APPLES, APPLES EVERYWHERE
SEPTEMBER14-18, 2015
APPLES, APPLES EVERYWHERE -Apple Trees (How They Change)
9-14-2015
MORNING MESSAGE/STAR STUDENT
Daily Skills:
*Sentence Structure
*Punctuation/Capitalization
*Grammar/Spelling
*Letter/Sound Recognition

CALENDAR MATH/MATH
(counting – 6/number sequence) The students will review 1-5 using ten frames. (GP&IP) Next, the students will assist in discussing the TOPIC OPENER. (GP & IP) Then, the students will use objects to represent and count the quantities of 6 and 7. The students will review key concepts by completing the activities on the math cd. If time permits, the students will identify each number shown on the paper mask and complete the action to match the number shown (EX: show a mask with a 6 on it –the student will jump 6 times).
(EV–3-1, math cd, paper masks)
CCS: K.CC.1, K.CC4b, K.CC.5

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
*Spanish
*Estimation
CCS:K.OA.1, K.OA.2, K.OA.4, K.MD.1, K.CC.1, K.CC.2, K.CC.3, K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5
PROJECT READ
UNIT 1 Lesson 4(Cc)
DAY 1
Sight Word of the Week: my
(TM p1-29--1-31)
CONCEPT
1. To understand that some letters are consonants
2.To understandsound-symbol relationship
3. Reading and spelling words with short [a] and the consonant [c]
ANTICIPATORY SET
(p1-23)
1. Display of alphabet and letter [a] and the consonant [c]
2. Introduce Cc and /c/
MODELING
1.Finger blending and sweeps sounds for: [can] [cab] [cat]
2.Teacher/students use words in a sentence

VAKT INPUT- STATIONS
* Skywrite (Snap fingers - Aim - Press- Do & Say)
1.Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
WORD BUILDING
(p1-30)
1.Display [a][t][m] [s] [b] [c] and tap out the words: [can] [cab] [cat]
2.Teacher/Students use words in a sentence
JEWEL BOX
Place words in box that students have mastered.

CHECKING FOR UNDERSTANDING
(p1-33)
1. Student Practice Sheet 1E (p1-35)
2. Introduce Sentence Frame (Student Practice Sheet 1B - p1-19)
3.Sentence Dictation:A cat sat.
** Student Story/Quiz:Cat Sat
STUDENT PRACTICE
1. Word Web (Cc)
2.Rhyming Words (c1)
3. Hi-Lite –Woodchuck
STAR STORY
DAY 1
Title: Ten Apples Up On Top
Story Introduction
Interactive Reading
Story Structure

EAGER TO READ (A Nature Walk)
The teacher/students will discuss story conventions (front/back covers, spine, author, illustrator, pages, pagenumbers).
The teacher will read the story (1X).
The teacher will pass out the student books.
The t/s will read the story (1X).
The teacher/students will review the story sequence.
Teacher will choose students to CELEBRATE (T- F).
(Teacher book, student books, reading logs)
LARGE GROUP/PHONEMIC AWARENESS
(letter recognition) The students will distinguish between letters of the alphabet and numbers.
(st sht p53)
CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, 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, RL.K.1, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6

WRITING
(journal) The students will write and illustrate a short story about what they might see in an apple tree, besides apples.
(journal)
CCS: SL.K.5, L.K.1f
THEME
(science) The teacher will discuss the changes in an apple tree during a year's time, showing pictures of the changes during each season., explaining why the changes occur.The students will then draw an apple tree over the period of a year's time,illustrating each season's changes.
(apple tree pictures, st sht, cotton for winter)
CCS: SCI-K-LS1-1

APPLES, APPLES EVERYWHERE -Apples (Types of Apples)
9-15-2015

MORNING MESSAGE

CALENDAR MATH/MATH
(writing - 6)The teacher will begin the lesson by reviewing counting and writing 1-5, also reviewing the writing line format (numbers start at the top). (R) The students will then count the number of objects in box and draw the same number of objects below. (P) Next, the students will count the number of birds and draw the same number in given boxes. The students will then review the math concepts by using the math cd. If time permits, the teacher will review the number (and word) and demonstrate how to write 6, using a ten frame. The students will practice writing 6, using dry boards. The students will then use the activity sheet to identify sets of 6 and write the number word six and the number 6. The students will then practice writing 6.
(EV-3-1(R&P), math cd st shts p21&22, dry boards, markers, erasers, ten frames and counters, st shts)
CCS: K.G.1, K.CC.1,K.CC.2, K.CC.3, K.CC.4, K.CC.4a, K.CC.4b, K.CC.5
PROJECT READ
UNIT 1 Lesson 3(Cc)
DAY 2
Sight Word of the Week: my
(TM p1-29—1-31)
Follow Monday’s Lesson
SFA (p49-53)
1. Think, Pair, Share (students pair together to identify an item that begins with Cc)
2. Hear Sound
3. Say It Fast
4. Break It Down
5. Stretch and Read
6. Quick Erase
STUDENT PRACTICE
1. Write it (Use dry boards)
2. HAR 3 – p12
STAR STORY
Title: Ten Apples Up on Top
DAY 2

