{"id":326,"date":"2014-03-17T08:14:48","date_gmt":"2014-03-17T12:14:48","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/rawsonm\/?p=326"},"modified":"2014-03-17T08:14:48","modified_gmt":"2014-03-17T12:14:48","slug":"lesson-plans-week-of-317","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/rawsonm\/2014\/03\/17\/lesson-plans-week-of-317\/","title":{"rendered":"Lesson Plans Week of 3\/17"},"content":{"rendered":"

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

Date: 3\/17\/2014<\/b><\/p>\n

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

CCSS.ELA-Literacy.RF.K.2c<\/a>\u00a0Blend and segment onsets and rimes of single-syllable spoken words<\/b><\/p>\n

CCSS.ELA-Literacy.RF.K.2e<\/a>\u00a0Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.<\/b><\/p>\n

CCSS.ELA-Literacy.RF.K.3b<\/a>\u00a0Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.<\/p>\n

CCSS.ELA-Literacy.RF.K.2d<\/a>\u00a0Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1<\/sup>\u00a0(This does not include CVCs ending with \/l\/, \/r\/, or \/x\/.)<\/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

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

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

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

SWD knowledge of phonemes by creating a list of words in the \u2013ig family.<\/td>\nSWD knowledge of phonemes by blending sounds to make words.<\/td>\nSWD comprehension of vowels by sorting long a and short a.<\/td>\nSWD comprehension of vowels by sorting long e and short e.<\/td>\nSWD comprehension of vowels by sorting long i and short i.<\/td>\n<\/tr>\n
Language Objective:<\/b><\/td>\nSWBAT write a list of \u2013ig family words.<\/td>\nSWBAT orally blend sounds to make words.<\/td>\nSWBAT orally identify long a and short a words\/pictures.<\/td>\nSWBAT orally identify long e and short e words\/pictures.<\/td>\nSWBAT orally identify long i and short i words\/pictures.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nReview of letter sounds.<\/td>\nLetter sounds<\/td>\nWhat is a vowel?<\/td>\nWhat is a vowel?<\/td>\nWhat is a vowel?<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nCreating a list of words in the \u2013 ig family.<\/td>\nBlending sounds to make words.<\/td>\nNaming all five vowels.<\/td>\nNaming all five vowels.<\/td>\nNaming all five vowels.<\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/td>\nI, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will<\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nchart paper<\/td>\nchart paper<\/td>\nPromethean Board<\/td>\nPromethean Board<\/td>\nPromethean Board<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nDiscuss word families.\u00a0 Create list. Review rhyming.<\/td>\nDiscuss word families and practicing blending sounds to read CVC words.<\/td>\nDiscuss long and short vowels. Model how to short by sounds then glue picture and write the word.<\/td>\nDiscuss long and short vowels. Model how to short by sounds then glue picture and write the word.<\/td>\nDiscuss long and short vowels. Model how to short by sounds then glue picture and write the word.<\/td>\n<\/tr>\n
Technology:<\/b><\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\nhttps:\/\/www.youtube.com\/watch?v=xuNhrogY-Mo<\/td>\nhttps:\/\/www.youtube.com\/watch?v=fR-BLFZyAWs&safe=active<\/td>\nhttps:\/\/www.youtube.com\/watch?v=PL3X3dnNQK0<\/td>\n<\/tr>\n
NOTES:<\/b><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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

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

Date: 3\/17\/2014<\/b><\/p>\n

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CCSS.ELA-Literacy.W.K.1<\/a>\u00a0Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g.,\u00a0My favorite book is…<\/i>).<\/p>\n

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

Subject: Writing\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\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\u00a0\u00a0\u00a0\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

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

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

SWD comprehension of opinion writing by sorting fact and opinion statements.<\/td>\nSWD knowledge of opinion writing by identifying their favorite cookie and supporting their opinion.<\/td>\nSWD application of opinion wiring by completing the graphic organizer to write and support their opinion.<\/td>\nSWD application of opinion wiring by choosing their favorite candy and brainstorming support.<\/td>\nSWD application of opinion wiring by completing the graphic organizer to write and support their opinion.<\/td>\n<\/tr>\n
Language <\/b><\/p>\n

