THERE’S A RUMBLE IN THE JUNGLE
April 20-24, 2015
THERE’S A RUMBLE IN THE JUNGLE – Elephants
4-20-2015
MORNING MESSAGE/STAR STUDENT
*Sentence Structure
*Punctuation/Capitalization
*Grammar/Spelling
*Letter/Sound Recognition
PROJECT READ
Unit 12 Lesson 2 (could, should, would)
Day 1
Letter/Words of the Week: could, should, would
(TM p12-9--12-11)
OBJECTIVES
1. To identify phonetically irregular words (red words): [could] [should] [would]
2. To identify and use the exclamation mark (!) in a sentence
ANTICIPATORY SET
1. Display word cards: [could] [should] [would]
2. (question): Why are these words printed in red?
3. (answer): They do not follow sound-symbol rules.
INPUT
1. Display Student Red Word Sheet (p12-11)
2. Teacher reads the three words: [could] [would] [should]
3. (state): These words all end with [o]-[u]-[l]-[d]. These letters are underlined on your sheet.
VAKT INPUT
(p12-9)
1. Using red crayons, students trace over [-ould] while saying the letter names
2. (state): Go back to the first word
Say the word with me [could]
Listen while I use the word in a sentence: Could I help you?
3. Tap word out on arm from shoulder down (sweep and say word)
4. Students read sentences under each word
CHECKING FOR UNDERSTANDING
Sentence Dictation: Could I help you? (Formative writing assessment)
ORAL/GUIDED READING
1. Jewel Box/Treasure Chest - Student Practice Sheet (p12-17)
2. Student Story/Quiz - Could Should Would
STUDENT PRACTICE
Complete the Sentences (could1)
**PASS OUT AND DISCUSS SPELLING WORD LIST
KINDERROOTS (Hot Muffins)
The teacher will review story conventions.
The teacher will give a short overview of the story.
The students will be given a list of vocabulary words; they will color the words red/green:
(GREEN: had, ham, Hank, hat, hid, hot, hut, Hmmm, Mmmm, lots, pit, sell, muffin, muffins, tossed, hugged)
(RED: as, give, I'll, were, your)
(READLES: bone, cents, idea, rock, sandwich, sign)
The teacher will read the story (1X).
The teacher will choose Star Readers for the week.
STAR STORY Title: Rumble in the Jungle
Day 1
Story Introduction/Picture Walk
Vocabulary
Story Conventions
Interactive Reading
LARGE GROUP/PHONEMIC AWARENESS
(ir/word meaning) The students will read the computer story MY HORSE GLORY. The students will then make a small book with the same title. Next, the students will write the correct words in the word boxes and then use the words to make new words. The students will then complete the activity WHAT’S THAT WORD?
(STARFALL.COM, st books, st sht p22, st sht p39)
CCS: RI.K.1, RI.K.2, RI.K.3, RI.K.5, RI.K.6, RI.K.7, RI.K.10, RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, 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.1, L.K.1 L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, 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
CALENDAR MATH/MATH
(graphing) Using classroom charts, the students will write 1-100. Next, the class will use picture graphs to answer questions and count how many. Students will classify objects into given categories and sort the categories by count.
(EV 9-9, charts, math cd)
CCS: K.CC.3, K.OA.3, K.MD.3
Calendar Daily Activities:
*Months of Year/Day of Week
*Addition/Subtraction
*Money/Time
*Tally Marks/Graphs
*Patterns
*Time Line
*Counting by 2, 5, 10
*Number Sequencing *Odd/Even/Place Value
*Measurement
*Historical Weather/Temperature
*Events
*Spanish
*Estimation
CCS: K.OA.1, K.OA.2, K.OA.3, K.OA.4, K.OA.5, 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 K-LS1-1, K-ESS3-1
WRITING
(listening comprehension assess) The students will then listen to and illustrate the story THE AFRICAN ELEPHANT.
(listening story w/rubric)
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/ss) The class will discuss facts they know about elephants (has a trunk – what it is used for, big ears – African vs. Asian, eats fruit, leaves and grass, used to work, etc). The students will then make a cut-out elephant.