EAGER TO READ

Title: A Nature Walk

DAY 2

Guided Reading
LARGE GROUP/PHONEMIC AWARENESS
(letter recognition)The students will color the parts of the apple, using the beginning sound/letter and by using the color key.
(st sht p10)
CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, 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, RL.K.1, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6

WRITING
(thematic writing)The students will be given the mixed up sentence: "The apple is big.". The students will then cut apart the sentence and glue it in the correct order (the teacher will show the sentence correctly on the doc camera). Next, the students will draw a picture of a big apple.
(sentence strips, writing paper)
CCS: SL.K.5, L.K.1f
THEME
(art/science)The teacher will discuss types of apples and where they grow in the US (briefly discuss Johnny Appleseed-Chapman). The students will assist the teacher in reading the poem "Way Up High".The students will then cut and glue the poemonto construction paper.Next, the students will glue a tree top to a trunk and paint apple prints on the tree(finger prints).
(US map w/apples taped to areas of growth, poem, red paint/ink, tree trunk and tree top, const.paper)
CCS: SCI-K-LS1-1 A/H3.4.1

APPLES, APPLES EVERYWHERE -Apples (Parts of an Apple)
9-16-2015
MORNING MESSAGE

CALENDAR MATH/MATH
(counting - 7) Theteacher will begin the lesson by drawing sets of 6 on the board, as a review. Next, the teacher will add one more item to the sets of 6 (to make 7), asking “What number would we get if we added one more to this set of six?” (GP&IP) Next, the students will count and practice writing 6 and 7. The students will review key math concepts on the math webpage. If time permits, the students will then be given an activity sheet with the number 7 and the number word seven on it. The students will draw a set of seven, using their choice of item. The students will then use the activity sheet to identify sets of 7.
(EV-3-2, math webpage – st sht #7)
CCS: K.CC.1, K.CC.3, K.CC.4, K.CC.5
PROJECT READ
UNIT 1 Lesson 3(Cc)
DAY 3
Sight Word of the Week: my

Follow Monday’s Lesson
(TM p1-29--1-31)
VAKT INPUT - STATIONS
1. Skywrite (Snap fingers - Aim - Press- Do & Say)

2. Writing Notebook- Cc
STUDENT PRACTICE
1. Learning Page Writing (Cc)
2. Write/Illustrate Sentences (c3)
STAR STORY
Title: Ten Apples Up on Top
DAY 3
**The students will have a picture taken of themselves with apples on their heads. They will then complete the activity: Ten Apples Up on Top.
EAGER TO READ
Title: A Nature Walk

DAY 3

Popcorn Read
LARGE GROUP/PHONEMIC AWARENESS
(seasonal vocabulary) The students will complete each sentence in the apple story APPLES ALL AROUND by writing the word "apple" in the blanks.
(st story)
CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, 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, RL.K.1, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6
WRITING
(comparative writing) The students will each be given a paper apple.The students will compare the apples as to biggest (bigger) and smallest (smaller).The students will then complete the sentences, using a person's name at their table: "______'s apple is bigger than mine.“_____'s apple is smaller than mine."
(paperapples, st sht)
CCS: SL.K.5
THEME
(science) The class will discuss the parts of an apple. The teacher will then show the students how to cut an apple to findthestar inside.Next, the students will be given an apple, plate and plastic knife to cut their own apple and find the star.The teacher will then cut the apples and the students can eat them, w/wo peanut butter/honey.
(chart, apples, plates, plastic knives, napkins, peanut butter, honey, spoon)
CCS: SCI-K-LS1-1

