· Web viewSAFETY IN OUR SCHOOL AND COMMUNITYAugust 8 - 10, 2012SAFETY - Classroom Safety8-8-2012 MORNING MESSAGE Daily Skills:Sentence StructurePunctuation/CapitalizationGrammar/SpellingLetter/Sound

SAFETY IN OUR SCHOOL AND COMMUNITYAugust 8 - 10, 2012

SAFETY - Classroom Safety8-8-2012 MORNING MESSAGE Daily Skills:*Sentence Structure*Punctuation/Capitalization*Grammar/Spelling*Letter/Sound RecognitionCCR: 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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

PROJECT READ (alphabet review) The students will be introduced to the alphabet as the teacher points to the letters and the class sings the ALPHABET SONG (teacher choice of version). Next, the teacher will show a letter, using the doc camera. The students will first write their name on the paper. Next, they will help identify the letter on the doc camera and then color the letter on the paper a specific color, as stated by the teacher.(alpha cards, doc camera, st sht p1)CCS: RF.K.1d, RF.K.2, RF.K.3a

STAR STORYDAY 1Title: I am Making Good ChoicesStory IntroductionInteractive ReadingStory StructureCCS: 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

EAGER TO READ (School)(this is an interactive book using the sight word I) The teacher will discuss story conventions (front/back covers and spine).The teacher will introduce the story.The teacher will discuss spaces between the words and review reading top to bottom and left to right.The teacher will read the story (1X).(st books)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.5, RI.K.6 RI.K.7, RI.K.10

CALENDAR MATH/MATH(graphing) The teacher will talk about things in the classroom. The students will then assist in counting how many of each item they see in the classroom (EX: how many tables, bookcases, etc.). The teacher will then use the doc camera to add this information to a class graph (for easier understanding, the teacher will use a different color marker on the graph for each classroom item).

(doc camera, graph sheet, markers)CCS: K.MD.1, K.MD.2

Calendar Daily Activities:*Months of Year/Day of Week*Addition/Subtraction*Money/Time*Tally Marks/Graphs*Patterns*Time Line*Counting by 1s & 10s*Weather/Temperature*Number Sequencing*Odd/Even/Place Value*Measurement*Historical Events*Spanish*EstimationCCS: 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.NBT.1, K.CC.1, K.CC.2, K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5

LARGE GROUP/PHONEMIC AWARENESS(initial phonemes) The teacher will review the letters of the alphabet with the students, using flash cards. Upon completion, the teacher will introduce each letter sound of the alphabet. The students will repeat the sounds.(alpha flash cards)CCS: RF.K.1d, RF.K.2, RF.K.3a

WRITING(name recognition) Each student will be given a piece of paper to draw a picture of themselves. Upon completion, the students will write their name on the line at the bottom of the page.(paper with line)CCS: W.K.3

THEME MATH(counting) The students will participate in counting how many boys and girls are in the classroom. CCS: K.CC.4a, K.CC.4b, K.CC.4c

REVIEW(letter recognition) The students will participate in ALPHABET BINGO. The game will continue until everyone has bingoed.(game w/covers, prizes)CCS: RF.K.1d, RF.K.2, RF.K.3a

THEME (health/pl&vs) The teacher will read MANNERS AT SCHOOL. Next, the teacher/students will discuss the 5 basic rules (SFA) in the room (any others will be dealt with as needed). The teacher will then discuss the behavior plan for the classroom (ex: lights with consequences). Each child will then decorate a character to look like themselves to be used on the behavior board.(behavior light system or other method, student characters w/name)

CC: PL/VS 1.1.1(DOK 1), 1.1.9(DOK 1), 1.3.1

SAFETY - School Bus Safety 8-9-2012

MORNING MESSAGE

PROJECT READ (alphabet review) The students will be introduced to the alphabet as the teacher points to the letters and the class sings the ALPHABET SONG (teacher choice of version). The students will then play ROLL THE BALL. The teacher will begin the game by holding the ball and saying her name. She will then tell the letter that starts her first name. Upon completion, the teacher will roll the ball to a student of her choice. The student must repeat the process (with help from the class). The students will then trace the letters of the alphabet (upper and lower case)(ball, st sht p49)CCS: RF.K.1d, RF.K.2, RF.K.3a

STAR STORY DAY 2Title: Playground ProblemsStory ReviewInteractive ReadingStory CritiqueCCS: 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

EAGER TO READ (School)(this is an interactive book using the sight word I)The teacher/students will review the story conventions The teacher will review the story.The teacher will discuss spaces between the words and review reading top to bottom and left to right.The teacher will read the story (1X).The teacher will pass out the student books.The t/s will read the story (1X).The teacher/students will review the story sequence.(st story, red word card “I”)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.5, RI.K.6, RI.K.7, RI.K.10

CALENDAR MATH/MATH (number sequence) Using large cut-outs of busses, the students will count the busses 1-5. The teacher will then mix-up the busses and let the students count them. The students will re-arrange themselves into the correct counting order. Continue until everyone has had a turn. (large buss cutouts)CCS: K.CC.4a, K.CC.4b, K.CC.4c

LARGE GROUP/PHONEMIC AWARENESS(phonemic awareness) The students will be given a paper with their name on it, written in boxes. At

the bottom of the page, the student’s name is written again in boxes, but scrambled. The students are to cut apart the scrambled letters and then glue them into the empty boxes, spelling their name correctly. As the students finish and show their work to the teacher, they are to orally spell out their name.(name paper, glue, scissors)CCS: RF.K.1d

WRITING(thematic writing) The students will trace the dotted school bus and then trace the writing on the bus. The students will then write their bus number on the bus. They will then draw a picture of themselves in a bus window (they can add friends and a driver). The students may be permitted to color the bus yellow and cut out the bus.(st sht p18)CCS: W.K.3, K.CC.4

THEME MATH(number relationships) The teacher will make each student a bus pattern with their name and bus number on it. The teacher will show one bus at a time on the doc camera. The child whose name is on the bus should respond by recognizing their own name. The student will then say their bus number (may need teacher help).(doc camera, bus patterns)CCS: K.CC.4a, K.CC.4b, K.CC.4c

REVIEW(name recognition) The students will make a crayon resist of their name. Ahead of time, the teacher will correctly write the first name of each child on white paper, with a white crayon. Each student will then use water paint to paint over their names.(white paper, white crayon, newspaper, paint brushes, water colors)CCS: RF.K.1, RF.K.2d

THEME(pl/vs/comprehension) The students will discuss bus safety rules. The teacher will then read BUS RULES to the students. The students will then answer the given story questions, orally. Next, the students will make a cookie school bus.(st story (p36), chart directions, graham crackers, white frosting, paper plates, yellow food color, pop sticks, 2 chocolate cookies)CCS: W.K.3 CC: PL/VS 1.1.1(DOK 1), 1.1.7(DOK 1), 1.1.9(DOK 1), 1.3.1 SS 1.1.2(DOK 2)

SAFETY – Playground Safety 8-10-2012

MORNING MESSAGE

PROJECT READ (alphabet review) The students will be introduced to the alphabet as the teacher points to the letters and the class sings the ALPHABET SONG (teacher choice of version). Next, the students willthen participate in and assist the teacher in singing THE NAME SONG. As the students sing about a

letter, the students that have names that begin with that letter will put their name card beside the letter.(song chart, letter cards, student names with first letter (capitalized) underlined, pocket chart)CCS: RF.K.1, RF.K.2d

STAR STORYDAY 3Title: Playground ProblemsInteractive/Buddy ReadingStory ConventionsStory review/discussionsVocabularyCCS: 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

EAGER TO READ (School)(this is an interactive book using the sight word I)The teacher/students will review the story conventions.The teacher will discuss spaces between the words and review reading top to bottom and left to right.The teacher will read the story (1X).The teacher will pass out the student books.The t/s will read the story (1X).The t/s will review the story sequence.(st story)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.5, RI.K.6, RI.K.7, RI.K.10

CALENDAR MATH/MATH (number relationships) Using the playground picture on the doc camera, the students will answer the given questions orally.(Singapore Math #24, doc camera)CCS: K.CC.4a, K.CC.4b, K.CC.4c

LARGE GROUP/PHONEMIC AWARENESS(sight word recognition) The students will be introduced to the sight word “we” by reading the story THE PLAYGROUND on the doc camera(st story, word card, doc camera)CCS: RF.K.3c

WRITING(name recognition) Using different colors of crayons, the students will attempt to write their name on paper several times.(paper, five or more crayons)CCS: RF.K.1, RF.K.2d

THEME MATH(shfapes/story comprehension) The teacher will read the book PLAYGROUND SHAPES, discussing each shape. Next, the teacher will ask questions about the story for the students to answer orally.(st book)CCS: RI.K.1

REVIEW (name recognition) The students will make smelly names. First, the teacher will print each child’s name on a piece of white paper. Next, the students will trace their name with glue. The students will then choose one flavor of powdered Jell-O and sprinkle it on top of their names (allow to dry).(paper with names, glue, 4 different flavors powdered Jell-O)CCS: RF.K.1, RF.K.2d

THEME (pl/vs) the teacher will read MANNERS ON THE PLAYGROUND. Next, the class will discuss playground safety and the use of the equipment. Next, the teacher will take a class tour of the playground, having students model and practice safe use of the equipment (allow students to play on the equipment, giving positive reinforcement for safe practice. Upon returning to the classroom, the students will draw and write/dictate a story about playground safety.CC: PL/VS 1.1.1(DOK 1), 1.1.7(DOK 1), 1.1.9(DOK 1), 1.3.1 SS 1.1.2(DOK 2)

LEARNING TARGETS August 8-10, 2012

Wednesday, August 8, 2012Reading: I can identify some letters of the alphabet.Math: I can participate in making a classroom graph.

Thursday, August 9, 2012Reading: I can identify the letter that starts my name.Math: I can count in order 1-5.

Friday, August 10, 2012Reading: I can identify the letter that starts my name.Math: I can give answers to mathematical questions by observing a picture.

SAFETY IN OUR SCHOOL AND COMMUNITYAugust 13 - 17, 2012

SAFETY - Classroom Safety8-13-2012 MORNING MESSAGEDaily Skills:*Sentence Structure*Punctuation/Capitalization*Grammar/Spelling*Letter/Sound RecognitionCCR: 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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

PROJECT READUNIT 1 Lesson 1(a)DAY 1Letter of the Day: short vowel "Aa"(TM p1-1--1-4)

CONCEPT1. To understand that every word must have a vowel.2. To understand that [a] is a vowel.3. To understanding that [a] represents the short sound /a/ like in the word [at].

ANTICIPATORY SET (p1-1)1. Display alphabet with stars over vowels2. Ask question from manual

OBJECTIVE(say): We will build words with the vowel [a] (display a from large cart cards)

INPUT/a/ Hand signal – pull sound gently from mouth and slowly chew apple

MODELING(teacher gently pulls vowel sound out of mouth (hand signal)

CHECKING FOR UNDERSTANDING (p1-2)1. Do and Say (refer to MANUAL p1-2)2. Finger blend and sweep sounds [at] [am] [cat] 3. Sentence strips and word list: [at] [am] [cat] * We are at school. * I am so happy to be your teacher.

