FALL IS in the AIR/PEOPLE in MY COMMUNITY September 21-25, 2015 FALL IS in the AIR - Sunflowers

FALL IS IN THE AIR/PEOPLE IN MY COMMUNITY
September 21-25, 2015
FALL IS IN THE AIR - Sunflowers
9-21-2015
MORNING MESSAGE/STAR STUDENT
Daily Skills:
*Sentence Structure
*Punctuation/Capitalization
*Grammar/Spelling
*Letter/Sound Recognition
CALENDAR MATH/MATH
(number sequence – 8&9) The students will briefly review 1-7. (GP) Next, the students will use counters to show how many (numbers 8 and 9) and then color/draw the counters to show the correct number. (IP) The students will draw the correct number of counter to show how many in all. To review key concepts, the students will complete the activities on the math webpage.
(EV-3-3,
CCS: K.CC.4.b, K.CC.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.4, K.MD.1, K.CC.1, K.CC.2, K.CC.3, K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5

PROJECT READ
UNIT 1 Lesson 3(Ff)
DAY 1
Sight Word of the Day:I
(TMp1-30--1-32)
CONCEPT
1. To understand that some letters are consonants [f]
2. To understand of sound-symbol relationship
ANTICIPATORY SET
(p1-23)
1. Displayalphabet and letters: [a] [t] [m] [s] [b] [c]
2. Introduce Ff and /f/ by saying the letters of the alphabet and stopping at Ff
MODELING
(3 times)
1.Display letter [f] - Do & Say
2.Use clipping sound with finger scissors
3. Finger spell andsweep sounds[fat]
VAKT INPUT - STATIONS
*Sky Write (Snap - Aim - Press - Do & Say) (Review [a] [t] [m][s] [b] [c])
1. Tactile Letters
2. Felt Forms
3. Memory Box
4.Dry Erase Boards
WORD BUILDING
1. Display [a] [t] [m] [s] [b] [c] [f]
2. Build words:[fat] (usein a sentence with strips)
JEWEL BOX
(p1-31)
Place words in box that students have mastered [cat] [bam] [sat] [am] [fat] [at] [cab] [bat]
CHECK FOR UNDERSTANDING
(p1-31)
**Spell Tabs Practice Sheet 1E (p1-35)
GUIDED PRACTICE
1. Treasury Chest Sentences from Student Practice Sheet 1E (p1-35)
2. **Student Story/Quiz: Fat Cat Tab
STUDENTPRACTICE
1.WordWeb(Ff)
2.Hi-Lite - LITTLE MISS MUFFET

STAR STORY
Title: Scaredycrow
DAY 1
Story Introduction
Story Vocabulary
Interactive Reading
EAGER TO READ(Check Up)
The teacher/students will discuss story conventions (front/back covers, spine, author, illustrator, pages, page numbers, illustrations, text).
The teacher will read the story (1X).
The teacher will pass out the student books.
The t/s will read the story (1X).
The teacher/students will review the story sequence.
The teacher will choose students to CELEBRATE (T-F)
(reading logs,st bks)
LARGE GROUP/PHONEMIC AWARENESS
(letter recognition) Using the alphabet wall or table charts, the students will identify the partner letters (upper/lowercase) on each sunflower.
(st sht p43)
CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, 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, RL.K.1, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6

WRITING
(open response) The students will review how things change during the Fall season (animals, people, trees, weather). Next, the students will complete the OR questions about Fall.
(fall pictures, OR question w/rubric)
CCS: W.K.1, L.K.1F, SL.K.5
THEME
(art/science) The students will discuss a sunflower and some of its characteristics (the head follows the sun, types,(sizes of heads, seeds).The students will then make a sunflower puppet.
(paper bags, st sht)
CCS:SCI-K-LS1-1 A/H 3.4.1

FALL IS IN THE AIR - Scarecrows
9-22, 2015
MORNING MESSAGE
CALENDAR MATH/MATH
(number sequence – 8&9) The students will review 8. (R) Next, the students will count the dots and use counters to show that number. (P) The students will then draw dots in the empty boxes to show how many dots. To review key concepts, the students will complete in the activities on the cd.
(EV-3-3(R&P), math cd)
CCS: K.CC.4b, K.CC.5

