BARNYARD WONDERS
MAY 4-8, 2015

BARNYARD WONDERS - Horses
5-4-2015

MORNING MESSAGE/STAR STUDENT
Daily Skills:
*Sentence Structure
*Punctuation/Capitalization
*Grammar/Spelling
*Letter/Sound Recognition
PROJECT READ
Unit 13B Lesson 1a (tr & fr)
Day 1
Letters of the Week:(tr & fr)
Sight Word of the Week: your
(TM p13-33--13-77)
OBJECTIVES
1. To read words with beginning consonant blends [tr] [fr]
2. To spell words with theconsonant blends [tr] [fr]
3. To identify and read the read word your.
ANTICIPATORY SET
1. Display all the [r] blends cards.
2. (question): What letter is the same in all of theseconsonant blends?
3. (answer): [r]
INPUT
1. Display [tr] [fr]
a. Skywrite [tr, fr] and say sounds while tracingletters in the air
b. Pull under the letters and stir around letters sayingblend sounds [tr] [fr]
2. Give each student a blend bowl (p13-35). Record [tr] [fr] on the bowl
CHECKING FOR UNDERSTANDING
(p13-37)
1. Students read from [tr] [fr] Blend Sheet (p13-61& 16-67) - doc camera
2. Spelling: Choose any of the words and apply fingerspelling. Remember to twirl/stir thumb
when fingerspelling beginning blends.
3. Sentences to read and write: Student Practice Sheet13D (p13-41& 13-47).
4. Briefly introduce (your) – arm spell
ORAL/GUIDED READING
Students Story/Quiz: Trash
STUDENT PRACTICE
Writing Notebook (tr & fr)
**PASS OUT AND DISCUSS SPELLING WORD LIST

STARSTORY
Title: Three Billy Goat Gruff
Day1
Story Conventions
Background Knowledge
Teacher/Interactive Reading
StoryDiscussion
KINDERROOTS
Title: Big Bob’s Bad Day
Day 1
The teacher will review story conventions.
The teacher will give a short overview of the story.
The students will be given a list of vocabulary words; they will color the words red/green:
(GREEN:rag, red, rug, pet, ran, rid, run, tipped, rabbit, Rob, Dad’s)
(RED:day, out, gave)
(READLES:garden, radishes, house, cage, bone, happy)
The teacher will read the story (1X).
The teacher will chose Star Readers for the week.
(story, vocab word cards)
LARGE GROUP/PHONEMIC AWARENESS
(y - long i/long e/compound words/comprehension) The students will read the computer story MY FAMILY. The students will then make a small book with the same title.
(STARFALL.COM)
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

CALENDAR MATH/MATH
(geometry-cylinders/pyramids) The teacher will show the geo solids for the cylinder and the pyramid. Next, the students will help in the completion of a KWL chart (KW only). Then the students will be introduced to new vocabulary (attributes, vertices/corners, sides/faces/flat surface, attributes,
equal /same, roll/stack/slide, curved/round). The students will then sort objects by their shape, using a sorting mat. Next, the students will assist in completing a T-Chart about the shapes and then finish the KWL chart (L only).
(geo solids, vocabulary cards /pics, KWL Chart, objects in bag, sorting mats, T-Chart, newspapers, magazines) CCS: K.G.3, K.G.4

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 K-LS1, K-ESS3-1
WRITING (opinion writing) The students will discuss their favorite farm animal. The students will then choose one animal and tell why they do/do not like it.
(st sht)
CCS: W.K.1

THEME (science/art) The students will discuss horses (characteristics, food, purpose, types). The students will then use picture clues to complete an image. The students will color and cut out the puzzle pieces of a horse. Next, the students will glue the pieces on construction paper, putting the horse together in the correct order.
(st sht, construction paper)
CCS: SCI K-LS1-1, K-ESS3-1 A/H 3.4.1


