THERE’S A RUMBLE IN THE JUNGLE/EGG=CE[TIONAL FUN
April 14-18, 2014
THERE’S A RUMBLE IN THE JUNGLE - Lions
4-14-2014
**PREPARING FOR TESTING USING 15 MINUTES EXTRA INSTRUCTIONAL TIME**
**The students will participate in making a Rainforest Diorama. Upon completion, the
students will choose one rainforest animal and write about it and then draw a picture of it.
CCS: W.K.7 SCI 3.4.1(DOK 2), 3.4.2, 3.4.3(DOK 2)
MORNING MESSAGE
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
UNIT10 Lesson2 (-ong) & (-ung)
Day 1
Letter of the Week: (-ong) & (-ung)
Sight Word of the Week: what
(TM p10-30--10-34)
OBJECTIVES
1. To understand gliding sound [-ng]
2. To read and spell words /-ng/, using [o] & [u]
ANTICIPATORY SET
1. Display the slide picture (p10-19).
2. (question):What letters do you see at the end of the slide?
3. (answer): [-ng]
INPUT
1. Place [o] on a post-it at top of slide; repeat with [-ung]
2. Lift [o] and slide down the slide gliding the vowel sound /o/ into [-ng] saying /-ong/ & /ung/
3. Replace the [ong] with [ung]
VAKT INPUT - STATIONS
Students say: dash (-) o, n, g, then students pull vowel [o] out and glide down the throat and say
/-ong/
Repeat with [-ung]
*Sky Write (Snap – Aim – Press – Do & Say)
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
CHECKING FOR UNDERSTANDING
(p10-30)
1. Students build words [bong] [song] [gong] [long]& [hung] [lung] [rung] [sung]
2. Student Practice Sheet10E (p10-33)
3. Sentence Dictation: Nan sang a jazz song.
INPUT
1. Display red word [what]
2. Put word [you] in sentence: What do you see?
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.Student Story/Quiz: What?
STUDENT PRACTICE
1. Word Web (-ong/-ung)
2. Write the Words/Mixed-Up Sentences (ong/ung1)
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
**PASS OUT SPELLING LIST**
STAR STORY
Title: The Great Kapok Tree
Day 1
Story Introduction/Picture Walk
Vocabulary
Story Conventions
Interactive Reading
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 (Tubb the Cub)
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.
(RED:be, have, me, play)
(GREEN:bad, bat, back, bit, but, big, bug, cub, cubs, sun, sobs, Tubb, Tubb's)
(READLES:lion, tail, run, fun)
The teacher will read the story (1X).
The teacher will chose Star Readers for the week.
(story, word list)
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
CALENDAR MATH/MATH
(subtraction) The students will write numbers1-100, using wall/desk charts. (GP&IP) The students will write how many hats there are in all. Next they will trace X’s to subtract. Then students will trace the minus/equal signs, write the number subtracted, and tell how many hats remain. Upon completion, the students will review the key concepts, using the math webpage. The students will review objects by more than one attribute. (EV-12-1)
(EV 8-6, charts,
CCS: K.OA.1, K.OA.2, K.OA.5, K.MD.1, K.MD.2
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 u) The students will read the computer story DUNE BUGGY. The students will then make a small book with the same title.
(STARFALL.COM, stbk)
CCS: RL.K.3, RL.K.7, RI.K.7
WRITING
(personal narratives) The students will write/illustrate about a day in school.
(stsht)
CCS: W.K.3, 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
(science) The students will identify similarities/differences between humans and animals (lions), as they change from newborns to adults. Upon completion, the students will make a lion mask.
(stsht p5- Growing and Changing, yarn or paper scrap, paper plates)
CCS: SCI3.4.1(DOK 2), 3.4.3(DOK 2), 3.4.4(DOK 2) A/H 3.4.1
THERE’S A RUMBLE IN THE JUNGLE - Monkeys
4-15-2014
MORNING MESSAGE
PROJECT READ UNIT 11 Lesson1(ch)
Day 1
Letters of the Day:ch
(p11-1--11-7)
OBJECTIVES
To read and spell words with [ch] digraph
ANTICIPATORY SET
1. Display four digraph cards [ch] [wh] [th] [sh]
2. (question): What is the same about these four cards?
3.(answer): [h]
INPUT
1. (say): Because the last letter on eachcard ends in [h],these are called the [h] brothers
(Remove all but the [ch] card)
2. Display the [ch] card and [ch] picture (p11-7)
3. (state): The first brother's name is [ch]
4. Skywrite
VAKT INPUT
(p11-1)
1. Skywrite (3 times)
2. Students aim at the letters, saying name.
3. (state): [ch] has a favorite toy.It is in this picture - atrain.The trainsound /ch/ in choo-choo is
the [ch] sound.
