SPLASHING in the OCEAN Fish 5-18-2015

SPLASHING IN THE OCEAN
May 18-22, 2015

SPLASHING IN THE OCEAN – Fish
5-18-2015

MORNING MESSAGE/STAR STUDENT
Daily Skills:
*Sentence Structure
*Punctuation/Capitalization
*Grammar/Spelling
*Letter/Sound/Recognition

PROJECT READ
UNIT 14
DAY 1
Letter of the Week: Uu
Words of the Week: [Mr. and Mrs.]
TM 14-1-14-16

OBJECTIVES
1. To understand that {u} is a vowel.
2.To read and write words with short /u/.

ANTICIPARTORY SET
Display the alphabet with the vowels a,e, i, o, and u.

MODEL

1. (state): This vowel captures the sound /u/.
2. It is heard in the word {up}.
3. The umbrella I am holding has a handle shaped like a {u}.
4. The word {umbrella} starts with the sound /u/. When I push it [up} say /u/.

VAKT IN PUT
1.Glued letter
2. Felt paper
3. Skywrite
4.Memory Box
CHECKING FOR UNDERSTANDING
1. Read words from Student Practice Sheet 14A, page 14-5.
2. Vowel discrimination, Student Practice Sheet 14B, page 14-7.

ORAL/GUIDED READING
Student Story/Quiz Mud Brad’s Hut Bud’s Hut

STUDENT PRACTICE
1. Word Web/Writing Notebook (Uu) HAR 11 15&16
2. Nursery Rhyme Hi-Lite (Humpty Dumpty)
*PASS OUT AND DISCUSS SPELLING WORD LIST

STAR STORY
Title: The Rainbow Fish
Day 1
Story Conventions
Teacher/Interactive Reading
Story Discussion
CSS: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.6, RI.K.7, RI.K.10
LARGE GROUP/PHONEMIC AWARENESS
(portfolio-rough draft) The teacher and students will discuss how to complete their Literary Piece A Visit to the Ocean. The teacher will review the writing process and begin their stories. Next, the students will begin to write about the ocean.
(writing paper, vocabulary words)
CCS: RI.K.1, RI.K.2, RI.K.3, 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 W.K.2, W.K.5
CALENDARMATH/MATH
(assessment/two-three dimensional shapes/graphing) The students will write 1-100, using classroom charts. Next, the students will complete. The students will then count and tally the number of fish in the fish bowl and then show the numbers counted by placing an equal number on the graph or the students may graph colors of goldfish and then analyze the data.
(EV- Unit 16 assessment, stsht p195, colored goldfish crackers, color organizers, chart paper)
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 SCIK-LS1-1, K-ESS3-1

WRITING
(sentence structure) The students will correctly re-arrange the words to make a sentence. The students will re-write the sentence correctly and illustrate the sentence using Spanish color words.
(st sht p11, Spanish fish picture)
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) The students will discuss the ocean food chain. The students will cut and then glue the characters in the order that they are found in an ocean food chain. If time permits, the students will make "AnOcean in a Bottle".
(ocean food chain chart, stsht, lg paper strip, world map, world map sheet, plastic bottle w/lid, baby oil, blue food color, water, sand, colored gravels, plastic ocean animals, small shells)
CCS: SCI K-LS1-1, K-ESS3-1 A/H 3.4.1

SPLASHING IN THE OCEAN
5-19-2015
NO SCHOOL – ELECTION DAY

SPLASHING IN THE OCEAN – Whales
5-20-2015
MORNING MESSAGE
PROJECT READ
UNIT 14
DAY 2
Letter of the Week: Uu
Words of the Week: [Mr. and Mrs.]
TM 14-1-14-16

OBJECTIVES
1. To understand that {u} is a vowel.
2.To read and write words with short /u/.

ANTICIPARTORY SET
Display the alphabet with the vowels a, e, i, o, and u and review all red words previously taught.

MODEL

1.(state): This vowel captures the sound /u/.
2. It is heard in the word {up}.
3. The umbrella I am holding has a handle shaped like a {u}.
4. The word {umbrella} starts with the sound /u/. When I push it [up} say /u/.

CHECKING FOR UNDERSTANDING
1. Read words from Student Practice Sheet 14A, page 14-5.
2. Vowel discrimination, Student Practice Sheet 14B, page 14-7.

ORAL/GUIDED READING
Student Story/Quiz Mud Brad’s Hut Bud’s Hut

STUDENT PRACTICE
1. Letter Shape Boxes (u2)
2. HAR 11 17&18

STAR STORY
Title: Rainbow Fish
Day 2
PHONEMIC AWARENESS/LARGE GROUP
(portfolio-publish) The teacher and students will discuss how to complete their Literary Piece A Visit to the Ocean. The teacher will review the writing process and begin their stories. Next, the students will begin to write about the ocean.
(writing paper, vocabulary words)
CCS: RI.K.1, RI.K.2, RI.K.3, 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 W.K.2, W.K.5

CALENDAR MATH/MATH
(numbers/same/different/attributes)The students will write 1-00,using class charts. Next, the students will discuss shapes in their environments.
(EV-13-1 13-2, class charts)
CCS: K.MD.3, K.G.1

