EGG-CEPTIONAL FUN
March 30 - April 3, 2015
EGG-CEPTIONAL FUN–History/Rabbits
3-30-2015

MORNING MESSEGE
PROJECT READ
UNIT 11 Lesson1(ch)
Day 1
Letters of the Day:ch
(TM p11-1--11-7)
OBJECTIVES
To read and spell words with [ch] digraph
ANTICIPATORY SET
1. Display four digraph cards [ch] [wh] [th] [sh]
2. (question): What is the same about these four cards?
3.(answer): [h]
INPUT
1. (say): Because the last letter on eachcard ends in [h],these are called the [h] brothers
(Remove all but the [ch] card)
2. Display the [ch] card and [ch] picture (p11-7)
3. (state): The first brother's name is [ch]
4. Skywrite
VAKT INPUT
(p11-1)
1. Skywrite (3 times)
2. Students aim at the letters, saying name.
3. (state): [ch] has a favorite toy.It is in this picture - atrain. The trainsound /ch/ in chop-chop is
the [ch] sound.
4. Skywriteletter names and then pull under the letters, saying the [ch] sound /ch/.
MODEL
(p11-2)
1. Model skywriting [ch]
2. Finger blend: [chin]
VATK INPUT
1. Skywrite
2.Writing Notebook (ch)
CHECKING FOR UNDERSTANDING
(p11-2)
1. Students build words [chat] [pinch] [chill] [rich]
2. Students read words and sentences - Student Practice Sheet (11A - p11-5)
3. Spell Tabs: [chin] [rich] [chill]
4. Sentence Dictation:Bill hit his chin on the dock.
GUIDED/ORAL READING
Student Story/Quiz: The Rock King Gang The Path
STUDENT PRACTICE
1. Word Web (ch)
2. Write Words/Sentences (ch1)
*NO SPELLING THIS WEEK
SHARED STORY
Title: Chickens Aren’t the Only Ones
Day 1
Story Conventions
Background Knowledge
Teacher/Interactive Reading/cassette
Story Discussion
KINDERROOTS(Peg’s Ducklings)
The teacher will review story conventions.
The teacher will give a short overview of the story.
The teacher will introduce new vocabulary words:
(RED: for, or, may, said)
(GREEN: an, bed, Ben, duck, fed, ten, mess, nest, get, set, egg, eggs, Meg, Meg’s, Peg, Peg’s, pond, patted, pecked, begged, duckling’s02)
(READLES: happy, swam, time, toy)
The teacher will read the story (1X).
The students will be given a list of the new vocabulary words.The students will color the words red/green.
CELEBRATE
(story, word cards, word list)
LARGE GROUP/PHONEMIC AWARENESS
(phonemic analysis/sight words/vocabulary) The students will identify the missing consonant or vowel. Next they will identify the given sight words. Finally, they will identify the matching word and picture.
(SCH p19&20)
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/number sequence/measurement) The students will write numbers1-75, using wall/desk charts. (GP&IP) Next, the students will use counters to find ways to make 6 and 7. Upon completion, the students will review by completing the activities on the math website. The students will then compare objects by weight.
(EV–9-3, wall/desk charts, EV-12-8)
CCS: K.OA.3, K.CC.1, K.CC.2, K.MD.1, K.MD.2
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.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-ESS2-1, K-ESS3-1
WRITING
(journal) The students will write and illustrate a short story about a rabbit or the Easter bunny.
(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
(art/s studies) The class will discuss the historyof the Easter holiday and tell ways the day is celebrated. The students will then color,cut-out and glue the pattern to make a large bunny. The teacher will add the student's faces to the bunny.
(bunny pattern, st pictures)
CCS: SS 2.2.1(DOK 1) A/H 3.4.1, 4.4.2
EGG-CEPTIONAL FUN – Eggs/Celebration
3-31-2015
**AT THE END OF THE DAY, THE STUDENTS WILL HAVE AN EASTER CELEBRATION. OUR LESSON PLAN FORMAT HAS BEEN MODIFIED FOR THE DAY

**MARCH MADNESS ACTIVITY: POPCORN BAGS
(white bags)
MORNING MESSEGE

PROJECT READ
UNIT 11 Lesson 2 (wh)
Day 1
Letters of the Day:wh
(TM p11-9--11-23)

OBJECTIVES
1.To read and spell words with [wh] digraph
ANTICIPATORY SET
(p11-9)
Display [wh]and picture (p11-11)
INPUT
(state): This is [wh].
MODEL
1. (say):Watch as I skywrite [wh] - say letter names as letters are traced
2. (say):[wh] says /wh/
INPUT
(state):[wh] is dressed in a police officer's uniform because he wants to be a traffic police officer.He holds his hand up and tries to whistle to stop traffic.
CHECKING FOR UNDERSTANDING
(p11-2)
1. Students build words - [which][whiff][whip] [whiz]
2.Student Practice Sheet 11B(p11-13)
VATK INPUT
1. Skywrite
2.Writing Notebook (wh)
GUIDED PRACTICE
1. Flash all previously taught red words
2. Sentence dictation: Bill hit his chin on the dock.
ORAL/GUIDED READING
Student Story/Quiz: Hank's Big Cats The Path
STUDENT PRACTICE
1. Word Web (wh)
2 Sentence Completion (wh1)

