10:30-11:00 Calendar and Morning Routines

Monday

February 12, 2018

8:20-9:00 Free Choice Centers

9:00-9:50 Literacy Stations

9:50-10:30 Gym

10:30-11:00 Calendar and Morning Routines

--Good morning Song (on Ipod under Playlists, School, Calendar Songs) While this is playing children should get their white boards, erasers, markers and calendar papers.

K.1.R.4 Students will follow one and two step directions.

--Complete the Calendar Paper together. I fill it out as I ask questions about the name of the month, the date, the year. We have been in school for 112 days. Add a popsicle stick to the ones cup below the calendar. Use these to fill out the ones, tens, and hundreds part of the sheet. Show children how to write the day, keeping in mind you may have to wait a bit for the slower writers. Finally, fill out the 10 frame with the date. Ask children to sit aside the paper. Count to 112 by ones and 10’s to 100.

K.GM.3.1 Develop an awareness of simple time concepts using words such as yesterday, today, tomorrow, morning, afternoon, and night within his/her daily life.

K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s.

--Write the sight words on the board. Start with the most recent and write 12 total.

K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have, you, he, is, with, are).

Erase everything and put away all supplies but have children stay on the carpet.

--Flashcard the letters, numbers, and have children read all of the sight words.

Standard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have, you, he, is, with, are).

K.N.1.6 Read, write, discuss, and represent whole numbers from 0 to at least 10. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives.

--Sing the money songs. (on the paper in the teal box under the ipod)

K.N.4.1 Identify pennies, nickels, dimes, and quarters by name.

--Morning Message

Dear Class,

Good morning! Today we will make Valentine’s Day Penguins. We have 6 new sight words. They are for, soon, go, they, here and up. We will talk about the letter Dd. We will blend and segment phonemes. Remember, the more we practice this the better we will be at reading!

Love, Lomangino

K.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.

K.2.PC.6 Students will recognize the distinguishing features of a sentence. (e.g., capitalization of the first word, ending punctuation: period, exclamation mark, question mark) with guidance and support.

11:00-11:20 Journey’s Curriculum Lesson 19 Day 1

--Daily Phonemic Awareness

Blend Phonemes: I will say some sounds. You blend the sounds to say a word. Listen: /h/ /i/ /l/. What is the word? Hill

Tell children that now you will add the /z/ sound to the end of the hill to make a new word. Hill, /z/, hills

Repeat with: sheep, cow, duck, and lake.

Segment Phonemes: Now I will say a word, and you say the sounds you hear. Listen: wig. What sounds do you hear? /w/ /i/ /g/. Hold up 3 fingers for each sound. How many sounds do you hear in wig? 3

Continue with pot, yam, fan, and jog.

Apply: Teaching Resourcespg 92

K.2.PA.6 Students will blend and segment onset and rime in one syllable spoken words (e.g., Blending: /ch/ + at = chat; segmenting: cat = /c/+ at).

K.2.PA.7 Students will blend phonemes to form one syllable spoken words with 3 to 5 phonemes (e.g., /f/ /a/ /s/ /t/= fast).

K.2.PA.8 Students will segment phonemes in one syllable spoken words with 3 to 5 phonemes (e.g., “fast” = /f/ /a/ /s/ /t/).

K.2.PA.9 Students will add, delete, and substitute phonemes in one syllable spoken words. (e.g., “add /c/ to the beginning of “at” to say “cat;” “remove the /p/ from “pin,” to say “in;” “change the /d/ in “dog” to /f/ /r/ to say “frog”)

--Daily High Frequency Words

Introduce: Our words to know for this week are go, here, they, soon, up and for. You will see these words in your reading.

Apply: Teacher’s Resources pg 88

K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have, you, he, is, with, are)

11:25-12:20 Lunch/Recess (lunch duty)

Corn dog

Beef Burrito

Taco Salad

12:20-1:00 Journey’s Curriculum Lesson 19 Day 1

--Phonemic Awareness/Phonics

Letters Dd

Sing the ABC traditional song and ABC phonics song

Phonemic Awareness Warm-up: Sing the Dudley Duck song. Then have children try to sing it with you. Have them listen for the /d/ at the beginning of words and raise their hands every time they hear the sound.

