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Kindergarten ELA Academic Packet

Student Name: ________________________________ School: ___________________________________

Week 6 May 4 - 8, 2020

Please follow your teacher's instruction on use and return of packets. Por favor siga las instrucciones de su maestro sobre el uso y la devolución de los paquetes.

Tanpri swiv enstriksyon pwofesè w sou jan pou w itilize ak retounen pakè yo. Por favor, siga as instruções do professor sobre o uso e o retorno dos pacotes

OCPS Distance Learning Packet Kindergarten ELA May 4 - 8, 2020

Day Skill Instructions

Monday Relationship between illustrations/photographs and the text

Review determining word meaning

Parts of a book

● Review Learning: Relationship betweenillustrations/photographs and the text

● Read Weird Animals: Lungfish● Complete the text-dependent questions● Review Learning: Identify parts of a book

● Students will explain the parts of a book using theirfavorite book that they have at home.

Tuesday Making connections ● Review Learning: Making Connections● Reread Weird Animals: Lungfish● Complete the text-dependent questions● Read Ten Pets* to someone.

● Identify the author, illustrator, and tell someone the role(job) each have in creating the story.

Wednesday Relationship between illustrations/photographs and the text

● Review Learning: Relationship betweenillustrations/photographs and the text

● Read Weird Animals: Wood Frogs● Answer text-dependent questions● Reread Ten Pets* to someone.

● Circle all of the words in the -en and -et word families.

Thursday Making connections ● Review Learning: Making Connections● Reread Weird Animals: Wood Frogs● Complete text-dependent questions● Reread Ten Pets* to someone.

● Word family sorting activity.

Friday Similarities and differences between two texts

● Review Learning: Compare and Contrast● Reread Weird Animals: Lungfish & Wood Frogs● Complete the graphic organizer to compare and contrast the

two texts.● Reread Ten Pets* to someone.

● Underline these high frequency words: are, by, cannot,its, see, this

Daily: Read a book of your choice for 30 minutes each day *Ten Pets is a decodable reader that can be found after Friday’s activities.

● Ten Pets focuses on the word families -en and -et . Word families consist of a vowel and final consonant(s)that produce a pattern of sound that rhymes.

● Students will read high frequency words. These are words that kindergarteners should know by sight.● Students will define the role of author and illustrator and explain the purpose of a title page.

** If your student needs assistance with any of the content presented in these lessons, please contact their teacher. All Orange County Public School teachers are committed to supporting our students throughout this distance learning experience. Thank you for all that you do to maintain a strong School/Home connection.

1

Monday

When you are reading informational text, you should pay close attention to the illustrations and photographs on each page. Everything on a page helps the reader get an even better understanding of the topic.

Illustrations and photographs help readers visualize (see) what the author is describing or explaining through the words they write.

Let’s practice. We will learn that lungfish live in water during the rainy season. I can see and learn that lungfish live in water in the part of the photograph that I circled.

-------------------------------------------------------------------------------

As you read the two informational texts this week, remember to stop and analyze the photographs or illustrations to help you understand what the author is trying to tell or teach you.

2

MondayDirections: After reading Weird Animals: Lungfish, answer these text-dependent questions.

1. What do we learn about lungfish from the words and

photographs/illustrations in this text?

A. Africa has a rainy season.

B. Lungfish swim and eat like other fish.

C. Lungfish have a special way to stay alive.

------------------------------------------------------------------------------------------- Use this page from Weird Animals: Lungfish, to help you answer question #2.

2. What is the meaning of theword burrow?

A. To dig

B. To eat

C. To swim

How does the illustration help you to know the meaning of burrow?

6

Reread this page from, Weird Animals: Lungfish

3. How does the photographmatch the description of thecocoon in the first paragraph?

The photograph shows…

A. The lungfish is swimming.

B. The lungfish burrowing inthe mud.

C. The lungfish is surroundedby sticky slime.

--------------------------------------------------------------------------------

Let’s review the parts of a book.

