SAFETY IN OUR SCHOOL AND COMMUNITY
August 1 - 5, 2011
SAFETY - Classroom Safety
8-1-2011
MORNING MESSAGE/STAR STUDENT
Daily Skills:
*Sentence Structure
*Punctuation/Capitalization
*Grammar/Spelling
*Letter/Sound Recognition
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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10
PROJECT READ
UNIT 1 Lesson 1(a)
DAY 1
Letter of the Day: short vowel "Aa"
(TM p1-1--1-4)
CONCEPT
1. To understand that every word must have a vowel.
2. To understand that [a] is a vowel.
3. To understanding that [a] represents the short sound /a/ like in the word [at].
ANTICIPATORY SET
(p1-1)
1. Display alphabet with stars over vowels.
2. Ask question from manual.
OBJECTIVE
(say): We will build words with the vowel [a] (display a from large cart cards)
INPUT
/a/ Hand signal – pull sound gently from mouth and slowly chew apple.
MODELING
(teacher gently pulls vowel sound out of mouth (hand signal)
CHECKING FOR UNDERSTANDING
(p1-2)
1. Do and Say (refer to MANUAL p1-2)
2. Finger blend and sweep sounds [at] [am] [cat].
3. Sentence strips and word list: [at] [am] [cat]
* We are at school.
* I am so happy to be your teacher.
* [at] [am] [cat]
VAKT INPUT
(p1-3)
* Skywrite (Snap fingers - Aim - Press- Do & Say)
1. Dry Erase Boards
2. Tactile cards
3. Salt/Sand (Memory Box)
4. Felt paper
MODELING
(p1-4) (place green dot in start position on letter card.)
1. Skywrite [a]
2. Do and Say
CHECK FOR UNDERSTANDING
1. Skywriting [a]
2. (say): Aim, Press, Do and Say
STUDENT PRACTICE
1. Word Web (Aa)
2. Letter Find (a1)
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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10
STAR STORY
DAY 1
Title: Franklin Goes to School
Story Introduction
Interactive Reading
Story Structure
**The students will make a book about Kindergarten and tell an oral story to a
partner.
(HAR 1 - p23 & 24)
CCS: 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.5,
RI.K.6
EAGER TO READ (To School)
The teacher will discuss story conventions (front/back covers and spine).
The teacher will introduce the story.
The teacher will discuss spaces between the words and review reading top to
bottom and left to right.
The teacher will read the story (1X).
The students will begin to take Yellow Books home on Thursday.
(st books)
CCS: 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.5,
RI.K.6
CALENDAR MATH/MATH
(directionality) The students will place a circle in a given position (top, middle,
bottom) when prompted by the teacher.
(red, blue, yellow circles for each child, doc camera)
CCS: K.G.1, K.G.2
Calendar Daily Activities:
*Months of Year/Day of Week
*Addition/Subtraction
*Money/Time
*Tally Marks/Graphs
*Patterns
*Time Line
*Counting by 1s & 10s
*Weather/Temperature
*Number Sequencing
*Odd/Even/Place Value
*Measurement
*Historical Events
*Spanish
*Estimation
CCS: K.OA.1-5, K.MD.2, K.MD.3, K.CC.1-2, K.NBT.1, K.CC.6, K.MD.1
CC: SCI 2.3.2(DOK 2)
LARGE GROUP/PHONEMIC AWARENESS
(colors - red) The teacher will show RED items. The students will echo, "THIS IS A
RED______."
The t/s will sing the song I LIKE RED. The students will then find a red circle in the
classroom. Next, the students will attempt to write the word r-e-d on the circle
and then trace, color it red and cut out the circle. The students will complete the
red page for their color journal.
(red items, song chart, sm red circles, st sht w/lg circle, color journal)
CCS: RF.K.2d, K.G.2
WRITING
(journal) The students will write and illustrate the story "My name is _________. “ If time
permits, the students will draw one classmate and then copy the classmate's name
onto the picture. The students will also write their name on the sign (remind students
to start name with a capital letter). The students will then draw a picture of
themselves.
