Lesson Plans 2016September 5-September 9, 2016

Monday September 5, 2016NO SCHOOL- LABOR DAY

Tuesday September 6, 2016IEP Meetings:

Materials:

Math:Kindergarten:

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

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

Guided Reading:Kindergarten: Heggerty Book

1st/2nd Grade: Level 1/2 book directionality

2nd Grade: Level 14 book

Imagine IT

Kindergarten: Day 3 Lesson 3 Unit 1 Card 3o Cc cardo Name necklaces (highlight anyone with Cc in name)o White Board/Markerso Alphabet Book Cc –pg 8-9o Guided Practice pg 3

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

Word Work:Kindergarten: a, the

White boards White board markers

1st Grade: have, there White boards White board markers Paper Pencils

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

SRA:o Reading Mastery I (X3 groups)o Reading Mastery IIo Reading Workookso Reading Stories

Writing: Book: Henny Penny’ Chart Paper Marker “Things that make you scared”

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8:10-8:30 Breakfast

8:30-9:00 Calendar

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

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

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

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

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

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

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

During:3. Ask Guiding Questions As Needed

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

After: 4. Share & Discuss Solutions

Start with students solutions5. Transition to Visual Learning Bridge

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

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

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

Assess & Differentiate:

o Reteach 1-3 o Intervention Activityo Leveled Assignment pg 23-24

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

Problem Based Learning/Solve & Share (pg. 7TM) Before:1. Pose the Solve-and Share Problem (TM pg21)

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

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

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

During:3. Ask Guiding Questions As Needed: (TM pg21)

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

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

After4. Share & Discuss:

o Start with student’s solutions.o Have them share the strategies they used to solve the problem.

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

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

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

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

pencils in the two cups?

o Explain.

Visual Learning:o Follow TM pg 22o Use student workpage 22-24

Assess & Differentiate:o Reteach 1-3 (TM pg 25A)o Leveled Assignment 1-1 pg. 25-26o Intervention Activity (TM pg 25A)

10:00-10:20 Guided ReadingKindergarten: Heggerty

1st/2nd Grade: directionalityo Titleo Author

2nd Grade: Level 14 o Reado Comprehension questions

10:20-10:40 Imagine ItKindergarten: Day 3 Lesson 3 Unit 1 Card 3

o Morning Messageo Ask message questionso Numbers (TM pg 14)

o Write 1-5o Ten Little Ducklings

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

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

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

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

o Guided Practice pg 3

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

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

o Responding

10:40-11:00 Word WorkKindergarten words: a, the (continue from last week)

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

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

11:10-11:45 Lunch

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

12:05-12:15 Bathroom

12:15-12:45 HealthLesson 2 - Activity 1: Learn about germs and the importance of washing hands.

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

CONTENT: Activity 1 General Information:

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

How to Wash Your Hands:

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

When to Wash Your Hands:

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

Spray water on children’s hands.

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

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

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

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

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

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

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

Teach by example.

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

CONTENT: Activity 2 Materials:GlitterPaper Towels

Hand LotionBucket (to catch the glitter)

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

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

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

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

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

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

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

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

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

12:45-1:00 Snack

1:00-2:00 SRAGroup 1 Red A: Reading Master I Lesson 2

Group 2 Red B: Reading Mastery I Lesson 67

Group 3 Red C: Reading Mastery I Mastery Test 27 Lesson 141 (if mastered test)

Group 4 Purple: Reading Mastery II Take Home 72 Lesson 73

2:00-2:45 Writing

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

2:45-3:00 Dismissal

Wednesday September 7, 2016Materials:

Math:Kindergarten:

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

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

SRA: NONE b/c AIMS WEB TESTING

Health:BIST Processing lessonThink- SheetsPencilsClipboards

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8:10-8:30 Breakfast

8:30-9:00 Calendar

9:00-10:00 MathKindergarten:Topic: 1-4 Count 4 and 5Materials: Counter, Crayons Problem Based Learning/Solve & Share:Before:

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

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

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

During:3. Ask Guiding Questions As Needed:

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

After4. Share and Discuss Solutions:

o Start with students’ solutions

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

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

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

Visual Learning:o Follow TM pg 26o Use Student Workpage 26-28

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

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

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

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

parts and wholes in a subtraction situation.