VAKT INPUT (p1-3)* Skywrite (Snap fingers - Aim - Press- Do & Say) 1. Dry Erase Boards 2. Tactile cards3. Salt/Sand (Memory Box)4. Felt paper

MODELING(p1-4) (place green dot in start position on letter card)1. Skywrite [a]2. Do and Say

CHECK FOR UNDERSTANDING1. Skywriting [a] 2. (say): Aim, Press, Do and Say

STUDENT PRACTICE1. Word Web (Aa)2.Find the Letter (a1)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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

STAR STORYDAY 1Title: Franklin Goes to SchoolStory IntroductionInteractive ReadingStory Structure**The students will make a book about Kindergarten and tell an oral story to a partner.(HAR 1 - p23 & 24)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.5, RI.K.6, RI.K.7, RI.K.10

EAGER TO READ (To School)The teacher will discuss story conventions (front/back covers and spine).The teacher will introduce the story.The teacher will discuss spaces between the words and review reading top to bottom and left to right.The teacher will read the story (1X).The students will begin to take their yellow SFA book home on Thursday.(st books)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.5, RI.K.6 RI.K.7, RI.K.10

CALENDAR MATH/MATH (directionality) The students will place a circle in a given position (top, middle, bottom) when prompted by the teacher.(red, blue, yellow circles for each child, doc camera)CCS: K.G.1, K.G.2

Calendar Daily Activities:*Months of Year/Day of Week*Addition/Subtraction*Money/Time*Tally Marks/Graphs*Patterns*Time Line*Counting by 1s & 10s*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.NBT.1, K.CC.1, K.CC.2, K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5

LARGE GROUP/PHONEMIC AWARENESS (colors - red) The teacher will show RED items. The students will echo, "THIS IS A RED______." The t/s will sing the song I LIKE RED. The students will then find a red circle in the classroom. The students will then complete the red page in their COLOR JOURNAL.(red items, song chart, sm red circles, color journal)CCS: RF.K.2d, K.G.2

WRITING (journal) The students will write and illustrate the story "My name is _________. “ If time permits, the students will draw one classmate and then copy the classmate's name onto the picture. The students will also write their name on the sign (remind students to start name with a capital letter). The students will then draw a picture of themselves.(journal, HAR 1 – p6&22)CCS: W.K.3

THEME MATH (graphing) The students will illustrate a small cut-out of themselves. The students will then assist the teacher in graphing the number of boys/girls in the classroom.(paper cutouts, graph, tape) CCS: K.MD.2

REVIEW (alphabet) The students will review the letters of the alphabet using alpha flashcards and the alpha chart. Next, the students will identify the letters in their first name and glue them in the correct order. The students will then identify the number of letters in their own names. If time permits, the class will play/sing THE NAME SONG. Next, using the poem BAA, BAA BLACK SHEEP, the students will use a hi-liter to mark the letters A & a.(alpha flash cards, nam e letter cards, paper, song, name cards, poem, hi-liters) CCS: RF.K.1, RF.K.2dTHEME (health) The teacher/students will discuss the 5 basic rules (SFA) in the room (any others will be dealt with as needed). The teacher will then discuss the behavior plan for the classroom (ex: lights with consequences). Next, the teacher will read THE PEOPLE IN OUR SCHOOL. (behavior light system or other method, teddy bear, treat, story)CC: PL/VS 1.1.1(DOK 1), 1.1.9(DOK 1), 1.3.1 SS 1.1.2(DOK 2)

SAFETY - School Bus Safety 8-14-2012

MORNING MESSAGE



ANTICIPATORY SET (p1-1)1. Display alphabet with stars over vowels2. Ask question from manual.




CHECKING FOR UNDERSTANDING (p1-2)1. Do and Say (refer to MANUAL p1-2)2. Finger blend and sweep sounds [at] [am] [cat] 3. Sentence strips and word list: [at] [am] [cat] * We are at school. * I am so happy to be your teacher.

VAKT INPUT (p1-3)* Skywrite (Snap fingers - Aim - Press- Do & Say)1. Dry Erase Boards 2. Tactile cards3. Salt/Sand (Memory Box)4. Felt paper

SFA (p7-8)1. Think, Pair, Share (students pair together to identify an item that begins with Aa.2. Hear Sound3. Say It Fast4. Break It Down5. Stretch and Read6. Quick Erase

STUDENT PRACTICE

1. Write It (use dry boards)2. Learning Page - Rr(dry boards/markers, newspaper, hi-liters)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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

STAR STORY DAY 2Title: Franklin Goes to SchoolStory ReviewInteractive ReadingStory Critique**The students will color the playground picture, using the colors requested by the teacher.(HAR 1 - p19)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.5, RI.K.6, RI.K.7, RI.K.10

EAGER TO READ (To School)The teacher/students will review the story conventions The teacher will review the story.The teacher will discuss spaces between the words and review reading top to bottom and left to right.The teacher will read the story (1X).The teacher will pass out the student books.The t/s will read the story (1X).The teacher/students will review the story sequence.(st story)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.5, RI.K.6, RI.K.7, RI.K.10

CALENDAR MATH/MATH (directionality) The students will be given a cut out of a yellow school bus. Upon request, the students will place the given item in the correct position on the bus: top, middle, bottom (colored paper clips, blocks, feathers, ribbon, yarn, etc.) (doc camera, paper bus cut-outs, colored paper clips, blocks, feathers, ribbon, yarn) CCS: K.G.1, K.G.2 LARGE GROUP/PHONEMIC AWARENESS (colors) The students will identify YELLOW items as the teachers shows them, echoing "THIS IS A YELLOW_____ ." The students will then assist in singing the song I LIKE YELLOW. They will then find a small yellow circle in the room. The students will complete the yellow page for their color journal.(song chart, yellow items, sm yellow circles, color journal) CCS: RF.K.2d, K.G.2

WRITING(journal) The students will attempt to write the color word "yellow" and "bus" and then draw a picture of a yellow bus.(paper)CCS: W.K.3

THEME MATH (graphing) The students will write their names on an index card. The students will then place their

name on a graph, showing how they came to school today. The graph will then be discussed; the teacher will use the terms "more" and "less".(index cards, class graph, tape)CCS: K.MD.1, K.MD.2, K.MD.3

REVIEW (alphabet) The students will review the letters of the alphabet using alpha flashcards and the alpha chart. The students will then identify the number of letters in their own names.(HAR 1- p12, alpha flash cards, alpha chart, paper, song)CCS: RF.K.1, RF.K.2d

THEME (health/ss) The students will discuss bus safety. The students will then color a bus with safety rules printed on it. The teacher will read the rules to the students. The students will sign the rules stating that they do understand the rules (the students will take the rules home and return them, signed by the parent). The students will then identify one rule discussed and draw a picture of that rule; the teacher will write the rule the student has identified. The students will complete an open response question concerning bus safety rules. (st sht, drawing paper, OR question w/rubric)CCS: W.K.3 CC: PL/VS 1.1.1(DOK 1), 1.1.7(DOK 1), 1.1.9(DOK 1), 1.3.1 SS 1.1.2(DOK 2)

SAFETY - Stranger Safety8-15-2012

MORNING MESSAGE



ANTICIPATORY SET (p1-1)1. Display alphabet with stars over vowels.2. Ask question from manual.




CHECKING FOR UNDERSTANDING (p1-2)1. Do and Say (refer to MANUAL p1-2)2. Finger blend and sweep sounds [at] [am] [cat] 3. Sentence strips and word list: [at] [am] [cat] *We are at school. *I am so happy to be your teacher. VAKT INPUT (p1-3)* Skywrite (Snap fingers - Aim - Press- Do & Say)1. Dry Erase Boards 2. Tactile cards3. Salt/Sand (Memory Box)4. Felt paper



STUDENT PRACTICE1. Rhyming (a2)2. Review (Aa) – p81CCS: 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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

STAR STORYDAY 3Title: Franklin Goes to SchoolInteractive/Buddy ReadingStory ConventionsStory review/discussionsVocabularyCCS: 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

EAGER TO READ (To School)The teacher/students will review the story conventions.The teacher will discuss spaces between the words and review reading top to bottom and left to right.The teacher will read the story (1X).The teacher will pass out the student books.The t/s will read the story (1X).The t/s will review the story sequence.(st story)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.5, RI.K.6, RI.K.7, RI.K.10

CALENDAR MATH/MATH (spatial relationships) The students will identify the objects that are inside/outside the box. The students will then draw a sand box and draw a car inside and a truck outside the sand box.(doc camera, sm box, colored paper clips, blocks, feathers, ribbon, yarn, paper) CCS: K.G.1, K.G.2

LARGE GROUP/PHONEMIC AWARENESS (colors) The students will identify GREEN items as the teachers shows them, echoing "THIS IS A GREEN _________." The students will then assist in singing the song I LIKE GREEN. They will then find a small green circle in the room. The students will then complete the green page in their COLOR JOURNAL.(song chart, green items, sm green circles, color journal) CCS: RF.K.2d, K.G.2

WRITING(journal) The students will draw a picture of someone they can be safe with. The teacher will then write the students' response to I AM SAFE WITH_______________.(journal) CCS: W.K.3 CC: PL/VS 1.3.1, 1.3.2(DOK 2)

THEME MATH (shapes) On a chart, the students will identify items that could be circles and then each student will trace the given circles.(chart, st sht)CCS: K.G.2, K.G.5

REVIEW (alphabet) The students will identify pictures that begin with “Aa”. Next, the students will write the beginning letter for each word/picture.(st sht)CCS: RF.K.1, RF.K.2d

THEME (health/ss) The students will discuss stranger safety - Who is /is not a stranger. The teacher will read the story NEVER TALK TO STRANGERS. Students will then color a picture of Patch the Pony as a reminder to stay away from strangers.(story, st sht)CC: PL/VS 1.1.1(DOK 1), 1.1.9(DOK 1), 1.3.1 SS 1.1.2(DOK 2)

SAFETY - Traffic Lights8-16-2012

MORNING MESSAGE







CHECKING FOR UNDERSTANDING (p1-2)1. Do and Say (refer to MANUAL p1-2)2. Finger blend and sweep sounds [at] [am] [cat] 3. Sentence strips and word list: [at] [am] [cat] *We are at school. *I am so happy to be your teacher.

VAKT INPUT (p1-3)

* Skywrite (Snap fingers - Aim - Press- Do & Say)1. Dry Erase Boards 2. Tactile cards3. Salt/Sand (Memory Box)4. Felt paper

HARCOURT (p400 - 410)1. Phoneme Isolation (p4052. Active beginning (p408)3. Practice/Apply (p409)

STUDENT PRACTICE1. HAR 3 - p15&16 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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

STAR STORYDay 1Title: I Read Signs Story Introduction Interactive ReadingStory Structure 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.5, RI.K.6, RI.K.7, RI.K.10

EAGER TO READ (At School)The teacher/students will review the story conventions. The teacher will discuss spaces between the words and/review reading top to bottom and left to right.The teacher will review the fact that letters put together are called words.The teacher will read the story (1X).The teacher will pass out the student books.The t/s will read the story (1X).The teacher/students will review the story sequence.THE STUDENTS WILL START TAKING HOME THEIR YELLOW BOOK.(st books)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.5, RI.K.6, RI.K.7, RI.K.10

CALENDAR MATH/MATH(directionality) The students will practice above/below and over/under by placing the given items from the previous lesson on a traffic light (made from circles), colored by the students, in the correct placement. (colored paper clips, blocks, feathers, ribbon, yarn, traffic light pic) CCS: K.G.1

LARGE GROUP/PHONEMIC AWARENESS(colors) The students will identify BLUE items as the teacher shows them, echoing "THIS IS A BLUE ____________ ." The students will then assist in singing the song I LIKE BLUE. They will then find a small blue square in the room. The teacher may read the story BLUE BUG. The students will then complete the blue page in their COLOR JOURNAL.

(song chart, blue items, sm blue squares, story, color journal) CCS: RF.K.2d, K.G.2

WRITING(journal) The students will draw a picture of a traffic light. The students will then write the name of their favorite color on the traffic light.(journal)CCS: W.K.3 PL/VS 1.3.1, 1.3.2(DOK 1)

THEME MATH(counting) The students will be put into three groups (red, yellow, green). The teacher will ask each group to count a different number of traffic lights (1-5).(10 traffic lights, doc camera)CCS: K.CC.2, K.CC4a-c, K.CC.5

REVIEW(alphabet) The students will review the letters of the alphabet using alpha flashcards and the alpha chart. The students will then identify the number of letters in their own names.(alpha flash cards, alpha chart, paper, song)CCS: RF.K.1, RF.K.2d

THEME (health) The class will discuss the colors on a traffic light and what we should do when the light is red, yellow, and green. The students can play RED LIGHT, GREEN LIGHT. The students will then cut and color a traffic light using the correct colors.(st sht) CC: PL/VS 1.1.1(DOK 1), 1.1.9(DOK 1), 1.3.1 SS 1.1.2(DOK 2)

SAFETY - Safety Signs 8-17-2012

MORNING MESSAGEPROJECT READUNIT 1 Lesson 1(a)DAY 5Letter of the Day: short vowel "Aa"(TM p1-1--1-4)






CHECKING FOR UNDERSTANDING (p1-2)1. Do and Say (refer to MANUAL p1-2)2. Finger blend and sweep sounds [at] [am] [cat] 3. Sentence strips and word list: [at] [am] [cat] *We are at school. *I am so happy to be your teacher.