(journal, HAR 1 – p22)
CC: W 1.1.0(DOK 4), 3.5.0(DOK 2), 3.6.0(DOK 2), 4.11.0
THEME MATH
(graphing) The students will illustrate a small cut-out of themselves. The students will
then assist the teacher in graphing the number of boys/girls in the classroom.
(paper cutouts, graph, tape)
CCS: K.MD.2
REVIEW
(alphabet) The students will review the letters of the alphabet using alpha
flashcards and the alpha chart. Next, the students will identify the letters in their first
name and glue them in the correct order. The students will then identify the number
of letters in their own names. If time permits, the class will play/sing THE NAME
SONG.
(HAR 2 - p6, alpha flash cards, name letter cards, paper, song, name cards)
CCS: RF.K.1, RF.K.2d
THEME
(health) The teacher/students will discuss the 5 basic rules (SFA) in the room (any
others will be dealt with as needed). The teacher will then discuss the behavior plan
for the classroom (ex: lights with consequences). Next, the teacher will read THE
PEOPLE IN OUR SCHOOL.
(behavior light system or other method, teddy bear, treat, story)
CC: PL/VS 1.1.1(DOK 1), 1.1.9(DOK 1), 1.3.1
SS 1.1.2(DOK 2)
SAFETY - School Bus Safety
8-2-2011
MORNING MESSAGE
PROJECT READ
UNIT 1 Lesson 1(a)
DAY 2
Letter of the Day: short vowel "Aa"
(TM p1-1--1-4)
CONCEPT
1. To understand that every word must have a vowel.
2. To understand that [a] is a vowel.
3. To understanding that [a] represents the short sound /a/ like in the word [at].
ANTICIPATORY SET
(p1-1)
1. Display alphabet with stars over vowels.
2. Ask question from manual.
OBJECTIVE
(say): We will build words with the vowel [a] (display a from large cart cards)
INPUT
/a/ Hand signal – pull sound gently from mouth and slowly chew apple.
MODELING
(teacher gently pulls vowel sound out of mouth (hand signal)
CHECKING FOR UNDERSTANDING
(p1-2)
1. Do and Say (refer to MANUAL p1-2)
2. Finger blend and sweep sounds [at] [am] [cat].
3. Sentence strips and word list: [at] [am] [cat]
* We are at school.
* I am so happy to be your teacher.
* [at] [am] [cat]
VAKT INPUT
(p1-3)
* Skywrite (Snap fingers - Aim - Press- Do & Say)
1. Dry Erase Boards
2. Tactile cards
3. Salt/Sand (Memory Box)
4. Felt paper
SFA (p7-8)
1. Think, Pair, Share (students pair together to identify an item that begins with
Aa.)
2. Hear Sound
3. Say It Fast
4. Break It Down
5. Stretch and Read
6. Quick Erase
STUDENT PRACTICE
1. Write It (use dry boards)
2. Find it (find letter in newspaper and mark with a hi-liter)
(dry boards/markers, newspaper, hi-liters)
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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10
STAR STORY
DAY 2
Title: Franklin Goes to School
Story Review
Interactive Reading
Story Critique
**The students will color the playground picture, using the colors requested by the
teacher.
(HAR 1 - p19)
CCS: 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.5,
RI.K.6
EAGER TO READ (To School)
The teacher/students will review the story conventions
The teacher will review the story.
The teacher will discuss spaces between the words and review reading top to
bottom and left to right.
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.
(st books)
CCS: 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.5,
RI.K.6
CALENDAR MATH/MATH
(directionality) The students will be given a cut out of a yellow school bus. Upon
request, the students will place the given item in the correct position on the
bus: top, middle, bottom (colored paper clips, blocks, feathers, ribbon, yarn, etc.)
