SAFETY IN OUR SCHOOL AND COMMUNITY
August 10 - 15, 2015
SAFETY – Bus Safety 2
8-10-2015
MORNING MESSAGE/STAR STUDENT
Daily Skills:
*Sentence Structure
*Punctuation/Capitalization
*Grammar/Spelling
*Letter/Sound Recognition
CALENDAR MATH/MATH
(spatial relationships/graphing) The students will use class charts to write 1-10. Next the students will identify animals that are inside and outside .Next, the students will write their names on an index card. The students will then place their name on a graph, showing how they came to school today. The graph will then be discussed (the teacher will use the terms "more" and "less").
(EV–15-1, index cards, class graph, tape)
CCS: K.G.1, K.MD.1
Calendar Daily Activities:
*Months of Year/Day of Week
*Addition/Subtraction
*Money/Time
*Tally Marks/Graphs
*Patterns
*Time Line
*Counting by 1s & 10s
*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.MD.1, K.CC.1, K.CC.2, K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5

PROJECT READ
UNIT 1 Lesson1(a)
DAY 1
Letter of the Day: short vowel "Aa"
(TM p1-1--1-4)
CONCEPT
1. To understand that every word must have a vowel
2. Tounderstand that[a] is a vowel
3. Tounderstanding that [a] represents the short sound /a/ like in theword [at]

ANTICIPATORY SET
(p1-1)
1. Displayalphabet with stars over vowels
2. Ask question from manual

OBJECTIVE
(say): We will build words with the vowel [a] (display a from large cart cards)

INPUT
/a/ Hand signal – pull sound gently from mouth and slowly chew apple
MODELING
(teacher gently pulls vowel sound out of mouth (hand signal)
CHECKING FOR UNDERSTANDING
(p1-2)
1. Do and Say (refer to MANUAL p1-2)
2.Finger blend and sweep sounds [at] [am]
3.Sentence strips and word list: [at] [am]
(I don’t do the word cat because we have not taught “c”)
* We are at school. * I am so happy to be your teacher.
VAKT INPUT - STATIONS
(p1-3) *Sky Write (Snap – Aim – Press – Do & Say)
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
MODELING
(p1-4)
(place green dot in start position on letter card)
1. Skywrite [a]
2. Do and Say
CHECK FOR UNDERSTANDING
1. Skywriting [a]
2. (say): Aim, Press, Do and Say
STUDENT PRACTICE
1. Word Web (Aa)
2.Find the Letter (a1)
STAR STORY
DAY 1
Title: Franklin Goes to School
Story Introduction
Interactive Reading
Story Structure
(HAR 1 - p23&24)
EAGER TO READ (To School)
The teacher will discuss story conventions (front/back covers and spine).
The teacher will introduce the story.
The teacher will discuss spaces between the words and review reading top to bottom and left to right.
The teacher will read the story (1X).
The students will begin to take their yellow SFA book home on Thursday.
(st books)
LARGE GROUP/PHONEMIC AWARENESS
(colors) The students will identify YELLOW items. The students will then assist in singing the song I LIKE YELLOW. They will then find a small yellow circle in the room. If time permits, the students will identify the number of letters in their own names (How Many Letters in My Name?).
(HAR 1- p12, song chart, yellow items, sm yellow circles chart w/student name on it.)
CCS: 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.4, RL.K.1, RL.K.2, RL.K.3, ,RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10, L.K.1, L.K.1a, L.K.1b, L.k.1c, L.K.1f, L.K.2c, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6, K.G.2


WRITING
(journal) The students will attempt to write the color word "yellow” with a yellow crayon and then draw a picture of a yellow bus.
(journal entry with I see a ______(yellow) bus.
CCS: SL.K.5, L.K.1f
THEME
(open response/health/ss) The students will discuss bus safety. The students will then color a bus with safety rules printed on it. The teacher will read the rules to the students. The students will sign the rules stating that they do understand the rules (the students willtake the rules home and return them, signed by the parent).The students will complete an open response question concerning bus safety rules.
(st sht, drawing paper,OR question w/rubric)
CCS: PL/VS 1.1.1(DOK 1), 1.1.7(DOK 1),1.1.9(DOK 1), 1.3.1 SS 1.1.2(DOK 2)

