THERE’S A RUMBLE IN THE JUNGLE
April 7-11, 2014
THERE’S A RUMBLE IN THE JUNGLE - Africa
4-7-2014
**As seatwork, the students will make binoculars out of toilet paper rolls.
MORNING MESSSAGE /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
PROJECT READ
UNIT 10Lesson 1 (-onk)(-unk)
Day 1
Letters/Word of the Week:(-onk) & (-unk)
Sight Word of the Week: what
(TM p10-11--10-15)
CONCEPTS
1. To understand the gliding sound /-onk/ & (-unk)
2. To read/spell words with /-onk/ & (-unk) glide sound
ANTICIPATORY SET
(p10-1)
1. Display the slide picture
2. (state): Do you recognize this as a slide?
INPUT
(p10-11)
1. State teaching objective
2. Place [o] on a post-it at the top of the slide(usedoc camera)
3. Lift [o] off and pull out the sound /o/ and slide down theslide gliding the vowel
sound into [-nk] saying /-onk/ & /-unk/ and pulling the hand up when saying the final /k/ sound
4. Replace the [o]nk with the yellow card [-onk] from soundpack
5. Duplicate activity with [-unk]
VAKT INPUT - STATIONS
(Students say: dash(-) o, n, k - letter names); students pull vowel [o] out and glide down the throat
and say /-onk/
(Students say: dash(-) u, n, k - letter names); students pull vowel [u] out and glide down the throat and say /-unk/
*Sky Write (Snap – Aim – Press – Do & Say)
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
CHECK FOR UNDERSTANDING
(p10-11)
1. Building words [honk] [bonk] [konk] & [bunk] [dunk] [hunk]
2. Use words in a sentence
GUIDED /ORAL READING
Student Story/Quiz:At the Rink
STUDENT PRACTICE
1.Word Web (-onk) & (-unk)
2. Write the Words (-nk4)
**PASS OUT AND DISCUSS SPELLING WORD LIST
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
STAR STORY
Title: It Takes a Village
Day 1
Story Conventions
Background Knowledge
Teacher/Interactive Reading
Story Discussion
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 (The Jumping Sack)
The t/s will review story conventions.
The teacher will briefly discuss the story.
The teacher will introduce the new vocabulary words:
(RED:she, up, with)
(GREEN:pack, sack, Kim, sick, kicks, picks,)
(READLE:frog, jumps, smile, toys)
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)
CSS: 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.6, RI.K.7, RI.K.10
CALENDAR MATH/MATH
(subtraction/solid figures) The students will write 1-100, using class charts. (R&P) The students will compare numbers by tossing 5 counters and coloring in the correct number of boxes (red or yellow) for each color of counter shown. The students will then circle the correct number as indicated by the directions. Upon completion, the students will review by completing the activities on the math cd. If time permits, the students will color the solid shapes on the suitcases, using the given color key. The teacher will show a solid of each figure and the class will discuss the attributes of each shape before it is colored.
(EV- 8-3&P8-3, charts, counting cubes, math cd, solid shapes, p29)
CCS: K.OA.1, K.OA.2, K.OA.5, K.G.3, K.G.4
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
(long o) The students will read the computer story ROBOT AND MR. MOLE. The students will then make a book with the same title.
(STARFALL.COM, st book)
CCS: RF.K.2a, RF.K.3c, RF.K.4
WRITING
(complete sentences/patterns) The students will complete the given pattern for the quilt piece border.The students will then use binoculars to identify African animals/items they see in the room.Next, the students will complete the quilt piece (center) by writing and illustrating something they saw/might see if they traveled toAfrica.
(binoculars - toilet paper rolls, quilt piece, African Rainforest word wall)
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
(social studies) The students will sing THE CONTINENT SONG. The students will then identifyAfricaon a world map using the computer and then color the continent green on a student map. The students will also color the Kenya flag.
(pictures, world map/globe, st map, st flag)
CCS: SCI 3.4.2,3.4.3(DOK 2),3.4.3 PL/VS 1.2.1, 1.2.2(DOK 1)
THERE’S A RUMBLE IN THE JUNGLE - Traveling (passports)
4-8-2014
MORNING MESSAGE
PROJECT READ
UNIT 10Lesson 1 (-onk)& (-unk)
Day 2
Letters/Word of the Week:(-onk)& (-unk)
Sight Word of the Week: what
(TMp10-11--10-15)
CONCEPTS
1. To understand the gliding sound /-onk/ & (-unk)
2. To read/spell words with /-onk/ & (-unk) glide sound
ANTICIPATORY SET
(p10-1)
1. Display the slide picture
2. (state): Do you recognize this as a slide?