CCS: SCI K-LS1-1, K-ESS3-1 A/H 3.4.1
THERE’S A RUMBLE IN THE JUNGLE - Sloth
4-21-2015
MORNING MESSSAGE
PROJECT READ
Unit 12 Lesson 2 (could, should, would) (!)
Day 2
Letter/Words of the Week: could, should, would (!)
(TM p12-9--12-15)
OBJECTIVES
1. To identify phonetically irregular words (red words): [could] [should] [would]
2. To identify and use the exclamation mark (!) in a sentence
ANTICIPATORY SET
1. Display word cards: [could] [should] [would]
2. (question): Why are these words printed in red?
3. (answer): They do not follow sound-symbol rules.
INPUT
1. Display Student Red Word Sheet (p12-11)
2. Teacher reads the three words
3. (state): These words all in [o]-[u]-[l]-[d]. These letters are underlined on your sheet.
VAKT INPUT
(p12-9)
1. Using red crayons, students trace over [-ould] while saying the letter names
2. (state): Go back to the first word
Say the word with me [could]
Listen while I use the word in a sentence: Could I help you?
3. Tap word out on arm from shoulder down, Sweep and say word
4. Students read sentences under each word.
ANTICIAPTORY SET
1. Display the sentence frame.
2. (question): What is this?
3. (answer): The frame for a sentence.
4. (question): What does a sentence start with?
5. (answer): A capital letter.
6. (question): What does a sentence stop with?
7. (answer): A period.
INPUT
(directly state): You have studied two kind of sentences:
1. Telling
2. Asking
MODEL
(hand signals and sentence frame on board)
1. Chad has a fish.
2. Did the dish chip?
3. A third kind of sentence is a sentence telling of strong feeling.
**Sometimes the strong feelings are from happiness.
(ex): I have a new pet!
Yip! Ann wins!
**Sometimes the strong feelings are from urgency (in a hurry). The
hand signal is to wave (push out) the key words in the sentence.
(ex): Hit that bug!
Bing! Bang! The ball zig-zags.
** Sometimes the strong feelings are from anger.
(ex): The bed is a mess!
Stop that!
** The voice expresses strong feelings by punching out certain words.
CHECKING FOR UNDERSTANDING
1. Student Practice Sheet 12B (p12-15)
2. Sentence Dictation: What should Mom tell Beth?
ORAL/GUIDED READING
1. Jewel Box/Treasure Chest - Student Practice Sheet (p12-17)
2. Student Story/Quiz - Could Should Would (read other stories on doc camera)
STUDENT PRACTICE
Writing Should (should1)
KINDERROOTS
Title: Hot Muffins
Day 2
Guided Reading
STAR STORY
Title: Rumble in the Jungle
Day 2
LARGE GROUP/PHONEMIC AWARENESS
(ir/sentence structure) The students will read the computer story MY HORSE GLORY. The students will then use “or” to complete the words. The students will then write two sentences about sports, using the given word bank. Next, the students will identify the missing consonants and vowels and rewrite the sentences correctly.
(STARFALL.COM, wkbk 73&74, SCH 39&40)
CCS: RI.K.1, RI.K.2, RI.K.3, RI.K.5, RI.K.6, RI.K.7, RI.K.10, RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, 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.1, L.K.1 L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, 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
CALENDAR MATH/MATH
(graphing) Using classroom charts, the students will write 1-100. Next, the class will use picture graphs to answer questions and count how many. Students will classify objects into given categories and sort the categories by count.
(EV-9-9(R&P), charts, math cd)
CCS: K.MD.3
WRITING
(story comprehension/open response) The students will assist in reading the story THE SLOW SLOTH. The students will then answer the comprehension questions.
(st story w/questions)
CCS: SL.K.5 SCI K-LS1-1, K-ESS3-1
THEME
(sci/art) The teacher will read the story SLOWLY, SLOWLY SAID THE SLOTH. The students will then discuss the uniqueness of the sloth family. Next, the students will make a sloth arm puppet.