(doc camera, paper bus cut-outs, colored paper clips, blocks, feathers, ribbon,
yarn)
CCS: K.G.1-2
LARGE GROUP/PHONEMIC AWARENESS
(colors) The students will identify YELLOW items as the teachers shows them,
echoing "THIS IS A YELLOW_____ ." The students will then assist in singing the song I
LIKE YELLOW. They will then find a small yellow circle in the room. The students will
next attempt to write y-e-l-l-o-w on a Iarge circle, trace, color it yellow and cut it
out. The students will complete the yellow page for their color journal.
(song chart, yellow items, sm yellow circles, st sht, color journal)
CCS: RF.K.2d, K.G.2
WRITING
(journal) The students will attempt to write the color word "yellow" and "bus" and
then draw a picture of a yellow bus.
(paper)
CC: W 1.1.0(DOK 4), 3.5.0(DOK 2), 3.6.0(DOK 2), 4.11.0
THEME MATH
(graphing) The students will write their names on an index card. The students will
then place their name on a graph, showing how they came to school today. The
graph will then be discussed; the teacher will use the terms "more" and "less".
(index cards, class graph, tape)
CCS: K.MD.1, K.MD.2, K.MD.3
REVIEW
(alphabet) The students will review the letters of the alphabet using alpha
flashcards and the alpha chart.. The students will then identify the number of letters
in their own names.
(HAR 1 - p12, alpha flash cards, alpha chart, paper, song)
CCS: RF.K.1, RF.K.2d
THEME
(health/ss) The students will discuss bus safety. The students will then color a bus
with safety rules printed on it. The teacher will read the rules to the students. The
students will sign the rules stating that they do understand the rules (the students
will take the rules home and return them, signed by the parent). The students will
then identify one rule discussed and draw a picture of that rule; the teacher will
write the rule the student has identified. The students will complete an open
response question concerning bus safety rules. If time permits, the students will
make a cookie school bus.
(st sht, drawing paper, OR question w/rubric, gram crackers, yellow icing, chocolate
cookies)
CC: PL/VS 1.1.1(DOK 1), 1.1.9(DOK 1), 1.3.1 SS 1.1.2(DOK 2) W 1.1.0(DOK 4),
3.5.0(DOK 2), 3.6.0(DOK 2), 4.11.0
PL/VS 1.1.7(DOK 1)
SAFETY - Stranger Safety
8-3-2011
MORNING MESSAGE
PROJECT READ
UNIT 1 Lesson 1(a)
DAY 3
Letter of the Day: short vowel "Aa"
(TM p1-1--1-4)
CONCEPT
1. To understand that every word must have a vowel.
2. To understand that [a] is a vowel.
3. To understanding that [a] represents the short sound /a/ like in the word [at].
ANTICIPATORY SET
(p1-1)
1. Display alphabet with stars over vowels.
2. Ask question from manual.
OBJECTIVE
(say): We will build words with the vowel [a] (display a from large cart cards)
INPUT
/a/ Hand signal – pull sound gently from mouth and slowly chew apple.
MODELING
(teacher gently pulls vowel sound out of mouth (hand signal)
CHECKING FOR UNDERSTANDING
(p1-2)
1. Do and Say (refer to MANUAL p1-2)
2. Finger blend and sweep sounds [at] [am] [cat].
3. Sentence strips and word list: [at] [am] [cat]
* We are at school.
* I am so happy to be your teacher.
* [at] [am] [cat]
VAKT INPUT
(p1-3)
* Skywrite (Snap fingers - Aim - Press- Do & Say)
1. Dry Erase Boards
2. Tactile cards
3. Salt/Sand (Memory Box)
4. Felt paper
MODELING
(p1-4) (place green dot in start position on letter card.)
