Kindergarten Lesson Plans
Date: Monday
Unit: Seasonal
WWW: this, do
March 18, 2013
Changes-Spring
7:45-8:00
Restroom, Water, Unpack, and Settle
8:00-8:30
Attendance, Lunch Count, Morning Work, and Morning Meeting
Indicators: K.SL-1a Follow agreed upon rules for discussion. K.SL-6 Speak audibly and express thoughts, feelings,
and ideas clearly.
Morning Meeting: Greeting. Twinkle, Twinkle” Dr. Jean. Morning Message. Each teacher will write a morning message
based on what is going on in the classroom. Student of the Day. The student will share his/her items from the “Me” bag.
Send it home with the next student.
Assessment: The teacher will visually assess the students to see if they are orally participating in the activity, following
given directions, and answering and participating in and discussions.
8:30-9:15
9:15-10:55
Special Area
Language Arts & Literacy Centers
Indicators: K.RL-1 With prompting and support, ask and answer questions about
key details in a text. K.RL-3 With prompting and support, identify characters,
settings, and major events in a story. K.RL-10 Actively engage in group reading
activities with purpose and understanding. K.W-3 Use a combination of drawing,
dictating, and writing to narrate a single event or several loosely linked events, tell
about the events in the order in which they occurred, and provide a reaction to what
happened. K.RF-3a Demonstrate basic knowledge of one-to-one letter-sound
correspondences by producing the primary and many of the most frequent sounds
for each consonant. K.RF-1d Recognize and name all upper and lowercase letters of
the alphabet. K.RF-3c Read common high-frequency words by sight. K.RF-2
Demonstrate understanding of spoken words, syllables, and sounds.
Materials Needed


Henny Penny by Judy
Sierra Harcourt Read
Aloud Anthology
The Seasons by Kara
D. Hill (Science Big
Book Unit D)
Procedures:
1. The teacher will introduce www up, am, said, at. Students will practice the words
on whiteboards. Students will find the words in newspapers and magazines.
Students will try to use the words in a sentence
2. Read Aloud: Henny Penny by Judy Sierra (Harcourt) Targeted Standard; With
prompting and support, identify characters, settings, and major events in a story
Beginning: This story is about some animal friends that think the sky is falling down.
Then they meet someone who is NOT a friend. Let’s see who that character might
be. Middle: Who have we met so far in the story? Ending: Students act out (make
masks/head bands) Make rhyming words with students names.
3. Shared Reading: 01) A Place to Play 02) Who Did It 03) Who has Spots 04)
What’s Cooking 05)Beneath the Waves Each book will be passed weekly ---different
concepts of print will be discussed each day
Shared Reading: “The Seasons by Kara Hill (Science Big Book- Unit D) Before
Reading: The teacher will review the four seasons and the weather associated with
each. During Reading: Students will read along with the teacher identifying the high
frequency words.. After Reading: What is your favorite season? Students will locate
the page with their favorite season and will read that page applying grade level
phonics and word analysis skills
Writing: Write about their favorite day
Assessment:
TTW listen for student response to literature read aloud. TTW observe student ability
to recognize sight words :”do, this” and can write them. TTW listen for reading
strategies being used by students.
10:55-11:35 Lunch Times & Calendar
Calendar Indicators: Name the days of the week and months of the year, distinguish weekdays and weekend days,
find today, look for patterns. Count sequentially, recognize numerals. Count with one-to-one correspondence math
quantities with numerals, count on and count back, group by tens and ones. Name the months of the year, interpret a
picture graph, compare small quantities.
Calendar Activities:
Students and teacher participate in everyday Counts Calendar math.
11:35-12:15
Math Activities/Whole Group
Indicators: K.OA-2 Solve addition and subtraction word problems, and
add and subtract within 10 e.g., by using objects or drawings to represent
the problem K.OA-5 Fluently add and subtract within 5.
Procedures:
1. Warm Up: The teacher will give students addition and subtraction
problems to check for fluency
2. Large group—Teacher will read Bennies Pennies by Pat Brisson. Have
students act out the story. The other students will use equations, numbers
or drawing to show the subtraction problems in the book. Repeat with
different numbers and different equations.
3. Small group – Work with partners or by themselves to create their own
subtraction problem using numbers 6-10
4. Students will record their findings in their math journals
Assessment:
TTW observe student ability to fluently add and subtract. Students will
create their own subtraction story.
Materials Needed



