, Guardians, and Students:

It is my hope that this letter continues to find you all safe and healthy as we continue to face unprecedented circumstances with the COVID-19 virus. We are continuing to adapt to this situation and are doing our best to provide instruction to our students from afar for the first time.

This past week we requested feedback from students and parents in regards to the implementation of Instructional Choice Boards that have been used to take the place of instruction during this COVID-19 pandemic. Based on the feedback we received (78% were in favor of the Instructional Choice Boards and 76% wanted to continue with this framework), we intend to use Instructional Choice Boards with modifications. Teams of principals, instructional coaches, and grade-level teachers across the district came together (virtually) to develop the most recent version and we hope you find it more grade-level specific and more challenging for students. Please know that we value your feedback and we will continue to seek your input as we move forward.

This method of instructional delivery was designed to provide students with flexibility, support, and opportunities for feedback through a distance learning experience. While creating these assignments we have also considered that some students have limited internet access, each student has specific needs, and that there are essential skills that every student must master to be ready for the next grade level.

Because we are not able to administer regular assignments in the school setting, please know that these distance learning assignments are extremely important in helping us determine each student’s progress while we are not able to serve them face to face.

Instructions, April 22-28:

1. You may access Boards here: https://ecsd.edgefield.k12.sc.us/distance_learning **If you do not have access to a hard copy and would like one, please contact your child’s school.

2. For the dates of April 22-28, students should use the instructional choice boards for their grade level. Specific directions for task completion are included on each board.

3. Teachers may provide additional s upplemental w ork for students to meet their individual needs, but that work combined with the choice board work should not exceed the total number of hours listed below for all areas combined per week (the times below were provided in guidance from the South Carolina State Department of Education). a. Grade Band Hours 4K 3.5 hours a week (all classes) 5K - 2nd Grade 5 hours a week (all classes) 3rd - 5th Grade 7.5 hours a week (all classes) 6th - 8th Grade 11 hours a week (all classes) 9th - 12th Grade 15 hours a week (all classes) b. Additional work should be limited to building essential skills in language, reading, writing, and math.

When working with the I nstructional Choice Boards for the dates of April 22-28, s tudents should keep in mind the following:

● Grades 4K-2 ○ Choose 1 activity per day from each subject. You have the choice of completing 4 out of the 5 tasks in each subject. You may complete all 5, if you wish. The optional choices do not have to be completed, but are great opportunities for home learning experiences. ● Grades 3-5 ○ You should choose and complete 4 out of the 5 tasks in each subject. Choose 1 activity per day from each subject (ELA and Math) to complete. The other optional choices are just that…optional, not mandatory. The “E xtending the Learning” activities are optional and may be done if you would like to further your learning. ● Grades 6-8 ○ Students choose at least o ne choice from e ach core subject area and complete the task in the box. Students should select the t wo activity classes in which they are currently enrolled and complete at least o ne choice from each class. . ● Grades 9-12 ○ Students choose at least o ne choice from e ach subject area that you a re enrolled in a class and complete the task in the box. In each task, students will apply content area knowledge and skills in order to complete the task given. ● Save a copy of work completed for e ach task. If possible submit your work digitally to your teacher. ● Teachers may provide additional s upplemental w ork as they see fit for students, but that work combined with the choice board should not exceed a total of the hours listed above for all areas combined per week for students. ● The length of time on each task will vary for every student ● There will be additional directions on each choice board based on the student’s grade level.

The I nstructional Choice Boards a nd supporting documents can b e accessed via the district website, social media, teacher webpages, and/or by mail.

This continues to be a challenging time for everyone. However, we will get through these trying times; our students and staff members will grow from these learning experiences; and we will ensure the academic success of each of our students with your help.

We appreciate all of your support and patience as we learn together through this experience.

