CHRISTMAS AT HOME December 17-21, 2012

CHRISTMAS AT HOME - Bells12-17-2012

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.3c, RF.K.3b, RF.K.3e, 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.1c, L.K.1f, L.K.2, L.K.2b, L.K.4b, W.K.3

PROJECT  READUNIT 4   Lesson 1 (Ww)DAY 1Letter of the Week: Ww (TM p4-19--4-31)

CONCEPT1. Sound-symbol relationship2. Spell the words with [w]

TEACHING OBJECTIVE 1. To show knowledge and understanding that [w] is a consonant.2. To show knowledge of how to spell words with the [w] sound.

ANTICIPATORY SET1. Display letters: [a]  [t]  [s]  [m] [b]  [c]  [f]  [r]   [h]  [n]   [j]  [p]   [l]  [g]   [d] [v]2. Introduce Ww and /w/

INPUT 1. Display letter [w]2. Students clip sounds (3 times)

MODEL(p4-20)1. Teacher models sound2. Do & Say3. Finger Blend: [win] [will] [wig] [wag] (3 times)4. Use word in a written sentence

VAKT INPUT*Sky Write (Snap – Aim – Press – Do & Say)STATIONS1. Tactile Letters2. Felt Forms3. Memory Box4. Dry Erase Boards

CHECKING FOR UNDERSTANDING(p4-19--4-20)1. Word Building:  [win]  [will]    (3 times) 2.  Students read words.

GUIDED PRACTICE(p4-19--4-20)1. Students read - Student Practice 4B (p4-21) 2. Student Story/Quiz:  Pam’s Wig Have

STUDENT PRACTICE1. Word Web (Ww)2. Rhyming Words (w1) **Pass out and discuss Spelling word listCCS: 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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.2, SL.K.3, SL.K.4a, W.K.3

STAR STORYTitle: The Tale of the Christmas MouseDay 1Story IntroductionStory Vocabulary Story ConventionsInteractive ReadingCCS: RF.K.4. 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

KINDERROOTS (The Wet Dog)The teacher will review story conventions (title, author, illustrator, spine, front/back covers, pages, illustrations, text, page numbers, characters, body, capital letters,

punctuation - COMMA).The teacher will give a short overview of the story.The teacher will discuss the vocabulary words: (RED: skinny, animals, small, snakes, smelly, sleepy, scary, silly).(GREEN: big, dog, dogs, Sad, Sam, small, up)The teacher will read the story (1X).The students will be given a list of the vocabulary words. The students will then color the green/red words and cut the word boxes apart. The teacher will staple the words into a book.The teacher will choose students to CELEBRATE (T-F).(story, word list)CCS: RF.K.4. 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

MATH/CALENDAR MATH(counting-2 more) Using classroom charts, the students will write 1-50. (GP&IP) Next, the students will draw a group of counters that has two more than the number given, and then write the numbers that tell how many counters in all.(EV-4-6, st sht p29)CCS: K.CC.6, K.CC.7, K.OA.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(rhyming words) The students will color the spaces on the bell that have words that rhyme with B-E-L-L.  The students will then write the "-ell" words.(st sht p 23) CCS: RF.K.2a

WRITING (assessment/journal) The students will complete the writing assessment by cutting out the words and gluing them to make a complete sentence. The students will then rewrite and illustrate the sentence. If time permits, the students will write and illustrate a short story about bells. (assess, journal)CCS: W.K.3, L.K.2, L.K.2a, L.K.2b

THEME MATH (number identification)  The students will color the jingle bells by following the color code.(st sht p12)CCS: K.OA.1, K.OA.2

REVIEW(sentence writing) Using the nursery rhyme WEE WILLIE WINKIE, the students will identify the letters Ww by highlighting them. If time permits, the students will write a short sentence about each Christmas picture. (st sht p29) CCS: W.K.3, L.K.2, L.K.2a, L.K.2b

THEME(art) The students will discuss different types of bells (church bells, alarms phones, jingle bells, etc). The students will then decorate a bell, adding a jingle bell (to be tied by teacher) to it. The bells can be added to the room decorations.(pictures of bells, jingle bell, yarn)CCS: A/H 3.3.1, 3.4.1     SS 2.1.1(DOK 1)

CHRISTMAS AT HOME – Toys12-18-2012

MORNING MESSAGE

PROJECT READUNIT 4     Lesson 1(Ww)   DAY 2Letter of the Day: Ww(TM p4-19-4-23)

CONCEPT1. Sound-symbol relationship2. Spell the words with [w]

TEACHING OBJECTIVE 1. To show knowledge and understanding that [w] is a consonant2. To show knowledge of how to spell words with the [w] sound