Now, find your favorite book (any book will do). Using your book, tell someone the parts of the book that we just reviewed. Be sure to tell them the role (job) of the author and illustrator in creating the book. Also, don’t forget to share what is the purpose of the title.

8

Tuesday

Ask your child the following question.

How are the two events (below) connected?

If you need help, ask yourself ● Do both of these events go together? How?

Answer: Both events are part of brushing your teeth.

Review this chart with your child.

8

Tuesday

Directions: After rereading Weird Animals: Lungfish, answer these text-dependent questions.

Use this page from Weird Animals: Lungfish, to help you answer this question.

1. What causes the lungfish to burrow in

the mud?

A. The ponds dry up.

B. The rainy season begins.

C. The lungfish is looking for food.

-------------------------------------------------------------------------------------------

2. How is a cocoon related to a

lungfish’s safety?

9

Wednesday Directions: After reading Weird Animals: Wood Frogs, answer these text-dependent questions.

1. What do we learn about wood frogs from the words and photographs in this

text?

A. Ice forms when water freezes.

B. Wood frogs live and swim in ponds.

C. Wood frogs have a special way to stay alive in winter.

-------------------------------------------------------------------------------------------

Reread this page from Weird Animals: Wood Frogs and answer question #2.

2. How is the photograph relatedto what the author is describing onthis page?

A. The photo shows the wood frogswimming.

B. The photo shows the ice aroundthe wood frog.

C. The photo shows the wood frogburrowing.

13

Thursday Directions: After rereading Weird Animals: Wood Frogs, answer these text-dependent questions.

Throughout the year there are changes

that happen in the wood frog that are

connected to the weather.

1. Underline the sentence that explainswhat happens inside the wood frog’sbody when winter comes.

--------------------------------------------------------------------------------------------------

2. What happens when Spring

returns? Complete the

sentence below

14

Thursday

After rereading the decodable reader, Ten Pets.

15

Friday

Let’s review what it means to identify similarities (how they are alike) and differences between two texts on the same topic.

(Different) Both (the same) (Different)

This dog is big.

This dog is older.

Both are dogs.

Both are animals.

Both have four legs.

This dog is small.

This dog is a puppy.

For the past few days you have been reading about two animals that have an unusual (special) way of surviving during different parts of the year. Today you will be completing a chart on the next page to show how these two texts are similar and how they are different.

16

Friday Directions: Today you will identify similarities and differences between the two texts, Weird Animals: Lungfish and Weird Animals: Woods Frogs.

(Different)

BOTH (similar or same)

(Different)

Who/what is the topic?

Both are animals

How do lungfish survive in the dry season? Both animals have a special way to… (circle one answer choice)

A. to stay alive.

B. to eat food

C. to hide from other

animals.

How do wood frogs survive in the winter?

17

Kindergarten English LanguageLearners

Academic Packet

Week 6

May 4 -May 8, 2020

20 Copyright © Imagine Learning, Inc. What Happened to Pluto?

Reading Lessons: Transition Books Copyright © Imagine Learning, Inc.

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What Happened to Pluto? Written by Nari Carter Illustrated by Hollie Hibbert Lexile®: 440L, 96 words

Earth is a planet. Mars is a planet.

Pluto was a planet. Now it is not.

Pluto was the farthest and smallest planet in our solar system.

Then, scientists said it wasn’t a planet. So, what’s up with that?

It’s not that Pluto dropped out of space. Pluto is still out there.

Scientists just changed their ideas about what a planet is. Now, Pluto is called a

dwarf planet.

Dwarf planets are too small to be planets.

Scientists believe there are other dwarf planets in our solar system.

Maybe you will find the next dwarf planet.

Accuracy: # of reading errors: (Indep. = 0–2, Instr. = 3–5, Frust. = 6+)

Speed: To calculate: 5760 ÷ (Reading time in seconds) = WPM

21 Copyright © Imagine Learning, Inc. Copyright © Imagine Learning, Inc. Reading Lessons: Transition Books

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What Happened to Pluto?

