… · Web viewLesson Plans 2016. August 29-September 2. Monday August 29, 2016. Materials: Math: Kindergarten: Placement Test (Envision) 1st Grade/2nd Grade: EOY Envision Test

Lesson Plans 2016August 29-September 2

Monday August 29, 2016Materials:

Math:Kindergarten: Placement Test (Envision)

1st Grade/2nd Grade: EOY Envision Test

Imagine IT:KindergartenDay 1 Unit 1 Card 1

o Alphabet Booko Skills practice pg 2o Pickled Peppers “I’m a Little Teapot pg.6-7

1st gradeDay 1 Unit 1 Card 1

o Skills Practice pg 2o Paper/Pencil (Dictation)

Word Work: Kindergarten: a, the

o White Boards/markers

1st Grade: have, thereo White boards/markerso Paper/Pencil

Health:o How Do Dinosaurs Get Well Soo n?, by Jane Yolen and Mark

Teague.Appendix 1 – Transparency of items related to sickness.Appendix 2 – Copy of Venn Diagram.

Writing:o Read Henny Pennyo Chart papero Markers

SRA:o Reading Mastery I (Teacher Manual & Student Workbooks)o Reading Mastery II (Teacher Manual & Student Workbooks)

8:10-8:30 Breakfast

8:30-9:00 Calendar

9:00-10:00 MathKindergarten: Placement Test (Envision)

1st Grade/2nd Grade: EOY Envision Test

10:00-10:30 Imagine ItKindergarten: Day 1 Unit 1 Card 1

o Alphabet Book-Aao Explain the book contains rhymes about letterso Turn to pg 4 Aao Have students point to page #o Ask what kind of animal is in picture (tell if don’t know)o Read the rhymeo Have students point to Aa they see

o Guided Practiceo Skills practice pg 2

o Pickled Peppers o Front covero Back covero “I’m a Little Teapot pg.6-7

Follow TM pg 7

1st Grade: Day 1 Unit 1 Card 1o Rhyming (pg 11 TM)o Letter Recognition- briefly review letters Aa & Bb (pg 12 TM)o Exploring Cc and Ddo Skills Practice pg 2o Reviewing Sounds & Letters (TM 13)o Dictation (TM 13)

10:35-11:05 Music

11:10-11:45 Lunch

11:45-12:05 Recess(12:05-1:05 Amy Lunch)

12:05-12:15 Bathroom

12:15-12:30 Word WorkNew Words: Kindergarten words: a, the

o Write “a” & “the” on white board (each child)o Put words in a sentence

1st Grade words: have, there o Write “have” & “ there” on white boardso Write sentences using “have” & “there” (w/ minimal teacher assistance)

12:30-1:00 Health

Unit 1: Health Promotion

Identify methods of health promotion and illness prevention.Identify the general signs and symptoms of illness.Identify healthy actions that influence the functions of the body. (Cleanliness, proper diet, exercise)

Lesson 1: Identify safety hazards in the home and injury prevention strategies.

LEARNER OUTCOMES: Predict symptoms of sickness and summarize measures to get well. Use Venn diagrams to illustrate similarities and differences in two sets.

CONTENT:Materials Needed:How Do Dinosaurs Get Well Soon?, by Jane Yolen and Mark Teague.Appendix 1 – Transparency of items related to sickness.Appendix 2 – Copy of Venn Diagram.

Display Appendix 1 and ask students what these items have in common.

The students should conclude that these items are all related to sickness.Brainstorm with students a list of things they do when they are sick to get better. Read How Do Dinosaurs Get Well Soon?

Have the students identify things that the dinosaur did to get well. Distribute copies of the Venn Diagram (Appendix 2) with the center representing the things that both the dinosaur and the students do to get better when they are sick. (Remember to include using tissues and hand washing.)

Discuss the concept that there are different types of sickness.

Sickness can include a common cold for which you need to rest a little more and possibly take medicine.

It can also include a contagious virus for which you may need to stay at home from school and see a doctor.

Identify ways to determine if you are sick and how sickness can be treated. For example, students should be able to recognize signs of a fever, a cold, or the stomach virus.

ASSESSMENT:

Tell students that it is important for a child to take good care of him or her when sick.

It is also important to know where and when to seek help when not well.

The teacher can either have students brainstorm a list of symptoms of sickness or illness or use the list below.

Use the Venn Diagram in Appendix 3 or create one on a chalkboard.

