SPECIAL ME – Five Senses
September 2 - 6, 2013
SPECIAL ME (FIVE SENSES)
9-2-2013
LABOR DAY – NO SCHOOL
SPECIAL ME - Ears (hearing)
9-3-2013
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 2(s)
DAY 1
Letter of the Week: Ss
(TM p1-12--1-21)
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 [s]
ANTICIPATORY SET
(p1-12)
1. Display of alphabet and letter [a] and the consonants [s]
2. Review Ss and /s/ by saying the letters of the alphabet and stopping at Ss
MODELING
1. Finger blending and sweeps sounds for [sat] [as] [Sam]
2. Teacher/students use words in a sentence
SFA (p11)
1. Think, Pair, Share (students pair together to identify an item that begins with Ss)
2. Hear Sound
3. Say It Fast
4. Break It Down
5. Stretch and Read
6. Quick Erase
CHECKING FOR UNDERSTANDING
**Student Story/Quiz: Sam Sat
STUDENT PRACTICE
1. Write It (use dry boards)
2. Learning Page - Ss
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 1
Title: Dandelion
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 (What Smells?)
The teacher/students will discuss story conventions (front/back covers, spine, author, illustrator, pages).
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.
Choose students to CELEBRATE (T-F)
(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.5, RI.K.6, RL.K.7, RL.K.10
CALENDAR MATH/MATH
(comparisons - more) The students will use class charts to write 1-10. (R) Next, the students will trace or draw circles in the bottom frame so each set will show one or two more. (P) Then students will then draw pictures to show one or two more and then use the term more as they describe the pictures. The students will review the concepts by completing the activities on the math CD.
(EV – R2-2P2-2, math CD)
CCS: K.CC.6
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.CC.7, K.NBT.1 SCI 2.3.2(DOK 2)
LARGE GROUP/PHONEMIC AWARENESS
(rhyming words) The teacher will say two words. The students will then repeat the words and give a "thumbs up" if the words rhyme or a "thumbs down" if they do not, using the HAR manual. The students will then complete the activity by using the following body part words:
ear, hear nose, toes
hair, bed mouth, fingers
touch, much eat, feet
smell, fell see, me
walk, laugh run, fun
(HAR TM1-p187)
CCS: RF.K.2b, RF.K.2c, RF.K.2e SCI 3.4.1(DOK 2), 3.4.3(DOK 2)
WRITING
(journal) The teacher will use a graphic organizer to elicit responses about what a child might hear. Thenthe students will write and illustrate a response to the writing prompt “I can hear a ______."
(journal)
CCS: SL.K.5, L.K.1f
THEME MATH
(identify shapes/colors) The students will move slowly and quietly around the classroom. When the teacher rings the bell, the students will stop and listen to what they need to find.
(SFA TM - p302 (Special Me) - Stop, Look and Listen, bell, 4 different colored shapes/per child (ex: red circles, blue squares, yellow triangles, green rectangles)
CCS: K.G.1
REVIEW
(alphabet) Using the poem SALLY SELLS SEA SHELLS, the students will use a hi-liter to mark the letters Ss.
(st poem, hi-liters)
CCS: RF.K.2d
THEME
(science)The students will listen to the sounds on the tape. The students will then raise their hands to identify the sounds.
(My Listening Ears tape)
CCS: SCI 3.4.1(DOK 2), 3.4.2, 3.4.3(DOK 2)
SPECIAL ME - Nose (smelling)
9-4-2013
MORNING MESSAGE
PROJECT READ
UNIT 1 Lesson 2(s)
DAY 2
Letter of the Week: Ss
(TM p1-12--1-21)
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 [s]
ANTICIPATORY SET
(p1-12)
1. Display of alphabet and letter [a] and the consonants [s].
2. Review Ss and /s/ by saying the letters of the alphabet and stopping at Ss
MODELING
1. Finger blending and sweeps sounds for: [sat] [as] [Sam]
2. Teacher/students use words in a sentence
VAKT INPUT
* Skywrite (Snap fingers - Aim - Press- Do & Say)
STATIONS
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
WORD BUILDING
(p1-13)
1. Display [a][t][m] [s] and tap out the word [sat] [as] [Sam]
2.Teacher/Students use words in a sentence
JEWEL BOX
Place words in box that students have mastered
CHECKING FOR UNDERSTANDING
(p1-14)
1. Student Practice Sheet 1A (p1-17)
2. Read story (p1-21): Tat Sam
3. Introduce Sentence Frame (Student Practice Sheet 1C - p1-21)
4.Sentence Dictation: Tat sat.