BARNYARD WONDERS - Goats
5-5-2015


MORNING MESSAGE
PROJECT READ
Unit 13B Lesson 1a (pr & cr)
Day 2
Letters of the Week: (pr & cr)
Sight Word of the Week: your
(TM p13-33--13-77)
OBJECTIVES
1. To read words with beginning consonant blends [pr] [cr]
2. To spell words with theconsonant blends [pr] [cr]
3. To identify and read the read word your.
ANTICIPATORY SET
1. Display all the [r] blends cards.
2. (question): What letter is the same in all of theseconsonant blends?
3. (answer): [r]
INPUT
1. Display [pr] [cr]
a. Skywrite [pr] [cr] and say sounds while tracingletters in the air
b. Pull under the letters and stir around letters sayingblend sounds [pr] [cr]
2. Give each student a blend bowl (p13-35). Record [pr] [cr] on the bowl
CHECKING FOR UNDERSTANDING
(p13-37)
1. Students read from [pr] [cr] Blend Sheet (p13-61 & 13-63) - doc camera
2. Spelling: Choose any of the words and apply fingerspelling. Remember to twirl/stir thumb
when fingerspelling beginning blends.
3. Sentences to read and write: [pr] [cr] Student Practice Sheet13D (p13-47 & 13-49)
4. Briefly introduce (your) – arm spell
ORAL/GUIDED READING
Students Story/Quiz: Crabs
STUDENT PRACTICE
Writing Notebook (pr & cr)
STAR STORY
Title: Three Billy Goat Gruff
Day2
KINDERROOTS
Title: Big Bob’s Bad Day
Day 2
Guided Reading
LARGE GROUP/PHONEMIC AWARENESS
(y - long i/long e) The students will read the computer story MY FAMILY. The students will then identify "y" as having a "long e" or "long i" sound and then write sentences using the words.
(STARFALL.COM, st book p 85-86)
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
CALENDAR MATH/MATH
(geometry-cones/rectangular prism) The teacher will show the geo solids for the cone and the rectangular prism. Next, the students will help in the completion of a KWL chart (KW only). Then the students will be introduced to new vocabulary (attributes, vertices/corners, sides/faces/flat surface, attributes, equal /same, roll/stack/slide, curved/round, edges). The students will then sort objects by their shape, using a sorting mat. Next, the students will assist in completing a T-Chart about the shapes and then finish the KWL chart (L only).
(geo solids, vocabulary cards /pics, KWL Chart, objects in bag, sorting mats, T-Chart, newspapers, magazines) CCS: K.G.3, K.G.4

WRITING
(portfolio - draft)The students will write and illustrate their portfolio piece A VISIT TO THE FARM (Literary Piece).
(writing folder, paper, crayons)
CCS: W.K.5 RI.K.8, L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a
THEME
(art/assessment)The students will discuss how different items are useful on the farm and place the items in the correct categories.Next, the students will color, cut out and make a paper bag goat.
(st assess, bag, stsht)
CCS: SCI K-LS1-1, K-ESS3-1 A/H 3.4.1


BARNYARD WONDERS - Chickens
5-6-2015

PROJECT READ
Unit 13B Lesson 1a (dr & shr)
Day 3
Letters of the Week: (dr & shr)
Sight Word of the Week: your
(TM p13-33--13-77)
OBJECTIVES
1. To read words with beginning consonant blends [dr] & [shr]
2. To spell words with theconsonant blends [dr] & [shr]
3. To identify and read the read word your.
ANTICIPATORY SET
1. Display all the [r] blends cards.
2. (question): What letter is the same in all of theseconsonant blends?
3. (answer): [r]


INPUT
1. Display [dr] [shr]
a. Skywrite [dr] [shr] and say sounds while tracingletters in the air
b. Pull under the letters and stir around letters sayingblend sounds [dr] [shr]
2. Give each student a blend bowl (p13-35). Record [dr] [shr] on the bowl
CHECKING FOR UNDERSTANDING
(p13-37)
1. Students read from [dr] [shr] Blend Sheet (p13-75 & 13-77) - doc camera
2. Spelling: Choose any of the words and apply fingerspelling. Remember to twirl/stir thumb
when fingerspelling beginning blends.
3. Sentences to read and write: Student Practice Sheet13D (p13-55 & 13-57)
4. Briefly introduce (your) – arm spell
ORAL/GUIDED READING
Students Story/Quiz: Mr. Grump and the Grand Day
STUDENT PRACTICE
Writing Notebook (dr & shr)
STARSTORY
Title: Three Billy Goat Gruff
Day3
KINDERROOTS
Title: Big Bob’s Bad Day
Day 3
Popcorn Reading

LARGE GROUP/PHONEMIC AWARENESS
(compound words/ comparing texts) The students will read the computer story MY FAMILY. The students will then read two short words to make the new compound word and write it on the line. (STARFALL.COM, wkbk p87-88)
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

CALENDAR MATH/MATH
(geometry-hexagon/trapezoid) The teacher will show the geo solids for the hexagon and trapezoid. Next, the students will help in the completion of a KWL chart (KW only). Then the students will be introduced to new vocabulary (attributes, vertices/corners, sides/faces/flat surface, attributes, equal /same, roll/stack/slide, curved/round). The students will then sort objects by their shape, using a sorting mat. Next, the students will assist in completing a T-Chart about the shapes and then finish the KWL chart (L only).
(geo solids, vocabulary cards /pics, KWL Chart, objects in bag, sorting mats, T-Chart, newspapers, magazines) CCS: K.G.3, K.G.4

WRITING
(portfolio-publish)The students will write and illustrate their portfolio piece A VISIT TO THE FARM (Literary Piece).
(writing folder, portfolio draft piece)
CCS: W.K.5 RI.K.8, L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a
THEME
(assessment) We have set our eggs in the incubator. We will review the life cycle of a chicken and how the incubator helps. After the THEME discussion, the students will participate in THE CHICKEN DANCE. Next, the students will identify and complete the life cycle of a chicken.
(st sheet)
CCS: SCI K-LS1-1, K-ESS3-1
BARNYARD WONDERS - Ducks
5-7-2015
MORNING MESSSAGE

