• Elementary Grades (K-5)

    The value of learning remotely is that learning can and should occur based on a family’s need and during times that are most convenient for them. Our goal is to keep students engaged in continuous learning throughout the day. When considering a schedule that works for your family, keep in mind that the time spent on learning matters more than the time of day in which that learning occurs.

    The suggested daily minutes per subject in the chart below can be used to help guide families in determining a schedule that will best suit their needs that reflects approximately 3 hours of learning time. A daily schedule can be created by families. If a student is engaged in a task that takes longer than the given time on the daily schedule, flexibility for the assignment completion is allowed as long as by the end of the week there is evidence that students have put for their best effort to meet the requirements.

    Your child’s teacher(s) will establish their preferred method of communication in regard to additional assignments, notification of virtual office hours, and availability to support individual needs. It is important that you contact your child’s teacher to request support as needed.


    Sample Daily Schedule

    Time Needed

    Activity

    Description

    15 minutes

    Social and Emotional Learning

    Inner Explorer

    60 minutes

    English Language Arts

    Follow Continuity Plan

    30 minutes

    Specials

    Follow Continuity Plan

    45 minutes

    Math

    Follow Continuity Plan

    30 minutes

    Science and Social Studies

    Follow Continuity Plan


    Elementary English Language Arts (Reading and Writing)

    Students

    Teachers

    i-Ready Reading

    Complete 45 minutes per week of online i-Ready Reading lessons.

     

     

    i-Ready Reading

    WEEKLY: Monitor i-Ready online instruction for each student. Contact and support students who have domains turned off.

    WEEKLY:  Send feedback to students about their successes and encourage those who need to focus and take their time to be more successful in their learning.

    DAILY: Send a message to students reminding them you are available for support with specific lessons they may find challenging. Keep sending notes of encouragement.

    You may create specific teacher assigned lessons based on what you are currently teaching in the online learning environment or to review concepts they have previously learned but have not mastered.

     

     

    IXL Language Arts
    • Complete 10 minutes per day of online IXL Language Arts lessons.
    • Log in to IXL as directed by the teacher to continue to complete assignments.
    IXL Language Arts
    • WEEKLY:  Check in with students to discuss individualized plans. Assign specific skills for the week (at least 10 minutes per day).
    • WEEKLY: Develop recorded lessons or share video links as needed to help students to complete assignments. 
    • DAILY: Monitor students' progress and learning performance.
    Reading
    • Participate in shared or independent reading for 20 minutes per day.
    • Choose a book by selecting a book from home or by logging in to TumbleBooks (See directions in resource section.)
    • Record this time on your reading log.
    Reading
    • WEEKLY: Check in with each student by conferencing about their reading.
    Writing
    • Write in a personal journal for 15 minutes per day.
    • Use writing prompts or write about the following:
    • personal stories
    • write about what you have read
    • write about daily experiences another topic of your choice
    Writing
    • WEEKLY: Consider giving writing assignments that require students to respond to books they are reading.
    WEEKLY: Check in with each student by conferencing about the writing.
       

    Sample Writing Prompts

    Respond to Reading

    Personal Narrative

    Expository/Opinion

    This character reminds me of myself because…

    Write about something funny that happened to you.

    Think of a person you consider to be a hero. Explain why other people should admire this person.

    This character reminds me of someone I know…

    Write about the day you got your first pet. If you don’t have a pet, write about a pet you would like to have.

    Think about a famous person you would like to meet. Explain why you would like to meet him/her.

    I think the setting of the story is important because...

    Write about your most exciting day of school.

    Explain why it is important to eat healthy foods.

    I like/dislike this author’s writing because….

    Write about your most exciting moment.

    Think about what you want to be when you grow up. Explain why you think it would be the best job.

    As I read today, I felt…

    Write about a difficult decision you had to make.

    Explain what your favorite thing to do after school is.

    Questions I have after reading my book are…

    Write about your best friend and what you have in common.

