BARNYARD WONDERS May 12-May 16, 2014

BARNYARD WONDERS May 12-May 16, 2014

BARNYARD WONDERS – COWS
5-12-2014

MORNING MESSAGE/STAR STUDENT Daily Skills:
*Sentence Structure
*Punctuation/Capitalization
*Grammar/Spelling
*Letter/Sound/Recognition
CCS: RF.K.1c, RF.K.2, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, 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.1b, L.K.1c, L.K.1d, L.K.1e, 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 13B Lesson 1a (tr, fr, pr)
Day 1
Letters of the Week:(tr, fr, pr)
(TM p13-33--13-77)
OBJECTIVES
1. To read words with beginning consonant blends [tr, fr, pr]
2. To spell words with theconsonant blends [tr, fr, pr]
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, pr]
a. Skywrite [tr, fr, pr] and say sounds while tracingletters in the air
b. Pull under the letters and stir around letters sayingblend sounds [tr, fr, pr]
2. Give each student a blend bowl (p13-35). Record [tr, fr, pr] on the bowl
CHECKING FOR UNDERSTANDING
(p13-37)
1. Students read from [tr, fr, pr]Blend Sheet (p13-61, 16-67, 13-73) - 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, 13-53).
ORAL/GUIDED READING
Students Story/Quiz: Trash
STUDENT PRACTICE
Writing Notebook (tr, fr, pr)
*PASS OUT AND DISCUSS SPELLING WORD LIST
CCS: RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3c, RF.K.3d, RF.K.3e, 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.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, L.K.5, L.K.5a, L.K.5c, L.K.5d

SHARED STORY Title: The Three Little Pigs
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.4, RI.K.6, RI.K.7, RI.K.10

KINDERROOTS (Lost!)
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:last, led, leg, lid, lip, log, lot, pal, left, bell, fell, Bill, Bill's, filled)
(RED: ate, had, her, his, this, we)
(READLES:bear, heard, home, ran, rock, tree, woods)
The teacher will read the story (1X).
The teacher will chose Star Readers for the week.
(story, folders, word list)
CSS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10, RF.K.4, L.K.6

CALENDAR MATH/MATH (decomposing numbers) Using class charts, the students will write 1-100. (GP&IP) Next, the students will decompose numbers less than or equal to 10 into pairs in more than one way. The students will use counters and the ten frame to make ten as the number sentences show. Then, the students will write a different number sentence that describes the relationship. Next, the students will use red and blue cubes to show different ways to make 10. Next, the will use red, blue and yellow crayons to record different ways to make 10.
(EV 9-8, charts, counting cubes, ten frame, math cd) CCS: K.OA.3

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 (ir) The students will read the computer story SURFER GIRL. The students will then make a small book with the same title.
(STARFALL.COM, st books)
CCS: RL.K.3, RL.K.7, RI.K.7

WRITING (informational writing) The students will write and illustrate about a cow.
(st sht p231)
CCS: W.K.2, L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a

THEME
(science-states of matter) The students will use whipping cream to make butter. The students will discuss the changes in the butter as related to solid, liquid, and gas. The students will then complete a sequencing chart.
(whipping cream, sm jars, salt, crackers, sequencing chart)
CCS: SS 1.3.2(DOK 2), 3.4.1(DOK 2) A/H3.4.1

BARNYARD WONDERS – PIGS
5-13-2014

MORNING MESSAGE/STAR STUDENT

PROJECT READ Unit 13B Lesson 1a (cr, dr, shr)
Day 2
Letters of the Week: (cr, dr, shr)
(TM p13-33--13-77)
OBJECTIVES
1. To read words with beginning consonant blends [cr, dr, shr]
2. To spell words with theconsonant blends [cr, dr, shr]
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 [cr, dr, shr]
a. Skywrite [cr, dr, shr] and say sounds while tracingletters in the air
b. Pull under the letters and stir around letters sayingblend sounds[cr, dr, shr]
2. Give each student a blend bowl (p13-35). Record [cr, dr, shr] on the bowl
CHECKING FOR UNDERSTANDING
(p13-37)
1. Students read from [cr, dr, shr] Blend Sheet (p13-63, 13-69, 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 [cr, dr, shr]: Student Practice Sheet13D (p13-43, 13-49, 13-57)
ORAL/GUIDED READING
Students Story/Quiz: Crabs
STUDENT PRACTICE
Writing Notebook (cr, dr, shr)
CCS: RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3c, RF.K.3d, RF.K.3e, 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.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, L.K.5, L.K.5a, L.K.5c, L.K.5d