APPLES, APPLES EVERYWHERE –Johnny Appleseed
9-17-2015

MORNING MESSAGE

CALENDAR MATH/MATH
(writing - 7) The teacher will begin the lesson by reviewing counting and writing 1-6, also reviewing the writing line format (numbers start at the top). Next, the teacher will review the number (and word) and demonstrate how to write 7, using a ten frame. (R&P) The students will then count the number of objects and write the correct number. Then the students will review key math concepts using the math cd.If time permits, the students will use dry boards to practice writing 7. The students will then use the activity sheet to identify sets of 7 and write the number word seven and the number 7. The students will then practice writing the number 7.
(EV-3-2(R&P), math cd, dry boards, markers, erasers, ten frames and counters, st shts)
CCS: K.CC.1, K.CC.3, K.CC.4, K.CC.5
PROJECT READ
UNIT 1 Lesson 3 (Cc)
DAY 4
Letter of the Week: my
(TM p1-29-1-31)
Follow Monday’s Lesson
HARCOURT (p366-377)
1. Phonemic Awareness (p373)
2.Active Beginning (p376)
3. Practice/Apply (p377)
STUDENT PRACTICE
1. Write/Illustrate Sentences (c3)
2.HAR 3 – p10
SHARED STORY
Title: Johnny Appleseed
DAY 1
EAGER TO READ
Title: A Nature Walk
DAY 4
Partner Read

LARGE GROUP/PHONEMIC AWARENESS
(rhyming) The teacher will review the meaning of "rhyming" words. The teacher will say 2words. The students will then repeat the words and give a "thumbs up" if they rhyme and a "thumbs down" if they do not. tree/me leaf/let blow/shoe core/more stem/start
seed/weed branch/bake trunk/skunk root/boot bark/bed
CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, 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, RL.K.1, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6

WRITING
(listening assessment) The students will listen to the story about Johnny Appleseed (Chapman). Next, they will draw a picture of what they hear in the story
(listening assessment w/rubric)
CCS: SL.K.4, SL.K.5
THEME
(art/ss/ The students will listen to the story about Johnny Appleseed (Chapman). Next, they willdraw a picture The students will review the colors of apples and where they are grown. The students will then make a tissue paper apple.
(map, red, green, yellow tissue paper, apple pattern)
CCS: SS 4.1.1 A/H 3.4.1

APPLES, APPLES EVERYWHERE -Apples (Foods Made From Apples)
9-18-2015
MORNING MESSAGE

MATH/CALENDAR MATH
(count/write -1-7)As a review, the students will count to 7 using counters and ten frames, the teacher showing a card for each number identified.Then, the students will write the number on the graph each time the apple-shaped number is shown (pulled from a basket), 1-7. The number that reaches the top first wins. Next, the students will practice writing 1-7. The students will then review by completing the activities on the math webpage. If time permits, the students will put together the apple basket puzzle.
(EV – 1-7,die, st graphs, puzzle and paper)
CCS: K.CC.3, K.CC.4, K.CC.4a, K.CC.4b, K.CC.5

PROJECT READ
UNIT 1 Lesson 3(c)
DAY 5
Letter of the Week:my

Follow Monday’s Lesson
(TM p1-29--1-30)
STUDENT PRACTICE
1. Shape Book (with words and pictures)
2. Assessment (Cc)
SHARED STORY
Title: Johnny Apple Seed
DAY 2
EAGER TO READ
A Nature Walk

DAY 5
LARGE GROUP/PHONEMICAWARENESS
(initial phonemes) The teacher will use apple shaped word cards to read words with the class. The students will help the teacher say the beginning sound of each word.
seed core peel red tree blossom green yellow apple
(apple words) CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, 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, RL.K.1, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6

WRITING
(seasonal words) The students will write the room, looking for apple words.
(word cards, st sht)
CCS: SL.K.5, L.K.1f
THEME
(science/math) The students will participate in an "Apple Tasting Party".The students will taste different products made from apples.The students willalso tell if they thinkthe food/drink tasted good or bad by coloring a smile or a frown face. Using the given chart, the t/s will graph how many students liked each apple food.
(sm cups, apple foods, plates, spoons, graph)
CCS: SCI-K-LS1-1 K.MD.2

LEARNING TARGETS
SEPTEMBER 14- 18, 2015
Monday, September 14, 2015
Reading: I can identify Cc and /c/.
Math:I can identify the number six and sets of 6.

Tuesday, September 15, 2015
Reading: I can identify and write Cc and /c/.
Math:I can write the number 6.

Wednesday, September 16, 2015
Reading: I can identify and write Cc and /c/.
Math:I can identify the number seven and sets of 7.

Thursday, September 17, 2015
Reading: I can identify and write words that begin with Cc and /c/.
Math:I can write and count to the number 7.

Friday, September 18, 2015
Reading: I can demonstrate my knowledge of Cc and /c/.
Math:I can demonstrate how to make sets of 1-7.