SPRING HAS SPRUNG!
MARCH 18-22, 2013
SPRING HAS SPRUNG! - Insects
3-18-2013
MORNING MESSAGE/STAR STUDENT
Daily Skills:
*Sentence Structure
*Punctuation/Capitalization
*Grammar/Spelling
*Letter/Sound Recognition
CCS: 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 10Lesson 1(-ank)(-ink)
Day 1
Letters of the Week: (-ank) (-ink)
(TM p10-1--10-10)
CONCEPTS
1. To understand the gliding sound /ank/ & /-ink/
2. To read/spell words with /-ank/& /-ink/ glide sound
ANTICIPATORY SET
(p10-1)
1. Display the slide picture
2. (state): Do you recognize this as a slide?
INPUT
(p10-1)
1. State teaching objective
2. Place [a] [i] on a post-it at the top of the slide (use board ordoc camera)
3. Lift [a] [i] off and pull out the sound /a/ & /i/ and slide down theslide gliding the vowel sound into [-
nk] saying /-ank/ & /-ink/ andthen pulling the hand up when saying the final /k/ sound
4. Replace the [a]nk[i]nk with the yellow card [-ank] & [-ink] fromsoundpack
VAKT INPUT
(Students say dash (-) a, n, k & dash (-) i, n, k (letter names)); students pull vowel [a] & [i] out
and glide down the throat and say /-ank/ & /-ink/
*Sky Write (Snap – Aim – Press – Do & Say)
STATIONS
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards

CHECK FOR UNDERSTANDING
(p10-2 & 10-10)
1. Building words [rank] [bank] [tank] [sank] [yank][rink] [sink][wink] [pink] [link] [mink]
2. Use words in a sentence
CHECK FOR UNDERSTANDING
(p10-7)
Student Practice Sheet 10A(p10-7); model onslide aswords/sentencesare read
GUIDED /ORAL READING
Student Story/Quiz:At the Rink
STUDENT PRACTICE
1.Word Web (-ank/-ink)
2.Write Words/Sentence Correction (-nk1)
**PASS OUT AND DISCUSS SPELLING WORD LIST
CCS: 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, 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, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3

STAR STORY
Title: I Love Bugs/The Grouchy Ladybug
Day 1
Story Conventions
Background Knowledge
Teacher/Interactive Reading
Story Discussion
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
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
CALENDER MATH/ MATH
(addition) The students will write 1-100, using class charts. (R&P) Next, the students will trace or write the numbers that tell how many there are in each group. Then have them trace the circle to join the two groups. Then trace the plus sign and equal sign and write the sum. Next, the students will complete the activities on the math cd.
(EV-R7-5 & P7-5, class charts,
CCS: K.OA.1, K.OA.2, K.OA.5
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
(long o (oa)/high frequency words) The students will read the computer story THE SOAP BOAT. The students will then make a book with the same title.
(STARFALL.COM, st book)
CCS: RL.K.3, RL.K.7, RI.K.7
WRITING
(journal) The students will write about and illustrate a short story about their favorite insect. The teacher can use the website to show the students how to create a mixed up insect.
(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 MATH
(story problems)The students will complete the ant story problems, showing their work.
(stsht p54, plastic ants, doc camera)
CCS: K.OA.1, K.OA.2
REVIEW
(skills review) The students will work on GRADE (red) practice materials.
(GRADEp1-7)
CCS: 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.3b, RF.K.3c, RF.K.3d, RF.K.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2b, L.K.2c, L.K.2d
THEME
(science) The students will discuss how an insect looks (number of legs, body parts, etc.) and compare it to that of a spider and a person. The students will then make Ants on a Log. Next, the students will complete a sequencing activity, showing the steps in making the treat. The students can then eat the "log" for snack.
(insect charts, celery,peanut butter, raisins, plates, plastic knives, sequencing sht)
CCS: SCI 3.4.2,3.4.3(DOK 2),3.4.3 PL/VS 1.2.1, 1.2.2(DOK 1)

