SPRING HAS SPRUNG - Signs of Spring
3-23-2015
MORNING MESSAGE
PROJECT READ
UNIT 10 Lesson2 (-ang) & (-ing)
Day 1
Letter of the Week: (-ang) & (-ing)
Sight Word of the Week: put
(TM p10-17--10-29)
OBJECTIVES
1. To understand gliding sound [-ng]
2. To read and spell words /-ng/ glide sound, using [a & i]
ANTICIPATORY SET
1. Display the slide picture (p10-19)
2. (question): What letters do you see at the end of theslide?
3. (answer): [-ng]
INPUT
1. Place [a & i] on a post-it at top of slide
2. Lift [a]& [i] and slide down the slide gliding the vowel sound /a & i/ into [-ng] saying /-ang/ & /-ing/
3. Replace the [a]ng & [i]ng with [-ang] & [-ing]
VAKT INPUT - STATIONS
(p10-23)
Sky Write (Snap – Aim – Press – Do & Say)
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
CHECKING FOR UNDERSTANDING
(p10-25)
1. Students build words [bang] [sang] [gang] [hang] [rang ] [ding] [sing][ring] [wing]
2. Student Practice Sheet10E (p10-25)
GUIDED/ORAL READING
Student Story/Quiz:The Rock King Gang
STUDENT PRACTICE
1. Word Web (-ang/-ing)
2. Write Words/Sentence Correction (-ng1)
STAR STORY
Title: Five Speckled Frogs
Day 1
Story Conventions
Background Knowledge
Teacher/ Interactive Reading
Discussion
KINDERROOTS (The Mud Dog)
The teacher will review story conventions.
The teacher will give a short overview of the story.
The students will be given a list of vocabulary words; they will color the words red/green:
(GREEN:last, led, leg, lid, lip, log, lot, pal, left, bell, fell, Bill, Bill's, filled)
(RED:ate, had, her, his, this, we)
(READLES:bear, heard, home, ran, rock, tree, woods)
The teacher will read the story (1X).
The teacher will chose Star Readers for the week.
(story, word list)
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.3, RI.K.6, RI.K.7, RI.K.10
LARGE GROUP/PHONEMIC AWARENESS
(long u) The students will read the computer story DUNE BUGGY. The students will then make a small book with the same title.(story comprehension)
(STARFALL.COM, st bk, st story p28)
CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, RI.K.7, RI.K.10, 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.3d, 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.1, L.K.1 L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, 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.
CALENDAR MATH/MATH
(addition/subtraction/dozen) The students will use class charts to write 1-100. (GP&IP) Next, the students will listen to each story and use counters to help them solve the problem. Then the students will write the addition or subtraction sentence. Next, the students will review the skills on the math webpage.The students will compare different objects by height (EV-12-5).
(EV-8-8, charts, counters, math cd, EV-12-5,
CCS: K.CC.1,K.CC.2, K.OA.1, K.OA.2, K.OA.5, K.MD.1, K.MD.2, K.MD.3
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)
WRITING (journal) Earlier in the day the class will take a walk around the school/playground and look for signs of springtime. In this activity the students will draw and write about signs of spring.
(journal)
CCS:L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5
THEME(science)The class will take a walk around the school/playground area. During their walk they will look for and discuss the signs of spring that we can see(green grass, warmer temperatures, budding/blooming flowers, budding trees, etc.). CCS: K-ESS3-1
SPRING HAS SPRUNG- Weather
3-24-2015
MORNING MESSAGE
PROJECT READ
UNIT 10Lesson2 (-ang) & (-ing)
Day 2
Letter of the Week:(-ang) & (-ing)
(TM p10-17--10-29)
OBJECTIVES
1. To understand gliding sound [-ng]
2. To read and spell words /-ng/ glide sound, using [a & i]
ANTICIPATORY SET
1. Display the slide picture (p10-19)
2. (question): What letters do you see at the end of theslide?
3. (answer): [-ng]
INPUT
1. Place [a & i] on a post-it at top of slide
2. Lift [a]& [i] and slide down the slide gliding the vowel sound /a & i/ into [-ng] saying /-ang/ & /-ing/
3. Replace the [a]ng & [i]ng with [-ang] & [-ing]
(Students say):[dash] [a] [n] [g] &[dash] [i] [n] [g]
VAKT INPUT - STATIONS
(Students say: dash (-) a, n, g & dash (-) i, n, g (letter names); students pull vowel [a] & [i] out
and glide down the throat and say /-ang/ & /-ing/
*Sky Write (Snap – Aim – Press – Do & Say)
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
CHECKING FOR UNDERSTANDING
(p10-25)
1. Students build words [bang] [sang] [gang] [hang] [rang] & [ding] [sing][ring] [wing]
2. Student Practice Sheet10E (p10-25)
3. Writing Notebook
GUIDED/ORAL READING
Student Story/Quiz:The Rock King Gang
STUDENT PRACTICE
1.Complete the Sentences (-ng2)
2. Write Sentences (-ng3)
STAR STORY
Title: Five Speckled Frogs Day 2
KINDERROOTS(The Mud Dog) The t/s will review story conventions.
