HALLOWEEN HAPPENINGS
October 20-24, 2014
HALLOWEENHAPPENINGS -Spiders
10-20-2014
MORNING MESSAGE/STAR STUDENT
Daily Skills:
*Sentence Structure
*Punctuation/Capitalization
*Grammar/Spelling
*Letter/Sound Recognition
PROJECT READ
UNIT 2 Lesson 2(j)
DAY 1
Letter of the Day:Jj
(TMp2-17--2-20)
CONCEPT
Sound-symbol relationship
TEACHING OBJECTIVE
1. Read words with short [a] and [j] consonants
2. Spell words with short [a] and [j] consonants
ANTICIPATORY SET
(p2-17)
1. Displayalphabet and letters: [a] [t] [m] [s] [b] [c] [f] [r] [h] [n]
2. Introduce Jj and /j/ by saying the letters of the alphabet and stopping at Jj
INPUT
Teacher displays the letter [j]
MODELING
(2-17)
(3 times)
1.Display letter [j] - Do & Say
2.Use clipping sound with finger scissors
3. Finger spell andsweep sounds: [jam] [Jan] [jab]
4. Read sentences
VAKT INPUT - STATIONS
*Sky Write (Snap – Aim – Press – Do & Say)
1. Tactile Letters
2. Felt Forms
3. Memory Box
4.Dry Erase Boards
WORD BUILDING
1. Display [a] [t] [m] [s] [b] [c] [f] [r] [h] [n]
2. Build words:[jam] [job] [Jan] [jab] (usein a sentence with strips)
CHECK FOR UNDERSTANDING
(p2-19)
1. Word Building (tap and sweep): [jam] [job] [Jan] [jab]
2. Spell Tabs (use finger spelling process)
3. Sentence Dictation: The cat has jam.
**Check dictation
GUIDED PRACTICE
1. Treasury Chest Sentences from Student Practice Sheet (Unit 2 – p2-29) .
2. **Student Story/Quiz: Jam
STUDENTPRACTICE
1. WordWeb(Jj)
2.Sentence Completion (j1)
3. Hi-Lite – JACK BE NIMBLE
**PASS OUT AND DISCUSS SPELLING WORDS
STAR STORY
DAY 1
Title:The Very Busy Spider
Story Introduction
Story Vocabulary
Interactive Reading
EAGER TO READ (Dress Up)
The teacher/students will discuss story conventions (front/back covers, spine, author, illustrator, pages, page numbers, illustrations, text, characters, setting).
The teacher will read the story (1X).
The teacher will pass out the student books.
The t/s will read the story (1X).
The t/s will review the story sequence.
Choose students to CELEBRATE (T- F)
(reading logs,st bks)
LARGE GROUP/PHONEMIC AWARENESS
(word recognition/rhyming) As thestudentsassist in reading the story SPIDER; they will write in the missing rhyming words. The students may then color the illustrations.
(st book)
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
MATH/CALENDAR MATH
(positional words, numbers 0-5/patterns) The students will write 1-25, using given classroom charts. Next, the students will use words first through fifth to identify ordinal numbers. When completed, the students will review key concepts using the math cd. If time permits, the students will assist in making a spider web by tossing a ball of black yarn across a circle to another student. A large spider will be put in the middle upon completion of the web.
(EV-R&P 2-8, black yarn, large spider math cd)
CCS: K.CC.3, K.CC.4, 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.4, K.Cc.4a, K.CC.4b, K.CC.4c, K.CC.5, K.CC.6 SCI-K-ESS-1
WRITING
(journal) The students will be given a spider ring. The students will then glue the cut up sentence in order and write and illustrate the sentence "The spider is black."
(journal, spider ring, cut-up sentence)
CCS: SL.K.5, L.K.1f
THEME
(science) The students will sing the nursery rhyme EENSY WEENSY SPIDER. Next, the students will compare spiders to insects (homes, body parts, food, etc), using a Vinn diagram. If time permits, the students will make a spider decoration.
(poem/book, black paper strips, black circle)
CCS:SCI-K-LS1-1
HALLOWEEN HAPPENINGS - Skeletons
10-21-2014
MORNING MESSAGE
PROJECT READ
UNIT 2 Lesson 2(j)
DAY 2
Letter of the Day:Jj
(TMp2-17--2-20)
SFA (p117-120)
1. Think, Pair, Share
2. Hear the Sounds
3. Say It Fast
4. Break It Down
5. Stretch and Read
6. Quick Erase
7. Stretch and Count
STUDENTPRACTICE
1.Write It (use dry erase boards)
2. Learning Page – Jj
STAR STORY
DAY 2
Title:The Very Busy Spider
EAGER TO READ
Title:Dress Up
DAY 2
LARGE GROUP/PHONEMIC AWARENESS
(high frequency words) The teacher will review the high frequency words using arm-spelling. The teacher will introduce the new word "is".The teacher will put sentences in the chart with a picture clue to assist the students in reading the sentences:Is the cat mad?The bat is black. It is my book! Is the cat fat? The students will then trace the word "is". If time permits, the students will play “Shake Those Bones!” The teacher will present a stack of sight word cards that the students are familiar with (the teacher will include two cards with Shake Those Bones” written on them). The students will read the cards together. If the “Shake” card comes up, the students will stand up and shake their bones! The teacher reshuffles the cards after the stack has been gone thru completely. If time permits, the students will play HANG THE SKELETON.