Comprehension Questions

1. What is Pluto called now?

a. a dwarf planet

b. a solar system

c. a space dwarf

d. a solar dwarf

2. Dwarf Planets are than other planets.

a. bigger

b. hotter

c. smaller

d. colder

3. What do we learn about scientists from this passage?

a. They go into space.

b. They change their ideas.

c. They think there is only one dwarf planet.

d. They think Pluto is a planet.

4. What is the main idea of this passage?

a. Pluto is too small to be a planet.

b. Pluto is far away.

c. Dwarf planets drop out of space every year.

d. All dwarf planets are called Pluto.

What Happened to Pluto?:

Comprehension Questions

22 Copyright © Imagine Learning, Inc.

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Cut out the cards and practice learning the words.

planet farthest

system smallest

solar scientists

cards

Copyright © Imagine Learning, Inc.

What Happened to Pluto?: Word Cards Reading Lessons: Transition Books

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Kindergarten Recommended Pacing

Day Skill Page

Monday

Daily Routine Describe What Is Always True

About a Cylinder *If needed, Playdough page

2-4

Tuesday Daily Routine

Describe Differences Between Cylinders 5-6

Wednesday

Daily Routine Describe What Is Always True

About a Sphere

*If needed, Playdough page

7-9

Thursday Daily Routine

Describe Differences Between Spheres 10-11

Friday

Daily Routine Cylinders and Spheres

Review of Two-Dimensional and

Three-DImensional Shapes

12-14

If your student needs assistance with any of the content presented in these lessons, please contact their teacher.

All Orange County Public School teachers are committed to supporting our students throughout this distance

learning experience. Thank you for all that you do to maintain a strong School/Home connection!

Directions on using this Daily Routines Document in supporting

“Fluently adding and subtracting within 5.” Fluently means to perform mathematical problems accurately and quickly. Below are different routines to support the fluency needed to master fluently adding and subtracting within 5. Example for planning: Each routine should take about 5-10 minutes. Choose a routine that would work for about a week so that it becomes a “routine” for the child.

Addition within 5

Sound of Numbers Parent/Teacher: Close your eyes and listen for the cubes being dropped into the container. How many sounds did you hear? Student: Listen and MENTALLY count the number of sounds you hear. Example: Drop 2 cubes wait and then drop 1 more for the number of the day 2 + 1 = 3. Notes for Activity: The teacher will drop a cube into the container one at a time until the amount desired is reached. Link with more information: https://vimeo.com/127606721 Questions to elicit student responses: How many did you hear drop into the bucket? Is that our starting number? How many more did you hear drop into the bucket? How many do we have all together?

Subitizing in Song Parent/Teacher: Let’s count along with the song. Making equations up to 5. Student: The ideal response will be to use an equation to find the total number of dots that are on the screen. Notes for Activity: The following is a suggested video using subitizing: https://ocps.instructuremedia.com/embed/4d280e0f-9304-4c9c-b238-a98b7cc4a740

Subitizing Flash Cards Parent/Teacher: Quickly show students an arrangement of counters using dot flash cards. Ask students how many they see and how they see it. Student: The ideal responses will be to use an equation to find the total number of dots that are on the flash card. For example, I see 5. 2 counters on top and 3 on the bottom 2 + 3 = 5. Notes for Activity: This activity assists students in subitizing different arrangements of numbers and reinforces fluency of addition to 5. Students should have 3 – 5 seconds to visualize the amount shown.

Five or Ten Frame Flash Parent/Teacher: Quickly show students an arrangement of counters using a five frame or a ten frame. Ask students how many they see and how they see it. Student: The ideal responses will identify the number with a description of how they see it. For example, I see 5. 2 counters on top and 3 on the bottom 2 + 3 = 5. Notes for Activity: This activity assists students in subitizing different arrangements of numbers and reinforces counting. Students should have 3 - 5 seconds to visualize the amount shown.