The t/s will review (blend/spell) vocabulary words.
The t/s will read the story (2X) - Guided Reading.
CELEBRATE
(story, certificate)
LARGE GROUP/PHONEMIC AWARENESS (long u/story comprehension) The students will read the computer storyDUNE BUGGY. The students will then write “long u” words, then read the sentences, and write "long u" words to complete each sentence. Next, The students will assist the teacher in reading the story
(STARFALL.COM, wkbk p55&56, st story)
CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, RI.K.7, RI.K.10, 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.3d, 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.1, L.K.1 L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, 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
CALENDAR MATH/MATH
(addition/subtraction/size comparisons)The students will use class charts to write 1-100. (R&P) Next, the students will listen to each story and use counters to help them solve the problem. The students will then mark an X on the objects if it is a subtraction problem. Next, the students will draw more objects for the addition problems. Upon completion, the students will complete the activities on the math disk as a review. Next, the students will identify items longest to shortest.
(EV-R8-8&P8-8, counters, math disk, EV-R12-4&P12-4)
CCS: K.OA.1, K.OA.2, K.OA.5, K.MD.1, K.MD.2
WRITING
(poetry) The students will assist the teacher in writing a Cinquain poem about Spring . The students will then write and illustrate the poem.
(writing/picture paper)
CCS: L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5
THEME
(science/assess) Our class will discuss the weather pattern changes (warmer temperatures, more rain, flowers blooming, etc.) that occur during Spring.Next, each student will color, cut out and make his/her own spring mobile. Upon completion of discussion, the students will complete a short summative assessment over spring weather.
(st assess, st sht, yarn)
CCS: K-ESS3-1 A/H 3.4.1, 3.4.2
SPRING HAS SPRUNG- Frogs
3-25-2015
MORNING MESSAGE
PROJECT READ
UNIT10 Lesson2 (-ong) & (-ung)
Day 1
Letter of the Week: (-ong) & (-ung)
(TM p10-30--10-34)
OBJECTIVES
1. To understand gliding sound [-ng]
2. To read and spell words /-ng/, using [o] & [u]
ANTICIPATORY SET
1. Display the slide picture (p10-19).
2. (question):What letters do you see at the end of the slide?
3. (answer): [-ng]
INPUT
1. Place [o] on a post-it at top of slide; repeat with [-ung]
2. Lift [o] and slide down the slide gliding the vowel sound /o/ into [-ng] saying /-ong/ & /ung/
3. Replace the [ong] with [ung]
VAKT INPUT - STATIONS
Students say: dash (-) o, n, g, then students pull vowel [o] out and glide down the throat and say
/-ong/
Repeat with [-ung]
*Sky Write (Snap – Aim – Press – Do & Say)
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
CHECKING FOR UNDERSTANDING
(p10-30)
1. Students build words [bong] [song] [gong] [long]& [hung] [lung] [rung] [sung]
2. Student Practice Sheet10E (p10-33)
3. Sentence Dictation: Nan sang a jazz song.
INPUT
1. Display red word [what]
2. Put word [you] in sentence:What do you see?
VAKT INPUT
Complete red word process (p2-10).
1. Tap letter names on arm
2.Sweep hand down arm and sweep word together
3. Flash previously taught red words from red word packwhile students read the words
GUIDED/ORAL READING
1.Student Story/Quiz: What?
STUDENT PRACTICE
1. Word Web (-ong/-ung)
2. Write the Words/Mixed-Up Sentences (ong/ung1)
STAR STORY
Title: Five Speckled Frogs Day 3
KINDERROOTS(The Mud Dog)
The t/s will review story conventions.
The t/s will review (blend/spell) vocabulary words.
The t/s will read the story (2X) - Popcorn Reading.
CELEBRATE
(story, certificate)
LARGE GROUP/PHONEMIC AWARENESS (contractions/-ing/high-frequency word) The students will read the computer story DUNE BUGGY. The students will then use an "apostrophe" to write contractions and thenwrite words that rhyme with "ring".