Stay safe and healthy,

Josh Black Director of Instruction

5K Instructional Choice Board - April 22 - 28, 2020 Choose 1 activity per day from each subject. You have the choice of completing 4 out of the 5 tasks in each subject. You ​ ​ may complete all 5, if you wish. The optional choices do not have to be completed, but are great opportunities for home learning experiences. Save your student’s work for each task. Examples are provided. A sight word list is included. ​ ​ (Word Work) - (Word Work) - (Word Work) - (Word Work) - (Word Work)- ​ ​ ​ ​ ​ ​ ​ ​ ​ Choose 5 sight words that Write the letters a, t, b, c, f, ​ Finger Play With Sticky Note Sight h, m, p, r, and s on Sight Word Sentences your child needs to ​ ​ ​ notecards or pieces of Sight Words words practice. Write each word Choose 10 sight words. paper and explain to your Write your words in a on a notecard or piece of Using flour, sugar, rice, Write the letters of the child that they will be complete sentence. paper. Cut the words apart making and reading “at” or sand from your yard alphabet on a sticky ​ on a cookie sheet, note. Build your sight between each letter and words . Spread all of the letters out and ask your practice writing your words using the sticky have your child build the child to find the “a” and words. After building the ​ ​ sight words. See the notes. If you do not “t” to make “at”. Then words, make sure your ​ ​ ​ sight word list and have sticky notes, it is ask your child to find the select 5 words you fine to use pieces of child practices reading letter that they would need them. to add to “at” to make know and 5 new words. plain paper. ​ ​ “bat”. Have them read the ​ scan or click word. Tell them to find the letter they need to change “bat” to “cat.” Continue ​ with “fat”, “hat”, “mat”, ​ ​ ​ ​ ​ ​ “pat”, “rat” and “chat”. ​ ​ ​ ​

scan or click scan or click scan or click scan or click

Additional Subjects Are Below ⇩

(Writing) - Think (Writing) - (Writing) - (Writing) - (Writing)- ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ about the four seasons - winter, spring, summer, Go outside and play Have your child watch Take a walk outside. Draw a picture of your with your child for 20 After the walk, have best friend and write a and fall. Which season an episode of his/her minutes. When you your child draw and sentence describing do you like the best? come back inside, ask favorite TV show. After label 3 things he/she him or her. Write and tell why the him/her to draw a watching, ask them to saw. Have your child use the words to write a season you selected is picture of what he/she draw a picture and write sentence.Students can your favorite. The did and write about it. a sentence to tell what write one or more sentence starters below happened at the sentences. can help you with your beginning, middle and sentences. end of the show.

Sentence example:

My friend is nice and

she shares her toys.

scan or click Sentence examples: scan or click

I saw a pink flower. I saw a bird nest. I walked with my dog. scan or click

scan or click scan or click

Additional Subjects Are Below ⇩

(Reading) - (Reading) - (Reading) - Have your (Reading) - (Reading)- ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ child choose a book for Retell a Story you to read to them. Have your child choose Humpty Dumpty Have your child choose a Before reading, ask the ​ ​ a book for you to read Read the nursery rhyme Read a fiction story of book for you to read to following… Can you to them. After reading, ​ 3 times pointing under your choice together. them. After reading, have ask your child to draw your child draw and label point to the title on the each word as you read. Create a Flow Map like and write about their 2 characters from the front cover? Can you find favorite part. (Text at bottom of the one below to tell the book. Usually there are at the title page? Open to ​ choice boards) Identify beginning, middle, and least 2 characters in a https://www.uniteforlite story, but if there is just the first page with text. the rhyming words and end of the story. racy.com/ one character, they will Ask…Can you point to circle them with a ​ just draw the one where I will begin crayon. character.

reading? Can you point to the last word I will read on this page? How many sentences are on this

page? How many words

scan or click are on this page? Do you see any words you scan or click scan or click can read? wall/fall men/again

Enjoy the book together!

