HEALTHY ME/A TIME FOR GIVINGTHANKS NOVEMBER 11–15, 2013
HEALTHY ME - Fruits
11-11-2013
LBJ’S VETERANS’S DAY PROGRAM WILL BEGIN A 1:00
MORNING MESSAGE/STAR STUDENT
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.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.4b, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6
PROJECT READ
UNIT3 Lesson1(g)
DAY 1
Letter of the Day: Gg
(TM p3-1--3-3)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. Read words with short [a] and [g] consonants
2. Spell words with short [a] and [g] consonants
ANTICIPATORY SET
1. Display letters: [t] [s] [m][b] [c] [f] [r] [h] [n] [j] [p] [l]
2. Introduce Gg and /g/ by saying the letters of the alphabet and stopping at Gg
INPUT
(p2-20)
1. Teacher displays the letter [g]
2. Students clip sounds (3 times)
MODELING
(p3-1--3-3)
1. Finger blend: [gas] [tag] [bag] [rag] [gag] [gab] [gap] (3 times)
2. Useword in a written sentence
VAKT INPUT - STATIONS
*Sky Write (Snap – Aim – Press – Do & Say)
1. Tactile Letters
2. Felt Forms
3.Memory Box
4. Dry Boards
CHECKING FOR UNDERSTANDING
(p3-2--3-3)
Word Building:
1. Finger Blend: [rag] [gas] [bag][gag][gap]
** Practice with students (3 times)
** Use each word in a sentence
2. Spell Tabs: [rag] [gas] [bag][gag]
3. Build words in pocket chart
GUIDED PRACTICE
1. Students read sentences: Student Practice Sheet 3A(p3-13)
2. Student Story/Quiz: Sam's Bag
STUDENT PRACTICE
1.Word Web (Gg)
2. Write Words/Sentence Completion (g1)
**PASS OUT AND DISCUSS SPELLING WORD LIST
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.3e, RL.K.1, RL.K.2, RL.K.3, 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.2, SL.K.3, SL.K.4
STAR STORY
DAY 1
Title:More Spaghetti I Say!
Story Introduction
Story Vocabulary
Interactive 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.5, RI.K.6, RI.K.7, RI.K.10
EAGER TO READ(The Pilgrims and Us)
The teacher/students will discuss story conventions (front/back covers, spine, author, illustrator, pages, page numbers, illustrations, text, characters, setting).
The teacher will read the story (1X).
The teacher will pass out the student books.
The t/s will read the story (1X).
The t/s will review the story sequence.
Choose students to CELEBRATE (T- F)
(reading logs,st bks)
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
CALENDARMATH/MATH
(counting-2 more) Using classroom charts, the students will write 1-25. (GP&IP) Next, the students will draw a group of counters that has two more than the number given, and then write the numbers that tell how many counters in all.
(EV-4-6)
CCS: K.CC.6, K.CC.7
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 2.3.2(DOK 2)
LARGE GROUP/PHONEMIC AWARENESS
(initial phonemes) The students will match the letter to the food item with the same beginning sound. The students will then complete the book I HAVE FRUIT.
(st sht p9, st book)
CCS: RF.K.3a
WRITING
(writing) The students will complete theFRUIT WORD BOOK by writing the name of each given fruit.
(st book)
CCS: L.K.1f, SL.K.5
THEMEMATH
(number words) The students will count to ten. The teacher will then show the number words to 10. The students willcount the fruit and write the correct number word for each set, using the FABULOUS FRUIT book.
(st book)
CCS: K.CC.1, K.CC.4a
REVIEW
(initial phonemes) Using the nursery rhyme HIGGLETY PIGGLETY, the students will identify G and /g/ by hi-liting each letter.
(n. rhyme, hi-liter)
CCS: RF.K.3a
THEME
(science/s studies)The class discuss FRUITS (names, characteristics, where grown and the process from growth to store). As an on-going activity for nutrition, the students will identify different fruits. They will then add a drawn/written picture of fruits to a class-size food pyramid.
