HALLOWEEN HAPPENINGS/HEALTHY ME
October 28 – November 1, 2013
HALLOWEEN HAPPENINGS – Costumes & Masks
10-28-2013
MORNING MESSAGE/STAR STUDENT
Daily Skills:
*Sentence Structure
*Punctuation/Capitalization
*Grammar/Spelling
*Letter/Sound Recognition
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.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.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 READ
UNIT 2Lesson3(l)
DAY 1
Letter of the Day: Ll
(TM p2-22--2-23)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. Read words with short [a] and [l] consonants
2. Spell words with short [a] and [l] consonants
ANTICIPATORY SET
1. Display letters: [a] [t] [s] [m][b] [c] [f] [r][h] [n] [j] [p] [l]
2. IntroduceLl and /l/
INPUT
1. Display letter [l]
2. Students clipsound(3 times)
CHECKING FOR UNDERSTANDING
(p2-22--2-23)
1. Finger Blend words: [lap][pal] (3 times)
2. Use each in a written sentence
VAKT INPUT- STATIONS
* Skywrite (Snap fingers - Aim - Press- Do & Say)
1. Tactile Letters
2. Felt Forms
3. Skywriting
4. Memory Box (teacher/student may use as centers)
CHECKING FOR UNDERSTANDING
(p2-22--2-23)
1. Teacher shuffles previous letters
2. Teacher flashes symbol
3. Students "Do and Say"
4. Jewel box words from previous lesson
5. Word Building (finger spell & sweep)
1. Build words in pocket chart: [pal][lap]
2. Flash word for jewel box
3. Written sentences.
GUIDED PRACTCE
1. Students readsentences :Student Practice Sheet 2C(p2-27)
2. Student Story/Quiz: Al, Cal and Sal Tan Ham, Jam
STUDENT PRACTICE
1. Word Web (Ll)
2. Write Words/Mixed-Up Sentences (l1)
PASS OUT AND DISCUSS SPELLING WORDS
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.3d, 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.4, SL.K.2, SL.K.3, SL.K.4a
STAR STORY
Title: Dora’s Halloween
DAY 1
Story Preview
Interactive Reading
Story 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.5, RI.K.6, RL.K.7, RL.K.10
EAGER TO READ(Lunchtime)
The t/s will review story conventions (front/back covers, spine, title, author, illustrator, pages, page numbers, illustrations, text, setting, characters).
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.
**Choose student to CELEBARTE daily (T- F).
(st bks)
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
(greater/less/addition)Using charts, the students will practice writing the numbers 1-25. (R) Next, the students count the number of objects in each group and circle the group that is greater/less than. (P) Then, the students will use one-one correspondence to match the number of objects and circle the group of objects with less. The students will then review using the math cd.
(EV-R4-1P4-1, math cd)
CCS: K.CC.6, 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
*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.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 CCS: SCI 2.3.2(DOK 2)
LARGE GROUP/PHONEMIC AWARENESS
(initial phonemes) The students will color the masks that have pictures of items that begin with Ll.
(st sht p27)
CCS: RF.K.3a
WRITING
(journal) The students will write and illustrate a short story about their own Halloween mask (that they will wear trick-or-treating).
(journal)
CCS: L.K.1f, SL.K.5
THEMEMATH
(review 1-10) The students will identify each number shown on the paper mask and complete the action to match the number shown (EX: show a mask with a 6 on it –the student will jump 6 times).
(paper masks)
CCS: K.CC.1
REVIEW
(initial phonemes) Using the Nursery Rhyme MARY HAD A LITTLE LAMB, the students will identify and hi-lite the letters L & l.
(n. rhyme, hi-liter for each child)
CCS: RF.K.2d
THEME
(art)The students will discuss different types of costumes/masks that they have seen. The teacher will GOOGLE Halloween masks and show the students different types of masks. The students will then be given a blank mask and several different decorations to use to make their own mask.
