Hickey Lesson Plan for Week: 4-12-2021Vision - St. Louis Public Schools is the district of choice for families in the St. Louis region that provides a world-class education and is nationally recognized as a leader in student achievement and teacher quality.Mission - We will provide a quality education for all students and enable them to realize their full intellectual potential.

Blended Learning Instructional Framework: Whole Group Instructional Plan

Lesson/Topic

ELA

Learning TargetLearning targets are short term, student-friendly statements that clearly define what students should know and be able to do at the end of the lesson.

Activities, Instruction & ModelingWhat do you need to explain, present, facilitate, or model? What instructional strategies will you use? What will students do to understand concepts or practice skills (practice, discussion, reflection, creation)? Synchronous learning refers to a learning event in which a group of students are engaging in learning at the same time. Asynchronous learning is instruction and learning that does not occur in the same place or at the same time – usually independent.

Formative Assessment /Exit SlipHow will students demonstrate their daily learning? How will you know if they understand concepts or can apply skills? Please provide links.

Due Date

Synchronous/Live Instruction Asynchronous Playlist

Lesson 1Monday

-Demonstrate understanding that a systematic, predictable relationship exists between written letters and spoken sounds; -Identify whether pairs of phonemes are the same or different, including pairs that differ only in voicing-Indicate whether a phoneme is present in the initial/medial/final position of a spoken word, e.g., hear /m/ at the beginning of mat and /g/ at the end of bag; -Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or basic code sound for every consonant -Read and write one-syllable short vowel CVC words 

U5, L5- blending/decoding/word readingWorksheet 5.2 page 19

Nearpod activity-Draw a line to connect word to matching picture.

Skill- blending/decodingActive Listening & Participation

Due SundayComplete and Submit all weekly assignments by 8:00 pm on Sunday.

Lesson 2Tuesday

-Demonstrate understanding that a systematic, predictable relationship exists between written letters and spoken sounds; -Identify whether pairs of phonemes are the same or different, including pairs that differ

U5, L5- blending/decoding/word readingWorksheet 5.2 page 20

Nearpod activity-Draw a line to connect word to matching picture.

Skill- blending/decodingActive Listening & Participation

Due SundayComplete and Submit all weekly assignments by 8:00 pm on Sunday.

only in voicing-Indicate whether a phoneme is present in the initial/medial/final position of a spoken word, e.g., hear /m/ at the beginning of mat and /g/ at the end of bag; -Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or basic code sound for every consonant -Read and write one-syllable short vowel CVC words 

Lesson 3 Wednesday

-Demonstrate understanding that a systematic, predictable relationship exists between written letters and spoken sounds; -Identify whether pairs of phonemes are the same or different, including pairs that differ only in voicing-Indicate whether a phoneme is present in the initial/medial/final position of a spoken word, e.g., hear /m/ at the beginning of mat and /g/ at the end of bag; -Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or basic code sound for every consonant -Read and write one-syllable short vowel CVC words 

U5, L6- blending/decoding/word readingWorksheet 6.1 page 25

Nearpod activity-Make /w/ sound while tracing the letter w and words that begin with /w/ sound

Skill- blending/decodingActive Listening & Participation

Due SundayComplete and Submit all weekly assignments by 8:00 pm on Sunday.

Lesson 4Thursday

-Demonstrate understanding that a systematic, predictable relationship exists between written letters and spoken sounds; -Identify whether pairs of phonemes are the same or different, including pairs that differ only in voicing-Indicate whether a phoneme is present in the initial/medial/final position of a spoken word, e.g., hear /m/ at the beginning of mat and /g/ at the end of bag; -Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or basic code sound for every consonant -Read and write one-syllable short vowel CVC words 

U5, L5- blending/decoding/word readingWorksheet 6.1 page 26

Nearpod activity-Write word under matching picture

Skill- blending/decodingActive Listening & Participation

Due SundayComplete and Submit all weekly assignments by 8:00 pm on Sunday.

