FAMOUS AMERICANS/DINOSAUR DAYS
FEBRUARY18-22, 2013
FAMOUS AMERICANS - George Washington
2-18-2013
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.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 READ
UNIT 4-7 (REVIEW)
OBJECTIVE To review the sound/spelling of “short i”and to spell “short i” words
STUDENT PRACTICE 1.Unit review 3 & 4
2. Review Stories *Pass out and discuss spelling word list 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, RF.K.4, 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
SHARED STORY
Title:George Washington
DAY 1
Story Introduction/PictureWalk
Vocabulary
Story Conventions
InteractiveReading
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, L.K.6
KINDERROOTS (Where Is Pit-Pat)
The t/s will review story conventions.
The teacher will briefly discuss the story.
The teacher will introduce the new vocabulary words.
(RED:are, my, says, to, you)
(GREEN:can, cap, cat, cot, Pam, Pit-Pat, tic-toc)
READLES:arms, bump, clock, hide silly, tail)
The teacher will read the story (1X).
The t/s will read the story (1X).
The students will color the vocabulary words red/green.
(story, logs, vocabulary words)
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, L.K.6
CALENDAR MATH/MATH
(counting/cardinality) The students will write numbers to 1-75, using wall/desk charts. (GP&IP) Next, the students will count groups of ten, up to 10 tens and write how many. The students will then complete the addition/subtraction equations as George Washington chops down the cherry tree. The students will review math concepts by completing the activities on the math webpage.
(EV-6-4, charts,stsht p8)
CCS: K.CC.1, K.OA.1, K.OA.2
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 SCI 2.3.2(DOK 2)
LARGE GROUP/PHONEMIC AWARENESS
(medial phonemes - long e) The students will read the computer story PETE’S SHEEP. The students will then make a small book with the same title.
(STARFALL.COM, stbk)
CCS: RL.K.1, RL.K.3, RF.K.3, RF.K.3a, RF.K.3b, RF.K.4, L.K.2, L.K.2a, L.K.2b
WRITING
(informational reading/writing) The students will cut out the pages of the book about George Washington and then complete each page. The front/back covers will be colored like a quarter.
(st books, large colored, paper quarter)
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 MATH
(coin recognition)The students will color each coin the given color (penny, nickel, dime, quarter) on Washington's hat using the given color codes. The students will then write the value of each coin on the lines.
(stsht p86)
CCS: K.MD.1, K.MD.2
REVIEW
(listening assessment//phonemes/sight words) Using the nursery rhyme LITTLE BOY BLUE, the students will identify the letters Oo by hi-lighting in the nursery rhyme. If time permits, the students will complete the listening activity for George Washington.
(stshts, hi-liters, nursery rhyme,listening activity w/rubric)
CCS: RL.K.3, RL.K.7, RI.K.7, SL.K.1, SL.K.1a, S.L.K.1b, SL.K.2, SL.K.3
.
THEME
(social studies) The teacher will briefly discuss Martin Luther King, Jr. Thestudents willthen complete the given timeline (with assistance) about King, Lincoln, and Washington.
(timeline w/pictures)
CCS: SS5.1.1, 5.2.1(DOK 2)
DINOSAUR DAYS - Carnivores (Meat-Eaters)
2-19-2013
MORNING MESSAGE/STAR STUDENT
PROJECT READ UNIT 4-7 ASSESSMENT
OBJECTIVE To review the sound/spelling of “short a”and to spell “short a” 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.3e, RF.K.4, 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
STAR STORY
Title: Dazzle the Dinosaur
Day 1
Story Review and Interactive Reading
Story Critique
Story Map
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, L.K.6
KINDERROOTS (Where Is Pit-Pat)
The t/s will review the story conventions.
The t/s will review the vocabulary words by writing each word.
The students will read the story (1X) - Guided Reading
(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, L.K.6
CALENDAR MATH/MATH
(counting/cardinality) The students will write numbers to 1-75, using wall/desk charts. (R&P) Next, the students will count by groups of ten and then write the numbers. Then, the students will review by completing activities on the math CD.
(EV-R6-4 & P6-4, charts, math disk)
CCS: K.CC.1
LARGE GROUP/PHONEMIC AWARENESS
(long e) The students will read the computer story PETE’S SHEEP. The student’s will then write the “long e” words to match the pictures and then complete each sentence with the correct “long e” word.
