Teacher. Mrs. D. Scott Date: October 3-7, 2016 Subject: READING Block:
Alabama COS: standards L.K.5c, SLl.K.2, RI.K.1, R1.K.1, RI.K.10, RF.K2d,RF.K.3a, L.K.2c, RF.K.3c W.K.2, L.K.1b.L.K.6,RF.K.2c,L.K.5a,RI.K.1,RI.K.3Unit 2 – Week 2 Shapes All Around Us
ACTIVATING LEARNING STRATEGY: COGNITIVE TEACHING STRATEGIES:
X / KWL / Word Splash / Anticipation Guide / Lecture / Graphic Organizer/VLT / X Poem, Rhymes, etc.Survey / X Possible Sentence / X Think-Pair-Share / X Reading / X Pictograph / Acronyms/Word
X / First Word / Concept Map / Vocabulary Overview / Model / Diagram / Writing
Other: ______
Word Map / Frayer Model / Daily Language Practice (DLP)______/ X Hands-on / Mind Map/Visual Guide
Engagement Strategies:
X - Collaborative Group Work X - Writing to Learn X - Literacy Groups TWIRL
- Questioning Techniques - Scaffolding Text X -Classroom Talk Other:______
Technology Integration: Smart board Document Camera IPADS Mac Books XComputers Kindles Interactive Tablets X Digital/ Video Camera Clickers ACCESS Computer Program:______Other:______
This Week’s Vocabulary: like
PROCEDURAL CONTENT (application)
Monday / Tuesday / Wednesday / Thursday / FridayEssential Question / What shapes do you see around you? / What shapes do you see around you? / What shapes do you see around you? / What shapes do you see around you? / What shapes do you see around you?
Objective(s) / Identify real-life connections between words and their use. L.K.5c
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood,. SL.K.2
With prompting and support, ask and answer questions about key details in a text. RI.K.1
Isolate and pronounce the initial, medial vowel final sounds in three-phoneme words. RF.K.2d
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3a
Write a letter or letters for most consonant and short-vowel sounds. RF.K.3c
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.2
Use frequently occurring nouns and verbs. L.K.1b / Use words and phrases acquired through conversations, reading and bring read to, and responding to texts. L.K.6
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. L.K.5a
With prompting and support, ask and answer questions about key details in a text. RL.K.1
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.3
Demonstrate basic knowledge of one-to-one letter correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3a
Read common high-frequency words by sight. RF.K.3c
Read emergent-reader texts with purpose and understanding. RF.K.4
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.2
Use frequently occurring nouns and verbs. L.K.1b / Actively engage in group reading activities with purpose and understanding. RL.K.10
Identify real-life connections between words and their use (e.g., note places at school that are colorful). L.K.5c
Isolate and pronounce the initials, medical vowel, and final sounds in three phoneme words. RF.K.2d
Demonstrate basic knowledge of one-to-one letter correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3a
Read common high-frequency words by sight. RF.K.3c
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.2
Use frequently occurring nouns and verbs. L.K.1b / Use words and phrases acquired through conversations reading and being read to and responding to texts. L.K.6
Identify real-life connections between words and their use (e.g., note places at school that are colorful). L.K.5c
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). RI.K.7
Demonstrate basic knowledge of one-to-one letter correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3a
Read common high-frequency words by sight. RF.K.3c
Read emergent-reader texts with purpose and understanding. RF.K.4
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.5
Use frequently occurring nouns and verbs. L.K.1.b
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). W.K.7
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.8 / With prompting and support, identify basic similarities in the difference between two texts on the same topic (e.g. in illustrations, descriptions, or procedures). RI.K.9
Participate in collaborative conversations with diverse partners abut kindergarten topics and texts with peers and adults in small and larger groups. SL.K.1
Isolate ad pronounce the initial, medial vowel, ad final sounds (phonemes) I three-phoneme words. RF.K.2d
Spell simple words phonetically, drawing on knowledge of sound-letter relationships. L.K.2d
Read common high-frequency words by sight. RF.K.3c
Speak audibly ad express thoughts, feelings, and ideas clearly. SL.K.6
Use frequently occurring nouns and verbs. L.K.1b
Preview
(Before) / Preview and Predict, Review Genre: Informational Text
Model Concepts of Print
Review High-Frequency Words
Essential Question: What
shapes do you see around you? / Preview and Predict, Review Genre: Informational Text
Model Concepts of Print
Review High-Frequency Words
Essential Question: What
shapes do you see around you? / Preview and Predict, Review Genre: Informational Text
Model Concepts of Print
Review High-Frequency Words
Essential Question: What
shapes do you see around you? / Preview and Predict, Review Genre: Informational Text
Model Concepts of Print
Review High-Frequency Words
Essential Question: What
shapes do you see around you? / Preview and Predict, Review Genre: Informational Text
Model Concepts of Print
Review High-Frequency Words
Essential Question: What
shapes do you see around you?
