CHRISTMAS AT HOME
DECEMBER 9-13, 2013
CHRISTMAS AT HOME - Elves
12-9-2013
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.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
PROJECT READ
UNIT 4Lesson 1 (Ww)
DAY 1
Letter of the Week: Ww
(TM p4-19--4-31)
CONCEPT
1. Sound-symbol relationship
2. Spell the words with [w]
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]
2. Introduce Wwand /w/ by saying the letters and the alphabet and stopping at Ww
INPUT
1. Display letter [w]
2. Students clip sounds (3 times)
MODEL
(p4-20)
1. Teacher models sound
2. Do & Say
3. Finger Blend: [win] [will] [wig] [wag] (3 times)
4. Useword in a written sentence
VAKT INPUT - STATIONS
*Sky Write (Snap – Aim – Press – Do & Say)
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
CHECKING FOR UNDERSTANDING
(p4-19--4-20)
1. Word Building: [win] [will][wig] [wag] (3 times)
2. Students read words.
GUIDED PRACTICE
(p4-19--4-20)
1. Students read - Student Practice 4B (p4-21)
2. Student Story/Quiz:Pam’s Wig Have
STUDENT PRACTICE
1.Word Web (Ww)
2. Rhyming Words (w1)
**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, RF.K.4a, 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.4a
STAR STORY
Title: The Elf on the Shelf
Day 1
Story conventions
Introduce Story Vocabulary
Story Predictions/Picture Walk
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
KINDERROOTS (Dogs)
The teacher will review story conventions (title, author, illustrator, spine, front/back covers, pages, illustrations, text, page numbers, characters, capital letters, punctuation: EXCLAMATION MARK.
The teacher will give a short overview of the story.
The teacher will discuss the vocabulary words:
(GREEN: big, dog, dogs, Sad, Sam, up)
(RED: busy, lazy, playing, working, running, wake)
The teacher will read the story (1X).
The students will be given a list of the vocabulary words. The students will then color the green words/red words.
Theteacher willchoose students to CELEBRATE (T-F).
(story, word list, st 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
MATH/CALENDAR MATH
(number recognition)The students will use given charts to write the numbers 1-25.The students will write 1-50, using wall and desk charts. (R&P) Next, the students will count, read, and write quantities for groups of sixteen and seventeen. The students will then review by completing activities on the math cd.
(EV-R-5-3&P-5-3, math cd)
CCS: K.CC.4.b, K.CC.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)
LARGE GROUP/PHONEMIC AWARENESS
(sight words - look) The students will color the sight words on the elves using the color code and the students will be introduced to the word "look”.
(HAR 9 - p9, st sht p22)
CCS: RF.K.3c
WRITING
(journal) The students will write and illustrate a short story about an elf.
(journal)
CCS: L.K.1f, SL.K.5
THEME
(art) The students will color and cut out the parts of the Christmas elf. Next, they will paste his head, arms, and legs on his folded body. The students willthen complete the elf by tying a string through the elf hat and hanging it up.
(st sht w/elf pieces)
CCS: SS 2.1.1(DOK1)A/H 3.3.1,3.4.1
CHRISTMAS AT HOME - Christmas Trees
12-10-2013
MORNING MESSAGE
PROJECT READ
UNIT4 Lesson 1(Ww)
DAY 2
Letter of the Day: Ww
(TM p4-19-4-23)
CONCEPT
1. Sound-symbol relationship
2. Spell the words with [w]
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: [t] [s] [m][b] [c] [f] [r] [h] [n] [j] [p] [l] [g] [d] [v]
2. Review Ww and /w/ by saying the letters of the alphabet and stopping at Ww
INPUT
(p 4-20)
1. Teacher displays the letter [w]
2. Students clips sounds (3 times)
MODEL
(p 4-20)
1. Teacher models sound
2. Do& Say
3. Finger Blend: [win][will][wig] [wag] (3 times)
4. Useword in a written sentence
SFA (p109-112)
1. Think, Pair, Share (students pair together to identify an item that begins with Ww)
2. Hear Sound
3. Say It Fast
4. Break It Down
5. Stretch and Read
6. Quick Erase
GUIDED PRACTICE
(p4-29)
1. Student Sheet 4B (p4-21)
2. Student Story/Quiz:Pam’s Wig Have
STUDENT PRACTICE
1. Write It (use dry erase boards)
2. Learning Page - Ww
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, RF.K.4a, 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.4a
STAR STORY
Title: The Elf on the Shelf
Day 2
Story Conventions
Story Review and Interactive Reading
Story Critique
Story Map
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, RI.K.7, RI.K.10
KINDERROOTS(Dogs)
The t/s will review story conventions.