(GOOGLEor other search engine, mask pattern, decorations)
CCS: A/H 3.4.1
HALLOWEEN HAPPENINGS - GHOSTS
10-29-2013
MORNING MESSAGE
PROJECT READ
UNIT 2Lesson3(l)
DAY 2
Letter of the Day: Ll
(TM p2-22--2-23)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. Read words with short [a] and [l] consonants
2. Spell words with short [a] and [l] consonants
ANTICIPATORY SET
1. Display letters: [a] [t] [s] [m][b] [c] [f] [r][h] [n] [j] [p] [l]
2. ReviewLl and /l/ by saying the letters of the alphabet and stopping at Ll
INPUT
1. Display letter [l]
2. Students clipsound(3 times)
MODEL
(p2-22)
1. Finger blend: [lap] [pal] (3 times)
2. Useword in a written sentence
VAKT INPUT - STATIONS
* Skywrite (Snap fingers - Aim - Press- Do & Say)
1. Tactile Letters
2. Felt Forms
3. Skywriting
4. Memory Box (teacher/student may use as centers)
SFA (p83-86)
1. Think, Pair, Share (students pair together to identify an item that begins with Ll)
2. Hear Sound
3. Say It Fast
4. Break It Down
5. Stretch and Read
6. Quick Erase
GUIDED PRACTCE
1. Students read sentences: Student Practice Sheet 2C(p2-27)
2. Student Story/Quiz: Tan Ham, Jam Al, Cal and Sal
STUDENT PRACTICE
1. Find It (cutting or worksheet)
2 Learning Page - Ll
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.3d, 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.4
STAR STORY
DAY 2
Title:Dora’s Halloween
Re-Read Story
Partner Reading
Interactive Questions
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.5, RI.K.6, RL.K.7, RL.K.10
KINDERROOTS (Lunchtime)
The t/s will review story conventions.
The t/s will review the story.
The students will Popcorn Read
CELEBRATE
(stbks, certificates)
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.5, RI.K.6, RL.K.7, RL.K.10
CALENDAR MATH/MATH
(greater/less) Using charts, the students will practice writing the numbers 1-25. (GP&IP) Next, the students will identify numbers that are greater than 5 and less than 5. The students will review key concepts using the math website.
(EV-4-2,
CCS: K.CC.6, K.CC.7
LARGE GROUP/PHONEMIC AWARENESS
(high frequency words) The teacher will review the high frequency words using arm-spelling. The teacher will introduce the new word "have”.The teacher will put sentences in the chart with a picture clue to assist the students in reading the sentences:I have a red car. Do you have to go?
I have a dollar. Did the cat have the rat? The students will then trace the word “have”. Next, the students will complete the sight word poem about “have”.
(HAR 6 – p11, 1 lg word card "have", sentences, picture cards, tracing sht, sw poem)
CCS: RF.K.3c
WRITING
(journal) The students will write and illustrate a short story about a friendly ghost.
(journal)
CCS: L.K.1f, SL.K.5
THEMEMATH
(number sequence)The teacher will show ghosts (1-10). The students will identify the number and write it on a dry board as it is identified. The students will thenglue numbers in order 1-20.
(stshts p21&22)
CCS: K.CC.5
REVIEW
(spelling/phonemes) The students will use the given letters to spell the Halloween words:
bat ghost cat
(stshts p16&17)
CCS: RF.K.3b
THEME
(art/science)The students will discuss real vs. make-believe.The students will then identify the given items as real or make-believe. Next, the students will use fine motor skills to cut out the ghost. The ghost can be hung around the room for decoration.
(stsht, ghost pattern)
CCS:SS 2.1.1(DOK 1) A/H 3.4.1
HALLOWEEN HAPPENINGS - HALLOWEEN FUN
10-30-2013
MORNING MESSAGE
PROJECT READ
UNIT 2Lesson 3(l)
DAY 3
Letter of the Day: Ll
(TM p2-22--2-23)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. Read words with short [a] and [l] consonants
2. Spell words with short [a] and [l] consonants
ANTICIPATORY SET
1. Display letters: [a] [t] [s] [m][b] [c] [f] [r][h] [n] [j] [p]
2. ReviewLl and /l/ by saying the letters of the alphabet and stopping at Ll
INPUT
1. Display letter [l]
2. Students clipsound(3 times)
CHECKING FOR UNDERSTANDING
(p2-22--2-23)
1. Finger Blend words [lap][pal] (3 times)
2. Useword in a written sentence
VAKT INPUT- STATIONS
Skywrite (Snap fingers - Aim - Press- Do & Say)
1. Tactile Letters
2. Felt Forms
3. Skywriting
4. Memory Box (teacher/student may use as centers)
CHECKING FOR UNDERSTANDING
(p2-22--2-23)
1. Teacher shuffles previous letters
2. Teacher flashes symbol
3. Students "Do and Say"
4. Jewel box words from previous lesson
5. Word Building (finger spell & sweep)
1. Build words in pocket chart: [pal][lap]
2. Flash word for jewel box
3. Written sentences
GUIDED PRACTCE
1. Students read sentences: Student Practice Sheet 2C(p2-27)
2. Student Story/Quiz: Al, Cal and Sal Tan Ham, Jam
STUDENT PRACTICE
1. Sentence Punctuation/Sight Words (l2)
2. Review (Ll) – p97
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.3d, 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.4
STAR STORY
DAY 3
Title:Dora’s Halloween
Story Introduction
Story Vocabulary
Interactive Reading
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.5, RI.K.6, RL.K.7, RL.K.10
EAGER TO READ (Lunch Time)
The t/s will review the story conventions.