4. Skywriteletter names and then pull under the letters, saying the [ch] sound /ch/.
MODEL
(p11-2)
1. Model skywriting [ch]
2. Finger blend: [chin]
VATK INPUT
1. Skywrite
2.Writing Notebook
CHECKING FOR UNDERSTANDING
(p11-2)
1. Students build words [chat] [pinch] [chill] [rich]
2. Students read words and sentences - Student Practice Sheet (11A - p11-5)
3. Spell Tabs: [chin] [rich] [chill]
4. Sentence Dictation:Bill hit his chin on the dock.
GUIDED/ORAL READING
Student Story/Quiz: Bill’s Ax
STUDENT PRACTICE
1. Word Web (ch)
2. Write Words/Sentences (ch1)
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
STARSTORY
Title: The Great Kapok Tree
Day 2
Story Conventions
Story Critique and Discussion
Buddy Reading
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 (Tubb the Cub)
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, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.6, RI.K.7, RI.K.10
CALENDAR MATH/MATH
(subtraction) The students will write numbers1-100, using wall/desk charts. (R&P) The students will write how many counters/balls there are in all. Next they will trace X’s to subtract. Then students will trace the minus/equal signs, write the number subtracted, and tell how many counters/balls remain. Upon completion, the students will review the key concepts by completing the activities on the math disc. The students will compare different lengths of objects given. (EV-12-2)
(EV-R8-6&P8-6, charts, math disc)
CCS: K.OA.1, K.OA.2, K.OA.5, K.MD.1, K.MD.2
LARGE GROUP/PHONEMIC AWARENESS
(long u) The students will read the computer storyDUNE BUGGY. The students will then write
“long u” words, then read the sentences, and write "long u" words to complete each sentence.
(STRFALL.COM, wkbk p55&56)
CCS: RL.K.3, RL.K.7, RI.K.1
WRITING
(open response) The students will complete the OR question about traveling to the rainforest.
(st story, OR question w/rubric)
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
(pl/vs) The students will make monkey sandwiches, following the given directions. The students will then sequence the pictures to show how to make monkey sandwiches. The students can eat these at snack time.
(hand sanitizer, vanilla wafers, peanut butter, bananas, plates, spoons, sequencing sheet)
CCS: PL/VS 1.1.7(DOK 1), 1.2.1
THERE’S A RUMBLE IN THE JUNGLE - Lizards/Alligators
4-16-2014
MORNING MESSSAGE
PROJECT READ UNIT 11 Lesson 2 (wh)
Day 1
Letters of the Day:wh (are)
(p11-9--11-23)
OBJECTIVES
1. To read and spell words with [wh] digraph
2. To identify the red word (are)
ANTICIPATORY SET
(p11-9)
Display [wh]and picture (p11-11)
INPUT
(state): This is [wh].
MODEL
(say):Watch as I skywrite [wh] - say letter names as letters are traced
VATK INPUT
*Sky Write (Snap – Aim – Press – Do & Say)
STATIONS
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
INPUT
(state):[wh] is dressed in a police officer's uniform because he wants to be a traffic police officer. He holds his hand up and tries to whistle to stop traffic.
MODEL
(p11-10)
1. (say):[wh] says /wh/
2. Finger blend:[which] "Which dog is yours?"
CHECKING FOR UNDERSTANDING
(p11-2)
1. Students build words - [which][whiff][whip] [whiz]
2.Student Practice Sheet 11B(p11-13)
INPUT
1. Display red word [are]
2. (state): [are] is a red word
VAKT INPUT
1. Tap letter names out on arm
2. Trace over [are] of word in red
GUIDED PRACTICE
1. Flash all previously taught red words
2. Sentence dictation (choose one):
ORAL/GUIDED READING
Student Story/Quiz:Hank's Big Cats
STUDENT PRACTICE
1. Word Web (wh)
2 Sentence Completion (wh1)
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: The Great Kapok Tree
Day 3
Story Conventions
Re-read story
Story Map/Discussion
Story Extension
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(Tubb the Cub)
The t/s will review story conventions.
The t/s will review (blend/spell) vocabulary words.
The t/s will read the story (1X) -Popcorn Reading.