WRITING
(journal) The students will write and illustrate a short story about a whale.
(journal)
CCS: L.K.1, L.K.1b, L.K.2, L.K.2a, L.K.2b, LK.2c, L.K.2d, L.K.4a, SL.K.5
THEME
(science/art) The students will read the chart to compare fish and mammals. If time permits, the students will cut apart the pieces of a whale picture and then glue them back together to complete the whale puzzle OR the students will stuff a paper bag to make a whale w/spout, adding the facial features and the fins made from construction paper.
(st sht p28, charts, whale puzzle sht, construction paper, bags, newspaper, pop sticks, light blue paper for water, tape, markers, wiggle eyes)
CCS: SCI K.LS1-1 A/H 3.4.1, 4.4.2

SPLASHING IN THE OCEAN –Mermaids
5-21-2015
MORNING MESSAGE/STAR STUDENT
UNIT 14
DAY 3
Letter of the Week: Uu
Words of the Week: [Mr. and Mrs.]
TM 14-1-14-16

OBJECTIVES
1. To understand that {u} is a vowel.
2.To read and write words with short /u/.

ANTICIPARTORY SET
Display the alphabet with the vowels a,e, i, o, and u.

MODEL

CHECKING FOR UNDERSTANDING
1. Read words from Student Practice Sheet 14A, page 14-13-14-14.
2. Vowel discrimination, Student Practice Sheet 14B, page 14-15.

ORAL/GUIDED READING
Student Story/Quiz Mud Brad’s Hut Bud’s Hut

STUDENT PRACTICE
1. Write/Ilustrate Sentence (u3).
2. HAR 11 19&20
SHARED STORY
Title: The Little Mermaid
Day 1
PHONEMIC AWARENESS/LARGE GROUP
(portfolio-draft) The students willwrite adraft, describing how their writing has improved since starting Kindergarten - what have they learned about writing (reflective piece)?
(portfolio, paper)
CCS: RI.K.1, RI.K.2, RI.K.3, 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 W.K.2,

CALENDAR MATH/MATH
(sorting, the same set in different ways and by more than one attribute)
(EV – 13-3-13-4)
CCS: K.MD.3, K.G.1

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

THEME
(science/fantasy/real) The teacher and students will discuss mermaids. The teacher/students will distinguish between things that are real or fantasy. Next, the student will decide if mermaids are real or fantasy.
(pictures of real/fantasy, vocab,)

SPLASHING IN THE OCEAN –Shells/Hermit Crabs
5-22-2015
MORNING MESSAGE/STAR STUDENT

PROJECT READ
U Letter of the Week: Uu
Words of the Week: [Mr. and Mrs.]
TM 14-1-14-16

DAY 4

OBJECTIVES
1. To read and write red words(phonetically irregular words) [Mr. and Mrs.].

ANTICIPARTORY SET
Display all red words previously taught.
Display red words [Mr.] and [Mrs.].

MODEL

(state): [Mr.] stands for the word mister. [Mr.] is an abbreviation. It starts with the first letter of mister and ends with the last letter. To show it is an abbreviation it ends with a period.
[Mrs.] is also an abbreviation. It means a married lady. It also ends with a period because it is an abbreviation.
Tap arm and spell [Mr.] and [Mrs.].

CHECKING FOR UNDERSTANDING
1. Read words from Student Practice Sheet 14A, page 14-11-14-16.

ORAL/GUIDED READING
Student Story/Quiz Mud Brad’s Hut Bud’s Hut

STUDENT PRACTICE
1. Trace and Write Red Word with red crayon. [Mr. and Mrs.]
2. HAR 11 20&22

SHARED STORY
Title: House for a Hermit Crab
Day 2
PHONEMIC AWARENESS/LARGE GROUP
(portfolio-publish) The students willwrite adraft, describing how their writing has improved since starting Kindergarten - what have they learned about writing (reflective piece)?
(portfolio, paper)
CCS: RI.K.1, RI.K.2, RI.K.3, 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 W.K.2
CALENDAR MATH/MATH
(problem-solving/logical reasoning)
(EV13-5)
CCS: K.MD.3, K.G.1

WRITING
(journal) The students will write and illustrate a sort story about a hermit crab and where else he might live.
(journal)
CCS: SL.K.1, SL.K.2, SL.K.2a, SL.K.2b, SL.K.2c, SL.K.2d, SL.K.4a, SL.K.5
THEME
(art) The students will review A HOUSE FOR A HERMIT CRAB. The teacher will discuss several types of crabs found in the ocean/beach (where they live, how they eat/protect themselves). The teacher will then show a live hermit crab. The students will review the story HOUSE FOR A HERMIT CRAB. The students will then make a hermit crab using paper plates as a shell. The students will use construction paper to draw add items that the hermit crab found along the ocean floor.
(pics of crabs, a real hermit crab, 2 paper plates per child, pieces of construction paper, hermit crab body)
CCS: SCILS1-1 A/H 3.4.1

LEARNING TARGETS
May 19 – 23, 2015

Monday, May 18, 2015
Reading: I can read and write words with short /u/.
Math: I can demonstrate my knowledge of geometric shapes.
Tuesday, May 19, 2015
NO SCHOOL – ELECTION DAY
Wednesday, May 20, 2015
Reading:I can read and write words with short /u/.
Math: I can sort and classify shapes by same and different attributes.
Thursday, May 21, 2015
Reading:I can read and write words with short /u/.
Math: I can sort and classify same set in different ways.
Friday, May 22, 2015
Reading:I can read and write words with short /u/.
Math: I can use problem solving and logical thinking to sort and classify data.