    What should be a reasonable bedtime for someone your age? Write your opinion.

    The character I most admire is ______ because...

    Write about a time you completed a random act of kindness.  What did you do? How did it make you feel?

    Persuade others on why you should be allowed to have a certain pet.

    After I read today, I wonder why…

    Write about your favorite vacation.

    Should children be allowed to eat whatever they want?  Write your opinion.

    The most important thing I learned about ______ is _______.

    Write about something embarrassing that happened to you.

    Is it better to have siblings or be an only child? Write your opinion.

    If I could be one of the characters in the story it would be ________ because _________.

    Write about a time you had to deal with change.  What was the change and how did it make you feel?

    Would you rather receive a gift or give a gift?


    Elementary Mathematics

    Students

    Teachers

    i-Ready Math

    • Complete 45 minutes per week of online i-Ready Math lessons.
    • Log into i-Ready through https://my.sarasotacountyschools.net
    • Work in personalized learning path or Teacher assigned lessons.

     

    i-Ready Math

    • WEEKLY: Monitor i-Ready online instruction for each student. Contact and support students who have domains turned off.
    • WEEKLY: Send feedback to students about their successes and encourage those who need to focus and take their time to be more successful in their learning.
    • DAILY: Send a message to students reminding them you are available for support with specific lessons they may find challenging. Keep sending notes of encouragement.

    You may create specific teacher assigned lessons based on what you are currently teaching in the online learning environment or to review concepts they have previously learned but have not mastered.

    IXL Math

    • Complete 10 minutes per day of online IXL Math lessons
    • Log in to IXL as directed by the teacher to continue to complete assignments.

    IXL Math

    • WEEKLY:  Check in with students to discuss individualized plans. Assign specific skills for the week (at least 10 minutes per day)
    • WEEKLY: Develop recorded lessons or share video links as needed (ex: Khan Academy Videos) to help students to complete assignments. 
    • DAILY: Monitor students' progress and learning performance.

    Math Academic Choice:

    Math Academic Choice:

    • WEEKLY: Plan instructional learning material for using the Guide to Plan for Success (GPS) recommendations.
    • WEEKLY: Share a weekly overview with students.  This should include the learning objectives and task expectations  
    • WEEKLY: Develop recorded lessons or share video links as needed (ex: Khan Academy Videos) to help students to complete assignments. 
    • DAILY: Monitor students' progress and learning performance.
    • DAILY: Be prepared to help students in an individualized manner.

    Elementary Science

    Students

    Teachers

    Grades K-1: Complete at least 10 minutes of online science instruction daily.

    • Log in to BrainPOP Jr. through the student portal.
    • Explore a “Science” video and activities as assigned by teacher.
    Brain Pop Jr.
    • WEEKLY:  Plan and communicate the topics of the videos you want students to watch.
    • DAILY: Be prepared to help students in an individualized manner.

    IXL Science

    • Grades 2-5: Complete 10 minutes per day of online IXL Science lessons.
    • Log in to IXL as directed by the teacher to continue to complete assignments.

    IXL Science

    • WEEKLY:  Check in with students to discuss individualized plans. Assign specific skills for the week (at least 10 minutes per day).
    • WEEKLY: Develop recorded lessons or share video links as needed to help students to complete assignments. 
    • DAILY: Monitor students' progress and learning performance.

    Teacher-Directed Instruction

    Grades K-5: Complete 25 minutes weekly.

    • Log into email** through the student portal
    • Review weekly overview of assignments, “office hours,” and links to lessons.
    • Review daily reminder of what should be done to stay on pace.
    • If assigned lessons in Pearson, Log in to MySCS and choose the Pearson Easy Bridge tile. (See log in directions in resource section.)

    Contact the teacher if help is needed. Ways to get help include:

    • Participating in office hours

    Sending an email to request one-to-one support.