(STARFALL.COM, stsht p37&38)
CCS: RL.K.1, RL.K.3, RF.K.3, RF.K.3a, RF.K.3b, RF.K.4, L.K.2, L.K.2a, L.K.2b
WRITING
(journal) The students will write and illustrate a short story about a meat-eating dinosaur.
(journal)
CCS: L.K.2, L.K.2a, L.K.2b,L.K.2c, L.K.2d
THEME MATH
(graphing) The students will use dinosaur crackers/gummies to graph the different dinosaurs.
(dinosaur crackers/gummies - 10 in a bag, st graph)
CCS: K.MD.1, K.MD. 2
REVIEW
(sight words) The students will identify the sight word in each row.
(p12)
CCS: RF.K.3c
THEME
(science) The class has discussed different dinosaurs that were carnivores. The class will now discuss the fact that carnivores were meat eaters only. In this activity, the students will color only the food items that a carnivore might eat. The students will also identify which of the dinosaurs were meat eaters and how they can tell. The students will then make T. Rex masks (meat-eater).
(stsht p25, dino face sht, head band)
CCS: SCI 2.3.3(DOK2), 2.3.4(DOK 2), 2.3.5
DINOSAUR DAYS - Herbivores (Plant-Eaters)
2-20-2013
MORNING MESSAGE/STAR STUDENT
PROJECT READ
UNIT8 Lesson1(Oo)
DAY 1
Letter of the Day:Oo
(TM p8-1--8-15)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. Toread words with short [o]
2. To spell words with short [o]
ANTICIPATORY SET
1. Display the vowel [o]
2. Display letters: [a] [t] [s] [m][b] [c] [f] [r] [h] [n] [p] [l] [g] [j] [v] [i] [w] [k] [ck] [qu] [x] [y] [z]
3. Clip each letter sound
INPUT
(TM p 8-1)
1. (directly state):This letter captures the a consonant sound /o/.
2. Place cards [Oo]in chart.
3. (question): What sound does [Oo] capture?/o/
4. Do & Say
VAKT INPUT
*Sky Write (Snap – Aim – Press – Do & Say)
STATIONS
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
GUIDED PRACTICE
1. Read Sentences – Student Practice Sheet (p8-5) on doc camera
2. Word Reading—(p8-7)
3. Student Story/Quiz:A Box
CHECKING FOR UNDERSTANDING
(p8-3)
1. Spell Tabs: got, box, job, rock
2. Sentence dictation: Did mom lock the van?
STUDENT PRACTICE
1. Rhyming Words (o1)
2. HAR 7- p15&16
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.3e, RF.K.4, RL.K.1, RL.K.2, RL.K.3, L.K.2c, L.K.2d , 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
STAR STORY
Title: Dazzle the Dinosaur
Day 2
Story Conventions
Story Critique and Discussion
Buddy Reading
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, L.K.6
KINDERROOTS(Where Is Pit-Pat)
The t/s will review story conventions.
The t/s will review vocabulary words.
The t/s will read the story (2X) - PopcornReading
(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, L.K.6
CALENDAR MATH/MATH
(counting/cardinality) The students will write numbers to 1-75, using wall/desk charts. (GP&IP) Next, the students will use a hundred chart to recognize patterns when counting by 2’s and 10’s.
(EV-6-5,wall/desk charts)
CCS: K.CC.1
LARGE GROUP/PHONEMIC AWARENESS
(sh/ink)The students will read the computer story PETE’S SHEEP. Next, the students will complete the “sh” words and write a short sentence using a “sh” word. Next, the students will complete the “ink” words and write a word that rhymes with “think”.
(STARFALL.COM, stwkbk 39&40)
CCS: RL.K.1, RL.K.3, RF.K.3, RF.K.3a, RF.K.3b, RF.K.4, L.K.2, L.K.2a, L.K.2b
WRITING
(theme writing) The students will write and illustrate a short story about their favorite dinosaur. (journal)
CCS: L.K.2, L.K.2a, L.K.2b,L.K.2c, L.K.2d
THEME MATH
(measurement/estimation) The students will estimate and then identify how many of their feet will fit inside a dinosaur's (Brachiosaurus) footprint by tracing their feet inside a large paper dinosaur's footprint.
(6 large paper dinosaur footprints - 4-5 students per group)
CCS: K.MD.1, K.MD. 2
REVIEW
(literacy/art) The teacher will read the story IF YOU TAKE A MOUSE TO THE MOVIES. The class will make a dinosaur book patterned after the story (If You Take a T-Rex to School). Children choose a dinosaur to draw, and think of what might happen if that dinosaur came to school. The teacher will write the children’s dictation on the pages, and put the pages together to make a book.
