THE OCEAN IS A SPLASH!
May 11-15, 2015
THE OCEAN IS A SPLASH! – Oceans of the World
5-11-2015
MORNING MESSAGE/STAR STUDENT
Daily Skills:
*Sentence Structure
*Punctuation/Capitalization
*Grammar/Spelling
*Letter/Sound/Recognition
PROJECT READ
Unit 13C Lesson 1a (sc/sk)
Day 1
Sight Word of the Week: pretty
(TM p13-85--13-117)
OBJECTIVES
1. To read words with beginning consonant blends [sc] and[sk]
2. To spell words with theconsonant blends [sc] and [sk]
3. To identify and read the red word pretty
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 soundstogether.
2. Say the letter names with me:
"[sc] says /sk/."
"[sk] says /sk/."
VAKT INPUT
1. Display [sc] and [sk].
a. Skywrite [sc] and[sk] and say sounds while tracingletters in the air
b. Pull under the letters and stir around letters sayingblend sounds /sc/ and /sk/
2. Students get out theblend bowl (p13-87); Record [sc]and[sk].
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] skip skinsketch skid skim skillskeleton
VAKT INPUT
1.Felt paper
2.Skywrite
3.Memory box
4.Place [sc] and [sk] in blend bowl
CHECKING FOR UNDERSTANDING
(p13-86)
1. Students read from [sc] and [sk] Blend Sheets (p13-99).
2. Students cut up cards and store in zip-lock bags labeled[s] blend words.
3. Spelling Tabs:
a.Dictate words from [sc] & [sk] list
b. Apply steps for finger spelling
4. Sentences to read and write: Student Practice Sheet13M (p13-91)
ORAL/GUIDED READING
Students Story/Quiz:Scott's Red Sled
STUDENT PRACTICE
1. Word Web/Writing Notebook (sc/sk)
2. Write/Illustrate Sentences (sc/sk3)
*PASS OUT AND DISCUSS SPELLING WORD LIST
STAR STORY
Title:Way Down Deep in the Deep Blue Sea
Day 1
Story Conventions
Teacher/Interactive Reading
Story Discussion
KINDERROOTS(Fin in the Water)
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; the studentswill colorthe words red/green:
(GREEN:fat, fib, fin, fits, fun, puff, puffs, sand)
(RED:off, saw, they)
(READLES: jumps, beach, tire, water, shark) The teacher will read the story (1X).
The teacher will choose Star Readers for the week.
(story,word list)
LARGE GROUP/PHONEMIC AWARENESS
(opinion writing) The students will discuss the paintings (by famous painters). They will then choose the one they like the best and write the reason for their choice.
(STARFALL.COM - Art Gallery, st writing sht)
CCS: RI.K.1, RI.K.2, RI.K.3, RI.K.5, RI.K.6, RI.K.7, RI.K.9, RI.K.10, RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, 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.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 W.K.1
CALENDARMATH/MATH
(geometry-attributes) Using given charts, the students will write 1-100. Next, the teacher will show a cube and a sphere, discussing the attributes with the students. The students will then identify the solid figures that have a flat surface. Next, the students will match the shape to the pattern block. They will then identify the matching pattern block and then trace it and explain why they think the shapes match. The students will review by using the math webpage or math cd.
(EV-14-7&14-8&15-4(R&P), cube, sphere, pattern blocks)
CCS: K.G.2, K.G.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 K-ESS2-1, K-ESS3-2
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
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
THE OCEAN IS A SPLASH! – Why is the ocean so salty?
5-12-2015
MORNING MESSAGE
PROJECT READ
Unit 13c Lesson 1b (st/sm)
Day 2
Sight Word of the Week:pretty
(TM p13-85--13-117)
OBJECTIVES
1. To read words with beginning consonant blends [st] and[sm]
2. To spell words with theconsonant blends [st] and [sm]
3. To identify and read the red word pretty
ANTICIPATORY SET
Display all the [s] blends cards.
INPUT
(state):[st] and [sm]are beginning blends; there areseven ofthem.