Dudley Duck

(tune: My Bonnie lies over the ocean)

Oh, look at the dandy duck, Dudley.

Dudley will dig all day long.

Dudley will dive in the water.

And Dudley will dance to this song.

Teach/Model: Say Dudley Duck with me: Dudley Duck. Dudley’s letter is the consonant d. The letter d stands for the /d/ sound, the sound you hear at the beginning of Dudley and Duck. You can hear /d/ at the beginning of these words: day, dog, door, dip. Write the words on the board. Have children underline the letter d in each word.
Guided Practice: Compare and Review d, s, f. Write d, s, f on the board and review their sounds. Say the word dot. Have children say the beginning sound and put a x below the correct letter. Repeat with dig, six, farm, desk, fan, doll and sandals.
Apply: Have children write D and d in the air and name the letters. Then have children complete the Handwriting letter Dd paper.

Standard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

K.2.PC.1 Students will correctly form letters to write their first and last name and most uppercase and lowercase letters correctly.

K.2.PWS.3 Students will produce the primary or most common sound for each consonant, short and long vowel sound (e.g., c = /k/, c = /s/, s = /s/, s = /z/, x = /ks/, x = /z/)

1:00-1:35 Math Stations/Snack

Work with Teacher for the week: Number Bingo 1-20

K.N.1.6 Read, write, discuss, and represent whole numbers from 0 to at least 10. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives.

1:35-2:05 Make Valentines Day Penguins out of shapes. (pinterest)

K.GM.1.1 Recognize squares, circles, triangles, and rectangles.

K.GM.1.4 Use smaller shapes to form a larger shape when there is an outline to follow.

K.GM.1.6 Use basic shapes and spatial reasoning to represent objects in the real world.

2:05-2:30 Recess

2:30-3:00 folders, backpacks, free choice read

Materials for Monday

___Teacher Resources pg 88

___Teacher Resources pg 92

___Handwriting Letter Dd (Pinterest on Letters Board)

___Materials for Valentines Day Penguins (pinterest on Haskell board)

Tuesday

February 13, 2018

8:20-9:00 Free Choice Centers

9:00-9:50 Literacy Stations

9:50-10:30 Computers

10:30-11:00 Calendar and Morning Routines

--Good morning Song (on Ipod under Playlists, School, Calendar Songs) While this is playing children should get their white boards, erasers, markers and calendar papers.

K.1.R.4 Students will follow one and two step directions.

--Complete the Calendar Paper together. I fill it out as I ask questions about the name of the month, the date, the year. We have been in school for 113 days. Add a popsicle stick to the ones cup below the calendar. Use these to fill out the ones, tens, and hundreds part of the sheet. Show children how to write the day, keeping in mind you may have to wait a bit for the slower writers. Finally, fill out the 10 frame with the date. Ask children to sit aside the paper. Count to 113 by ones and 10’s to 100.

K.GM.3.1 Develop an awareness of simple time concepts using words such as yesterday, today, tomorrow, morning, afternoon, and night within his/her daily life.

K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s.

--Write the sight words on the board. Start with the most recent and write 12 total.

K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have, you, he, is, with, are).

Erase everything and put away all supplies but have children stay on the carpet.

--Flashcard the letters, numbers, and have children read all of the sight words.

Standard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have, you, he, is, with, are).

K.N.1.6 Read, write, discuss, and represent whole numbers from 0 to at least 10. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives.

--Sing the money songs. (on the paper in the teal box under the ipod)

K.N.4.1 Identify pennies, nickels, dimes, and quarters by name.

--Morning Message

Dear Class,

Good morning! Today we will make dinosaur eggs. We will talk about the new sight words and use them in a sentence. We will decide if we hear the letter Dd at the beginning or end of words. We will read a new dinosaur book.

Love, Lomangino

K.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.

11:00-11:20 Journey’s Curriculum Lesson 19 Day 2

--Daily Phonemic Awareness

Blend Phonemes: Blend these sounds to say a word. Listen: /f/ /i/ /n/. What is the word? Fin

Model adding the /z/ sound to the end of fin to make a new word: fin /z/, fins.

Have children blend the sounds in fan, mop, pig, and tub. After each one, have children add /s/ or /z/ at the end for a new word.