Instruction
(During)
Include small group plans / Demonstrate, explain, and collaborative conversations / Demonstrate, explain, and collaborative conversations / Demonstrate, explain, and collaborative conversations / Demonstrate, explain, and collaborative conversations / Demonstrate, explain, and collaborative conversations
(After) / Review / Review / Review / Review / Review
Extension/
Refining / High-Frequency words, Read, Spell, and Write / High-Frequency words, Read, Spell, and Write / High-Frequency words, Read, Spell, and Write / High-Frequency words, Read, Spell, and Write / High-Frequency words, Read, Spell, and Write
Homework / Building Words with letters / High-Frequency: like
Students will practice using the word in a sentence. / Identifying Shapes Worksheet
Assessment (formal or informal): X class work notebook X homework quizzes tests computer activities collaborative work project based Other:___
Summarizing: 3-2-1 Ticket out the Door The Important Thing Cue Cards Teacher Questions X Student Summary Other:______
Teacher: Deborah Scott Date October 3-7, 2016 Subject: Mathematics Block:
Alabama COS: standardsCC. K. CC.5, CC.K.CC.3
ACTIVATING LEARNING STRATEGY: COGNITIVE TEACHING STRATEGIES:
KWL / Word Splash / Anticipation Guide / X Lecture / Graphic Organizer/VLT / Poem, Rhymes, etc.Survey / Possible Sentence / X Think-Pair-Share / X Reading / Pictograph / Acronyms/Word
First Word / Concept Map / X Vocabulary Overview / X Model / Diagram / Writing
Other: ______
Word Map / Frayer Model / Daily Language Practice (DLP)______/ X Hands-on / Mind Map/Visual Guide
Engagement Strategies:
X - Collaborative Group Work - Writing to Learn - Literacy Groups TWIRL
X - Questioning Techniques - Scaffolding Text X -Classroom Talk Other:______
Technology Integration: Smart board Document Camera X IPADS Mac Books X Computers Kindles Interactive Tablets Digital/ Video Camera Clickers ACCESS Computer Program:______X Other:Elmo______
This Week’s Vocabulary:
Six, match, seven, eight
PROCEDURAL CONTENT (application)
Monday / Tuesday / Wednesday / Thursday / FridayEssential Question / CC.K.CC.5
How can you count 6 objects? / CC.K.CC.3
How can you count and write 6 with words and numbers? /
CC.K.CC.5
How can you show and count 7 objects?
/CC.K.CC.3
How can you count and write 7 with words and numbers?
/CC.K.CC.5
How can you show and count 8 objects?Objective(s) / Model and count 6 with objects. / Represent 6 objects with a number name and written numeral. / Model and count 7 with objects. / Represent 7 objects with a number name and a written numeral. / Model and count 8 with objects.