    Teacher-Directed Instruction

    • WEEKLY: Plan instructional learning material using the District Pacing Guide.
    • WEEKLY: Share a weekly overview with students. This should include:
    • the learning objectives and task expectations
    • a breakdown guiding their pace
    • link(s) to recorded lessons
    • WEEKLY: Develop/Identify lesson(s) aligned to assignments as needed. These should be brief and focus on possible areas of misconception.
    • WEEKLY: Using the Person Realize platform, choose and assign online tasks to support learning goals.
    • DAILY:  Send a reminder of the work that should be completed on that day.
    • DAILY: Monitor students' progress and learning performance.
    • DAILY: Be prepared to help students in an individualized manner. 

    Elementary Social Studies

    Students

    Teachers

    BrainPOP Jr.

    • Grades K-1: Complete at least 15 minutes of online social studies instruction daily.
    • Log in to BrainPOP Jr. through the student portal.
    • Explore a “Social Studies” video and activities as assigned by the teacher
    • Review daily reminders of what should be done to stay on pace.

    BrainPOP Jr.

    • WEEKLY:  Plan and communicate the topics of the videos you want students to watch.
    • DAILY: Be prepared to help students in an individualized manner. 

    IXL Social Studies

    • Grades 2-5: Complete at least 15 minutes of online instruction daily.
    • Log in to IXL as directed by the teacher to continue to complete assignments.
    • Complete other assignments (s) as instructed by the teacher.

    IXL Social Studies

    • WEEKLY:  Check in with students to discuss individualized plans. Assign specific skills for the week (at least 15 minutes per day).
    • WEEKLY: Develop recorded lessons or share video links as needed to help students to complete assignments. 
    • DAILY: Monitor students' progress and learning performance.

    Elementary Brain Break Activities

    Students

    Teachers

    Complete at least one of the activities on the Brain Break chart below each day.

    • Consider setting a goal for completing a certain number of activities in various categories (e.g. art, music, physical activity, etc.) each week.
    • Consider keeping a record of the Brain Break activities you complete each week.
    • Invite other family members to join you in the activity. Consider taking a photo and email it to your teacher.
    • DAILY:  Send a reminder for students to complete and record activity. Share Brain Break activity suggestions with students.
    • WEEKLY: Develop or identify a new Brain Break activity. These should be brief and focus on movement and/or creativity. Videos may be found online or created by the teacher.
    • WEEKLY: Monitor students' logs of activity if submitted.
    • DAILY:  Be prepared to help students in an individualized manner. 

     


    30 At-Home Brain Breaks

    5 minute break

    15 minute break

    30 minute break

    View GoNoodle Videos on YouTube

    Sidewalk Chalk

    Play Outside

    Jump Rope

    Watercolor Painting

    Bake a Special Sweet Treat (with an Adult)

    Play-Doh Sculptures

    Play Outside

    Play with Your    Favorite Toys

    Color a Picture

    Ride a Bike

    Make a Fort out of Sheets and Pillows

    Dance Party to your Favorite Song

    Play Hide and Seek with Your Sibling

    Play a Card Game (Go Fish! Old Maid, etc.)

    Sing your Favorite Song and Make up Silly Dance Moves

    Build a LEGO Sculpture

    Play a Board Game with Your Sibling(s) or parent(s)

    Kid’s Yoga YouTube Video

    Read your Favorite Book

    Create and Complete a Nature Scavenger Hunt

    Do 5 Different Exercises for One-Minute Each

    Strength Challenge: Planks, Push-ups, Sit-ups, etc

    Make a Craft from Recycled Materials

    Build a Paper Airplane and Fly It Down the Hall or Outside

    Take Pictures of Nature in Your Front and Back Yard

    Make an Obstacle Course with Simple Toys and Complete It

    Look at Your Favorite Picture Book

    Take Turns Telling Silly Jokes with Your Sibling(s) or Parent(s)

    Play Dress Up


    Elementary Specials

    Students

    Teachers

    Complete 30 minutes of Specials daily.

