SNOW MUCH FUN
January 27-31, 2014
1-27-2014
NO SCHOOL – SEVERE WEATHER (SNOW)
1-28-2014
NO SCHOOL – SEVERE WEATHER (SNOW)
*There will be no spelling test this week
**Friday (Penguin Day) will be Black and White Day
SNOW MUCH FUN - Animals in Winter
1-29-2014
Because of SEVERE WEATHER, today will be used as a catch-up day.
MORNING MESSAGE
Daily Skills:
*Sentence Structure
*Punctuation/Capitalization
*Grammar/Spelling
*Letter/Sound Recognition
CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.1, L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4, L.K.4a, L.K.4b, L.K.6, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6
PROJECT READ
UNIT 5/6 Lesson 3 (said)
Day 1
Word of the Day:said
(TM p5/6--18-21)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. To read high-frequency word [said]
2.To spell high-frequency word [said]
ANTICIPATORY SET
1. Display letters: [t] [s] [m] [b] [c] [f] [r] [h] [n] [j] [p][g][v] [i] [a] [k] [-ck]
2. Students clip each sound for review
3. Review red words: [the] [have] [to]
INPUT
1.Display red word [said]
2.Students arm spell word (3 times)
MODELING
1.Use word in sentence:Mom said, “I want you to be good!”
“I want you to be good!” said Dad.
2. Students say letter names while tracing over red letterson word card.
VAKT INPUT
**Students tap letter names out on arm and then slide handfrom shoulder tofingers to blend word.
CHECKING FOR UNDERSTANDING
**Students read words and sentences:Said(doc camera)
GUIDED/ORAL READING
**Student Story/Quiz:Kick the Can Said
STUDENT PRACTICE
1.Trace/Write Word (said1)
2. Lots of Boxes (said2)
CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, RF.K.3e, RF.K.4, RF.K.4a, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, L.K.5, L.K.5a, L.K.5c, L.K.5d, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3
STAR STORY
Title:A Snowy Day
Day 2
Story Introduction
Story Vocabulary
Story Conventions
Interactive Reading
CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.6, RI.K.7, RI.K.10
KINDERROOTS (Tam and Tad)
The t/s will review story conventions.
The teacher will briefly discuss the story.
The teacher will introduce the new vocabulary words:
(RED:a, happy)
(GREEN: Dad, mad, Tad, am, Tam, Matt, sat)
(READLE:happy)
The teacher will read the story (1X).
CCS: RF.K.4. RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10
CALENDAR MATH/MATH
(counting/cardinality) Using classroom charts, the students will write 1-50. (GP&IP) Next, the students will count to 100 by ones and by tens. Then, students will trace the missing numbers. The students will then review by completing activities on the math webpage.
(EV-6-3, charts, math webpage)
CCS: K.CC.1
Calendar Daily Activities:
*Months of Year/Day of Week
*Addition/Subtraction
*Money/Time
*Tally Marks/Graphs
*Patterns
*Time Line
*Counting by 2, 5, 10
*Weather/Temperature
*Number Sequencing
*Odd/Even/Place Value
*Measurement
*Historical Events
*Estimation
*Spanish
CCS:K.OA.1, K.OA.2, K.OA.3, K.OA.4, K.MD.1, K.MD.2, K.MD.3, K.CC.1, K.CC.2, K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5, K.CC.6, K.NBT.1 SCI 2.3.2(DOK 2)
LARGE GROUP/PHONEMIC AWARENESS
(short e) The students will read the computer story PEG THE HEN. The students will complete the “short e” activities.
(STARFALL.COM, st book)
CCS: RL.K.1, RL.K.3, RF.K.2a, RF.K.3, RF.K.3b, RF.K.3c, RF.K.4, L.K.2, L.K.2a
WRITING
(journal) The students will write and illustrate a short story about how one animal prepares for or lives thru winter.
(journal)
CCS: L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5
THEME
(science/assessment) Theclasswill discuss how some animals hibernate during the winter months and how camouflage keeps those safe that do not hibernate.Next, the students will complete the assessment on winter. If time permits, the students will re-create the story of THE MITTEN, using a simplified version of the story w/characters.