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

During:3. Ask Guiding Questions As Needed: (TM pg27)

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

After4. Share & Discuss:

o Start with student’s solutions.

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

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

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

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

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

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

Visual Learning:o Follow TM pg 28o Use student workpage 28-30

Assess & Differentiate:o Reteach 1-4 (TM pg 31A)o Leveled Assignment 1-1 pg. 31-32o Intervention Activity (TM pg 31A)

10:05-10:35 PE

10:35-11:05 Music

11:10-11:45 Lunch

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

12:05-12:15 Bathroom

12:15-1:15 SRA/stationsAims Web Math Assessments (Benchmark)

1:15-1:45 HealthBIST: Processing LessonPurpose: I can show ownership for my behavior.

Lesson: 1. Fill out a Think Sheet with appropriate responses to the questions.Discussion points* What was the problem?* What did the problem cause?* What could I do next time?* What will that look like?* What was the missing skill?

* I can take care of myself when I am upset or angry.* I can be okay even when others are not okay.* I can follow directions even when I don’t want to.

* How will you complete your work?* What are inappropriate responses to think sheet questions and why

are they inappropriate?

2. Processing Discuss expectations of processing* When is the appropriate time to come to adult for processing?* What is an appropriate tone of voice to use while processing?* What body language and non-verbal communication will show that

I’m ready to return to class?

* What gateway behaviors should I avoid while processing (eye-rolling, sighing, mumbling, tsking, etc.)?

* What are some reasons why teachers may stop processing? (all of the above)

Role-play* assign students to play the role of the student and the teacher and

demonstrate an appropriate way to process* assign another set of students to demonstrate an inappropriate way

to process* discuss how the inappropriate demonstration could be changed

3. Quick Write- write a responseWhy is processing important?

1:50-2:00 Dismissal

Thursday September 8, 2016Materials:Math:Kindergarten:

Counters & Crayons Student Workpage 32-34 Reteach 1-5 Intervention Activity 35A Leveled Assignment pg 35-36

1st Grade: Connecting Cubes student workpage 34-36 Reteach (TM pg 37A) Leveled Assignment pg. 37-38 intervention Activity (TM pg 37A)

Guided Reading:Kindergarten:

o Heggertyo Letter Names/Sounds

1st/2nd Grade: directionalityo Titleo Author

2nd Grade: Level 14 o Reado Comprehension questions

Imagine IT:Kindergarten: Day 4 Lesson 4 Unit 1 Card 4

o Morning Messageo Numbers 6-10 (print on board)o Skills Practice pg 5o Dd Card

o words: and, add, dad, Dan, doo Alphabet Book pg. 10-11o Pre-Decodable 2: Apple Pie

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

Word Work:Kindergaten: a, the

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

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

Health:o Appendix 1 handout

SRA:o Reading Mastery I (X3 groups)o Reading Mastery IIo Reading Workbookso Reading Stories

Writing: Chart paper Marker “excited” ideas to class list_________________________________________________________________________________________________

8:10-8:30 Breakfast

8:30-9:00 Calendar

9:00-10:00 MathKindergarten:Topic: 1-5: Recognize 4 and 5 in Different ArrangementsMaterials: Counters, crayons

Problem Based Learning/Solve & Share (pg. TM31) Before:

1. Pose the Solve-and Share Problem (TM pg 31)

Students will analyze the mathematical relationship between the two groups and find out that the arrangement of the counters does not change the number of counters in the group.

Students begin to recognize groups of 4 and 5 by sight, not by counting.

Give each student 10 counters and a crayon. Have students place counters on each bee to show how many

bees there are. Read math story problem on pg. 31

2. Build Understanding (TM pg 31) What are you asked to do with your counters? What are you asked to find out?

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

How are the counters in the 2 hives the same? How are the counters in the 2 hives different?