Preview
(Before) / Access prior Knowledge
Use iTools to show a five cube train. Have the students to separate the cubes to make two parts. Discuss with children that although the placement of the cubes changes, the quantity does not change. / Access prior Knowledge
Use iTools to make a set of three, four, five animals. Point to each set and have children describe it. / Access prior Knowledge
Start the communication about numbers with a scenario. Invite children to compare the number of children to compare the number of children sitting at each table two children at a table looks different than six children at a table. You can ask other questions that would have answer of about 6 or fewer.
/ Access prior KnowledgeLet children tell some things that they have learned about the number7. Accept several answers.
/ Access prior KnowledgeUse I Tools to show a set of five counters. Continue showing sets of numbers through 7 in random order.
Instruction
(During)
Include small group plans /
Teach and Talk, Practice, and Problem Solving.
Read aloud this problem as children listen. Have children place one counter on each ticket as they count them. Then have them move the counters down one at a time into the ten frame. Have them fill the top row from left to right. Guide them to place the last counter in the left box in the second row. Ask children to count to find how many. Remind them that each number is one larger than the number before. Have children draw sic counters on the ten frame.Count aloud to 6 before start the page. Have students to place a counter on each car in the set. Now move the counters to the parking lot. Guide children to fill the top row first from left to right. Have children tell where the last counter should go. Then have the children to write the number down.
More Practice
Explain to children that on this page they will first trace the number six. Then they will use counters to show the number six on the ten frame. After children use the ten frame to model 6, explain that they will use their two color counters t model different ways to form pairs of numbers that make 6.
Problems Solving
Read the problem. Ask children to describe how they will solve the problems. Look at the pictures in Exercise 1.
Tell children they learned about the number 6 in this lesson. Discuss possible drawings that the children can use to show different ways to make the number 6. When finished, allow time for children to communicate about the drawing.
Summarize
Essential Question
How can you show and count 6 objects? /
Teach and Talk, Practice, and Problem Solving.
Read aloud this problem as children listen. Lead children in counting the number of cubes shown on the page. Present the problem and have children point to the number 6 on the page. Have children look below the 6’s they traced. Have children look below the 6’s they traced. Help children read the word six. Have children point to each row of hats.Explain to children that they will be looking for sets within the picture. Tell them that they should count the number in each set they find. If children find their own errors, let them change their answers. Children may find the small set of six triangles on the man’s shirt.
More Practice
At the top of the page help children identity and read the number 6. Have children that the last counting word will be the number of objects in the set.
Problem Solving
Read Exercise 1 and have children count the objects in each set. Ask children to describe how they will solve the problem. Have children locate Exercise 2. Give children time to draw and restate the problem a number of objects one greater than 5 for them to check. Let children describe their drawing to the class. They may wish to place this page in a Math Journal.
Summarize
Essential Question
How can you count and write 6 with words and numbers? /
Teach and Talk, Practice, and Problem Solving.
Read aloud this problem as children listen. Give each child seven two color counters. Have children model six counters on the page. Reread problem, and then have children share their drawings. Discuss the differences. Discuss how there are different ways to show 7 and they are all correct.For Exercise 1, place a counter on each red and yellow counter as shown. Count them, and tell how many counters. Trace the number 7. Point out to children the word, seven, below the number. Find Exercise 2, look at the seven counters in Exercise 1. Now you will find how many more than 5 is 7. Read aloud the phrase in Exercise 2. Write how many more in the space. For Exercise, have children model and draw seven counters in the ten frame. Have children discuss what they know about the children discuss what they know about the number 7 with a friend.
Have children place seven red counters in the ten frame in exercise 4. Ask children to turn over three counters to make them yellow. Tell children to use their counters to model other ways to make 7 and to record the results.Problem Solving
Read the problem in Exercise 1 and have children count the objects in each set. Discuss possible drawings before children begin. Remind them to show 7 in more than one way. For example, children might draw seven objects in a row, in a circle, or in a different placement to show 7. Let children share and explain share and explain their drawing with partners, and then with the entire class. Summarize