Web viewSTAR STORYTitle: Polar Bear, Polar ... The students will then make the same small book. ... STUDENT PRACTICE. 1. Word Web (qu)2. Learning Page - Qq

SNOW MUCH FUN/MARTIN L. KINGJanuary 12-16, 2015

SNOW MUCH FUN - Animals in Winter1-12-2015

MORNING MESSAGE 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.3a, RF.K.3c, RF.K.3d, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.1, L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4, L.K.4a, L.K.4b, L.K.6, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6

PROJECT READUNIT 5/6 Lesson 3 (said)Day 1Word of the Day: said(TM p5/6--18-21)

CONCEPTSound-symbol relationship

TEACHING OBJECTIVE1. To read high-frequency word [said]2. To spell high-frequency word [said]

ANTICIPATORY SET1. Display letters: [t] [s] [m] [b] [c] [f] [r] [h] [n] [j] [p] [g] [v] [i] [a] [k] [-ck]2. Students clip each sound for review3. Review red words: [the] [have] [to]

INPUT1. Display red word [said]2. Students arm spell word (3 times)

MODELING1. Use word in sentence: Mom said , “I want you to be good!” “I want you to be good!” said Dad. 2. Students say letter names while tracing over red letters on word card.

VAKT INPUT**Students tap letter names out on arm and then slide hand from shoulder to fingers to blend word.

CHECKING FOR UNDERSTANDING**Students read words and sentences: Said (doc camera)

GUIDED/ORAL READING**Student Story/Quiz: Kick the Can SaidSTUDENT PRACTICE1. Trace/Write Word (said1)2. Lots of Boxes (said2) **PASS OUT AND DISCUSS SPELLING WORD LIST**

STAR STORYTitle: Polar Bear, Polar BearDay 1Story IntroductionStory Vocabulary Story ConventionsInteractive Reading

KINDERROOTS (Tam and Tad)The t/s will review story conventions.The teacher will briefly discuss the story. The teacher will introduce the new vocabulary words:(RED: a, happy)(GREEN: Dad, mad, Tad, am, Tam, Matt, sat) (READLE: happy)The teacher will read the story (1X).

LARGE GROUP/PHONEMIC AWARENESS (short e/sight words) The students will read the computer story PEG THE HEN. The students will then make the same small book. (STARFALL.COM, st book) CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, RI.K.7, RI.K.10, RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.1, L.K.1 L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4, L.K.4a, L.K.4b, L.K.6, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6 SS 2.1.1(DOK 2)

CALENDAR MATH/MATH (Assessment/Test) Using given charts, the students will write 1-50. Next, the students will be assessed over greater/less than, more/fewer,)(EV- Topic 4 Test)CCS: K.CC.7

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*Estimation*SpanishCCS: K.OA.1, K.OA.2, K.OA.3, K.OA.4, 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)

WRITING (journal) The students will write and illustrate a short story about how one animal prepares for or lives thru winter.(journal)CCS: L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5

THEME(science/assessment) The class will discuss how some animals hibernate during the winter months and how camouflage keeps those safe that do not hibernate. Next, the students will complete the assessment on winter. If time permits, the students will re-create the story of THE MITTEN, using a simplified version of the story w/characters.(assessment, story w/characters)CCS: SCI 3.4.1(DOK 2), 3.4.3(DOK 2) A/H 3.4.1

WINTER FUN- Polar Bears1-13-2015

MORNING MESSAGE

PROJECT READUNIT 7 Lesson 1(qu) DAY 1Letter of the Day: qu(TM p7-1--7-3)


TEACHING OBJECTIVE 1. To read short [a] and short [i] words with [qu]2. To spell words with short [a] and short [i] words with [qu]

ANTICIPATORY SET1. Consonants and vowels with stars are displayed

2. Display letters: [a] [t] [s] [m] [b] [c] [f] [r] [h] [n] [p] [l] [g] [j] [v] [i] [w] [k] [ck]3. Introduce Qq by saying the letter of the alphabet and stopping at Qq5. Place cards [qu] in chart 6. (question): What sound does [qu] capture? /kw/

INPUT (TM p7-1) 1. (directly state): This letter combination captures a consonant sound. The consonant sound is /kw/. You hear it in the word quack.2. [qu] say letter names. These letters captures the sound /kw/. Clip sound with finger scissors.3. /kw/ is a consonant sound.4. Do and Say5. (directly state): The letters are together because [q] cannot stand alone. It always is with [u]. To remember this we say the [q] broke its leg as seen by the bend in the stick and needs [u] to hold it up. Qu always go together.