PROJECT READ
UNIT 1 Lesson 3(Ff)
DAY 2
Sight Word of the Week:I
Follow Monday’s Lesson
(TMp1-30--1-32)
SFA (p75-78)
1. Think, Pair, Share (students pair together to identify an item that begins with Ff)
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.Sentence Completion (f1)
2. Write It – (Learning Page – Ff)
STAR STORY
Title: Scaredycrow
DAY 2
EAGER TO READ
Title: Check Up
Day 2
Guided Reading
LARGE GROUP/PHONEMIC AWARENESS
(listening comprehension/rhyming) Next, the students will follow the teacher’s directions to color the scarecrow. Then, the students will match the partner letters (capital letters to small letters)
(st sht 10&37)
CCS: SL.K.4, SL.K.5
WRITING
(journal) The students will write and illustrate a short story about a scarecrow.
(journal)
CCS: SL.K.5, L.K.1f
THEME
(art) The teacher will show different scarecrows. Then the class will discuss the purpose of and describe a scarecrow. The students will then tell if they have a scarecrow at home. Next, the students will make a scarecrow.
(scarecrows, items to make a scarecrow)
CCS: SS 2.1.1(DOK 1) A/H 3.4.1
PEOPLE IN OUR COMMUNITY - Our Neighborhood
9-23-2015
MORNING MESSAGE
CALENDARMATH/MATH
(writing 8&9) The students will review 8&9. (GP) Next, the students will count the number of each character and then trace/write the correct number of each. (IP) The students will count and write the correct number of each item.
(EV-3-4,
CCS: K.CC.3, K.CC.4b, K.CC.5

PROJECT READ
UNIT 1 Lesson 3(Ff)
DAY 3
Sight Word of the Day:I
Follow Monday’s Lesson
(TMp1-30--1-32)
CHECK FOR UNDERSTANDING
(p1-31)
1.Spell Tabs Practice Sheet 1E (p1-33)
2.Sentence Dictation:A fat cat sat. (refer to manual - p1-35)
GUIDED PRACTICE
1.Treasury Chest Sentences from Student Practice Sheet 1E (p1-35)
2. **Student Story/Quiz: Fat Cat Tab
STUDENTPRACTICE
1.Word Find (f2)
2. Review (Ff) – p88
SHARED STORY
Title:Town Mouse, Country Mouse (story)
DAY 1
Story Introduction
Story Vocabulary
Interactive Reading
The students will make a mouse mask.
(st sht)
EAGER TO READ
Title: Check Up
Day 3
Popcorn Reading
LARGE GROUP/PHONEMIC AWARENESS
(syllabication) The students will identify community buildings around our town. The teacher will list the names of the buildings on a chart.The students will then clap one time for each syllable heard in each word. The teacher will then write the correct number beside the word - may use chain store names(ex: IGA, Hairloom, Ashland, Wal-Mart, etc.).
(chartpaperw/marker)
CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, RI.K.9, 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, RL.K.1, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6

WRITING
(journal) The students will write and illustrate a short story about the type of house they live in "I livein a____."
(journal)
CCS: SL.K.5, L.K.1f
THEME
(s. studies) The students will identify the people as good/bad neighbors by the actions shown in each picture. The students will complete the activity entitled ‘Who Lives in Your House?”
(st sht p16, house patterns, key, colored squares to match key)
CCS: SS 1.1.1, 1.1.2(DOK 2), 1.3.2(DOK 2), 2.3.1(DOK 3), 4.1.2, 4.3.1

PEOPLE IN OUR COMMUNITY – Where Do You Live?
9-24-2015

MORNING MESSAGE
CALENDAR MATH/MATH
(review – 8&9) The students will review counting and writing to 9. Next, the students will count the objects and practice writing each number (8 or 9) for the correct amount in each group. To review key concepts, the students will complete in the activities on the cd.
(EV-3-4(R&P),math cd)
CCS: K.CC.3, K.CC.4, K.CC.5
PROJECT READ
UNIT 1 Lesson 3(Ff)
DAY 4
Sight Word of the Day:I
Follow Monday’s Lesson
(TMp1-30--1-32)
VAKT INPUT
1. Sky Write (Snap - Aim - Press - Do & Say - Review [a] [t] [m][s] [b] [c])
2. Writing Notebook - Ff
HARCOURT (TM2 – p49-63)
1. Phonemic Awareness (p49)
2.Active Beginning (p62)
3. Practice/Apply (p63)
STUDENTPRACTICE
1. HAR 5 -p10&12
2. Shape Book (with pics -Ff)
SHARED STORY
Title: Town Mouse, Country Mouse (DVD)
DAY 2
(use Venn Diagram to compare)
EAGER TO READ
Title: Check Up
Day 4
Partner Reading
LARGE GROUP/PHONEMIC AWARENESS
(initial/final phonemes) The students will identify and write the beginning and ending letter/sound for each given building. Next, using the doc camera, the students will orally usesome of thewords in sentences (I see a ______.).
CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, RI.K.9, 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, RL.K.1, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6