Ask the students to place each symptom in one of the categories.

Some symptoms may belong in multiple categories.

Use the overlapping circles to sort these symptoms.

Ask why they placed the items in each circle.

The list might include: vomiting, earache, headache, swollen eye, small cut on finger, swollen ankle, bruise, fever (temperature over 98.6), runny nose, bleeding, extreme pain, coughing, wheezing, a rash, sore throat, or chest pains.

1:00-1:45 Writing

First 10 DaysDay 5Read Henny Penny

o Tell a story of a time you were afraid (eg: thunderstorm)o Have students get with partnerso Have students tell their partner of a time they were afraido Add ideas to the class list

1:45-2:45 SRA/SnackGroup 1 Red: Reading Master Lesson 1

Group 2 Red A: Reading Mastery (Test from Lesson 140)

Group 3 Red B: Lesson

Group 4 Purple: Lesson

2:45-3:00 Dismissal

Tuesday August 30, 2016IEP Meetings: KS @ 8:45am

Materials:

Math:Kindergarten:

o Topic: 1-1: Count 1, 2, 3o Counters, crayons, buttonso student workpage 8-10o Reteach 1-1 o Leveled Assignment 1-1 pg. 11-12

1st Grade:o Topic: 1-1: Solve Problems: Add Too Connecting Cubeso student workpage 10-12o Reteach 1-1 (TM pg )o Leveled Assignment 1-1 pg. 13-14o Intervention Activity (TM pg 13A)

Guided Reading:Kindergarten:

o Heggertyo Letter Names/Sounds

1st/2nd Grade: directionalityo Titleo Author

2nd Grade: Level 14 o Reado Comprehension questions

Imagine ITKindergarten: Day 2 Lesson 2 Unit 1 Card 2

o Morning Message o Display days of the week o Bb cardo White board/markero Alphabet Book (pg 11-follow teacher manual)o Pre-Decodabale “The First Day of Kindergarten”

1st Grade: Unit 1 Day 2 Card 3o Introduce letters Cc & Ddo Skills Practice pg 2o Pencil/Paper

Word Work:Kindergaten:

o magnetic letters (a, t, h, e)

1st Grade:o magnetic letters (t, h, e (2), r, h, a, v)

Healtho Spray bottleo Glittero Paper Towels o Hand Lotiono Bucket (to catch the glitter)

SRA:o Reading Mastery Io Reading Mastery II

Writing:o Chart papero Marker

8:10-8:30 Breakfast

8:30-9:00 Calendar

9:00-10:00 MathKindergarten: Topic: 1-1: Count 1, 2, 3Materials: Counters, crayons, buttons

Problem Based Learning/Solve & Share (pg. 7 TM) Before:

1. Pose the Solve-and Share Problemo Give each student 2 counters and a crayono Have students place 2 counters in the nest on the workmat.o Say: Peeps the bird found these worms for her babies. Draw a circle

around the colored box that shows how many worms Peeps found. Tell how you know you are correct.

2. Build Understandingo What are you asked to find? o What tools do you have to solve the problem? (counters)

During:3. Ask Guiding Questions As Needed:

o How can you find the number of worms in Peeps’ nest?

After4. Share & Discuss:o Start with students’ solutions.

5. Transition to the Visual Learning Bridgeo Later in the lesson, you will learn that 1, 2, and 3 can be represented

in a variety of ways. Counting tell how many in a group.

6. Extension for Early Finisherso What are some other ways to show the number of worms Peeps

found?

Visual Learning:o Follow TM pg 8o Use student workpage 8-10

Assess & Differentiate:o Reteach 1-1 (TM pg 11A)o Leveled Assignment 1-1 pg. 11-12

1st Grade:Topic: 1-1: Solve Problems: Add ToMaterials: Connecting Cubes

Problem Based Learning/Solve & Share (pg. 7TM) Before:

1. Pose the Solve-and Share Problem (TM pg9)o Provide each student with 5 red cubes to model the problem

o Students use cubes to model a problem in which one part is joined with another part.

2. Build Understanding (TM pg9)o What should you do with the cubes?o What are you asked to write?

During:3. Ask Guiding Questions As Needed: (TM pg9)

o How many cubes should you use?o How can you write the problem as an equation?

After4. Share & Discuss:

o Start with student’s solutions.o Have them share how they found the total number of cubes.