ANTICIPATORY SET1. Display letters: [t] [s]  [m] [b]  [c]  [f ]  [r]  [h]  [n]  [j] [p] [l] [g] [d] [v]2. Review Ww and /w/ by saying the letters of the alphabet and stopping at Ww

INPUT(p 4-20)1. Teacher displays the letter [w] 2. Students clips sounds (3 times)

MODEL(p 4-20)1. Teacher models sound2. Do& Say3. Finger Blend: [win]  [will]   [wig] [wag] (3 times)4. Use word in a written sentence

SFA (p109-112)1. Think, Pair, Share (students pair together to identify an item that begins with Ww) 2. Hear Sound3. Say It Fast4. Break It Down5. Stretch and Read6. Quick Erase

GUIDED PRACTICE(p4-29)1. Student Sheet 4B (p4-21)2. Student Story/Quiz:  Pam’s Wig Have

STUDENT PRACTICE1. Write It (use dry erase boards) 2. Learning Page - WwCCS: 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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.2, SL.K.3, SL.K.4a, W.K.3

STAR STORYTitle: The Tale of the Christmas MouseDay 2Story Vocabulary ReviewStory Review/DiscussionsInteractive ReadingStory Critique CCS: RF.K.4. 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

KINDERROOTS    (The Wet Dog)The t/s will review story conventions.The t/s will review the vocabulary list.The t/s will read the story (2X).(story)CCS: RF.K.4. 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(counting-2 more) Using classroom charts the students will write 1-25. (R&P) The students will then trace the number and color the counters to show that number, and then draw counters to show two more.(EV-R 4-6&P4-6, st sht p20 - Toying Around with Addition) CCS: K.CC.6, K.CC.7, K.OA.1

LARGE GROUP/PHONEMIC AWARENESS (rhyming) The students will assist in helping the teacher finish the Christmas rhymes by stating a word that best completes each rhyme. (Christmas rhymes)CCS: RF.K.2a

WRITING(journal) The students will write and illustrate a short story about the toys they would like to get for Christmas.(journal) CCS: W.K.3, L.K.2, L.K.2a, L.K.2b

THEME MATH(number words/cardinal numbers) Following teachers instruction, the students will cut

and glue each of the toys in the correct place (1st, 2nd, 3rd) in the toy shelf.

(st sht p63 - The Toy Shelf)CCS: K.CC.4

REVIEW(initial phonemes) The teacher will provide a bag of small toys. The students will reach in the bag and pull out one toy. If they correctly identify the beginning sound of the toy, they may keep the toy or the teacher can use pictures of toys and give each child a small treat for correct identification.(large bag, sm toys or pic of toys w/treats)CCS: RF.K.1d, RF.K.2, RF.K.3a

THEME(art) The students will color, cut out and glue each of the decorations in the correct place to have the fireplace all ready for Santa’s visit on Christmas Eve. (st sht p22 - Decorate the Fireplace)CCS: A&H 3.3.1, 3.4.1     SS 2.1.1(DOK 1)

CHRISTMAS AT HOME – Lights/Candles12-19-2012

MORNING MESSAGE

PROJECT READUNIT 4   Lesson 1 (Ww) DAY 3Letter of the Week: Ww(TM p4-19--4-31)

CONCEPT1. Sound-symbol relationship2. Spell words with [w]

TEACHING OBJECTIVE 1. To show knowledge and understanding that [w] is a consonant2. To show knowledge of how to spell words with the [w] sound

ANTICIPATORY SET1. Display letters: [a]  [t]  [s]  [m] [b]  [c]  [f]  [r]   [h]  [n]   [j]  [p]   [l]  [g]   [d] [v]2. Review Ww and /w/ by saying the letters of the alphabet and stopping at Ww

INPUT (p 4-19)1. Display letter [w] 2. Students clip sounds (3 times)

MODEL(p 4-20)1. Teacher models sound2. Do & Say3. Finger Blend: [win]  [will]   [wig] [wag] (3 times)4. Use word in a written sentence

VAKT INPUT*Sky Write (Snap – Aim – Press – Do & Say)STATIONS1. Tactile letters2. Felt Forms3. Memory Box4. Dry Erase Boards

CHECKING FOR UNDERSTANDING(p 4-20--4-21)1. Word Building:  [win]  [will]    (3 times) 2.  Students read sentences on doc camera Student Sheet 4B(p4-21) 3. Sentence Dictation: Jim can win. 4. Check dictation

GUIDED PRACTICE(p4-29) 1. Student Sheet 4B(p4-21) 2. Student Story/Quiz:  Pam’s Wig Have