WRITING
(journal)The students will write and illustrate a short story about where they live (what do they like about their home?
(journal)
CCS: SL.K.5, L.K.1f
THEME
(s. studies) The students will participate in the finger plays HERE IS A HOUSE and WHERE SHOULD I LIVE? The teacher will then identify the terms "neighborhood" and "community". The teacher will show pictures of different houses around the world. The students will then discuss their house as being a part of the community.The students will cut out the houses and glue them in the right neighborhood. The students willthen discuss the types of house they live in (trailer, brick house, wood house, and apartment - see writing activity). Finally,the students willdraw a picture of their house and add it to apre-drawn map showing different communities in the area.
(st sht p16, vocab words, pic of diff houses, lg paper, sm paper for house, identifying landmark pictures)
CCS: SS 1.1.1, 2.2.1,4.1.2

PEOPLE IN OUR COMMUNITY- Police Officer
9-25-2015
MORNING MESSAGE
CALENDAR MATH/MATH
(Assessment – 8&9) The students will begin by counting 1-7.
Hook: Guessing Game:Next, the teacher will hide a number (8) behind a card on the doc camera. The teacher will then give clues as to the number. The students will guess the number (repeat with 9).The teacher will then show different ways to make 8 and different ways to make 9.
Guided Practice: The teacher will demonstrate how to place and count 8&9 in a ten frame. Next, the teacher will pull a number (8 or 9) out of a bag (3X each). The students will then put the same number of counters on a paper ten frame.
Independent Practice:Spinner Game: The teacher will assign partners. Next, the students will spin the spinner on the page (partners). When the spinner stops on a number (8 or 9), the students will find an item that has the same number and color the item the given color.
Assessment: The students will be given a blank paper ten frame (use from Guided Practice). The teacher will show the number 8. Using crayons or markers, the students will color the correct number of counters to match the shown number. The same process will be used with number 9.
(large number cards (8&9), teacher cards showing different ways to make 8&9, ten frame, three small 8&9 cards, bag, st ten frames, crayons/markers, st spinner paper, spinners, yellow and orange crayons/markers)
CCS: K.CC.3, K.CC.4b, K.CC.5
PROJECT READ
UNIT 1 Lesson 3(Ff)
DAY 5
Sight Word of the Day:I
UNIT 1SUMMATIVEASSESSMENT
OBJECTIVE
The students will be assessed on their knowledge of Aa, Bb, Cc, Ff, Mm, Ss, and Tt
LARGE GROUP/PHONEMIC AWARENESS
(high frequency words/verbs) The teacher will introduce the high frequency word I, using arm-spelling. The teacher will put sentences in the chart with a picture clue to assist the students in reading the sentences:I am big. I am good. I am reading. I am smart. The students will trace the red word "I". Next, the students will read the word “I” in an action sentence.
(HAR 3 – p9, 1 lg word card "I", 4 sm word cards "I", tracing sht)
CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, 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, RL.K.1, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6
SHARED STORY
Title: Town Mouse, Country Mouse
DAY 3
EAGER TO READ
Title: Check Up
DAY 5

LARGE GROUP/PHONEMIC AWARENESS
(high frequency words) The teacher will review the high frequency words using arm-spelling. The class will re-read the sentences using "I ". The students will be given an "I" word card. The students will then hold the card in front of them and orally give a sentence using the word "I".The students willthen glue their word card onto paper and draw a picture of themselves and what they want to be “I am a______.”. The teacher will help the students write the short sentence.
(HAR 3 - p14, sentence starters "I am a ______", writing/pic paper)
CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, 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, RL.K.1, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6

WRITING
(journal) The students will write and illustrate a short story about how a police officer helps them.
(journal)
CCS: SL.K.5, L.K.1f
THEME
(s. studies) The students will color and cut out the items needed to be a Junior Police Officer (badge, flashlight, whistle, radio, etc).The students will make their finger prints.
(st sht, ink, paper)
CCS: SS 1.1.1, 2.2.1,4.4.1(DOK 1)
Learning Targets
Sept 21-25, 2015
Monday, September 21, 2015
Reading: I can identify Ff and /f/.
Math: I can sequence numbers 8 and 9.
Tuesday, September 22, 2015
Reading: I can identify Ff and /f/.
Math: I can count sets of 8 and 9.
Wednesday, September 23, 2015
Reading: I can identify and write Ff and /f/.
Math:I can write 8 and 0.
Thursday, September 24, 2015
Reading: I can identify and write Ff and /f/ and words that begin with Ff.
Math: I can review writing, sequencing and counting sets of 8 and 9.

Friday, September 25, 2015
Reading: I can demonstrate my knowledge of Aa, Bb, Cc, Ff, Mm, Ss, and Tt.
Math:I can demonstrate my knowledge of 8 and 9.