5. Transition to the Visual Learning Bridgeo You used cubes to model and add to problem and then wrote an

addition equation for that problem.o Later in this lesson, you will model add to problems by using pictures

and will continue writing addition equations for those problems.

6. Extension for Early Finisherso Have each student tell a partner and add to story by using 5 cubes.o Have the partner use connecting cubes to model the story and then

write an addition equation for the story.


Assess & Differentiate:o Reteach 1-1 (TM pg )o Leveled Assignment 1-1 pg. 13-14o Intervention Activity (TM pg 13A)

10:00-10:20 Guided ReadingKindergarten: Heggerty



10:20-10:40 Imagine ItKindergarten: Day 2 Lesson 2 Unit 1 Card 2

o Morning Message o Display days of the week o Morning message questions

Numberso Print #’s 1-5 on boardo Hold up fingers to show each numbero Have students say “I see ________ fingers.

Letter Names-Bbo Sing alphabet songo Show students Bb card o Introduce capital B…lower case bo Use name cards (does anyone have a Bb-highlight it)o Have each student write the letter B & b

o Alphabet Book (pg 11-follow teacher manual)

o Read Pre-Decodabale “The First Day of Kindergarten”

1st Grade: Unit 1 Day 2 Card 3o How are you gameo Phonemic Awareness

o Rhyming (TM pg 11)o Alphabet Song

o Review Aa & Bbo Find letters in classroom

o Exploring Cc and Dd (follow TM pg 12)o Introduce letters Cc and Dd o Skills Practice pg 2

o Reviewing Sounds and Letterso Introduce Consonant Sounds (TM 2)

o Dictation o Need pencil & paper

10:40-11:00 Word WorkKindergarten words:

o Use magnetic letters (a, t, h, e) at top of boardo Tell student “a” have them spell it with magnetic letterso Repeat with “the” (show word on board to help them)o Have them read/repeat words back to me

1st Grade words: o Use magnetic letters (t, h, e (2), r, h, a, v) at top of boardo Tell student “have”, have them spell it with magnetic letterso Repeat with “there”o Have them read (individually)o Write a new sentence using the words “have” & “there”

11:10-11:45 Lunch

11:45-12:05 Recess(12:05-1:05 Amy Lunch)


12:15-12:45 Health

Lesson 2 - Activity 1: Learn about germs and the importance of washing hands.

LEARNER OUTCOMES: Tell why cleanliness, grooming, posture, and body mechanics are important.

CONTENT: Activity 1 General Information:

Germs are everywhere. Germs are so small that you cannot see them. Germs can make you sick. You can get rid of germs by washing your hands.

How to Wash Your Hands:

o Use warm, running water.o Use liquid or pump soap whenever possible. o Rub hands together for at least 10 seconds.o Scrub underneath the fingernails.o Rinse and then dry.

When to Wash Your Hands:

o After using the toilet.

o Before eating or touching food.o After playing with animalso Use a spray bottle filled with clean water.

Spray water on children’s hands.

Explain that the water on their hands represents germs that come out of their mouths when they cough and sneeze.

Now have the children touch an object (i.e., table, chair, etc.).

Ask them what happened to the object they touched (it became damp).

Explain that this is what happens when we sneeze into our hands and then touch an object (the germs on our hands got on the object).

Discuss what might happen if one of their friends touches the object while it is moist (they might pick up the germs and get sick).

Explain that if you wash your hands after sneezing or coughing in them the germs will be washed away and there will be less of a chance for people to get sick.

Hand washing message needs to be reinforced several times throughout the day, especially before lunch and after using the restroom.

Teach by example.

Lesson 2 - Activity 2: Learn about germs and the importance of washing hands.

CONTENT: Activity 2 Materials:GlitterPaper Towels

Hand LotionBucket (to catch the glitter)

Procedure: (Be sure to find out if any students have allergies to hand lotion.)

1. Ask: What is a germ? How big is it? Why is it important to wash your hands?

2. Put a small amount of hand lotion in each student’s hands. Have them rub it all over their hands.

3. Sprinkle, over a bucket, a small amount of glitter into each student’s hands. Have them rub their hands to spread the glitter evenly .

4. Next, have a few kids try to get the glitter off with a dry paper towel.

5. Then, have a few kids try to get the glitter off with plain cold water. After that have a few kids use warm water with soap to get the glitter germs off.