scan or click scan or click

(Math) - (Math) - (Math) - (Math) - (Math)-On 4 different ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Parking Lot: pieces of paper, choose Let’s Measure Creating Shapes Counting Practice On a piece of paper, draw 4 shapes to draw (one ​ Cut different strips of Using your toys or Explain to your child 4 evenly spaced lines for per paper). Have your objects around the that you are going to parking spaces on each child go around the paper. Sort the strips of count to 100 but will be side of the paper and write and find items paper by shorter and house create each shape. stopping frequently to the numbers 1-10 to fill up that match the shapes longer. (circle, triangle, square, have them fill in the the spaces. Have your you chose. Have them rectangle, diamond) next number. child get a small car or sort the items onto the other small toy. Call out a correct shapes. When

number and have your all items have been For example, begin child park the car in the sorted, discuss… counting by ones 1, 2, correct spot. If your child Which shape has the 3, 4, 5...and then pause has already mastered the most items? and point to your child. numbers 1-10, use the They will say the next numbers 11-20 or call out Which has the least? number (6) and then simple addition problems, How many items do you will continue on 7, such as 2 plus 3 and have ​ ​ we have all together? 8, 9, 10, 11, 12...pause them park in the number *** How many strips do again to allow your child that solves the problem. you have in all? *** Which shapes have to say the next number 4 sides? (13). Continue this Scan or click process until you reach scan or click 100.

scan or click

scan or click scan or click

(Optional) - (Optional) - (Optional) - Music (Optional) - (Optional) - ​ ​ ​ ​ ​ Play Musical Chairs PE with your family. ART - Hand Trees Dance- Listen to a song that you like and www.getepic.com Trace your hand and create an original www.storylineonline.net color. Create leaves dance to the song.

by drawing small dots When you finish your (pointillism). Your tree creation, teach the can be any color! How to Play dance to someone else in your family. Materials: crayons, 1. Play the music markers, or paints, and have the and paper players walk around the chair circle. 2. When the music stops, everyone must sit in a chair. 3. The one person left standing it out. 4. Remove another chair and continue until scan or click scan or click only one person is left.

scan or click

Humpty Dumpty Humpty Dumpty sat on a wall, Humpty Dumpty had a great fall; All the king's horses and all the king's men Couldn't put Humpty together again.

Checklist for Writing Tasks As your child completes each writing task, use the checklist below as a guideline to assist your child with their writing.

● Did I capitalize the first word in a sentence and the pronoun I ?

● Did I use correct ending punctuation (period, question mark, exclamation point)?

● Did I listen for the sounds in words to spell correctly?

● Did I put spaces between my words in my sentences?

Las Palabras de Uso Frecuente para El Kinder La palabra en íngles (La pronunciación) La palabra en español ​ ​ ​

Tablero de Elección para El Kinder (22-28 de abril de 2020) Elija 1 actividad por día de cada materia. T iene la opción de completar 4 de las 5 tareas en cada materia. Puede completar los 5, si lo desea. No es necesario completar opciones adicionales, pero son excelentes oportunidades para las experiencias de aprendizaje en el hogar . Guarde el trabajo de su alumno para cada tarea . Se proporcionan ejemplos.

(Trabajo de (T rabajo de (Trabajo de (Trabajo de (Trabajo de palabras) palabras) palabras) palabras) palabras)