SPRING HAS SPRUNG! - Butterflies
3-19-2013
MORNING MESSAGE
PROJECT READ
UNIT 10Lesson 1(-ank)(-ink)
Day 2
Letters of the Week: (-ank) (-ink)
(TMp10-1--10-10)
CONCEPTS
1. To understand the gliding sound /-ank/ & /-ink/
2. To read/spell words with /-ank/& /-ink/ glide sound
ANTICIPATORY SET
(p10-1)
1. Display the slide picture
2. (state): Do you recognize this as a slide?
INPUT
(p10-1)
1. State teaching objective
2. Place [a] [i] on a post-it at the top of the slide (use board ordoc camera)
3. Lift [a] [i] off and pull out the sound /a/ & /i/ and slide down theslide gliding the vowel sound into
[-nk] saying /-ank//-ink/ andthen pulling the hand up when saying the final /k/ sound
4. Replace the [a]nk[i]nk with the yellow card [-ank][-ink] fromsoundpack
VAKT INPUT
(Students say: dash(-) a, n, k & dash(-) i, n, k (letter names)); students pull vowel [a] & [i] out and glide down the throat and say /-ank/ & /-ink/
1. Glued letters
2. Felt paper
3. Skywrite [-ank] & [-ink]
4. Memory box
5. Writing Notebook
CHECK FOR UNDERSTANDING
(p10-10)
1. Building words: [rank] [bank] [tank] [sank] [yank][rink] [sink][wink] [pink] [link][mink]
2. Use words in a sentence
CHECK FOR UNDERSTANDING
(p10-13)
Student Practice Sheet -10B (p10-13);model onslide aswords/sentencesareread
GUIDED /ORAL READING
Student Story/Quiz:At the Rink
STUDENT PRACTICE
1. Write the Words/Correct the Sentences (-nk2)
2. Write/Illustrate Sentences (-nk3)
CCS: 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, 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, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3

STAR STORY
Title: I LoveBug/The Grouchy Ladybugs
Day 2
Story Conventions
Background Knowledge
Teacher/Interactive Reading
Story Discussion
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
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
(addition) The students will write 1-100, using classroom charts. (GP&IP) Next the students will trace or write the numbers that tell how many there are in each group. Then have them trace the circle to join the two groups. They will then trace the plus sign and equal sign and write the sum. The students will complete the activities on the math webpage.
(EV-7-6, class charts,
CCS: K.OA.1, K.OA.2, K.OA.5

LARGE GROUP/PHONEMIC AWARENESS
(longo - oa)The students will read the computer story SOAP BOAT. The students will then write the "long o" words using “oa” words to match the pictures and then complete each sentence with an “oa” word.
(STARFALL.COM, wkbk p61&62)
CCS: RL.K.3, RL.K.7, RI.K.7
WRITING
(journal) The students will write a short story about a butterfly. The students will then color the butterfly according to the key.
(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 MATH
(addition review) The students will complete the addition problems andcolor the butterflies using the color code.
(stsht p8)
CCS: K.OA.1, K.OA.2
REVIEW
(skills review) The students will work on GRADE (red) materials. The teacher will use doc camera to review materials in the test booklet.
(GRADE p8-15)
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.3b, RF.K.3c, RF.K.3d, RF.K.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2b, L.K.2c, L.K.2d
THEME
(science assessment/art) The students class will discuss the life cycle of a butterfly as it grows from egg toadult. The students will then color, cut out and glue the stages in the correct order. The students will set up a habitat to hatch butterflies (because the weather is too cold, the butterflies will be set up later).The students will then make a sun catcher butterfly.
(assessment, wax paper, iron, newspaper, tissue paper squares, stsht p7, butterfly habitat, butterfly larva)
CCS: SCI 2.3.2(DOK 2), 3.4.1(DOK 2),3.4.2,3.4.3(DOK 2),3.4.4(DOK 2) A/H3.4.1, 4.4.2

SPRING HAS SPRUNG! – Birds
3-20-2013
MORNING MESSAGE
PROJECT READ
UNIT 10Lesson 1 (-onk)
Day 1
Letters/Word of the Week:(-onk)
(TM p10-11--10-15)
CONCEPTS
1. To understand the gliding sound /-onk/
2. To read/spell words with /-onk/ glide sound
ANTICIPATORY SET
(p10-1)
1. Display the slide picture
2. (state): Do you recognize this as a slide?
INPUT
(p10-11)
1. State teaching objective
2. Place [o] on a post-it at the top of the slide(usedoc camera)
3. Lift [o] off and pull out the sound /o/ and slide down theslide gliding the vowel
sound into [-nk] saying /-onk/ and pulling the hand up when saying the final /k/ sound
4. Replace the [o]nk with the yellow card [-onk] from soundpack
VAKT INPUT
(Students say:dash(-) o, n, k - letter names); students pull vowel [o] out and glide down the throat and say /-onk/
*Sky Write (Snap – Aim – Press – Do & Say)
STATIONS
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards

