EXPLORING SPACE/VALENTINE’S DAY
February 10-14, 2014
EXPLORING SPACE
2-10-2014
NO SCHOOL – SEVERE WEATHER (SNOW)

EXPLORING SPACE
2-11-2014
NO SCHOOL – SEVERE WEATHER (SNOW)
EXPLORING SPACE - The Moon
2-12-2014
MORNING MESSAGE
Daily Skills:
*Sentence Structure
*Punctuation/Capitalization
*Grammar/Spelling
*Letter/Sound Recognition
CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.1, L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, L.K.2, 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

PROJECTREAD
UNIT7 Lesson3 (Yy)
DAY 1
Letter of the Day:Yy
Word of the Week: we
(TM p7-11--7-12)
CONCEPT
Sound-symbol relationship

TEACHING OBJECTIVE
1. Toread short [a] and short [i] words with [y]
2. To spell words with short [a] and short [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]
3. Clip each letter sound
4. Introduce the letters Yyby saying the letters of the alphabet and stopping at Yy
INPUT
(TM p7-11)
1. (directly state): This letter captures the consonant sound /yuh/. You hear it in the word yes.
2. Place cards [Yy]in chart.
3. (question): What sound does [Yy] capture?/yuh/
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

INPUT
1. Display red word we
2. Teacher states: This word says: we
3. Teacher and students read
4. Students arm-tap spelling of the word we
5. Students trace the word we with a red crayon/marker

GUIDED PRACTICE
(p7-12)
1. Read Sentences – Student Practice Sheet (p7-27)
2. Student Story/Quiz: Max Yams
STUDENT PRACTICE
1. Letter Web (Yy)
2. Sentence Completion (y1)
CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, RF.K.3e, RF.K.4, RF.K.4a, 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.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, L.K.5, L.K.5a, L.K.5c, L.K.5d, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4a
STAR STORY
Title: Papa, Please Get the Moon for Me
Day 1
Story Conventions
Story Critique and Discussion
Buddy Reading
CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.6, RI.K.7, RI.K.10
KINDERROOTS (Tam and Tad)
The t/s will review the vocabulary list.
The students will read the story (1X) - Popcorn Read
The students will identify one character in the story, then write and illustrate a short sentence about the character.
CELEBRATE
(story, paper)
CCS: RF.K.4. RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10, L.K.6
CALENDAR MATH/MATH
(problem solving) Using classroom charts, the students will write 1-50. (R&P) Next, the students will identify the given number patterns and trace or write the missing numbers. Next, the students will
review by completing activities on the math CD.
(EV-R6-6P6-6, charts, math CD)
CCS: K.CC.1, K.CC.2

LARGE GROUP/PHONEMIC AWARENESS
(short e) The students will read the computer story PEG THE HEN. The students will complete the “short e” activities.
(STARFALL.COM, stsht p12)
CCS: RL.K.1, RL.K.3, RF.K.2a, RF.K.3, RF.K.3b, RF.K.3c, RF.K.4, L.K.2, L.K.2a
WRITING
(on-demand task) The students will complete the On-Demand Task on how to travel to the moon.
(od task w/rubric)
CCS: W.K.2, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d SCI 2.3.3(DOK 2)
THEME
(science/art) The students will discuss what the moon is and why we see it mostly at night. Next, the class will discuss what gravity is and what it does. They will then show theeffects of gravity on classroom items. They will then briefly discuss astronauts landing on the moon (the students will walk as if they were on the moon). The class will then discuss the phases of the moon (full, half, quarter, new). Each student will cut out his/her moon shapes and cover them with foil and then glue then in sequence on a paper strip. The students will also keep a "moon log" for 30 days, drawing the shape of the moon each night. The students will paint "moon rocks". If time permits, the students will take a “moon walk”. For afternoon snack, the students will make “moon snacks”
(moon phases chart, foil, stsht, paper strip, rubber bands, big sponges, yellow cheese, round crackers)
CCS: PL/VS 1.2.1 A/H 3.4.1 SCI 2.3.3(DOK 2), 2.3.4(DOK 2), 2.3.5