(story, paper, dinopics)
CCS: A/H 3.4.1, RI.K.3, RI.K.9, RI.K.10
THEME
(science/art) The students will then make stegosaurus plates to wear as they sing the song MY NAME IS STEGASAURUS.
(stsht p10, yarn paper plates stapler)
CCS: A/H 3.4.1, SCI 3.5.1 (DOK 2)
DINOSAUR DAYS - Omnivores (Meat & Plant Eaters)
2-21-2013
MORNING MESSAGE
PROJECT READ
UNIT8 Lesson 1(Oo)
DAY 2
Letter of the Day: Oo
(TM p 8-1--8-15)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1.Toread short [o] words
2. To spell words with short [o]
ANTICIPATORY SET
1. Display the vowels [a] and [o]
2. Display letters: [a] [t] [s] [m][b] [c] [f] [r] [h] [n] [p] [l] [g] [j] [v] [i] [w] [k] [ck] [qu] [x] [y] [z]
3. Clip each letter sound
INPUT
(TM p 8-1)
1. (directly state): This letter captures the a consonant sound /o/.
2. Place cards [Oo]in chart.
3. (question): What sound does [Oo] capture? /o/
4. Do & Say
VAKT INPUT
*Sky Write (Snap – Aim – Press – Do & Say)
STATIONS
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
SFA (p41-43)
1. Think, Pair, Share (students pair together to identify an item that begins with Oo)
2. Hear Sound
3. Say It Fast
4. Break It Down
5. Stretch and Read
6. Quick Erase
CHECKING FOR UNDERSTANDING
1. Spell Tabs: got, box, job, rock
2. Sentence dictation: Did mom lock the van? (p8-3)
GUIDED PRACTICE
1. Read Sentences – Student Practice Sheet (p8-5) on doc camera
2. Word Reading—(p8-7)
3. Sentence Dictation: The pan is not hot. (p8-3)
4. Student Story/Quiz:A Box
STUDENT PRACTICE
1. Write the missing vowel (p9)
2. HAR 7 - p17&18
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.3e, RF.K.4, RL.K.1, RL.K.2, RL.K.3, L.K.2c, L.K.2d , 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
SHARED STORY
Title: Dazzle the Dinosaur
Day 1
Story Conventions
Story Critique and Discussion
Buddy Reading
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, L.K.6
KINDERROOTS (Where Is Pit-Pat)
The t/s will review story conventions.
The t/s will review the vocabulary list.
The t/s willPartner Read.
The students will identify one character in the story, then write and illustrate a
short sentence about the character.
CELEBRATE
(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, L.K.6
CALENDAR MATH/MATH
(counting/cardinality) The students will write numbers to 1-75, using wall/desk charts. (R&P) Next, the students will count by 2’s as they color the even numbers yellow. Then, the students will use the hundreds chart to count aloud by 10’s and mark an X on these numbers a different color. The students will then review by completing activities on the math CD.
(EV-R6-5 & P6-5, charts, math disk)
CCS: K.CC.1
LARGE GROUP/PHONEMIC AWARENESS
(wh/sh) The students will read the computer story PETE’S SHEEP. Next, the students will complete each “wh” or “sh” word to match the picture.
(STARFALL.COM, stwkbk p41)
CCS: RL.K.1, RL.K.3, RF.K.3, RF.K.3a, RF.K.3b, RF.K.4, L.K.2, L.K.2a, L.K.2b
WRITING
(open-response) The students will complete the dinosaur open response question about types of dinosaurs.
(OR question w/rubric)
CCS:SCI 3.5.1 (DOK 2), L.K.2b
THEME MATH
(addition)The students will use manipulatives to add the numbers in each footprint to complete each of the addition problems.
(HM p277-278, Triceratops - stsht p14)
CCS: K.OA.1, K.OA.2, K.OA.5
REVIEW
(sight words) The students will complete A LETTER FROM BRONTY by writing the correct sight word.
(p97)
CCS: RF.K.3c
THEME
(scienceassessment)The students willcomplete a multiple-choice assessment about types of dinosaurs and their food (carnivores, herbivores and omnivores).