1. Skywrite [a]
2. Do and Say
CHECK FOR UNDERSTANDING
1. Skywriting [a]
2. (say): Aim, Press, Do and Say
STUDENT PRACTICE
1. Alphabet Fun (a2)
2. Write It (Learning Page - Aa)
(st shts)
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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10
STAR STORY
DAY 3
Title: Franklin Goes to School
Interactive/Buddy Reading
Story Conventions
Story review/discussions
Vocabulary
CCS: 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.5,
RI.K.6
EAGER TO READ (To School)
The teacher/students will review the story conventions.
The teacher will discuss spaces between the words and review reading top to
bottom and left to right.
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.
(folders, story)
CCS: 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.5,
RI.K.6
CALENDAR MATH/MATH
(spatial relationships) The students will identify the objects that are inside/outside
the box. The students will then draw a sand box and draw a car inside and a
truck outside the sand box.
(doc camera, sm box, colored paper clips, blocks, feathers, ribbon, yarn, paper)
CCR: K.G.1, K.G.2
LARGE GROUP/PHONEMIC AWARENESS
(colors) The students will identify GREEN items as the teachers shows them,
echoing "THIS IS A GREEN _________." The students will then assist in singing the
song I LIKE GREEN. They will then find a small green circle in the room. The
students will next attempt to write g-r-e-e-n on a Ig circle, trace, color it green
and cut it out.
(song chart, green items, sm green circles, st sht, color journal)
CCS: RF.K.2d, K.G.2
WRITING
(journal) The students will draw a picture of someone they can be safe with. The
teacher will then write the students' response to I AM SAFE WITH_______________.
(journal)
CC: W 1.1.0(DOK 2), 3.5.0(DOK 2), 3.6.0DOK 2), 4.11.0
PL/VS 1.3.1, 1.3.2(DOK 2)
THEME MATH
(shapes) On a chart, the students will identify items that could be circles and
then each student will trace the given circles.
(chart, st sht)
CCS: K.G.2, K.G.5
REVIEW
(alphabet) The students will write a row of "A and a". The students will then
choose one "Aa" picture and draw the picture, also attempting to write the
word. The students will then identify pictures that begin with “Aa”. Next, the
students will write the beginning letter for each word/picture.
(alphabet notebook)
CCS: RF.K.1, RF.K.2d
THEME
(health/ss) The students will discuss stranger safety - Who is /is not a stranger. The
teacher will read the story NEVER TALK TO STRANGERS. Students will then color a
picture of Patch the Pony as a reminder to stay away from strangers.
(story, st sht)
CC: PL/VS 1.1.1(DOK 1), 1.1.9(DOK 1), 1.3.1 SS 1.1.2(DOK 2)
SAFETY - Traffic Lights
8-4-2011
MORNING MESSAGE
PROJECT READ
UNIT 1 Lesson 1(a)
DAY 4
Letter of the Day: short vowel "Aa"
(TM p1-1--1-4)
CONCEPT
1. To understand that every word must have a vowel.
2. To understand that [a] is a vowel.
3. To understanding that [a] represents the short sound /a/ like in the word [at].
ANTICIPATORY SET
(p1-1)
1. Display alphabet with stars over vowels.
2. Ask question from manual.
OBJECTIVE
(say): We will build words with the vowel [a] (display a from large cart cards)
INPUT
/a/ Hand signal – pull sound gently from mouth and slowly chew apple.
MODELING
(teacher gently pulls vowel sound out of mouth (hand signal)
CHECKING FOR UNDERSTANDING
(p1-2)
1. Do and Say (refer to MANUAL p1-2)
2. Finger blend and sweep sounds [at] [am] [cat].
3. Sentence strips and word list: [at] [am] [cat]
* We are at school.
* I am so happy to be your teacher.