VAKT INPUT (p1-3)* Skywrite (Snap fingers - Aim - Press- Do & Say)1. Dry Erase Boards 2. Tactile cards3. Salt/Sand (Memory Box)4. Felt paper



STUDENT PRACTICE1. Beginning Sounds (a3)2. Shape Book (with words and pictures)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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

STAR STORY DAY 2 Title: I Read SignsStory ReviewInteractive ReadingStory CritiqueCCS: 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

EAGER TO READ (To School)

The students will review the story conventions.Review: letters put together are called words and "spaces".The students will review the story.The teacher will read the story (1X).The teacher/students will read the story (1X).(st books)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.5, RI.K.6, RI.K.7, RI.K.10

CALENDAR MATH/MATH (directionality) The class will discuss left and right. The students will be shown how the left thumb and first finger form "L" when held up. The students will then be given an outline of a stop sign. The students will be asked to draw green cars on the left and red cars on the right. (stop sign outline)CCS: K.G.1

LARGE GROUP/PHONEMIC AWARENESS(colors) The students will identify ORANGE items as the teacher shows them, echoing "THIS IS AN ORANGE _________ ." The students will then assist in singing the song I LIKE ORANGE. They will then find a small orange square in the room. The students will then complete the orange page in their COLOR JOURNAL.(song chart, orange items, sm orange squares, color journal)CCS: RF.K.2d, K.G.2

WRITING (journal) The students will draw a traffic sign and a vehicle. They will then write the word that shows what a vehicle must do when the driver sees the sign (stop).(journal)CCS: W.K.3 THEME MATH (graphing/counting) Each student will be given a sign. The students will then put their sign on the graph, matching the shape of that sign to the shape on the graph. The t/s will then discuss the graph, counting the number of signs for each shape. The teacher will use the terms "more" and "less".(graph w/shapes, student signs, tape)CCS: K.CC.2, K.CC.4a, K.CC.6, K.MD.3

REVIEW (assessment) The students will review the letters of the alphabet using alpha flashcards and the alpha chart. The students will then identify, mark and write the letters that make the beginning sound of Aa. (st assess)CCS: RF.K.1, RF.K.2d

THEME (health) The students will assist in discussing different safety/traffic signs. The students will cut out and match each safety sign to its shadow.(HAR 1 - p18, safety signs sheets)CC: PL/VS 1.1.1(DOK 1), 1.3.1

LEARNING TARGETS LBJ KINDERGARTEN August 13-17, 2012

Monday, August 13, 2012Reading: I can identify the letters A and a.Math: I can identify relative positions (top, middle, bottom)

Tuesday, August 14, 2012Reading: I can identify the letters Aa and /a/.Math: I can identify relative positions (top, middle, bottom).

Wednesday, August 15, 2012Reading: I can identify the letters Aa and /a/.Math: I can identify relative positions (top, middle, bottom).

Thursday, August 16, 2012Reading: I can identify and write Aa and /a/.Math: I can identify relative positions (top, middle, bottom).

Friday, August 17, 2012Reading: I can identify and write Aa and /a/.Math: I can identify relative positions (left/and right).

SAFETY IN OUR SCHOOL AND COMMUNITYAUGUST 20 - 24, 2012

SAFETY - People that Keep Us Safe 8-20-2012

MORNING MESSAGE/STAR STUDENTDaily Skills:*Sentence Structure*Punctuation/Capitalization*Grammar/Spelling*Letter/Sound RecognitionCCS: 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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

PROJECT READUNIT 1 Lesson 2(t)DAY 1 Letter of the Day: Tt(TM p1-5--1-8)

CONCEPT1. To understand that some letters are consonants.2. To understand sound-symbol relationship.3. Reading and spelling words with short [a] and the consonant [t].

ANTICIPATORY SET(p1-12) 1. Display of alphabet and letter [t] 2. Introduce Tt and /t/.

MODELING1. Finger blending and sweeps sounds for [sat] and [sad].2. Teacher/students use words in a sentence.

VAKT INPUT* Skywrite (Snap fingers - Aim - Press- Do & Say)1. Use tactile letters for [a].2. Display skywriting [t] with dot.3. Memory box.4. Dry Erase Boards

WORD BUILDING(p1-13 )1. Display [t] 2. Teacher/Students use words in a sentence.

JEWEL BOX

Place words in box that students have been mastered.

CHECKING FOR UNDERSTANDING** Student Story/Quiz: Tat

STUDENT PRACTICE1. Word Web (Tt)2. Word Match (t1)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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

STAR STORYDAY 1Title: Look Out Kindergarten Here I Come!Story IntroductionInteractive ReadingStory StructureCCS: 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, RL.K.7, RL.K.10

EAGER TO READ (We Are The Kinder Friends)The teacher/students will discuss story conventions (front/back covers, spine, author, illustrator).The teacher will discuss spaces between the words, review reading top to bottom, and left to right.The teacher will read the story (1X).The teacher will pass out the student books.The t/s will read the story (1X).The teacher/students will review the story sequence.**Send home book in Project Read Notebook(st books)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.5, RI.K.6, RL.K.7, RL.K.10

CALENDAR MATH/MATH(directionality) The students will color and cut a police officer. Next the students will place a star in the correct position as described by the teacher (over, under, left, right, top and bottom).(police officer sht, stars)CCS: K.G.1, K.G.2

Calendar Daily Activities:*Months of Year/Day of Week*Addition/Subtraction*Money/Time*Tally Marks/Graphs*Patterns*Time Line*Counting by 1s & 10s*Weather/Temperature*Number Sequencing*Odd/Even/Place Value*Measurement

*Historical Events*Spanish*EstimationCCS: 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 CC: SCI 2.3.2(DOK 2)

LARGE GROUP/PHONEMIC AWARENESS(colors) The students will identify PURPLE items as the teachers shows them, echoing "THIS IS A PURPLE _____ ." The students will then assist in singing the song I LIKE PURPLE. They will then find a small purple triangle in the room. The students will then complete the purple page in their COLOR JOURNAL.(song chart, purple items, sm purple triangles, tape, color journal)CCS: RF.K.2d, K.G.2

WRITING(journal) The class will discuss 9-1-1. The students will identify one person that can help keep them safe, completing the sentence __________ HELPS KEEP ME SAFE. The students will then draw a picture of that person.(journal)CCS: W.K.3 CC: SS 2.2.1 PL/VS 1.1.9(DOK 1), 1.3.1, 1.3.2 (DOK 1)

THEME MATH(number recognition 1-10) The students will identify each number on the fireman's hat and then show that many fingers.(fireman hat numbers 1-10) CCS: K.CC.2, K.CC.2a, K.CC.4, K.CC.4a, K.CC.4b

REVIEW(letter identification) Using the poem TWINKLE, TWINKLE, the students will use a hi-liter to mark the letters T & t.(st poem, hi-liters)CCS: RF.K.2d

THEME(health/ss) The students will discuss people in their community that can help keep them safe. The students will then write the phone numbers for each of these people.(st sht p4, st phone numbers)CC: PL/VS 1.1.1(DOK 1), 1.1.9(DOK 1), 1.3.1 SS 1.1.2(DOK 2)

SAFETY - Home Safety 8-21-2012

MORNING MESSAGE






SFA (p19-23)1. Think, Pair, Share (students pair together to identify an item that begins with Tt).2. Hear Sound3. Say It Fast4. Break It Down5. Stretch and Read6. Quick Erase


STUDENT PRACTICE1. Write It (use dry boards)2 Learning Page - Tt(dry boards/markers, newspaper, hi-liters) 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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

STAR STORY DAY 2Title: Look Out Kindergarten Here I Come!

Story PreviewInteractive ReadingStory 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.3, RI.K.4, RI.K.5, RI.K.6, RL.K.7, RL.K.10

EAGER TO READ (We Are The Kinder Friends)The t/s will review the story conventions.The t/s will review the story events.The t/s will read the story (1X).(st bk 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.4, RI.K.5, RI.K.6, RL.K.7, RL.K.10

CALENDAR MATH/MATH(directionality) The Students will review top, middle and bottom. The students will listen to the teacher for correct position word (top, middle, bottom, in, out).(HCW - p1&2)CCS: K.G.1, K.G.2

LARGE GROUP/PHONEMIC AWARENESS (colors) The students will identify BROWN items as the teachers shows them, echoing "THIS IS A BROWN ________ .” They will then find a small brown rectangle in the room. The students will then complete the brown page in their COLOR JOURNAL.(song chart, brown items, sm brown rectangles, tape, color journal)CCS: RF.K.2d, K.G.2

WRITING(journal) The students will draw their house and write about a way to stay safe while a home.(journal)CCS: W.K.3 CC: SS 2.2.1 PL/VS 1.1.9(DOK 1), 1.3.1, 1.3.2 (DOK 1)

THEME MATH (number sequence) The students will write numbers 1-10 on the house cut-outs.(house cut-outs, number chart)CCS: K.CC.2, K.CC.2a

REVIEW(alphabet) The students will identify the letters of the alphabet, using flashcards.(flashcards)CCS: RF.K.2d

THEME (health) The class will identify ways that they and their families can stay safe at home. The students will then color the pictures that show good safety at home.(st sht p5) CC: PL/VS 1.3.1, 1.3.2(DOK 2) SS 1.1.2(DOK 2)

SAFETY - Playing Safe8-22-2012

MORNING MESSAGE







JEWEL BOXPlace words in box that students have been mastered.


STUDENT PRACTICE1. Word Scramble (t2) 2. Review (Tt) - p109CCS: 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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

STAR STORY DAY 3Title: Look Out Kindergarten Here I Come!Story ConventionsRe-Read StoryPartner Reading Interactive QuestionsCCS: 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, RL.K.7, RL.K.10

EAGER TO READ (We Are the Kinder Friends)The teacher will review the story conventions.The teacher will review the story.The students will Popcorn read.CELEBRATE (st bks, 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.4, RI.K.5, RI.K.6, RL.K.7, RL.K.10

CALENDAR MATH/MATH (directionality - review) The students will place the bean bag on their body as teacher directs. Directions may include: up, down, over, beside, left, right, middle, top, bottom, in, out. (bean bags)CCS: K.G.1, K.G.2

LARGE GROUP/PHONEMIC AWARNESS (colors) The students will identify BLACK items as the teachers' shows them, echoing "THIS IS A BLACK _______.” The students will then assist in singing the song I LIKE BLACK. They will then find a small black rectangle in the room. The students will then complete the black page in their COLOR JOURNAL.(song chart, black items, sm black rectangles, tape, color journal) CCS: RF.K.2d, K.G.2

WRITING(journal) The students will write and illustrate a short story about how to play safe.(journal)CCS: W.K.3 CC: SS 2.2.1 PL/VS 1.1.9(DOK 1), 1.3.1, 1.3.2 (DOK 1)

THEME MATH(counting) The students will color the bicycles. The students will then randomly stand in a row and help the class count each bike. (st sht) CCS: K.CC.2, K.CC.4, K.CC.4a, K.CC.6

REVIEW (alphabet) The students will play ALPHABET BINGO. The game will continue until everyone “Bingos”.(game, prizes)CCS: RF.K.2d

THEME (health) The students will review 9-1-1. The students will discuss ways to keep safe while playing inside/outside the house (including bicycle and review of stranger safety). The students will then draw a picture of themselves playing safely, entitled "I Am Playing Safe".(drawing paper)CC: PL/VS 1.1.1(DOK 1), 1.1.9(DOK 1), 1.3.1 SS 1.1.2(DOK 2) SAFETY - The People in My School8-23-2012

MORNING MESSAGE





VAKT INPUT* Skywrite (Snap fingers - Aim - Press- Do & Say)1. Use tactile letters for [a].2. Display skywriting [t] with dot.3. Memory box.4. Dry Erase Boards5. Writing Notebooks


HARCOURT (p274-285)1. Phoneme Isolation (p279)2. Active Beginning (p282 )3. Practice/Apply (p283)

STUDENT PRACTICE1. HAR 2 – p19 & 20CCS: 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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10STAR STORYDAY 1Title: The Big Yellow Bus Story Introduction Interactive ReadingStory Structure 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.5, RI.K.6, RL.K.7, RL.K.10 EAGER TO READ (We Are The Kinder Friends)The t/s will introduce/review story conventions.The teacher will introduce the story.The students will Partner Read the story.CELEBRATE(st bks, 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.4, RI.K.5, RI.K.6, RL.K.7, RL.K.10

CALENDAR MATH/MATH(directionality) As groups, the students will take a small shape and place in correct position, as given orally by the teacher. (HCW - p3&4) CCS: K.G.1, K.G.2

LARGE GROUP/PHONEMIC AWARENESS (colors - review) The students will play I SPY (identifying something that is the given color).(classroom items)CCS: RF.K.2d, K.G.2

WRITING(journal) The students will draw a picture of someone in the school and write about their job.(journal)CCS: W.K.3 CC: SS 2.2.1 PL/VS 1.1.9(DOK 1), 1.3.1, 1.3.2(DOK 1)

THEME MATH(number sense) The students will put items into groups of different sizes. The students will then identify which of the groups has more/less.(yarn circles, counting cubes)CCS: K.CC.2, K.CC.2a, K.MD.1

REVIEW (alphabet) the students will review the letters “a” and “t” (at).(HAR 3 – p19)CCS: RF.K.2d

THEME (on-demand) The teacher will read the story PEOPLE IN MY SCHOOL. The students will then discuss each person and identify how these people help to keep them safe at school. Next, the students will write a thank you letter to the person of their choice, thanking this person for keeping

them safe at school. The teacher may wish to deliver these letters in person.(on-demand w/rubric story, paper)CCS: W.K.3 CC: PL/VS 1.1.1(DOK 1), 1.1.9(DOK 1), 1.3.1 SS 1.1.2(DOK 2)