The t/s will review the story.
The students willPartner Read.
CELEBRATE
(stbks, certificates)
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
(greater/less)Using given charts, the students will practice written 1-25. (R&P) Next, the students will count/write the number and circle the number that is greater than 5. The students will then review key concepts using the math cd.
(EV-R4-2P4-2, math cd)
CCS: K.CC.6, K.CC.7
LARGEGROUP/PHONEMICAWARENESS
(high frequency words) The teacher will review the high frequency words using arm-spelling. The class will re-read the sentences using "have". The students will be given a "have” word card. The students will hold the card in front of them and orally complete the sentence "I have a ______." The students willglue their word card onto paper and draw a picture of something they might have at home. The teacher will help the students write the short sentence "I have a ______.”
(stsht, word card, writing/pic paper)
CCS: RF.K.3c
WRITING
SEE REVIEW
THEME MATH
(graphing)Each chis will be given a small bag of candy (pre-made). The students will attempt to complete the graph themselves.
(bag of candy, st graph)
CCS: K.MD.1, K.MD.2
REVIEW
(following directions) The students will decorate the haunted house using teacher directions. When completed, the students will identify something that might live in the haunted house.
(stshts)
CCS: L.K.1f, SL.K.5
THEME
(real/make-believe) The students will discuss the terms “real” and “make-believe, using a Venn Diagramto distinguish the two terms. Thestudent will then choose a Halloween character of their choice and colorit. At the bottom, the students will write a short sentence about the character.
(Venn diagram, st character sheets)
CCS:SS 2.1.1(DOK 1) A/H 3.4.1
HALLOWEEN HAPPENINGS - Trick-or-Treat Day
10-31-2013
**LBJ Kindergarten classes will go trick-or-treating to local business following this schedule (this will be a walking field trip):
8:45 Departure
9:00 SMS
9:30 Breathitt Co Clinic
9:45 KRMC
10:00Nim Henson Geriatric Center
PROJECT READ
UNIT 2Lesson 3(l)
DAY 4
Letter of the Day: Ll
(TM p2-22--2-23)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. Read words with short [a] and [l] consonants
2. Spell words with short [a] and [l] consonants
ANTICIPATORY SET
1. Display letters: [t] [s] [m][b] [c] [f] [r][h] [n] [j] [p]
2. ReviewLl and /l/ by saying the letters of the alphabet and stopping at Ll
INPUT
1. Display letter [l]
2. Students clipsound(3 times)
MODEL
(p2-22)
1. Finger blend: [lap] [pal] (3 times)
CHECKING FOR UNDERSTANDING
1. Skywrite (Snap fingers - Aim - Press- Do & Say)
2. Writing Notebook(Ll)
HARCOURT (TM 2 – p193 - 213)
1. Phonemic Awareness (p193)
2. Active Beginning (p212)
3. Practice/Apply (p213)
GUIDED PRACTCE
1. Students read sentences: Student Practice Sheet 2C (p2-27)
2. Student Story/Quiz: Al, Cal and Sal Tan Ham, Jam
STUDENT PRACTICE
1. HAR 6 – p7&8
2.Sentence Completion/Word Shape Boxes (l3)
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.3d, 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.4
**The LBJ Kindergarten classes will begin their Halloween festivities at 1:00. After the festivities, the students will watch a Halloween video/dvd.