SHARED STORY Title: The Three Little Pigs
Day 2
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.4, RI.K.6, RI.K.7, RI.K.10

KINDERROOTS (Lost!)
The t/s will review story conventions.
The t/s will review (blend/spell) vocabulary words.
The t/s will read the story (2X) - Guided Reading.
CELEBRATE
(story, certificate)
CSS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10, RF.K.4, L.K.6

CALENDAR MATH/MATH (decomposing numbers) Using class charts, the students will write 1-100. (GP&IP) Next, the students will decompose numbers less than or equal to 10 into pairs in more than one way. The students will use counters and the ten frame to make ten as the number sentences show. Then, the students will write a different number sentence that describes the relationship. Next, the students will use red and blue cubes to show different ways to make 10. Next, the will use red, blue and yellow crayons to record different ways to make 10.
(EV R9-8 &P9-8, charts, counting cubes, ten frame, math cd) CCS: K.OA.3

LARGE GROUP/PHONEMIC AWARENESS (ir/sentence structure) The students will read the computer story SURFER GIRL.The students will then use "ir" to complete the words and identify the rhyming words in the given words. (STARFALL.COM, wkbk 79)
CCS: RL.K.3, RL.K.7, RI.K.7

WRITING (informational writing) The students will write and illustrate about a pig.
(journal) CCS: W.K.2, L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a

THEME
(science) The class will listen to the story THE THREE LITTLE PIGS. The class will then discuss pigs and their characteristics. Next, the students will make a pig mask. (paper plates, handout) CC: SCI 4.6.1(DOK2) PL/VS 1.2.1(DOK 1) A&H 3.4.1

SPLASHING IN THE OCEAN
5-14-14
SPLASHING IN THE OCEAN – Oceans of the World
5-14-2014

PROJECT READ
Unit 13B Lesson 1a (br, gr, thr)
Day 3
Letters of the Week: (br, gr, thr)
(TM p13-33--13-77)
OBJECTIVES
1. To read words with beginning consonant blends [br, gr, thr]
2. To spell words with theconsonant blends [br, gr, thr]
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 (p13-65, 13-71, 13-75) - 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 (p13-45, 13-51, 13-55.
ORAL/GUIDED READING
Students Story/Quiz: Mr. Grump and the Grand Day
STUDENT PRACTICE
Writing Notebook (br, gr, thr)
CCS: RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3c, RF.K.3d, RF.K.3e, 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.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, L.K.5, L.K.5a, L.K.5c, L.K.5d

STAR STORY
Title: Splash in the Ocean
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.4, RI.K.6, RI.K.7, RI.K.10

KINDERROOTS (Lost!)
The t/s will review story conventions.
The t/s will review (blend/spell) vocabulary words.
The t/s will read the story (2X) - Popcorn Reading.
CELEBRATE
(story, certificate)
CSS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10, RF.K.4, L.K.6

CALENDAR MATH/MATH (graphing) Using classroom charts, the students will write 1-100. Next, the class will use picture graphs to answer questions and count how many. Students will classify objects into given categories and sort the categories by count. (EV 9-9, charts, math cd) CCS: K.MD.3

LARGE GROUP/PHONEMIC AWARENESS
(sentence writing) The students will read the computer story SURFER GIRL. The students will then write two sentences using the words in the word bank.
(STARFALL.COM, wkbk p80)
CCS: RL.K.3, RL.K.7, RI.K.7

WRITING
(journal) The students will be introduced to the word "Oceanographer". The students will then write and illustrate a short story about 2 things they might find in the ocean, if they were an oceanographer.
(journals, ocean word bank)
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 SCI L.S.1.A, LS1.B
THEME
(social studies) The class will discuss how water is identified on a map. The students will then identify the oceans on Earth. The students will color the water blue and the land green on the world map. The students will then color code and follow the ocean key to locate, identify and label the oceans of the world. Next, the students will determine if each picture given lives on land or water and glue the pictures in the correct habitat.
(world map w/oceans labeled, st map, Land or Water p45)
CCS: SS 4.1.1, 4.1.2, 4.2.1