(1 lg word card "is", sentences, picture cards, tracing sht/“is” poem, sw cards, 2 “Shake Those Bones” cards, hanging skeleton)
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
(problem-solving/graphing) The students will write the numbers 1 to 25, using classroom charts. The students will use objects to show the numbers in each group, order the number of objects in each group, and identify the group that has the most or fewest group of objects. The students will review math. If time permits, the students will complete the skeleton bone graph. The teacher will then review the term estimation (look, think, guess number). The students will thenestimate how many skeleton heads are in the pumpkin (write student names and estimations on the board.
(EV – 2-9, math website st graph, graph indicators, fake bones w/container or st sht, pumpkin with skeleton heads )
CCS: K.CC.3, K.CC.4K.MD.1
WRITING
(journal) The students will write about and illustrate a short story about a skeleton.
(journal)
CCS: L.K.1f, SL.K.5
THEME
(science) The teacher will play and sing THE BODY PART SONG (my head bone is connected to my jawbone...). The students will then discuss the bones in the human body. They will identify the importance of bones and ways to keep their bones healthy. The students willthen make a q-tip skeleton. The q-tips will be glued onto black paper.
( 10 cut/14 whole q-tips per child, sm bags, lg black paper, skeleton head,
x-ray)
CCS: SCI-K-LS1-1 A/H 3.4.1
HALLOWEEN HAPPENINGS – Monsters
10-22-2014
MORNING MESSAGE
PROJECT READ
UNIT 2 Lesson 2(j)
DAY 3
Letter of the Day:Jj
(TMp2-17-2-20)
VAKT INPUT - STATIONS
*Sky Write (Snap – Aim – Press – Do & Say)
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
CHECK FOR UNDERSTANDING
(p2-19)
1. Place words in Jewel Box that students have mastered: [jam] [job] [Jan] [jab]
2. Spell Tabs
3. Sentence Dictation: The cat has jam.
**Check dictation with students
STUDENTPRACTICE
1.Word Find (j2)
2. Review (Jj) – p94
STAR STORY
Title: The Very Busy Spider
DAY 2
EAGER TO READ
Title: Dress Up
DAY 2
LARGE GROUP/PHONEMIC AWARENESS
(high frequency words/listening comprehension/sequence recall) The teacher will review the high frequency words using arm-spelling. The class will re-read the sentences using "is". The students will be given a "is" word card. The students will hold the card in front of them and orally complete the sentence "It is a ______".The students willglue their word card onto paper and draw a picture of a Halloween character. The teacher will help the students write the short sentence "It is a_____.". Next, the students will complete the RHYME-AWAY activity. If time permits, the students will go on a SPOOKY WALK. The students will then answer the questions about the oral story MY MONSTER.
(sentence starters "It is a ______", writing/pic paper, Rhyme Away, record/player, st story p18)
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
(problem solving/following directions) The students will use given charts to write the numbers 1-25.The students will use objects to show the number in each group, order the number of objects in each group and identify the group that has the most or fewest number of objects. The students will then review by completing activities on the math website. The students will color the monster’s face in response to questions asked by the teacher.
(monster glyph w/directions)
(EV-2-9(R&P),
CCS: K.CC.6, K.CC.7
WRITING
(story writing) SEE THEME
THEME
(story writing) The teacher will play the song THE MONSTER MASH; the children will move to the music. The teacher will then read the story MONSTERS COME IN MANY COLORS. The students will then draw their favorite color of monster and write a sentence using the color word.
( paper, story, colored paper, wiggle eyes)
CCS: W.K.2 A/H 1.1.1, 1.2.2, 3.2.1, 3.4.1
HALLOWEEN HAPPENINGS - Spooky Houses
10-23-2014
MORNING MESSAGE
PROJECT READ
UNIT 2 Lesson 2(j)
DAY 4
Letter of the Day:Jj
(TMp2-17--2-20)
VAKT INPUT
1. Sky Write (Snap - Aim - Press - Do & Say)
2. Writing Notebook (Jj)
HARCOURT (TM 2 - p69-73)
1. Phonemic Awareness (p69)
2.Active Beginning (p72)
3. Practice/Apply (p73)
STUDENTPRACTICE
1. HAR 9 – p10
2. HAR 9 - p 12
SHARED STORY
DAY 1
Title: Mrs. Muddle Muddle-Puddle and the Haunted House
Story Conventions
Re-Read Story
Partner Reading
Interactive Questions
EAGER TO READ
Title: Dress Up
DAY 4
LARGE GROUP/PHONEMIC AWARENESS
(rhyming/comprehension) The students will go on a SPOOKY WALK. The students will then decorate a paper spooky house. As a character is added to the house, the students will identify words that rhyme with the character. Next, The students will then listen as the teacher gives oral directions. The students will complete each of the directions in order to add to the spooky house scene.
