DINOSAURS
FEBRUARY 24-28, 2014
THEMES
2-24-2014 Monday – Paleontologists
2-25-2014 Tuesday – Carnivores (meat-eaters)
2-26-2014 Wednesday – Herbivores (plant-eaters)
2-27-2014 Thursday – NO SCHOOL
2-28-2014 Friday - Fossils
READING
MORNING MESSAGE/STAR STUDENT
Daily Skills:
*Sentence Structure
*Punctuation/Capitalization
*Grammar/Spelling
*Letter/Sound Recognition
CCS: RF.K.1c, RF.K.2, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3c, RF.K.3d, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.2, 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
Monday
PROJECT READ (Units 4-7)
To review the sound/spelling of “short i” and to spell “short i” words
Word of the Week: do
Pass out and discuss spelling word list
STAR STORY
Title: Dazzle the Dinosaur
DAY 1
Story Review and Interactive Reading
Story Critique
Story Map
KINDERROOTS
The t/s will review story conventions.
The teacher will briefly discuss the story.
The teacher will introduce the new vocabulary words:
(RED:can, of)
(GREEN:at, pats, nap, taps, in, tin, pan, nip, nips,tip, tips)
(READLE:turtle, nose, jump)
The teacher will read the story (1X).
The t/s will read the story (1X)
The students will color the vocabulary words red/green.
(story, vocabulary words)
LARGE GROUP/PHONEMIC AWARENESS
(short u) The students will read and listen to the story Gus the Duck.
www.starfall.com
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.3b, 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, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10, L.K.6, L.K.1, L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, L.K.2, 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
Tuesday
PROJECT READ
To review the sound/spelling of “short i” and to spell “short i” words
STAR STORY
Title: Dazzle the Dinosaur
DAY 2
Story Review and Interactive Reading
Story Critique
Story Map
KINDERROOTS
The t/s will review story conventions.
The t/s will review the vocabulary words.
The t/s will read the story (2X) - Guided Reading.
CELEBRATE
LARGE GROUP/PHONEMIC AWARENESS
(short u)
Story: Gus the Duck
Rhyming (rub)
(STARFALL.COM, wkbk p25)
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.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10, L.K.6, L.K.1, L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, L.K.2, 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
Wednesday
PROJECT READ (Units 4-7)
To assess knowledge of the sound/spelling of “short i” and to spell “short i” words
Reading Assessment
STAR STORY
Title: Dazzle the Dinosaur
DAY 3
Story Review and Interactive Reading
Story Critique
Story Map
KINDERROOTS
The t/s will review story conventions.
The t/s will review the vocabulary list by writing each word.
The students will Popcorn Read.
CELEBRATE
LARGE GROUP/PHONEMIC AWARENESS
(short u) /sentence completion/high frequency words)
Story: GUS THE DUCK.
(STARFALL.COM, wkbk p26-27)
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.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10, L.K.6, L.K.1, L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, L.K.2, 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
Thursday
NO SCHOOL
Friday
PROJECT READ
UNIT8 Lesson1(Oo)
DAY 1
Letter of the Day: Oo
(TM p8-1--8-15)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. Toread words with short [o]
2. To spell words with short [o]
ANTICIPATORY SET
1. Display the vowel [o]
2. Display letters: [a] [t] [s] [m][b] [c] [f] [r] [h] [n] [p] [l] [g] [j] [v] [i] [w] [k] [ck] [qu] [x] [y] [z]
3. Clip each letter sound
INPUT
(TM p 8-1)
1. (directly state):This letter captures the a consonant sound /o/.