(lg paper food pyramid, food cards, paper)
CCS: SCI3.4.1(DOK 2)SS 4.4.1(DOK 1) A/H 3.4.1(DOK 2)
HEALTHY ME - Vegetables
11-12-2013
MORNING MESSAGE
PROJECT READ
UNIT3 Lesson1(g)
DAY 2
Letter of the Day: Gg
(TM p3-1--3-3)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. Read words with short [a] and [g] consonants
2. Spell words with short [a] and [g] consonants
ANTICIPATORY SET
1. Display letters: [t] [s] [m][b] [c] [f] [r] [h] [n] [j] [p] [l]
2. Review Gg and /g/ by saying the letters of the alphabet and stopping at Gg
INPUT
(p2-20)
1. Teacher displays the letter [g]
2. Students clips sounds (3 times)
MODELING
(p3-1--3-3)
1. Finger blend: [gas] [tag] [bag] [rag] [gag] [gab] [gap](3 times)
2. Useword in a written sentence
VAKT INPUT - STATIONS
*Sky Write (Snap – Aim – Press – Do & Say)
1. Tactile Letters
2. Felt Forms
3.Memory Box
4. Dry Boards
SFA (p37 - 39)
1. Think, Pair, Share (students pair together to identify an item that begins with Gg)
2. Hear Sound
3. Say It Fast
4. Break It Down
5. Stretch and Read
6. Quick Erase
GUIDED PRACTICE
1. Students read sentences: Student Practice Sheet 3A(p3-13)
2.Student Story/Quiz:Sam's Bag
STUDENT PRACTICE
1. Write It (use dry erase boards)
2. Learning Page - Gg
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, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.2, SL.K.3, SL.K.4
STAR STORY
DAY 2
Title: More Spaghetti I Say!
Review Story/Vocabulary
Story Sequence
Interactive Reading
Story Extensions
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.5, RI.K.6, RI.K.7, RI.K.10
EAGER TO READ(The Pilgrims and Us)
The t/s will review the story conventions.
The t/s will review the story.
The t/s will read the story (2X).
CELEBRATE
(st bks, certificates)
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
CALENDAR MATH/MATH
(counting-2 more) Using classroom charts the students will write 1-25. (R&P) The students will then trace the number and color the counters to show that number, and then draw counters to show two more.
(EV-R4-6&P4-6)
CCS: K.CC.6, K.CC.7
LARGE GROUP/PHONEMIC AWARENESS
(initial phonemes)Beforehand, the teacher will draw a large apple (fruit) and carrots (vegetable). The students will then identify foods that belong to the fruit/vegetable groups. The teacher will write the words on the pictures, leaving out the beginning letter. Upon completion of writing the words, the students will identify the missing letters.
(large apple, large carrots)
CCS: RF.K.2, RF.K.3a
WRITING
(sentence structure) The students will complete the sentence "A ______is good for me.” andthen illustrate the sentence.
(journal, fruit/vegetable word wall)
CCS:L.K.1f, SL.K.5
THEMEMATH
(counting) Using the nursery rhyme and picture, the students will answer the given questions.
(Singapore Math nursery rhyme w/pic)
CCS: K.MD.1
REVIEW
(initial phonemes) The students will review Gg and /g/.If time permits, the students will review beginning sounds by identifying the beginning sound of each vegetable
(HAR 5 - p13-14, st sht p30)
CCS:CCS: RF.K.2d , RF.K.3a
THEME
(sci/ss) The students will discuss vegetables (names, growth sequence, where grown and theprocess from growth to store).As part of the on-going activity for nutrition, the students will identify different vegetables and then add a drawn picture of their favorite vegetable to a class-size food pyramid.
(lg paper food pyramid, food cards, paper)
CCS:SCI3.4.1(DOK 2) SS 4.4.1(DOK 1)A/H3.4.1(DOK 2)
HEALTHY ME - Meats and Milks
11-13-2013
MORNING MESSAGE
PROJECT READ
UNIT3 Lesson1(g)
DAY 3
Letter of the Day: Gg
(TM p3-1--3-3)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. Read words with short [a] and [g] consonants
2. Spell words with short [a] and [g] consonants
ANTICIPATORY SET
1. Display letters: [t] [s] [m][b] [c] [f] [r] [h] [n] [j] [p] [l]
2. Review Gg and /g/ by saying the letters of the alphabet and stopping at Gg
INPUT
(p2-20)
1. Teacher displays the letter [g]
2. Students clip sounds (3 times)
MODELING
(p3-1--3-3)
1. Finger blend: [gas] [tag] [bag] [rag] [gag] [gab] [gap] (3 times)
2. Useword in a written sentence
VAKT INPUT - STATIONS
*Sky Write (Snap – Aim – Press – Do & Say)
1. Tactile Letters
2. Felt Forms
3.Memory Box
4. Dry Boards
CHECKING FOR UNDERSTANDING
(p3-2--3-3)
Word Building:
1. Finger Blend: [rag] [gas] [bag][gag][gap]
** Practice with students (3 times)
** Use each word in a sentence
2. Spell Tabs: [rag] [gas] [bag][gag]
3. Build words in pocket chart
GUIDED PRACTICE
1. Students read sentences: Student Practice Sheet 3A(p3-13)
2. Student Story/Quiz: Sam's Bag
STUDENT PRACTICE
1. Fill in the word/word Find (g2)
2. Review (Gg) – p90
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.3e, RL.K.1, RL.K.2, RL.K.3, 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.2, SL.K.3, SL.K.4
STAR STORY
DAY 3
Title: More Spaghetti I Say!
