{"id":179,"date":"2013-12-16T07:49:09","date_gmt":"2013-12-16T12:49:09","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/rawsonm\/?p=179"},"modified":"2013-12-16T07:49:09","modified_gmt":"2013-12-16T12:49:09","slug":"lesson-plans-week-of-1216","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/rawsonm\/2013\/12\/16\/lesson-plans-week-of-1216\/","title":{"rendered":"Lesson Plans Week of 12\/16"},"content":{"rendered":"

Teacher Weekly Lesson Plans<\/b><\/p>\n

Date: 12\/16\/2013<\/b><\/p>\n

CCSS.ELA-Literacy.RF.K.3<\/a>\u00a0Know and apply grade-level phonics and word analysis skills in decoding words.<\/p>\n

CCSS.ELA-Literacy.RF.K.4<\/a>\u00a0Read emergent-reader texts with purpose and understanding.<\/p>\n

CCSS.ELA-Literacy.RL.K.1<\/a>\u00a0With prompting and support, ask and answer questions about key details in a text<\/p>\n

CAFE Menu Strategies:<\/b> Use the pictures… do the words and pictures match?\u00a0 Blend sounds; stretch and re-read.\u00a0 Recognize literacy elements (genre, plot, character, setting, problem\/solution, theme).<\/p>\n

Subject:\u00a0\u00a0\u00a0 Reading\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Minutes Per Week:\u00a0\u00a0\u00a0\u00a0\u00a0 450\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teacher: Rawson\/Sulecki<\/b><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
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Content<\/b><\/p>\n

Objective:<\/b><\/td>\n

SWD knowledge of pictures in text by answering questions to read emergent-reader text.<\/td>\nSWD application of text by answering questions about letter sounds to read emergent-reader text.<\/td>\nSWD knowledge of text by answering questions about characters and setting.<\/td>\nSWD knowledge of text by answering questions about problem and solution?<\/td>\nSWD comprehension of text by answering questions about genre.<\/td>\n<\/tr>\n
Language<\/b><\/p>\n

Objective:<\/b><\/td>\n

SWBAT orally describe pictures to read, using sentence stem: I see my _______.<\/td>\nSWBAT orally describe the sounds in CVC words.<\/td>\nSWBAT orally describe characters in the story using sentence stem: The characters\/setting ______.<\/td>\nSWBAT orally describe problem\/solution in the story using sentence stem: The problem\/ solution ____.<\/td>\nSWBAT orally describe the genre of the story using sentence stem: The genre is _____ because ________.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nDo the words and pictures match?<\/td>\nWhere do you point when reading text?<\/td>\nWhat are characters? What is setting?<\/td>\nWhat is a problem?\u00a0 What is a solution?<\/td>\nWhat is real? What is made up (fiction)?<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nAnswering questions to read emergent-reader text.<\/td>\nAnswering questions about letter sounds to read emergent-reader text.<\/td>\nAnswering questions about characters and setting.<\/td>\nAnswering questions about problem and solution.<\/td>\nAnswering questions about genre.<\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is<\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nStorybook<\/td>\nElmo, Promethean Board<\/td>\nStorybook<\/td>\nStorybook<\/td>\nStorybook<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nShow class emergent reader text.\u00a0 Tell Pattern and how to use pictures and ask do the words and pictures match?<\/td>\nModel how to use manipulatives to say words slowing (stretch words) and re-read.<\/td>\nReview content words: characters\/setting.\u00a0 Students listen to story and answer questions about character and setting.<\/td>\nReview content word: characters.\u00a0 Students listen to story and answer questions about problem and solution.<\/td>\nIntroduce content word: genre.\u00a0 Students listen to story and answer questions about what genre the book is and why.<\/td>\n<\/tr>\n
Technology:<\/b><\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\n<\/tr>\n
NOTES:<\/b><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/b><\/p>\n

Teacher Weekly Lesson Plans<\/b><\/p>\n

Date: 12\/16\/2013<\/b><\/p>\n

\u00a0<\/b><\/p>\n

CCSS:<\/b> \u00a0W.K.3.Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.<\/p>\n