(record/player, paper houses, Halloween sticker, st sht p13)
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
(review/ counting sets) Using charts, the students will practice writing the numbers 1-25. The students will draw lines to match and circle the group that has 1 more and 2 fewer, then the students will count and write numbers in order 0-5. Lastly, the students will review position of words. When completed, the students will review using the math cd. If time permits, the students will count and match each given set of dots to the correct visitor to the spooky house.
(EV-Unit 2-Reteaching, math cd,stshts p5a & 5b)
CCS: K.CC.4, K.CC.6, K.CC.7,
WRITING
(journal) The students will write and illustrate a short story about a spooky house (identifying one character they might see in a spooky house).
(journal)
CCS: L.K.1f, SL.K.5
THEME
(art) The students will make and decorate a spooky house.
(house outline, 10 sticker characters for each child, lg paper)
CCS: A/H 3.4.1
HALLOWEEN HAPPENINGS - Trick-or-Treating
10-24-2014
MORNING MESSAGE
PROJECT READ
UNIT 2 Lesson 2(j)
DAY 5
Letter of the Day:Jj
(TMp2-17--2-20)
VAKT INPUT - STATIONS
*Sky Write (Snap - Aim - Press - Do & Say)
1. Tactile Letters.
2. Felt Forms
3. Memory Box.
4. Dry Erase Boards
CHECK FOR UNDERSTANDING
1. Treasury Chest Sentences from Student Practice Sheet (Unit 2 – p2-29) .
2. **Student Story/Quiz: Jam
STUDENTPRACTICE
1. Trace and write Jj
2. Shape Book w/pictures (Jj)
**SPELLING TEST
SHARED STORY
Title: Mrs. Muddle Muddle-Puddle and the Haunted House
DAY 2
EAGER TO READ
Title:Dress Up
DAY 5
LARGE GROUP/PHONEMIC AWARENESS
(syllabication/comprehension/rhyming) The students will be shown the Halloween pictures. They will then attempt to count the number of syllables in each picture/word. Next, the students will listen as the teacher gives oral directions. The students will complete each of the directions in order to add to the spooky house scene. Next tThe students will go on a SPOOKY WALK. The students will then decorate a paper spooky house. As a character is added to the house, the students will identify words that rhyme with the character.
(pictures, st sht p13record/player, paper houses, Halloween stickers)
CCS: RL.K.2, RF.K.2a
CALENDAR MATH/MATH
(assessment/ number sequence/sets) Using charts, the students will practice writing the numbers 1-25. The students will demonstrate their knowledge of concepts skills in topic 2, comparing objects and identify which group has more, fewer, or the same number as the other group, understands what zero means, write numbers in order and using ordinal positions. When completed, the students will review by completing activities on the math webpage. If time permits, using the doc camera, the students will assist the teacher in identifying the missing number in each given number set. If time permits, the students willcount and match each given set of dots to the correct visitor to the spooky house.
(EV-Topic 2 Test, , doc camera, st sht p55a, p5a&5b)
CCS: K.CC.2, K.CC.4b, K.CC.6, K.CC.7
WRITING
(on-demand writing)The students will give a response for the On-Demand question concerning Halloween safety.
(OD question w/rubric)
CCS:W.K.2, SL.K.5 PL/VS 1.3.1
THEME
(art) The students will make a trick-or-treat container using a paper bag. The students will write TRICK-OR-TREAT on the bag. They may then draw, add stickers or cut and color clip art to add to the bag. When finished, the teacher will add 2 pieces of candy to the bag.
(paper bags, candy, stickers seasonal clip-art)
CCS: A&H 3.4.1
LEARNING TARGETS
October 20-24, 2014
Monday, October 20, 2014
Reading: I can identify Jj and /j/.
Math:I can identify ordinal numbers.
Tuesday, October 21, 2014
Reading: I can identify and write Jj and /j/.
Math:I can identify sets with more and fewer.
Wednesday, October 22, 2014
Reading: I can identify and write Jj and /j/.
Math: I can identify sets with more and fewer.
Thursday, October 23, 2014
Reading: I can identify and write words that begin with Jj and /j/.
Math: I can identify sets with more and fewer.
Friday, October 24, 2013
Reading: I can identify and write words that begin withJj and /j/.
Math: I can show & demonstrate my knowledge of more and fewer.