CHECK FOR UNDERSTANDING
(p10-11)
1. Building words [honk] [bonk] [konk]
2. Use words in a sentence
GUIDED /ORAL READING
Student Story/Quiz:At the Rink
STUDENT PRACTICE
1.Word Web (-onk)
2. Write the Words (-nk4)
CCS: 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, 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, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3

STAR STORY
Title: I LoveBug/The Grouchy Ladybugs
Day 3
Story Conventions
Background Knowledge
Teacher/Interactive Reading
Story Discussion
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
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
(addition) The students will write 1-100, using class charts. (R&P) Next, the students will trace or write the numbers that tell how many there are in each group. Then have them circle the plus sign to join the two groups. Then trace the plus sign and equal sign and write the sum. Next, the students will complete the activities on the math cd.
(EV-R7-6& P7-6, class charts, math cd)
CCS: K.OA.1, K.OA.2, K.OA.5

LARGE GROUP/PHONEMIC AWARENESS
(long o - oa) The students will read the computer story SOAP BOAT. The students will then use “ea” to complete each word/picture match. The students will then identify the given words in the word bank and circle the picture of each word in the given picture.
(STARFALL.COM, wkbk p63-64)
CCS: RL.K.3, RL.K.7, RI.K.7
WRITING
(journal) The students will write and illustrate a short story about a bird they might see during Spring.
(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 MATH
(story problems) The students will complete theSpring story problems, using the doc camera and showing their work.
(stsht p10, doc camera)
CCS: K.MD.1, K.MD.2, K.OA.1, K.OA.2

REVIEW
(skills review) The students will work on GRADE (red) practice materials. The teacher will use doc camera to review practice materials.
(GRADEp15 – 25, doc camera)
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.3b, RF.K.3c, RF.K.3d, RF.K.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2b, L.K.2c, L.K.2d
THEME
(science/art) The students will discuss different typesof birds that can be found in Kentucky during Spring. The students will color, cut out, and decorate a bird.
(stsht, feathers, paper bag)
CCS: SCI 3.4.1(DOK 2),3.4.2 A/H3.4.1

SPRING - Frogs
3-21-2013

MORNING MESSAGE
PROJECT READ
UNIT 10Lesson 1 (-onk)
Day 2
Letters/Word of the Week:(-onk) (what)
(TMp10-11--10-15)
CONCEPTS
1. To understand the gliding sound /-onk/
2.To read/spell words with /-onk/ glide sound
3.To introduce the red word [what]

ANTICIPATORY SET
(p10-1)
1. Display the slide picture
2. (state): Do you recognize this as a slide?
INPUT
(p10-11)
1. State teaching objective
2. Place [o] on a post-it at the top of the slide (use board ordoc camera)
3. Lift [o] off and pull out the sound /o/ and slide down theslide gliding the vowel
sound into [-nk] saying /-onk/ andpulling the hand up when saying the final /k/ sound
4. Replace the [o]nk with the yellow card [-onk] from soundpack
5. The teacher will show the word card “what”.
6. The students will arm tap the word [what].
7. The students will then trace the word [what] in red.
VAKT INPUT
(Students say:dash(-) o, n, k (letter names)); students pull vowel [o] out and glide down the throat and say /-onk/
1. Glued letters
2. Felt paper
3. Skywrite [-onk]
4. Memory box
CHECK FOR UNDERSTANDING
(p10-11)
1. Building words: [honk] [bonk] [konk]
2. Use words in a sentence
GUIDED /ORAL READING
Student Story/Quiz:At the Rink
STUDENT PRACTICE
1. Write the Words/Sentence Completion (-nk5)
2. HAR 7 - p11, 14, 23&24 (what
CCS: 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, 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, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3

SHARED STORY
Title: The Tiny Seed
Day 1
Story Conventions
Teacher/Interactive Reading
Story Discussion
Story Critique
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
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
(addition) The students will write 1-100, using table/wall charts. (GP&IP) Next, the students will listen to the problems then draw pictures to solve each of the addition stories. The students will then complete the activities on the webpage.
(EV- 7-7, class charts,
CCS: K.OA.1, K.OA.2, K.OA.5