SAFETY - Classroom Rules8-23-2012

MORNING MESSAGE







JEWEL BOXPlace words in box that students have been mastered.CHECKING FOR UNDERSTANDING** Student Story/Quiz: Tat

STUDENT PRACTICE1. Write/Illustrate Sentence (t3)

2. Shape Book (with words and pictures)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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

STAR STORY DAY 2 Title: The Big Yellow BusStory ReviewInteractive ReadingStory CritiqueCCS: 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, RL.K.7, RL.K.10

EAGER TO READ (We Are The Kinder Friends) The t/s will review story conventions.Review: letters put together are called words and "spaces".The t/s will read the story (2X).The teacher will choose students to CELEBRATE.(st bks, 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.4, RI.K.5, RI.K.6, RL.K.7, RL.K.10

CALENDAR MATH/MATH (open) The students will discuss how things are the same and group by color. The students will complete the SHAPES Open Response Question.(OR w/rubric)CCS: K.G.1, K.G.2, K.MD.3

LARGE GROUP/PHONEMIC AWARENESS(colors-review/oral directions) The students will color the picture by following the teacher’s directions.(st sht) CCS: RF.K.2d, K.G.2

WRITING (journal) The students will draw a picture of something they enjoy doing at school and then write a short story about the picture.(journal)CCS: W.K.3 CC: SS 2.2.1 PL/VS 1.1.9(DOK 1), 1.3.1, 1.3.2 (DOK 1)

THEME MATH(number sequence) Using the numbers 1-5 (held by students), the teacher will mix up a set of three of the numbers. The students will help put the numbers in the correct order (the numbers may be written in large print on the board if needed).(numbers/words 1-5)CCS: K.CC.2, K.CC.4, K.CC.4a, K.CC.5

REVIEW(alphabet) The students will review the alphabet by using flashcards.(flashcards)CCS: RF.K.2d

THEME (health/pl/vs) The students will discuss rules that will help keep them safe at school. The teacher will then read "Our Safety Promise". The students will sign their names on the Promise, showing that they promise to follow the class rules and post it in the classroom.(chart paper, Promise, markers) (st sht) CC: PL/VS 1.1.1(DOK 1), 1.1.9(DOK 1), 1.3.1 SS 1.1.2(DOK 2)

LBJ KINDERGARTENLearning Targets

August 20 – 24, 2012

Monday, August 20, 2012Reading: I can identify T and t.Math: I can identify and show relative positions (over, under, left, right, top and bottom).

Tuesday, August 21, 2012Reading: I can identify Tt and /t/.Math: I can identify and show relative positions (over, under, left, right, top and bottom).

Wednesday, August 22, 2012Reading: I can identify and write Tt and /t/.Math: I can identify and show relative positions (over, under, left, right, top and bottom).

Thursday, August 23, 2012Reading: I can identify and write Tt and /t/.Math: I can identify and show relative positions (over, under, left, right, top and bottom).

Friday, August 24, 2012Reading: I can identify and write Tt and /t/.Math: I can classify objects by shape.

SPECIAL MEAugust 27 - 31, 2012

SPECIAL ME - I Am Special8-27-2012

MORNING MESSAGE/STAR STUDENTDaily Skills:*Sentences Structure*Punctuation/Capitalization*Grammar/Spelling*Letter/Sound RecognitionCCS: 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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

PROJECT READUNIT 1 Lesson 3(m)DAY 1 Letter of the Day: Mm(TM p1-5--1-10)

CONCEPT1. To understand that some letters are consonants2. To understand sound-symbol relationship3. Reading and spelling words with short [a] and the consonant [m]

ANTICIPATORY SET(p1-12) 1. Display of alphabet and letter [m] 2. Introduce Mm and /m/ by saying letters of alphabet until class gets to Mm

MODELING1. Finger blending and sweeps sounds for [am] [mat] [Tam]2. Teacher/students use words in a sentence

VAKT INPUT* Skywrite (Snap fingers - Aim - Press- Do & Say)1. Use tactile letters for [m]2. Felt Forms3. Memory Box4. Dry Erase Boards

WORD BUILDING(p1-13 )1. Display [m] 2. Teacher/Students use words in a sentence

JEWEL BOX

Place words in box that students have mastered

CHECKING FOR UNDERSTANDING** Student Story/Quiz: Tam

STUDENT PRACTICE1. Word Web (Mm)2. Word Match (m1)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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

STAR STORYDAY 1Title: I Like Me!Story IntroductionInteractive ReadingStory StructureCCS: 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

EAGER TO READ (Hooray For Me)The teacher/students will discuss story conventions (front/back covers, spine, author, illustrator).Review: discuss spaces between the words and review reading top to bottom and left to right, letters put together are called words. The teacher will introduce the "top" and "bottom" of the page. The students will point to each as asked.The teacher will read the story (1X).The teacher will pass out the student books.The t/s will read the story (1X).The teacher/students will review the story sequence.The teacher will choose students to CELEBRATE for the week (T-F).*Students will begin taking books home this week, except on Friday.(teacher’s big book, st books, reading logs)CCS: 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 CALENDAR MATH/MATH(directionality) The students will color a picture of a boy/girl. The students will then be asked to put their person somewhere around them (ex: above your knee, behind your back, over your head, beside your ear, etc.). (boy/girl pic)CCS: K.G.1, K.G.2

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*EstimationCCS: 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.6, K.NBT.1 CC: SCI 2.3.2(DOK 2)

LARGE GROUP/PHONEMIC AWARENESS(color review) The students will review colors and finish their color journal by answering the color rhymes and then coloring the crayon on the journal cover that color.(color journal cover, color rhymes)CCS: RF.K.2d, K.G.2

WRITING (journal) The students will attempt to write and illustrate a response to the prompt: "I am ___________ (name). I am special!"(Journal)CCS: W.K.3

THEME MATH (graphing) The students will be given an index card with a pre-drawn oval drawn on it (face). The students will draw a picture of their face, paying close attention to the color of their hair. The students will then place the index card on the graph, representing their hair color. The teacher will use the terms "more" and "less". (graph w/hair colors, pre-drawn index cards) CCS: K.CC.2, K.CC.2a

REVIEW(letter identification) Using the poem THE MUFFIN MAN, the students will use a hi-liter to mark the letters M & m.(st poem, hi-liters)CCS: RF.K.2d

THEME(pl/vs) The class will sing "If You're Happy and You Know It." They will then make a handprint rainbow using the children's hand.(large white paper, paint/ink pads, wipes)CC: PL/VS 1.1.1(DOK 1), 1.1.9(DOK 1) A&H 3.4.1

SPECIAL ME - My Family8-28-2012

MORNING MESSAGE

PROJECT READ

UNIT 1 Lesson 3(m)DAY 2 Letter of the Day: Mm(TM p1-5--1-8)


ANTICIPATORY SET(p1-12) 1. Display of alphabet and letter [m] 2. Introduce Mm and /m/ by saying alphabet letters until class gets to Mm


VAKT INPUT* Skywrite (Snap fingers - Aim - Press- Do & Say) (display skywriting [m] with dot)1. Use tactile letters for [m]2 Felt Forms3. Memory Box4. Dry Erase Boards

SFA (p1-6)1. Think, Pair, Share (students pair together to identify an item that begins with Mm).2. Hear Sound3. Say It Fast4. Break It Down5. Stretch and Read6. Quick Erase


STUDENT PRACTICE1. Write It (use dry boards)2. Find It (find letter in newspaper and mark with a hi-liter)(dry boards/markers, newspaper, hi-liters) 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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

STAR STORYDAY 2Title: I Like Me!Story ReviewInteractive Reading

Story CritiqueCCS: 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

EAGER TO READ (Hooray For Me)The t/s will review the story conventionsReview: letters put together are called words; review "spaces", "top" and "bottom" of the page (the students will point to each as asked).The t/s will review the story.The t/s will read the story (2X).CELEBRATE(st bks, certificate)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.5, RI.K.6

CALENDAR MATH/MATH(number sequence) The students will be given a number (1, 2 or 3) card. The teacher will hold up a picture card of people in a family. The students will then hold up the same number of fingers. Next, the students will show number of cubes that teacher ask for (1-3).(picture cards, cubes, st sht p16, EV pR1-1, pP1-1, math mat 1-1)CCS: K.CC.2, K.CC.2a

LARGE GROUP/PHONEMIC AWARENESS(color review) The teacher will read the story BROWN BEAR, BROWN BEAR. The students will then help complete a class book "Brown Bear, Brown Bear - What Do You See?" The students will identify an animal and the color of the animal they might see. The students will attempt to write and illustrate the story page.(story, story cover, story page)CCS: RF.K.2d, K.G.2

WRITING(journal) The students will write and illustrate a response to the writing prompt: "My family is _________."(journal)CCS: W .K.3

THEME MATH(shapes/quantity) The students will choose a color for each shape in the group and then draw one more shape to match. (HM CWB - p6)CCS: K.G.1, K.G.2

REVIEW(alphabet) The students will identify [-am] words and write the chunk (am) under each picture.(HAR 4 –p19)CCS: RF.K.2d

THEME(social studies) The students will discuss things their families do together. The students will then color and read aloud the mini-book "Meet My Family". (st bk)CCS: SS 2.2.1 A&H 3.4.1

SPECIAL ME - My Body8-29-2012

MORNING MESSAGE



ANTICIPATORY SET(p1-12) 1. Display of alphabet and letter [m] 2. Introduce Mm and /m/


VAKT INPUT* Skywrite (Snap fingers - Aim - Press- Do & Say) (display skywriting [m] with dot)1. Use tactile letters for [m] 2. Felt forms3. Memory Box4. Dry Erase Boards

WORD BUILDING(p1-13 )1. Display [m] 2. Teacher/Students use words in a sentence

JEWEL BOXPlace words in box that students have mastered


STUDENT PRACTICE1. Find “m” (m2) 2. Write It (Learning Page - Mm)(st shts)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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

STAR STORYDAY 3Title: I Like Me!Story ReviewInteractive ReadingStory StructureCCS: 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

EAGER TO READ (Hooray For Me)The t/s will review story conventions.The teacher will review the story.Review: letters put together are called words, spaces and top and bottom of the page. The students will point to each as asked.The students will Popcorn Read.CELEBRATE(folder, st bks, 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.4, RI.K.5, RI.K.6

CALENDAR MATH/MATH(logical reasoning) The class will follow teacher instructions to find and circle the objects that do not belong with each group. (HM CWB - p7)CCS: K.MD.1

LARGE GROUP/PHONEMIC AWARENESS(color review) The students will color the crayons by name. The students will then chose their favorite color, write the word and illustrate a picture of something that is the color they chose. The teacher will then put the pictures together to form a "My Favorite Color Quilt".(st sht, bull bd paper) CCS: RF.K.2d, K.G.2

WRITING (journal) The students will attempt to write and illustrate a response to the writing prompt "My body can ________."(journal)CCS: W.K.3

THEME MATH (sorting/color review) The students will sort Skittles by color (give each child the same number of each color in a plastic bag). The students will then assist the teacher in graphing the colors by helping to count how many there are of each color. The students may eat the candy upon completion of the activity. (Skittles, plastic bags, class graph)CCS: RF.K.2d, K.G.2

REVIEW(alphabet) The students will complete the given( –am) words.

(HAR 3-p18) CCS: RF.K.2d

THEME(science) The class will discuss different parts of the body and why they are important. The students will locate and trace over the names of the body parts (hand, eye, arm, mouth, nose, stomach, leg, feet).(st sht)CCS: SCI 3.4.3(DOK 2)

SPECIAL ME - My Five Senses8-30-2012

MORNING MESSAGE



ANTICIPATORY SET(p1-12) 1. Display of alphabet and letter [m] 2. Introduce [M] and /m/ by saying the letters of the alphabet until the class gets to Mm


VAKT INPUT* Skywrite (Snap fingers - Aim - Press- Do & Say) (display skywriting [m] with dot)* Writing Notebooks


HARCOURT (p178-185)1. Phoneme Awareness (p179)2. Active Beginning (p182)3. Practice/Apply (p183)

STUDENT PRACTICE

1. HAR 2 – (p7-8)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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10SHARED STORYDAY 1Title: I Am SpecialStory PreviewInteractive ReadingStory ConventionsDiscuss Favorite EventsCCS: 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

EAGER TO READ (Hooray For Me)The t/s will review story conventions. Review: letters put together are called words, spaces, top" and "bottom" of the page. The students will point to each as asked.The students will Partner Read.CELEBRATE(folder, st bks, 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.4, RI.K.5, RI.K.6

MATH/CALENDAR MATH(classification) The students will discuss/identify items in each set that do not belong and explain why they do not belong.(st shts p3&4)CCS: K.G.1, K.G.2 LARGE GROUP/PHONEMIC AWARENESS(rhyming words) The teacher will say two words. The students will then repeat the words and give a "thumbs up" if the words rhyme or a "thumbs down" if they do not, using the HAR manual. The students will then complete the activity by using the following body part words: ear, hear nose, toes hair, bed mouth, fingers touch, much eat, feet smell, fell see, me walk, laugh run, fun

(HAR TM1-p187)CCS: RF.K.2b, RF.K.2c, RF.K.2e SCI 3.4.3(DOK 2)

WRITING(journal) The students will attempt to write and illustrate a response to the writing prompt " I like to __________."(journal)CCS: W.K.3

THEME MATH(pairs) The students will draw a picture of themselves, as the teacher describes the body parts to draw. The teacher will identify the term "pair" and use the phrase "a pair of____" while discussing the picture with the students (meaning two of something).