Subtraction within 5

Sound of Numbers Parent/Teacher: Close your eyes and listen for the cubes being dropped into the container and I will say how many I will remove. How many are left in the container? Student: Listen and MENTALLY count the number of sounds you hear dropped and subtract the amount that was stated. Students will voice how many are left in the container. Example: Drop 2 cubes wait and then say “taking 1”. Notes for Activity: Questions to elicit student responses: How many did you hear drop into the bucket? Is that our starting number? How many did you hear me say that I took from the bucket? How many do we have in the bucket?

Subitizing in Song Parent/Teacher: Let’s count along with the song. Making subtraction expressions from the given amount of objects. Student: Ideal response will be to create a subtraction expression from the total number of dots that are on the screen. Notes for Activity: The following is a suggested video using subitizing: https://ocps.instructuremedia.com/embed/4d280e0f-9304-4c9c-b238-a98b7cc4a740

Subitizing Flash Cards Parent/Teacher: Quickly show students an arrangement of counters using dot flash cards (maximum would be 5). Ask students. how many they see? How do you see them? What happens when __ is removed? Student: Example: I see 5 counters on top and 3 on the bottom. When 2 is removed, I have 3 left. Notes for Activity: This activity assists students in subitizing different arrangements of numbers and reinforces the number sense to 5 and supporting their fluency of subtracting. Students should have 3 – 5 seconds to visualize the amount shown.

Five or Ten Frame Flash Parent/Teacher: Quickly show students an arrangement of counters using a five frame or a ten frame (maximum would be 5). Ask students. how many they see? How do you see them? What happens when __ is removed? Student: Example: I see 5 counters on top and 3 on the bottom. When 2 is removed, I have 3 left. Notes for Activity: This activity assists students in subitizing different arrangements of numbers and reinforces counting. Students should have 3 - 5 seconds to visualize the amount shown. This activity assists students in subitizing different arrangements of numbers and reinforces counting, number sense to 5 and supporting their fluency of subtracting. Students should have 3 - 5 seconds to visualize the amount shown.

Playdough Ingredients If you need to make your own

CRM Alignment Unit 3.2 & 4.1

1

Three-Dimensional Figures’ AttributesCRM Alignment

Unit 3.2 & 4.1

Figure Name

Figure Attributes

cube 6 square faces of the same size

cone1 curved surface1 flat circle face

1 pointy end

cylinder 1 curved surface2 flat circle faces

sphere Curved surfaceNo flat faces

Name: ________________________

Describe What is Always True About a Cylinder

Directions: Describe this figure. Write down your answers on the lines below. (If you have a figure like this, have the child hold it.)

Ex: can of beans/veggies/soup, Pringles can

CRM Alignment Unit 3.2 & 4.1 Day 40

Give the student another three-dimensional figure different from

the figure above. (Ex: block, party hat, ball, etc.) What do you notice is

different from the other figure?

The figure above has:

4 square faces

2 circle faces

Round (curved surface)

2

Name: ________________________


3

Examine some of these figures. Circle the cylinders.

cylinder• 1 curved surface• 2 flat circle faces

Directions: What two-dimensional shapes are on the cylinder?

triangles circles squares


Curved Face

Name: ________________________


Directions: What is always true about a cylinder? Circle the words that describe the cylinder.

4

Try building a cylinder.

Materials needed: playdough/toilet paper roll


1 pointy end 2 circle faces pink

curved surface 1 circle facelarge

Name: ________________________

Describe Differences Between CylindersReview previous day’s learning: What makes a cylinder a cylinder?

Directions: What do we notice about the cylinders below? (Discuss this out loud)

What are some of the attributes that do not classify the cylinder as a cylinder?

Curved surface

Size

2 circle faces

Weight

Color

Direction 5


Name: ________________________

Describe Differences Between CylindersDirections: Underline the word that describes the difference

between the cylinders.