The t/s will review vocabulary (spell/blend and students use vocabulary words in a sentence).
The t/s will read the story (2X) – Guided Reading
CELEBRATE
(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
MATH/CALENDAR MATH
(addition) Using charts, the students will practice writing the numbers 1-25. (GP&IP)The students will recognize and write quantities for groups of eighteen, nineteen, and twenty. The students will review by completing activities on the math website.
(EV-5-4)
CCS: K.CC.4.b, K.CC.3
LARGE GROUP/PHONEMIC AWARENESS
(sequencing) The students will discuss the pictures in the story THE LIFE OF A CHRISTMAS TREE.The students will then glue the sentences under the correct picture, and then put the pages in order to complete the book.
(st story)
CCS: RL.K.1, RL.K.2, RL.K.3
WRITING
(journal) The students will write and illustrate a short story about a tree at Christmas.
(journal)
CCS: L.K.1f, SL.K.5
THEME
(science) The students will make his/her own Christmas tree treat, using an ice cream cone and other decorative edibles. The studentswill eat these at snack time.
(sugar cones, m&ms, gumdrops, whitefrosting, green food coloring, plates, spoons)
CCS: SS 2.1.1(DOK 1), 2.1.2PL/VS 1.2.1, 1.2.2(DOK 1)
CHRISTMAS AT HOME -Reindeer
12-11-2013
MORNINGMESSAGE
PROJECT READ
UNIT 4Lesson 1 (Ww)
DAY 3
Letter of the Week: Ww
(TM p4-19--4-31)
CONCEPT
1. Sound-symbol relationship
2. Spell words with [w]
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]
2. Review Wwand /w/ by saying the letters of the alphabet and stopping at Ww
INPUT (p 4-19)
1. Display letter [w]
2. Students clip sounds (3 times)
MODEL
(p 4-20)
1. Teacher models sound
2. Do & Say
3. Finger Blend: [win][will] [wig] [wag] (3 times)
4. Useword in a written sentence
VAKT INPUT - STATIONS
*Sky Write (Snap – Aim – Press – Do & Say)
1. Tactile letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
CHECKING FOR UNDERSTANDING
(p 4-20--4-21)
1. Word Building: [win] [will] [wig] [wag] (3 times)
2. Students read sentences on doc camera Student Sheet 4B(p4-21)
3. Sentence Dictation: Jim can win.
4. Check dictation
GUIDED PRACTICE
(p4-29)
1. Student Sheet 4B(p4-21)
2. Student Story/Quiz:Pam’s Wig Have
STUDENT PRACTICE
1. Sentence Match (w2)
2. Review (Ww) – p114
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, RF.K.4a, 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.4a
SHARED STORY
DAY 1
Title:Elf on the Shelf
Review Story Vocabulary
Story Sequence
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, RI.K.7, RI.K.10
KINDERROOTS (Dogs)
The t/s will review the story conventions.
The t/s will review the vocabulary words by writing each word.
The students will Popcorn Read.
(story)
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
MATH/CALENDAR MATH
(number recognition) The students will write 1-25, using class charts. (R&P) Next, the students will count, read, and write quantities of eighteen, nineteen, and twenty. The students will then review by completing activities on the math CD.