(drawing paper)CCS: K.CC.4, K.CC.4b, K.CC.5 SCI 3.4.3(DOK 2)

REVIEW(alphabet) Tthe students will review the (-at) chunk by completing each given word/pic.(HAR 2 - p19, HAR 4 - p20)CCS: RF.K.2d THEME(science) The class will discuss the five senses. They will then discuss what each of the five senses is used for. Next, the students will decide which sense will be used for each activity and glue each picture to match the item to the correct sense used to identify it. The students will read the student book.(st sht p19)CCS: SCI 3.4.3(DOK 2)

SPECIAL ME 8-31-2012

NO SCHOOLPROFESSIONAL DEVELOPMENT FOR TEACHERS

LBJ KINDERGARTENLearning Targets

August 27 – 31, 2012

Monday, August 27, 2012Reading: I can identify M and m. Math: I can demonstrate relative positions.

Tuesday, August 28, 2012Reading: I can identify Mm and /m/.Math: I can identify 1-3 items and count 1-3.

Wednesday, August 29, 2012Reading: I can identify and write Mm and identify /m/.Math: I can classify objects that do not belong in the group.

Thursday, August 30, 2012Reading: I can identify and write Mm and identify /m/.Math: I can identify and explain why an object does not belong in a specific group.

Friday, August 31, 2012

NO SCHOOLPROFESSIONAL DEVELOPMENT FOR TEACHERS

SPECIAL ME (FIVE SENSES)September 3 – 7, 2012

SPECIAL ME (FIVE SENSES) 9-3-2012

LABOR DAY – NO SCHOOL

SPECIAL ME - Ears (hearing)9-4-2012

MORNING MESSAGE/STAR STUDENTDaily Skills:*Sentences Structure*Punctuation/Capitalization*Grammar/Spelling*Letter/Sound RecognitionCCS: 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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

PROJECT READUNIT 1 Lesson 2(s)DAY 1 Letter of the Week: Ss(TM p1-12--1-21)

CONCEPT1. To understand that some letters are consonants2. To understand sound-symbol relationship3. Reading and spelling words with short [a] and the consonant [s]

ANTICIPATORY SET(p1-12) 1. Display of alphabet and letter [a] and the consonants [s]2. Introduce Ss and /s/

MODELING1. Finger blending and sweeps sounds for [sat] [as] [Sam]2. Teacher/students use words in a sentence

VAKT INPUT* Skywrite (Snap fingers - Aim - Press- Do & Say)1. Use tactile letters for [s]2. Felt Forms3. Memory Box4. Dry Erase Boards

SFA (p11)1. Think, Pair, Share (students pair together to identify an item that begins with Ss).2. Hear Sound3. Say It Fast

4. Break It Down5. Stretch and Read6. Quick Erase

CHECKING FOR UNDERSTANDING**Student Story/Quiz: Sam Sat

STUDENT PRACTICE1. Write It (use dry boards)2. Find It (hi-lite letter in newspaper)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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

STAR STORYDAY 1Title: DandelionStory IntroductionInteractive ReadingStory StructureCCS: 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, RL.K.7, RL.K.10

EAGER TO READ (What Smells?)The teacher/students will discuss story conventions (front/back covers, spine, author, illustrator, pages).The teacher will read the story (1X).The teacher will pass out the student books.The t/s will read the story (1X).The teacher/students will review the story sequence.Choose students to CELEBRATE (T-F)(st bks) 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.5, RI.K.6, RL.K.7, RL.K.10

CALENDAR MATH/MATH(classification/graphing) The students will identify the items with similar attributes and will complete picture graphs.(CWB p8-9)CCS: K.MD.1, K.G.1

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*EstimationCCS: 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(listening) The students will listen to the sounds on the tape. The students will then raise their hands to identify the sounds. (My Listening Ears tape)CCS: SCI 3.4.1(DOK 2)

WRITING(journal) The teacher will use a graphic organizer to elicit responses about what a child might hear. Then the students will write and illustrate a response to the writing prompt “I can hear a __________."(journal)CCS: W.K.3

THEME MATH (identify shapes/colors) The students will move slowly and quietly around the classroom. When the teacher rings the bell, the students will stop and listen to what they need to find. (SFA TM - p302 (Special Me) - Stop, Look and Listen, bell, 4 different colored shapes/per child (ex: red circles, blue squares, yellow triangles, green rectangles)CCS: K.G.1

REVIEW(alphabet) Using the poem SALLY SELLS SEA SHELLS, the students will use a hi-liter to mark the letters S and s.(st poem, hi-liters)CCS: RF.K.2d THEME(science) The class will discuss the five senses and identify the body part that is associated with each sense. The students will then sing the song Making Cookies. The students will then make face cookies. The cookies may be eaten for snack.(sugar cookie dough, circle cookie cutter, pans, oil, coconut-hair, m&ms-eyes, candy corn-nose, red licorice-mouth, plates)CCS: W.K.3 SCI 3.4.1(DOK 2), 3.4.2, 3.4.3(DOK 2)

SPECIAL ME - Nose (smelling) 9-5-2012

MORNING MESSAGE



ANTICIPATORY SET(p1-12) 1. Display of alphabet and letter [a] and the consonants [s].2. Review Ss and /s/ by saying the letters of the alphabet and stopping when you get to Ss

MODELING1. Finger blending and sweeps sounds for: [sat] [as] [Sam]2. Teacher/students use words in a sentence

VAKT INPUT* Skywrite (Snap fingers - Aim - Press- Do & Say)1. Tactile Letter Cards2. Felt Forms3. Memory Box4. Dry Erase Boards

WORD BUILDING(p1-13 )1. Display [a] [t] [m] [s] and tap out the word [sat] [as] [Sam]2. Teacher/Students use words in a sentence


CHECKING FOR UNDERSTANDING(p1-14)1. Student Practice Sheet 1A (p1-17)2. Read story (p1-21): Tat Sam3. Introduce Sentence Frame (Student Practice Sheet 1C - p1-21)4. Sentence Dictation: Tat sat. (use Practice Sheet 1B (p1-19))** Student Story/Quiz: Sam Sat (draw)

STUDENT PRACTICE1. Sentence Completion (s2)2. HAR 2 – p9CCS: 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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

STAR STORYDAY 2Title: DandelionStory ReviewInteractive ReadingStory 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.4, RI.K.5, RI.K.6, RL.K.7, RL.K.10

EAGER TO READ (What Smells?)The t/s will review the story conventions.The t/s will review the story.The teacher will read the story (1X).The t/s will read the story (1X).CELEBRATE(st bks, 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.4, RI.K.5, RI.K.6, RL.K.7, RL.K.10

CALENDAR MATH/MATH(review - classification) The students will sort the items by given attributes.(HM - p25&26)CCS: K.MD.1

LARGE GROUP/PHONEMIC AWARENESS(word segmentation/high frequency words) The students will repeat each sentence after the teacher. The students will then clap for each word that is said in each sentence. The students will be introduced to the word "a". The teacher will put the sentences w/pictures on the chart. The teacher will identify the word "a" as a "capital letter" because it is the first letter in the sentence. The students will read the sentences: A dog. A cat. A mouse. A fish. The teacher may want the students to copy and illustrate one sentence.(HAR TM1 - p192, HAR 2 - p10, sentences, pic cards, writing/pic paper)CCS: W.K.3 RF.K.1c, RF.K.2b, RF.K.3c

WRITING(journal) The teacher will use a chart to elicit responses to items a child might smell. The students will write and illustrate a response to the writing prompt "I can smell a __________."(journal, doc camera, chart paper)CCS: W.K.3

THEME MATH(classification) The students will sort the shapes by color and by shape. The students will use math box pieces to sort the shapes. (math boxes, tangram pieces)CCS: K.MD.1

REVIEW(alphabet) The students will review the letters Ss and the sound the letters make by writing words they know that begin with the letters Ss (the teacher can use the doc camera to write the words).(paper, doc camera, “Ss” words to place around the room)CCS: W.K.3 RF.K.2, RF.K.3a

THEME(science) The teacher will give the students several cotton balls saturated with different smells. The students will identify the smells and glue the cotton balls on a paper plate entitled "My Smelly Plate".(paper plates, 4 cotton balls w/smells)

CCS: SCI 3.4.1(DOK 2), 3.4.2, 3.4.3(DOK 2)

SPECIAL ME - Mouth (tasting)9-6-2012

MORNING MESSAGE



ANTICIPATORY SET(p1-12) 1. Display of alphabet and letter [a] and the consonants [s]2. Review Ss and /s/ by saying the alphabet/sounds and stopping at Ss

MODELING1. Finger blending and sweeps sounds for [sat] [as] [Sam]2. Teacher/students use words in a sentence

VAKT INPUT1. Skywrite (Snap fingers - Aim - Press- Do & Say)2. Writing Notebook - Ss

CHECKING FOR UNDERSTANDING**Student Story/Quiz: Tam

HARCOURT (p196 - 207)1. Phonemic Awareness (p197 & 207)2. Active Beginning (p200)3. Practice/Apply (p201)

STUDENT PRACTICE1. HAR 2 – p11 & 12 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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

STAR STORYDAY 3Title: Dandelion

Story IntroductionInteractive ReadingStory StructureCCS: 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, RL.K.7, RL.K.10

EAGER TO READ (What Smells?)The t/s will review story conventions.The teacher will review the story.The t/s will Popcorn Read.CELEBRATE(st bks, 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.4, RI.K.5, RI.K.6, RL.K.7, RL.K.10

CALENDAR MATH/MATH (assessment) The students will be assessed on their knowledge of directionality and items having similar attributes (classification).(HM - p27&28)CCS: K.MD.1

LARGE GROUP/PHONEMIC AWARENESS(high/frequency words) The students will review the previous day's sentences. The students will then read the HM story PET DAY. The teacher will give each child a word card with "a" written on it. The teacher will point to an object in the classroom and the students will hold up their word card and say "a" and the item's name. The students will then glue their word card onto paper and draw a picture of any item. The teacher will then help the students write the name of the picture.(HAR TM1 - p192&193, st story, "a" word cards, paper)CCS: W.K.3 RF.K.1c, RF.K.2b, RF.K.3c

WRITING(journal) The students will attempt to write and illustrate a response to the writing prompt "I can taste _________."(journal)CCS: W.K.3 SCI 3.4.3(DOK 2)

THEME MATH (patterns) The students will assist in completing the given food patterns (things that can be tasted). EX: nut, egg, nut, ______ pizza, apple, pizza, _____ ice cream, cheese, ice cream, _____ fish, donut, fish, _____(pattern, pattern pieces)CCS: K.MD.2

REVIEW (alphabet) The students will review the letters Ss (/s/) and Mm (/m/) and Tt /t/ and Aa /a/.(HAR 2 – p12, 2 - p21)CCS: RF.K.2d

THEME(science) The students will be given 4 items to eat one at a time (the items are to be salty, sour,

sweet and bitter) . After eating each food and using a 4-divided paper, the students will draw a picture of the food item. The students will then write a word describing how the item tasted (sweet, sour, salty, bitter).(4 food items, st sht)CCS: SCI 3.4.1(DOK 2), 3.4.2, 3.4.3(DOK 2)

SPECIAL ME - Hands (touching)9-7-2012 MORNING MESSAGE



ANTICIPATORY SET(p1-12) 1. Display of alphabet and letter [a] and the consonants [s]2. Review Ss and /s/ by saying the letters/sounds and stopping at Ss

MODELING1. Finger blending and sweeps sounds for [sat] [as] [Sam]2. Teacher/students use words in a sentence.