6

size color

Draw or show cylinders that are in different

directions.

texture

direction weight


Name: ________________________

Describe What is Always True About a Sphere

Directions: Describe this figure. Write down your answers on the lines below. (If you have a figure like this, have the child hold it.)

Ex: ball, basketball, marble

Give the student another three-dimensional figure different from

the figure above. (Ex: cube, can of soup/veggies, etc.) What do you notice is

different from the other figure?

The figure above has:

No faces

2 circle faces

6 square faces

round (curved surface)7


Name: ________________________


8

Examine some of these figures. Circle the spheres.

sphere• curved surface• No flat faces

Directions: What two-dimensional shape is on the sphere?

none circle triangle


Name: ________________________


Directions: What is always true about a sphere? Circle the words that describe the sphere.

9

Try building a sphere.

Materials needed: playdough

2 circle faces 6 square faces pointy end

curved surface no facestiny


Name: ________________________

Describe Differences Between SpheresReview previous day’s learning: What makes a sphere a sphere?

Directions: What do we notice about the spheres below? (Discuss this out loud)

What are some of the attributes that do not classify the sphere as a sphere?

Size

Texture

Color

No flat faces

Curved surface

Weight 10


Name: ________________________

Describe Differences Between SpheresDirections: Underline the words that describes the differences

between the spheres.

11

size color

Draw and label or show spheres that are different

sizes.

texture

direction weight


12

Directions: Circle the objects that are cylinders.

Directions: Circle the objects that are spheres.

13

Directions: Color all the two-dimensional shapes red and label the shape. Color all the three-dimensional figures green and label the figure.

14

Kindergarten Science Academic Packet

Student Name _________________________________ School ______________________________________

Week 6 May 4-May 8, 2020

Please follow your teacher's instruction on use and return of packets. Por favor siga las instrucciones de su maestro sobre el uso y la devolución de los paquetes.

Tanpri swiv enstriksyon pwofesè w sou jan pou w itilize ak retounen pakè yo. Por favor, siga as instruções do professor sobre o uso e o retorno dos pacotes.

Kindergarten Recommended Pacing

Day Skill Page

Monday

Big Idea 14: Organization and

Development of Living Things

Plants are Alike and Different 1-2

Tuesday



Plants are Alike and Different

3-5

Wednesday



Plants are Alike and Different 6-8

Thursday



Animals are Alike and Different 9-10

Friday



Animals are Alike and Different 11-13

*If your student needs assistance with any of the content presented in these lessons, please contact their

teacher. All Orange County Public School teachers are committed to supporting our students throughout this

distance learning experience. Thank you for all that you do to maintain a strong School/Home connection!

Day 1

Bell Ringer: Answer the question to review previous content from earlier this year.

What is true about real plants?

A. They talk to each other.

B. They grow toward the Sun.

C. They do magic tricks.

Activity - Animals - Alike and Different:

Directions: For this activity, you will compare different animals. Observe the pictures and write

three ways they are the same and three ways they are different.

List three ways these two animals are alike:

List three ways these two animals are different:

1





2

Day 2


Look at the picture below. How do you know that this picture of the giraffe is not real?

A. Giraffes have long necks that help them reach higher places.

B. Giraffes cannot jump rope.

C. Giraffes have long legs to help them run faster.

Hook: Use your prior knowledge to answer the question posed to you for this scenario.

What do you observe in the picture? What questions do you have?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

3

Explain: Go over the following information to learn today’s content.

Let’s Review

Plants of the same type look similar.

However, more than 400,000 types of plants exist.

Almost all plants have flowers, roots, leaves, and stems.

Unlike types of plants all look different. What differences do you see?

Plants are living. All plants reproduce.

They make their own food. They all grow.

4

Alike and Different Plant Activity:

Observe two plants outside your house. Draw the plants you observed.

How are the plants in the following sets of pictures alike and different?

