MORNING MESSAGE/STAR STUDENT Daily Skills: Sentence Structure Punctuation/Capitalization

WINTER FUN

JANUARY 7-11, 2013
1-7-2013 - Snowmen II

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.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

PROJECT READ
UNIT5/6 Lesson2(ck)
DAY 1
Letter of the Day: ck
(TM p5/6--17-25)
CONCEPT
Sound-symbol relationship

TEACHING OBJECTIVE
1. Toread words with [-ck]
2. To spell words with [-ck]
ANTICIPATORY SET
1. Consonants and vowels with stars are displayed
2. Display letters: [t] [s] [m][b] [c] [f] [r] [h] [n] [p] [l] [g] [[j] [v] [a] [i]
3. Place cards [c] [k] [ck] in chart
4. Introduce ck: (question): What sounds do [c] and [k] capture?/k/

INPUT
(p5/6-17)
1. (state):When [c] and [k] are put together, at the end of a word, it also represents the sound /k/

1.Teacher displays[ck]
2. (state): These letters capture the sound /k/

MODELING
Teacher skywrites [ck] (2 times)
VAKT INPUT
(p5/6-17)
*Sky Write (Snap – Aim – Press – Do & Say)
Stations
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
CHECKING FOR UNDERSTANDING
(p5/6-18)
1. Finger blend and sweep sounds: [pick] [back] [tack][sack] [Rick] [pack] [rack] [lick] [sack] [tack]
2. Read sentences (p5/6-19).
3. Students fill in missing word(Student Practice Sheet - p5/6-21&23 - overhead)
GUIDED PRACTICE
**Student Story/Quiz:Kick the Can
STUDENT PRACTICE
1. Letter Web (ck)
2. Word Spell/Mixed-Up Sentence (ck1)
**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.3d, RF.K.3e, 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.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.4

STAR STORY
Title:The Mitten
Day 1
Story Introduction
Story Vocabulary
Story Conventions
Interactive Reading
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
KINDERROOTS(Miss Sid)
The t/s will review story conventions.
The teacher will briefly discuss the story, using picture clues.
The teacher will introduce the new vocabulary words.
(RED: a, happy)
(GREEN: Miss Sid, Tim, it, sit)
(READLE:dog, cat, bird, flew, happy)
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, stsht)
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) The students will use problem-solving to find out how many frogs/birds are in each set. The teacher will assist the students in finding out how many characters are in each set.
(EV-4-10)
CCS: K.CC.7

LARGE GROUP/PHONEMIC AWARENESS
(short e/sight words) The students will read the computer story PEG THE HEN.The students will thenmake the same small book.
(STARFALL.COM, st book)
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
(journal) The students will write and illustrate a short story about a snowman.
(journal)
CCS: W.K.3, L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a
THEME MATH
(number sequence) The students will identify and mork the correct number of counters as shown on the snowman’s tummy. The students will then cut the snowman/numbers out and glue thenm in the correct order 1-10.
(stsht p7, paper strip)
CCS: K.CC.2, K.CC.6, K.CC.7
REVIEW
(word building) The students will trace the word and then put the letters in the correct order to spell the word “snowman”. The students will then write and illustrate the word.
(stsht p6)
CCS: L.K.2, L.K.2a, L.K.2bL.K.2c, L.K.2d

THEME
( art) The teacher will read SNOWMEN AT NIGHT. The students will than draw a picture of what their snowman might do a night.
(book, dk blue paper, chalk/white crayons)
CCS: A/H 3.4.1

1-8-13-- Animals in the Winter

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.3c, RF.K.3b, 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.1, L.K.1a, L.K.1c, L.K.1f, L.K.2, L.K.2b, L.K.4b, W.K.3
PROJECT READ
UNIT5/6 Lesson2 (ck)
DAY 2
Letter of the Week:ck
(TM p5/6--17-25)
CONCEPT
Sound-symbol relationship.
TEACHING OBJECTIVE
1. Read words with [-ck].
2. Spell words with [-ck].
ANTICIPATORY SET
1. Consonants and vowels with stars are displayed.
2. Display letters: [t] [s] [m][b] [c] [f] [r] [h] [n] [p] [l]
[g] [[j] [v] [a] [i].
3. Place cards [c] [k] [ck] in chart.
4. (question): What sound do [c] and [k] capture? /k/