2. Place cards [Oo]in chart.
3. (question): What sound does [Oo] capture?/o/
4. Do & Say
VAKT INPUT - STATIONS
*Sky Write (Snap – Aim – Press – Do & Say)
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
GUIDED PRACTICE
1. Read Sentences – Student Practice Sheet (p8-5) on doc camera
2. Word Reading—(p8-7)
3. Student Story/Quiz:A Box On Top
CHECKING FOR UNDERSTANDING
(p8-3)
1. Spell Tabs: got, box, job, rock
2. Sentence dictation: Did mom lock the van?
STUDENT PRACTICE
1. Rhyming Words (o1)
2. HAR 7- p15&16
SPELLING TEST
SHARED STORY
Title: Can I Have A Stegosaurus Mom?
DAY 1
Story Review and Interactive Reading
Story Critique
Story Map
KINDERROOTS
The t/s will review story conventions.
The t/s will review the vocabulary list by writing each word.
The students will complete the multiple-choice quiz to assess story comprehension
CELEBRATE
LARGE GROUP/PHONEMIC AWARENESS
(short u /sentence completion/high frequency words)
Story: GUS THE DUCK.
(STARFALL.COM, wkbk p28&29)
LARGE GROUP/PHONEMIC AWARENESS
(short u/sentence completion/high frequency words)
Story: GUS THE DUCK.
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.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10, L.K.6, L.K.1, L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, L.K.2, 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
ENVISION MATH
(addition) Using classroom charts, the students will write 1-50. Next, the students will act out
number stories that involve joining two groups. Then, the students will review by completing the activities on the math webpage/math cd.
Monday - EV-7-1(GP&IP)
Tuesday - EV-7-1(R&P)
Wednesday - EV-7-2(GP&IP)
Thursday - NO SCHOOL
Friday - EV-7-2(R&P)
CCS: K.OA.1, K.OA.2, K.OA.5
WRITING
(journal)
The students will write and illustrate a short story about:
Monday – Paleontologists
Tuesday – Carnivores (meat-eaters)
Wednesday – Herbivores (plant-eaters)
Thursday – NO SCHOOL
Friday – Fossils, (open-response) The students will complete the dinosaur open response question about types of dinosaurs.
CCS: SL.K.5
THEME
Monday
(science) The students will discuss Paleontologists. (science) The students will discuss the job of a paleontologist. The students will discuss the equipment needed and whatmight be found the “dig". The students will then make a paleontologists' hat and dig for toy dinosaurs.
(foam soup bowls, stapled paper bills for hat, dinosaur stickers or other decorations, dirt, cups, spoons, paint brushes)
Tuesday
(science/art)The students will discuss Carnivores (meat-eating dinosaurs - food, shelter, characteristics, pictures). The students will make a T. Rex mask.
Wednesday
(sci/art) The students will discuss Herbivores (plant eating dinosaurs - food, shelter, characteristics, pictures). (science/art) The students will then make stegosaurus plates to wear as they sing the song MY NAME IS STEGASAURUS.
(yarn, paper plates)
Thursday
NO SCHOOL
Friday
(science assessment)The students will discuss how fossils were formed. The students willthen make a fossil from clay. Then the students will complete a multiple-choice assessment about types of dinosaurs and their food (carnivores, herbivores and omnivores).
CCS: SL.K.5 SS 5.1.1 SCI 2.3.3(DOK 2), 2.3.4(DOK 2), 3.4.1(DOK 2), 3.4.2, 3.4.3(DOK 2), 3.4.4(DOK 2), 3.5.1(DOK 2), 4.7.1 (DOK 2) A/H 3.4.1
LEARNING TARGETS
FEBRUARY 24-28, 2014
Monday, February 24, 2014
Reading: I can identify and write words that begin with Ii and /i/.
Math: I can act out simple addition number stories.
Tuesday, February 25, 2014
Reading: I can identify and write words that begin with Ii and /i/.
Math: I can act out simple addition number stories.
Wednesday, February 26, 2014
Reading: I can demonstrate my knowledge of Ii and /i/.
Math: I can act out simple addition number stories.
Thursday, February 27, 2014
NO SCHOOL
Friday, February 28, 2014
Reading: I can identify and write words that begin with Oo and /o/ and write the red word do.
Math: I can act out simple addition number stories.