Plant 1

Plant 2

List 3 ways these two plants above are alike:

List 3 ways these two plants above are different:

Exit Slip: What is alike about almost all plants?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

5

Day 3


Look at the picture below. How do you know that the monkeys in the picture are not real?

A. Monkeys do not have tails.

B. Monkeys do not wear clothes.

C. Monkeys cannot stand up.

Hook: Use your prior knowledge to answer the question posed to you for this scenario.

What do you observe in the picture? What questions do you have?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

6

Alike and Different Organism Activity:

How are the organisms in the following sets of pictures alike and different?

List 3 ways the two organisms above are alike:

List 3 ways the two organisms above are different:

7

List 3 ways the two organisms above are alike:

List 3 ways the two organisms above are different:

Exit Slip: Are animals and plants more alike or different?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

8

Day 4


What is true about real plants?

A. They talk to each other.

B. They grow toward the Sun.

C. They do magic tricks.

Hook: Use your prior knowledge to answer the questions posed to you for this hook picture.

What do you observe in the picture? Is it alive? How do you know?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Some things are nonliving .

These things do not eat, drink, breathe, grow or reproduce.

9

Animal, Plant, and Nonliving Activity:

Directions: Below are twelve pictures showing different animals, plants, and nonliving things.

Each picture is labeled by a number. Write the number of each picture under the correct heading

that is being shown in the picture.

Animal Plant Nonliving

1. 2. 3. 4.

5. 6. 7. 8.

9. 10. 11. 12

Exit Slip: Give 2 reasons why things are nonliving.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

10

Day 5


Which picture shows a real-life elephant?

Hook Activity:

Directions: Observe the pictures. Answer the questions after you are done observing the picture.

What do you observe in the picture? Is it alive? How do you know?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Animal Plant Nonliving Compare Activity:

11

Pick an animal, a plant, and a nonliving object picture from the previous day’s lesson. Using those

pictures and the provided Venn Diagrams show how the animal, plant and nonliving items are

alike and different.

12

Exit Slip:

Answer the following question.

Circle the picture of the nonliving thing.

13

Kindergarten SS Academic Packet

Student Name: ________________________________ School: ___________________________________

Week 6

May 4-May 8, 2020 Please follow your teacher's instruction on use and return of packets.

Por favor siga las instrucciones de su maestro sobre el uso y la devolución de los paquetes. Tanpri swiv enstriksyon pwofesè w sou jan pou w itilize ak retounen pakè yo. Por favor, siga as instruções do professor sobre o uso e o retorno dos pacotes

OCPS Distance Learning Packet Grade K Social Studies

“Community”

Standard SS.K.C.2.1 Demonstrate the characteristics of being a good citizen.

Task Instructions

Preview Text ● Preview vocabulary (Community, Empathy). ● Preview the text, Community & Being a Good Citizen

Read the Text

● Read the text, Community & Being a Good Citizen ● Annotate (mark the text) as you read to make meaning of the text. ● Respond to the questions.

Photo Analysis

● Observe the photographs in the text. ● List on your paper, what do you see? (Evidence) ● List on your paper any questions you may still have. (Questions)

Optional Activity

● Optional Building Empathy Activity: ● With a family member, send/drop off kind notes to essential workers within your

community. Students can participate in the betterment of their community.

**If your student needs assistance with any of the content presented in these lessons, please contact their teacher. All Orange County Public School teachers are committed to supporting our students throughout this distance learning experience. Thank you for all that you do to maintain a strong School/Home connection!

Standard SS.K.C.2.1 Demonstrate the characteristics of being a good citizen.

Why are we learning this?

Being a good citizen means that we care about each other and we care about our community. We have to be a good citizen to help make sure our communities are good places to live!

Vocabulary

Community The people living in a certain place.

Empathy Someone is able to share the emotions and feelings of another person.

1

❖ Empathy is a key part of being a helpful community member at school and home. Helping others and

your community helps people understand how to work with each other.

❖ Observe the photograph.

❖ What do you see?

❖ What questions do you still have?