VAKT INPUT
1. Display [st] and [sm]
2. Skywrite [st] and [sm] and say sounds while tracingletters in the air
3. Students gettheblend bowl (p13-87) and record[st]and[sm]
4. Flash the blend cards
CHECKING FOR UNDERSTANDING
(p13-90)
1. Students read from [st] and [sm] Blend Sheets (p13-101 andp13-103)
2. Student Practice Sheet 13N (p13-93) - Teacher dictates missing words; students use finger
spelling to fill inmissingwords.
3. Students cut up cards and store in zip-lock bagslabeled[s] blend words.
VAKT INPUT
1.Felt paper
2.Skywrite
3.Memory box
4.Place [st] and [sm] in blend bowl
ORAL/GUIDED READING
Students Story/Quiz:Scott's Red Sled Stan's Stick
STUDENT PRACTICE
1. Word Web/Writing Notebook (st/sm)
2. Write/Illustrate Sentences (st/sm3)
STAR STORY
Title: Way Down Deep in the Deep Blue Sea
Day 2
KINDERROOTS
Title:A Fin in the Water
Day 2
Guided Reading
LARGE GROUP/PHONEMIC AWARENESS
(reading genres-fiction/non-fiction) The teacher will discuss the difference between fiction and non-fiction books. The students will then assist in reading the teacher’s choice of one each from the list (ex: WHO LIKES THE RAIN? and DOLPHINS). Upon completion, the students will orally answer comprehension questions about the stories.
(STARFALL.COM – I’m Reading)
CCS: RI.K.1, RI.K.2, RI.K.3, RI.K.5, RI.K.6, RI.K.7, RI.K.9, RI.K.10, RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, 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.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
CALENDARMATH/MATH
(geometry-assessment) Using given charts, the students will write 1-100. Next, the students will be assessed on their knowledge of basic shapes and spatial awareness using shapes.
(EV-Unit 14 & 15 Unit Assessments, Making Shapes-ppt)
CCS: K.G.2, K.G.3
WRITING
(portfolio-draft)The students willwrite adraft, describing how their writing has improved since starting Kindergarten – WHAT I HAVE LEARNED ABOUT WRITING (Reflective).
(portfolio, paper)
CCS: W.K.2,W.K.5 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 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-ESS2-1
THE OCEAN IS A SPLASH! – The Water Cycle
5-13-2015
MORNING MESSAGE
PROJECT READ
Unit 13c Lesson 1c (sp/sn)
Day 3
Sight Word of the Week:pretty
(TM p13-85--13-117)
OBJECTIVES
1. To read words with beginning consonant blends [sp] and [sn]
2. To spell words with theconsonant blends [sp] and [sn]
3. To identify and read the red word pretty
ANTICIPATORY SET
Display all the [s] blends cards
VAKT INPUT
1. Display [sp] and [sn]
a. Skywrite[sp] and [sn]and say sounds while tracingletters in the air
b. Pull under the letters and stir around letters sayingblend sounds /sp/ and /sn/
2. Students get out theblend bowl (p13-87) and record [sp] and [sn].
CHECKING FOR UNDERSTANDING
(p13-90)
1.Students read from [sp] and [sn]- Blend Sheets (13-103 and 13-107).
2. Students cut up cards and store in zip-lock bags labeled[s] blend words.
3. Sentences to read and write: Student Practice Sheetand13P (p13-97)and 13Q (p13-105).
VAKT INPUT
1.Felt paper
2.Skywrite
3.Memory box
4.Place [sp] and [sn] in blend bowl
ORAL/GUIDED READING
Students Story/Quiz:Scott's Red Sled The Box
STUDENT PRACTICE
1. Word Web/Writing Notebook (sp/sn)
2. Write/Illustrate Sentences (sp/sn3)
STAR STORY
Title: Way Down Deep in the Deep Blue Sea
Day 3
KINDERROOTS
Title:A Fin in the Water
Day 3
Popcorn Reading
LARGE GROUP/PHONEMIC AWARENESS
(reading genres-comics)The teacher will discuss the term comics. The students will then assist in reading the teacher’s choice of a book from this section and then complete the related activities.
(STARFALL.COM–I’m Reading)
CCS: RI.K.1, RI.K.2, RI.K.3, RI.K.5, RI.K.6, RI.K.7, RI.K.9, RI.K.10, RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, 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.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
CALENDARMATH/MATH
(geometry-3D shapes) Using given charts, the students will write 1-100. Next, the students will identify each solid shape. The students will then be given 3D shapes and asked to trace one face of the shape and identify the face shape (2 per child). They will then cover the shape on the left with the pattern blocks shown, draw the lines and then write the number that tells how many blocks were used to make it.The students will review by using the math webpage or math cd.