SAFETY - Classroom Safety
8-11-2015
MORNING MESSAGE
CALENDAR MATH/MATH
(spatial relationships/graphing) Write 1-10 and then the students will identify items by color and draw specific shapes. Next, the students will illustrate a small cut-out of themselves. The students will then assist the teacher in graphing the number of boys/girls in the classroom.
(EV–15-2, paper cutouts, graph, tape)
CCS: K.G.1, K.MD.2
PROJECT READ
UNIT 1 Lesson1(a)
DAY 2
Letter of the Day: short vowel "Aa"
(TM p1-1--1-4)
SFA (p7-8)
1. Think, Pair, Share (students pair together to identify an item that begins with Aa.
2. Hear Sound
3. Say It Fast
4. Break It Down
5. Stretch and Read
6. Quick Erase
STUDENT PRACTICE
1. Write It (use dry boards)
2. Learning Page - Aa
(dry boards/markers, newspaper, hi-liters)
STAR STORY
Day 2
Title: Franklin Goes to School
(HAR 1 - p19)
EAGER TO READ
Title: To School
Day 2
LARGE GROUP/PHONEMIC AWARENESS
(colors - red) The teacher will show RED items. The t/s will sing the song I LIKE RED. The students will then find a red circle in the classroom. Next, using the poem BAA, BAA BLACK SHEEP, the students will use a hi-liter to mark the letters Aa.
(red items, song chart, sm red circles, poem, hi-liters)
CCS: 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.4, RL.K.1, RL.K.2, RL.K.3, ,RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10, L.K.1, L.K.1a, L.K.1b, L.k.1c, L.K.1f, L.K.2c, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6, K.G.2
WRITING
(journal) The students will attempt to write the color word "red” with a yellow crayon and then draw a picture of a red stop sign.
(journal entry with I see a ______(red) stop sign.
CCS: SL.K.5, L.K.1f

THEME
(health) The teacher/students will discuss the 5 basic rules (SFA) in the room. The students will then help discuss other safety rules used in the classroom. The students will then draw a picture of one way to stay safe in the classroom, as the teacher dictates their stories.
(paper)
CCS: PL/VS 1.1.1(DOK 1), 1.1.7(DOK 1),1.1.9(DOK 1), 1.3.1 SS 1.1.2(DOK 2)


SAFETY - Stranger Safety
8-12-2015
MORNING MESSAGE
CALENDAR MATH/MATH

(spatial relationships) write 1-10 and then identify items in front of and behind.
(EV-15-3)
CCS: K.G.1
PROJECT READ
UNIT 1 Lesson1(a)
DAY 3
Letter of the Day: short vowel "Aa"
(TM p1-1--1-4)
STUDENT PRACTICE
1. Rhyming (a2/7)
2. Review (Aa) – p81
STAR STORY
Title: Franklin Goes to School
Day 3
EAGER TO READ
Title: To School
Day 3
LARGE GROUP/PHONEMIC AWARENESS

(colors) The students will identify GREEN items. The students will then assist in singing the song I LIKE GREEN. They will then find a small green square in the room.
(song chart, green items, sm green squares)
CCS: 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.4, RL.K.1, RL.K.2, RL.K.3, ,RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10, L.K.1, L.K.1a, L.K.1b, L.k.1c, L.K.1f, L.K.2c, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6, K.G.2
WRITING
(journal) The students will attempt to write the color word "green” with a green crayon and then draw a picture of a green car.
(journal entry with I see a ______(green) car.
CCS: SL.K.5, L.K.1f PL/VS 1.3.1, 1.3.2(DOK 2)
THEME
(health/ss) The students will discuss stranger safety - Who is /is not a stranger. The teacher will read the story NEVER TALK TO STRANGERS. Students will then color a picture of Patch the Pony as a reminder to stay away from strangers. If time permits, the students will draw a picture of someone they can be safe with. The teacher will then write the students' response to I AM SAFE WITH ______.
(story, st sht)
CCS: PL/VS 1.1.1(DOK 1), 1.1.9(DOK 1), 1.3.1 SS 1.1.2(DOK 2)

SAFETY - Traffic Lights
8-13-2015
MORNING MESSAGE
CALENDAR MATH/MATH
(spatial relationships/counting)Write 1-10 and then identify items on the left or right. Next, the students will be put into three groups (red, yellow, green). The teacher will ask each group to count a different number of traffic lights (1-5).
(EV-15-4, 10 traffic lights, doc camera)
CCSS: K.G.1, K.CC.2, K.CC4a, K.CC.4b, K.CC.4c, K.CC.5
PROJECT READ
UNIT 1 Lesson1(a)
DAY 4
Letter of the Day: short vowel "Aa"
(TM p1-1--1-4)