INPUT
When [c] and [k] are put together, at the end [-ck] of a word, it also represents the sound /k/.
MODELING
Teacher skywrites [-ck](2 times)
VAKT INPUT
(p5/6-17)
1. Glued letter
2. Felt paper
3. Skywriting
4.Memory Box
5. Writing Notebook – Write ck words
(teachers/students can use these for centers)
CHECKING FOR UNDERSTANDING
(p5/6-18)
1. Finger blend and sweep sounds: [pick] [back] [tack]
[sack] [Rick] [pack] [rack] [lick] [sack] [tack]
2. Read sentences (p5/6-19).
3. Students fill in missing word
(Student Practice Sheet - p5/6-21&23 - overhead)
GUIDED PRACTICE
**Student Story/Quiz: Kick the Can
STUDENT PRACTICE
1. Word Web (-ck)
2. Sentence Writing/Illustrating (-ck3)
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

STAR STORY
Title:The Mitten
Day 2
Story Introduction
Story Vocabulary
Story Conventions
Interactive Reading
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
KINDERROOTS (Miss Sid)
The teacher will review story conventions (title, author, illustrator, spine, front/back covers, pages, illustrations, text, page numbers, characters, body, capital letters, punctuation - COMMA).
The teacher will give a short overview of the story.
The teacher will discuss the vocabulary words:
The teacher will read the story (1X).
The students will be given a list of the vocabulary words.
The teacher will choosestudents to CELEBRATE (T-F).
(story, word list)
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
(1 more/2 more) R-The students will add 1more or 2 more to each tower to find out how many. P—The students will add 2 more to each group. Next, the students will draw the group with 2 more.
(EV R-4-10, P-4-10)
CCS: K.CC.6

LARGE GROUP/PHONEMIC AWARENESS
(word shapes/color words) The students will read the computer story PEG THE HEN.The students will complete the beginning sound for each picture. The students will add “all” to each word to rhyme with fall.
(STARFALL.COM, wk p. 7,8,)
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, W.K.3

WRITING
(journal) The students will write and illustrate a short story about how one animal prepares for or lives thru winter.
(journal)
CCS: W.K.3, L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a
THEME MATH
(sequencing) The teacher and students will discuss some facts about animals in the winter (what do they do to get ready for winter, where do they sleep and how do they survive?). The students will then sequence pictures of animals getting ready for winter.
(stsht p4, animalwinter facts)
CCS: K.CC.2SCI 3.4.3(DOK 2)

REVIEW
(final phonemes) The students will identify the letter that makes the ending sound of each picture.
(stsht p28)
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

THEME
(science) Theclasswill discuss how some animals hibernate during the winter months. The students will color, cut out, and place the animals in their winter sleepingplace.
or
The students will re-create the story of THE MITTEN, using a simplified version of the story w/characters.
(stshtp8 - A Winter's Sleep, story w/characters)
CC: SCI 3.4.1(DOK 2), 3.4.3(DOK 2) A/H3.4.1

1-9-13—Polar Bears

MORNING MESSAGE

PROJECT READ
UNIT 5/6Lesson 2 (ck)
DAY 3
Letter of the Week: ck
(TM p5/6-17--25)
CONCEPT
1. Sound-symbol relationship
2. Spell words with [ck]

TEACHING OBJECTIVE
1. To show knowledge and understanding that [w] is a consonant
2. To show knowledge of how to spell words with the [w] sound
ANTICIPATORY SET
1. Display letters: [a] [t] [s] [m][b] [c] [f] [r][h] [n] [j] [p] [l] [g] [d] [v] [w] [k]
2. Review ckand /ck/
INPUT (p 5/6-17)
1. Display letter [ck]
2. Students clip sounds (3 times)
MODEL
(p 5/6-18)
1. Teacher models sound
2. Do & Say
3. Finger Blend: [pick] [back] [tack]
[sack] [Rick] [pack] [rack] [lick] [sack] [tack]
(3 times)
4. Useword in a written sentence
VAKT INPUT
*Sky Write (Snap – Aim – Press – Do & Say)
STATIONS
1. Tactile letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
CHECKING FOR UNDERSTANDING
(p 5/6-18)
1. Word Building:[pick] [back] [tack]
[sack] [Rick] [pack] [rack] [lick] [sack] [tack] (3 times)
2. Students read sentences on doc camera Student Sheet 5C(p5/6-19)
3. Sentence Dictation:
4. Check dictation
GUIDED PRACTICE
(p5/6-23)
1. Student Sheet 5/6-D(p5-23)
2. Student Story/Quiz:Kick the Can
STUDENT PRACTICE
1. Sentence Match (ck2)
2. Review (ck) – p 12, circle the words that end in -ck
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