LARGE GROUP/PHONEMIC AWARENESS
(long o - oa/sentence completion/listening comprehension assessment) The students will read the computer story SOAP BOAT. The students will then write sentences using "oa" words.Next, the students will listen to the story THE BUTTERFLY and illustrate the story.
(STARFALL.COM, wkbk p65, listening assessment)
CCS: RL.K.3, RL.K.7, RI.K.7
WRITING
(story comprehension) The students will assist the teacher in reading the story FREDDY'S FROG. The students will then identify or write answers to given questions.
(st story)
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
(money) The teacher will then hold up a card showing an amount of money (5c-10c). The students will count nickels and pennies to make the shown amount of money (review). The teacher will then hold up a money addition equation. The students will find the total amount of money using coins.
(table/wall charts, money cards, plastic coin money)
CCS: K.MD.1, K.MD.2

REVIEW
(skill review) The students will complete any unfinished GRADE activities.
(st books, teacher manual)
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.3b, RF.K.3c, RF.K.3d, RF.K.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2b, L.K.2c, L.K.2d

THEME
(science) The class will discuss the stages of a frogs life from the egg to the adult frog. The students will thencolor cut out and put the stages in order from the egg to the adult frog.
(life cycle sht)
CCS: SCI 3.4.4(DOK 2)

SPRING HAS SPRUNG! - Flowers
3-22-2013

MORNING MESSAGE
PROJECT READ
UNIT 10 Lesson2(-ang) & (-ing)
Day 1
Letter of the Week: (-ang) & -(ing)
(TM p10-17--10-29)
OBJECTIVES
1. To understand gliding sound [-ng]
2. To read and spell words /-ng/ glide sound, using [a & i]
ANTICIPATORY SET
1. Display the slide picture (p10-19)
2. (question): What letters do you see at the end of theslide?
3. (answer): [-ng]
INPUT
1. Place [a &i] on a post-it at top of slide
2. Lift [a]& [i] and slide down the slide gliding the vowel sound /a & i/ into [-ng] saying /-ang/ & /-ing/
3. Replace the [a]ng & [i]ng with [-ang] & [-ing]
VAKT INPUT
(p10-23)
*Sky Write (Snap – Aim – Press – Do & Say)
STATIONS
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards

CHECKING FOR UNDERSTANDING
(p10-25)
1. Students build words [bang] [sang] [gang] [hang] [rang] [ding] [sing][ring] [wing]
2. Student Practice Sheet10E (p10-25)
GUIDED/ORAL READING
Student Story/Quiz:The Rock King Gang
STUDENT PRACTICE
1. Word Web (-ang/-ing)
2. Write Words/Sentence Correction (-ng1)
**SPELLING TEST
CCS: 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, 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, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3

SHARED STORY
Title: The Tiny Seed
Day 2
Story Conventions
Teacher/Interactive Reading
Story Discussion
Story Critique
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
KINDERROOTS (Lost!)
The t/s will review story conventions.
The t/s will review the vocabulary list.
The t/s will read the story (1X) - Guided Reading.
The students will complete the quiz to assess student comprehension.
CELEBRATE
(story, certificate, quiz)
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
(addition) The students will write the numbers 1-100, using class charts. (R&P) Next the students will listen to the problems then draw pictures to solve each of the addition stories. Next, the students will complete the activities on the math cd.
(EV-R7-7& P7-7, class charts, math cd)
CCS: K.OA.1, K.OA.2, K.OA.5

LARGE GROUP/PHONEMIC AWARENESS
(rhyming words, long o (oa)/-ing) The students will read the computer story SOAP BOAT. Next, the students will make new words by adding “ing” to a given word.
(STARFALL.COM, wkbk p65)
CCS: RL.K.3, RL.K.7, RI.K.7

WRITING
(assessment/sentence structure) The students will complete the writing assessment. The students will then complete a square for a class (GRANDMA'S GARDEN) quilt. The students will then write and illustrate a short story about a flower.
(assess, quilt pattern pieces, 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 MATH
(measurement/number sequence) The students will put the flowers in order from shortest to tallest and tallest to shortest. Next, the students will identify the numbers on flowers 10, 20, etc.
(stsht p12 & 23 - Flower Power)
CCS: K.MD.1, K.MD.2