1. Which of the following is not a way to be a helpful citizen in your community? Ⓐ recycling Ⓑ following community rules Ⓒ speaking kindly to others Ⓓ throwing trash on the ground 2. What is one way to be a helpful citizen in the community? Ⓐ watching tv Ⓑ playing on the playground Ⓒ swimming in the pool Ⓓ recycling cans and bottles

Optional Building Empathy Activity: With a family member, send/drop off kind notes to essential workers within your community. Students can participate in the betterment of their community.

2

ElementaryVisual & Performing Arts Packet

Week 6 May 4 - May 8, 2020

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Visual Art

Design a Commemorative Stamp

A commemorative stamp is a postage stamp that honors a person, group of people, or special event. Postage

stamps are used to mail letters in the United States. Throughout the history of the United States Postal Service,

artists such as Jackson Pollock, Mark Rothko, Edward Hopper, Georgia O’Keeffe, Andy Warhol, and many

others have had their artwork featured on postage stamps. Postage stamps are just one way in which artwork is

viewed throughout a community and share important messages.

YOUR TASK

Who are in the people in your community that are working to make it a better place? Teachers, doctors, nurses,

scientists, police officers, firefighters, etc. Your task is to create a commemorative stamp to honor someone who

is making a difference in your community. What symbols can you use in your stamp to represent your message?

Be sure to include the country and value of your stamp. Color your stamp with crayons, markers, colored pencils,

etc. Don't forget to use good craftsmanship so that your work is neat.

Common Symbols

Copyright Corner

Did you know that USPS postage stamps are copyrighted? That means that people can NOT copy the artwork legally.

Did you know that your artwork is also copyrighted the second you finish it? That means no one can reproduce your artwork with-out your permission. Why do you think copyright is important for artists? __________________________________________________________________________________________________________________________________________________________________

Doctor Love Government Medical Scientist Nurse Life Police Officer Firefighter

Theatre

Name: ______________________________________ Teacher: __________________

Directions: Read your favorite story. Share what you liked and didn’t like about the story.

Favorite Story: _________________________________________________________________________

What did you like about the story? Write your answers below:

What didn’t you like about the story? Write your answers below:

Name: ______________________________________ Teacher: __________________

Directions: Choose an emotion. Create a short dance (8-16 counts long) that shows that emotion.

Emotion:__________________________

Draw your dance steps below.

DA

Y 4

AC

TIV

ITIE

S

MY

RE

FL

EC

TIO

NS

___For 10 secon

ds each

,p

retend

to:• Sit in

a chair

• Rid

e a horse

• Walk like a b

ear• Lift a tru

ck• P

lay dru

ms

• Ask a fam

ily mem

ber to

create 2 more activities

for you to d

o.______C

rabb

y Clean

Up

! -P

ut 5 toys on

one sid

e ofth

e room. C

arry one toy

at a time across th

e roomon

your b

elly wh

ilew

alking

like a crabforw

ard an

d b

ackward

.B

ring

the toys b

ack tow

here you

started.

___Ask a fam

ily mem

ber

to play p

arachu

te. Pu

tsm

all, soft objects su

chas socks or tissu

es on a

bed

sheet or larg

e towel

and

lift up

and

dow

n to

shake th

e objects off.

Rep

eat___R

eflection: How

did your legs, arms

and lungs feel when you w

ere finished?

KINDERGARTENPHYSICAL EDUCATION

Student name: ____________________________Classroom teacher name:____________________________

DA

Y 1 A

CT

IVIT

IES

INS

TR

UC

TIO

NS

Work w

ith a fam

ilym

emb

er to comp

leteth

e activities in a safe

location.

Ch

eck off each activity

you com

plete on

this

pap

er and

answ

er the

reflection q

uestion

. R

eturn

this p

aper an

dth

e answ

er to the

reflection q

uestion

toyou

r ph

ysical edu

cationteach

er. A

t the b

egin

nin

g of

each lesson

, comp

lete aM

ind

ful M

inu

te. For 60secon

ds, clear you

rm

ind

and

only focu

s onyou

r breath

ing

. If your

min

d starts to w

and

er,b

ring

your atten

tionb

ack to your b

reathin

g.

