SPECIAL ME/BEES (Honey Festival)
August 26 - 30, 2013
SPECIAL ME - I Am Special
8-26-2013
MORNING MESSAGE/STAR STUDENT
Daily Skills:
*Sentences 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, RF.k.4, 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, SL.K.1, SL.K.1a, SL.K.1b, SL.K.4, SL.K.5, SL.K.6
PROJECT READ
UNIT 1 Lesson 3(m)
DAY 1
Letter of the Day:Mm
(TM p1-5--1-10)
CONCEPT
1. To understand that some letters are consonants
2. To understandsound-symbol relationship
3. Reading and spelling words with short [a] and the consonant [m]
ANTICIPATORY SET
(p1-12)
1. Display of alphabet and letter [m]
2. Introduce Mm and /m/ by saying letters of alphabet until class gets to Mm
MODELING
1. Finger blending and sweeps sounds for [am] [mat] [Tam]
2. Teacher/students use words in a sentence
VAKT INPUT
* Skywrite (Snap fingers - Aim - Press- Do & Say)
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
WORD BUILDING
(p1-13)
1. Display [m]
2.Teacher/Students use words in a sentence
JEWEL BOX
Place words in box that students have mastered
CHECKING FOR UNDERSTANDING
** Student Story/Quiz:Tam
STUDENT PRACTICE
1. Word Web (Mm)
2. Word Match (m1)
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
STAR STORY
DAY 1
Title: I Like Me!
Story Introduction
Interactive Reading
Story Structure
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 (Hooray For Me)
The teacher/students will discuss story conventions (front/back covers, spine, author, illustrator).
Review:discuss spaces between the words and review reading top to bottom and left to right,letters put together are called words.
The teacher will introduce the "top" and "bottom" of the page. The students will point to each as asked.
The teacher will read the story (1X).
The teacher will pass out the student books.
The t/s will read the story (1X).
The teacher/students will review the story sequence.
The teacher will choose students to CELEBRATE for the week (T-F).
*Students will begin taking books home this week, except on Friday.
(teacher’s big book, st books, reading logs)
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.5, RI.K.6, RL.K.7, RL.K.10
CALENDAR MATH/MATH
(assessment 1– 5) The students will be assessed on the numbers 1-5. Next, the students will orally identify the number in each group of people shown.
(EV - st assess, doc camera, sheet with groups of children )
CCS: K.CC.3, K.CC.4, K.CC.4a, K.CC.4b
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.6, K.NBT.1 SCI 2.3.2(DOK 2)
LARGE GROUP/PHONEMIC AWARENESS
(color review) The students will review colors and finish their color journal by answering the color rhymes and then coloring the crayon on the journal cover that color.
(color journal cover, color rhymes)
CCS: RF.K.2d, K.G.2
WRITING
(journal) The students will attempt to write and illustrate a response to the prompt: "I am
______(name).
(journal)
CCS: SL.K.5 PL/VS 1.1.1(DOK 1)
THEME MATH
(graphing) The students will be given an index card with a pre-drawnoval drawn on it (face). The students will draw a picture of their face, paying close attention to the color of their hair. The students will then place the index card on the graph, representing their hair color. The teacher will use the terms "more" and "less".
(graph w/hair colors, pre-drawn index cards)
CCS: K.CC.2, K.CC.2a
REVIEW
(letter identification) Using the poem THE MUFFIN MAN, the students will use a hi-liter to mark the letters M & m.
(st poem, hi-liters)
CCS:RF.K.2d
THEME
(pl/vs) The class will sing "If You're Happy and You Know It."They will then make a handprint rainbow using the children's hand.
(large white paper, paint/ink pads, wipes)
CCS: PL/VS 1.1.1(DOK 1), 1.1.9(DOK 1)A&H 3.4.1
SPECIAL ME - My Family
8-27-2013
MORNING MESSAGE
PROJECT READ
UNIT 1 Lesson 3(m)
DAY 2
Letter of the Day:Mm
(TM p1-5--1-8)
CONCEPT
1. To understand that some letters are consonants
2. To understandsound-symbol relationship
3. Reading and spelling words with short [a] and the consonant [m]
ANTICIPATORY SET
(p1-12)
1. Display of alphabet and letter [m]
2. Review Mm and /m/ by saying alphabet letters until class gets to Mm
MODELING
1. Finger blending and sweeps sounds for [am] [mat] [Tam]
2. Teacher/students use words in a sentence
SFA (p1-6)
1. Think, Pair, Share (students pair together to identify an item that begins with Mm)
2. Hear Sound
3. Say It Fast
4. Break It Down
5. Stretch and Read
6. Quick Erase
CHECKING FOR UNDERSTANDING
** Student Story/Quiz:Tam
STUDENT PRACTICE
1. Write It (dry boards)
2. Find “m” (m2)
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
STAR STORY
DAY 2
Title: I Like Me!