(use Practice Sheet 1B (p1-19))
Student Story/Quiz:Sam Sat (draw)
STUDENT PRACTICE
1. Sentence Completion (s2)
2. HAR 2 – p9
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: Dandelion
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 (What Smells?)
The t/s will review the story conventions.
The t/s will review the story.
The teacher will read the story (1X).
The t/s will read the story (1X).
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) The students will use class charts to write 1-10. (GP&IP) Next, the students compare the number of objects in one group to be either 1 fewer or 2 fewer than the other group. Then, the teacher will roll a die. The students will color the same number, using the given key. Upon completion, the students will review the concepts by completing the activities on the math webpage.
(EV-2-3, counters, st sht p8 w/key, www.pearsonsuccessnet.com)
CCS: K.CC.3, K.CC.6
LARGE GROUP/PHONEMIC AWARENESS
(word segmentation/high frequency words) The students will repeat each sentence after the teacher. The students will then clap for each word that is said in each sentence. The students will be introduced to the word "a". The teacher will put the sentences w/pictures on the chart. The teacher will identify the word "a" as a "capital letter" because it is the first letter in the sentence. The students will read the sentences: A dog. A cat. A mouse. A fish.The teacher may want the students to copy and illustrate one sentence.
(HAR TM1 - p192, HAR 2 - p10, sentences, pic cards, writing/pic paper)
CCS: RF.K.1c, RF.K.2b, RF.K.3c
WRITING
(journal) The teacher will use a chart to elicit responses to items a child might smell. The students will write and illustrate a response to the writing prompt "I can smell a ______."
(journal, doc camera, chart paper)
CCS: SL.K.5, L.K.1f
THEME MATH
(classification) The students will sort the shapes by color and by shape. The students will use math box pieces to sort the shapes.
(math boxes, tangram pieces)
CCS: K.MD.1
REVIEW
(alphabet) The students will review the letters Ss and the sound the letters make by writing words they know that begin with the letters Ss (the teacher can use the doc camera to write the words).
(paper, doc camera, “Ss” words to place around the room)
CCS: RF.K.2, RF.K.3a
THEME
(science) The teacher will give the students several cotton balls saturated with different smells. The students will identify the smells and glue the cotton balls on a paper plate entitled "My Smelly Plate".
(paper plates, 4 cotton balls w/smells)
CCS: SCI 3.4.1(DOK 2), 3.4.2, 3.4.3(DOK 2)
SPECIAL ME - Mouth (tasting)
9-5-2013
MORNING MESSAGE
PROJECT READ
UNIT 1 Lesson 2(s)
DAY 4
Letter of the Week: Ss
(TM p1-12--1-21)
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 [s]
ANTICIPATORY SET
(p1-12)
1. Display of alphabet and letter [a] and the consonants [s]
2. Review Ss and /s/ by saying the alphabet/sounds and stopping at Ss
MODELING
1. Finger blending and sweeps sounds for [sat] [as] [Sam]
2. Teacher/students use words in a sentence
VAKT INPUT
1. Skywrite (Snap fingers - Aim - Press- Do & Say)
2. Writing Notebook - Ss
CHECKING FOR UNDERSTANDING
**Student Story/Quiz: Tam
HARCOURT (p196 - 207)
1. Phonemic Awareness (p197 & 207)
2. Active Beginning (p200)
3. Practice/Apply (p201)
STUDENT PRACTICE
1. HAR 2 – p11&12
2. Review Ss (p108)
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: Dandelion
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 (What Smells?)