STUDENT PRACTICE1. Sentence Match (w2)2. Review (Ww) – p114CCS: 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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.2, SL.K.3, SL.K.4a, W.K.3

STAR STORY

Title: The Tale of the Christmas MouseDay 3VocabularyInteractive/Buddy ReadingStory ConventionsStory review/discussionsCCS: RF.K.4. 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

KINDERROOTS   (The Wet Dog)The t/s will review the story conventions.The t/s will review the vocabulary words by writing each word.The students will Popcorn Read.(story)CCS: RF.K.4. 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 (counting-2 Fewer) Using classroom charts, the students will write 1-50. (GP) The students will then identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. (IP) The students will also draw a group that has two fewer counters and then write the number that tells how many counters. If time permits students will complete the addition equations. (EV-4-7 st sht p23 - Light the Way With Addition) CCS:  K.CC.6, K.CC.7, K.OA.1

LARGE GROUP/PHONEMIC AWARENESS(sight words) The students will identify the sight words and color the picture of the holiday candle, using the color key. (st sht p17)CCS: RF.K.3

WRITING(journal)  The students will write and illustrate a short story about decorating with holiday lights. (journal)CCS:  W.K.3, L.K.2, L.K.2a, L.K.2b

THEME MATH (graphing) The students will graph the number of Christmas toys on Santa’s shelf. Next, the class will discuss which toys had more, less, or the same.

(st sht p21)CCS: K.MD.1, K.CC.6, K.CC.7

REVIEW(matching)  The students will match and glue each of the Christmas words to the correct picture. (st sht p28)CCS: RF.K.3, W.K.3

THEME (art) The students will discuss how candles are useful in everyday life. Next the students will color and cut out the candle and add glitter to the flame. The teacher will punch and add a hanger. Upon completion the students will add their candles to the class Christmas tree.(st sht, glitter, hanger)CCS: A&H 3.4.1

CHRISTMAS AT HOME – The Grinch! 12-20-12

LBJ Kindergarten students will have a Grinch Look-a-Like day today. For seatwork, the students will make a Grinch mask.

YOU’RE A MEAN ONE MR. GRINCH!

MORNING MESSAGE 

PROJECT READUNIT 4   Lesson 1 (Ww) DAY 4Letter of the Week: Ww(TM p4-19--4-31)

CONCEPT1. Sound-symbol relationship2. Spell the words with [w].

TEACHING OBJECTIVE 1. To show knowledge and understanding that [w] is a consonant2. To show knowledge of how to spell words with the [w] sound

ANTICIPATORY SET

1. Display letters: [a]  [t]  [s]  [m] [b]  [c]  [f]  [r]   [h]  [n]   [j]  [p]   [l]  [g]   [d] [v]2. Review Ww and /w/ by saying the letters of the alphabet and stopping at Ww

INPUT 1. Display letter [w]2. Students clip sounds (3 times)

MODELING(3 times)1. Display letter [w] - Do & Say2. Use clipping sound with finger scissors3. Finger spell and sweep sounds 

VAKT INPUT1. Sky Write (Snap - Aim - Press - Do & Say) 2. Writing Notebook (Ww)

HARCOURT (TM 2 – p546-551)1. Phonemic Awareness (p547)2. Active Beginning (p550)3. Practice/Apply (p551)

GUIDED PRACTICE(p4-29) 1. Student Sheet 4B (p4-21) 2. Student Story/Quiz:  Pam’s Wig Have

STUDENT PRACTICE1. HAR 8 - p7&82. Sound of the Letter - Ww (p26)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.3a, RF.K.3c, RF.K.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.2, SL.K.3, SL.K.4a, W.K.3

SHARED STORYTitle: How the Grinch Stole Christmas (read only first half of story)Day 1VocabularyInteractive/Buddy ReadingStory ConventionsStory review/discussionsCCS: RF.K.4. 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

KINDERROOTS  (Wet Dog)The t/s will review the story conventions.The t/s will review the vocabulary words by writing each word.The students will Partner Read.(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, RL.K.7, RL.K.10

CALENDAR MATH/ MATH(counting-2 fewer) The students will use given charts to write 1-50. (R) The students will count the counters and then trace/write the numbers. (P) The students will identify two fewer in each set and write the number that shows two fewer. If time permits, the students will identify each Grinch number and color each ten frame correctly.(EV-R-7&P-7, st sht p16)CCS: K.CC.6, K.CC.7, K.OA.1