(EV-R-5-4&P-5-4, math cd)
CCS: K.CC.4.b, K.CC.3
LARGE GROUP/PHONEMIC AWARENESS
(letter sequence/sight words/color words) The students will do the REINDEER POKEY. Next, the students will write the lower case letter that matches thegiven upper case letter. The students will then read the story BROWN REINDEER, BROWN REINDEER.
(st sht p59, st story)
CCS: RF.K.2, RF.K.3
WRITING
(journal) The students will write and illustrate a short story about a reindeer.
(journal)
CCS: L.K.1f, SL.K.5
REVIEW
(assess - listening comprehension) The students will listen to an oral story read by the teacher entitled THE REINDEER. Next, the students will then illustrate the story, using the clues in the story. The students will then read and color the book BROWN REINDEER, BROWN REINDEER.
(st story assess w/rubric, st story)
CCS: L.K.5
THEME
(assess/science/art) The students will listen to an oral story read by the teacher entitled THE REINDEER. Next, the teacher will discuss the habitat of the reindeer. Then, each student will cut his/herreindeer antlers (they may have their nose painted with red paint/lipstick).
(st story assess w/rubric, brown construction paper, red paint/lipstick)
CCS: SS 2.1.1(DOK 2) A/H 3.4.1SCI 3.4.1(DOK 2), 3.4.2(DOK 2)
or
The students will make a quilt block using their own pattern and make hand-print reindeer.
(quilt square, const paper, lg red poms, wiggle eyes)
CCS:K.MD.1, K.MD.2 SS 3.4.1(DOK2) A/H 3.4.1
CHRISTMAS AT HOME – YOU’RE A MEAN ONE MR. GRINCH!
12-12-2013
LBJ Kindergarten students will have a Grinch Look-a-Like day today. For morning seatwork, the students will make a Grinch mask.
MORNINGMESSAGE
PROJECT READ
UNIT 4Lesson 1 (Ww)
DAY 4
Letter of the Week: Ww
(TM p4-19--4-31)
CONCEPT
1. Sound-symbol relationship
2. Spell the words with [w].
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]
2. Review Ww and /w/ by saying the letters of the alphabet and stopping at Ww
INPUT
1. Display letter [w]
2. Students clip sounds (3 times)
MODELING
(3 times)
1.Display letter [w] - 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 (Ww)
HARCOURT (TM 2 – p546-551)
1. Phonemic Awareness (p547)
2.Active Beginning (p550)
3. Practice/Apply (p551)
GUIDED PRACTICE
(p4-29)
1. Student Sheet 4B (p4-21)
2. Student Story/Quiz:Pam’s Wig Have
STUDENTPRACTICE
1. HAR 8 - p7&8
2. Sound of the Letter - Ww (p26)
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, RF.K.4a, 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.4a
SHARED STORY
Title: How the Grinch Stole Christmas (read only first half of story)
Day 1
Vocabulary
Interactive/Buddy Reading
Story Conventions
Story review/discussions
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, RI.K.7, RI.K.10, L.K.6
KINDERROOTS (Dogs)
The t/s will review story conventions.
The students will read the story (1X).
The t/s will review the vocabulary list by writing each word.
The students will Partner Read.
CELEBRATE
(story)
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
CALENDAR MATH/ MATH
(problem solving/logical reasoning) The students will write 1-25, using wall and desk charts. (GP&IP). Next, the students will count forward beginning from a given number within the known sequence (instead of having to begin at 1). The students will review by completing activities on the math website.
(EV-5-5)
CCS: K.CC.2
LARGE GROUP/PHONEMIC AWARENESS
(rhyming) The students will glue the heart (the Grinch’s heart is 2 sizes too small) onto the Grinch that has a rhyming picture to match that on the Grinch.
(stshts p5&6)
CCS: RF.K.2a
WRITING/THEME
(writing/art) The students will make a Grinch with a large mouth. Next, the students will copy and complete the given sentence. The students will then add a face to their Grinch.