6. Let everyone wash his or her hands with warm, soapy water.

Bring everyone back to circle and ask, “What does the glitter represent (Germs)? What happened when you tried to get it off with just paper towels? Cold water? Warm soapy water? Why is it important to properly wash your hands?

ASSESSMENT: Students will demonstrate proper hand washing with warm, soapy water.Each student will understand that germs can be spread by not properly washing their hands.

12:45-1:00 Snack

1:00-2:00 SRAGroup 1: Reading Mastery Lesson

Group 2 Red A: Lesson



2:00-2:45 WritingFirst 10 Days(Day 6)

o Tell a time you were excitedo Have students share a story of a time they were excitedo Add ideas to class list

2:45-3:00 Dismissal

Wednesday August 31, 2016Materials:

Math:Kindergarten:

o Topic: 1-2 Recognizing 1, 2, and 3 in Different Arrangementso Counters, crayonso student workpage 14-16o Reteach 1-2o Intervention Activityo Leveled Assignment pg. 17-18

1st Grade:o Topic: 1-2: Solve Problems- Put Together

o Connecting Cubeso student workpage 16-18o Reteach 1-2 (TM pg 19A)o Leveled Assignment 1-1 pg. 19-20o Intervention Activity (TM pg 19A)


Health:o BIST

8:10-8:30 Breakfast

8:30-9:00 Calendar

9:00-10:00 MathKindergarten:Topic: 1-2 Recognizing 1, 2, and 3 in Different ArrangementsMaterials: Counters, crayons

Problem Based Learning/Solve & Share: (TM pg.13)Before:1. Pose the Solve-and-Share Problem

o Students analyze the mathematical relationship between the two groups and find out that the arrangement of the counters does not change the number of counters in the group.o Give each student 4 counters and a crayono Have students place counters in the empty circles on the workmat

to show how many worms each bird found.o Say: Each bird found some worms for her babies. Did they

find the same number of different numbers of worms?o Color the boxes to show how you know.

2. Build Understandingo What are you asked to do with your counters? o What are you asked to find out?

During:1. Ask Guiding Questions As Needed

o How are the counters in the nests different?o How are the counters in the nests the same?

After:2. Share & Discuss

o Start with students’ solutions3. Transition to the Visual Learning bridge

o Later in the lesson, you will learn that the quantities 1, 2, and 3 can be represented in a variety of ways.

o The arrangement of objects in a group does not change the number of objects in the group.

4. Extension for Early Finisherso Use words and no actions ro describe an arrangement of uo to 3

counters.o Ask your partner to make an arrangement to match your description.

Visual Learning:o Follow TM pg. 14o Use student workpage 14-16

Assess & Differentiate:o Reteach 1-2o Intervention Activityo Leveled Assignment pg. 17-18

1st grade:Topic: 1-2: Solve Problems- Put TogetherMaterials: Connecting Cubes

Problem Based Learning/Solve & Share (pg. 7TM) Before:1. Pose the Solve-and Share Problem (TM pg9)

o Provide each student a bag with 5 cubes of one color and a bag with 5 cubes of another color

o Students check that their answers make sense by counting the total number of cubes that they picked and making sure that this is the sum of their cubes in both colors.

2. Build Understanding (TM pg9)o What are you asked to do with the two bags of cubes?o What are you asked to show?


o How many cubes did you pick from each bag?o How can you find the total number of cubes?


o Start with student’s solutions.o Have them share the different ways they showed their cubes.

5. Transition to the Visual Learning Bridgeo You used cubes to model a problem about putting two parts together

and used numbers to show how many in all. o Later in this lesson, you will learn to identify the parts and write an

addition equation for these types of problems.

6. Extension for Early Finisherso If one bag has 3 red cubes and the other bag has no cubes, how many

cubes are there in all?Visual Learning:

o Follow TM pg 16o Use student workpage 16-18

Assess & Differentiate:o Reteach 1-2 (TM pg 19A)o Leveled Assignment 1-1 pg. 19-20o Intervention Activity (TM pg 19A)

10:05-10:35 PE

10:35-11:05 Music

11:10-11:45 Lunch

11:45-12:05 Recess(12:05-1:05 Amy Lunch)


12:15-1:15 SRA/stationsGroup 1 : Reading Mastery Lesson

Group 2 Red A: Lesson



1:15-1:45 Health BIST

1:50-2:00 Dismissal

Thursday September 1, 2016Materials:Math:Kindergarten:

o Topic: 1-3: Read and Write 1, 2, and 3o Counters, Number Cards 0-3o Student Workpage 21-22o Reteach 1-3 o Intervention Activityo Leveled Assignment pg 23-24

