DR. SEUSS IS LOOSE!
MARCH 9-13, 2015
DR. SEUSS – The Foot Book
3-9-2015
MORNING MESSAGE
PROJECT READ
UNIT9 Lesson1(-ss)& (-ll)
DAY 4
Letters of the Week: (-ss) & (-ll)
Word of the Week: for
(TM p9-1--9-9)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. To read words with [-ss] and [-ll]
2. To spell words with [-ss] and [-ll]
3. To read and spell the red word for
ANTICIPATORY SET
1. Review words (-ss) & (-ll)
1. Display red words: [the] [of] [have] [to] [said] [was]
2. (question): Why are these words printed in red?
These words cannot be sounded out.
INPUT
1.Display red word [for]
2.Say word
3. Tap letter names out on arm; sweep arm and sayword [for]
MODEL
1. Read sentence: The gift is for me.
2.Say letter names
VAKT INPUT
Students trace the red word [for] in red
GUIDED /ORAL READING
1. Jewel Box/Treasure Chest - Student Practice Sheet (p9-9)
2. Student Story/Quiz: Don’s Bass Jill A Big Win
STUDENT PRACTICE
1. Mixed Up Sentences (for1)
2. Writing Notebook (-ss/-ll/exceptions)
STAR STORY
Title: The Foot Book
Day 1
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)
LARGE GROUP/PHONEMIC AWARENESS
(sh/ink/wh/sh/quotation marks/opposites) The students will read the computer story PETE’S SHEEP. The students will then 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”.. Then, the students will complete each “wh” or “sh” word to match the picture. Then, the students will trace each sentence and add quotation marks to the words the person is saying. The students will also write the correct word in each sentence. Finally, the students will complete each “wh” or “sh” word to match the picture and trace each sentence and add quotation marks to the words the person is saying.
(STARFALL.COM, st wkbk p39-42, HAR 6 - p21-22)
CCS: RI.K.1, RI.K.2, 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
(addition/patterns) The students will write 1-50, using classroom charts. (R&P) Next the students will trace or write the numbers that tell how many there are in each group. They will then trace the circle to join the two groups. They will then trace the plus sign and equal sign and write the sum. Next, the students will complete the activities on the math website. Next, the students will remove their shoes.The teacher will then make several different patterns, using the shoes. The students will identify the pattern; the teacher will ask how to extend the pattern "What comes next?". The students will then break into groups of four or five and make a pattern with their shoes. The class will try to guess the patterns. The students will then copy their group's pattern intotheir math journal.
(EV-7-6(R&P), class charts, website, math journal)
CCS: K.OA.1, K.OA.2, K.MD.1
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.3, K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5, K.CC.6, K.CC.7 SCI-K-ESS2-1
WRITING
(journal) The students will write and illustrate a short story about what their feet can do (the students may trace their foot onto a journal page).
(journal)
CCS: L.K.1, L.K.1b, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5
THEME
(art) With assistance, the students will paint their feet and step onto paper. They will then add glitter and "shinnies" to the footprints while they are still wet. Upon drying (morning seatwork for the next day), the students will cut out their footprints and have them placed in the hall with their name tag.
(paper, paint, sponge, bucket w/water, glitter, shinnies, name tags)
CCS: A/H3.4.1


DR. SEUSS – Put me in the Zoo
3-10-2015

MORNING MESSAGE
PROJECT READ
UNIT9 Lesson1 (-ff) & (-zz)
DAY 1
Letters/Word of the Week: [-ff] &[-zz]
Word of the week: you
(TM p9-1--9-9)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. To read words with [-ff] and [zz]
2. To spell words with [-ff] and [-zz]
3. To spell the red word [you]
ANTICIPATORY SET
1. Consonants and vowels (with stars) are displayed
2. Display letters: [t] [s] [m][b] [c] [f] [r] [h] [n] [p] [l] [g] [i] [v] [a] [i][w] [x] [y] [z]
3. Place cards [-ff] [-zz]in chart
4. (question): What sound do [-ff] and [-zz] capture? /f/ & /z/
5.Students read the word lists [-ff] & [-zz] Student Practice Sheet 9A(p9-5)

