father head learning Oo second surprised walked

began dark few hear leaves other she Tt warm

begins dear field heard lived outside sheep table watch

3/19/2020 Journeys Write-In Reader, G1

https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/ancillary_9780547896106_/volume1/launch.html 1/10

WORDS TO KNOW

do funny

no

they

Read the sentence.

Write the new word.

Sal had no bag.

no Lib can do it!

do 22

Copyright © 2014 by Houghton Mifflin Harcourt Publishing Company



It is not bad.

Can they can fix it?

they

His pal Rob is funny.

funny23




Read the words in the word box.

Write the word under the picture.

dot log

mop top

1 2

3 4

24




by Marvin Hampton

Dot is a funny cat.

25




What if Dot got in?

Can Dot do it?

26




Dot did it!

Dot got in.

27




Dot ran.

28




Dot ran on.

29




Got him!

Can cats go in?

No, they can not!

30




Read Together

Check the answer.

Where is Dot?

at school

at home

What happened first?

Dot got in.

Dot ran on a hot pot.

What happened last?

A lady said, “Cat!”

A teacher got Dot.

Write about Dot.

Dot is .

31




WORDS TO KNOW

all does here who

Read the sentence.

Write the new word.

Pals can all fit on top.

all Meg met Lin here.

here 32




Big Ben does not let Ted win.

does

I see who it is!

who 33




34

Read the words in the word box.

Write the word under the picture.

hen red

ten bed

1 2

3 4




by Roberto Gómez

It is big here.

Dex does not fit in.

35




36

Who can help Dex?

Hens can not.




Pigs can not.

Dex is not a pig.

37




Dogs can not.

All the dogs yap at him.

38




Dex met Len.

Len led him here.

39




It is not bad here.

It is not bad at all!

40




Read Together

Check the answer.

How do you know Dex is a duck?

from the words

from the picture

Where is the title?

on the first page

on the last page

On page 38, which dog is yapping?

the brown dog

the gray dog

Write about Dex’s home.

His home is .

41


Roll and Fill

Students develop the idea of one-to-one correspondence as they realize one number name goes with each item. Counting sequentially, starting with 1, helps students to know number names and the correct order of numbers as they match each count with one item.

Materials: 2 cups or tiny bowls; counters or small items (dried beans, buttons, pennies, etc.); 1 die (if you do not have dice at home, use the attached number cards); scrap paper and pencil

Directions: Read the directions aloud to your child before beginning the activity. Have your child help decide what to place in the cup (items to use) and discuss why this is a good choice.

Possible questions to ask during the activity:

How many more turns do you think you will need to fill your cup?

How many more counters do you think you will need to fill your cup?

How many counters do you think might be in your cup right now (asking at the halfwaypoint)?

How many counters do you think might be in your cup now? (asking at the end)

Do you think you have more counters or me? Why do you think this?

You are going to count these now. What is one way to make this easier? How couldyou organize your counters as you count?

Now that you have counted, who has more counters in their cup? Who has less? Howdo you know?

Possible modifications/extensions to the activity:

Use one cup only and work together to fill it.

Fill a smaller (or larger) container.

Roll 2 dot dice or draw two cards, find the sum and place this many counters in thecup.

Roll 2 dice (one numeral, one dot), find the sum by starting with the numeral die andcounting on using the dot die. Place this quantity in the cup.

Week of 3-23-20: K-5 Math Teaching Resources shared free resources online for families to support continuous learning at home. This is one of those games.

Let your child cut the

cards out—great fine

motor practice!

Roll and Fill

Materials: 1 or 2 dice (depending on level of difficulty) or attached number

cards, cup or tiny bowl, counters (dried beans, pennies, buttons, etc.), scrap paper

and pencil

Directions:

1. Work with a partner or small group. Each player will take turns rolling the dot

die (or drawing a card) and saying the number. Each player will count out that

number of items and drop them into their own container.

2. Keep taking turns until all players have filled their own containers to the brim.

***Don’t forget some of the suggested questions on the other side.

3. Each player empties their own container and counts the total number of objects

it took to fill the container.

4. Each player records their own work on scrap pieces of paper. Use pictures,

numbers, or words to show how the items were counted.