1st Grade:

o Topic: 1-3: Solve Problems: Both Addends Unknowno 2 cups and 5 pencilso student workpage 22-24o Reteach 1-3 (TM pg 25A)o Leveled Assignment 1-1 pg. 25-26o Intervention Activity (TM pg 25A)

Guided Reading:Kindergarten:

o Heggertyo Letter Names/Sounds



Imagine IT:Kindergarten: Day 3 Lesson 3 Unit 1 Card 3

o Cc cardo Name necklaces (highlight anyone with Cc in name)o White Board/Markerso Alphabet Book Cc –pg 8-9o Guided Practice pg 3

1st Grade: Day 3 Unit 1 Card 4o picture of eye, ears, hands, moutho Guided Practice pg 3o Decodable 1: See!

Word Work:Kindergarteno cut up sentences:

o I have a cat.o I like the cat.

1st Grade:o cut up sentence

o I have a cat.o There is a hat on the bed.

o Trace it/write it/ spell It plastic sheets

o White board Markers

Health:o Appendix 1 handout


Writing:o The Tortoise & The Hareo Chart Paper/ Markers

8:10-8:30 Breakfast

8:30-9:00 Calendar

9:00-10:00 MathKindergarten:Topic: 1-3: Read and Write 1, 2, and 3Materials: Counters, Number Cards 0-3

Before:Problem Based Learning/Solve & Share: (TM pg 19)

1. Pose the Solve-and Share problemo Students communicate mathematical ideas using pictures, manipulatives,

and symbolso Give each student 2 counters and Number cards 1-3o Have students’ place 2 counters in the large cloud on the left side of the

workmat.o Say: Alex sees 2 stars in the sky. He draws 2 stars in a cloud. How

can he show how many stars in another way? Draw the other way to show how many stars Alex saw.

2. Build Understandingo What do you know?o What are you asked to find?

During:3. Ask Guiding Questions As Needed

o What tools can you use to show the number of stars?o How can you show the number of stars without using counters?

After: 4. Share & Discuss Solutions

Start with students solutions5. Transition to Visual Learning Bridge

o Numbers can be shown in many ways. Later in this lesson, you will learn that there are symbols that represent numbers

6. Extension for Early Finishers:o Have students read and write the numbers 1, 2, and 3 in sequential order.o Then read the numbers aloud starting with 1.

Visual Learning:o Follow TM pg 20o Use Student Workpage 21-22

Assess & Differentiate:o Reteach 1-3 o Intervention Activityo Leveled Assignment pg 23-24

1st Grade:Topic: 1-3: Solve Problems: Both Addends UnknownMaterials: 2 cups and 5 pencils

Problem Based Learning/Solve & Share (pg. 7TM) Before:7. Pose the Solve-and Share Problem (TM pg21)

o Each student constructs an argument to explain how to put 5 pencils in two cups.

o He or she writes an equation to show the solution and then compares his/her equation with a classmate’s equation to discover that there is more than one possible solution to this problem.

8. Build Understanding (TM pg21)o What does the problem ask you to do?o What are you asked to write?o What are you asked to do after you solve the problem?


o If you know the number of pencils in the first cup, how can you find how many pencils are in the other cups?

o If you put 2 pencils in the first cup, how many pencils would be in the other cup?

After

10. Share & Discuss:o Start with student’s solutions.o Have them share the strategies they used to solve the problem.

11. Transition to the Visual Learning Bridgeo You solved a problem in which you knew the whole and had to find

both missing parts.o Later in this lesson, you will continue to solve these types of problems

and write equations to show the missing parts and the whole.o You will find more than solution to problems.

12. Extension for Early Finisherso How would you know that you have found all of the ways to put the

pencils in the two cups?o Explain.