SPLASHING IN THE OCEAN – Why is the ocean so salty?
5-15-2014
MORNING MESSAGE

PROJECT READ
Unit 13C Lesson 1a (sc/sk/sp/sw)
Day 1
Letters of the Week: (sc/sk/sp/sw)
(TM p13-85--13-117)
OBJECTIVES
1. To read words with beginning consonant blend: [sc/sk/sp/sw]
2. To spell words with theconsonant blends: [sc/sk/spsw]
ANTICIPATORY SET
Display all the [s] blends cards
INPUT
1. (state):These are the [s] blends; there are seven ofthem. [sc] and [sk] both say /sk/ when you stir the sounds together.
2. Say the letter names with me: "[sc] says /sk/" "[sk] says /sk/" “[sp] says /sp/” “/sw/ says /sw/”

VAKT INPUT
1. Display [sc/sk/s/swp]
a. Skywrite [sc/sk/sp/sw] and say sounds while tracingletters in the air
b. Pull under the letters and stir around letters sayingblend sounds /sc/ and /sk/ and /sp/ and /sw/
2. Students get out theblend bowl (p13-87);Record [sc/sk/sp/sw]
INPUT
(state):[sc] and [sk] are usually used with different vowels; [sk] is usually used with [i] and [e].
MODELING
(Students repeat words)
[sc]scat scan scab scoff [sk] skipskinsketch skim skill skeleton skid
CHECKING FOR UNDERSTANDING
(p13-86)
1. Students read from [sc/sk/sp/sw] Blend Sheets (p13-99 and 107).
2. Spelling Tabs:
a.Dictate words from [sc] & [sk] & [sp] & [sw] list
b. Apply steps for finger spelling
3. Sentences to read and write: Student Practice Sheet13M (p13-91, 13-95, 13-97)
ORAL/GUIDED READING
Students Story/Quiz: Scott's Red Sled
STUDENT PRACTICE
Writing Notebook
CCS: RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3c, RF.K.3d, RF.K.3e, 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.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, L.K.5, L.K.5a, L.K.5c, L.K.5d

STAR STORY
Title: Splash in the Ocean
Day 2
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.4, RI.K.6, RI.K.7, RI.K.10
KINDERROOTS(Lost!)
The teacher will review story conventions.
The teacher will review vocabulary words.
The students will read the story - Partner Reading
CELEBRATE
(story, certificates)
CSS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10, RF.K.4, L.K.6
CALENDAR MATH/MATH (graphing) Using classroom charts, the students will write 1-100. Next, the class will use picture graphs to answer questions and count how many. Students will classify objects into given categories and sort the categories by count. (EV R9-9&P9-9, charts, math cd) CCS: K.MD.3

LARGE GROUP/PHONEMIC AWARENESS
(high-frequency words/sh) The students will read the computer story SURFER GIRL. Next, the students will write the high-frequency words in the correct word boxes. Then, the students will write “sh” words and then write one word in a sentence.
STARFALL.COM, wkbk p81&82)
CCS: RL.K.3, RL.K.7, RI.K.7
WRITING

(journal) The students will review the word "Oceanographer". The students will then write and illustrate a short story about something they might find in the ocean, that makes it salty.
(journals, ocean word bank)
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 SCI L.S.1.A, LS1.B

THEME
(science) The students will discuss and depict why the ocean is so salty. The teacher will draw the water flow, starting at the top of the mountain and traveling through various waterways to the ocean. The students will assist the teacher by adding salt to a cup of water each time a new tributary is described. The students will then taste the water. The students will then attempt to explain why ocean water is so salty.
(salt, cups w/water)
CCS: SCI K-LS1-1, K-ESS3-1

SPLASHING IN THE OCEAN – The Water Cycle
5-16-2014
MORNING MESSAGE
PROJECT READ
Unit 13C Lesson 1a (sm/squ/sn/st)
Day 1
Letters of the Week: (sm/squ/sn/st)
(TM p13-85--13-117)
OBJECTIVES
1. To read words with beginning consonant blend: [sm/squ/sn/st]
2. To spell words with theconsonant blends: [sm/squ/sn/st]
ANTICIPATORY SET
Display all the [s] blends cards
INPUT
1. (state):These are the [s] blends; there are seven ofthem.
2. Say the letter names with me: "[sm] says /sm/" "[squ] says /squ/" “[sn] says /sn/”
“/st/ says /st/”