Subject: Writing\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Minutes Per Week: 300\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teacher: Rawson\/Sulecki<\/b><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
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Content<\/b><\/p>\n

Objective:<\/b><\/td>\n

SWD knowledge of a story (event) by illustrating a picture to match the words.<\/p>\n

 <\/td>\n

SWD knowledge of a story (event) by stretching the word to write down the sounds they hear.<\/td>\nSWD comprehension of a story (event) by illustrating characters and setting.<\/p>\n

 <\/td>\n

SWD comprehension of a story (event) by illustrating problem and solution.<\/p>\n

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SWD application of a story (event) by deciding the genre of their story from yesterday.<\/p>\n

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Language <\/b><\/p>\n

Objectives:<\/b><\/td>\n

SWBAT orally describe their picture using the sentence stem: I see the________.<\/p>\n

 <\/p>\n

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SWBAT orally describe their picture using the sentence stem: I see the________.<\/p>\n

 <\/p>\n

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SWBAT orally describe their event using the sentence stem: The characters\/setting _____.<\/td>\nSWBAT orally describe their event using the sentence stem: The problem\/solution _____.<\/td>\nSWBAT orally describe their event using the sentence stem: My story\u2019s genre is ___ because ___.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nHow do pictures\/words match is stories.<\/td>\nHow do pictures\/words match is stories.<\/td>\nWhat are characters? What is setting?<\/td>\nWhat is problem?\u00a0 What is solution?<\/td>\nWhat is genre?<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nIllustrating a picture to match the words.<\/td>\nStretching the word to write down the sounds they hear.<\/td>\nIllustrating characters and setting.<\/td>\nIllustrating problem and solution.<\/td>\nDeciding the genre of their story from yesterday.<\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is<\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nStory book, Chart Paper<\/td>\nPromethean Board, Elmo<\/td>\nPromethean Board, Elmo<\/td>\nPromethean Board, Elmo<\/td>\nPromethean Board, Elmo<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nShow examples for storybooks of how the pictures match the words.\u00a0 Have students copy sentence stem and draw picture to match the words.<\/td>\nReview how to say words slowing and record sounds you hear.\u00a0 Model.\u00a0 Have students try to complete their sentences and pictures.<\/td>\nDiscuss character and setting.\u00a0 Think aloud and demonstrate how to choose an event to write about and how to draw appropriate characters and setting for event.<\/td>\nDiscuss problem and solution.\u00a0 Think aloud and demonstrate how to choose an event to write about and how to draw appropriate problem and solution for event.<\/td>\nDiscuss genre. Think aloud and demonstrate how to choose the appropriate genre.\u00a0 Then model how to use sentence stem to explain your genre.<\/td>\n<\/tr>\n
Technology:<\/b><\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\n<\/tr>\n
NOTES:<\/b><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/b><\/p>\n

Teacher Weekly Lesson Plans<\/b><\/p>\n

Date: 12\/16\/2013<\/b><\/p>\n

CCSS: <\/b>P.FM.00.11 Describe the position of an object (for example: above, below, in front of, behind, on) in relation to other objects around it.<\/p>\n

P.FM.00.12 Describe the direction of a moving object (for example: away from or closer to) from different observers\u2019 views.<\/p>\n

Subject:\u00a0\u00a0\u00a0 Science \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Minutes Per Week: 150\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teacher: Rawson\/Sulecki<\/b><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
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Content<\/b><\/p>\n

Objective:<\/b><\/td>\n

SWD comprehension of pushes and pulls by identifying actions verbally.<\/td>\n <\/td>\nSWD comprehension of pushes and pulls by identifying actions and completing a picture sort.<\/td>\n <\/td>\nSWD application of pushes and pulls by making predictions about actions.<\/td>\n<\/tr>\n
Language<\/b><\/p>\n