After: 1. Share & Discuss Solutions

Start with students solutions

2. Transition to Visual Learning Bridge Counting tells how many are in a group. Later in this lesson, you will learn that 4 and 5 can be shown in many

ways.

3. Extension for Early Finishers: Without using actions, describe an arrangement of 5 counters. Ask your partner to make an arrangement that matches your

description.

Visual Learning:o Follow TM pg 32o Use Student Workpage 32-34

Assess & Differentiate:o Reteach 1-5o Intervention Activity 35Ao Leveled Assignment pg 35-36

1st Grade:Topic: 1-5: Solve Problems: Compare SituationsMaterials: Connecting Cubes

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

4. Pose the Solve-and Share problem Provide each student 5 connecting cubes of one color and 5 connecting

cubes of another color.

5. Build Understanding What does the story problem ask you to do? What tools do you have to solve the problem?

During:Ask Guiding Questions As Needed How many red and blue cars did Lori see? How many cubes should you use to model the story?

After1. Share & Discuss:

o Start with student’s solutions.

2. Transition to the Visual Learning Bridge You used subtraction to compare two quantities by finding out

how much more one quantity is than the other. Later in this lesson you will learn how you can write a subtraction equation to compare two quantities.

3. Extension for Early Finishers Compare the number of things in the classroom. Encourage discussion

Visual Learning:o Follow TM pg 34o Use student workpage 34-36

Assess & Differentiate:o Reteach (TM pg 37A)o Leveled Assignment pg. 37-38o Intervention Activity (TM pg 37A)

10:00-10:20 Guided ReadingKindergarten: Heggerty

1st/2nd Grade: Level 1 bookso Directionalityo Titleo Author

o Illustrator

2nd Grade: Level 14o Read/Comprehension questions

10:20-10:40 Imagine ItKindergarten: Day 4 Lesson 4 Unit 1 Card 4

o Morning Messageo Numbers 6-10

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

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

o Letter Shapeso Writing the letter Dd

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

o Pre-Decodable 2: Apple Pie

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

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

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

10:40-11:00 Word WorkKindergaten: a, the

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

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

11:10-11:45 Lunch

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

12:05-12:15 Bathroom

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

LEARNER OUTCOMES:

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

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

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

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

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

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

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

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

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

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

drugs can be beneficial if used properly.

Children must also comprehend what proper usage means.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

12:45-1:00 Snack

1:00-2:00 SRAGroup 1 Red A: Reading Master I Lesson 3

Group 2 Red B: Reading Mastery I Lesson 68

Group 3 Red C: Reading Mastery I Lesson 142

Group 4 Purple: Reading Mastery II Lesson 74

2:00-2:45 Writingo Tell a time you were excitedo Have students share a story of a time they were excitedo Add “excited” ideas to class list

2:45-3:00 Dismissal

Friday September 9, 2016Send Home: Reading Log

NewsletterWWW Flashcards ABC Letters CardsReading Book Bags

Materials:

Math:Kindergarten:

Counters & Number cards 1-5 Workpage 38-40 Reteach 1-6 Intervention Activity TM 41A Leveled Assignment pg 41-42

1st Grade: Connecting Cubes student workpage 40-42 Reteach (TM pg 43A) Leveled Assignment pg. 43-44

Intervention Activity (TM pg 43A)

Imagine ITKindergarten: Day 5 Lesson 5 Unit 1 Card 5

pocket Chart Picture Cards: 19-bat, 36-cat, 73-hat 2nd set: pocket chart picture cards: 3-two, 182-tree, 154 shoe 3rd set pocket chart picture cards: 44-corn, 48-dish, 59-fish 4th set pocket chart picture cards: 175-tent, 105-lock, 143 rock alphabet song/name tags

1st Grade: Day 5 Unit 1 Card 7 Days of the week Skills Practice pg. 5 Decodable 2: Up

SRAo Reading Mastery I (X3 groups)o Reading Mastery IIo Reading Workbookso Reading Stories

Writing: On Demand Papers (3 pages per student) Writing Manual (directions) Timer Pencils (1 per student)

_________________________________________________________________________________________________

8:10-8:30 Breakfast

8:35-9:05 PE

9:05-9:15 Bathroom

9:15-9:45 Calendar

9:45-10:45 MathKindergarten:Topic: 1-6: Read and Write 4 and 5Materials: Counters, Number cards 0-5 Problem Based Learning/Solve & Share:Before:

1. Pose the Solve-and Share Problem

Students communicate mathematical ideas using multiple representations and find that the number 5 can be represented with pictures, counters, and symbols.