Juego de dedos con Nota Adhesiva para Elija 5 palabras de uso Escriba las letras a , t, b, c, Las Oraciones de palabras a la vista Los Palabras de Uso frecuente que su hijo f, h , m, p, r y s e n t arjetas Las Palabras de Uso de notas o pequeños Frecuente Frecuente Usando harina, azúcar, necesita para practicar. pedazos de papel. Dígale a arroz o arena de tu Escriba cada palabra en su hijo que cree y lea Escriba las letras del Elija 10 palabras de uso jardín en una bandeja palabras " at". Coloque una tarjeta de notas o en frecuente. Escribe tus para hornear, práctica alfabeto en una nota todas las letras y pídale a una hoja de papel. Corte palabras en una oración escribir tus palabras de adhesiva. Construye tus su hijo que busque la "a" y completa. uso frecuente. Vea la palabras de uso las palabras entre cada la "t" para hacer "en". Luego, pídale a su hijo lista de palabras de uso frecuente usando las letra y haga que su hijo frecuente y seleccione 5 que encuentre la letra que notas adhesivas. Si no construya las palabras. necesitarían agregar a palabras que conoce y 5 Después de construir las "at" para hacer " bat". palabras nuevas. tiene notas adhesivas, Pídales que lean la está bien usar trozos de palabras, asegúrese de que palabra. Dígales que papel normal. su hijo practique leerlas. busquen la letra que necesitan para cambiar "bat" a "cat". Continúe con " fat", " hat", " mat", "pat", " rat" y " chat".

Materias adicionales están abajo ⇩ (Escritura ) - (Escribir ) : (E scritura) : (Escritura ) - (Escritura ) -

Piensa en las cuatro Salga y juegue con su Haga que su hijo vea Sal a caminar afuera. Haz un dibujo de tu hijo durante 20 Después de la mejor amigo y escribe estaciones: invierno, un episodio de su caminata, haga que su primavera, verano y minutos. Cuando una oración para vuelva a entrar , pídale programa de televisión hijo dibuje y etiquete 3 describirlo. otoño. ¿Qué estación te que haga un dibujo favorito. Después de cosas que vio. Haga gusta más? Escriba y que su hijo use las de lo que hizo y que verlo, pídale que dibuje diga por qué la estación escriba al respecto. palabras para escribir y escriba una oración que seleccionó es su una oración. Los para contar lo que estudiantes pueden favorita. Estas palabras escribir una o más sucedió al principio, a la pueden ayudar con sus oraciones. oraciones. mitad y al final del Ejemplo: programa. Mi amiga es agradable y ella

comparte sus

juguetes.

(My friend is nice and Ejemplos de oraciones: she shares her toys.) Vi una flor rosa. (I saw a pink flower.) Vi un nido de pájaros. (I saw a bird nest.)

Caminé con mi perro. (I walked with my dog.) Materias adicionales están abajo ⇩

(L ectura) - (L ectura) - (L ectura) : (L ectura) : (L ectura) -

Contando el Cuento Haga que su hijo elija un Haga que su hijo elija un Haga que su hijo elija Humpty Dumpty Otra Vez libro para que usted les libro para que usted le lea. un libro para que usted Lea la canción de cuna lea. Después de leer, haga Antes de leer, p regunte le lea. Después de leer, 3 veces, señalando Lean juntos una historia que su hijo dibuje y estas preguntas. .. pídale a su hijo que etiquete 2 personajes del debajo de cada palabra de ficción de su ¿Puedes señalar el título dibuje y escriba sobre libro. Por lo general, hay su parte favorita. mientras lee. (El texto elección. Cree “un mapa al menos 2 personajes en en la portada? ¿Puedes está en la parte inferior de flujo” como el una historia, pero si solo encontrar la página del https://www.uniteforlite hay un personaje, solo del Tablero de siguiente para contar el racy.com/ dibujarán el personaje. título? Elección.) Identifica las comienzo, el medio y el Abierto a la primera palabras que riman (las final de la historia. página con texto. palabras que suenan Pregunte. .. ¿Puede igual al final) y encierra señalar dónde comenzaré en un círculo con un a leer? ¿Puedes señalar la crayón.