Objective:<\/b><\/td>\n

SWBAT orally describe the action using the sentence stems: _____ is a push.\u00a0 ____ is a pull?<\/td>\n <\/td>\nSWBAT orally describe the action using the sentence stems: _____ is a push.\u00a0 ____ is a pull?<\/td>\n <\/td>\nSWBAT orally describe their predictions using the sentence stem:\u00a0 I think _______________.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nWhat is a push? What is a pull?<\/td>\n <\/td>\nWhat is a push? What is a pull?<\/td>\n <\/td>\nWhat is a push? What is a pull?<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nIdentifying actions verbally.<\/td>\n <\/td>\nIdentifying actions and completing a picture sort.<\/td>\n <\/td>\nMaking predictions about actions.<\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/td>\nForce, gravity, object, position, pull, push<\/td>\n <\/td>\nForce, gravity, object, position, pull, push<\/td>\n <\/td>\nForce, gravity, object, position, pull, push<\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nPictures of events<\/td>\n <\/td>\nPictures of events\/ Sorting Sheet<\/td>\n <\/td>\nCart<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nDescribe push and pull.\u00a0 Model some actions, then show pictures of events for students to decide if it is a push or a pull action.<\/td>\n <\/td>\nReview push and pull.\u00a0 Show pictures of events for students to decide if it is a push or a pull action to do sort.<\/td>\n <\/td>\nPush empty cart.\u00a0 Discuss distance.\u00a0 Add weight to chart and have students predict what will happen.\u00a0 Repeat.\u00a0 Take away some weight and have students make predictions.<\/td>\n<\/tr>\n
Technology:<\/b><\/td>\nPushes and Pulls<\/em>. 28 January 2008. BBC. 11 February 2008\u00a0<\/b>https:\/\/222.bbc.co.uk\/schools\/scienceclips\/ages\/5_6\/pushes_pulls.shtml<\/b><\/a><\/td>\n <\/td>\nPushes and Pulls<\/em>. 28 January 2008. BBC. 11 February 2008\u00a0<\/b>https:\/\/222.bbc.co.uk\/schools\/scienceclips\/ages\/5_6\/pushes_pulls.shtml<\/b><\/a><\/td>\n <\/p>\n

 <\/td>\n

Pushes and Pulls<\/em>. 28 January 2008. BBC. 11 February 2008\u00a0<\/b>https:\/\/222.bbc.co.uk\/schools\/scienceclips\/ages\/5_6\/pushes_pulls.shtml<\/b><\/a><\/td>\n<\/tr>\n
NOTES<\/b><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Teacher Weekly Lesson Plans<\/b><\/p>\n

Date: 12\/16\/2013<\/b><\/p>\n

K.CC.1<\/b>: Count to 100 by ones and by tens.<\/p>\n

K.CC.2<\/b>: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).<\/b><\/p>\n

K.CC.4a<\/b>: Understand the relationship between numbers and quantities; connect counting to cardinality.<\/p>\n

K.CC.4b<\/b>: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.<\/b><\/p>\n

K.CC.6<\/b>: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. <\/b><\/p>\n

K.OA.1<\/b>: Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. \u00a0<\/b><\/p>\n

K.OA.2<\/b>: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.<\/p>\n

K.OA.3<\/b>: Decompose numbers less than or equal to 10 into pairs in more than one way.<\/p>\n

K.OA.5<\/b>: Fluently add and subtract within 5.<\/p>\n

K.CC.2<\/b>: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).<\/b><\/p>\n

K.G.2<\/b>: Correctly name shapes regardless of their orientations or overall size. <\/b><\/p>\n

K.G.4<\/b>: Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices\/\u201ccorners\u201d) and other attributes (e.g., having sides of equal length). <\/b><\/p>\n

K.G.5<\/b>: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. <\/b><\/p>\n

Subject: Math\u00a0\u00a0\u00a0 Minutes Per Week:\u00a0\u00a0\u00a0\u00a0 500\u00a0\u00a0 Teacher: Rawson\/Sulecki <\/b><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
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Content<\/b><\/p>\n

Objective:<\/b><\/td>\n

SW count by 1s through at least 50 using different starting points.<\/td>\nSW use calculators to practice with reading and entering numbers.<\/td>\nSW practice addition, graphing outcomes, and probability.<\/td>\nSW practice making shapes.<\/td>\nWINTER BREAK PARTY<\/b><\/td>\n<\/tr>\n
Language<\/b><\/p>\n