(stshts)
CCS: L.K.2, L.K.2a, L.K.2b
CHRISTMAS AT HOME – Decorations (paper chains and tree ornaments)
12-13-2013
MORNING MESSAGE
PROJECT READ
UNIT 4Lesson 1 (Ww) have
DAY 5
Letter of the Week: Ww
(TM p4-19--4-31)
CONCEPT
1. Sound-symbol relationship
2. Spell the words with [w]
TEACHING OBJECTIVE
1. To show knowledge and understanding that [i] is a vowel
2. To show knowledge of how to spell words with the [w] sound
3. To identify the red word have
ANTICIPATORY SET
1. Display letters: [a] [t] [s] [m][b] [c] [f] [r][h] [n] [j] [p] [l] [g] [d] [v]
2. Review Wwand /w/ by saying the letters of the alphabet and stopping at Ww
INPUT
1. Display letter [w]
2. Students clip sounds (3 times)
MODEL
(p4-20)
1. Teacher models sound
2. Do & Say
3. Finger Blend: [win] [will] [wig] [wag] (3 times)
4. Useword in a written sentence
VAKT INPUT - STATIONS
*Sky Write (Snap – Aim – Press – Do & Say)
1. Glued letter
2. Felt paper
3. Sky writing
4. Memory Box (teachers can use these for centers)
CHECKING FOR UNDERSTANDING
(p4-20)
1. Word Building: [win] [will] [wig] [wag] (3 times)
2. Students read sentences on doc camera Student Sheet 4B (p4-21)
3. Sentence Dictation: Jim can win.
4. Check dictation
INPUT
1. Display the red word have
2. Arm spell the word have (3 times)
3. Trace the word in red
GUIDED PRACTICE
(p4-29)
1. Student Sheet 4B (p4-21)
2. Student Story/Quiz: Pam’s Wig Have
STUDENT PRACTICE
1. HAR 6 - p11 (have)
2. Shape Book w/pictures
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.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
SHARED STORY
Title: How the Grinch Stole Christmas (read second half of story)
Day 2
Story Vocabulary Review
Story Review/Discussions
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.3, RI.K.6, RI.K.7, RI.K.10
KINDERROOTS (Dogs)
The t/s will review story conventions.
The students will read the story (1X).
The t/s will review the vocabulary list by writing each word.
The students will partner read.
The students will complete a multiple choice quiz to assess story comprehension.
CELEBRATE
(story, quiz)
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/logical reasoning) The students will write 1-25, using wall and desk charts. (GP&IP) The students will count forward beginning from a given number within the known sequence (instead of having to begin at 1). The students will review by completing activities on the math cd.
(EV-5-5, math cd)
CCS: K.CC.2
LARGE GROUP/PHONEMIC AWARENESS
(alphabet sequence) With the teacher's help, the students will put the words on the Christmas bulb in ABC order.
(st sht p58)
CCS: RF.K.3b
WRITING
(journal) the students will write and illustrate a short story about their favorite Christmas ornament.
(journal)
CCS: L.K.1f, SL.K.5
THEME
(ss/art/wr)The students will choose a picture (wreath, bells or tree) and color the pictures, using permanent markers. The students will then write a short sentence about the decoration,at the bottom.
(overhead film, perm markers, markers)
CCS: SS 2.1.1(DOK 1), 2.1.2 A/H 2.4.1, 3.4.1
LEARNING TARGETS
December 9 –13, 2013
Monday, December 9, 2013
Reading:I can identify and write Ww and /w/.
Math: I can identify more than, less than or equal to when I compare groups of objects
Tuesday, December 10, 2013
Reading: I can identify and write Ww and /w/.
Math: I can identify more than, less than or equal to when I compare groups of objects.
Wednesday, December 11, 2013
Reading:I can identify and write Ww and /w/.
Math: I can identify more than, less than or equal to when I compare groups of objects.
Thursday, December 12, 2013
Reading:I can identify and write Ww and /w/.
Math: I can identify more than, less than or equal to when I compare groups of objects.
Friday, December 13, 2013 Reading: I can identify and write Ww and /w/.
Math: I can identify more than, less than or equal to when I compare groups of objects.