VAKT INPUT* Skywrite (Snap fingers - Aim - Press- Do & Say)1. Tactile Letter Cards2. Felt Forms3. Memory Box4. Dry Erase Boards

WORD BUILDING(p1-13 )1. Display [a] [t] [m] [s] and tap out the word [sat] [as] [Sam]2. Teacher/Students use words in a sentence


CHECKING FOR UNDERSTANDING(p1-14)1. Student Practice Sheet 1A (p1-17)2. Read story (p1-21): Tat Sam

3. Introduce Sentence Frame (Student Practice Sheet 1C - p1-21)4. Sentence Dictation: Tat sat. (use Practice Sheet 1B (p1-19))** Student Story/Quiz: Sam Sat (draw)

STUDENT PRACTICE1. Write/Illustrate Sentences (s3)2. Shape Book (with words and pictures)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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

SHARED STORYDAY 1Title: In the Tall, Tall GrassStory PreviewInteractive ReadingStory ConventionsDiscuss Favorite EventsCCS: 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, RL.K.7, RL.K.10

EAGER TO READ (What Smells?)The t/s will review story conventions.The t/s will review the story.The students will Partner Read.(st bks, 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.4, RI.K.5, RI.K.6, RL.K.7, RL.K.10

CALENDAR MATH/MATH(patterns) The students will act out simple patterns.(HM - p33&34 - for reference only)CCS: K.MD.2

LARGE GROUP/PHONEMIC AWARENESS(rhyming) The children will listen as the teacher says part of a rhyme. The students will fill in the missing word with a rhyming word.(HAR TM1 - p237)CCS: RF.K.2c

WRITING(journal) The students will attempt to write and illustrate a response to the writing prompt "I can touch a _________."(journal)CCS: W.K.3 SCI 3.4.3(DOK 2)

THEME MATH(measurement) The students will trace and cut out their handprint. They will then attempt to find something in the room larger/smaller than their hand. (crayon, paper, scissors)CCS: K.MD.2

REVIEW(science) The students will complete the book MY FIVE SENSES WORD BOOK. The students will be assessed on their knowledge of the five senses.(st word book, st assessment)CCS: W.K.3 RF.K.2d SCI 3.4.1(DOK 2), 3.4.2, 3.4.3(DOK 2)

THEME(science) The students will be given a large handprint entitled "How Does It Feel?" The students will then be given 5 different textures. They will glue the items on each of the fingers of the handprint and write a word to describe how it feels (soft, bumpy, rough, smooth, hard).(lg handprint, cotton, packaging peanuts, sandpaper, silk, twig pieces, craft/liquid glue)CCS: SCI 3.4.1(DOK 2), 3.4.2, 3.4.3(DOK 2)

LBJ Kindergarten Learning Targets September 3-7, 2012

Monday, September 3, 2012 NO SCHOOL – LABOR DAY

Tuesday, September 4, 2012 Reading: I can identify Mm and /m/.Math: I can identify items that are the same/different and show information using a picture graph.

Wednesday, September 5, 2012Reading: I can identify Mm and /m/.Math: I can sort items by observing common attributes.

Thursday, September 6, 2012Reading: I can identify and write Mm and /m/.Math: I can show my knowledge of directionality and classification.

Friday, September 7, 2012 Reading: I can identify and write Mm and /m/.Math: I can show, using my body, simple patterns.

FALL IS IN THE AIR

SEPTEMBER 10 - 14, 2012

FALL IS IN THE AIR – Harvest Time 9-10-2012

MORNING MESSAGE/STAR STUDENTDaily Skills:*Sentence Structure*Punctuation/Capitalization*Grammar/Spelling*Letter/Sound RecognitionCCS: 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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, W.K.3

PROJECT READUNIT 1 Lesson 3(b)DAY 1 Letter of the Week: Bb(TM p1-23--1-27)

CONCEPT1. To understand that some letters are consonants2. To understand sound-symbol relationship3. Reading and spelling words with short [a] and the consonant [b]

ANTICIPATORY SET(p1-12) 1. Display of alphabet and letter [a] and the consonant [b.2. Introduce Bb and /b/

MODELING1. Finger blending and sweeps sounds for: [bat] [bam] [bass] [tab]2. Teacher/students use words in a sentence

VAKT INPUT* Skywrite (Snap fingers - Aim - Press- Do & Say)1. Tactile Letters 2. Felt Forms3. Memory Box4. Dry Erase Boards

WORD BUILDING(p1-13 )1. Display [a] [t] [m] [s] and tap out the word: [bat] [bam] [bass] [tab] 2. Teacher/Students use words in a sentence


CHECKING FOR UNDERSTANDING(p1-14)1. Student Practice Sheet 1A (p1-31)2. Read story (p1-21): Tab 3. Introduce Sentence Frame (Student Practice Sheet 1C - p1-27)4. Sentence Dictation: Tab bats. (draw) (use Practice Sheet 1B (p1-27)** Student Story/Quiz: Tab

STUDENT PRACTICE1. Word Web (Bb)2. Sentence Word Search (b1)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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, W.K.3

STAR STORYDAY 1Title: Red Leaf, Yellow LeafStory IntroductionInteractive ReadingStory StructureCCS: 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, RL.K.7, RL.K.10

EAGER TO READ (Trees)The teacher/students will discuss story conventions (front/back covers, spine, author, illustrator, pages, page numbers).The teacher will read the story (1X).The teacher will pass out the student books.The t/s will read the story (1X).The teacher/students will review the story sequence. Teacher will choose students to CELEBRATE (T- F). (tea book, st bks, reading logs) 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.5, RI.K.6, RL.K.7, RL.K.10

CALENDAR MATH/MATH(counting) (GP) The students will count the number of worms (1-3) in each group and color over the boxes to show how many. (IP) The students will then color each set of boxes to show the given number of worms. The children may use counters if they need help.(EV 1-1, counters, doc camera) CCS: K.CC.4.a, K.CC.5

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*EstimationCCS: 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(initial phoneme isolation) The teacher will say 3 words. The teacher will then ask the students to identify the beginning letter/sound of each of the words. The students will identify the letters and write the letters on dry boards. The teacher will then write the words on the board to "prove it" (ex: b-b-box).(HAR TM1 - p187, dry boards w/markers) CCS: W.K.3 RF.K.2d

WRITING(seasonal vocabulary) The students will write the Fall words for each picture and then color the pictures.(word book)CCS: W.K.3 SCI 3.4.3(DOK 2), 3.4.4(DOK 2)

THEME MATH (patterns) The students will color the leaves red and yellow. The students will then cut the leaves and glue them into an AB pattern. Next, the students will extend the pattern.(st sht p55, red/yellow crayons)CCS: K.MD.2

REVIEW(alphabet) The students will identify the beginning letter/sound of each Fall word using the following letters: migrate sweater apple ducks tree insects nut pumpkin(chart paper, fall word list)CCS: RF.K.2d

THEME(science/social studies) The students will discuss "signs of Fall". The students will find and color all the things we may see during the fall season (basket, rake, acorn, falling leaves, etc). The teacher will ask the students to bring items that remind them of fall to class for display.(st sht, fall items)CCS: SCI 2.3.2(DOK 2), 3.4.4(DOK 2)

FALL IS IN THE AIR - Trees/Leaves9-11-2012

MORNING MESSAGEPROJECT READUNIT 1 Lesson 3(b)DAY 2 Letter of the Week: Bb(TM p1-23--1-27)


ANTICIPATORY SET(p1-12) 1. Display of alphabet and letter [a] and the consonant [b]2. Review Bb and /b/ by saying the alphabet and stopping at Bb



SFA (p69-72)1. Think, Pair, Share (students pair together to identify an item that begins with Bb).2. Hear Sound3. Say It Fast4. Break It Down5. Stretch and Read6. Quick Erase

CHECKING FOR UNDERSTANDING**Student Story/Quiz: Tab

STUDENT PRACTICE1. Write It (use dry boards)2. Find It (hi-lite letter in newspaper)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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, W.K.3

STAR STORYDAY 2Title: Red Leaf, Yellow LeafStory ReviewInteractive ReadingStory SequenceCCS: 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, RL.K.7, RL.K.10

EAGER TO READ (Trees)The t/s will review the story conventions.The t/s will review the story.The teacher will read the story (1X).The t/s will read the story (1X).CELEBRATE (st bks, 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.4, RI.K.5, RI.K.6, RL.K.7, RL.K.10

CALENDAR MATH/MATH(counting) (R) The teacher will give each child 1-3 cubes. The teacher will then show a number card (1-3) on the doc camera. The students will place that many cubes in front of them. Next, the students will “check their neighbor” for corrections. (P) Next, the students will count the number of characters shown on the doc camera and show the correct number of counting cubes.(EV - R1.1, P1.1, doc camera) CCS: K.CC.4.a, K.CC.5

LARGE GROUP/PHONEMIC AWARENESS(high frequency words) The teacher will show the word card with "my" written in red (introduce "my" as a RED WORD). The teacher will then point to the word in the pocket chart as the students read it. Next, the teacher will assist the students in "arm-spelling" the word (3X). The teacher will place the word "my" with each sentence strip as the sentences are read: My cat. My bus. My socks. My book. The students will then trace the word "my". Next, the students will read MY BUS in small groups.(HAR TM2 - p16, 4 - "my" word cards, sentences, pre-decodable book (PDB) #4)CCS: W.K.3, RF.K.1c, RF.K.2b, RF.K.3c WRITING (journal) The students will write and illustrate a short story about a tree.(journal)CCS: W.K.3 SCI 3.4.3(DOK 2), 3.4.4(DOK 2)

THEME MATH(shapes/graphing) The students will make a Maple Leaf quilt piece by gluing the shapes in the correct place on the pattern. (lg bull bd paper, white pattern base, 4 triangles, 3 squares, 1 stem in fall colors, doc camera)CCS: K.G.1, K.CC.4, K.CC.4a, K.CC.4b, K.CC.5

REVIEW

(alphabet review) The students will look around the room, identifying things that begin with the /b/. CCS: RF.K.2d

THEME(art/science) Each student will make his/her own stained glass leaf by gluing different Fall-colored pieces of construction paper on wax paper. The teacher will then iron the wax paper together and place it in a leaf frame.(cut-out leaf pattern, small geometric shapes, wax paper, hot iron, newspaper)CCS: SCI 3.4.1(DOK 2) 3.4.4(DOK 2) A&H 3.4.1

FALL IS IN THE AIR - Hibernation9-12-2012

MORNING MESSAGE



ANTICIPATORY SET(p1-12) 1. Display of alphabet and letter [a] and the consonant [b]2. Review Bb and /b/ by saying the letters of the alphabet and stopping at Bb



WORD BUILDING(p1-13 )1. Display [a] [t] [m] [s] and tap out the word: [bat] [bam] [bass] [tab]2. Teacher/Students use words in a sentence


CHECKING FOR UNDERSTANDING(p1-14)1. Student Practice Sheet 1A (p1-31)2. Read story (p1-21): Tab3. Introduce Sentence Frame (Student Practice Sheet 1C - p1-27)4. Sentence Dictation: Tat bats. (use Practice Sheet 1B (p1-17)** Student Story/Quiz: Tab

STUDENT PRACTICE1. Word Find (b2)2. Review (Bb) – p82CCS: 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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, W.K.3

STAR STORYDAY 3Title: Red Leaf, Yellow LeafStory ReviewInteractive ReadingStory ConventionsDiscuss Favorite EventsCCS: 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, RL.K.7, RL.K.10

EAGER TO READ (Trees)The t/s will review story conventions.The teacher will introduce the story.The students will Popcorn Read.CELEBRATE(st bks, 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.4, RI.K.5, RI.K.6, RL.K.7, RL.K.10

CALENDAR MATH/MATH (counting) (GP&IP) The students will place a counter over each bird as they count it. Next, students will draw the same number of circles in the boxes and color the correct number of boxes to show how many. The students will understand that the last number name tells the number of objects counted. (EV - 1.2, counters) CCS: K.CC.4.b, K.CC.5

LARGE GROUP/PHONEMIC AWARENESS(high/frequency words) The students will review the previous day's sentences. The students will then read the story MY PET. The teacher will give each child a word card with "my" written on it. The teacher will point to an object in the classroom and the students will hold up their word card and say

"my" and the item's name. The students will then glue their word card onto paper and draw a picture of any item. The teacher will then help the students write the name of the picture. The students will complete the squirrel Listen and Do.(HAR TM1 - 242 & 243, PDB #4, "my" word cards, paper, Listen and Do) CCS: W.K.3, RF.K.1c, RF.K.2b, RF.K.3c

WRITING(writing - speech) The students will be introduced to "speech bubbles". Each student will be given a squirrel to cut and color. Upon completion, the students will attach a speech bubble to the squirrel. The students will then tell the teacher something they think the squirrel might say to his friends in the Fall. The teacher will assist in writing a response. (squirrel pattern, speech bubbles)CCS: W.K.3, SCI 3.4.3(DOK 2), 3.4.4(DOK 2)