Segment Phonemes: I am going to say the sounds in fan. Listen: /f/ /a/ /n/. How many sounds do you hear in fan? 3

Repeat with top, ham, zip, map, log, bell, jug, red.

K.2.PA.6 Students will blend and segment onset and rime in one syllable spoken words (e.g., Blending: /ch/ + at = chat; segmenting: cat = /c/+ at).

K.2.PA.7 Students will blend phonemes to form one syllable spoken words with 3 to 5 phonemes (e.g., /f/ /a/ /s/ /t/= fast).

K.2.PA.8 Students will segment phonemes in one syllable spoken words with 3 to 5 phonemes (e.g., “fast” = /f/ /a/ /s/ /t/).

--Daily High Frequency Words

(Pass out white boards and markers.)

For, soon, go, the, here, up

Say the word. Here

Spell the word. H-e-r-e

Write the word.

Check the word.

Apply: Readers Notebook pg 19

K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have, you, he, is, with, are)

11:25-12:20 (Recess Duty)

Chicken Nuggets

Ham and Cheddar Sandwich

Italian Chef Salad

12:20-1:00 Journey’s Curriculum Lesson 19 Day 2

--Phonemic Awareness/Phonics

Letters Dd

Phonemic Awareness Warm-up: I’m going to say a word. Listen for the sound you hear at the beginning. I’ll do it first. Listen: deep. What sound do we hear at the beginning of deep? /d/

Now let’s do it together. Listen: door. What sound do we hear at the beginning of door? /d/ Now you do it: sip? /s/ dog? /d/ net? /n/ fan? /f/ dug /d/

Teach/Model: Remind children that Dudley and Duck begin with the /d/ sound. Ask what letter Dudley Duck wears. Remind children that d stands for the /d/ sound.

You can also hear /d/ at the end of some words. Write and read the words below. Mad, pad, rid, bad. Have children underline the d in each word. Explain that d is last because it stands for the last sound in each word, /d/.

I will say some words. If you hear /d/ at the beginning of the word put your hands in front of you. If you hear /d/ at the end of the word, put your hands in behind of you. Say the following words: dime, bed, good, door, den, and mud.

Guided Practice: (Give everyone a whiteboard ad a marker.) Remind children that Dudley and Duck begin with the /d/ sound. Tell them Dudley Duck has found some things on his hike that have the /d sound. Have children listen for the /d/ sound as you name each picture: deer, toad, duck, pond, bed, dog. Have children write capital D if they hear the /d/ sound at the beginning and the lowercase d if they hear it at the end.
Apply: Readers Notebook pg 21

Standard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

K.2.PC.1 Students will correctly form letters to write their first and last name and most uppercase and lowercase letters correctly.

K.2.PWS.3 Students will produce the primary or most common sound for each consonant, short and long vowel sound (e.g., c = /k/, c = /s/, s = /s/, s = /z/, x = /ks/, x = /z/)

1:00-1:35 Math Stations/Snack

Work with Teacher for the week: Number Bingo 1-20

K.N.1.6 Read, write, discuss, and represent whole numbers from 0 to at least 10. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives.

1:35-2:05 Read How Do Dinosaurs Stay Friends

Create Dinosaur eggs.

2:05-2:30 Recess

2:30-3:00 folders, backpacks, free choice read

Materials for Tuesday

___Readers Notebook pg 19

___Readers Notebook pg 21

___Materials for Dinosaur eggs (Pinterest on Haskell Board)

Wednesday

February 14, 2018

9:00-9:50 Literacy Stations (1 Rotation and pass out Valentine’s)

9:50-10:30 Music

10:30-11:00 Calendar and Morning Routines

--Good morning Song (on Ipod under Playlists, School, Calendar Songs) While this is playing children should get their white boards, erasers, markers and calendar papers.

K.1.R.4 Students will follow one and two step directions.

--Complete the Calendar Paper together. I fill it out as I ask questions about the name of the month, the date, the year. We have been in school for 114 days. Add a popsicle stick to the ones cup below the calendar. Use these to fill out the ones, tens, and hundreds part of the sheet. Show children how to write the day, keeping in mind you may have to wait a bit for the slower writers. Finally, fill out the 10 frame with the date. Ask children to sit aside the paper. Count to 114 by ones and 10’s to 100.