Carter/Fricks/Weston Fall October 10-14, 2016
Monday
Daily Opening Activities- SWBATname the days of the week, months of the year, add number to number line, graph and analyze weather, say pledge.
Large Group
O: SWBAT discuss facts about fall.P: Students will state What We Know/ What We Wonder About/What We Learned about Fall. The teacher will list ideas on chart. Read When Autumn Comes by Maas. (As the week progresses, add what the children have learned.) E: TO
O: SWBAT discuss facts about fall.
P: Students will watch a video about Fall (Weather Start: Seasons of the Year (Autumn section). After the video, throw a ball to several students and have each one tell the class something they learned about Fall.
E: TO
Small Groups
O: SWBAT identify the numbers 11.P: The students will complete pg. 1 of I See Leaves book. The students will practice writing the number 11on the lines, and then put 11 paper “leaves” on a tree using paper leaves (orange, brown, yellow, and red). E: Book and T.O.
O: SWBAT dictate a sentence and illustrate.
P: The students will dictate a sentence about the “Travel Guide of the Week.” The sentence will be illustrated. Combine pages to make the “Travel Guide book. E: “Travel Guide” page
Large Group
O: SWBAT stretch words and hear letter sounds.
P: Interview the “Travel Guideof the Week.” Have students name known letter sounds. E: Interview and TO
Story
O: SWBAT answer comprehension questions.
P: Read Autumn Leaves. Ask questions. E: TO and questions
Small Groups
O: SWBAT use phonics-based spelling to write sentences.
P:The students will illustrate a picture and stretch sounds to write words.
(Use Kid Writing) E: Kid Writing Journal
O: SWBATname, describe, and draw shapes.
P: The students will review the shapes and describe them (circle, square, triangle, rectangle, hexagon). Then they will copy each shape. E: Shape paper
*Begin leveled readers if time
Transition: Teach the children “Farmer Brown Had Ten Orange Pumpkins Growing on a Vine.” Use a “vine” and ten orange “pumpkins.”
May use SmartBoard pumpkins and vines.
Tuesday
Large Group
O: SWBATrecognize letter sounds and blends.
P: Use the puppet and basket to introduce objects that have the letters “aw”and “au” in the word. Write object names on the board. Illustrate. Have students give additional words that have “aw”and “au.” Use “Sounds Fun Phonics” to learn the “Aw” and “Au” songs.
E: TO
O: SWBAT listen and comprehend.
P: Read The Little Scarecrow Boy by Margaret Wise Brown. Ask questions. E: T O
Small Groups
O: SWBAT identify the number 12.
P: Students will complete pg. 2 of I See Leaves. The students will write the number 12, and put 12 “paper leaves” on a tree. Practice writing 12 on white boards.
E: T. O. and book
O: SWBATmanipulate materials and use phonics-based spelling.
P: The students will use various items (straw, plaid fabric, and moveable eyes) to create a “scarecrow”. The students will write about a scarecrow.
E: T.O. and “scarecrows”
Story
O: SWBAT answer comprehension questions.
P: Read How Do You Know It’s Fall? by Allan Fowler. Ask questions.
E: TO
Small Groups
O: SWBAT use phonics-based spelling to write sentences.
P: The students will illustrate a picture and stretch sounds to write words.
(Use Kid Writing) E: Kid Writing Journal
O: SWBATmake and compare numbers 11 and 12.
P: The students will review the numbers 11 and 12. Using pages 181-182, the students will count the objects in the ten-frame and say how many. The students will use counters to show the number and write the number 3 times. The students can draw circles in the blank ten-frames for counters to show the number.
E: On My Own pages 181-182
Assess for report cards
Transition: SWBAT sing “I’m A Little Acorn Round” and “Seasons” (Dr. Jean- Kiss Your Brain!)
Wednesday
Large Group
O: SWBAT recognize letter sounds and blends.
P: Use the puppet and items to introduce objects that have the letters “ch” in the word. Write object names on the board. Illustrate. Have students name additional words that have “ch.” Use “Sounds Fun Phonics” to learn the “Ch” song.
E: TO
O: SWBAT answer comprehension questions.
P: Read Peepers by Eve Bunting. Ask questions.
E: T.O.
Small Groups
O: SWBAT identify the number 13.
P: Students will complete pg. 3 of I See Leaves book. Students will write the number 13, and add 13 “leaves” to the tree. Practice writing 13 on white boards.
E: T.O. and book
O: SWBAT use descriptive language and invented spelling.
P: Students will use phonics-based spelling to complete the following: “I am a “fall” peeper. I see ______. Ooh! Aah!” Students complete the sentence using descriptive language. Illustrate. The writing is written on a bus pattern. Pictures of students with “peeper” glasses on will be added to the bus.
E: Peeper Writing
Story
O: SWBATdiscuss what makes leaves green. (Chlorophyll)
P: Read Why Do Leaves Change Color?by Betsy Maestro. The teacher will ask comprehension questions. Show the class different colored leaves.
E: TO
Small Groups
O: SWBAT use phonics-based spelling to write sentences.
P: The students will illustrate a picture and stretch sounds to write words.