(STARFALL.COM, wkbk p57&58)
CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, RI.K.7, RI.K.10, 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.3d, 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.1, L.K.1 L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, 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
CALENDAR MATH/MATH
(subtraction/story problems) The students will use class charts to write 1-100. (Set A&B) The student will review subtraction and the signs for the subtraction problems. The student will listen to the story and find out which group has fewer objects. (Set C&D) The students will then listen to the story and trace Xs to show how many to take away. Next, they will complete the number sentence to tell how many are left. Upon completion, the students will review the activities on the math disk. Then, using the doc camera, theteacher/students will read and complete the rainforest story problems, showing all work. The students will then complete the Singapore Math “picture talk”.
(EV - Reteach - 8, math disk, doc camera, st sht p353, Singapore Math)
CCS: K.OA.1, K.OA.2, K.OA.5, K.CC.1, K.CC.4, K.MD.1, K.MD.2
WRITING
(journal) The students will write and illustrate a short story about a frog they found in their yard.
(journal)
THEME
(science) The class will discuss the stages of a frogs life from the egg to the adult frog. The students will thencolor, cut out and put the stages in order from the egg to the adult frog.
(life cycle sht)
CCS: K-LS1-1 A/H 3.4.1, 3.4.2
SPRING HAS SPRUNG! - Flowers
3-26-2015
MORNING MESSAGE
PROJECT READ
UNIT10 Lesson2 (-ong) & (-ung)
Day 2
Letter of the Week: (-ong) & (-ung)
(TM p10-30--10-34)
OBJECTIVES
1. To understand gliding sound [-ng]
2. To read and spell words /-ng/, using [o] & [u]
ANTICIPATORY SET
1. Display the slide picture (p10-19).
2. (question):What letters do you see at the end of the slide?
3. (answer): [-ng]
INPUT
1. Place [o] on a post-it at top of slide; repeat with [-ung]
2. Lift [o] and slide down the slide gliding the vowel sound /o/ into [-ng] saying /-ong/ & /ung/
3. Replace the [ong] with [ung]
VATK INPUT
1. Skywrite
2.Writing Notebook (-ong/-ung)
CHECKING FOR UNDERSTANDING
(p10-30)
1. Students build words [bong] [song] [gong] [long]& [hung] [lung] [rung] [sung]
2. Student Practice Sheet10E (p10-33)
3. Sentence Dictation: Nan sang a jazz song.
INPUT
1. Display red word [put]
2. Put word [put]:Can you put it back?
VAKT INPUT
Complete red word process (p2-10).
1. Tap letter names on arm
2.Sweep hand down arm and sweep word together
3. Flash previously taught red words from red word packwhile students read the words
GUIDED/ORAL READING
1.Student Story/Quiz: The Rock King Gang The Path
STUDENT PRACTICE
1. Word Web (-ong/-ung)
2. Write the Words/Mixed-Up Sentences (ong/ung1)
SHARED STORY Title: The Tiny Seed
Day 1
Story Conventions
Teacher/Interactive Reading
Story Discussion
Story Critique
KINDERROOTS(The Mud Dog)
The teacher will review story conventions.
The teacher will review vocabulary words.
The students will read the story - Partner Reading
CELEBRATE
(story)
LARGE GROUP/PHONEMIC AWARENESS (initial diagraphs) The students will read the computer story DUNE BUGGY.Next, the students will write the "th" words and find the word boxes for each given word. (phonemic identification/comprehension) The students will identify and write the missing phonemes. The students will then read each sentence by themselves and identify the sentence that best describes each picture.
(STARFALL.COM, wkbk p59, SCH p27&28)
CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, RI.K.7, RI.K.10, 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.3d, 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.1, L.K.1 L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, 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
CALENDAR MATH/MATH
(assessment/subtraction) The students will demonstrate their knowledge of subtraction.
(EV-Unit 8- Assessment)
CCS: K.OA.1, K.OA.2, K.OA.5
WRITING
(assessment/sentence structure/listening comprehension) The students will complete the writing assessment about a flower garden.The students will then complete a square for a class (GRANDMA'S GARDEN) quilt. The students will complete the listening activity THE PRETTY FLOWER.