(st puppet)
CCS: SCI K-LS1-1, K-ESS3-1 A/H 3.4.1
THERE’S A RUMBLE IN THE JUNGLE – Birds
4-23-2014
MORNING MESSEGE
PROJECT READ
Unit 12 Lesson 2 (could, should, would) (!)
Day 3
Letter/Words of the Week: could, should, would (!)
(TM p12-9--12-15)
OBJECTIVES
1. To identify phonetically irregular words (red words): [could] [should] [would]
2. To identify and use the exclamation mark (!) in a sentence
ANTICIPATORY SET
1. Display word cards: [could] [should] [would]
2. (question): Why are these words printed in red?
3. (answer): They do not follow sound-symbol rules.
INPUT
1. Display Student Red Word Sheet (p12-11)
2. Teacher reads the three words.
3. (state): These words all in [o]-[u]-[l]-[d]. These letters are underlined on your sheet.
VAKT INPUT
(p12-9)
1. Using red crayons, students trace over [-ould] while saying the letter name
2. (state): Go back to the first word
Say the word with me [could]
Listen while I use the word in a sentence: Could I help you?
3. Tap word out on arm from shoulder down, sweep and say word
4. Students read sentences under each word
ANTICIAPTORY SET
1. Display the sentence frame.
2. (question): What is this?
3. (answer): The frame for a sentence.
4. (question): What does a sentence start with?
5. (answer): A capital letter.
6. (question): What does a sentence stop with?
7. (answer): A period.
INPUT
(directly state): You have studied two kind of sentences:
1. Telling
2. Asking
MODEL
(hand signals and sentence frame on board)
1. Chad has a fish.
2. Did the dish chip?
3. A third kind of sentence is a sentence telling of strong feeling.
**Sometimes the strong feelings are from happiness.
(ex): I have a new pet!
Yip! Ann wins!
**Sometimes the strong feelings are from urgency (in a hurry). The
hand signal is to wave (push out) the key words in the sentence.
(ex): Hit that bug!
Bing! Bang! The ball zig-zags.
** Sometimes the strong feelings are from anger.
(ex): The bed is a mess!
Stop that!
** The voice expresses strong feelings by punching out certain words.
CHECKING FOR UNDERSTANDING
1. Student Practice Sheet 12B (p12-15)
2. Sentence Dictation: She would not stop!
ORAL/GUIDED READING
1. Jewel Box/Treasure Chest - Student Practice Sheet (p12-17)
2. Student Story/Quiz - Could Should Would (read other stories on doc camera)
STUDENT PRACTICE
Write Would (would1)
STAR STORY Title: Rumble in the jungle
Day 3
KINDERROOTS
Title: Hot Muffins
Day 3
Popcorn Reading
LARGE GROUP/PHONEMIC AWARENESS
(high-frequency words) The students will read the computer story MY HORSE GLORY. The students will then identify high-frequency words and write sentences using "th" words. The students will then identify the items in the picture that have the “or” sound, using the word bank. Next, the students will identify the sentence that best tells about each picture and then read the story and answer the questions.
(STARFALL.COM, wkbk p75&76, SCH 41&42)
CCS: RI.K.1, RI.K.2, RI.K.3, RI.K.5, RI.K.6, RI.K.7, RI.K.10, RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, 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.1, L.K.1 L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, 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
CALENDAR MATH/MATH
(decomposing numbers) Using classroom charts, the students will write 1-100. Next, students will show different ways to make 9 and 10. Students will also write number sentences to describe the given pictures.
(EV-Topic 9-Reteaching, charts, math cd)
CCS: K.CC.3, K.OA.3
WRITING
(journal) The students will write and illustrate a short story about a Rain Forest bird.
(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
(sci/art) The students will identify and glue each animal to its body covering. The class will discuss different types of birds found in the rain forest and their role in the survival of the rain forest. The students will then decorate a rain forest bird.
