EXPLORING SPACE - GROUNDHOG’S DAY
FEBRUARY 2-6, 2015
GROUNDHOG’S DAY
2-2-2015
**After breakfast, the class will post a pretend groundhog outside the window. The teacher will record the length of the groundhog's shadow every hour until 2:00pm (the teacher may choose to let some students go with her for each recording time) by marking the shadow with time-stamped markers. After the last recording, the class will discuss why the shadow changed lengths.
(groundhog cutout mounted on a stake, time markers, chart)
MORNING MESSAGE/STAR STUDENT
PROJECT READ
UNIT7 Lesson3 (Zz)
DAY 1
Word of the Week: me
(TM p7-11--7-27)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. Toread short [a] and short [i] words with [z]
2. To spell words with short [a] and short [i] words with [z]
3. To review reading and spelling short [a] and [i] words with [y]
ANTICIPATORY SET
1. Display the vowels [a] and [i] (Do & Say)
2. Display letters: [a] [t] [s] [m][b] [c] [f] [r] [h] [n] [p] [l] [g] [j] [v] [i] [w] [k] [ck] [qu] [x] [y]
3. Clip each letter sound
4. Review Yy and /y/
INPUT
(TM p7-12)
1. (directly state): This letter captures the a consonant sound /z/.
2. Place cards [Zz]in chart
3. (question): What sound does [Zz] capture?/z/
4. Do & Say
VAKT INPUT - STATIONS
*Sky Write (Snap – Aim – Press – Do & Say)
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
GUIDED PRACTICE
1. Word Reading (p7-13)
2. Story Reading – Zig-Zag (p7-15)
3. Read Sentences – Student Practice Sheet (p7-27)
4. Student Story/Quiz:Yams Zip, Zap, Zigzag
STUDENT PRACTICE
1. Letter Web (Zz)
2. Nursery Rhyme Hi-Lite (Fuzzy Wuzzy)
**PASS OUT AND DISCUSS SPELLING WORD LIST
STAR STORY
Title: Groundhog’s Shadow Story Conventions
Story Critique and Discussion
Buddy Reading
KINDERROOTS (The Nipper)
The t/s will review story conventions.
The teacher will briefly discuss the story.
The teacher will introduce the new vocabulary words:
(RED:can, of)
(GREEN:at, pats, nap, taps, in, tin, pan, nip, nips,tip, tips)
(READLE:turtle, nose, jump)
The teacher will read the story (1X).
The t/s will read the story (1X)
The students will color the vocabulary words red/green.
(story, vocabulary words)
LARGE GROUP/PHONEMIC AWARENESS
(sentence structure) The students will use the word bank to write two sentences, checking for capital letters and punctuation. The students will then read the computer story GROUNDHOG’S DAY. The students will also read the Groundhog Day sentences and color the pictures as stated (word cards: can & color)
(STARFALL.COM, st sht p12, word card: can and color)
CCS: RI.K.1, RI.K.2, 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
(counting/review 11-20) The students will use wall/desk charts to write the numbers 1-50.Next, the students will review the numbers 11-20 using counters, 10-frame and other manipulatives to show different ways to make each number.
(EV-Re-teach-Unit 5)
CCS: K.CC.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
*Estimation
*Spanish
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.3, K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5, K.CC.6, K.CC.7 SCI-K-ESS2-1
WRITING
(sentence completion) The students will write sentences to describe what happens in each of the pictures in the groundhog’s shadow.
CCS: L.K.1, L.K.1b, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5
THEME
(science/folklore) Beforehand, the teacher will hide groundhog “shadows” on the playground. The students will sing the song GROUNDHOG DAY (doc camera). The class will then discuss the story of the groundhog and his shadow. The teacher will discuss how shadows are made and using the doc camera, will make shadows.(with hands, small objects, clear objects). The students will then color and cut out a groundhog. The teacher will staple the completed groundhog to a stick. The students will go outside and find the cut-out shadow that matches the groundhog the teacher is holding.
(groundhog pic, pop sticks, doc camera, objects for shadowing, groundhog shadows)
CCS: SS 2.1.1(DOK 1), SCI-K-PS2-2
EXPLORING SPACE – Sun (Day and Night)
2-3-2015
MORNING MESSAGE
PROJECT READ
UNIT7 Lesson3 (Zz)
DAY 2
Word of the Week: me
(TM p7-11--7-27)
Follow Monday’s Plan
SFA (p105-108)
1. Think, Pair, Share (students pair together to identify an item that begins with Zz)
2. Hear Sound
3. Say It Fast
4. Break It Down
5. Stretch and Read
6. Quick Erase
STUDENT PRACTICE
1. Letter Shape Boxes (z1)
2. Learning Page (Zz)
STAR STORY
Title: The Big Dipper
Day 1
KINDERROOTS
Title: The Nipper
Day 2
Guided Practice
LARGE GROUP/PHONEMIC AWARENESS
(short u/high-frequency words) The students will read and listen to the story Gus the Duck. The students will make a book of the story. The students will write the sight word “little”. Then, the students will read the sentences and match them to the correct picture.
(STARFALL.COM, HAR 11-p11)
CCS: RI.K.1, RI.K.2, 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 use number charts to write numbers 1-50. Next, the students complete Unit 5 math assessment.
(assessment)
CCS: K.CC.2, K.CC4c, K.CC.5
WRITING
(high-frequency words) The students will assist in readingthe high-frequency words in the book OUR SUN IS AN IMPORTANT STAR. The students will thenillustratethe book.