10:00-10:20 Guided ReadingKindergarten: Heggerty

1st/2nd Grade: Level 1 bookso Directionalityo Titleo Authoro Illustrator

2nd Grade: Level 14o Read/Comprehension questions


o Morning Messageo Ask message questions

o Numbers (TM pg 14)o Write 1-5

o Ten Little Ducklings

o Rhyming (TM pg 15)o One potato two potato

o Letter Names- Cc (TM pg 16)o Alphabet Songo Cc cardo Name necklaces (highlight anyone with Cc in name)

o Letter Shape (TM pg 16)o Write letter Cc

o Alphabet Book Cc –pg 8-9o Follow TM directions

o Guided Practice pg 3

1st Grade: Day 3 Unit 1 Card 4o How are you? Gameo I spy (letters a and c)o Day of the Weeko Classroom Routines (need picture of eye, ears, hands, mouth)

o TM pg 14o Letter Recognition (TM 16)o Guided Practice pg 3o Decodable 1: See!

o Responding

10:40-11:00 Word WorkKindergarten words: “a” & “the”o Use cut up sentences:

o I have a cat.o I like the cat.

1st Grade words:*Introduce new word “have ”, “there”

-spell it-trace it-write it - Write it in a sentence/cut up sentence

o I have a cat.o There is a hat on the bed.

11:10-11:45 Lunch

11:45-12:05 Recess(12:05-1:05 Amy Lunch)


12:15-12:45 HealthLesson 3: Evaluate the benefits of medicine when used correctly

LEARNER OUTCOMES:

Students will identify the difference between legal drugs and illegal substances. Students will identify the guidelines for taking medicine.

CONTENT: Distribute the Appendix 1 handout and discuss what each picture is.

Explain how and why people use each of these items/resources to get well.

Ask the students to circle all of the pictures they have used when they were sick. Many children only hear negative messages about drugs.

Young children can easily be confused when older children or adults use the term drug to describe both legal and illegal substances.

It is important that students learn that medicines are legal drugs that can be very beneficial when used properly.

However, they must also understand that the term “drugs” is also used to describe harmful illegal substances.

Many people avoid discussing medicine or drugs because they are so concerned with children understanding how to resist and avoid illegal drugs.

The media is constantly advertising medication and the use of drugs to relieve aches and pains.

Children are being expected to self medicate at younger ages. Given these facts, it is important that students understand that

drugs can be beneficial if used properly.

Children must also comprehend what proper usage means.

Developing responsible attitudes towards medicines can help children form healthy attitudes towards all drugs.

Refer to the Appendix 1 handout again, and ask students to draw an “X” over any type of medicine on the page.

Explain that medicine can come in many different forms such as liquids, pills, shots, creams, or inhalers. Discuss guidelines for taking medication safely.Guidelines For Taking Medicine:

You may not need medicine every time you visit a doctor. If your doctor prescribes medicine, follow your doctor’s precise

instructions. Do not take additional medicines without asking your doctor or

your parents. If you feel different after taking your medicine let your parents or

another adult know. Never take another person’s medicine or give anyone your

medicine. When you are sick, medicine can help you feel better, however it is

important to follow the doctor’s instructions for taking the medication.

There are some medications that people take to stay healthy. Some people have to take medicine to prevent illness.

o People who have asthma, a heart condition, or diabetes may take medicine to prevent a problem from occurring.

A medicine can also be called a drug and drugs can be used to help prevent and treat illnesses.

There are drugs that are illegal and should not be taken and some people take medicines that are intended to make you feel better incorrectly which may hurt them.

As a class, brainstorm reasons why people take medicine. (Examples are: coughing, poison ivy, headaches, fever, diabetes, asthma, cancer, and heart disease).

o Discuss how medicine can help people with diseases and illnesses.

o Explain how some medicines will actually cure the disease and other medicines may not cure the disease but make the person feel better, and some medicines prevent illnesses.

12:45-1:00 Snack

1:00-2:00 SRAGroup 1 : Reading Mastery Lesson 2

Group 2 Red A: Reading Mastery Lesson

Group 3 Red B: Reading Mastery Lesson

Group 4 Purple: Reading Mastery Lesson

2:00-2:45 WritingFirst 10 Days(Day 7)

o Read the Tortoise & The Hare Tell a story about a time I was in a race Allow students to share a story that came to their mind. Add ideas to the class list Have students draw & write about a time they played a game

2:45-3:00 Dismissal

Friday September 2, 2016Send Home: Reading Log

NewsletterWWW Flashcards ABC Letters CardsReading Book Bags

Materials:

Math:Kindergarten:

o Topic: 1-4 Count 4 and 5o Counter, Crayonso Student Workpage 26-28o Reteach 1-4o Intervention Activityo Leveled Assignment pg 29-30