Objective:<\/b><\/td>\n

SW count the number of dots on two dominos.<\/td>\nSW read and display numbers on a calculator.<\/td>\nSW create a graph of dice rolls.<\/td>\nSW orally describe the attributes of each shape.<\/td>\n <\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nSW count to 50 by 1s starting at 0.<\/td>\nSW follow directions to enter numbers in a calculator.<\/td>\nSW find the sum of two dice rolls.<\/td>\nSW describe the attributes of each shape.<\/td>\n <\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nSW count to 0 by 1s starting from a number other than 1.<\/td>\nSW follow directions to enter number in a calculator.<\/td>\nSW create a graph of dice rolls.<\/td>\nSW identify the attributes of each shape.<\/td>\n <\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/td>\n <\/td>\nCalculator, display, clear and all clear.<\/td>\nAdd, sum, probability, likely, chance<\/td>\nCircle, square, rectangle, triangle, side, corner, shape<\/td>\n <\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nDice<\/td>\nCalculators<\/td>\nTeaching Master (Math Masters, p. 34); dice; pencils<\/td>\nRope or string with the ends tied together<\/td>\n <\/td>\n<\/tr>\n
Activities:<\/b><\/td>\n4.6\u00a0 Interrupted Counts<\/td>\n4.7 Meet the calculator<\/td>\n4.8 Roll and Record with Two Dice<\/td>\n4.9 Body and Rope Shapes<\/td>\n <\/td>\n<\/tr>\n
Technology:<\/b><\/td>\nPromethean Planet Number Grid<\/td>\nProjector<\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
NOTES:<\/b><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Teacher Weekly Lesson Plans<\/b><\/p>\n

\u00a0<\/b><\/p>\n

Date: 12\/16\/2013<\/b><\/b><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/b><\/p>\n

E1.0.1 Understands needs and wants<\/b><\/p>\n

E1.0.2 Distinguishes between goods and services<\/b><\/p>\n

E1.0.3 Recognizes situations in which<\/b> people trade.<\/b><\/p>\n

Subject: Social Studies Minutes Per Week:\u00a0\u00a0\u00a0\u00a0 150\u00a0\u00a0 Teacher: Rawson\/Sulecki<\/b><\/p>\n

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Content<\/b><\/p>\n

Objective:<\/b><\/td>\n

SW distinguish between good and services.<\/td>\n <\/td>\nSW brainstorm a list of goods and services used by individuals and families and collaboratively classify the items in the list.<\/td>\n <\/td>\nWINTER BREAK PARTY<\/b><\/td>\n<\/tr>\n
Language <\/b><\/p>\n

Objective:<\/b><\/td>\n

SW listen to stories about people that provide services.<\/td>\n <\/td>\nSW participate in Think Pair Share activities to generate a list of people that provide services.<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nSW tell the difference between a want and a need.<\/td>\n <\/td>\nSW tell the difference between goods and services.<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nSW tell the difference between goods and services.<\/td>\n <\/td>\nSW recognize situations in which people trade.<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/p>\n

 <\/td>\n

Needs, wants, goods, services, trade<\/td>\n <\/td>\nNeeds, wants, goods, services, trade<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nSocial Studies Flip Book<\/td>\n <\/td>\nSocial Studies Flip Book<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nT-Chart goods and services<\/td>\n <\/td>\nThink Pair Share goods, services, trade<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Notes:<\/b><\/p>\n

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Technology:<\/b><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

Teacher Weekly Lesson Plans Date: 12\/16\/2013 CCSS.ELA-Literacy.RF.K.3\u00a0Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.K.4\u00a0Read emergent-reader texts with purpose and understanding. CCSS.ELA-Literacy.RL.K.1\u00a0With prompting and support, ask and answer questions about key details in a text CAFE Menu Strategies: Use the pictures… do the words and pictures match?\u00a0 Blend sounds; stretch and Continue reading →<\/a><\/p>\n","protected":false},"author":349,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-179","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/posts\/179","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/users\/349"}],"replies":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/comments?post=179"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/posts\/179\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/media?parent=179"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/categories?post=179"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/tags?post=179"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}