INPUT
(p9-1)
1. (state): You must doublethe[f] or [z], if there is only oneshort vowel in the word and the word
ends with [f] or [z].
2. Students will underline the vowel in each of the words on the word sheet (Student Practice Sheet
9A)
3. (state): [f] and [z] are doubled in words that have onevowel sound and end in [s] or [l].
4. Exceptions: [if] [of][quiz]
CHECKING FOR UNDERSTANDING
(p9-2)
1.Students will fill in missing letter or letters (StudentPractice Sheet 9B - p9-7). Teacher dictates
words.
2. Spell Tabs:[fizz] [if] [buzz] [off]
CHECK FOR UNDERSTANDING
(p9-3)
Sentence Dictation:The lid is off the pan.
GUIDED/ORAL READING
1. Jewel Box-Treasure Chest (Student Practice Sheet - p9-9)
2. Student Story/Quiz: You
STUDENT PRACTCE
1. Double Endings 1 (ff/zz1)
2. Illustrate/write the Sentence (ff/zz3)
STAR STORY
Title:Put Me in the Zoo
Day 1
The students will compare and contrast the experiences of the characters in the Dr. Seuss books (Cat in the Hat, The Foot Book, Green Eggs and Ham and Put Me in the Zoo).

KINDERROOTS
Title: Where Is Pit-Pat?
Day 2
Guided Reading
LARGE GROUP/PHONEMIC AWARENESS
(long i/phonemes/vocabulary) The students will read the computer story SKY RIDE. The students will then make a small book of the same title.Next, the students will then identify “long i” words, and fill in the one that best fits the sentence.If time permits, the students will identify and write the missing phonemes, identify high frequency words and then match the correct words to the given pictures.
(STARFALL.COM, st book, st wkbk p43&44, SCH p3&4)
CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, RI.K.7, RI.K.9, 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
(addition/story problems/assessment) The students will write the numbers 1-50, using class charts. (R&P) Next the students will listen to the problems then draw pictures to solve each of the addition stories. Then, the students will complete the activities on the math site. The students will then complete Unit 7 assessment.
(EV-7-7(R&P), class charts, math site, assessment)
CCS: K.OA.1, K.OA.2, K.MD.1

WRITING
(journal) The students will write and illustrate a short story about a zoo animal that they would like to be (see THEME).
(journal)
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
(art/journal writing) The students will design their own animal from the zoo, using clay (the students may take these home on a later date). The students will then draw their animal in their journal and write a short story about the animal, giving it a "new" name.
(foam plates, clay, journal)
CCS: A/H3.4.1


DR. SEUSS – The Cat-in-the-Hat Comes Back
3-11-2015
Today is Cat in the Hat dress up day

MORNING MESSAGE
UNIT9 Lesson1 (-ff) & (-zz)
DAY 2
Letters/Word of the Week: [-ff] &[-zz]
Word of the week: you
(TM p9-1--9-9)
Follow Tuesday’s Lesson
INPUT
1. Display red word [you]
2. Put word [you] in sentence: You are my friend.
VAKT INPUT
Complete red word process (p2-10).
1. Tap letter names on arm
2.Sweep hand down arm and sweep word together
3. Flash previously taught red words from red word packwhile students read the words
GUIDED/ORAL READING
1. Jewel Box-Treasure Chest (Student Practice Sheet - p9-9)
2. Student Story/Quiz: You
STUDENT PRACTCE
1. Writing Notebook (-ff/-zz/exceptions)
KINDERROOTS
Title: Where Is Pit-Pat?
Day 3
Partner Reading
STAR STORY
Title: The Cat in the Hat Comes Back
Day 1
LARGE GROUP/PHONEMIC AWARENESS
(long i/ch words/phonemes/sight words) The students will read the computer story SKY RIDE. The students will then write “ch” words and complete a sentence with “ch” words. Next, the students will write the missing letter in each word and identify the given sight words.Next, the students will match the correct word to the given picture. If time permits, the students will identify and write the missing phonemes, identify high frequency words and then match the correct words to the given pictures. (STARFALL.COM, wkbk p45, SCH-p4&5)
CCS: RI.K.1, RI.K.2, 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
(subtraction) Using classroom charts, the students will write 1-50. (R&P) Next, the students will use cubes to show each story and then trace/write the number sentence that tells the story. Then, the students will review by completing activities on the math CD.
(EV –8-1(R&P), charts, counting cubes, math CD)
CCS: K.OA.1, K.OA.2, K.OA.5
WRITING
(journal) The students will write and illustrate a short story about something Thing 1 or Thing 2 might do in their house.
(journal)
CCS: L.K.1, L.K.1b, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5
THEME
(art) the students will review the story THE CAT IN THEHAT COMES BACK. The students will then assist in making a chart identifying some of the things Thing 1 and Thing 2 do in the story.
They will then compare these actions to those of Thing 1 and Thing 2 in the original version of the Cat in the Hat. Next, the student will make blue hair and wear it.
(stories, chart paper, construction paper hair, paper bands)
CCS: A/H 3.4.1