The t/s will review story conventions.
The teacher will reviewthe story.
The t/s will PopcornRead.
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
(comparisons - fewer) The students will use class charts to write 1-10. (R) Next, the students will compare the number of objects in one group to identify if it is either 1 fewer or 2 fewer and circle the group. (P) The teacher will give the student directions as to which group to circle (1 fewer or 2 fewer). The students will review the concepts by completing the activities on the math CD.
(EV-R2-3P2-3 counters, math CD)
CCS: K.CC.6
LARGE GROUP/PHONEMIC AWARENESS
(high/frequency words) The students will review the previous day's sentences. The students will then read the HM story PET DAY. The teacher will give each child a word card with "a" written on it. The teacher will point to an object in the classroom and the students will hold up their word card and say "a" and the item's name. The students will then glue their word card onto paper and draw a picture of any item. The teacher will then help the students write the name of the picture.
(HAR TM1 -p192&193, st story, "a" word cards, paper)
CCS: RF.K.1c, RF.K.2b, RF.K.3c
WRITING
(journal) The students will attempt to write and illustrate a response to the writing prompt "I can taste ______."
(journal)
CCS: SL.K.5, L.K.1f SCI 3.4.3(DOK 2)
THEME MATH
(patterns)The students will assist in completing the given food patterns (things that can be tasted).
EX: nut, egg, nut, ______
pizza, apple, pizza, _____
ice cream, cheese, ice cream, _____
fish, donut, fish, _____
(pattern, pattern pieces)
CCS: K.MD.2
REVIEW
(alphabet) The students will review the letters Ss (/s/) and Mm (/m/) and Tt /t/ and Aa /a/.
(HAR 2 – p1221)
CCS: RF.K.2d
THEME
(science) The students will be given 4 items to eat one at a time (the items are to be salty, sour, sweet and bitter) . After eating each food and using a 4-divided paper, the students will draw a picture of the food item. The students will then write a word describing how the item tasted (sweet, sour, salty, bitter).
(4 food items, st sht)
CCS: SCI 3.4.1(DOK 2), 3.4.2, 3.4.3(DOK 2)
SPECIAL ME - Hands (touching)
9-6-2013
MORNING MESSAGE
PROJECT READ
UNIT 1 Lesson 2(s)
DAY 5
Letter of the Week: Ss
(TM p1-12--1-21)
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 [s]
ANTICIPATORY SET
(p1-12)
1. Display of alphabet and letter [a] and the consonants [s]
2. Review Ss and /s/ by saying the letters/sounds and stopping at Ss
MODELING
1. Finger blending and sweeps sounds for [sat] [as] [Sam]
2. Teacher/students use words in a sentence.
VAKT INPUT
* Skywrite (Snap fingers - Aim - Press- Do & Say)
STATIONS
1. Tactile Letter
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
WORD BUILDING
(p1-13)
1. Display [a][t][m] [s] and tap out the word [sat] [as] [Sam]
2.Teacher/Students use words in a sentence
JEWEL BOX
Place words in box that students have mastered
CHECKING FOR UNDERSTANDING
(p1-14)
1. Student Practice Sheet 1A (p1-17)
2. Read story (p1-21): Tat Sam
3. Introduce Sentence Frame (Student Practice Sheet 1C - p1-21)
4.Sentence Dictation: Tat sat.
(use Practice Sheet 1B (p1-19))
Student Story/Quiz:Sam Sat (draw)
STUDENT PRACTICE
1. Write/Illustrate Sentences(s3)
2. Shape Book (with words and pictures)
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: In the Tall, Tall Grass
Story Preview
Interactive Reading
Story Conventions
Discuss Favorite Events
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 (What Smells?)
The t/s will review story conventions.
The t/s will review the story.
The students will PartnerRead.
(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
(counting 0-3) The students will count and color the number of boxes for each object. Upon completion, the students will review the concepts by completing the activities on the math webpage.
(EV-2-4, counters, www.pearsonsuccessnet.com)
CCS: K.CC.6