HARCOURT (p400 - 410)
1. Phoneme Isolation (p405)
2. Active beginning (p408)
3. Practice/Apply (p409)
STUDENT PRACTICE
1. HAR 3 - p15&16
2. Writing Notebook (Aa)
SHARED STORY
Title: I Read Signs
Day 1
EAGER TO READ
Title: To School
Day 4
**THE STUDENTS WILL START TAKING HOME THEIR YELLOW BOOK.
LARGE GROUP/PHONEMIC AWARENESS
(colors) The students will identify BLUE items The students will then assist in singing the song I LIKE BLUE. They will then find a small blue square in the room. The teacher may read the story BLUE BUG.
(song chart, blue items, sm blue squares, story)
CCS: 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.4, RL.K.1, RL.K.2, RL.K.3, ,RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10, L.K.1, L.K.1a, L.K.1b, L.k.1c, L.K.1f, L.K.2c, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6, K.G.2
WRITING
(journal) The students will attempt to write the color word "blue” with a blue crayon and then draw a picture of a blue bike.
(journal entry with I see a ______(blue) bike.
CCS: SL.K.5, L.K.1f PL/VS 1.3.1, 1.3.2(DOK 2)
THEME
(health) The class will discuss the colors on a traffic light and what we should do when the light is red, yellow, and green. The students can play RED LIGHT, GREEN LIGHT. The students will then cut and color a traffic light using the correct colors.
(st sht)
CCS: PL/VS 1.1.1(DOK 1), 1.1.9(DOK 1), 1.3.1SS 1.1.2(DOK 2)


SAFETY - Safety Signs
8-15-2014
MORNING MESSAGE
CALENDAR MATH/MATH

(graphing/counting)Write 1-10 and then act out the story problems. Each student will be given a sign. The students will then put their sign on the graph, matching the shape of that sign to the graph. The t/s will then discuss the graph, counting the number of signs for each shape. The teacher will use the terms "more" and "less".
(EV-15-5 & Reteach, graph, student signs, tape)
CCS: K.G.1, K.MD.3
PROJECT READ
UNIT 1 Lesson1(a)
DAY 5
Letter of the Day: short vowel "Aa"
(TM p1-1--1-4)


STUDENT PRACTICE
1. Beginning Sounds (a3)
2. Shape Book (with words and pictures)
3. (assessment)The students will then identify, mark and write the letters that make the beginning sound of Aa.
SHARED STORY
Title: I Read Signs
Day 2

EAGER TO READ
Title: To School
Day5


LARGE GROUP/PHONEMIC AWARENESS
(colors) The students will identify ORANGE items. The students will then assist in singing the song I LIKE ORANGE. They will then find a small orange triangle in the room.
(song chart, orange items, sm orange triangles)
CCS: 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.4, RL.K.1, RL.K.2, RL.K.3, ,RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10, L.K.1, L.K.1a, L.K.1b, L.k.1c, L.K.1f, L.K.2c, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6, K.G.2
WRITING
(journal) The students will attempt to write the color word "orange” with an orange crayon and then draw a picture of an orange sign.
(journal entry with I see an ______(orange) sign.
CCS: SL.K.5, L.K.1f PL/VS 1.3.1, 1.3.2(DOK 2)
THEME
(health) The students will assist in discussing different safety/traffic signs. The students will cut out and match each safety sign to its shadow.
(HAR 1 - p18, safety signs sheets)
CCS: PL/VS 1.1.1(DOK 1), 1.3.1

LEARNING TARGETS
August 11-15, 2015
Monday, August 11, 2015
Reading: I can identify the letters A and a.
Math: I can demonstrate the terms inside and outside.

Tuesday, August 12, 2015
Reading: I can identify the letters Aa and /a/.

Math: I can identify specific colors and shapes.

Wednesday, August 13, 2015
Reading: I can identify and write the letters Aa and /a/.

Math: I can demonstrate the terms in front of and behind.


Thursday, August 14, 2015
Reading: I can identify and write words that begin with Aa and /a/.

Math: I can demonstrate the terms left or right.

Friday, August 15, 2015
Reading: I can identify and write words that begin with Aa and /a/.
Math: I can act out the story problems and review given math terms.