DR. SEUSS – Field Trip to Lexington’s Children’s Theater
3-12-2015


MORNING MESSAGE
PROJECT READ
UNIT9 Review (-ss), (-ll), (-ff) & (-zz)
DAY 3
Letters/Word of the Week: [-ff] &[-zz]
Word of the week: you
(TM p9-1--9-9)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. To read words with [-ss], [-ll], [-ff] and [zz]
2. To spell words with [-ss], [-ll], [-ff] and [-zz]
3. To spell the red word [you]
ANTICIPATORY SET
1. Consonants and vowels (with stars) are displayed.
2. Display letters: [t] [s] [m][b] [c] [f] [r] [h] [n] [p] [l] [g] [[j] [v] [a] [i][w] [x] [y] [z]
3. Place cards [-ss] [-ll]in chart
4. (question): What sound do [-ss], [-ll], [-ff] and [-zz] capture? /f/ & /z/
5.Students read the word lists [-ss] [-ll] ([-ff] & [-zz] (Student Practice Sheet 9A- p9-5)
INPUT(p9-1)
1. (state): You must doublethe[s], [l] [f] or [z], if there is only oneshort vowel in the word and the

word ends with [s], [l], [f] or [z].
2. Students will underline the vowel in each of the words onthe word sheet (Student Practice Sheet
9A)
3. (state): [s] [l] [f] and [z] are doubled in words that have onevowel sound and end in [s] or [l].
4. Exceptions:as, is, pal, if,of, quiz
CHECKING FOR UNDERSTANDING
(p9-2)
1.Students will fill in missing letter or letters (StudentPractice Sheet 9B - p9-7); the teacher dictates
words
2. Spell Tabs:[pass] [will] [miss] [doll] [fizz] [if] [buzz] [off]
INPUT
1. Display red word [you]
2. Put word [you] in sentence: You are my friend.
VAKT INPUT
Complete red word process (p2-10)
1. Tap letter names on arm
2.Sweep hand down arm and sweep word together
3. Flash previously taught red words from red word packwhile students read the words

CHECK FOR UNDERSTANDING
(p9-3)
Sentence Dictation:The lid is off the pan.
GUIDED/ORAL READING
1. Jewel Box-Treasure Chest (Student Practice Sheet - p9-9)
2. Student Story/Quiz: You
STUDENT PRACTCE
1. Find the Missing Word (review1)
2. Word Identification/Sentence Correction (review2)
WE LEAVE FOR LEXINGTON AT 9:45
FIELD TRIP
CCS: A/H 1.3.1, 1.3.3, 3.1.1, 3.2.1, 3.3.1,
DR. SEUSS – I’m Not Going to Get Up Today!
3-13-2015
TODAY IS REWARDS DAY! (wear pajamas and bring a bedtime buddy)

MORNING MESSAGE
PROJECT READ
UNIT 9 SUMMATIVE ASSESSMENT
OBJECTIVES
To assess sound/spelling of words with double consonant [ss, ll, ff, and zz]
(st summ assessment- Unit 9)
STAR STORY
Title: I’m Not going to Get Up Today
Day 1
KINDERROOTS
Title: Where Is Pit-Pat?
Day 4
Assessment
LARGE GROUP/PHONEMIC AWARENESS
(initial phonemes/contractions/matching) The students will read the computer story SKY RIDE. The students will then write the words in the correct shapes and say the words. The students will also identify and write words that begin with “wh”. Next, the students will then be introduced to using an apostrophe and writing the new words. The students will then use “sl” to complete each word to match the picture.
(STARFALL.COM, st wkbk p46-48)
CCS: RI.K.1, RI.K.2, RI.K.3, RI.K.5, RI.K.6, RI.K.7, RI.K.9, 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
(subtraction/money) Using classroom charts, the students will write 1-50. (R&P) Next, the students will listen to the number story and count/trace the number that tells how many are in all. Then, the student’s will mark out the counters to show how many to take away and trace/write the number that tells how many are left. Upon completion, then the students will review by completing activities on the math cd. If time permits, the teacher will then hold up a card showing an amount of money (1c-5c). The students will count pennies to make the shown amount of money.
(EV–8-2(R&P), charts, counting cubes, math cd, money cards, plastic coin money)
CCS: K.OA.1, K.OA.2, K.OA.5, K.MD.1, K.MD.2
WRITING/THEME
REWARDS DAY – Dr. Seuss’ videos and snacks