Story Review
Interactive Reading
Story Critique
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(Hooray For Me)
The t/s will review the story conventions
Review: letters put together are called words; review "spaces", "top" and "bottom" of the page (the students will point to each as asked).
The t/s will review the story.
The t/s will read the story (2X).
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.5, RI.K.6, RL.K.7, RL.K.10
CALENDAR MATH/MATH
(fewer, more, same as) The students willuse class charts to write 1-10. (GP) Next, the students will compare two sets of objects and identify sets as being the same. (IP) The students will then compare two sets of objects and identify which set has fewer items.Next, the students will review by completing the activities on the math webpage.
(EV- 2-1, counters, doc camera
CSS: K.CC.6
LARGE GROUP/PHONEMIC AWARENESS
(color review) The teacher will read the story BROWN BEAR, BROWN BEAR. The students will then help complete a class book "Brown Bear, Brown Bear - What Do You See?" The students will identify an animal and the color of the animal they might see. The students will attempt to write and illustrate the story page.
(story, story cover, story page)
CCS: RF.K.2d,K.G.2
WRITING
(journal) The students will write and illustrate a response to the writing prompt: "My family is ______."
(journal)
CCS: SL.K.5 PL/VS 1.1.1(DOK 1)
THEME MATH
(shapes/quantity) The students willchoose a color for each shape in the group and then draw one more shape to match.
(HM CWB- p6)
CCS: K.G.1, K.G.2
REVIEW
(alphabet) The students will identify [-am] words and write the chunk (am) under each picture.
(HAR 4 –p19)
CCS: RF.K.2d
THEME
(social studies) The students will discuss things their families do together. The students will then color and read aloud the mini-book "Meet My Family".
(st bk)
CCS: SS 2.2.1 A&H 3.4.1
SPECIAL ME - My Body
8-28-2013
MORNING MESSAGE
PROJECT READ
UNIT 1 Lesson 3(m)
DAY 3
Letter of the Day: Mm
(TM p1-5--1-8)
CONCEPT
1. To understand that some letters are consonants
2. To understandsound-symbol relationship
3. Reading and spelling words with short [a] and the consonant [m]
ANTICIPATORY SET
(p1-12)
1. Display of alphabet and letter [m]
2. Review Mm and /m/ by saying alphabet and stopping a Mm
MODELING
1. Finger blending and sweeps sounds for [am] [mat] [Tam]
2. Teacher/students use words in a sentence
VAKT INPUT
* Skywrite (Snap fingers - Aim - Press- Do & Say)
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
WORD BUILDING
(p1-13)
1. Display [m]
2.Teacher/Students use words in a sentence
JEWEL BOX
Place words in box that students have mastered
CHECKING FOR UNDERSTANDING
** Student Story/Quiz:Tam
STUDENT PRACTICE
1. Write It (Learning Page - Mm)
2. Write/Illustrate Sentences (m3)
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
STAR STORY
DAY 3
Title: I Like Me!
Story Review
Interactive Reading
Story Structure
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 (Hooray For Me)
The t/s will review story conventions.
The teacher will review the story.
Review: letters put together are called words, spaces and top and bottom of the page. The students will point to each as asked.
The students will 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.5, RI.K.6, RL.K.7, RL.K.10
CALENDAR MATH/MATH
(fewer, more, same as) The students will use class charts to write 1-10. (R) The students will then draw a line from each counter in the top frame to a counter on the bottom frame and then circle the set that has more. (P) Next, the students will draw a line from each object on the top row to an object on the bottom row. Then, the students will circle each set that has fewer. If the sets are the same, the students will circle the activity number instead of the set. When finished, the student will review the activities on the math cd.
(EV – R2-1 P2-1, math cd)
CCS: K.CC.6
LARGE GROUP/PHONEMIC AWARENESS
(color review) The students will color the crayons by name. The students will then chose their favorite color, write the word and illustrate a picture of something that is the color they chose. The teacher will then put the pictures together to form a "My Favorite Color Quilt".
(st sht, bull bd paper)
CCS: RF.K.2d, K.G.2
WRITING
(journal) The students will attempt to write and illustrate a response to the writing prompt "My body can ______."