EXPLORING SPACE
2-13-2014
NO SCHOOL – SEVERE WEATHER (SNOW)
VALENTINE’S DAY – Hearts/Candy
2-14-14

WE WILL HAVE OUR VALENTINESCELEBRATION AT 2:00
MORNING MESSAGE
PROJECT READ UNIT7 Lesson2 (Yy)
DAY 2
Letter of the Day: Yy
(TM p7-11--7-12)
CONCEPT
Sound-symbol relationship

TEACHING OBJECTIVE
1. Toread short [a] and short [i] words with [y]
2. To spell words with short [a] and short [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] [q] [x]
3. Clip each letter sound
4. Review the letters Yy by saying the letters of the alphabet and stopping at Yy
INPUT
(TM p7-11)
1. (directly state): This letter captures the a consonant sound /yuh/. You hear it in the word yes
2. Place cards [Yy]in chart.
3. (question): What sound does [Yy] capture? /yuh/
4. Do & Say

SFA (p125-128)
1. Think, Pair, Share (students pair together to identify an item that begins with Yy)
2. Hear Sound
3. Say It Fast
4. Break It Down
5. Stretch and Read
6. Quick Erase
GUIDED PRACTICE
(p7-12)
1. Read sentences – Student Practice Sheet (p7-27)
2. Student Story/Quiz: Max Yams
STUDENT PRACTICE
1. Write It (use dry erase boards)
2. Learning Page (Yy)
CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, RF.K.3e, RF.K.4, RF.K.4a, 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.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, L.K.5, L.K.5a, L.K.5c, L.K.5d, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4a
STAR STORY
Title: I Love You Funny Bunny
Day 1
Story Conventions
Story Critique and Discussion
Buddy Reading
CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.6, RI.K.7, RI.K.10

KINDERROOTS(Tam and Tad)
The t/s will review story conventions.
The t/s will review vocabulary words.
The t/s will read the story (2X) - PopcornReading
(story, vocabulary words)
CCS: RF.K.4. RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10, L.K.6
CALENDARMATH/MATH
(review) Using classroom charts, the students will write 1-50. (GP&IP) Next, the students will review counting and written numbers 1-100. Next, the students will review by completing the activities on the math webpage.
(EV – Reteach 6, chart, webpage)
CCS: K.CC.1, K.CC.2

LARGE GROUP/PHONEMIC AWARENESS
(short e) The students will read the computer story PEG THE HEN. The students will complete the “short e” activities.
(STARFALL.COM, stsht p12)
CCS: RL.K.1, RL.K.3, RF.K.2a, RF.K.3, RF.K.3b, RF.K.3c, RF.K.4, L.K.2, L.K.2a
WRITING
(letter writing) The teacher will review the parts of a letter (greeting, body, closing). The students will then write a letter to a caregiver (theirpersonal valentine), telling them that they love them. The letter will be folded and placed in an envelope, to be hand-delivered by the student. The envelope may be decorated.
EX: Dear Mom and Dad,
I love you.
Love,
(name)
(paper, letter format, long envelopes)
CCS: L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d

THEME
VALENTINE’S CELEBRATION

LEARNING TARGETS
February 10 –14, 2014
Monday, February 10, 2014
NO SCHOOL – SEVERE WEATHER (SNOW)
Tuesday, February 11, 2014
NO SCHOOL – SEVERE WEATHER (SNOW)
Wednesday, February 12, 2014
Reading: I can identify Yy and /y/.
Math: I can use problem solving strategies to answer math questions.
Thursday, February 13, 2014
NO SCHOOL – SEVERE WEATHER (SNOW)
Friday, February 14, 2014
Reading: I can identify and write Yy and /y/.
Math:I can review math concepts of 1-100.