(EV-16-2, pattern blocks)
CCS: K.G.2, K.G.3, K.G.4, K.G.6
WRITING
(portfolio-publish) The students willwrite adraft, describing how their writing has improved since starting Kindergarten – WHAT I HAVE LEARNED ABOUT WRITING (Reflective).
(portfolio, paper)
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, SL.K.5
THEME
(science) The class will look at different objects (paper clip, scissors, penny, pencil, soap, sponge, leaf) and predict whether or not it will float or sink when put in a pan of water. Next, students will color, cut out, and glue the objects in the correct column.The teacher will then ask students to speculate as to why the items sink or float. The students will sing THE WATER CYCLE SONG. The class will observe and discuss the picture of the water cycle, how it works, and why it is important to us. We will discuss the meaning of the terms precipitation, evaporation, and condensation. The students will color and complete a picture of the water cycle process (solid, liquid, gas).
(st float/sink sht, paper clip, scissors, penny, pencil, soap, sponge, leaf, st sht p119, water cycle song chart)
CCS: SCI K-LS1-1, K-ESS3-1
THE OCEAN IS A SPLASH! - Fish
5-14-2015
MORNING MESSAGE
PROJECT READ
Unit 13c Lesson 2a (sw/squ)
Day 4
Sight Word of the Week:pretty
(TM p13-119--13-130)
OBJECTIVES
1. To read words with beginning consonant blends [sw]and[squ]
2. To spell words with theconsonant blends[sw] and [squ]
3. To read and write the red word pretty
ANTICIPATORY SET
1.Display the [sw] and [squ] blends cards
2.(question): What are these two symbols?
(answer):The [w] blends.
INPUT
1.Display the [sw] and [squ] blends cards
2.Say and stir [sw] and [squ]
3. Add to blend bowl (p13-121)
CHECKING FOR UNDERSTANDING
(p13-123)
1. Students read from [sw] and [squ] Blend Sheets (13-113 and 13- 117).
2. Students cut up cards and store in zip-lock bags labeled[s] blend words.
3. Sentences to read and write: Student Practice Sheet13Q (13-125).
4. Jewel Box/Treasure Chest Student Practice Sheet (p13-129)
VAKT INPUT
1.Felt paper
2.Skywrite
3.Memory box
4.Place [sw] and [squ] in blend bowl
ORAL/GUIDED READING
Students Story/Quiz:Scott’s Red Sled
STUDENT PRACTICE
1. Word Web/Writing Notebook (sw/squ)
2. Writing/Illustrating Sentences (sw/squ3)
SHARED STORY
Title:There’s a Commotion in the Ocean
Day 1
KINDERROOTS
Title:A Fin in the Water
Day 4
Partner Reading
LARGE GROUP/PHONEMIC AWARENESS
(reading genres-folktales) The teacher will discuss the term folk tales. Next, the students will assist in reading the teacher’s story choice from this section and then complete the related activities.
(STARFALL.COM – I’m Reading)
CCS: RI.K.1, RI.K.2, RI.K.3, RI.K.5, RI.K.6, RI.K.7, RI.K.9, RI.K.10, RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, 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.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
(geometry-comparing solid figures/patterns) Using given charts, the students will write 1-100. Next, the teacher will show several solid shapes. The students will predict if the shapes will stack, roll, or slide. The teacher will demonstrate to show the students if their predictions are correct. Next, the students will compare solid figures (slide, stack, roll) on their own. If time permits, the students will use construction paper cutouts to make a quilt piece pattern for a frame. The students will review by using the math webpage or math cd.
(EV-16-3716-5(R&P), Enrichment Master 16-3, examplesof solids that will stack, roll or slide, lg bulletin board paper, quilt pattern, paper shapes)
CCS: K.G.2, K.G.4, K.MD.1, K.MD.2
WRITING
(portfolio-draft) The students will rewrite and illustrate their story about MY FAMILY (Personal Narrative).
