Week of 1.21-24 Wolff
9:10 AM WHOLE GROUP READING Foundational Skills WHOLE GROUP
Review: Assessment – individual and whole group
Reading Standards:
ELA Standards:
ELACCKRL1: I can ask and answer questions about key details of a text.
ELACCKRL2: I can retell familiar stories, including key details.
ELACCKRL3: I can identify characters, settings, and major events in a story.
ELACCKRL5: I can recognize common types of texts (storybooks, poems)
ELACCKRL6: I can name the author and illustrator of a story and define the role of each in telling the story.
ELACCKRL7: I can describe the relationship between illustrations and the story in which they appear (what moment in the story a story an
illustration depicts).
ELACCKRL10: I can actively engage in group reading activities with purpose and understanding.
ELACCKL5 a,b I can sort common objects and demonstrate understanding of frequently occurring verbs and adjectives by relating them to
their opposites (antonyms).
ELACCKW2: I can use drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing
about and supply some information about the topic.
ELACCKW3: I can use drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in
order, and tell my feelings about what happened.
ELACCKW8: I can recall information from experiences or gather it from provided sources to answer a question.
ELACCKRI1: I can ask and answer questions about key details in a text.
ELACCKRI2: I can identify the main topic and retell key details of a text.
ELACCKRI3: I can describe the connection between two individuals, events, ideas, or pieces of information in a text.
ELACCKRI4: I can ask and answer questions about unknown words in a text.
ELACCKI6: I can name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
ELACCKI8: I can identify the reasons an author gives to support points in a text.
ELACCKRI9: I can compare and contrast the adventures and experiences of characters in familiar stories.
ELACCKRI10: I can actively engage in group reading activities with purpose and understanding.
ELACCKRF2: I can recognize and produce rhyming words.
ELACCKSL1 I can participate in class discussions.
ELACCKSL5: I can add drawings or other visual displays to descriptions as desired to provide additional detail.
ELACCKSL4 I can describe familiar places, people, things, and events.
ELACCKSL6 I can speak clearly to express thoughts, feelings, ideas.
ELACCKL1: I can produce and expand complete sentences in shared language activities.
Monday
Unit 3, Week 2, Day 1
Drill Sounds/ Warm Up
(using all sound cards
and vowel extension
chart)
Word Play use card
display, tapping for cvc
words.
Alphabetical Order
Echo Letter Formation
Tuesday
Unit 3, Week 2, Day 2
Drill Sounds/ Warm-Up
Word Play
Echo/Find Letters &
words
Echo/Letter Formation
Wednesday
Unit 3, Week 2, Day 3
Drill Sounds Warm-Up
Teach Trick Words
Echo Letter Formation
Dictation
Thursday
Unit 3, Week 2, Day 4
Drill Sounds Warm-Up
Word Play
Make It Fun
Dictation
Friday
Unit 3, Week 2, Day5
Drill Sounds Warm-Up
Word Play
Trick Word Practice
Storytime
Reading Skills Formative
Assessments:
Dibels FSF
Rhyming Words
Phonetic Spelling Test
Letter Sound Checklist
Syllables
Q and A
Fundamentals Unit 1 Test
10:00 AM SMALL GROUP READING Foundational Skills SMALL GROUP
Monday
Tuesday
Wednesday
Thursday
Friday
Week of 1.21-24 Wolff
HOLIDAY
Teacher Directed Activity
Teacher Directed Activity
(100th day activity!)
Paraprofessional
Directed Activity:
(100th day activity!)
Independent Activity:
(100th day activity!)
Teacher Directed Activity
Teacher Directed Activity
Boxed instruction
onset and rime, letter
name and sound, sight
word review using
sentences
Paraprofessional
Directed Activity:
sentence writing
practice, rhyming bingo,
homework sight word
review (read and use
them in sentences)
Teacher Directed Activity
Teacher Directed Activity
Boxed instruction
onset and rime, letter
name and sound, sight
word review using
sentences
Paraprofessional
Directed Activity:
sentence writing
practice, rhyming bingo,
homework sight word
review (read and use
them in sentences)
Teacher Directed Activity
Teacher Directed Activity
Boxed instruction
onset and rime, letter
name and sound, sight
word review using
sentences
Paraprofessional
Directed Activity:
sentence writing
practice, rhyming bingo,
homework sight word
review (read and use
them in sentences)
Independent Activity:
Computer, Listening
centers, Alpha letter
sorting, sound and cvc
matching, puzzles
Independent Activity:
Computer, Listening
centers, Alpha letter
sorting, sound and cvc
matching, puzzles
Independent Activity:
Computer, Listening
centers, Alpha letter
sorting, sound and cvc
matching, puzzles
9:30 AM ELA, Science, or Social Studies WHOLE GROUP
Monday
HOLIDAY
Tuesday
ELA Frameworks
Task 5(day 1)
EQ: How can fiction
books give me facts
Create a chart paper to
list ideas about night time.
Label one “What we
THINK the word night
means. If they prove that
something on the list is
true then highlight it and
copy to the “What we
KNOW chart. Find and
identify facts from fiction
book. Read Good Night,
Mr. Night or something
similar.
Wednesday
Thursday
ELA Frameworks
Task 6 (day 1)
EQ: How am I similar
to characters in a fiction
book?
ELA Frameworks
Task 6 (day 2)
EQ: How am I similar to
characters in a fiction book?