1st Grade:o Topic: 1-4: Solve Problems: Take Fromo Connecting Cubeso student workpage 28-30o Reteach 1-4 (TM pg 31A)o Leveled Assignment 1-1 pg. 31-32o Intervention Activity (TM pg 31A)

Imagine ITKindergarten: Day 4 Lesson 4 Unit 1 Card 4

o Morning Messageo Numbers 6-10 (print on board)o Skills Practice pg 5o Dd Cardo words: and, add, dad, Dan, doo Alphabet Book pg. 10-11o Pre-Decodable 2: Apple Pie

1st Grade: Day 4 Unit 1 Card 5o Guided Practice pg 25

SRAo Reading Mastery Io Reading Mastery II

8:10-8:30 Breakfast

8:35-9:05 PE

9:05-9:15 Bathroom

9:15-9:45 Calendar

9:45-10:45 MathKindergarten:Topic: 1-4 Count 4 and 5Materials: Counter, Crayons Problem Based Learning/Solve & Share:Before:

1. Pose the Solve-and Share Problemo Students become familiar with multiple representations of numbers.o Give each student 5 counters and a crayono Have students place 5 counters in the tree on the workmato Say: Chips the chipmunk found these nuts. Draw a circle around the

colored box that shows how many nuts chips found. Tell how many know you are correct.

2. Build Understandingo What are you asked to do?o What tools do you have to solve the problem?

During:3. Ask Guiding Questions As Needed:

o How can you find the number of nuts Chips found?

After4. Share and Discuss Solutions:

o Start with students’ solutions

5. Transition to the Virtual Learning Bridgeo Later in this lesson, you will learn that 4 and 5 can be represented in

many ways. When you count, the last number you say tells the number of objects in the group.

6. Extension for Early Finisherso What are some other ways to show 5 objects?

Visual Learning:o Follow TM pg 26

o Use Student Workpage 26-28

Assess & Differentiate:o Reteach 1-4o Intervention Activityo Leveled Assignment pg 29-30

1st Grade:Topic: 1-4: Solve Problems: Take FromMaterials: Connecting Cubes

Problem Based Learning/Solve & Share (pg. 27TM) Before:

1. Pose the Solve-and Share Problem (TM pg27)o Provide each student with 8 connecting cubeso Students use cubes to model the mathematical relationship between

parts and wholes in a subtraction situation.

2. Build Understanding (TM pg27)o What does the story problem ask you to do?o What are you asked to write?


o How many connecting cubes do you need to model the problems?o What would be your whole in the subtraction problem?


o Start with student’s solutions.

5. Transition to the Visual Learning Bridgeo You used cubes to model a problem about taking a part from the

whole.o Later in this lesson, you will model subtraction problems by using

pictures and will continue to write subtraction equations for those problems.

6. Extension for Early Finisherso Have students use connecting cubes to model a new story about

taking parts from the whole.o There are 7 ducks in the pond. 3 ducks fly away. Then 1 more duck

flies away. How many ducks are left in the pond?

Visual Learning:

o Follow TM pg 28o Use student workpage 28-30



o Morning Messageo Numbers 6-10

o Print on boardo Skills Practice pg 5o Letter Names-Dd (TM 22)

o Identify letters A, B, Co Show alphabet Dd cardo Write words: and, add, dad, Dan, do

o Letter Shapeso Writing the letter Dd

o Alphabet Book- Ddo Pg 10-11o Follow teacher manual (TM pg23)

o Pre-Decodable 2: Apple Pie

1st Grade: Day 4 Unit 1 Card 5o Syllable Blendingo I spy game (f and g)o Days of the Weeko Phonemic Awareness

o Blending (TM 22)o Segmentation (TM 22)o Exploring Hh, Ii, and Jj

o Guided Practice pg 25o Introducing Consonant o Listening for Vowel sounds

11:05-11:45 Lunch

11:45-12:05 Recess


12:15-12:30 Snack

12:30-1:00 Deatherage

1:00-1:45 SRAGroup 1 : Reading Mastery Lesson 2

Group 2 Red A: Reading Mastery Lesson

Group 3 Red B: Reading Mastery Lesson


1:45-2:45 ART

2:45-3:00 Dismissal

Documents

… · Web viewLesson Plans 2016. August 29-September 2. Monday August 29, 2016. Materials: Math: Kindergarten: Placement Test (Envision) 1st Grade/2nd Grade: EOY Envision Test