(st assess)
CCS:SCI.3.5.1 (DOK 2)
DINOSAUR DAYS–Paleontologists/Fossils
2-22-2013
MORNING MESSAGE
PROJECT READ
UNIT8 Lesson1
DAY 3
Letter of the Day: Oo
(TM p8-1--8-15)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. Toread words with short [o]
2. To spell words with short [o]
ANTICIPATORY SET
1. Display the vowels [a] and [o]
2. Display letters: [a] [t] [s] [m][b] [c] [f] [r] [h] [n] [p] [l] [g] [j] [v] [i] [w] [k] [ck] [qu] [x] [y] [z]
3. Clip each letter sound
VAKT INPUT
*Sky Write (Snap – Aim – Press – Do & Say)
STATIONS
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
INPUT
(TM p 8-1)
1. (directly state): This letter captures the a consonant sound /o/.
2. Place cards [Oo]in chart.
3. (question): What sound does [Oo] capture? /o/
4. Do & Say
GUIDED PRACTICE
1. Read Sentences – Student Practice Sheet (p8-5) on doc camera
2. Word Reading—(p8-7)
3. Student Story/Quiz:A Box
STUDENT PRACTICE
1. Sentence Writing (o2)
2. Review (Oo) – p 105
3. HAR 7 - p19 & 20
**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.3c, RF.K.3e, RF.K.4, RL.K.1, RL.K.2, RL.K.3, L.K.2c, L.K.2d , 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
SHARED STORY
Title: Dazzle the Dinosaur
Day 2
Story Conventions
Reread Story
Story Sequence
Interactive Questions
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, L.K.6
KINDERROOTS(Where Is Pit-Pat)
The t/s will review story conventions.
The students will read the story(1X).
The students will complete the multiple-choice quiz to assess story comprehension.
(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, L.K.6
CALENDAR MATH/MATH
(counting/cardinality) The students will write numbers to 1-75, using wall/desk charts. (GP&IP) Next, the students will solve math problems by looking for a pattern and then write the missing number.
(EV-6-6, wall/desk charts)
CCS: K.CC.1, K.CC.2
LARGE GROUP/PHONEMIC AWARENESS
(quotation marks) Thestudents will read the computer story PETE’S SHEEP. Next, the students will trace each sentence and add quotation marks to the words the person is saying.
(STARFALL.COM, stwkbk p42)
CCS: RL.K.1, RL.K.3, RF.K.3, RF.K.3a, RF.K.3b, RF.K.4, L.K.2, L.K.2a, L.K.2b
WRITING
(class story)The teacher will show a picture of (or stuffed) dinosaur. The teacher will explain to the students that, as a group, they are going to make up a story about a dinosaur. The class will choose one dinosaur to write about. Each child will be given a chance to add a sentence to the story (the teacher will write the story on chart paper). When the story is complete, the class will read it together. The students will then be givena dinosaur footprint toillustrate the story.
(dinosaur, chart paper, footprints)
CCS: RF.K.3a
THEME MATH
(measurement) Beforehand, the teacher will measure the length of each dinosaur to be discussed. The teacher will use tape on the walls to show the actual length. The teacher will place a picture of each dinosaur beside the correct length. The students will compare the lengths of the dinosaurs. The teacher will discuss the terms longest and shortest. The students will then add the missing numbers to the number lines and identify how long each dinosaur bone is.
(large cut outs of dinosaurs, tape, measuring tape, stsht p157)
CCS: K.MD.1, K.CC.6, K.CC.7
REVIEW
(initial/final phonemes) The students will attempt to identify each dinosaur picture. Next, the students will identify the beginning and ending sound of each dinosaur name.
(dinosaur pictures)
CCS: RF.K.2, RF.K.2d
THEME
(science)The students will discuss the job of a paleontologist. The students will discuss the equipment needed and whatmight be found the “dig". The students will then make a paleontologists' hat and dig for toy dinosaurs.
(foam soup bowls, stapled paper bills for hat, dinosaur stickers or other decorations, dirt, cups, spoons, paint brushes)
CCS: SCI 5.3.1 (DOK 2)
LEARNING TARGETS
February 18 – 22, 2013
Monday, February 18, 2013
Reading: I can reviewIi and /i/.
Math: I can count and write groups of ten to 100.
Tuesday, February 19, 2013
Reading: I can demonstrate my knowledge of Ii and /i/.
Math: I can count and write to by 2s and 10s to 100.
Wednesday, February 20, 2013
Reading: I can identify and write Oo and /o/.
Math: I can count and write to by 2s and 10s to 100.
Thursday, February 21, 2013
Reading: I can identify and write Oo and /o/.
Math: I can identify even numbers to 100.
Friday, February 22, 2013
Reading: I can identify and write Oo and /o/.
Math: I can solve math problems by looking for a pattern.