(assessment, story w/characters)
CCS: SCI 3.4.1(DOK 2), 3.4.3(DOK 2) A/H 3.4.1
WINTER FUN- Polar Bears
1-30-2014
MORNING MESSAGE
PROJECT READ
UNIT7 Lesson1(qu)
DAY 1
Letter of the Day: qu
(TM p7-1--7-3)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. Toread short [a] and short [i] words with [qu]
2. To spell words with short [a] and short [i] words with [qu]
ANTICIPATORY SET
1. Consonants and vowels with stars are displayed
2. Display letters: [a] [t] [s] [m][b] [c] [f] [r] [h] [n] [p] [l] [g] [j] [v] [i] [w] [k] [ck]
3. Introduce Qq by saying the letter of the alphabet and stopping at Qq
5. Place cards [qu] in chart
6. (question): What sound does [qu] capture?/kw/
INPUT
(TM p7-1)
1. (directly state): This letter combination captures a consonant sound. The consonant sound is
/kw/. You hear it in the word quack.
2. [qu] say letter names. These letters captures the sound /kw/. Clip sound with finger scissors.
3. /kw/ is a consonant sound.
4. Do and Say
5. (directly state): The letters are together because [q] cannot stand alone. It always is with [u]. To
remember this we say the [q] broke its leg as seen by the bend in the stick and needs [u] to hold it
up. Qualways go together.
VAKT INPUT - STATIONS
*Sky Write (Snap – Aim – Press – Do & Say)
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
CHECKING FOR UNERSTANDING
(TM p7-2)
1. Display the following words: [quack] [quit] [quick]
2. Sweep words together (add word cards to jewel box)
3. Shuffle the [qu] into the pack of consonants and vowels already taught:
[a] [t] [s] [m][b] [c] [f] [r] [h] [n] [p] [l] [g] [j] [v] [i] [w] [k] [ck]
GUIDED PRACTICE
1. Read sentences (p7-3)
2. Student Story/Quiz:Quack
STUDENT PRACTICE
1. Word Web (qu)
2. Learning Page - Qq
CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, RF.K.3e, RF.K.4, RF.K.4a, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, L.K.5, L.K.5a, L.K.5c, L.K.5d, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3
STAR STORY
Title:Polar Bear, Polar Bear
Day 1
Story Introduction
Story Vocabulary
Story Conventions
Interactive Reading
*The students will make a class book about what their polar bear might hear.
CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.6, RI.K.7, RI.K.10
KINDERROOTS (Tam and Tad)
The t/s will review story conventions.
The t/s will review the vocabulary list.
The t/s will read the story (2X) – Guided Reading
(story, word list)
CCS: RF.K.4. RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10
CALENDAR MATH/MATH
(counting/cardinality) Using classroom charts, the students will write 1-50. (R&P) Next, the students will count to 100 by ones and by tens. Then, students will trace the missing numbers. The students will then review by completing activities on the math cd.
(EV-R6-3 & P6-3, charts, math cd)
CCS: K.CC.1
LARGE GROUP/PHONEMIC AWARENESS
(short e/verbs/listening comprehension) The students will read the computer story PEG THE HEN.Next, the students will sort the words and complete the word sorting activity and write a sentence showing how each polar bear is moving. The students will then listen to the story THE POLAR BEAR and draw a picture about the story.
(STARFALL.COM, st sht p13&21, listening assess)
CCS: RL.K.1, RL.k.2, RL.K.3, RF.K.2a, RF.K.3, RF.K.3b, RF.K.3c, RF.K.4, L.K.2, L.K.2a, L.K.5a, L.K.5d
WRITING
(journal) The students will write and illustrate a short story about a polar bear.
(journal)
CCS: L.K.1, L.K.1b, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5
THEME
(sci/art) Thestudents willdiscuss polar bears (where they live, what they eat, how they look).The students will then listen to the story POLAR BEAR, POLAR BEAR. Next, the students will color the characters from the story the correct color. Finally, the students will listen as the teacher retells the story, changing the color of water as the story is told. The students will then make a polar bear from a styrofoam cup. If time permits, the students will watch a video about polar bears.
(KIDSOUP.COM, story, clear jar, food color, lg spoon, bleach, video)
CCS: SCI3.4.1(DOK 2), 3.4.3(DOK 2) A/H 3.4.1
WINTER FUN– Penguins (Black and White Day)
1-31-2014
**The teacher will send home a note (attached to a paper lunch bag) for students to bring in
100 items to glue to a 100s grid.