(paper birds, feathers, sequins, craft items)
CCS: SCI K-LS1-1, K-ESS3-1 A/H 3.4.1, 4.4.2
THERE’S A RUMBLE IN THE JUNGLE – African Tribes
4-23-2015
MORNING MESSEGE
PROJECT READ
REVIEW Unit 12 (short e) (could) (should) (would) (!)
(TM p12-9--12-15)
OBJECTIVES
1. To read and spell words with (short e)
2. To identify red words [could] [should] [would]
3. To identify the exclamation mark (!)
ANTICIPATORY SET
1. Display word cards: [short e] [could] [should] [would]
2. (question): What is the same about all of these words?
3. (answer): They all have the [short e] vowel sound.
4. (question): Why are some of these words printed in red?
INPUT
1. Display [short e] word cards (p12-5)
1. Display Student Red Word Sheet (p12-11)
2. Teacher/Students Stretch and Blend the words
3. (state): a. These words all have the same vowel sound [e].
b. These words all end in [o]-[u]-[l]-[d]. Tap word out on arm from shoulder down,
sweep and say word
c. Students read sentences under each word
ANTICIPATORY SET
1. Display the sentence frame
2. (question): What is this?
3. (answer): The frame for a sentence.
4. (question): What does a sentence start with?
5. (answer): A capital letter.
6. (question): What does a sentence stop with?
7. (answer): A period.
INPUT
(directly state): . A third kind of sentence is a sentence telling of strong feeling. **Sometimes the strong feelings are from happiness.
(ex): I have a new pet! Yip! Ann wins!
**Sometimes the strong feelings are from urgency (in a hurry). The hand signal is to wave
(push out) the key words in the sentence.
(ex): Hit that bug! Bing! Bang! The ball zig-zags. ** Sometimes the strong feelings are from
anger.
(ex): The bed is a mess! Stop that!
** The voice expresses strong feelings by punching out certain words.
CHECKING FOR UNDERSTANDING
Sentence Dictation: Meg should not go with them!
ORAL/GUIDED READING
1. Jewel Box/Treasure Chest - Student Practice Sheet (p12--17-18)
2. Student Story/Quiz - Could Should Would (read all stories on doc camera)
STUDENT PRACTICE
1. Trace red words (could, should, would)
2. Chapter 12 – Review
3. Writing Notebook (could, should, would – 5X)
SHARED STORY
Title: A Color of His Own
Day 1
Story Conventions
Background Knowledge
Teacher/Interactive Reading/cassette
Story Discussion
The students will discuss the story elements.
KINDERROOTS
Title: Hot Muffins
Day 4
Partner Reading
LARGE GROUP/PHONEMIC AWARENESS
(sh/comparisons) The students will read the computer story MY HORSE GLORY. The students will then write silly sentences, using the word bank form the previous lesson. They will then make compound words.
(STARFALL.COM, wkbk p77&78)
CCS: RI.K.1, RI.K.2, RI.K.3, RI.K.5, RI.K.6, RI.K.7, RI.K.10, RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, 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.1, L.K.1 L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, 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
CALENDAR MATH/MATH
(assessment) The students will write 1-100, using classroom charts. Next, the students will complete Unit 9 and the formative assessment over counting.
(EV- Unit 9 assessment, formative assessment AG7)
CCS: K.OA.3, K.CC.3, K.CC.4a, K.MD.1
WRITING
(editing) The students will complete the EDITING LEARNER CHECK.
(st writing assessment)
CCS: L.K.2, L.K.2a, L.K.2b
THEME
(ss/art) The class will compare different African tribes (Swahili, Zulu, Maasai – food, clothes, homes and interesting facts), using a comparison chart. The students will then be shown pictures of different tribal faces/masks (GOOGLE). Next, the students will make a pretend tribal item (jewelry, clothing, rain stick, etc – teacher’s choice). The students may also watch and perform a traditional African dance.
(tribal information, chart, tribal item materials, YOUTUBE)
CCS: SS 2.1.1(DOK 1), 2.1.2, 4.4.1(DOK 1) A/H 3.4.1, 4.2.3, 4.4.2
THERE’S A RUMBLE IN THE JUNGLE – Chameleons
4-24-2014