Lesson 5 Friday

-Demonstrate understanding that a systematic, predictable relationship exists between written letters and spoken sounds; -Identify whether pairs of phonemes are the same or different, including pairs that differ

U5, L5- blending/decoding/word readingWorksheet 6.2 page 27

Nearpod activity-Write word under matching picture

Skill- blending/decodingActive Listening & Participation

Due SundayComplete and Submit all weekly assignments by 8:00 pm on Sunday.

only in voicing-Indicate whether a phoneme is present in the initial/medial/final position of a spoken word, e.g., hear /m/ at the beginning of mat and /g/ at the end of bag; -Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or basic code sound for every consonant -Read and write one-syllable short vowel CVC words 

Supporting Student Learning PathwaysPlease note specific Learning Targets of focus and what resources are being used or provided to support students at each level.

Intensive ScaffoldingStudents demonstrating performance at level NE or 1

on the Content Area Proficiency Scale.

Moderate ScaffoldingStudents demonstrating performance at level 2 on the

Content Area Proficiency Scale.

Enrichment/IndependentStudents demonstrating performance at level 3 or 4 on the Content

Area Proficiency Scale.Keep review and revisiting blending and reviewing one syllable words, go over spatial words

Focus on blending words more practice with many words Add more sounds, words, harder words for syllable breakdowns

Blended Learning Instructional Framework: Whole Group Instructional PlanLesson/Topic

Math

Learning TargetLearning targets are short term, student-friendly statements that clearly define what students should know and be able to do at the end of the lesson.

Activities, Instruction & ModelingWhat do you need to explain, present, facilitate, or model? What instructional strategies will you use? What will students do to understand concepts or practice skills (practice, discussion, reflection, creation)? Synchronous learning refers to a learning event in which a group of students are engaging in learning at the same time. Asynchronous learning is instruction and learning that does not occur in the same place or at the same time – usually independent.

Formative Assessment /Exit SlipHow will students demonstrate their daily learning? How will you know if they understand concepts or can apply skills? Please provide links.

Due Date

Synchronous/Live Instruction Asynchronous Playlist

Lesson 1 I can find parts of the numbers 17, 18, and 19.

Essential UnderstandingLesson 10.6Savvasrealize.com (enVisionmath 2.0) Savvas Online Resources. Watch the video and either do solve and share or assign it to the students to complete.

Visual Learning Solve and Share

Envision workbook- Pages 597-602

Students will watch the following videos on Savvasrealize.com in addition to completing the assignments below. (enVisionmath 2.0)

Quick Check Another Look

Making Teen Numbers with Teen Numbers:https://www.youtube.com/watch?v=lLPsPpmI9VA

Number Bonds 11-19|Math Song for Kids| Jack Hartmann:https://www.youtube.com/watch?

Students will complete questions from the independent practice.

4/12/21

v=MmLMU8BqyKw

The Mission of Addition:https://www.getepic.com/app/read/5912

Lesson 2 I can count using patterns to 30

Essential UnderstandingLesson 11.1Savvasrealize.com (enVisionmath 2.0) Savvas Online Resources. Watch the video and either do solve and share or assign it to the students to complete.

Visual Learning Solve and Share

Envision workbook- Pages 625-627

Students will watch the following videos on Savvasrealize.com in addition to completing the assignments below. (enVisionmath 2.0)

Quick Check Another Look

Big Numbers Song | Count to 100 Song | The Singing Walrushttps://youtu.be/bGetqbqDVaA

Let's Get Fit | Count to 100 | 2021 Version | Jack Hartmannhttps://youtu.be/1dkPouLWCyc

Students will complete questions from the independent practice.Pp628-630

4/13/21

Lesson 3 I can count using patterns to 50

Essential UnderstandingLesson 11.2Savvasrealize.com (enVisionmath 2.0) Savvas Online Resources. Watch the video and either do solve and share or assign it to the students to complete.