CELEBRATE
(story, certificates)
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
CALENDAR MATH/MATH
(subtraction) The students will write numbers1-100, using wall/desk charts. The students will write how many puppets there are in all. Next they will trace X’s to subtract. Then students will trace the minus/equal signs, write the number subtracted, and tell how many birds remain. Upon completion, the students will review the key concepts, using the math webpage. The students will compare objects of different lengths. (EV 12-3)
(EV- 8-7, charts,
CCS: K.OA.1, K.OA.2, K.OA.5, K.MD.1, K.MD.2
LARGE GROUP/PHONEMIC AWARENESS
(contractions/-ing/high-frequency word) The students will read the computer story DUNE BUGGY. The students will then use an "apostrophe" to write contractions and thenwrite words that rhyme with "ring". Next, the students will be introduced to the high-frequency word "we".
(STARFALL.COM, wkbk p57&58, HAR4 -p10)
CCS: RL.K.3, RL.K.7, RI.K.1
WRITING
(opinion writing) After reading the story RUMBLE IN THE JUNGLE, the students will write/draw their favorite part of the story.
(journal)
CCS: W.K.1, 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
(science/art) The teacher will read the story A COLOR OF HIS OWN.The class will discuss facts that we know aboutchameleons (reptile, camouflage-change their colors to match their surroundings, cold scaly skin, what they eat and how they eat it). After class discussion, the class will create a class book about a chameleon by cutting out a picture of a chameleon and dabbing it. The students' envelope will also be dabbed the same color. The students will write a short story on the envelope, about their chameleon.
(reptile poster, 2 poster board, 2 metal rings for binding, chameleon outline, paper folded into a pocket, bingo or paint dabbers, 3-hole punch)
CCS: SCI 3.4.1(DOK 2), 3.4.2, 3.4.3(DOK 2) A/H3.4.1
THERE’S A RUMBLE IN THE JUNGLE – Birds
4-17-2014
MORNING MESSEGE
PROJECT READ
UNIT 11 Lesson 3 (th)
Day 1
Letters of the Day:th
(TM p11-25--11-28)
OBJECTIVES
1. To read words with [th] digraph
2. To spell words with [th] digraph
ANTICIPATORY SET
Display [th] from cards and [th] brother picture (p11-28)
INPUT
1. (state): [th] [ch] and [wh] are three of the [h] brothers
2. (state): These combinations are called the [h] brothersbecause each combination
ends in an [h].
VAKT INPUT
(state): Together, let's skywrite the letter names.
INPUT
1. [th] is the youngest [h] brother.He has a very naughty
habit. He sticks out his tongue and makes his sound /th/
like in the word: [thin]
2. Finger Blend: [thin] [math] - teacher uses one finger to blend [th]
3. Teacher uses words in a sentence
MODEL
(p11-26)
1. Teacher skywrites [th]
2. Teacher makes sound /th/
VAKT INPUT
*Sky Write (Snap – Aim – Press – Do & Say)
STATIONS
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
5. Writing Notebook
CHECKING FOR UNDERSTANDING
1.Student Practice Sheet 11C (p11-27)
2. Spell Tabs: [math] [think] [with] [thank]
ORAL/GUIDED READING
Student Story/Quiz - Math
STUDENT PRACTICE
1.Word Web (th)
2. Write/Illustrate Sentences (th3)
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: Rumble In the Jungle
Day 1
Story Conventions
Background Knowledge
Teacher/Interactive Reading/cassette
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 (Tubb the Cub)
The t/s will review story conventions.
The t/s will review (blend/spell) vocabulary words.
The t/s will read the story (2X) - Partner Reading
CELEBRATE
(story, certificate)
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
CALENDAR MATH/MATH
(subtraction) The students will use class charts to write -100.(R) Next, the students will record how many counters there in all. Then mark Xs to subtract. The students will trace the minus sign and record the number subtracted. Then, the students will complete the subtraction sentence by tracing equal sign and recording the difference. (P) The students will write how many utensils there are in all. Then trace Xs to subtract and complete the subtraction sentence by finding the difference. The students will then use the math disk to review the practiced math concepts.
(EV-R8-7&P8-7, charts, math disc) The students will use problem solving to find the length of objects given. (EV 12-4)
CCS: K.OA.1, K.OA.2, K.OA.5, K.MD.1, K.MD.2
LARGE GROUP/PHONEMIC AWARENESS
(initial diagraphs) The students will read the computer story DUNE BUGGY.Next, the students will write the "th" words and find the word boxes for each given word.
(STARFALL.COM, wkbk p59)
CCS: RL.K.3, RL.K.7, RI.K.1
WRITING
(on-demand/journal) The students will complete the African Rainforest on-demand question. The students will then write and illustrate a short story about a bird they found in the rain forest.
(od question w/rubric, 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
(assess/s. studies/art) The students will identify and glue each animal to its home. The class will discuss different types of birds found in the rain forest and their role in the survival of the rain forest. The students will then decorate a rain forest bird.