INPUT
(p10-11)
1. State teaching objective
2. Place [o] on a post-it at the top of the slide(usedoc camera)
3. Lift [o] off and pull out the sound /o/ and slide down theslide gliding the vowel
sound into [-nk] saying /-onk/ & /-unk/ and pulling the hand up when saying the final /k/ sound
4. Replace the [o]nk with the yellow card [-onk] from soundpack
5. Duplicate activity with [-unk]
VAKT INPUT - STATIONS
(Students say: dash(-) o, n, k - letter names); students pull vowel [o] out and glide down the throat
and say /-onk/
(Students say: dash(-) u, n, k - letter names); students pull vowel [u] out and glide down the throat and say /-unk/
*Sky Write (Snap – Aim – Press – Do & Say)
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
CHECK FOR UNDERSTANDING
(p10-11)
1. Building words [honk] [bonk] [konk] & [bunk] [dunk] [hunk]
2. Use words in a sentence
3.Writing Notebook
GUIDED /ORAL READING
Student Story/Quiz:At the Rink
STUDENT PRACTICE
1. Write the Words/Sentence Completion (-nk5)
2. Write/Illustrate Sentences (-nk6)
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
STAR BOOK
Title: It Takes a Village
Day 2
Story Conventions
Background Knowledge
Teacher/Interactive Reading
Story Discussion
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 (The Jumping Sack)
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)
CSS: 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.6, RI.K.7, RI.K.10
CALENDAR MATH/MATH
(subtraction) The students will write 1-100, using class charts. (GP&IP) Next, the students will
act out and solve subtraction word problems and record the answers. Upon completion, the students will review by completing the activities on the math webpage.
(EV–8-4, wall/desk charts,
CCS: K.OA.1, K.OA.2, K.OA.5
LARGE GROUP/PHONEMIC AWARENESS
(longo/initial & final phonemes)The students will read the computer story THE ROBOT AND MR. MOLE. The students will then write the "long o" words and use "long o" words in a sentence. Next, the students will identify and write the first and last letter for each word/picture.
(STARFALL.COM, wkbk p49&50, stsht p28)
CCS: RF.K.2a, RL.K.3, RF.K.3c. RF.K.4 RL.K.7, RI.K.7
WRITING
(journal) The students will write and illustrate a short story about how they might travel to the African rainforest (I can go to Africa in a ______.).
(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
(social studies) The class will discuss why and when we may need to use a passport. We will discuss what information may be found on a passport (name, picture identification, address, etc.).Each student will make his/her own passport.
(stsht, st suitcase, African map, st picture)
CCS: SCI 2.3.2(DOK 2), 3.4.1(DOK 2),3.4.2,3.4.3(DOK 2),3.4.4(DOK 2) A/H3.4.1, 4.4.2
THERE’S A RUMBLE IN THE JUNGLE - People (needs & wants)
4-9-2014
MORNING MESSAGE
PROJECT READ
UNIT 10 Lesson2 (-ang) & (-ing)
Day 1
Letter of the Week: (-ang) & (-ing)
Sight Word of the Week: what
(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)
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
STAR STORY
Title:It Takes a Village
Day: 3
Story Conventions
Re-read story
Story Map/Discussion
Story Extension
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(The Jumping Sack)
The t/s will review story conventions.
The t/s will review (blend/spell) vocabulary words.
The t/s will read the story (1X) -Popcorn Reading.
CELEBRATE
(story, certificates)
CSS: 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.6, RI.K.7, RI.K.10
CALENDAR MATH/ MATH
(subtraction/shapes) The students will write 1-100, using class charts. (R&P) Next, the students will listen to each problem and solve it by acting it out with cubes and then record the answer. Upon completion, the students will review by completing the activities on the math cd. If time permits, the students will identify and color the items that belong in the same family
(EV–R8-4&p8-4, charts, counting cubs, math cd, stsht p9)
CCS: K.OA.1, K.OA.2, K.OA.5, K.MD.1, K.MD.2
LARGE GROUP/PHONEMIC AWARENESS
(long o/sentence completion/comprehension) The students will read the computer story THE ROBOT AND MR. MOLE. The students will then identify words/pictures that begin with "th" and write sentences using these words. Next, the students will identify words/pictures that have “short o’. If time permits, the students will read each sentence and identify the picture that matches the text.
(STARFALL.COM, wkbk p51&52, SCH p3&4)
CCS: RL.K.3, RL.K.7, RI.K.7, RF.K.2c, RF.K.2d, RF.K.3, RF.K.3c, L.K.2a, L.K.2b, L.K.2c, L.K.2d
WRITING
(sight words) The students will write in the missing sight words in the Rainforest poem.
(poem)
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
(s. studies) The students will identify where Africa is on a map. The students will then be shown/told about items used in every day African life. The students will identify the items as a need/want. Next, the students will attempt to weave paper as some people in Africa weave baskets.
(pics, African items, map/globe, stsht p47, const paper w/slits, paper strips)
CCS: SCI 3.4.1(DOK 2),3.4.2 A/H3.4.1
THERE’S A RUMBLE IN THE JUNGLE - Layers of the Rainforest
4-10-2014
MORNING MESSSAGE
PROJECT READ
UNIT 10Lesson2 (-ang) & (-ing)
Day 2
Letter of the Week:(-ang) & (-ing)
Sight Word of the Week: what
(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)
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
SHARED STORY
Title: Verdi
DAY 1
Story Introduction/Picture Walk
Vocabulary
Story Conventions
InteractiveReading)
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(The Jumping Sack)
The t/s will review story conventions.