(assess,quilt pattern pieces, journal, listening sheet)
CCS: L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5
THEME
(science) The students will discuss the parts of a flower and how each works. Nest, the students will complete a flower experiment by splitting a carnation stem and putting one part in blue water and one part in red water. The class will graph the daily changes for one week and attempt to explain the results. The students will also plant sunflower seeds (the teacher will plant marigold seeds). The class will keep a graph of how many days it takes each flower to sprout and a graph of how high each flower grows in 2 weeks
(vase, carnation, red/blue food color, cups, flower parts charts, sunflower/marigold seeds, water, science logs)
CCS: K-ESS3-1
SPRING HAS SPRUNG! - Rainbows
3-27-2015
PROJECT READ
UNIT10
Lesson2 Review
Day 3
Letter of the Week: (-ang) (ing) (-ong) (-ung)
(TM p10-30--10-34)
OBJECTIVES
1. To understand gliding sound [-ng]
2. To read and spell words /-ng/, using [o] & [u]
ANTICIPATORY SET
1. Display the slide picture (p10-19).
2. (question):What letters do you see at the end of the slide?
3. (answer): [-ng]
INPUT
1. Place [o] on a post-it at top of slide; repeat with [-ung]
2. Lift [o] and slide down the slide gliding the vowel sound /o/ into [-ng] saying /-ong/ & /ung/
3. Replace the [ong] with [ung]
VATK INPUT
1. Skywrite
2.Writing Notebook (-ong/-ung)
CHECKING FOR UNDERSTANDING
(p10-30)
1. Students build words [bong] [song] [gong] [long]& [hung] [lung] [rung] [sung]
2. Student Practice Sheet10E (p10-33)
3. Sentence Dictation: Nan sang a jazz song.
INPUT
1. Display red word [put]
2. Put word [put]:Can you put it back?
VAKT INPUT
Complete red word process (p2-10).
1. Tap letter names on arm
2.Sweep hand down arm and sweep word together
3. Flash previously taught red words from red word packwhile students read the words
GUIDED/ORAL READING
1.Student Story/Quiz: The Rock King Gang The Path
STUDENT PRACTICE
1. Word Web (-ong/-ung)
2. Write the Words/Mixed-Up Sentences (ong/ung1) **SPELLING TEST**
SHARED STORY Title: The Tiny Seed
Day 2
Story Conventions
Teacher/Interactive Reading
Story Discussion
Story Critique
*The students will identify and draw their favorite part of the story
KINDERROOTS (The Mud Dog)
The t/s will review story conventions.
The t/s will review the vocabulary list.
The t/s will read the story (1X) - Guided Reading.
The students will complete the quiz to assess student comprehension.
CELEBRATE
(story, certificate, quiz)
LARGE GROUP/PHONEMIC AWARENESS (ch)The students will read the computer story DUNE BUGGY.The students will then write the "ch' words and find the word boxes for each given word. (high-frequency words/punctuation) Then, the students will identify the high-frequency words and write the sentences correctly. Next, the students will read the sentences and match them to the correct picture.
(STARFALL.COM, wkbk p.60, SCH p29&30)
CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, RI.K.7, RI.K.10, 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.3d, 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.1, L.K.1 L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, 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
CALENDAR MATH/MATH (decomposing numbers/size comparisons) Using classroom charts, the students will write 1-100. (GP&IP) Next, the students will use objects to show 4 and 5 in two parts. Then, the students will review by completing the activities on the math webpage. Next, the students will compare items by height.
(EV– 9-1, charts, webpage - EV-R12-5&P12-5)
CCS: K.OA.3, K.MD.1, K.MD.2
WRITING (journal) The students will write and illustrate a short story about a rainbow they have seen in the sky..
(journal)
THEME (science/art) Our class will discuss rainbows(colors of rainbows, what causes rainbows,when you are mostly likely to see a rainbow, etc.).Next, each student will color, cut out and make his/her own rainbow.
( st sht, )
CCS: K-ESS3-1 A/H 3.4.1, 3.4.2
LEARNING TARGETS
March 23-27, 2015
Monday, March 23, 2015
Reading: I can identify (-ang) and (-ing) words
Math: I can use problem-solving to solve addition and subtraction problems and use the correct signs (-, +, =)
Tuesday, March 24, 2015
Reading:I can identify (-ang) and (-ing) words
Math: I can act out and solve subtraction story word problems and I can recognize the minus/equal signs and tell what they mean.
Wednesday, March 25, 2015 Reading:I can identify (-ong) and (-ung) words. Math: I can act out and solve subtraction story word problems and I can recognize the minus/equal signs and tell what they mean.
Thursday, March 26, 2015
Reading:I can identify (-ong) and (-ung) words.
Math: I can demonstrate my knowledge of subtraction.
Friday, March 27, 2015
Reading:I can identify (-ang) (-ing) (-ong) and (-ung) words.
Math: I can demonstrate different ways to make numbers (0-10).