VAKT INPUT - STATIONS*Sky Write (Snap – Aim – Press – Do & Say)1. Tactile Letters2. Felt Forms3. Memory Box4. Dry Erase Boards

CHECKING FOR UNERSTANDING (TM p7-2)1. Display the following words: [quack] [quit] [quick]2. Sweep words together (add word cards to jewel box)3. Shuffle the [qu] into the pack of consonants and vowels already taught: [a] [t] [s] [m] [b] [c] [f] [r] [h] [n] [p] [l] [g] [j] [v] [i] [w] [k] [ck]

GUIDED PRACTICE1. Read sentences (p7-3)2. Student Story/Quiz: Quack

STUDENT PRACTICE1. Word Web (qu)2. Learning Page - Qq

STAR STORYDAY 2Title: Polar Bear, Polar BearStory PreviewInteractive ReadingStory ConventionsDiscuss Favorite Events

KINDERROOTS (Tam and Tad) The t/s will review story conventions.The t/s will review the vocabulary list.The t/s will read the story – POPCORN READ (story, word list): RF.K.4

LARGE GROUP/PHONEMIC AWARENESS(word shapes/color words) The students will read the computer story PEG THE HEN. Next, the students will complete the beginning sound for each picture. The students will add “all” to each word to rhyme with fall.(STARFALL.COM, st sht p13&21, listening assess) CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, RI.K.7, RI.K.10, RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.1, L.K.1 L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4, L.K.4a, L.K.4b, L.K.6, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6 SS 2.1.1(DOK 2)

CALENDAR MATH/MATH (number recognition) The students will write 1-50, using classroom charts. (GP & IP) Next, the students will recognize and write quantities of eleven and twelve. The students will review by using the on-line activities. If time permits, the students will then complete each of the equations.(charts, EV-5-1 st sht p58 - Traveling with Addition) CCS: K.CC.3, K.OA.1, K.OA.2

WRITING(journal) The students will write and illustrate a short story about a polar bear.(journal)CCS: L.K.1, L.K.1b, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5

THEME(sci/art) The students will discuss polar bears (where they live, what they eat, how they look). The students will then listen to the story POLAR BEAR, POLAR BEAR. Next, the students will color the characters from the story the correct color. Finally, the students will listen as the teacher retells the story, changing the color of water as the story is told. The students will then make a polar bear from a styrofoam cup. If time permits, the students will watch a video about polar bears.(KIDSOUP.COM, story, clear jar, food color, lg spoon, bleach, video)CCS: SCI 3.4.1(DOK 2), 3.4.3(DOK 2) A/H 3.4.1

WINTER FUN– Penguins (Black and White Day)1-14-2015

MORNING MESSAGE

PROJECT READUNIT 7 Lesson 1(qu) DAY 2Letter of the Day: qu

(TM p7-1--7-3)



ANTICIPATORY SET1. Consonants and vowels with stars are displayed2. Display letters: [a] [t] [s] [m] [b] [c] [f] [r] [h] [n] [p] [l] [g] [j] [v] [i] [w] [k] [ck]3. The students will review Qq by saying the letters of the alphabet and stopping at Qq4. Place cards [qu] in chart 5. (question): What sound does [qu] capture? /kw/

INPUT (TM p7-1) 1. (directly state): This letter combination captures a consonant sound. The consonant sound is kw/. You hear it in the word quack.2. [qu] say letter names. These letters captures the sound /kw/; clip sound with finger scissors3. /kw/ is a consonant sound4. Do and Say5. (directly state): The letters are together because [q] cannot stand alone. It always is with [u]. To remember this we say the [q] broke its leg as seen by the bend in the stick and needs [u] to hold it up. Qu always go together.

SFA (p133-136)1. Think, Pair, Share (students pair together to identify an item that begins with qu) 2. Hear Sound3. Say It Fast4. Break It Down5. Stretch and Read6. Quick Erase

GUIDED PRACTICE(p7--2)1. Read sentences (p7-3)2. Student Story/Quiz: Quack

STUDENT PRACTICE1. Shape Book w/pictures2. HAR 11 - p7&8

STAR STORYDAY 3Title: Polar Bear, Polar BearStory PreviewInteractive ReadingStory Conventions

Discuss Favorite Events*The students will make a class book about what their polar bear might hear.

KINDERROOT (Tam and Tad) The t/s will review story conventions.The t/s will review the vocabulary list.The t/s will read the story – PARTNER READ (story, word list)

LARGE GROUP/PHONEMIC AWARENESS(sight words/antonyms) The students will read the computer story PEG THE HEN. Next, the students will use the word bank to fill in the word box for each high-frequency word or “sight word”. The students will fill in missing medial sound /e/ for each picture.(STARFALL.COM, st book, st wk p7&8, st shts p15&17) CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, RI.K.7, RI.K.10, RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.1, L.K.1 L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4, L.K.4a, L.K.4b, L.K.6, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6 SS 2.1.1(DOK 2)

CALENDAR MATH/MATH(number recognition) The students will write 1-50, using classroom charts. (R & P) Next, the students will count, trace and write quantities for groups of eleven and twelve. The students will review by using computer activities. If time permits, the students will complete each of the equations.(EV-R5-1 & P5-1- World Full of Addition) CCS: K.CC.3, K.OA.1, K.OA.2

WRITING(science) The students will make a penguin and write 2 facts about penguins on the tummy of the penguin.(penguin pieces, paper plates, facts list)CCS: L.K.1, L.K.1b, b L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5 SCI 3.4.1(DOK 2) A/H 3.4.1