Share your night time
routine. Ask students to
think about then share
with a partner their
routine. Ask the
students if they have
trouble falling asleep.
Read At Night (or
something similar)
Continue with the What
We KNOW chart based
on the story for the day.
Show students how to
illustrate and then label their
routines. Compare
characters in today’s book
and yesterday’s. Compare
pictures from each story.
Point out how the mom is
not mentioned and then ask
Why do you think the author
decided to do this?
Friday
ELA Frameworks
Task 7 (day 1)
EQ: How does
matching opposites
help me define words
Categorize words to
determine Day vs.
Night
Have students draw
illustrations for words
written on note cards.
Formative
Assessment:
Q and A
Journal Entries
Retelling
Narrative Writing
Informative Writing
Week of 1.21-24 Wolff
1130: PM Math Frameworks Tasks WHOLE and SMALL Group
Math Unit 2 Standards:
MCCK.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings,
and record each composition or decomposition by a drawing or equation (e.g. 18=10+8) understand that these numbers are composed of
ten ones and one, two three four five six seven eight or nine ones.
MCCK.CC.1 I can count to 100 by ones and tens.
MCCK.CC.2 I can count forward beginning from a given number within the known sequence.
MCCK.CC.3 I can write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of
no objects.
MCCK.CC.4 I can say the number names in standard order, pairing each object with one and only one number name and each number
name with only 1 object, understand that the last number tells the number of objects, which is the same regardless of their arrangement or
the order in which they were counted, and understand that each successive number name refers to a quantity that is one larger.
MCCK.CC.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as
many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
MCCK.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another
group, e.g., by using matching and counting strategies.
MCCK.CC.7 Compare two numbers between 1 and 10 presented as written numerals.
MCCK.MD.3 I can classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
Monday
Tuesday
Wednesday
Thursday
Friday
Daily Routine:
Calendar Math,
subitizing, counting
and number songs
(youtube)
Review positional
words, 2-D and 3-D
shapes
Daily Routine:
Calendar Math,
subitizing, counting
and number songs
(youtube)
Review positional
words, 2-D and 3-D
shapes
Daily Routine:
Calendar Math,
subitizing, counting
and number songs
(youtube)
Review positional
words, 2-D and 3-D
shapes
Daily Routine:
Calendar Math,
subitizing, counting
and number songs
(youtube)
Review positional
words, 2-D and 3-D
shapes
Daily Routine: Calendar Math,
subitizing, counting and number
songs (youtube)
Review positional words, 2-D and
3-D shapes
Teacher Directed
Activity
HOLIDAY
Teacher Directed
Activity
Begin with counting
practice
Frameworks Task:
Comparing
Containters
EQ: Does how I
measure matter
matter? How can I
compare 2 sets of
objects? What ways
can I measure an
object? How can I
organize my
information?
Using two
containers
determine which will
hold more objects.
Pg 57
Teacher Directed
Activity
Begin with counting
practice
Frameworks Task:
Riddle Me!
EQ: Does how I
measure matter?
What ways can I
measure an object?
How can I organize
my information?
Teacher Directed
Activity
Begin with counting
practice
Frameworks Task:
Fun With Sorting!
EQ? How are
things alike? How
are things different?
What categories
can I create from
the identified
attributes in these
objects? Is there
more than one way
to sort objects?
How can I organize
my information?
Teacher Directed Activity
Show students a
riddle for the class
to solve together
making sure to
model how to
compare only two
objects at a time.
Give students
riddles to solve with
a partner. Pg 60
Students will sort
common everyday
items according to
attributes. Pg66
Begin with counting practice.
Frameworks Task:
Fun With Sorting!
EQ? How are things alike?
How are things different? What
categories can I create from the
identified attributes in these
objects? Is there more than one
way to sort objects? How can I
organize my information?
Give groups pre-made bags of
tem objects and have them
discuss how they are alike and
different. Pg 66
Week of 1.21-24 Wolff
Paraprofessional
Directed Activity:
HOLIDAY
Paraprofessional
Directed Activity:
1. Number Bingo
Game
2. Counting and
writing numbers to 50
Match ends of
dominoes to a domino
with one less. Extend
to two less, one more
or two more
Independent:
Independent:
Computer center
Ordering number
cards
Different ways to
make 10
Quantity
Discrimination
activity
Paraprofessional
Directed Activity:
1. Number Bingo
Game
2. Writing and
matching numbers to
quantities 1-20 using
10 frames, cut and
paste.
3. Counting and
writing numbers to 20
Match ends of
dominoes to a domino
with one less. Extend
to two less, one more
or two more
Paraprofessional
Directed Activity:
1. Number Bingo
Game
2. Counting and
writing numbers to 30
Independent:
Computer center
Ordering number
cards
. Different ways to
make 10
Independent:
Computer center
Ordering number
cards
Different ways to
make 10
Independent:
Computer center
Ordering number cards
Different ways to make 10
Quantity
Discrimination
activity
Formative Assessment:
Math Journals
FAL
Q&A
Completed tasks/projects
Mclass Math assessmt, number
identification
Quantity
Discrimination
activity
Match ends of
dominoes to a domino
with one less. Extend
to two less, one more
or two more
Paraprofessional Directed Activity:
1. Number Bingo Game
2. Writing and matching numbers to
quantities 1-20 using 10 frames, cut
and paste.
3. Counting and writing numbers to
20
Match ends of dominoes to a
domino with one less. Extend to
two less, one more or two more
Quantity Discrimination activity