    • Log into email through the student portal
    • Review weekly overview of assignments, “office hours,” and links to recorded lessons.
    • Review weekly reminders of what should be done to stay on pace.

    Complete assignment(s) as instructed by the teacher

    • Contact the teacher if help is needed. Ways to get help include:
    • Participating in office hours
    • Sending an email to request one-to-one support.

    Complete physical activity 30 minutes daily.  This can include PE lessons as assigned and/or brain breaks, free play, other movement activities.

    WEEKLY:  Share a weekly overview with students.  This should include:

    • the learning objectives and task expectations
    • including a 20-30 minute lesson per week
    • Lessons can be grouped K-2/3-5 or by specific grade as needed
    • “office hours”
    • Activities can include link(s) to recorded lessons, videos, or online resources, etc.

    WEEKLY: Develop or Identify lesson(s) aligned to assignments as needed. 

    WEEKLY:  Send a reminder of the work that should be completed during that week and communicate “office hours”

    DAILY:  Be prepared to help students in an individualized manner if applicable

     


    Elementary Additional Learning Opportunities for Content in All Subjects

    Students

    Teachers

    Log into https://www.floridastudents.org/ and explore the many K-5 tutorial videos for Language Arts, math and science

    • Complete any tutorials, videos and /or assignments as instructed by the teacher
    • Keep a log of all tutorials and videos viewed and lessons completed.

    Log into MYSCS at https://my.sarasotacountyschools.net and click on the Safari Montage, BrainPOP or BrainPOP Jr. tile to view videos in all subjects including math, social studies, career, SEL, art and music

    Time Considerations:
    Additional activities are not required. Have fun exploring if time and circumstance allow!

    WEEKLY: Review CPALMS tutorials related to 4th quarter standards as well as BrainPOP or BrainPOP Jr. videos for social studies, Career, SEL, Art and Music.

    WEEKLY:  Share suggestions for assigned videos, tutorials, and lessons.

    WEEKLY: Be creative & have fun! 

    DAILY:  Be prepared to help students in an individualized manner. 


    Elementary ESE ACCESS Courses

    Students

    Teachers

    Log into TeachTown Basics and enCORE student dashboard through parent/family email

    • Note students participating in the Access Curriculum who are not in self-contained classrooms, will participate in the curricula as determined by their ESE classroom teacher.

    Complete assignment(s) as instructed by the teacher

    Review weekly overview of assignments, "office hours," and links to recorded lessons.

    Review daily reminder of what should be done to stay on pace

    Contact the teacher if help is needed. Ways

    • to get help include:
      • Participating in office hours
      • Sending an email to request one-to­ one support.

    Time Considerations: Approximately 30 minutes of active time per course per day, (up to 3 hours daily) Times may be broken into smaller chunks to address individual student needs.

    WEEKLY: Create core content lesson plans for students to include virtual (enCORE/TeachTown) and as needed paper-based materials.

    WEEKLY: Develop or Identify lesson(s) aligned to IEP goals.

    WEEKLY: Contribute to and generate a newsletter/overview to target specific needs including curriculum information, supplemental activities, anxiety reducers, and/or visual supports

    WEEKLY: Share a weekly overview with students. This should include: the learning objectives and task expectations, a rubric "office hours" link(s) to recorded lessons

    DAILY: Send a reminder of the work that

    should be completed on that day.

    DAILY: Communicate "office hours" Consider using TEAMS or Zoom link

    DAILY: Be prepared to help students in an individualized manner.

    •      Consider using Google Voice to acquire a phone number for this work.

    DAILY: Enter grades into gradebook for completed assignments, monitor progress on IEP Goals.

    DAILY:  Communicate with paraprofessional daily to coordinate and plan instructional supports for students, develop a schedule to provide virtual supports.

    DAILY:  Maintain daily log of services provided to include times, dates and student services.

    DAILY:  Follow accommodations/ services as listed on the IEP