PROJECT READ
Unit 13B Lesson 1a (br, gr , thr)
Day 4
Letters of the Week: (br, gr, thr)
Sight Word of the Week: your
(TM p13-33--13-77)
OBJECTIVES
1. To read words with beginning consonant blends [br] [gr] [thr]
2. To spell words with theconsonant blends
3. To identify and read the read word your.
ANTICIPATORY SET
1. Display all the [r] blends cards.
2. (question): What letter is the same in all of theseconsonant blends?
3. (answer): [r]


INPUT
1. Display [br] [gr] [thr]
a. Skywrite [br] [gr] [thr] and say sounds while tracingletters in the air
b. Pull under the letters and stir around letters sayingblend sounds [br] [gr] [thr]
2. Give each student a blend bowl (p13-35). Record [br] [gr] [thr] on the bowl
CHECKING FOR UNDERSTANDING
(p13-37)
1. Students read from [br] [gr] [thr] Blend Sheet (p13-75 & 13-77) - doc camera
2. Spelling: Choose any of the words and apply fingerspelling. Remember to twirl/stir thumb
when fingerspelling beginning blends.
3. Sentences to read and write: Student Practice Sheet13D (p13-55 & 13-57)
4. Briefly introduce (your) – arm spell
ORAL/GUIDED READING
Students Story/Quiz: Mr. Grump and the Grand Day
STUDENT PRACTICE
Writing Notebook (br & gr & thr)
SHARED STORY
Title: The Little Red Hen
Day 1
Story Conventions
Teacher/Interactive Reading
Story Discussion
Story Critique
KINDERROOTS
Title: Big Bob’s Bad Day Day 4
Partner Reading

LARGE GROUP/PHONEMIC AWARENESS
(sentences/comprehension) The students will read the computer story MY FAMILY. The students will then use the “y” word list on page 88 to complete the sentences.
(STARFALL.COM, wkbk p89-90).
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
CALENDAR MATH/MATH
(geometry-sphere/cube) The teacher will show the geo solids for the sphere and cube. Next, the students will help in the completion of a KWL chart (KW only). Then the students will be introduced to new vocabulary (attributes, vertices/corners, sides/faces/flat surface, attributes, equal /same, roll/stack/slide, curved/round). The students will then sort objects by their shape, using a sorting mat. Next, the students will assist in completing a T-Chart about the shapes and then finish the KWL chart (L only).
(geo solids, vocabulary cards /pics, KWL Chart, objects in bag, sorting mats, T-Chart, newspapers, magazines) CCS: K.G.3, K.G.4

WRITING
(listening assessment/real or fantasy/punctuation) The students will listen to the story THE FUNNY DUCK. The students will then illustrate the story. The students will then identify pictures that are real or make-believe. Next, the students will stop each sentence correctly, using the correct punctuation
(. ? !).
(st assessment, st sht p39&47)
CCS: RF.K.1, L.K.2b, SL.K.5

THEME
(science) The students will discuss how ducksdiffer/are the same as chickens (Venn Diagram).The students will cut and wear duck feet and use Pringles to make duck bills. The students will then match the baby to the adult farm animal.
(duck feet, Pringles, st sht p43 – I Wish I had Duck Feet, Venn Diagram)
CCS: SCI 3.4.3(DOK 2),3.4.4(DOK 2)A/H3.2.1, 3.4.1

BARNYARD WONDERS - Cows
5-8-2015

MORNING MESSAGE

PROJECT READ
Unit 13B Lesson 1a (Review)
Day 5
Letters of the Week: Review “r” blends
Word of the Week: your
(TM p13-33--13-77)
OBJECTIVES
1. To read words with beginning consonant blends (tr, fr, pr, cr, dr, shr, br, gr, thr)
2. To spell words with theconsonant blends (tr, fr, pr, cr, dr, shr, br, gr, thr)
3. To identify and read the read word your.
ANTICIPATORY SET
1. Display all the [r] blends cards.
2. (question): What letter is the same in all of theseconsonant blends?
3. (answer): [r]

INPUT
1. Display all [r] blend cards
a. Skywrite [r] and say sound while tracingletter in the air
b. Pull under the letters and stir around letters sayingblend sounds (tr, fr, pr, cr, dr, shr, br, gr, thr)
CHECKING FOR UNDERSTANDING
(p13-37)
1. Students read from Blend Sheets- doc camera
2. Spelling: Choose any of the words and apply fingerspelling. Remember to twirl/stir thumb
when fingerspelling beginning blends.
3. Sentences to read and write: Student Practice Sheets