(Use Kid Writing) E: Kid Writing Journal
O: SWBATwrite known words.
P: The students write the words “we, it, see.” They will use different colors to write the words.
E: Rainbow writing paper
Assess for report cards
Transition: Practice Heidi songs for words
Thursday
Large Group
O: SWBAT listen and comprehend.
P: Read Squirrels by Brian Wildsmith. Ask questions. E: T.O.
O: SWBAT discuss facts about squirrels.
P: The class will discuss characteristics of squirrels. (Ex. Mammals, hair on their bodies, warm blood, cheek pouches, some live in the ground, some live in trees, babies are called kittens, some as small as mice, some as large as cats, they eat all sorts of nuts, berries, insects, seeds and tree bark, some have bushy tails, some have short tails.) *Make a web on the board.
E: T.O. and questions
Small Groups
O: SWBAT use phonics-based spelling to write sentences.
P: Students will write about squirrels. This is written on a “nut” pattern. Then students will color a squirrel pattern grayish brown and add “fuzzy” material to the tail. Glue the “nut” to the squirrel’s paws.
O: SWBAT identify the number 14.
P: The students will complete pg. 4 of I See Leaves. The students will write the number 14, and add 14 “leaves” to the tree. Practice writing 14 on white boards.
Small Groups:
O: SWBAT use phonics-based spelling to write sentences.
P: The students will illustrate a picture and stretch sounds to write words.
(Use Kid Writing)
E: Kid Writing Journal
O: SWBATcompare the numbers 13 and 14.
P: The students will review the numbers 13 and 14. Using pages 187-188, the students will count the objects in the ten-frame and say how many. The students will use counters to show the number and write the number 3 times. The students can draw circles in the blank ten-frames for counters to show the number.
E: On My Own pages 187-188
Assess for report cards.
Transitions: The teacher will discuss how a squirrel uses its whiskers as “feelers” (Touch). The teacher will have an assortment of nuts (2 of each). One nut in each pair will be put into a sock. The others will be placed on the table. The students will reach into the sock and try to guess which nut on the table is in the sock.
SWBAT recite “Gray Squirrel, Gray Squirrel” and role-play.
Friday
Large Group
O: SWBAT answer comprehension questions.
P: The teacher will read It’s Pumpkin Time! by Zoe Hall. Ask questions.
E: TO and questions
O: SWBAT use science inquiry skills to explore. P: Show the students a pumpkin. Have them use their senses and prior knowledge to describe the pumpkin. On a chart, write their observations about size, shape, color, number of lines, and texture of the pumpkin. Use a piece of yarn to measure the circumference and then measure the yarn with a yardstick. Cut off the top and scoop out the pulp. Have the students feel the pulp and describe what it feels like. Encourage words like squishy, slimy, and mushy. Talk about the stem, skin, meat, pulp, seeds, and ribs of the pumpkin. Is it solid or hollow on the inside? E: TO
Small Groups
O: SWBAT identify the number 15.
P: The students will complete pg. 5 of I See Leaves. The students will write the number 15, and add 15 “leaves” to the tree. Practice writing 15 on white boards. E: T.O. and book
O: SWBAT use science inquiry skills and phonics-based spelling.
P: Students will work in pairs to determine if a pumpkin sinks or floats. Each child will make a prediction and then place their pumpkin in water and determine if their predictions were correct or not. Then they will complete individual pumpkin record sheets to show their findings.
E: Scientific Data Sheet and TO
Story:
O: SWBAT listen and comprehend.
P: Read Pumpkin, Pumpkin by Jan Titherington. Sequence pictures of a pumpkin growing. Ask questions. E: TO
Small Groups
O: SWBAT demonstrate mastery of learned skills.
P: The teacher will use teacher and district evaluations to evaluate student performance for the report card.
E: TO and assessments
O: SWBATcreate a pattern.
P: The students will review patterns (AB, ABC, ABB, etc.).Students select different colored and different shaped leaves to put in a pattern. They will glue the leaves on a strip of sentence strip to create a headband.
E: TO and Patterned Headband
Transitions: SWBAT sort using one attribute. With a group, “fish” for children using an obvious attribute. Ask, “What’s my rule?” Let the children guess until someone gets it. Ask, “Who are the children not in my net?” Repeat the exercise using obvious attribute.
Centers
Drama: SWBAT select their own theme or they may elect to prepare a home for the fall. Clean the closet of summer clothes. Organize the cupboards.
Blocks: SWBAT use an assortment of blocks to build animal homes for the winter.
Math: SWBAT make patterns using parquetry blocks or unifix cubes.
Science: SWBAT look at leaves, acorns, pine cones, etc. They can use the magnifying lens to get a closer look. The students can weigh objects using acorns as their weight units.
Books: A variety of books in different genres are available for the children to read. Books about autumn will be on display.
Writing: SWBAT select a topic and write a story on that topic. The writing process is on display for them to use as a reference. The Friday writing will be dated, evaluated by the teacher, and filed.
Art: SWBAT manipulate and transform art materials.
Acceleration Activities
Language Arts: SWBAT fish for letters.
Math: SWBAT play “Number Concentration.” SWBAT make sets to 15 using acorns.