* [at] [am] [cat]
VAKT INPUT
(p1-3)
* Skywrite (Snap fingers - Aim - Press- Do & Say)
1. Dry Erase Boards
2. Tactile cards
3. Salt/Sand (Memory Box)
4. Felt paper
5. Writing Notebooks
HARCOURT (p400 - 410)
1. Phoneme Isolation (p405
2. Active beginning (p408)
3. Practice/Apply (p409)
STUDENT PRACTICE
1. HAR 3 - p15&16
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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10
STAR STORY
Day 1
Title: I Read Signs
Story Introduction
Interactive Reading
Story Structure
CCS: 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.5,
RI.K.6
EAGER TO READ
(To School)
The teacher/students will review the story conventions.
The teacher will discuss spaces between the words and/review reading top to
bottom and left to right.
The teacher will review the fact that letters put together are called words.
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 STUDENTS WILL START TAKING HOME THEIR READING FOLDER, BUT NOT ON THE
WEEKENDS.
(st books, folders)
CCS: 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.5,
RI.K.6
CALENDAR MATH/MATH
(directionality) The students will practice above/below and over/under by
placing the given items from the previous lesson on a traffic light (made form
circles), colored by the students, in the correct placement.
(colored paper clips, blocks, feathers, ribbon, yarn, traffic light pic)
CCS: K.G.1
LARGE GROUP/PHONEMIC AWARENESS
(colors) The students will identify BLUE items as the teacher shows them, echoing
"THIS IS A BLUE ____________
." The students will then assist in singing the song I
LIKE BLUE. They will then find a small blue square in the room. The students will
next attempt to write b-l-u-e on a Ig square, trace, color it blue and cut it out.
The teacher may read the story BLUE BUG.
(song chart, blue items, sm blue squares, st sht, story, color journal)
CCS: RF.K.2d, K.G.2
WRITING
(journal) The students will draw a picture of a traffic light. The students will then
write the name of their favorite color on the traffic light.
(journal)
CC: W 1.1.0DOK 4), 3.5.0(DOK 2), 3.6.0(DOK 2), 4.11.0 PL/VS 1.3.1, 1.3.2(DOK 1)
THEME MATH
(counting) The students will be put into three groups (red, yellow, green). The
teacher will ask each group to count a different number of traffic lights (1-5).
(10 traffic lights, doc camera)
CCS: K.CC.2, K.CC4a, K.CC4b, K.CC4c, K.CC.5
REVIEW
(letter identification) The students will review the letters of the alphabet using alpha
flashcards and the alpha chart. The students will then play “Pear Me Up” –
matching upper to lower case letters (Aa - Zz).
(alpha flash cards, alpha chart, paper, song, alphabet “pears”)
CCS: RF.K.1, RF.K.2d
THEME
(health) The class will discuss the colors on a traffic light and what we should do
when the light is red, yellow, and green. The students can play RED LIGHT,
GREEN LIGHT. The students will then cut and color a traffic light using the correct
colors.
(st sht)
CC: PL/VS 1.1.1(DOK 1), 1.1.9(DOK 1), 1.3.1 SS 1.1.2(DOK 2)
SAFETY - Safety Signs
8-5-2011
MORNING MESSAGE
PROJECT READ
UNIT 1 Lesson 1(a)
DAY 5
Letter of the Day: short vowel "Aa"
(TM p1-1--1-4)
CONCEPT
1. To understand that every word must have a vowel.
2. To understand that [a] is a vowel.
3. To understanding that [a] represents the short sound /a/ like in the word [at].
ANTICIPATORY SET
(p1-1)
1. Display alphabet with stars over vowels.
2. Ask question from manual.
OBJECTIVE
(say): We will build words with the vowel [a] (display a from large cart cards)
INPUT
/a/ Hand signal – pull sound gently from mouth and slowly chew apple.
MODELING
(teacher gently pulls vowel sound out of mouth (hand signal)
CHECKING FOR UNDERSTANDING
(p1-2)
1. Do and Say (refer to MANUAL p1-2)
2. Finger blend and sweep sounds [at] [am] [cat].
3. Sentence strips and word list: [at] [am] [cat]
* We are at school.