HEALTHY ME - Introduction
11-1-2013
MORNING MESSAGE
PROJECT READ
UNIT 2Lesson3(l)
DAY 5
Letter of the Day: Ll
(TM p2-22--2-23)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. Read words with short [a] and [l] consonants
2. Spell words with short [a] and [l] consonants
ANTICIPATORY SET
1. Display letters: [t] [s] [m][b] [c] [f] [r][h] [n] [j] [p]
2. ReviewLl and /l/ by saying the letters of the alphabet and stopping at Ll
INPUT
1. Display letter [l]
2. Students clipsound(3 times)
CHECKING FOR UNDERSTANDING
(p2-22--2-23)
1. Finger Blend words: [lap][pal] (3 times)
2. Useword in a written sentence
VAKT INPUT - STATIONS
Skywrite (Snap fingers - Aim - Press- Do & Say
1. Tactile Letters
2. Felt Forms
3. Skywriting
4. Memory Box (teacher/student may use as centers)
CHECKING FOR UNDERSTANDING
(p2-22--2-23)
1. Teacher shuffles previous letters
2. Teacher flashes symbol
3. Students "Do and Say"
4. Jewel box words from previous lesson
5. Word Building(finger spell & sweep)
1. Build words in pocket chart: [pal][lap]
2. Flash word for jewel box
3. Written sentences
GUIDED PRACTCE
1. Students read sentences: Student Practice Sheet 2C(p2-27)
2. Student Story/Quiz: Al, Cal and Sal Tan Ham, Jam
STUDENT PRACTICE
1. HAR 6 – p13
2.Shape Book (with words and 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.3d, 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.4
STAR STORY
DAY 1
Title:Teacher’s Choice
Re-Read Story
Partner Reading
Interactive Questions
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.5, RI.K.6, RL.K.7, RL.K.10
EAGER TO READ (Lunchtime)
The t/s will review story conventions.
The t/s will review the story.
The t/s will read the story (2X).
CELEBRATE
(st bks, certificates)
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
(greater/less) The students will use given charts to write 1-25. (GP&IP) Next, the students will color the counters to show a number that is less/greater than 10. The students will then review key concepts using then math website.
(EV-4-3,
CCS: K.CC.6, K.CC.7
LARGE GROUP/PHONEMIC AWARENESS
(rhyming) The students will listen to the poem WHEN I WAS LITTLE and identify the rhyming words. The teacher will then write the rhyming words on chart paper.
(poem, chart paper, marker)
CCS: RF.K.2a, RF.K.3, W.K.3
WRITING
(sentence structure) The students will writeshort sentences about ways to keep their bodies healthy. (stsht)
CCS: L.K.1f, SL.K.5
THEME MATH
(tallying/graphing) The students will count the tally marks in each set and write the total number for each. The students will then transfer the tally marks to the graph.
(st sht p25)
CCS: K.MD.1
REVIEW
The students will then cut the dotted lines and color theillustrations to make a Stay Healthy Wind Sock, identifying the beginning sound/letter of each healthy word. on the wind sock.
(st sht)
CCS: PL/VA 1.1.6(DOK 1), 1.2.1 RF.K.3a
THEME
(practical living/vocational arts) The students will listen to the story THE VERY HUNGRY CATEPILLAR. Then, the students will discuss if the storyfoods are good for you to eat. The students will then make a small book and write/draw what thecaterpillar ate each day and how many of each item he ate.
(story, st sht p45-46)
CCS:PL/VA 1.1.6(DOK 1), 1.2.1A/H 3.4.1
LEARNING TARGETS
October 28– November 1, 2013
Monday, October 28, 2013
Reading: I can identify Ll and /l/.
Math: I can identify the set of numbers that is greater or less.
Tuesday, October 29, 2013
Reading: I can identify and write Ll and /l/.
Math:I can identify the set of numbers that is greater or less (5).
Wednesday, October 30, 2013
Reading: I can identify and write Ll and /l/.
Math:I can identify the set of numbers that is greater or less (5).
Thursday, October 31, 2013
Reading: I can identify and write Ll and /l/.
Math: FIELD TRIP
Friday, November 1, 2013
Reading: I can identify and write Ll and /l/.
Math::I can identify the set of numbers that is greater or less (10).