Visual Learning Solve and Share

Envision workbook- Pages 631-633

Students will watch the following videos on Savvasrealize.com in addition to completing the assignments below. (enVisionmath 2.0)

Quick Check Another Look

Big Numbers Song | Count to 100 Song | The Singing Walrushttps://youtu.be/bGetqbqDVaA

Let's Get Fit | Count to 100 | 2021 Version | Jack Hartmannhttps://youtu.be/1dkPouLWCyc

Students will complete questions from the independent practice.Pp634-636

4/14/21

Lesson 4 I can count by 10s to 100 Essential UnderstandingLesson 11.3Savvasrealize.com (enVisionmath 2.0) Savvas Online Resources. Watch the video and either do solve and share or assign it to the students to complete.

Visual Learning Solve and Share

Envision workbook- Pages 637-639

Students will watch the following videos on Savvasrealize.com in addition to completing the assignments below. (enVisionmath 2.0)

Quick Check Another Look

Big Numbers Song | Count to 100 Song | The Singing Walrushttps://youtu.be/bGetqbqDVaA

Let's Get Fit | Count to 100 | 2021 Version | Jack Hartmannhttps://youtu.be/1dkPouLWCyc

Count 10-100 | Count by 10 Song | The

Students will complete questions from the independent practice.Pp640-642

4/15/21

Singing Walrushttps://youtu.be/-gmEe0-_ex8

Lesson 5 I can count by 10s and ones Essential UnderstandingLesson 11.4Savvasrealize.com (enVisionmath 2.0) Savvas Online Resources. Watch the video and either do solve and share or assign it to the students to complete.

Visual Learning Solve and Share

Envision workbook- Pages 649-651

Students will watch the following videos on Savvasrealize.com in addition to completing the assignments below. (enVisionmath 2.0)

Quick Check Another Look

Big Numbers Song | Count to 100 Song | The Singing Walrushttps://youtu.be/bGetqbqDVaA

Let's Get Fit | Count to 100 | 2021 Version | Jack Hartmannhttps://youtu.be/1dkPouLWCyc

Count 10-100 | Count by 10 Song | The Singing Walrushttps://youtu.be/-gmEe0-_ex8

Students will complete questions from the independent practice.Pp652-654

4/16/21

Supporting Student Learning PathwaysPlease note specific Learning Targets of focus and what resources are being used or provided to support students at each level.

Intensive ScaffoldingStudents demonstrating performance at level NE or 1

on the Content Area Proficiency Scale.

Moderate ScaffoldingStudents demonstrating performance at level 2 on the

Content Area Proficiency Scale.

Enrichment/IndependentStudents demonstrating performance at level 3 or 4 on the Content

Area Proficiency Scale.Students are able to complete 50% of independent practice and 1 and 2 on HW on their own

Student is able to work through 80% of independent practice on their own

Students are able to complete solve and share AND all independent work on their own

Blended Learning Instructional Framework: Whole Group Instructional PlanLesson/Topic

Science

Learning TargetLearning targets are short term, student-friendly statements that clearly define what students should know and be able to do at the end of the lesson.

Activities, Instruction & ModelingWhat do you need to explain, present, facilitate, or model? What instructional strategies will you use? What will students do to understand concepts or practice skills (practice, discussion, reflection, creation)? Synchronous learning refers to a learning event in which a group of students are engaging in learning at the same time. Asynchronous learning is instruction and learning that does not occur in the same place or at the same time – usually independent.

Formative Assessment /Exit SlipHow will students demonstrate their daily learning? How will you know if they understand concepts or can apply skills? Please provide links.