THEME MATH (patterns) The students will complete the Fall patterns. (HM p41&42)CCS: K.MD.2

REVIEW(alphabet) The students will write a row of "B" and "b". The students will then choose one "Bb" picture and draw the picture, also attempting to write the word. (alpha notebook)CCS: W.K.3

THEME(science) The students will discuss animals that hibernate (sleep during the winter). They will also discuss how other animals and people get ready for the cold weather. The students will put together a squirrel puzzle. If time permits, the students will identify what each animal needs to survive as a living creature.(const paper, st puzzle, sm plastic bags, st sht )CCS: SCI 2.3.2(DOK 2), 3.4.1(DOK 2), 3.4.4, 3.4.4(DOK 2)

FALL IS IN THE AIR - Outdoor Fire Safety (Smokey Bear)9-13-2012

MORNING MESSAGE



ANTICIPATORY SET(p1-12) 1. Display of alphabet and letter [a] and the consonant [s]2. Review Bb and /b/ by saying the letters of the alphabet and stopping at Bb


VAKT INPUT1. Skywrite (Snap fingers - Aim - Press- Do & Say)2. Writing Notebook

CHECKING FOR UNDERSTANDING**Student Story/Quiz: Tab

HARCOURT (p363 - 381)1. Phonemic Awareness (p363 & 377)2. Active Beginning (p380)3. Practice/Apply (p381)

STUDENT PRACTICE1. HAR 7 - p7&8CCS: 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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, W.K.3

SHARED STORYDAY 1Title: Smokey BearStory ConventionsRe-Read StoryPartner ReadingInteractive QuestionsCCS: 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, RL.K.7, RL.K.10

EAGER TO READ (Trees)The t/s will review story conventions.The t/s will review the story.The students will Popcorn Read the story.CELEBRATE(st bks, 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.4, RI.K.5, RI.K.6, RL.K.7, RL.K.10

CALENDAR MATH/MATH(counting) (R1.2&P1.2) The students will look at the groups of boxes and identify the groups by counting the number of items in each group (1, 2, or 3), as instructed by the teacher. (EV - R1.2 & P1.2, doc camera) CCS: K.CC.4.a, K.CC.5

LARGE GROUP/PHONEMIC AWARENESS(initial phonemes) The students will orally identify the beginning letter/sound of each Fall word.fall leaf tree squirrel nut pumpkin Indian corn September bear cold birds rake wind yellow red brown migrate(words/pic on chart w/missing beginning letter)CCS: RF.K.1c, RF.K.2b, RF.K.3c

WRITING(journal) The students will write and illustrate a short story about Smokey Bear.(journal)CCS: W.K.3

THEME MATH (measurement) The students will use counters to identify the length of each rope that Smokey Bear and his forest friends are pulling through the fire.(st sht p38, counting bears/cubes) CCS: K.MD.2

REVIEW(alphabet) The students will identify items that begin with /b/ by cutting and pasting the correct pictures on the butterfly.(st sht p19)CCS: RF.K.2d

THEME(art/pl/vs) The students will discuss how to be safe with fire when outside. They will discuss Smokey Bear's role in our environment. The students will then discuss fire safety rules while outside (review STOP, DROP, ROLL). Next, the students will cut out a "Smokey Bear" hat to wear and color a picture of Smokey Bear. (Smokey pics, Smokey hat w/bands)CCS: A&H 3.3.1, 3.4.1 PL/VS 4.1.2, 4.2.2(DOK 1)

BEES - Sunflowers9-14-2012

MORNING MESSAGE



ANTICIPATORY SET(p1-12) 1. Display of alphabet and letter [a] and the consonant [b]2. Review Bb and /b/ by saying the letters of the alphabet and stopping at Bb



WORD BUILDING(p1-13 )1. Display [a] [t] [m] [s] and tap out the word: [bat] [bam] [bass] [tab]2. Teacher/Students use words in a sentence


CHECKING FOR UNDERSTANDING(p1-14)1. Student Practice Sheet 1A (p1-31)2. Read story (p1-21): Tab3. Introduce Sentence Frame (Student Practice Sheet 1C - p1-27)4. Sentence Dictation: Tab bats. (draw) (use Practice Sheet 1B (p1-27))** Student Story/Quiz: Tab

STUDENT PRACTICE1. Write/Illustrate Sentences (b3)2. Shape Book (with words and pictures)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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, W.K.3

SHARED STORYDAY 1Title: Teacher’s ChoiceStory ReviewInteractive ReadingStory 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.4, RI.K.5, RI.K.6, RL.K.7, RL.K.10

EAGER TO READ (Trees)The t/s will /review story conventions. The t/s will read the story (1X.) The students will identify the characters in the story and choose one to draw.CELEBRATE(st bks, certificate)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.5, RI.K.6, RL.K.7, RL.K.10

CALENDAR MATH/MATH(counting) (GP) The students will count the groups stars shown on the doc camera and hold up that many fingers. (IP) Next, the students will count the sets of objects and clap their hands that many times. Finally, the students will count the sunflowers and write the correct number beside each given set (1-3).(EV – 1.3, st sht p14, doc camera) CCS: K.CC.4.a, K.CC.5

LARGE GROUP/PHONEMIC AWARENESS (letter recognition) Using the alphabet wall or table charts, the students will identify the partner letters (upper/lowercase) on each a flower.(st sht p43)CCS: RF.K.2d

WRITING(journal) The students will write and illustrate a short story about a sunflower.(journal)CCS: W.K.3

THEME MATH(counting) The students will count the sunflowers. Then, as the teacher displays a flower w/number, the students will count to the given number by pretending to be a bee on the flower and buzzing the required number of times and then write the number using dry boards/markers.(5 sunflowers, dry boards/markers/ cleaning cloths)CCS: KCC.3, K.CC.4, K.CC.41, K.CC.4b

REVIEW(assessment/alphabet/science) The students will be assessed on their knowledge of the letter Bb and /b/. (assess,)CCS: RF.K.2d

THEME(art/science) The students will discuss a sunflower and some of its characteristics (the head follows the sun, types,(sizes of heads, seeds). The students will then make a sunflower puppet or a construction paper sunflower. The students will then pretend to be a sunflower and follow the sun as it “moves” across the classroom.(paper bags, st sht, flower pattern, const paper, glue, flashlight)CCS: SCI 2.3.2(DOK 2) A/H 3.4.1

Learning TargetsSept 10 - Sept 14, 2012

Monday, September 10, 2012Reading: I can identify Bb and /b/.Math: I can count objects 1-3.

Tuesday, September 11, 2012Reading: I can identify Bb and /b/.Math: I can count and show the correct number (1-3).

Wednesday, September 12, 2012Reading: I can identify and write Bb and /b/.Math: I can count and show the correct number (1-3).

Thursday, September 13, 2012Reading: I can identify the letter/sound and write Bb and /b/.Math: I can count and show the correct number (1-3).

Friday, September 14, 2012Reading: I can identify the letter/sound and write Bb and /b/.Math: I can count and write my numbers 1 to 3.

APPLES, APPLES EVERYWHERESEPTEMBER 17-21, 2012

APPLES, APPLES EVERYWHERE - Apple Trees (How They Change)9-17-2012

MORNING MESSAGE/STAR STUDENT

Daily Skills:*Sentence Structure*Punctuation/Capitalization*Grammar/Spelling*Letter/Sound RecognitionCCS: 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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

PROJECT READUNIT 1 Lesson 4(c)DAY 1 Letter of the Week: Cc(TM p1-29-1-31)

CONCEPT1. To understand that some letters are consonants.2. To understand sound-symbol relationship.3. Reading and spelling words with short [a] and the consonant [c].

ANTICIPATORY SET(p1-23) 1. Display of alphabet and letter [a] and the consonant [c].2. Introduce Cc and /c/.

MODELING1. Finger blending and sweeps sounds for: [can] [cab] [cat].2. Teacher/students use words in a sentence.

VAKT INPUT* Skywrite (Snap fingers - Aim - Press- Do & Say) - Stations1. Use tactile letters for [c].2. Display skywriting [c] with dot.3. Memory box.4. Dry Erase Boards

WORD BUILDING(p1-30)1. Display [a] [t] [m] [s] [b] [c] and tap out the word: [can] [cab] [cat]. 2. Teacher/Students use words in a sentence.

JEWEL BOXPlace words in box that students have mastered.

CHECKING FOR UNDERSTANDING(p1-33)1. Student Practice Sheet 1E (p1-35)2. Introduce Sentence Frame (Student Practice Sheet 1B - p1-19).3. Sentence Dictation: A cat sat. ** Student Story/Quiz: Cat Sat

STUDENT PRACTICE1. Word Web (Cc)2. Rhyming Words (c1)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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

STAR STORYDAY 1Title: Ten Apples Up On TopStory ConventionsRe-Read StoryPartner ReadingInteractive QuestionsCCS: 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, RL.K.7, RL.K.10

EAGER TO READ (A Nature Walk)The t/s will discuss story conventions (front/back covers, spine, title, author, illustrator, pages, page numbers, illustrations).The teacher will introduce the story.The teacher will pass out the student books.The t/s will read the story (1X).The t/s will review the story sequence.**Choose student to CELEBRATE daily (T- F).(reading logs, st bks)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.5, RI.K.6, RL.K.7, RL.K.10

CALENDAR MATH/MATH (counting) (R) The students will look at groups of boxes and identify the groups by counting the number of items in each group (1, 2, 3). (P) The students will trace and write the numbers (1, 2, 3).(EV- R1-3, P1-3, counters, doc camera)CCS: KCC.3, K.CC.4, K.CC.41, K.CC.4b

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*EstimationCCS: 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 CC: SCI 2.3.2(DOK 2)

LARGE GROUP/PHONEMIC AWARENESS(letter recognition) The students will distinguish between letters of the alphabet and numbers.(st sht p53)CCS: W.K.3 RF.K.2d

WRITING(journal) The students will write and illustrate a short story about what they might see in an apple tree, besides apples.(journal)CCS: W.K.3 CC: SCI 3.4.3(DOK 2), 3.4.4(DOK 2)

THEME MATH (comparative sizes) The students will sort and glue the apples by size.(st sht p31)CCS: K.MD.2

REVIEW(alphabet) The students will copy and then write C and c. The students will then circle all of the letters (Cc) on the page.(HAR st wkbk 3 – p10)CCS: RF.K.2d

THEME(sci) The teacher will discuss the changes in an apple tree during a year's time, showing pictures of the changes during each season., explaining why the changes occur. The students will then draw an apple tree over the period of a year's time, illustrating each season's changes.

(apple tree pictures, st sht, cotton for winter)CC: SCI 2.3.2(DOK 2), 3.4.4(DOK 2)

APPLES, APPLES EVERYWHERE - Apples (Types of Apples)9-18-2012

MORNING MESSAGE

PROJECT READUNIT 1 Lesson 3(c)DAY 2 Letter of the Week: Cc(TM p1-29—1-31)




VAKT INPUT* Skywrite (Snap fingers - Aim - Press- Do & Say) - Stations1. Use tactile letters for [c].2. Display skywriting [c] with dot.3. Memory box.4. Dry Erase Boards

SFA (p49-53)1. Think, Pair, Share (students pair together to identify an item that begins with Cc).2. Hear Sound3. Say It Fast4. Break It Down5. Stretch and Read6. Quick Erase

CHECKING FOR UNDERSTANDING**Student Story/Quiz: Cat Sat

STUDENT PRACTICE1. Write It (use dry boards)2. Find It (hi-lite letter in newspaper)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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

STAR STORYDAY 2Title: Ten Apples Up on TopStory IntroductionInteractive ReadingStory StructureThe students will draw and glue a picture of their head/face onto construction paper. The students will then glue/draw ten pre-cut apples on their heads.(const paper, face paper, 10 pre-cut apples)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.5, RI.K.6, RL.K.7, RL.K.10

EAGER TO READ (A Nature Walk)The t/s will introduce/review story conventions. Review: letters put together are called words and spaces. Review: "top" and "bottom" of the page. The students will point to each as asked.The t/s will read the story (2X).CELEBRATE(reading logs, st bks, 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.4, RI.K.5, RI.K.6, RL.K.7, RL.K.10

CALENDAR MATH/MATH(counting) The teacher will instruct the students on how many apples, pears, and orange to count and place that number of counters in the boxes. Then the students will color that number of boxes. (4 and 5)(EV-1-4, counters, doc camera.)CCS: KCC.3, K.CC.4, K.CC.4.a, K.CC.4b, K.CC.5

LARGE GROUP/PHONEMIC AWARENESS (letter recognition) The students will color the parts of the apple, using the beginning sound/letter and by using the color key.(st sht p10)CCS: W.K.3, RF.K.1c, RF.K.2b, RF.K.3c

WRITING (art/fine motor) The students will be given the mixed up sentence: "The apple is big." The students

will cut apart the sentence and glue it in the correct order (the teacher will show the sentence correctly on the doc camera). Next, the students will draw a picture of a big apple. (sentence strips, writing paper)CCS: W.K.3

THEME MATH (counting/number sequence) The teacher will pass out the large paper apples. The students will hold the apples and attempt to put them in order 1-10. Next, using Singapore Math materials, the students will answer the questions about the picture. (large paper apples, In the Orchard story/pic) CCS: KCC.3, K.CC.4, K.CC.41, K.CC.4b

REVIEW (alphabet) The students will review Cc & /c/ by identifying the pictures that begin with the sound of /c/. (HAR 3 – p12)CCS: RF.K.2d

THEME (art/science) The teacher will discuss types of apples and where they grow in the US (briefly discuss Johnny Appleseed-Chapman). The students will assist the teacher in reading the poem "Way Up High". The students will then cut and glue the poem onto construction paper. Next, the students will glue a tree top to a trunk and paint apple prints on the tree (finger prints).(US map w/apples taped to areas of growth, poem, red paint/ink, tree trunk and tree top, construction paper)CC: SCI 3.4.1(DOK 2), 4.6.1(DOK 2) A/H 3.4.1

APPLES, APPLES EVERYWHERE - Apples (Parts of an Apple)9-19-2012

MORNING MESSAGE

PROJECT READUNIT 1 Lesson 3(c)DAY 3 Letter of the Week: Cc(TM p1-29—1-31)


ANTICIPATORY SET(p1-23) 1. Display of alphabet and letter [a] and the consonant [c].