0 1 2 3

4 5 6 1

2 3 4 5

6 2 3 4

5 6 5 6

Lesson 27 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM K•1

Count the shapes, and write how many. Color the shape you counted first.

Draw 10 things in an array (5 in each row). Color 5 of them one color. Color the other 5 a different color.

Lesson 27: Count 10 objects, and move between all configurations. 271

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

© 2015 Great Minds. eureka-math.orgGK-M1-TE-1.3.0-06.2015

Draw 10 circles in the ten frame below. Color the top row one color. Color the bottom row a different color.

Draw 10 circles again. Use the same two crayons again. This time do not color them by rows. Choose 5 to color with your first crayon and 5 to color with your other crayon.

Ask your child, "How are these two ten frames alike?" "How are they different?"

http://creativecommons.org/licenses/by-nc-sa/3.0/deed.en_US



Lesson 27 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM K•1

Write the numbers 1 to 10 in the apples a different way. When you count, drawa path connecting the apples.

1

3

5

4

6

8

10




Read the numbers on the apples aloud. Some of the numbers are missing. Write those numbers in.

Draw a path connecting the apples in the counting order.




Lesson 27 Homework NYS COMMON CORE MATHEMATICS CURRICULUM K•1




Draw some more of each picture so that when you are done, there are 10. Write the number 10.




273

You'll need another famly member to play this game. It is called How Many Are Under There? This game is just like Hide and See, which you have played at school with snapcubes behind your back. Materials: You will need 10 small items (Cheerios, Gold Fish crackers, paperclips, cotton balls, etc.) and a bowl or cup you cannot see through, this sheet and a pencil.Game: Grab some of the items. Count them aloud with your partner.Partner A: Write that number in the top circle in the number bond. Partner B: Covers his/her eyes.Partner A: Put some of the items under the bowl. Partner B: Opens his/her eyes and counts the items outside of the bowl. He/She writes that number in the left hand circle. Then he/she needs to come up with a strategy to figure out how many are under the bowl without looking. (i.e. "We had 4 Cheerios to start with. I see 2 outside of the bowl. I know the "doubles" so there has to be 2 under the bowl, because 2 and 2 equal 4." - or - "There were 5 altogether when we started. I see 4 outside of the bowl. I can use the strategy of "Counting On". I see 4 and if I count on by one more, then that makes 5!") Partner B: Writes the number (quantity under the bowl/cup) in the right hand circle. PartnerA: Lifts the bowl and both partners check for accuracy.Switch roles! Be sure to try some where you start with all 10, then hide some.




Helpful Tools and Models—Primary Grades—K, 1st and 2nd

One way for students to organize

their count is to move objects

(buttons, tiny marshmallows, etc.)

into an array. Drawing dots

works well, too. Our brains are

pattern seeking devices and arrays

are a great way to make sense of

quantity or symbols like numbers.

A tool or model that young learners use often in school is a ten frame. Kindergarten and 1st grade students should have a deep

understanding of ‘five’ and ‘ten’. Our number system is rooted in the number ‘10’. Students should be able to see dots in a ten

frame and know instantly how many are there, as well as how many are missing.

A tool that is used from

kindergarten through 5th grade is

a number bond. At the beginning

of kindergarten, students learn

how to decompose (break apart)

quantities and numbers. They

start with the whole and determine

the parts. Notice the example

above has objects (little erasers)

on the number bond.

Next, the students move to the pictorial level. In the

example above, the student drew stars to represent two

different ways to decompose (break apart)

five.

These examples also show objects in the number bond. These number bonds are

examples of composing (the parts are present, but the whole is

missing).

Students who have a deep

understanding of quantity then

use numbers in their number

bonds. The number bonds

above are examples of the

symbolic level—a very

abstract level of thinking! :)

If your child is struggling

with work at the symbolic

level (just numbers), try

having him/her show his/her

thinking with objects.

1

2

3

4

5

6

7

8

9

10

1

2

3

4

5

6

7

8

9

10

1

1

12

1

3

14

1

5

16

1

7

18

1

9

20

number paths

Kindergarten students should use number paths.