Review Story/Vocabulary
Story Sequence
Interactive Reading
Interactive Questions
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.5, RI.K.6, RI.K.7, RI.K.10
EAGER TO READ
The t/s will review story conventions.
The teacher will review the story.
The studentswill Popcorn Read.
CELEBRATE
(st bks, certificates)
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, RL.K.7, RL.K.10
CALENDAR MATH/MATH
(counting-2 fewer) Using classroom charts, the students will write 1-25. (GP) The students will then identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. (IP) The students will also draw a group that has two fewer counters and then write the number that tells how many counters.
(EV-4-7)
CCS:K.CC.6, K.CC.7
LARGE GROUP/PHONEMIC AWARENESS
(initial phonemes) Beforehand, the teacher will make a large picture of a slice of steakand a glass of milk.The students will then identify items of meat and items made from milk. The teacher will write the words on the pictures, leaving out the beginning letter. Upon completion ofwriting the words, the students will identify the missing letters.
(large steak, large glass of milk)
CCS: RF.K.2d
WRITING
(journal) The students willwrite and illustrate a short story about one meat/milk item they like.
(journal, milk/meat word walls)
CCS: L.K.1f, SL.K.5
THEME MATH
(coin identification) The teacher will review what a penny and nickel look like. The students will then color the coins on the meat/milk items according to the color key.
(st sht p9)
CCS: K.MD.1, K.MD.2
REVIEW
(letter identification) The students will identify the item in each row that is a letter of the alphabet.
(st sht p49)
CCS: RF.K.1d
THEME
(science/s. studies) The class will discuss where different meats and where milk comes from. The class will then discuss how milk/butter is formed. As part of the on-going activity for nutrition, the students will identify different meats and milk products and then add a drawn picture of a meat/milk product to a class-size food pyramid.
(lg paper food pyramid, food cards, paper)
CCS:SCI 3.4.1(DOK 2) SS 4.4.1(DOK 1)A/H 3.4.1(DOK 2)
A TIME FORGIVING THANKS - Turkeys
11-14-2013
MORNING MESSAGE
PROJECT READ
UNIT3 Lesson1(g)
DAY 4
Letter of the Day: Gg
(TM p3-1--3-3)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. Read words with short [a] and [g] consonants
2. Spell words with short [a] and [g] consonants
ANTICIPATORY SET
1. Display letters: [t] [s] [m] [b] [c] [f] [r] [h] [n] [p] [l]
2. Review Gg and /g/ by saying the letters of the alphabet and stopping at Gg
INPUT
1. Display letter [g]
2. Students clipsound(3 times)
MODELING
(p3-1--3-3)
1. Finger blend: [gas] [tag] [bag] [rag] [gag] [gab] [gap](3 times)
2. Useword in a written sentence
VAKT INPUT
1. Skywrite (Snap fingers - Aim – Press - Do & Say)
2. Writing Notebook –Gg
HARCOURT (TM 2 – p23-35)
1. Phonemic Awareness (p23)
2. Active Beginning (p34)
3. Practice/Apply (p35 )
STUDENT PRACTICE
1. HAR 5 - p7&8
2. Write/Illustrate Sentences (g3)
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.3e, RL.K.1, RL.K.2, RL.K.3, 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.2, SL.K.3, SL.K.4a
SHARED STORY
DAY 1
Title: Turkey Trouble
Review Story/Vocabulary
Story Sequence
Interactive Reading
Story Extensions
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.5, RI.K.6, RI.K.7, RI.K.10
EAGER TO READ(Turkey’s Treat)
The t/s will review story conventions.
The teacher will introduce the story.
The studentswill Partner Read.
CELEBRATE
(st bks, certificates)
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, RL.K.7, RL.K.10
CALENDAR MATH/MATH
(counting-2 fewer) The students will use given charts to write 1-25. (R) The students will count the counters and then trace/write the numbers. (P) The students will identify two fewer in each set and write the number that shows two fewer.
(EV-R4-7&P4-7)
CCS: K.CC.6, K.CC.7
LARGE GROUP/PHONEMIC AWARENESS
(rhyming/high-frequency word) The students will read the story THANKSGIVING FEAST (have). Next, the students will identify each picture on the turkey's feather. Thestudents will then color each rhyming feather to match the word in the color code box.
(st sht p61)
CCS: RF.K.2, RF.K.3
WRITING
(sight word review)The students will write the missing sight words in the holiday poem THIS TURKEY IS A PART OF ME (the teacher will use the doc camera to assist them). The students will then paint their fingers different colors and make a hand print turkey at the bottom of their poem.
(st sht p28, doc camera, paint, baby wipes for clean-up)
CCS: L.K.1f, RF.K.3c
THEMEMATH
(graphing/addition) The students will complete the turkey food graph.