2. Introduce Cc and /c/.


VAKT INPUT* Skywrite (Snap fingers - Aim - Press- Do & Say)1. Use tactile letters for [c].2. Display skywriting [c] with dot.3. Memory box.4. Dry Erase Boards

WORD BUILDING(p1-30 )1. Display [a] [t] [m] [s] [b] and tap out the word: [cab] [can] [cat].2. Teacher/Students use words in a sentence.

JEWEL BOXPlace words in box that students have mastered.

CHECKING FOR UNDERSTANDING(p1-33)1. Student Practice Sheet 1E (p1-35)2. Introduce Sentence Frame (Student Practice Sheet 1B - p1-19).3. Sentence Dictation: A cat sat. ** Student Story/Quiz: Cat SatSTUDENT PRACTICE1. Word Shape Box (c2)2. Review (Cc) – p40CCS: 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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

STAR STORYDAY 3Title: Ten Apples Up on TopStory ConventionsRe-Read StoryPartner Reading Interactive QuestionsCCS: 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, RL.K.7, RL.K.10

EAGER TO READ (A Nature Walk)The t/s will review story conventions. Review: letters put together are called words and ”spaces".Review: "top" and "bottom" of the page. Using their books, the students will point to each as asked.The students will Popcorn Read.

CELEBRATE(logs, st bks, 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.4, RI.K.5, RI.K.6, RL.K.7, RL.K.10

CALENDAR MATH/MATH(counting, 4 and 5) (R) The teacher will use doc camera to assist students counting the number of dots in each square using counters at desk. The students show the same number dots using the counters. (P) Then the students will count the number of flowers and show using counters at desk. (EV-R1-4, P1-4, counters, doc camera)CCS: KCC.3, K.CC.4, K.CC.41, K.CC.4b

LARGE GROUP/PHONEMIC AWARENESS(seasonal vocabulary) The students will complete each sentence in the apple story APPLES ALL AROUND by writing the word "apple" in the blanks. (st story)CCS: RF.K.2d

WRITING(comparative writing) The students will each be given an apple. The students will compare the apples as to biggest (bigger) and smallest (smaller). The students will then complete the sentences, using a person's name at their table: "______'s apple is bigger than mine. “_____'s apple is smaller than mine."(apples, st sht)CCS: W.K.3

THEME MATH(graphing) The students will color each apple, using the color key. The students will then complete the graph, using the given information.(st sht p12, st graph)CCS.K.G.1, K.CC.4, K.CC.4a, K.CC.4b, K.CC.5

REVIEW(alphabet) The students will write a row of "C and c". The students will then choose and identify the "Cc" pictures and the letters C and c. (st sht)CCS: W.K.3

THEME (science) The class will discuss the parts of an apple. The teacher will then show the students how to cut an apple to find the star inside. Next, the students will be given an apple, plate and plastic knife to cut their own apple and find the star. The teacher will then cut the apples and the students can eat them, w/wo peanut butter.

(chart, apples, plates, plastic knives, napkins, peanut butter, spoon)CC: SCI 3.4.1(DOK 2), 4.6.1(DOK 2)

APPLES, APPLES EVERYWHERE - Apples (Foods Made From Apples)9-20-2012

MORNING MESSAGE

PROJECT READUNIT 1 Lesson 3(c)DAY 4 Letter of the Week: Cc(TM p1-29--1-31)



MODELING1. Finger blending and sweeps sounds for: [cab] [can] [cat].2. Teacher/students use words in a sentence.

VAKT INPUT1. Skywrite (Snap fingers - Aim - Press- Do & Say)2. Writing Notebook

CHECKING FOR UNDERSTANDING**Student Story/Quiz: Cat Sat

HARCOURT (p366-377)1. Phonemic Awareness (p373)2. Active Beginning (p376)3. Practice/Apply (p377)

STUDENT PRACTICE1. Shape Book (with words and pictures)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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

SHARED STORYDAY 1

Title: Johnny AppleseedStory ConventionsRe-Read StoryPartner ReadingInteractive QuestionsCCS: 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, RL.K.7, RL.K.10

EAGER TO READ (A Nature Walk)The t/s will review story conventions. Review: letters put together are called words; review "spaces". Review: "top" and "bottom" of the page. The students will point to each as asked.The t/s will read the story (1X). The students will Partner Read.CELEBRATE(logs, st bks, 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.4, RI.K.5, RI.K.6, RL.K.7, RL.K.10

CALENDAR MATH/MATH(counting) The students will count and understand the last number said tell the number of objects counted. (4 and 5) The teacher will tell the students the number of objects is the same regardless the arrangement or the order in which they were counted. The students will use counters to count and draw and color the same number of circles. (4 and 5)(EV-1-5, counters, doc camera)CCS: KCC.3, K.CC.4, K.CC.41, K.CC.4b, K.CC.5

LARGE GROUP/PHONEMIC AWARENESS(rhyming/letter recognition) The teacher will review the meaning of "rhyming" words. The teacher will say 2 words. The students will then repeat the words and give a "thumbs up" if they rhyme and a "thumbs down" if they do not.

tree/me leaf/let blow/shoe core/more stem/start seed/weed branch/bake trunk/skunk root/boot bark/bed

The students will circle the lower case letter that matches the given upper case letter. If the letters are partners, the students will color the apple red, if not, the apples will be colored green.(st sht p44)CCS: RF.K.2d

WRITING(journal) The students will draw and illustrate a short story about an apple food.(journal)CCS: W.K.3

THEME MATH SEE THEME

REVIEW(assessment) The students will be assessed on their knowledge of th the letters Cc and /c/. If time permits, the students can review the letters/sounds of the alphabet by playing ALPHABET BINGO. The game will continue until everyone “Bingos”.(assess, game, cover pieces, prizes)CCS: RF.K.2d

THEME(social studies/math) The students will make a Johnny Apple Seed sequencing book. The students will then eat different foods made from apples and identify their favorite one, using a class graph. The students will identify current and historic events.(st book, apple items, class graph, graph indicators, st sht p45) CC: SCI 3.4.1(DOK 2), 4.6.1(DOK 2)

APPLES, APPLES EVERYWHERE - Apples (Johnny Appleseed)9-21-2012

UNIT 1 Lesson 3(c)DAY 5 Letter of the Week: Cc(TM p1-29--1-30)

CONCEPT1. To understand that some letters are consonants2. To understand sound-symbol relationship3. Reading and spelling words with short [a] and the consonant [c]

ANTICIPATORY SET(p1-29) 1. Display of alphabet and letter [a] and the consonant [c]2. Review Cc and /c/

MODELING1. Finger blending and sweeps sounds for: [cab] [can] [cat].2. Teacher/students use words in a sentence

VAKT INPUT* Skywrite (Snap fingers - Aim - Press- Do & Say)1. Use tactile letters for [c]2. Felt Forms3. Memory Box4. Dry Erase Boards

WORD BUILDING(p1-13 )1. Display [a] [t] [m] [s] [b] and tap out the word: [cab] [can] [cat]. 2. Teacher/Students use words in a sentence


CHECKING FOR UNDERSTANDING1. Memory Box [c]2. Spell Tabs Practice Sheet 1E, p1-33

STUDENT PRACTICE1. Write/Illustrate Sentences (c3)2. Shape Book (with words and pictures)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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, W.K.3

SHARED STORYTitle: Johnny Apple SeedDAY 2 Story Introduction/Picture Walk Vocabulary Story Convention Interactive ReadingCCS: 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, RL.K.7, RL.K.10

MATH/CALENDAR MATH (counting) (R) The teacher will assist the students counting the groups of stars and identifying the two groups that have the same number of stars. The students will use counters to arrange the counters in different positions. (4 and 5) (P) The students will use counters to show the same number of dots. (4 and 5)(EV-R1-5, P1-5, counters, doc camera)CCS: KCC.3, K.CC.4, K.CC.41, K.CC.4b, K.CC.5

KINDERROOTS (A Nature Walk)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 (story, folders, word cards, word list, reading logs)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.K.4

LARGE GROUP/PHONEMIC AWARENESS (beginning sounds) The teacher will have use apple shaped word cards to read words with the class. The students will help the teacher say the beginning sound of each word. Word list: seed, core, peel, red, tree, blossom, green, yellow, apple. 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.K.4

WRITING (journal) The students will paint-stamp an apple onto the journal page. They will then write a short story about apples or Johnny Appleseed.

(journal, paint, apple stamp) CC: W 1.1.0(DOK 4), 2.4.0(DOK 3), 3.5.0(DOK 2), 3.6.0(DOK 2), 4.11.0, 4.11.18, 4.11.23, 4.11.24, 4.11.27 SS 5.2.1(DOK 2)

THEME MATH (graphing) The students will graph the colors of the apples they have in their bag. (st graphs, individual bags w/paper red, green and yellow apples) CCS: K.MD.1, K.MD.2

REVIEW (listening assessment) The students will listen to the story about Johnny Apple Seed. The students will then draw a picture of what they hear in the story (listening activity w/rubric)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.K.4

THEME (science) The students will participate in an "Apple Tasting Party". The students will taste different products made from apples. The students will also tell if they think the food/drink tasted good or bad by coloring a smile or a frown face. Using the given chart, the t/s will use describing words to tell about the food/drink.(juice, sm cups, dried apple chips, apple snack cakes, apple slices, apple butter, other apple foods, bread, plates, spoons)

(graphing) The students will graph their favorite apple snack. The teacher and students will discuss different ways to make apple snacks. (class graph, graph indicators)CC: SCI 3.4.1(DOK 2), 4.6.1(DOK 2)

LEARNING TARGETSSEPTEMBER 6 - 9, 2011

Monday, September 17, 2012Reading: I can identify Cc and /c/.Math: I can identify and write the numbers 1, 2, and 3 and count sets of 1, 2, 3.

Tuesday, September 18, 2012Reading: I can identify and write Cc and /c/.Math: I can identify and write the number 4 and 5 and count objects in sets of 4 and 5.

Wednesday, September 19, 2012Reading: I can identify and write Cc and /c/.Math: I can identify and write the number 4 and 5 and count objects in sets of 4 and 5.

Thursday, September 20, 2012Reading: I can identify and write Cc and /c/.Math: I can identify and write the number 4 and 5 and count objects in sets of 4 and 5.

Friday, September 21, 2012

Reading: I can identify and write Cc and /c/.Math: I can identify and write the number 4 and 5 and count objects in sets of 4 and 5.

Documents

· Web viewSAFETY IN OUR SCHOOL AND COMMUNITYAugust 8 - 10, 2012SAFETY - Classroom Safety8-8-2012 MORNING MESSAGE Daily Skills:*Sentence Structure*Punctuation/Capitalization*Grammar/Spelling*Letter/Sound

· Web viewSAFETY IN OUR SCHOOL AND COMMUNITYAugust 8 - 10, 2012SAFETY - Classroom Safety8-8-2012 MORNING MESSAGE Daily Skills:Sentence StructurePunctuation/CapitalizationGrammar/SpellingLetter/Sound