* I am so happy to be your teacher.
* [at] [am] [cat]
VAKT INPUT
(p1-3)
* Skywrite (Snap fingers - Aim - Press- Do & Say)
1. Dry Erase Boards
2. Tactile cards
3. Salt/Sand (Memory Box)
4. Felt paper
MODELING
(p1-4) (place green dot in start position on letter card)
1. Skywrite [a]
2. Do and Say
CHECK FOR UNDERSTANDING
1. Skywriting [a]
2. (say): Aim, Press, Do and Say
STUDENT PRACTICE
1. Letter Sounds –doc camera (a3)
2. Shape Book (with words and pictures)
(st sht, shape book, pictures)
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.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10
STAR STORY
DAY 2
Title: I Read Signs
Story Review
Interactive Reading
Story Critique
CCS: 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.5,
RI.K.6
EAGER TO READ (To School)
The students will review the story conventions.
Review: letters put together are called words and "spaces".
The students will review the story.
The teacher will read the story (1X).
The teacher/students will read the story (1X).
Do not send folders home on the weekend.
(st books, folders)
CCS: 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.5,
RI.K.6
CALENDAR MATH/MATH
(directionality) The class will discuss left and right. The students will be shown how
the left thumb and first finger form "L" when held up. The students will then be
given an outline of a stop sign. The students will be asked to draw green cars on
the left and red cars on the right.
(stop sign outline)
CCS: K.G.1
LARGE GROUP/PHONEMIC AWARENESS
(colors) The students will identify ORANGE items as the teacher shows them,
echoing "THIS IS AN ORANGE _________ ." The students will then assist in singing
the song I LIKE ORANGE. They will then find a small orange square in the room.
The students will next attempt to write o-r-a-n-g-e on a Iarge square, trace, color
it orange and cut it out.
(song chart, orange items, sm orange squares, lg drawn orange squares color
journal)
CCS: RF.K.2d, K.G.2
WRITING
(journal) The students will draw a traffic sign and a vehicle. They will then write
the word that shows what a vehicle must do when the driver sees the sign (stop).
(journal)
CC: W 1.1.0(DOK 4), 3.5.0(DOK 2), 3.6.0(DOK 2), 4.11.0
THEME MATH
(graphing/counting) Each student will be given a sign. The students will then put
their sign on the graph, matching the shape of that sign to the shape on the
graph. The t/s will then discuss the graph, counting the number of signs for each
shape. The teacher will use the terms "more" and "less".
(graph w/shapes, student signs, tape)
CCS: K.CC.2, K.CC.4a, K.CC.6, K.MD.3
REVIEW.
(assessment) The students will review the letters of the alphabet using alpha
flashcards and the alpha chart.. The students will then identify, mark and write the
letters that make the beginning sound of Aa.
(st assess)
CCS: RF.K.1, RF.K.2d
THEME
(health) The students will assist in discussing different safety/traffic signs. The students will
cut out and match each safety sign to its shadow.
(HAR 1 - p18, safety signs sheets)
CC: PL/VS 1.1.1(DOK 1), 1.3.1
LEARNING TARGETS
LBJ KINDERGARTEN
August, 1-5, 2011
Monday, August 1, 2011
Reading: I can identify the letters A and a.
Math: I can identify relative positions (top, middle, bottom).
Tuesday, August 2, 2011
Reading: I can identify the letters Aa and /a/.
Math: I can identify relative positions (top, middle, bottom).
Wednesday, August 3, 2011
Reading: I can identify and write the letters Aa and /a/.
Math: I can identify relative positions (top, middle, bottom).
Thursday, August41, 2011
Reading: I can identify and write the letters Aa and/a/.
Math: I can identify relative positions (top, middle, bottom).
Friday, August 5, 2011
Reading: I can identify and write the letters Aa and/a/.
Math: I can identify relative positions (left/right).