SHARED STORY
Title: Chickens Aren’t the Only Ones
Day 2

KINDERROOTS
Title: Peg’s Ducklings
Day 2
Guided Practice
LARGE GROUP/PHONEMIC AWARENESS
(grammar/story comprehension) The students will identify the word that best completes the sentences. Next, the students will read the short story by themselves and answer the given questions
(SCH p21&22)
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/comparing weight) Using classroom charts, the students will write 1-75. (R&P) Next, the students will show different ways to make 6 and 7. Upon completion, then the students will review by completing activities on the math cd. The students will then review the concepts of measurement.Then, the students will go on an egg hunt (each child will hunt for eggs numbered 1-12 only (a dozen).
(EV–9-3, wall/desk charts,charts, counting cubes, math cd, EV-12-Reteaching, plastic candy-filled eggs, marked 1-12, baskets)
CCS: K.OA.3, K.CC.1, K.CC.2, K.MD.1, K.MD.2
WRITING
(open response) The students will discuss the Easter Bunny and the things he does during Easter. Next, the student will complete the Easter OR question.
(OR question w/rubric)
CCS: SS 2.1.1(DOK 2)
THEME
EGG MATH HUNT & CELEBRATON
EGG-CEPTIONAL FUN – Eggs
4-1-2015

MORNING MESSAGE
PROJECT READ
UNIT 11 Lesson 3 (th)
Day 1
Letters of the Day:th
(TM p11-25--11-28)
OBJECTIVES
1. To read words with [th] digraph
2. To spell words with [th] digraph

ANTICIPATORY SET
Display [th] from cards and [th] brother picture (p11-28)
INPUT
1.(state): [th] [ch] and [wh] are three of the [h] brothers
2. (state): These combinations are called the [h] brothersbecause each combination
ends in an [h].
VAKT INPUT
(state): Together, let's skywrite the letter names.
INPUT
1. [th] is the youngest [h] brother.He has a very naughty
habit.He sticks out his tongue and makes his sound /th/
like in the word: [thin]
2. Finger Blend: [thin] [math] - teacher uses one finger to blend [th]
3. Teacher uses words in a sentence
MODEL
(p11-26)
1. Teacher skywrites [th]
2. Teacher makes sound /th/
VATK INPUT
1. Skywrite
2.Writing Notebook (th)
CHECKING FOR UNDERSTANDING
1. Student Practice Sheet 11C (p11-27)
2. Spell Tabs: [math] [think] [with] [thank]
ORAL/GUIDED READING
Student Story/Quiz - Math The Path

STUDENT PRACTICE
1.Word Web (th)
2. Write/Illustrate Sentences (th3)
SHARED STORY
Title: Teacher’s Choice
Day 1
KINDERROOTS
Title: Peg’s Ducklings
Day 3
Partner Read
CALENDAR MATH/MATH
(assessment/graphing/opposites) The students will glue the rabbits from smallest to largest and the eggs from largest to smallest.They will then complete the assessment on Unit 12 (measurement). Next, the students will match the egg opposites. Then the students will pair up to graph jellybeans in an egg.
(assessment,candy-filled plastic eggs, st graph, EV-12-Assessment, st sht p12)
CCS:K.OA.3, K.CC.1, K.CC.2, K.MD.1, K.MD.2, L.K.5
WRITING
(journal)The students will write about and illustrate a short story about what they willdo on Easter.
(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
(science) The class will predict whether an egg will sink or float in tap water/salty water. Next, the students will observe the egg in water to see if their predictions are correct. The class will attempt to explain why the egg did/did not float in the different waters. If time permits, each student will make a blown-egg decoration.
(2 containers, water-salty & plain, 2eggs – fresh/boiled, prediction sheet, class eggs)
CCS: SCI-K-LS1-1 A/H 3.4.1
Thursday, April 2, 2015
NO SCHOOL – SPRING BREAK!

Friday, April 3, 2015
NO SCHOOL – SPRING BREAK!

LEARNING TARGETS
Mar 30 - Apr 3, 2015

Monday, March 30, 2015
Reading: I can identify and write (ch) words.
Math: I can decompose numbers and compare capacities of items.
Tuesday, March 31, 2015
Reading: I can identify and write (wh) words.
Math: I can I can decompose numbers and compare capacities of items.
Wednesday, April 1, 2015
Reading: I can identify and write (th) words.
Math: I can complete a simple graph.

Thursday, April 2, 2015
NO SCHOOL – SPRING BREAK!

Friday, April 3, 2015
NO SCHOOL – SPRING BREAK!