STAR STORY
Title:The Mitten
Day 3
Story Introduction
Story Vocabulary
Story Conventions
Interactive Reading
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

KINDERROOTS (Miss Sid)
The teacher will review story conventions (title, author, illustrator, spine, front/back covers, pages, illustrations, text, page numbers, characters, body, capital letters, punctuation - COMMA).
The teacher will give a short overview of the story.
The teacher will discuss the vocabulary words:
The teacher will read the story (1X).
The students will be given a list of the vocabulary words.
The teacher will choosestudents to CELEBRATE (T-F).
(story, word list)
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
(comparing numbers) The teacher will review comparing numbers 0-10 with the students.
(EV-R4-10)
CCS: K.CC.2, K.CC.6
LARGE GROUP/PHONEMIC AWARENESS

(initial phonemes/medial phonemes) The students will read the computer storyPEG THE HEN. The students will then use the word bank to fill in the word box for each high-frequency word or "sight word"The students will fill in missing medial sound /e/ for each picture.
(STARFALL.COMst book, stwkbk p 9-10)
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, W.K.3

WRITING
(open response) The students will write and illustrate a response to the winter open responsequestion.
(or question w/rubric)
CCS: W.K.3, L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a
RF.K.1, RF.K.2a, RF.K.2d, RF.K.3, RF.K.3c

THEME MATH
(equal parts) The students will help the polar bears by coloring the food that is cut into equal parts.
(stsht p29)
CCS: K.G.4

REVIEW
(reading comprehension - the 5 W's) The students willlisten to the story: A WINTER'S NAP. The students will then write the answers to the 5 “W" questions: who, what, when,where, why (with assistance).
(stsht p201)
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
THEME
(science) Thestudents willdiscuss polar bears (where they live, what they eat, how they look). The students will then make a snow globe with one of the animals inside (polar bear).
(paper snow globe, white paint, silver glitter, characters)
CC: SCI2.3.2(DOK 2), 3.4.1(DOK 2)

1-10-13—Penguins

MORNING MESSAGE

PROJECT READ
UNIT 5/6Lesson 2 (ck)
DAY 4
Letter of the Week: ck
(TM p5/6-17---23)
CONCEPT
1. Sound-symbol relationship
2. Spell the words with [ck].

TEACHING OBJECTIVE
1. To show knowledge and understanding that [w] is a consonant
2. To show knowledge of how to spell words with the [ck] sound
ANTICIPATORY SET
1. Display letters: [a] [t] [s] [m][b] [c] [f] [r][h] [n] [j] [p] [l] [g] [d] [v] [w] [k]
2. Review ck and /ck/

INPUT
1. Display letter [ck]
2. Students clip sounds (3 times)
MODELING
(3 times)
1.Display letter [ck] - Do & Say
2.Use clipping sound with finger scissors
3. Finger spell andsweep sounds
VAKT INPUT
1. Sky Write (Snap - Aim - Press - Do & Say)
2. Writing Notebook (ck)
GUIDED PRACTICE
(p5/6-23)
1. Student Sheet 5/6D (p5/6-23)
2. Student Story/Quiz:Kick the Can
STUDENTPRACTICE
1. Sound of the Letter -ck (p 13 word wall)
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

SHARED STORY
DAY 1
Title: Penguin Pete
Story Preview
Interactive Reading
Story Conventions
Discuss Favorite Events
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
KINDERROOTS (Miss Sid)
The teacher will review story conventions (title, author, illustrator, spine, front/back covers, pages, illustrations, text, page numbers, characters, body, capital letters, punctuation - COMMA).
The teacher will give a short overview of the story.
The teacher will discuss the vocabulary words:
The teacher will read the story (1X).
The students will be given a list of the vocabulary words.
The teacher will choosestudents to CELEBRATE (T-F).
(story, word list)
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
(Review)The students will review comparing numbers 0-10. The students will be asked to write number in order 0-10. Next, the students will be given numbers out of order and will be asked to put them in order 0-10.
(number cards 0-10)
CCS: K.CC.2, K.CC.6