última palabra que leeré

en esta página? ¿Cuántas

oraciones hay en esta página? ¿Cuántas palabras

hay en esta página? ¿Ves alguna palabra que

puedas leer? wall/fall men/again ¡Disfruten el libro juntos!

https://www.uniteforlite racy.com/

(M atemáticas) - (M atemáticas) - (M atemáticas) - (M atemáticas) - (M atemáticas) :

Midamos Creando formas Práctica de conteo Estacionamiento: En 4 trozos diferentes Usa tus juguetes u Dígale a su hijo que Dibuje 4 líneas espaciadas de papel, elija 4 formas Corte diferentes tiras de uniformemente a ambos objetos de la casa para ambos contarán hasta para dibujar (una por papel. Clasifique las 100 juntos. Se detendrá lados de una hoja de papel papel). Haga que su hijo tiras de papel por más crear cada forma. con frecuencia para (como si estuviera encuentre artículos para cortas y más largas. (círculo, triángulo, dejar que su hijo diga el dibujando espacios de el hogar que coincidan estacionamiento). Escribe cuadrado, rectángulo, siguiente número. con las formas que los números del 1 al 10 dibujó. H aga que su hijo diamante) Por ejemplo, comience para llenar los espacios. clasifique los artículos a contar 1, 2, 3, 4, 5 ... Haga que su hijo use un en las formas correctas y luego haga una pausa automóvil pequeño u otro dibujadas en los y señala a su hijo. Dirá juguete pequeño. Diga un papeles. Cuando todos el siguiente número (6) número y haga que su hijo los artículos hayan sido y luego continuará con estacione el automóvil en clasificados, discuta ... 7, 8, 9, 10, 11, 12 … el lugar correcto. Si su ¿Qué forma tiene más haga una pausa hijo ya ha dominado los cosas? nuevamente para números 1-10, use los ¿Cuál tiene menos? *** ¿Cuántas tiras permitir que su hijo diga números 11-20, o diga ¿Cuántos cosas tienes en total? el siguiente número problemas simples de tenemos todos *** ¿Qué formas tienen (13). Continúe este suma (ej .: 2 más 3). Haga juntos? 4 lados? proceso hasta llegar a que su hijo estacione el 100. auto de juguete en el número que resuelva el problema.

(O ptional) - (O ptional) - (O ptional) - (O ptional) - (O ptional) -

Use este sitio web para Arte - Árboles Hechos Música - Toca Sillas PE - Bailar Use este sitio web para leer una historia. Tiene de Manos Musicales con tu ver a alguien leerle una libros que te leen. Familia Escucha una canción historia. ¡Incluso tiene libros en Traza tu mano y colorea que te guste y crea un español! la imagen. Crea hojas baile original para la www.storylineonline.net para el árbol dibujando canción. Cuando www.getepic.com pequeños puntos termines tu creación, (puntillismo). ¡Tu árbol enseña el baile a puede ser de cualquier alguien más en tu color! familia.

Materiales: crayones, Cómo jugar el juego marcadores o pinturas y 1. Toca la música y haz papel. que los jugadores caminan alrededor del círculo de la silla.

2. Cuando la música se detiene, todos deben sentarse en una silla.

3. La única persona que quedó parada está fuera del juego.

4. Retire otra silla y continúe hasta que solo quede una persona.

Humpty Dumpty Humpty Dumpty sat on a wall, Humpty Dumpty had a great fall; All the king's horses and all the king's men Couldn't put Humpty together again.

Humpty Dumpty Humpty Dumpty sentado en una pared Humpty Dumpty tuvo una gran caída Ninguno de los caballos del rey ni los caballeros

Pudieron poner a Humpty junto de nuevo

Lista de Verificación para Tareas de Escritura A medida que su hijo complete cada tarea de escritura, use la lista de verificación a continuación como guía para ayudar a su hijo con su escritura.

● ¿Escribí en mayúscula la primera palabra de una oración y el pronombre “I” (yo)?

● ¿Utilicé la puntuación final correcta (punto, signo de interrogación, signo de exclamación)?

● ¿Escuché los sonidos en palabras para ayudar a deletrear correctamente?

● ¿Puse espacios entre mis palabras en mis oraciones?

Las Palabras de Uso Frecuente para El Kinder La palabra en íngles ( La pronunciación) La palabra en español