*Some parents have expressed that it is hard for their kiddo to understand why we cannot be at school right now and what COVID-19 is.  Here is a book that can be read to them, explaining these things in a nice, kid-friendly way.*

Book Suggestions & Tips for Talking to… | Indianapolis Public Library 

Kindergarten / Week 6 / April 20-24

Read 20 minutes every day. 

Daily Writing Journal:  Create a daily writing journal. 

Write about anything you want. You can also journal about your daily learning: 

  • What did you enjoy the most about your day? 

  • Why did you enjoy this moment? 

  • What did you learn? 

Weekly Learning Goal:  

Choice Activities:  

  • Listen to the story Something Special.  Tell an adult who the characters were in the story, what the setting is (where this story takes place), and what are the events that happen in this story (first, next, then, last). 

  • Watch the video clip on "How to Retell a Story".  With adult guidance, retell the main ideas from the story using the following sentence starters: The story is about ___. First, __. Next, __. Then, __. At the end __.  Use the story map included if you need help to organize your thoughts.  You could create your own map like this one on paper, if you can’t print this at home. 



  • Create and write your own questions on writing paper about the story using the 5 W’s and how (who, what, where, when, why, how) and then write a short response to each question.  For instance: Who was the character in the story who was a computer whiz? What happened when Sam cooked dinner for everyone and how do you think that made him feel? 

  • Think about the story Something Special.  In the story each character could do something unique that made them special.  Think about what makes you unique or different from everyone else.  Write about 3-4 things that make you special.  (For instance:  I can ride a bike with 2 wheels.  I can cook dinner and make my families favorite meal.  I can make an ice-cream cone with five scoops of ice-cream on top, because ice-cream is my favorite!) 

  • Remember what we learned last week about poems (the link to watch a short video about poems is in last week's lessons or it can be found in BrainPOPjr).  This week we are going to learn about poems that have rhyming words in them.  Watch the BrainPOPjr video about rhyming words, then think of 5-6 sets of words that rhyme.  If you cannot think of words that rhyme, use these rhyming pairs and put them in a poem: cat, hat; shoe, blue; frog, log; star, far; book, look. 


Here is an example of a poem about spring flowers. 

Can Turn In:

  • Send me a picture on Dojo of your own story map including the setting, characters, beginning, middle, and end. 


  • Send me a picture on Dojo of your writing and illustration about something that makes you special. 


  • Write a poem and send me a picture on Dojo including your poem and illustration to match your writing. 

Links: Click on the links for additional activities & resources  

Something Special By DAVID McPhail- Digital Read Aloud

BrainPOPjr video: Story Elements 

Brainpop jr Logos

How To Retell a Story For Kids

BrainPOPjr. video: Cause and Effect

Brainpop jr Logos

The Five W's Song | English Songs | Scratch Garden

BrainPOPjr Video: Rhyming Words 

Brainpop jr Logos

Weekly Learning Goal: 

  • I will be able to describe real-world objects by their length and weight. 
  • I will be able to compare length and weight of two objects. 

Choice Activities:  

  • Watch the lesson videos

Go Math! Homework Help - Miscellaneous - Eaton Rapids Public Schools  

      Then complete GO MATH! 1.1, 11.2, 11.3 

  • Measurement cheat sheet 


  • Task (to do inside or outside): Walk around and find five objects, estimate how many lengths of your feet will measure how long an object is. Then take your feet and walk heel to heel and count how many of your feet it takes to measure how long or tall the object is. Then discuss if your estimate was correct and why you thought it would be that. 

  • Task: Find random pairs of shoes around the house. Compare and contrast the shoe sizes. First choose two different shoes. Tell someone what shoe you think is will be longer or shorter. Then compare them. Then discuss if your estimate was correct and why you thought it would be that. 

  • Review what heavier and lighter mean: 

Heavy:  of great weight, hard to lift or carry 

Light:  of little weight, easy to carry 

  • Discuss these problems and if you have the objects you can practice with them: 

What’s heavier? 

A. A Lego or a book? 

B. A strawberry or an apple? 

C. A bike or a car?


What’s lighter? 

A. Paper or math book? 

B. Ball or juice box? 

C. Mouse or dog? 


  • Review activity

    • Materials:     Deck of cards     2 Players 

    • Review these terms with your child: 

Greater than means the number is bigger. 

Less than means the number is smaller. 

Equal means the same.

  • (Set all of the Jacks, Queens and King cards aside. You will not use these cards) 
    • Rules for the game: Deal out all the cards to the two players. Hold the cards in a pile. At the same time each person flips over a card. Then have your child say what number is greater than, less than or equal 

Can Turn In: 

  • Send me a picture of your completed GO MATH! sheets on Dojo. 

  • Take a video of you measuring objects with your feet and send it to me on Dojo. 


Look on Dojo to see videos that the kindergarten teachers have put together to help you understand the lessons. 






Links: Click on the links for additional activities & resources  

Go Math! Homework Help - Miscellaneous - Eaton Rapids Public Schools

(GO MATH! lesson video) 

Reading - Inspire Cares(Measurement online game) 

Math for Kids: Measurement, "How Do You Measure Up" - Fun & Learning Game for Children

(Why we learn how to measure) 


Weekly Learning Goal:

Choice Activities:  

Provide visuals and explain vocab: 

shelter, weather, necessity, and location 

  • Create a chart that shows inside and outside community locations.  

  • Draw pictures and label the locations on your chart.(Provide a word bank) 

    • Example locations: playground, library, school, baseball field, bank 


  • Draw an illustration/map of your home. Share with a parent, family member, or friend what rooms and areas you drew. (Use positional words to describe the rooms.)

    • Example: The Kitchen is NEXT TO the living room. The bedroom is above the kitchen.  


  • Use blocks, toys or other materials you may have to create what you see outside your window. Share what you created. 

    • Does your creation have buildings? 

    • What type of buildings (schools, stores, apartments, houses)? 

    • Do you have landmarks other than buildings? (playgrounds, sidewalks, parks)  

Can Turn In: 


Social Studies: Here We Go 

Unit 2:  Lessons 1, 2, 3 

 Unit 4:  Lesson 7 



Draw an illustration/map of your home. Share with a parent, family member, or friend what rooms and areas you drew. (Use positional words to describe the rooms.) 

Example: The Kitchen is NEXT TO the living room. The bedroom is above the kitchen. 



Send a picture of your block creation from looking outside your window. 

Links: Click on the links for additional activities & resources  

News & Updates | PebbleGo by Capstone

Unite for Literacy Where Do You Live?


National Geographic logoWhy People Live Near Coasts 

Weekly Learning Goal:  

Choice Activities:  

  • Name some plants that live in your area/Nebraska. 

    • What needs do these plants have? 

    • How are they being met? 

      • Draw a picture of how the plants are getting their needs met. Examples: grass needs sunlight and water to grow (sun and rain can meet those needs); trees growing in the yard or park (sun and rain can meet those needs) 

  • Read/Watch the fiction and nonfiction books: Planting a Rainbow and It Could Still Be a Flower   

  • Complete: The Puzzler and Explore the Web.  


  • Watch the story The Tiny Seed 

  • Identify what a plant needs to survive.  

  • Draw a picture of a plant (flower, tree, grass, etc.) 

    • Illustrate the needs of a plant (sunlight, air, water, soil).