LARGE GROUP/PHONEMIC AWARENESS

(short e/sentence completion) The students will read the computer storyPEG THE HEN. The students will complete the sentence with the correct word. Next, the students will circle the pictures that have short /e/ sound and write a sentence to match the picture.
(STARFALL.COM, stwkbk p11-12)

WRITING
(journal) The students will draw and write about penguins.
CCS: W.K.3, L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a

THEME MATH
(subtraction) The students will complete subtraction equations using counters or number chart.
(st sht. p10 Subtracting with Penguins)
CCS: K.OA.1, K.OA.2
REVIEW
(rhyming) The students will color the penguins that have rhyming words and make a list of words that rhyme with the other penguins words that do not rhyme.
(st.sht.p 43)
CCS: RF.K.2a
THEME
(science) Thestudents willdiscuss penguins (where they live, what they eat, how they look).Next, the students will complete a book all about penguins. The students will help the teacher unscramble the words.
(scissors, glue, st.sht 51)
CCS: RF.K.1, RF.K.1a CC: SCI2.3.2(DOK 2), 3.4.1(DOK 2)

1-11-13—Eskimos/Igloos
PROJECT READ
UNIT 5/6 Lesson 3 (said)
Day 1
Word of the Day:said
(TM p5/6--18-21)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. To read high-frequency word [said].
2.To spell high-frequency word [said].
ANTICIPATORY SET
1. Display letters: [t] [s] [m] [b] [c] [f] [r] [h] [n] [j] [p][g][v] [i] [a]
[k] [-ck]
2. Students clip each sound for review.
3. Review red words [the] [have] [to].
INPUT
1.Display red word [said].
2.Students arm spell word (3 times).
MODELING
1.Teacher displays word [of].
2.Use word in sentence:Santa said, “I want you to be good!”
“I want you to be good!” said Santa.
3. Students say letter names while tracing over red letters
on word card.
VAKT INPUT
**Students tap letter names out on arm and then slide handfrom
shoulder tofingers to blend word.
CHECKING FOR UNDERSTANDING
**Students read words and sentences:Said(doc camera)
GUIDED/ORAL READING
**Student Story/Quiz:Said
STUDENT PRACTICE
1.Trace/Write Word (said1)
2. Lots of Boxes (said2)
**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.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

SHARED STORY
DAY 2
Title: Penguin Pete
Story Preview
Interactive Reading
Story Conventions
Discuss Favorite Events
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
(Summative Test Topic 4) The students will apply their knowledge of numbers 0-10.

(EV-4-10 TEST)

CCS: K.CC.2, K.CC.6
LARGE GROUP/PHONEMIC AWARENESS

(short e) The students will review the short /e/. The teacher will help the students make a word list of short /e/ words.
(chart paper, markers)
CCS: RF.K.3b
WRITING
(journal) The students will draw and write about how they want their igloo to look.
(journal, pictures of igloos.)
CCS: W.K.3, L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a
THEME MATH
(subtraction, problem solving) The students will help the Eskimos solve the subtraction equations. The teacher will use promethean board to let students show how they solve the Eskimos equations.
REVIEW
(sight word review) The students will read and review the sight word list. Next, the students will complete sight word boxes by placing the correct sight word in the correct shape box. (said, have, look, see, the, my, a, I, was)
(sight word list, st. sht. p. 39 )
CCS: RF.K.3c
THEME
(social studies) The teacher and student will discuss facts about Eskimos and learn how they live. The teacher will show the students on the globe where Eskimos live. Then the teacher will make of chart of how we live and how Eskimos live and compare the two.
(chart paper, markers, globe, Eskimo/igloos pictures.
CCS: SL.K.1, SL.K.1a

MORNING MESSAGE/STAR STUDENT Daily Skills: *Sentence Structure *Punctuation/Capitalization

MORNING MESSAGE/STAR STUDENT Daily Skills: Sentence Structure Punctuation/Capitalization