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

SWBAT orally identify facts and opinions using _____ is a fact\/opinion.<\/td>\nSWBAT orally support their opinion using: My favorite cookie is ______ because _____.<\/td>\nSWBAT write their favorite cookie and support their opinion using: In my opinion, __ is the best cookie b\/c ___.<\/td>\nSWBAT orally explain why they choose their favorite type of candy.<\/td>\nSWBAT write their favorite candy and support their opinion using: In my opinion, __ is the best candy b\/c ___.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nWhat is an opinion?\u00a0 What is a fact?<\/td>\n\u00a0 What is an opinion?<\/td>\nWhat is an opinion?<\/td>\nWhat is an opinion?<\/td>\nWhat is an opinion?<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nSorting fact and opinion statements.<\/td>\nSupporting their opinion with details.<\/td>\nCompleting the graphic organizer to write and support their opinion.<\/td>\nChoosing their favorite candy and brainstorming support.<\/td>\nCompleting the graphic organizer to write and support their opinion.<\/td>\n<\/tr>\n
Content Vocab.:<\/b><\/td>\nOpinion, Fact<\/td>\nOpinion, Favorite, Support<\/td>\nOpinion, Favorite, Support,<\/td>\nOpinion, Favorite, Support,<\/td>\nOpinion, Favorite, Support,<\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nPromethean Board, Elmo<\/td>\nPromethean Board, Elmo<\/td>\nPromethean Board, Elmo<\/td>\nPromethean Board, Elmo<\/td>\nPromethean Board, Elmo<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nReview fact and opinion.\u00a0 Read statements and sort while discussing why each is a fact or opinion.<\/td>\nReview how to support an opinion.\u00a0 Model how to fill in graphic organizer.<\/td>\nModel how to use the graphic organizer to write support for our opinion.<\/td>\nDiscuss how it is ok to have different opinions and how we support our opinions.<\/td>\nModel how to use the graphic organizer to write support for our opinion.<\/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

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

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

Date: 3\/17\/2014<\/b><\/p>\n

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

CCSS: <\/b>L.OL.00.11 Identify that living things have basic needs.<\/p>\n

L.OL.00.12 Identify and compare living and nonliving things.<\/p>\n

\u00a0Subject:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\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\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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teacher: Rawson\/Sulecki<\/b><\/p>\n

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

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

SWD comprehension of living and nonliving things by observing the differences between living and non-living things.<\/td>\n <\/td>\nSWD knowledge of living and nonliving things by sorting picture cards as living and nonliving.<\/td>\n <\/td>\nSWD evaluation of living and nonliving things by coloring the things that are living on a coloring page.<\/td>\n<\/tr>\n
Language Objective:<\/b><\/td>\nSWBAT orally describe differences between living and nonliving things using: A difference between living and nonliving things is ____.<\/td>\n <\/td>\nSWBAT orally identify living verse nonliving using: A _____ is a living thing; A ____ is a nonliving thing.<\/td>\n <\/td>\nSWBAT orally identify the living things on their coloring page using ____ are living things.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nWhat is living? What is nonliving?<\/td>\n <\/td>\nWhat is living? What is nonliving?<\/td>\n <\/td>\nWhat is living? What is nonliving?<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nObserving the differences between living and non-living things.<\/td>\n <\/td>\nSorting picture cards as living and nonliving.<\/td>\n <\/td>\nColoring the things that are living on a coloring page.<\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/td>\nLiving, nonliving, classify<\/td>\n <\/td>\nLiving, nonliving, classify<\/td>\n <\/td>\nLiving and nonliving, basic needs<\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nPromethean Board<\/td>\n <\/td>\nPromethean Board<\/td>\n <\/td>\nPromethean Board<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nReview living and nonliving things with PowerPoint.<\/td>\n <\/td>\nDo sorting activities with flipchart.\u00a0 Discuss differences between living and nonliving as you sort.<\/td>\n <\/td>\nDiscuss differences between living and nonliving.\u00a0 Model how to color ONLY living things on paper.<\/td>\n<\/tr>\n
Technology:<\/b><\/td>\nwww.bankstreet.edu, www.timeforkids.com, www.prometheanplanet.com, https:\/\/\/www.streaming.discoveryeducation.com, Science through Song (Jim Walkers), www.studyjams.scholastic.com<\/td>\n<\/tr>\n
NOTES<\/b><\/td>\n <\/td>\n <\/td>\n <\/p>\n

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

Date: 3\/17\/2014<\/b><\/p>\n

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

K.MD.3<\/b>: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.<\/p>\n

K.CC.5<\/b>: Count to answer \u201chow many?\u201d questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from1\u201320, count out that many objects. <\/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.<\/p>\n

K.G.1<\/b>: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.<\/p>\n

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

K.G.3<\/b>: Identify shapes as two-dimensional (lying in a plane, \u201cflat\u201d) or three-dimensional (\u201csolid)<\/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, and other attributes.<\/p>\n

K.MD.1<\/b>: Describe measurable attributes of objects, such as length or weight<\/p>\n

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

Subject: Math\u00a0\u00a0\u00a0 \u00a0\u00a0\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 500\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<\/p>\n

Objective:<\/p>\n

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SW be able to conduct a survey and graph their results.<\/td>\nSW be able to find and name the 3-d shapes of common classroom items.<\/td>\nSW be able to skip count by 10.<\/td>\nSW be able to make exchanges with pennies, nickels and dimes.<\/td>\n\n

