KindergartenWeekly Lesson Plans for the week of:February 2nd -6th

Phonics / Monday / Tuesday / Wednesday / Thursday / Friday
Stand/ EQ / RF.K.3c, RF.K.3b
What sound does each letter make?
How does knowing words by sight help us become better readers?
Open / Watch “when two vowels go walking” -
Work Session / CVC blending and segmenting / Introduce the oa vowel pattern. Did you notice that the ’a’ is silent? The rule for this pattern is that when two vowels go walking the first one does the talking.Now you are going to sort these short vowel and long oawords. Then you will read the words and create a sentence using one of the words. / Making words activity road, soap, goat, boat, float / TSW color long o vowels- blue, color the words with the /old/ chunk- yellow. / K.CC.A1- TSW Count 100 stickers/dot paint and make 100th day hats.
Building Skills / Stand / RF.K.2b,c,d, 3a, L.K.1a, K.CC.a3,k.O.A.A.1,5
Work Session / TSW complete a skill building page each day. Each day has different skills (vowels, beginning sounds, numbers, addition, etc).
Tech / We use the Smartboard to project the skills page. TTW call students to help fill in the blanks.
Reading Whole Group / Stand/ EQ / RF.K.3, RF.1.3, RF.K.2, RF.1.2, RL.K.1,2, RL.K.10, RI.K.1, L.1.2
How can asking and answering questions about important parts of the story help us understand the books we read?
Opening – PA / TSW complete can, have, are chart on a centipede. / Long O- arms open wide
Short O- hand close together
(goat, got, mob soap, cop, toad, rock, lot, float, dock, coach, road) / (manipulating initial sounds)-Game-Swap it out! I will say a word. Then you will swap the first sound for a new sound to make a new word. Ex: house that starts with /m/. / Syllabication (blending and segmenting syllables)
(see word list) / Rhyming Skills
(see word list)
Work Session / TSW listen to and watch “Centipede’s 100 shoes”
TSW complete story map about the story. / TTW read “Tacky Penguin”. TTW will talk about predicting.
TTW do a picture walk with the students. Students will draw picture of what they predicted.Students will repeat the process of illustrating their prediction and then illustrating what actually happened once the text is read. / Read it again. Focus on retell. Teacher will assist the students as they create a whole class retelling of Tacky the Penguin using picture cards that are included. Partner-talk retelling of the story using the chart that was co-created. Students will then create a retell strip. / Tacky did things differently than his companions. Compare and contrast Tacky with his companions. / Write about your favorite part of the story and tell why you liked it.
Closing / TSW share their favorite part of the story with a partner. / Students will share their prediction. / p 4 companions (a person or animal that one spends time with…like a partner). Discuss how a companion can be a friend. Discuss whether Tacky’s companions were his friends in the beginning of the story. Discuss whether they were his friends at the end of the story. Opposite: stranger or enemy / graceful p10, gracefully p26. (describes the way the penguins dived). Discuss the opposite of graceful (awkward, clumsy). Have students demonstrate walking gracefully and awkwardly. Students will illustrate and use the word in a sentence. / Students will share their writing.
Tech / The students can watch and listen to the “Centipede’s 100 Shoes”. Click the link below for the online version.

Math Whole Group / Stand/ EQ / K.B.4 a-c
How can I keep track of what I have counted?
How do I know if a set has more, fewer, or the same amount?
How can you prove which group has more?
What can I do to make sure my counting is accurate?
Opener / Quickly show the # cards for review.
Watch this youtube-
centipede- 6&list=PL_1ppIlrYnZ8wAKbUjGuJXsCs8Vy_VIhL
Work Session / 100thDay of School
100th
Day Scavenger Hunt- Students will go
around the room hunting for 10 different groups
of ten items. TSW count each group of ten.
100th
day Snack-
Students use a counting mat to count out 10 of each snack to make 100 items in their snack. / Unit 4: Day 7
New concept: TTW demonstrate to their class how to play "Match Me +1,-1"
Whole Group Explore: TSW play "Match Me +1,-1" With a partner. / Unit 4 Day 8 & 9
Same as day 7. This concept may be difficultly they need a few days of practice.
Review: TTW demonstrate to their class how to play "Match Me +1,-1"
Whole Group Explore: TSW play "Match Me +1,-1" With a partner. / Unit 4 Day 10
New Concept: Review the whole/part/part mat and the addition symbol. Introduce the equals symbol. Begin teaching addition strategies (one new strategy per day).
Whole Group Explore: TSW work with a partner using whole /part/part mats and number talk cards to make addition sentences. / Unit 4 Day 11
New Concept: TTW introduce a new strategy: drawing pictures to solve addition problems.
Whole Group Explore: TSW work with a partner to complete an addition sentence by drawing pictures for a page that will go in a class book.
Closing / Partner - TTW hold up a card with a number showing in a ten frame. TSW talk with their partner about what needs to be added to make 10.
Tech / Use you tube videos to review. teen number song teen number song
teen numbers counting on
greater than , less than, equal to
Reading Stations / Diff / Below Level / On Level / Above Level
Center Games / RF.K.3c
“Super Speedy”- students will work on letter recognition & letter sounds that they do not know.
“Super Speedy”- Students will work on sight words they do not know.
“Roll Say Keep”- Sight word game
Rhyming Match Games
K.R.F.2D
Icy Sounds- beginning
Jack & Jilly / R.F.2A
Rhyming Match Games
K.R.F.2D
Icy Sounds- beginning, middle
K.L.2C
Snow Many Vowel Sounds
Jack & Jilly
RF.K1c,KL2a,c
Editing Sentences / RF.K,2d
CVC Word Sliders
K.R.F.2D
Foxy Ending Sounds- ending sounds
Flurry of sounds- ending sounds
RFS3
Dandy Diagraphs
Arctic Thoughts- say the word & write words.
Jack & Jilly
Tech / One group- Ipads- use reading eggs, ScootPad, eggy sight word app, hooked on phonics
One group- computers- use reading eggs, classworks
Math Stations / Diff / Below Level
*Use numbers 0-10 / On Level
*Use numbers 10-20 / Above Level
*Use numbers 15 and up
Center Games & Standards / K.CC.3
*Spin & Win Teen Numbers
K.OA.4
*Spin and Make Ten
K.CC.7
*Spin and Compare
K.NBT.1
*Spin-It, Count-It, Trace- It (Teen Numbers)
K.OA.1
*Snowball Smack down (Addition)
K.CC.3
*Spin, Read, and Write (Numbers and Number Words) / K.CC.3
*Spin & Win Teen Numbers
K.OA.4
*Spin and Make Ten
K.CC.7
*Spin and Compare
K.NBT.1
*Spin-It, Count-It, Trace- It (Teen Numbers)
K.OA.1
*Snowball Smack down (Addition)
K.CC.3
*Spin, Read, and Write (Numbers and Number Words) / K.OA.1
*One Less Number
*Spin-it, Say –it, What Comes Before
K.OA.1,K.OA.5
*Adding in the Artic
*Subtracting in the Arctic
*Sweet Addition
K.CC.3
Spin, Read, and Write (Numbers and Number Words)
K.NBT.1
Numbers in base ten
K.OA.5
Ipad - addition fluency
Tech / One group uses computers and uses variety of websites to work on addition & measuring. They also use
FrontRow & ScootPad.
SPED Math-Gibson / Accommodation/Modifications
Differentiation
IEP Goals
SPED Reading- Triplett / Accommodation
Modifications
IEP Goals
EIP-Blodgett / Activity / Works with students on letter sounds, letter recognition and sight words.