(journal)
CCS: SL.K.5 PL/VS 2.1.1
THEME MATH
(sorting/color review) The students will sort Skittles by color (give each child the same number of each color in a plastic bag). The students will then assist the teacher in graphing the colors by helping to count how many there are of each color. The students may eat the candy upon completion of the activity.
(Skittles, plastic bags, class graph)
CCS: RF.K.2d, K.G.2
REVIEW
(alphabet) The students will complete the given ( –am) words.
(HAR 3 - p18)
CCS: RF.K.2d
THEME
(science) The class will discuss different parts of the body and why they are important. The students will locate and trace over the names of the body parts (hand, eye, arm, mouth, nose, stomach, leg, feet).
(st sht)
CCS: SCI 3.4.3(DOK 2)
BEES
8-29-2013
*The students will make a "bee" headband.
MORNING MESSAGE
PROJECT READ
UNIT 1 Lesson 3(m)
DAY 4
Letter of the Day:Mm
(TM p1-5--1-8)
CONCEPT
1. To understand that some letters are consonants
2. To understandsound-symbol relationship
3. Reading and spelling words with short [a] and the consonant [m]
ANTICIPATORY SET
(p1-12)
1. Display of alphabet and letter [m]
2. Review [Mm] and /m/ by saying the letters of the alphabet until the class gets to Mm
MODELING
1. Finger blending and sweeps sounds for [am] [mat] [Tam]
2. Teacher/students use words in a sentence
VAKT INPUT
* Skywrite (Snap fingers - Aim - Press- Do & Say) (display skywriting [m] with dot)
* Writing Notebooks
CHECKING FOR UNDERSTANDING
** Student Story/Quiz:Tam
HARCOURT (TM1-p178-185)
1. Phoneme Awareness (p179)
2. Active Beginning (p182)
3. Practice/Apply (p183)
STUDENT PRACTICE
1. HAR 2 – (p7-8)
2. Shape Book
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
SHARED STORY
DAY 1
Title: The Spelling Bee
Story Review
Interactive Reading
Story Critique
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.5, RI.K.6, RL.K.7, RL.K.10
EAGER TO READ(Hooray For Me)
The t/s will review story conventions.
Review: letters put together are called words, spaces, top" and "bottom" of the page. The students will point to each as asked.
The students will 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.5, RI.K.6, RL.K.7, RL.K.10
CALENDAR MATH/MATH
(more) The students will use charts to write 1-10. (GP) Next, the students will color the objects to show one or two more. (IP) Next, the students willdraw a group of one or two more. When finished,the students will review by completing the activities on the math webpage.
(EV- 2-2, counters, doc camera
CCS: K.CC.6
LARGE GROUP/PHONEMIC AWARENESS
(letter recognition) Using the alphabet wall or table charts, the students will identify the partner letters (upper/lowercase) on each a bee.
(st sht p43)
CCS: RF.K.2d
WRITING
(journal/sight words) The students will write and illustrate a short story about a bee.
(journal)
CCS: SL.K.5 SCI 3.4.1(DOK 2)
THEME MATH
(counting) The students will count the bees 1-5. Then, as the teacher displays a bee w/number, the students will count to the givennumber by buzzing the required number of times and then write the number using dry boards/markers.
(dry boards/markers/ cleaning cloths)
CCS: KCC.3, K.CC.4, K.CC.4a, K.CC.4b
REVIEW
(alphabet) The students will review the (-am) chunk by completing each given word/pic.
(insect parts-p56, HAR 4-p20)
CCS:RF.K.2d
THEME
(science) The students will sing "Baby Bumble Bee". The teacher/students will then discuss the parts of a bee and how bees make honey. The teacher/students will discuss the parts of the bee and write the beginning sound of each part:head, thorax and abdomen.Using the document camera, the teacher will show the students the three main parts. The students will use their 5 senses to describe honey.Next, the students willidentify foods made from honey and sample them.
(bee chart, st sht, five senses chart, bread, honey, other honey foods)
CCS: SCI3.4.3(DOK 2)
SPECIAL ME
8-30-2013
NO SCHOOL
PROFESSIONAL DEVELOPMENT FOR TEACHERS
LBJ KINDERGARTEN
Learning Targets
August 27 – 31, 2012
Monday, August 26, 2013
Reading: I can identify M and m.
Math:
Tuesday, August 27, 2013
Reading: I can identify Mm and /m/.
Math:
Wednesday, August 28, 2013
Reading: I can identify and write Mm and identify /m/.
Math:
Thursday, August 29, 2013
Reading: I can identify and write Mm and identify /m/.
Math:
Friday, August 30, 2013
NO SCHOOL
PROFESSIONAL DEVELOPMENT FOR TEACHERS