Due Date

Synchronous/Live Instruction Asynchronous Playlist

Lesson 1 Monday

K.ESS2.E.1

With prompting and support, construct an argument using

Mystery Science Plant and Animal Secrets Lesson 3

Nearpod activityMystery Science Assessment Plant and Animal Secrets Lesson 3

Nearpod activity-Lesson 3 Assessment

Due SundayComplete and Submit all weekly

evidence for how plants and animals (including but not limited to humans) can change the environment to meet their needs.

assignments by 8:00 pm on Sunday.

Lesson 3Wednesday

K.ESS2.E.1

With prompting and support, construct an argument using evidence for how plants and animals (including but not limited to humans) can change the environment to meet their needs.

Mystery Science Plant and Animal Secrets Lesson 4

Nearpod activityMystery Science Assessment Plant and Animal Secrets Lesson 4

Nearpod activity-Lesson 4 Assessment

Due SundayComplete and Submit all weekly assignments by 8:00 pm on Sunday.

Lesson 5Friday

K.ESS2.E.1

With prompting and support, construct an argument using evidence for how plants and animals (including but not limited to humans) can change the environment to meet their needs.

Mystery Science Plant and Animal Secrets Lesson 5

Nearpod activityMystery Science Assessment Plant and Animal Secrets Lesson 5

Nearpod activity-Lesson 5 Assessment

Due SundayComplete and Submit all weekly assignments by 8:00 pm on Sunday.

Supporting Student Learning PathwaysPlease note specific Learning Targets of focus and what resources are being used or provided to support students at each level.

Intensive ScaffoldingStudents demonstrating performance at level NE or 1

on the Content Area Proficiency Scale.

Moderate ScaffoldingStudents demonstrating performance at level 2 on the

Content Area Proficiency Scale.

Enrichment/IndependentStudents demonstrating performance at level 3 or 4 on the Content

Area Proficiency Scale.

Blended Learning Instructional Framework: Whole Group Instructional Plan

Learning TargetLearning targets are short term, student-friendly statements that clearly define what students should know and be able to do at the end of the lesson.

Activities, Instruction & ModelingWhat do you need to explain, present, facilitate, or model? What instructional strategies will you use? What will students do to understand concepts or practice skills (practice, discussion, reflection, creation)? Synchronous learning refers to a learning event in which a group of students are engaging in learning at the same time. Asynchronous learning is instruction and learning that does not occur in the same place or at the same time – usually independent.

Formative Assessment /Exit SlipHow will students demonstrate their daily learning? How will you know if they understand concepts or can apply skills? Please provide links.

Due Date

Synchronous/Live Instruction Asynchronous Playlist

Lesson 1Tuesday,April 13

Students will be able to identify a map and what it represents.

Pages 22-23 of Kindergarten Unit PlansTopic 1: Globes, Maps, and their Symbols

Experience 2- Use Google Maps to locate Hickey Elementary and discuss map features

Hickey Map Activity in Nearpod

Use satellite view to add details to Hickey map

Completed Hickey Map In Nearpod

Due SundayComplete and Submit all weekly assignments by 8:00 pm on Sunday.

Lesson 2Thursday, April 15

Students will be able to identify a map and what it represents.

Pages 22-23 of Kindergarten Unit PlansTopic 1: Globes, Maps, and their Symbols

Experience 2- Use Google Maps to locate community surrounding Hickey Elementary and discuss map features

Community Map Activity in Nearpod

Use satellite view to add details to communty mapAdd icons to Family Dollar, White Castle, Taco bell, and Rally’s

Completed Community Map In Nearpod

Due SundayComplete and Submit all weekly assignments by 8:00 pm on Sunday.

Supporting Student Learning PathwaysPlease note specific Learning Targets of focus and what resources are being used or provided to support students at each level.

Intensive ScaffoldingStudents demonstrating performance at level NE or 1

on the Content Area Proficiency Scale.

Moderate ScaffoldingStudents demonstrating performance at level 2 on the

Content Area Proficiency Scale.

Enrichment/IndependentStudents demonstrating performance at level 3 or 4 on the Content

Area Proficiency Scale.