(st sht p15 – A Turkey’s Dinner)
CCS: K.MD.1
REVIEW
(initial phonemes) The students will identify thebeginning sound of each Thanksgiving word.
(st sht)
CCS: RF.K.3a
THEME
(sci/arts and humanities) The students will discuss where turkeys live and the parts of a turkey. Next, the students will do the Turkey Pokey. Then, the students will glue together the turkey puzzle.
(turkey picture, turkey body part labels, puzzle pies for each child w/background)
CCS: SCI 3.4.1(DOK 1) A/H 3.1.1, 3.2.1
A TIME FORGIVING THANKS – Turkeys
11-15-2013
SEAT WORK
MORNING MESSAGE
PROJECT READ
UNIT3 Lesson1(g)
DAY 5
Letter of the Day: Gg
(TM p3-1--3-3)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. Read words with short [a] and [g] consonants
2. Spell words with short [a] and [g] consonants
ANTICIPATORY SET
1. Display letters: [t] [s] [m][b] [c] [f] [r][h] [n] [j] [p] [l]
2. Review Gg and /g/ by saying the letters of the alphabet and stopping at Gg
INPUT
1. Display letter [g]
2. Students clipsound(3 times)
MODELING
(p3-1--3-3)
1. Finger blend: [gas] [tag] [bag] [rag] [gag] [gab] [gap] (3 times)
2. Useword in a written sentence
VAKT INPUT - STATIONS
*Sky Write (Snap – Aim – Press – Do & Say)
1. Tactile Letters
2. Felt Forms
3.Memory Box
4. Dry Boards
CHECKING FOR UNDERSTANDING
(p3-2--3-3)
Word Building:
1. Finger Blend: [rag] [gas] [bag][gag][gap]
** Practice with students (3 times)
** Use each word in a sentence
2. Spell Tabs: [rag] [gas] [bag][gag](throw words) 3. Build words in pocket chart
GUIDED PRACTICE
1. Students read sentences: Student Practice Sheet 3A(p3-13)
2. Student Story/Quiz: Sam's Bag
STUDENT PRACTCE
1. Review 2
2. Shape Book (with words and pictures)
**SPELLING TEST
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.3e, RL.K.1, RL.K.2, RL.K.3, 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.2, SL.K.3, SL.K.4
SHARED STORY
DAY 2
Title: Turkey Trouble
Story Preview
Interactive Reading
Story Conventions
The students will identify and illustrate their favorite part of the story.
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.5, RI.K.6, RL.K.7, RL.K.10
EAGER TO READ(Turkey’s Treat)
The t/s will review story conventions.
The t/s will read the story.
The students will partner read.
CELEBRATE
(st bks, certificate)
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, RL.K.7, RL.K.10
CALENDARMATH/MATH
(number sequence) Using given charts, the students will write 1-25. (GP&IP) The students will count dots, write the number and then count the numbers in sequence (0-10).
(EV-4-8)
CCS: K.CC.2, K.CC.4c
LARGE GROUP/PHONEMIC AWARENESS
(assessment/ initial phonemes) The students will identify the beginning sound of each Thanksgiving word.
(st assessment)
CCS: RF.K.2d
WRITING
(journal)The students will write and draw a short story about where a turkey can hide “The turkey can hide in a ______.”
(journal)
CCS: L.K.1f, SL.K.5
THEMEMATH
(number sequence) The students will complete the turkey roll and color.
(st sht, 2 die)
CCS:K.CC.1, K.CC.2
REVIEW
(sight words) the students will use the color key to color the turkey the correct color for each sight word.
(st sht p3)
(RF.K.3c)
THEME
(sci/ss) The class will discuss the importance of turkeys for Thanksgiving and why they are eaten especially for this holiday. Next, the students will discuss the term “thankful”. They will then create their own Thanksgiving turkeyby gluing onfeathers labeled with some of the things that they are thankful for. The students may addreal feathers to the turkey.
(Thanksgiving story pictures, turkey, paper feathers, catalogs/magazines, real feathers)
CCS: SS 2.1.1(DOK 1), 5.2.2(DOK 2)A/H3.4.1
LEARNING TARGETS
November 11-15, 2013
Monday, November 11, 2013
Reading: I can identify Gg and /g/.
Math: I can count numbers 1-10 and then count 2 more.
Tuesday, November 12, 2013
Reading: I can identify Gg and /g/.
Math: I can count numbers 1-10 and then count 2 more.
Wednesday, November 13, 2013
Reading: I can identify and write Gg and /g/.
Math I can count numbers 1-10 and then count 2 less.
Thursday, November 14, 2013
Reading: I can identify and write Gg and /g/.
Math: I can count numbers 1-10 and then count 2 less.
Friday, November 15, 2013
Reading: I can identify and write Gg and /g/.
MathI can identify/count the numbers in a set and then write the number.