1.2.3.

4.

Stomp

ing

your foot an

dcou

ntin

g to 8 fou

r times.

Walkin

g w

hile cou

ntin

gto 8 on

each step

four

times.

Pick 2 d

ifferent lion

-likem

ovemen

ts to inclu

de in

your d

ance.

___ Have fu

n!

___ Play a son

g an

d d

ance to

the m

usic.

___ Practice an

8-coun

t beat

by clap

pin

g an

d cou

ntin

g to

8 four tim

es in a row

.

___Create a Lion

Dan

ce toan

8-coun

t beat son

g.

___ Teach you

r dan

ce tofam

ily mem

bers an

d in

viteth

em to d

ance w

ith you

again

. ___C

hoose you

r own

activityto p

erform an

d w

rite it here

____________________________.

DA

Y 2

AC

TIV

ITIE

S

Brin

g rig

ht kn

ee up

totou

ch left elb

ow an

d th

enb

ring

left knee u

p to

touch

righ

t elbow

Ju

mp

ing

jacksFrog

jum

ps

___ Have fu

n!

___ Practice d

oing

these

activities:

___ Ask a fam

ily mem

ber to

use th

eir fing

ers to show

youh

ow m

any tim

es to do each

activity above. C

oun

t their

fing

ers and

do th

e activities.___ A

sk a family m

emb

er toToe Fen

ce with

you. W

hile

hold

ing

each oth

er’ssh

ould

ers, try to tap th

eoth

er person

’s toe with

out

havin

g you

rs tapp

ed.

Rep

eat.

Hop

on you

r righ

t foot wh

ileyou

say this rh

yme: “I can

jum

p. I can

hop

. How

man

yh

ops b

efore I stop? 1, 2, 3 …”

Hop

on you

r left foot wh

ileyou

say this rh

yme “U

p an

dD

own

. Up

and

Dow

n.

Hop

pin

g m

akes the w

orldg

o roun

d. 1, 2, 3...”

Jum

p w

ith b

oth feet

togeth

er wh

ile you say th

isrh

yme: “A

BC

s and

vegetab

leg

oop. W

hat letters lan

d in

the veg

etable sou

p? A

, B, C

,…”

___ Have fu

n!

___ Ask a fam

ily mem

ber to

help

you cou

nt::

___ Ask a fam

ily mem

ber to

help

you m

ake up

a rhym

e.

Ask a fam

ily mem

ber to

create 2 differen

tm

ovemen

ts for you to

perform

.

___ Have fu

n!

___ Create a sock b

all___ W

alk wh

ile balan

cing

the sock on

your

elbow

; back of h

and

; top of

foot; shou

lder; top

of head

;b

ack of neck

___ Rep

eat wh

ile walkin

gw

ith lon

g step

s; walkin

g on

tip toes; w

alking

low to th

eg

roun

d; w

alking

backw

ard;

crawlin

g

DA

Y 3

AC

TIV

ITIE

SD

AY

4 A

CT

IVIT

IES

DA

Y 5

AC

TIV

ITIE

S

Sit in a ch

airR

ide a h

orseW

alk like a bear

Lift a truck

Play d

rum

s

___ Have fu

n!

___ For 10 secon

ds each

,p

retend

to...

___ Ask a fam

ily mem

ber

to play p

arachu

te. Pu

tsm

all, soft objects su

ch as

socks or tissues on

a bed

sheet or larg

e towel an

d lift

up

and

dow

n to sh

ake the

objects off. R

epeat.

MY

RE

FL

EC

TIO

NS

___Wh

at hap

pen

s to your h

eartbeat an

d b

reathin

g w

hen

you d

ance an

d h

op an

d ju

mp

?

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