MORNING MESSAGE
PROJECT READ
UNIT7 Lesson 1(qu)
DAY 2
Letter of the Day: qu
(TM p7-1--7-3)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. Toread short [a] and short [i] words with [qu]
2. To spell words with short [a] and short [i] words with [qu]
ANTICIPATORY SET
1. Consonants and vowels with stars are displayed
2. Display letters: [a] [t] [s] [m][b] [c] [f] [r] [h] [n] [p] [l] [g] [j] [v] [i] [w] [k] [ck]
3. The students will review Qqby saying the letters of the alphabet and stopping at Qq
4. Place cards [qu] in chart
5. (question): What sound does [qu] capture?/kw/
INPUT
(TM p7-1)
1. (directly state): This letter combination captures a consonant sound. The consonant sound is
kw/. You hear it in the word quack.
2. [qu] say letter names. These letters captures the sound /kw/; clip sound with finger scissors
3. /kw/ is a consonant sound
4. Do and Say
5. (directly state): The letters are together because [q] cannot stand alone. It always is with [u]. To
remember this we say the [q] broke its leg as seen by the bend in the stick and needs [u] to hold it
up. Qualways go together.
SFA (p133-136)
1. Think, Pair, Share (students pair together to identify an item that begins with qu)
2. Hear Sound
3. Say It Fast
4. Break It Down
5. Stretch and Read
6. Quick Erase
GUIDED PRACTICE
(p7--2)
1. Read sentences (p7-3)
2. Student Story/Quiz:Quack
STUDENT PRACTICE
1. Shape Book w/pictures
2. HAR 11 - p7&8
CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, RF.K.3e, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, L.K.5, L.K.5a, L.K.5c, L.K.5d, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3
STAR STORY
DAY 2
Title: Polar Bear, Polar Bear
Story Preview
Interactive Reading
Story Conventions
Discuss Favorite Events
CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.6, RI.K.7, RI.K.10
KINDERROOTS (Tam and Tad)
The t/s will review story conventions.
The t/s will review the vocabulary list.
The t/s will read the story (2X) – PARTNER READ
(story, word list)
CCS: RF.K.4. RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10
CALENDAR MATH/MATH
counting/cardinality) The students will write numbers to 1-50, using wall/desk charts. (GP&IP) Next, the students will count groups of ten, up to 10 tens and write how many. The students will review math concepts by completing the activities on the math webpage.
(EV-6-4, charts, webpage)
CCS: K.CC.1, K.OA.1, K.OA.2
LARGE GROUP/PHONEMIC AWARENESS
(sight words/antonyms) The students will read the computer storyPEG THE HEN.Next, the students will complete the beginning sound for each picture.The students will then add “all” to each word to rhyme with fall. Next, the students will sort the animals and identify the penguin opposites.
(STARFALL.COM, st book, st wk p7&8, stshts p15&17)
CCS: RL.K.1, RL.K.3, RF.K.2a, RF.K.3, RF.K.3b, RF.K.3c, RF.K.4, L.K.2, L.K.2a, L.K.5a, L.K.5b
WRITING
(science) The students will make a penguin and write 2 facts about penguins on the tummy of the penguin.
(penguin pieces, paper plates, facts list)
CCS: L.K.1, L.K.1b, b L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5 SCI 3.4.1(DOK 2)
A/H 3.4.1
THEME
(critical thinking/art) The students will discuss the habitat and characteristics of penguins. Then, using a variation of a Venn Diagram, the students will identify things that are black, white and black/white. Next, the students will walk like a penguin. Then, the students will make a penguin mask and walk like a penguin.
(penguin Venn Diagram, penguin pics, mask)
CCS: SCI 1.1.1 (DOK 3), 3.4.1(DOK 2), 3.4.3(DOK 2)A/H 3.4.1
LEARNING TARGETS
January 27-31, 2014
Monday, January 27, 2014
NO SCHOOL – SEVERE WEATHER (SNOW)
Tuesday, January 28, 2014
NO SCHOOL – SEVERE WEATHER (SNOW)
Wednesday, January 29, 2014
Reading: I can identify the red word said.
Math: I can count and write to 100 (one hundred) by ones and by tens.
Thursday, January 30, 2014
Reading: I can identify and write Qq and /q/.
Math: I can count to 100 by ones and by tens.
Friday, January 31, 2014
Reading: I can identify and write Qq and /q/.
Math: I can count by groups of ten and then write the numbers.