(st book)
CCS: RF.K.3c
THEME
(science/assessment) The studentswill discussthe fact that thesun is found in the center of the solar system and how the other planets circle around it. They will also discuss the fact that the sun is a star, the closest star to Earth. The students will use flashlights to portray the sun; others will portray the Earth and the other planets orbiting the sun, spinning as they it orbit. The students willdiscuss why we have day and night and how half of the earth is dark(night) while the other half is light (day). The students will then complete the activity by coloring the day side yellow and the night side black.The students will then trace the dotted line to show the path of the earth as it travels around the sun.Next, the students will complete the Open Response question about the sun.
(st sht p43 - The Earth Moves Around The Sun, flashlights, OR question w/rubric)
CCS: SCI-K-LS1-1, K-ESS3-1
EXPLORING SPACE - Stars
2-4-2015
MORNING MESSAGE
PROJECT READ
UNIT7 Lesson3
DAY 3
Word of the Week: me
(TM p7-11--7-27)
Follow Monday’s Plan
INPUT
1. Display red word me
2. Teacher states: This word says: me
3. Teacher and students read the word
4. Students arm - tap spelling of the word me
5. Students trace the word me with a red crayon/marker
6. Students complete Rhyme Sheet (me)
STUDENT PRACTICE
1. Sentence Writing (z2)
2. Review(Zz) – (p118)
STAR STORY
Title: The Big Dipper
Day 2
KINDERROOTS (The Nipper)
Day 3
Popcorn Read
LARGE GROUP/PHONEMIC AWARENESS
(high-frequency words) The students will complete the book LOOK AT SPACE. Next, the students will read the computer story GUS THE DUCK. The students will then identify words the rhyme with "rub" and write words beginning with “b” and “d”.
(STARFALL.COM, wkbk p25&26)
CCS: RI.K.1, RI.K.2, 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
(counting - 30) Using classroom charts, the student s will write 1-50. (GP&IP) Next, the students will count objects and write numbers 1-30. The students will then draw more objects to show correct number. Then the students will use the math webpage to review the concepts presented.
(EV-6-1, charts, math webpage)
CCS: K.CC.1, K.CC.2, K.CC.4b
WRITING
(journal) The students say the nursery rhyme STAR LIGHT, STAR BRIGHT. The students will then write and illustrate a short story about something they would wish for.
(journal)
CCS: L.K.1, L.K.1b, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5
THEME
(science) The teacher will discuss facts about stars, including that our sun is a star. The teacher will briefly discuss the fact that stars "twinkle" in the night sky and planets hold steady light. Using the Internet, the students willidentify the most common constellations. The students will then use sticky stars to make their own constellation.The students will also give their constellation a name.
CCS: SCI-K-LS1-1, K-ESS3-1
EXPLORING SPACE
2-5-2015 NO SCHOOL – SNOW DAY
EXPLORING SPACE – Inner Planets (Mercury, Venus, Earth, Mars)
2-6-2015
MORNING MESSAGE
PROJECT READ
UNIT7 Lesson3 (Zz)
DAY 4
Word of the Week: me
(TM p7-5--7-9)
Follow Monday’s Plan
VAKT INPUT
1. Sky Write (Snap – Aim – Press – Do & Say)
2. Writing Notebook (Zz)
GUIDED PRACTICE
1. Word Reading (p7-13)
2. Story Reading – Zig - Zag (p7-15)
3. Read Sentences – Student Practice Sheet (p7-27)
4. Student Story/Quiz:Zip, Zap, Zigzag
STUDENT PRACTICE
1. HAR 10 – p10&12
2. HAR 10 – p11& HAR 11- p12
3. SPELLING TEST
SHARED STORY
Title: Our Friend the Sun Day 1
KINDERROOTS
Title: The Nipper
Day 4
(assessment)
LARGE GROUP/PHONEMIC AWARENESS
(sentence completion) The students will read the computer story GUS THEDUCK. The students will then write words in the correct shape boxes and write the missing vowel to form “short u” words. Next, the students will complete each sentence with a "short u" word and use given words to write two sentences about things they might do for fun.
(STARFALL.COM, wkbk p27-30)
CCS: RI.K.1, RI.K.2, 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
(counting/cardinality) Using class charts, the students will write 1-50. Next, the students will trace/ draw items to show sets to 30. Then, the students will review by completing activities on the math cd.
(EV- 6-1(R&P), charts, math cd)
CCS: K.CC.1, K.CC.2, K.CC.4b
WRITING
(journal) The students will write and illustrate a short story about something they might see in space.
(journal)
CCS: L.K.1, L.K.1b, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5
THEME
(science/assessment) The students will take a journey through space using the STAR LAB. While in the LAB, the students willidentify the most common constellations. The teacher will then briefly review the fact that stars "twinkle" in the night sky and planets hold steady light. The teacher will briefly discuss the 8 planets andthat Pluto is no longer being classified as a planet. Afterwards, the students will complete the SPACE LEARNER CHECK by identifying the correct answer to the given questions.
(inflatable observatory and materials, assessment)
CCS: SCI-K-LS1-1, K-ESS3-1
LEARNING TARGETS
February 2-6, 2015
Monday, February 2, 2015
Reading: I can identify Zz and /z/.
Math: I can review key concepts about teen numbers and number sequence.
Tuesday, February 3, 2015
Reading: I can identify Zz and /z/.
Math: I can demonstrate my knowledge of teen numbers.
Wednesday, February 4, 2015
Reading: I can identify and write Zz and /z/.
Math: I can count and write to 30 by ones and by tens.
Thursday, February 5, 2015
NO SCHOOL – SNOW DAY
Friday, February 6, 2015
Reading: I can identify and write words beginning with Zz and /z/.
Math: I can count and write to 30 by ones and by tens.