(paper birds, feathers, sequins, craft items)
CCS: SCI 3.4.1(DOK 2), 3.4.2, 3.4.3(DOK 2) A/H 3.4.1, 4.4.2
THERE’S A RUMBLE IN THE JUNGLE – EGGS
4-18-2014
**AT THE END OF THE DAY, THE STUDENTS WILL HAVE A SMALL EASTER CELEBRATION.
**If time permits, the students will watch a rainforest video (teacher’s choice) as a culminating unit event. Upon completion, the students will identify “The Circle of Life” for lions.
CCS: 3.4.1(DOK 2), 3.4.4(DOK 2)
MORNING MESSEGE
PROJECT READ
UNIT 11 Lesson4 (sh) (put)
Day 1
Letter/Word of the Week:sh (put)
(TM p11-29--11-38)
OBJECTIVES
1. To read and spell words with the [sh] digraph
2.To identify the red word [put]
ANTICIPATORY SET
(p11-29)
Display[sh]from cards and [th] brotherpicture (p11-32)
INPUT
(state): This is the last [h] brother
MODEL
1. (state): His name is [sh].
2. Teacher/students skywrite letter names and make sound
INPUT
1. (state): [sh] is the oldest [h] brother. He tells his three younger
brothers to say /sh/. [sh] captures the sound /sh/ like in the word
[hush] (display word).
2. Finger Blend: [hush] [ship] [wish] - teacher uses one finger to blend [sh]
3. Teacher uses words in a sentence
VATK INPUT
*Sky Write (Snap – Aim – Press – Do & Say)
STATIONS
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Erase Boards
5. Writing Notebook
CHECKING FOR UNDERSTANDING
(p11-29&30)
1. Flash all four digraph cards (h brothers), checking sound/symbolmastery
2.Teacher says sound and students write on paper or other material
3. Student Practice Sheet 11D (p11-31)
INPUT
1. Display the red word [put]
2. (state): [put] is a red word. It breaks the rules we have learned forsound-symbols.
The word [put] means to place something or someone.
3.(ex): I put the dish in the sink.
I will put the baby in the crib.
CHECK FOR UNDERSTANDING
Student Practice Sheet 11E (p11-33) - students fill in the missing red words
ORAL/GUIDED READING
1. Jewel Box/Treasure Chest - Student Practice Sheet
2. Student Story/Quiz:What Are?
STUDENT PRACTICE
1. Word Web (sh)
2. Write/Illustrate Sentences (sh3)
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
**SPELLING TEST**
SHARED STORY
Title: Chickens Aren’t the Only Ones
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, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.6, RI.K.7, RI.K.10
KINDERROOTS (Tubb the Cub)
The t/s will review story conventions.
The students will read the story (1X).
The students will complete the multiple choice quiz to assess story comprehension.
CELEBRATE
(assess, certificates)
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
CALENDAR MATH/MATH
(addition/subtraction) The students will use class charts to write 1-100. (GP&IP) Next, the students will listen to each story and use counters to help them solve the problem. Then the students will write the addition or subtraction sentence. Next, the students will review the skills on the math webpage.
(EV-8-8, counters, math discs) The students will compare different objects by height. (EV 12-5)
CCS: K.OA.1, K.OA.2, K.OA.5, K.MD.1, K.MD.2
**The students will go on an egg hunt. Each child will hunt for eggs numbered 1-12 only (a dozen). If time permits, the students will complete the graph about the egg-laying animals and then answer the questions using the information from the graph
(plastic candy-filled eggs, marked 1-12, baskets, stsht p49)
CCS: K.CC.1, K.CC.2, K.MD.1, K.MD.2, K.MD.3
LARGE GROUP/PHONEMIC AWARENESS
(ch)The students will read the computer story DUNE BUGGY.The students will then write the "ch' words and find the word boxes for each given word.
(STARFALL.COM, wkbk p60)
CCS: RL.K.3, RL.K.7, RI.K.1
WRITING
(open response) The students will discuss the Easter Bunny and the things he does during Easter. Next, the student will complete the Easter Open Response Question.
(OR question w/rubric)
CCS: SS 2.1.1(DOK 21)
THEME
(science) The class will predict whether an egg will sink or float in tap water/salty water. Next, the students will observe the egg in water to see if their predictions are correct. The class will attempt to explain why the egg did/did not float in the different waters.
(2 containers, water-salty & plain, 2eggs – fresh & boiled, prediction sheet)
CCS: SCI 1.1.3(DOK 2), 3.4.3(DOK 2)