If a1st and/or 2

nd grade child is struggling with numeration activities, consider having

him/her use the num

ber paths before moving to a num

ber line.

number line

tape diagram

Like a number bond, a tape diagram

is a tool/model used to

help make sense of unknown - especially in word problem

s.

Tape diagrams show the ‘part-part-whole’ relationship.

Counting Objects - SCOOTBig Math Idea: Counting objects and writing numbers

Objective: Students will count objects and write the number of the objects on their recording sheet.

Materials:

pencil and hard surface to write on (book, metal cookie sheet, clipboard, etc.); SCOOT cards;

SCOOT recording sheet; tape

Prep:

Have your child cut out the SCOOT cards on the dotted lines. This is good fine motor practice! Tape

these picture cards up around the house at the height of your child. Make it fun - tape them up in unique

places like inside the bathtub, a lower kitchen cabinet, on their bed frame, etc. If you do not have tape,

you can set them on or near pieces of furniture around your house.

How to play:

1. Once they are all hung up, let your child know he/she is going to scoot around the house…

going on a hunt looking for the pictures. The goal is for your child to find them in the order of the sheet

(1, 2, 3, 4…).

2. Once he/she finds them, his/her job is to count them and write that number on the

recording sheet in the corresponding box. (i.e. Card 8 has 4 cameras so he/she would write a ‘4’ in the 8

box.)

3. Your child could leave them hanging up to practice another day or even to let a sibling

close to his/her age go “scooting” around the house and do.

4. Here is a parent answer key in case you wish to check your child’s work:

Picture NumberQuantity on that

Picture

1 5

2 16

3 1

4 3

5 10

6 14

7 20

8 4

9 6

10 11

Picture NumberQuantity on that

Picture

11 13

12 2

13 19

14 7

15 12

16 8

17 18

18 15

19 17

20 9

If counting in

the teen

numbers is

challenging for

your child,

consider

having

him/her come

up with his/her

own way (or

even multiple

ways) to

organize the

count (i.e.

circle 10 then

count on, etc.).

This

demonstrates

deep

mathematical

thinking and

should be

celebrated!

SCOOT CARDSCut out on dotted lines and place around the house or in stack.

1.

2.

3.

4.

5.


6.

7.

8.

9.

10.


11.

12.

13.

14.

15.


16.

17.

18.

19.

20.

SCOOT Recording Sheet1. 2. 3. 4.

5. 6. 7. 8.

9. 10. 11. 12.

13. 14. 15. 16.

17. 18. 19. 20.

I will read the stories below to you. You draw pictures and color them to match the stories. Write the total in the box.

Bobby picked 4 red flowers. Then, he picked 2 purple flowers. How many flowers did Bobby pick?

Janet went to the donut store. She bought 6 chocolate donuts and 3 strawberry donuts. How many donuts did she buy?

Jose had a some bouncy balls. 3 had polka dots. The rest were red. Color the balls to show the red balls. How many bouncy balls does Jose have?

Some children were sitting in a circle. 4 of them were wearing green shirts. The rest were wearing yellow shirts. How many children were in the circle?

Lesson 28: Act out result unknown story problems without equations. 280


Lesson 28 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM K 1





Make up a story about the bears. Color the bears to match the story. Tell your story to a family member.

Make up a new story. Draw a picture to go with your story. Tell your story to a family member.



Lesson 28 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM K 1





How many ? Write how many in the box.

Draw 6 circles. Draw 4 triangles.

How many shapes did you draw? Write how many in the box.



Lesson 28 Exit Ticket NYS COMMON CORE MATHEMATICS CURRICULUM K 1


Color the . (pentagons)




Name Date

Make up a story about 10 things in your house. Draw a picture to go with your story. Explain your math story to a family member. Be sure to write numbers to match your story.



Lesson 28 Homework NYS COMMON CORE MATHEMATICS CURRICULUM K 1





1

2

3

4

5

6

7

8

9

10

1

2

3

4

5

6

7

8

9

10

1

1

12

1

3

14

1

5

16

1

7

18

1

9

20

number bond

number paths

Documents

KINDERGARTEN · stuffed animals. Teach them to have good manners. Play a card game Rummy, War, Go Fish, Solitaire, Uno, Old Maid… Any game you can think of! Make fort out of cardboard,