(writing folder, portfolio draft piece)
CCS: W.K.2,W.K.5 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 compare help complete the chart comparing fish to mammals. The students will discuss the ocean food chain. The students will the cut and then glue the characters in the order that they are found in an ocean food chain. If time permits, the students will make "AnOcean in a Bottle".
(Venn Diagram, ocean food chain chart, st sht, lg paper strip, world map, world map sheet, plastic bottle w/lid, baby oil, blue food color, water, sand, colored gravels, plastic ocean animals, small shells)
CCS: SCI K-LS1-1, K-ESS3-1 A/H 3.4.1
THE OCEAN IS A SPLASH! - Dolphins
5-15-2015
MORNING MESSAGE
PROJECT READ
Unit 13c Lesson 2a (tw/dw)
Day 1
Sight Word of the Week:pretty
(TM p13-119--13-130)
OBJECTIVES
1. To read words with beginning consonant blends [tw/dw]
2. To spell words with theconsonant blends[tw/dw]
3. To read and write the red word pretty
ANTICIPATORY SET
1.Display the [tw] and [dw] blends cards
2.(question): What are these two symbols?
(answer):The [w] blends.
INPUT
1.Display the [tw] and [dw] blends cards
2.Say and stir [tw] and [dw]
3. Add to blend bowl (p13-121)
CHECKING FOR UNDERSTANDING
(p13-123)
1. Students read from [tw] and [dw] Blend Sheets (p13-127).
2. Students cut up cards and store in zip-lock bags labeled[s] blend words.
3. Sentences to read and write: Student Practice Sheet13Q (13-125).
4. Jewel Box/Treasure Chest Student Practice Sheet (p13-129)
VAKT INPUT
1.Felt paper
2.Skywrite
3.Memory box
4.Place [tw] and [dw] in blend bowl
ORAL/GUIDED READING
Students Story/Quiz:Scott’s Red SledThe Twins
STUDENT PRACTICE
1. Word Web/Writing Notebook (tw/dw)
2. Writing/Illustrating Sentences (tw/dw3)
3. SPELLING TEST
STAR STORY
Title: There’s a Commotion in the Ocean
Day 2
KINDERROOTS
Title:A Fin in the Water
Day 5
Assessment
LARGE GROUP/PHONEMIC AWARENESS
(comprehension) Using a chart to record answers, the students will use guidance and support from adults, to recall information from experiences orgather information from providedsources to answer a question. The students will then complete their own story.
(chart paper w/marker, st sht p261-2)
CCS: RI.K.1, RI.K.2, RI.K.3, 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.2b, 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 W,K.8
CALENDAR MATH/MATH
(geometry–building shapes) Using given charts, the students will write 1-100. Next, the teacher will show different 3D shapes put together to make a new shape. The students will identify the 3D shapes used. (R&P) Then, the students will identify the shapes used to make a bigger shape. The students will review by using the math webpage or math cd. Upon completion, the students will make a 2D shape from given materials.
(EV-16-2, pattern blocks, shape patterns, mini marshmallows, toothpicks, gumdrops, clay, straws, etc, paper plates)
CCS: K.G.2, K.G.4, K.G.6
WRITING
(portfolio-publish) The students will rewrite and illustrate their story about MY FAMILY (Personal Narrative).
(writing folder, portfolio draft piece)
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, SL.K.5
THEME
(social studies) The students will use ocean cutouts and wax paper to make the Japanese art form of called a Shoji Screen.
(wax paper, 2 paper strips, paper cut outs, hot iron, newspaper)
CCS: SS 2.1.1(DOK 1),5.2.1(DOK 2)A/H2.4.1, 3.4.1
LEARNING TARGETS
May 11-15, 2015
Monday, May 11, 2015
Reading: I can read and write words that begin with blends scand sk.
Math: I can identify and describe shape attributes.
Tuesday, May 12, 2015
Reading: I can read and write words that begin with blendssmand sp.
Math: I can demonstrate my knowledge of basic shapes and spatial awareness using shapes.
Wednesday, May 13, 2015
Reading: I can read and write words that begin with blends sn and sw.
Math: I can compose shapes from other shapes.
Thursday, May 14, 2015
Reading: I can read and write words that begin with blends
Math: I can compose shapes from other shapes.
Friday, May 15, 2015
Reading: I canread and write words that begin with blends twand dwand the red word (pretty).
Math: I can compose shapes from other shapes.