The t/s will review (blend/spell) vocabulary words.
The t/s will read the story (2X) - Partner Reading
CELEBRATE
(story, certificate)
CSS: 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.6, RI.K.7, RI.K.10
CALENDAR MATH/MATH
(subtraction/graphing) The students will write numbers1-100, using class charts. (GP&IP) The students will write how many birds there are in all. Next they will trace X’s to subtract. Then students will trace the minus sign, write the number subtracted, and tell how many birds remain. Upon completion, the students will review the key concepts, using the math webpage. If time permits, the students will complete the graph to show the number of each rain forest animal.
(EV-8-5, charts, graph)
CCS: K.OA.1, K.OA.2, K.OA.5, K.M.D.1, K.M.D.2
LARGE GROUP/PHONEMIC AWARENESS
(longo/comprehension) The students will read the computer story THE ROBOT AND MR. MOLE. Next, the students will make silly sentences using the word bank. Next, the students will read each sentence and identify the picture that matches the text.
(STARFALL.COM, wkbk p53, SCH p5&6)
CCS: RL.K.3, RL.K.7, RI.K.7, RF.K.2c, RF.K.2d, RF.K.3, RF.K.3c, L.K.2a, L.K.2b, L.K.2c, L.K.2d
WRITING
(journal)The students will write and illustrate a short story about their favorite rainforest animal.
(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
(sci/ss) The teacher will discuss the different layers of the rainforest (specific animals and plants will be discussed). The students will identify and write the names of each layer of the rain forest. The students will choose and glue one or more animals in the appropriate layer of the rain forest and write a sentence about each animal.
(rain forest book w/cut-out characters, rainforest poster w/layers)
CCS: SS 4.2.1, 4.4.1 SCI 3.4.1(DOK 2), 3.4.2, 3.4.3(DOK 2)
THERE’S A RUMBLE IN THE JUNGLE - Snakes
4-11-2014
MORNING MESSAGE
PROJECT READ
UNIT10 Lesson2 (-ong) & (-ung)
Day 3
Letter of the Week: (-ong) & (-ung)
Sight Word of the Week: what
(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)
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
SHARED STORY
Title: Verdi
Day 2
Story Conventions
Background Knowledge
Teacher/Interactive Reading
Story Discussion
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.4, RI.K.6, RI.K.7, RI.K.10
KINDERROOTS(The Jumping Sack)
The t/s will review story conventions.
The students will read the story (1X).
The students will complete the multiple choice quiz to assess story comprehension.
CELEBRATE
(assess, certificates)
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
CALENDAR MATH/MATH
(subtraction) The students will write numbers1-100, using class charts. (R&P) The students will write how many counters/animals there are in all. Next they will trace X’s to subtract. Then students will trace the minus sign, write the number subtracted, and tell how many counters/animals remain. Upon completion, the students will review the key concepts by completing the activities on the math disc.
(EV-R8-5&P8-5, charts, math disc)
CCS: K.OA.1, K.OA.2, K.OA.5
LARGE GROUP/PHONEMIC AWARENESS
(long o/phonemes/sight words)The students will read the computer story THE ROBOT AND MR. MOLE. Next, the student will write sentences about manners, putting emphasis on capital letters and punctuation. If time permits, the students will write the missing letter in each word and identify the given sight words. The students will write the sentences correctly.
((STARFALL.COM, wkbk p54, SCHp7&8)
CCS: RF.K.3a, RF.K.3b, RF.K.3c, L.K.2a, L.K.2b, L.K.2c, L.K.2d
WRITING
(journal) The students will assist in reading the story SLIMY SNAKES. The students will then write answers(complete sentences) to the given questions. The students will then write and illustrate a story about a snake.
(st listen assess, journal)
CCS: RL.K.1, RI.K.1, RF.I.1, RF.K.1a, RF.I.1b, RF.I.1c, RF.I.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.3, RF.K.3a, RF.K.3b, RF.K.3c, RF.K.3d, RF.K4
THEME
(assessment/ss/art)The students will watch a power point presentation on rainforest animals and identify which layer of the rainforest they live in. Then, the students will identify each item shown as a need or a want (review terms).The students will color the items, using the given color code. The students will then review "reptiles" and their characteristics. Next, the students will then identify several snakes found in the rain forest. Finally, the students will measure how long the longest snake found in the rain forest was and then cut and decorate a papersnake.
(st assess p22, reptile chart, snake pics, measuring cubes/rulers, st snake pattern, sequins, rulers)
CCS: K.CC.4, K.CC.4a SS 3.1.1(DOK 2) SCI 3.4.1(DOK 2), 3.4.2, 3.4.3 A&H 3.4.1, 4.4.2