Give each student 5 counters and number cards 0-5 Have students place 5 counters in the lily pad on the left side of the

workmat. Read math story problem on pg. 37

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

During:3. Ask Guiding Questions As Needed:

How can you tell that the number of counters on the lily pad matches the number of frogs Alex sees?

How can you show the number of frogs without using counters?

After4. Share and Discuss Solutions:

o Start with students’ solutions

5. Transition to the Virtual Learning Bridge Numbers can be shown in many ways. Later in this lesson, you will learn that there are symbols that represent

the numbers 4 and 5.

6. Extension for Early Finishers Have students write the numbers 1-5 Now point to each number and say it aloud.

Visual Learning:o Follow TM pg 38o Use Student Workpage 38-40

Assess & Differentiate:o Reteach 1-6o Intervention Activity TM 41Ao Leveled Assignment pg 41-42

1st Grade:Topic: 1-6: Continue to Solve Problems: Compare SituationsMaterials: Connecting Cubes

Problem Based Learning/Solve & Share (pg. TM 39) Before:

1. Pose the Solve-and Share Problem (TM pg 39) Give each student 12 connecting cubes to model the story problem

2. Build Understanding (TM pg 39) What does this story problem ask you to do?

During: 3. Ask Guiding Questions As Needed: (TM pg 39)

How many stickers did Amy have? How many stickers did Sheldon have? Who had fewer stickers? What does it mean that Sheldon had fewer than Amy?

After 4. Share & Discuss:

Start with student’s solutions. Have them share the strategies they used to solve the problem.

5. Transition to the Visual Learning Bridge You used subtraction to compare two quantities by finding out

how much less one quantity is than the other. Later in this lesson, you will learn how you can use objects or

write a subtraction equation to compare the two quantities.

6. Extension for Early Finishers Ask students to write a problem similar to the problem about Amy

and Sheldon’s stickers using fewer. Have students solve the problems and explain their solution

strategies.

Visual Learning:o Follow TM pg 40o Use student workpage 40-42

Assess & Differentiate:o Reteach (TM pg 43A)o Leveled Assignment pg. 43-44o Intervention Activity (TM pg 43A)

10:45-11:05 Imagine ItKindergarten: Day 5 Lesson 5 Unit 1 Card 5

Morning Message Names (follow TM directions)

Name Song Rhyming (pocket Chart Picture Cards: 19-bat, 36-cat, 73-

hat) 2nd set (pocket chart picture cards: 3-two, 182-tree, 154-

shoe) 3rd set (pocket chart picture cards: 44-corn, 48-dish, 59-

fish) 4th set (pocket chart picture cards: 175-tent, 105-lock, 143-

rock) Alphabetic Knowledge (alphabet song/name tags)

Letter Shapes (writing Ee)

1st Grade: Day 5 Unit 1 Card 7o Daily Warm Up

o Word Part & Syllable Blending & Countingo I Spyo Days of the Week

Review Days Identify today Students share what they’ve learned this week

o Phonemic Awarenesso Blendingo Segmentation

o Letter Recogintion (Kk, Ll, Mm)o Sounds & Letters

o Introduce consonant soundso Guided Practice: skills practice pg 5

o Decodable2: Upo Read & respond

11:05-11:45 Lunch

11:45-12:05 Recess

12:05-12:15 Bathroom

12:15-12:30 Snack

12:30-1:00 Deatherage

1:00-1:45 WritingOn Demand Writing

1:45-2:45 ART

2:45-3:00 Dismissal