LARGE GROUP/PHONEMIC AWARENESS(rhyming) The students will glue the heart (the Grinch’s heart is 2 sizes too small) onto the Grinch that has a rhyming picture to match that on the Grinch.(st shts p5&6)CCS: RF.K.2a

WRITING/THEME(writing/art) The students will make a Grinch with a large mouth. Next, the students will copy and complete the given sentence. The students will then add a face to their Grinch.(st shts)CCS: W.K.3, L.K.2, L.K.2a, L.K.2b

THEME MATH (number identification) The students will color the numbers as the teacher gives them out. The students will color the numbers specific colors. (st sth p17)CCS: K.CC.6

REVIEW(rhyming) Using the poem MR. GRINCH, the students will use a hi-liter to identify the rhyming words. If time permits, the students will help the Grinch write the sight word “the”.(st poem, st sht p18)CCS: RF.K.2a, RF.K.3

CHRISTMAS AT HOME – Christmas Celebration 12-21-12

MORNING MESSAGE

PROJECT READUNIT 4   Lesson 1 (Ww) haveDAY 5Letter of the Week: Ww(TM p4-19--4-31)

CONCEPT1. Sound-symbol relationship2. Spell the words with [w]

TEACHING OBJECTIVE 1. To show knowledge and understanding that [i] is a vowel2. To show knowledge of how to spell words with the [w] sound3. To identify the red word have

ANTICIPATORY SET1. Display letters: [a]  [t]  [s]  [m] [b]  [c]  [f]  [r]   [h]  [n]   [j]  [p]   [l]  [g]   [d] [v]2. Review Ww and /w/ by saying the letters of the alphabet and stopping at WwINPUT 1. Display letter [w] 2. Students clip sounds (3 times)

MODEL(p4-20)1. Teacher models sound2. Do & Say3. Finger Blend: [win] [will]  [wig] [wag] (3 times)4. Use word in a written sentence

VAKT INPUT*Sky Write (Snap – Aim – Press – Do & Say)STATIONS1. Glued letter

2. Felt paper3. Sky writing4. Memory Box (teachers can use these for centers)

CHECKING FOR UNDERSTANDING(p4-20)1. Word Building:  [win]  [will]    (3 times) 2.  Students read sentences on doc camera Student Sheet 4B (p4-21) 3. Sentence Dictation: Jim can win. (p4-20)4. Check dictation

INPUT 1. Display the red word have 2. Arm spell the word have (3 times)3. Trace the word in red

GUIDED PRACTICE(p4-29) 1. Student Sheet 4B (p4-21) 2. Student Story/Quiz: Pam’s Wig Have

STUDENT PRACTICE1. HAR 6 - p11 (have)2. Shape Book w/pictures SPELLING TEST 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.3a, RF.K.3c, RF.K.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.2, SL.K.3, SL.K.4a, W.K.3

SHARED STORYTitle: How the Grinch Stole Christmas (read second half of story)Day 2Story Vocabulary ReviewStory Review/DiscussionsInteractive ReadingStory Critique CCS: RF.K.4. 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

KINDERROOTS  (Wet Dogs)The t/s will review story conventions.The students will read the story (1X).The t/s will review the vocabulary list by writing each word.The students will partner read.The students will complete a multiple choice quiz to assess story comprehension.CELEBRATE(story, quiz) CCS: RF.K.4. 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 given charts, the students will write 1-50. (GP&IP) The students will count dots, write the number and then count the numbers 0-10 (in sequence). (EV-4-8) CCS: K.CC.2, K.CC.4c

LARGE GROUP/PHONEMIC AWARENESS(word recognition) The students will walk around the room and identify words by using the clues on their given sheets. The students will then write the words on the clue sheet.(pictures with words, clue sheet)CCS: RF.K.3a

WRITING (journal) The students will write and illustrate a short story about what they are going to do during Christmas break.(journal)CCS:  W.K.3, L.K.2, L.K.2a, L.K.2b

THEME MATH/ REVIEW/THEME

CHRISTMAS CELEBRATION!!!

LEARNING TARGETSDecember 17 - 21, 2012

Monday, December 17, 2012 Reading: I can identify /w/. Math: I can count numbers 1-10 and then count 2 more.

Tuesday, December 18, 2012Reading: I can identify and write /w/.

Math: I can count numbers 1-10 and then count 2 more.

Wednesday, December 19, 2012Reading: I can identify and write /w/.Math: I can count numbers 1-10 and then count 2 less.

Thursday, December 20, 2012Reading: I can identify /w/. Math: I can count numbers 1-10 and then count 2 less.

Friday, December 21, 2012Reading: I can identify /w/. Math: I can count identify the numbers in a set and then write the number.