Differentiation<\/p>\n

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Language<\/p>\n

Objective:<\/td>\n

SW ask each other what their favorite lunch choice is and enter the data on their graph.<\/td>\nSW describe the difference between 2-d and 3-d shapes.<\/td>\nSW make exchanges with pennies, nickels and dimes.<\/td>\nSW be able to tell how much each coin is worth.<\/td>\nComputation Practice: Adding and Subtracting numbers within 10.<\/td>\n<\/tr>\n
Pre-Assessment:<\/td>\nSW use a sentence stem to ask each person at their table what their favorite lunch choice is.<\/td>\nSW correctly identify 2- shapes.<\/td>\nSW name each coin and tell how much a penny, nickel and dime are worth.<\/td>\nSW count a collection of pennies.<\/td>\nMath addition and subtraction games on Laptops.<\/td>\n<\/tr>\n
Post-Assessment:<\/td>\nSW use the information they collected to complete their var graph.<\/td>\nSW correctly identify 3-d shapes\/items.<\/td>\nSW be able to exchange 10 pennies for 1 dime, 5 pennies for a nickel, 2 nickels for 1 dime, etc\u2026.<\/td>\nSW exchange coins of equal value.<\/td>\nAddition Top It<\/p>\n

Number Grid Search Game, Greater\/Less Than Alligators<\/td>\n<\/tr>\n

Content Vocabulary:<\/td>\nSurvey, data, graph<\/td>\n2-dimensional shape names, 3-dimensional shape names.<\/td>\nDime, nickel, penny, exchange, value, coin, cents<\/td>\nExchange, penny, value, trade, nickel, dime, coin, worth<\/td>\nDice addition<\/p>\n

Sorting Coins<\/td>\n<\/tr>\n

Materials:<\/td>\nSurvey sheet to record their data, bar graph.<\/td>\n2-d or 3-d representations or items in the classroom.<\/td>\nDimes and pennies; magnifying glass.<\/td>\nHome Link Master (Math Masters, p. 45) large collection of pennies, nickels, and dimes, slips of paper and pencils.<\/td>\nPatterns with blocks, craft sticks, counting bears<\/td>\n<\/tr>\n
Activities:<\/td>\n6.5 Surveys and Graphs<\/td>\n6.6 I Spy With Shapes<\/td>\n6.7 Introduction of the dime.<\/td>\n6.8 Coin Exchanges<\/td>\nAttributes<\/td>\n<\/tr>\n
Technology:<\/td>\nPromethean board<\/td>\nPromethean Planet Flipchart of 2-d and 3-d shapes, 2-d shapes and 3-d items.<\/td>\nPromethean Planet flipchart of coins<\/td>\nPromethean Planet Flipchart of coins.<\/td>\nCounting to 100 by 1s, 5s and 10s<\/td>\n<\/tr>\n
NOTES:<\/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

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Date: 3\/17\/2014<\/b><\/p>\n

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

G1.0.2 Use environmental directions or position words to identify locations<\/p>\n

G2.0.1 Identify and describe places in the immediate environment<\/p>\n

G1.0.1 Recognizes maps and globes represent places<\/p>\n

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

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

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

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

SW identify, describe, and compare the characteristics of the environment around home and school<\/td>\n <\/td>\nSW collaboratively identify five human characteristics both at home and at school<\/p>\n

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 <\/td>\nTLW collaboratively identify five physical (natural) characteristics both at home and at school<\/td>\n<\/tr>\n
Language <\/b><\/p>\n

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

SW describe the neighborhood adjacent to the school.<\/td>\n <\/td>\nSW identify five human characteristics.<\/td>\n <\/td>\nSW identify a physical characteristic.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nSW describe the school environment.<\/td>\n <\/td>\nSW give an example of a characteristic.<\/td>\n <\/td>\nSW describe the difference between home and school characteristics.<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nSW describe the neighborhood environment.<\/td>\n <\/td>\nSW identify human characteristice.<\/td>\n <\/td>\nSW identify human characteristics.<\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/p>\n

 <\/td>\n

Directions, North, South, East and West<\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nNeighborhood map.<\/td>\n <\/td>\nNeighborhood map<\/td>\n <\/td>\nMap of their bedroom.<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nCreate a neighborhood map.<\/td>\n <\/td>\nMap of their bedroom.<\/td>\n <\/td>\nMap of the classroom.<\/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: 3\/17\/2014 \u00a0 CCSS.ELA-Literacy.RF.K.2c\u00a0Blend and segment onsets and rimes of single-syllable spoken words CCSS.ELA-Literacy.RF.K.2e\u00a0Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. CCSS.ELA-Literacy.RF.K.3b\u00a0Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. CCSS.ELA-Literacy.RF.K.2d\u00a0Isolate and pronounce the initial, medial vowel, 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-326","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/posts\/326","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=326"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/posts\/326\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/media?parent=326"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/categories?post=326"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/tags?post=326"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}