THEME(critical thinking/art) The students will discuss the habitat and characteristics of penguins. Then, using a variation of a Venn Diagram, the students will identify things that are black, white and black/white. Next, the students will walk like a penguin. Then, the students will make a penguin mask and walk like a penguin.(penguin Venn Diagram, penguin pics, mask)CCS: SCI 1.1.1 (DOK 3), 3.4.1(DOK 2), 3.4.3(DOK 2) A/H 3.4.1

WINTER FUN–Eskimos/Igloos1-15-2015




ANTICIPATORY SET1. Consonants and vowels with stars are displayed2. Display letters: [a] [t] [s] [m] [b] [c] [f] [r] [h] [n] [p] [l] [g] [j] [v] [i] [w] [k] [ck]3. Introduce Qq by saying the letter of the alphabet and stopping at Qq5. Place cards [qu] in chart 6. (question): What sound does [qu] capture? /kw/





STUDENT PRACTICE1. Word Web (qu)2. Learning Page - Qq

SHARED STORY Day 1Story Vocabulary Title: Penguin Pete Story IntroductionInteractive Reading Story Conventions

LARGE GROUP/PHONEMIC AWARENESS(short e/sentence completion) The students will read the computer story PEG THE HEN. The students will complete the sentence with the correct word. Next, the students will circle the pictures that have short /e/ sound and write a sentence to match the picture.(STARFALL.COM, st sht p13&21) CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, RI.K.7, RI.K.10, RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.1, L.K.1 L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4, L.K.4a, L.K.4b, L.K.6, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6 SS 2.1.1(DOK 2)

CALENDAR MATH/MATH (number recognition) The students will use class charts to write 1-50. (GP & IP) Next, the students will recognize and write quantities for groups of thirteen, fourteen and fifteen. The students will review by using on-line activities. The students will then complete each of the equations. (charts, EV 5-2, st sht p45) CCS: K.CC.3, K.OA.1, K.OA.2

WRITING(journal) The students will write about and draw how they want their igloo to look.(journal, pictures of igloos)CCS: L.K.1, L.K.1b, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5

THEME(social studies)The teacher and students will discuss facts about Eskimos and learn how they live. The teacher will show the students on the globe where Eskimos live. Then the teacher will make a chart of how we live and how Eskimos live and compare the two. (chart paper, markers, globe, Eskimo/igloos, pictures) CCS: SL.K.1, SL.K.1a

WINTER FUN– Martin L. King1-16-2015




ANTICIPATORY SET1. Consonants and vowels with stars are displayed2. Display letters: [a] [t] [s] [m] [b] [c] [f] [r] [h] [n] [p] [l] [g] [j] [v] [i] [w] [k] [ck]3. Introduce Qq by saying the letter of the alphabet and stopping at Qq5. Place cards [qu] in chart 6. (question): What sound does [qu] capture? /kw/





STUDENT PRACTICE1. Word Web (qu)2. Learning Page - Qq**SPELLING TEST**

SHARED STORY Day 2 Title: Penguin PeteStory PreviewStory ConventionsDiscuss Favorite Events

KINDERROOTS (Tubb the Cub)The t/s will review story conventions.The t/s will review (blend/spell) vocabulary words.The t/s will read the story (2X) - Partner ReadingCELEBRATE(story, certificate)

LARGE GROUP/PHONEMIC AWARENESS(short e) The students will read the computer story PEG THE HEN. The teacher will help the students make a word list of short /e/ words.(STARFALL.COM, st sht) CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, RI.K.7, RI.K.10, RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.1, L.K.1 L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4, L.K.4a, L.K.4b, L.K.6, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6 SS 2.1.1(DOK 2)

CALENDAR MATH/MATH (number recognition) The students will use classroom charts to write 1-50. (R&P) Next, the students will count, read and write quantities for groups of thirteen, fourteen and fifteen. The students will review using computer activities. If time permits, the students will then complete each of the equations. EV-R-5-2 & P-5-2 st sht (Serving Up Addition p.47) CCS: K.CC.3, K.OA.1, K.OA.2

WRITING

THEME

LEARNING TARGETSJanuary 12-16, 2015

Monday, January 12, 2015Reading: I can identify the red word said. Math: I can recognize which group/number is greater/less than, more/fewer,)

Tuesday, January 13, 2015Reading: I can identify and write Qq and /q/. Math: I can recognize and write quantities for given numbers (11 & 12).

Wednesday, January 14, 2015 Reading: I can identify and write Qq and /q/.Math: I can recognize and write quantities for given numbers (13, 14 & 15).

Thursday, January 15, 2015 Reading: I can identify and write Qq and /q/.Math: I can recognize and write quantities for given numbers (13, 14 & 15).

Friday, January 16, 2015Reading: I can identify and write Qq and /q/.Math: I can recognize and write quantities for given numbers (16 & 17).

Documents

Web viewSTAR STORYTitle: Polar Bear, Polar ... The students will then make the same small book. ... STUDENT PRACTICE. 1. Word Web (qu)2. Learning Page - Qq