12:15-1:35 Math Centers/Small Group Instruction/Recess
Recess Times:
12:45-1:00-McKormick/Edens/English
1:00-1:15-Price/Monroe
1:20-1:30
1:30-2:20
Students will describe and show different types of weather and things you
can do in each type of weather. Winter and Spring will be compared and
contrasted using the Double Bubble Map
2:20-2:25
Materials Needed


Snack
Science & Social Studies
Indicators:
Science: K-4.2 Compare the weather patterns that occur from season to
season K-4.3 Summarize ways that the seasons affect plants and
animals
Procedures:
1. Review the four seasons with Dr. Jeans “Seasons song”
2. Students can share what they like and dislike about a particular
season. Discuss as a group
3. Using the A to Z Activity Book, “Nature’s Weather Song,” page 29
the students will make a flip book to show that different activities
take place in different types of weather
4. Use Wuppets to talk about the different types of weather in each of
the seasons and how the weather changes and the ways the
seasons and weather affect the plants and animals.
5. Create a Circle map to define spring
6. Use the Double Bubble Map to compare Winder and Spring
Assessment:
Pack Up/Dismissal
Bennie’s Pennies by Pat Brisson
(Harcourt series)
markers and white boards for
students
paper or math journals to create
their own subtraction problem
Center Manipulatives/Activities
Small Group
Manipulatives/Activities
Materials Needed



A to Z activity Book “Nature’s
Weather Song” page 29
Wuppets
Double Map (Paper and
Markers)
Kindergarten Lesson Plans
Date: Tuesday, March 19
Unit: Spring
Word Wall Words: this, do
7:45-8:05
Breakfast, Restroom, Water, Unpack, and Settle
8:00-8:30
Attendance, Lunch Count, Morning Work, and Morning Meeting
Indicators: K.SL-1a Follow agreed upon rules for discussion. K.SL-6 Speak audibly and express thoughts,
feelings, and ideas clearly.
Morning Meeting: Greeting. “Say Your Name”. Morning Message. Each teacher will write a morning message
based on what is going on in the classroom. The student of the week will share the Mystery Bag.
Assessment: The teacher will visually assess the students to see if they are orally participating in the activity,
following directions, and answering and participating in discussions.
8:30-9:15
Special Area
9:15-10:54
Language Arts & Literacy Stations
Materials Needed:
Indicators:
K.RF-3 Know and apply grade level phonics.
K.RL-6 Speak audibly and express thoughts, feelings, and ideas clearly.
K.W-1 Use a combination of drawing, dictating, and writing to compose an
opinion in which they tell a reader the topic or the name of the book they are
writing about and state an opinion or preference about the topic or book.
K.RL-6 With prompting and support, name the author and illustrator of a story and
define the role of each in telling the story.

It’s Spring!

The Seasons;
(Science Big BookUnit D)

“Weather and Sky”,
page 36, Science TE

Chart Paper

Whiteboards

Journeys Teacher’s
Edition
Procedures:
1. Read Aloud: It’s Spring! By: Linda Glaser
Beginning: Read the title aloud. What do you think this book will be about?
What do you know about Spring? (Make a Circle Map)Middle: Ask students to
make a connection with a sign of Spring from the book. End: Have students tell
what they learned about Spring that they didn’t know and add it to the Circle Map.
2. Shared Reading: The Seasons By: Kara D. Hill (Science Big
Book – Unit D) Read “Weather and Sky” page 36; Science TE
Before Reading: The teacher will have children share about their favorite season.
Discuss. During Reading: Play “Guess the Covered Word” and have students
apply grade level phonics and word analysis skills to decode words. After
Reading: Write the names of the four seasons on four pieces of chart paper. Tell
the students they will use what they have learned from the big book to write why
they like a particular season.
3.
4.
5.
Word Wall Words: TTW introduce the words: this, do. TSW practice
writing words on whiteboards.
Journeys: Week 20 Day Two, Phonemic Awareness – Blend phonemes.
Interactive Writing, Shared Writing, Guided Writing: The teacher
will do interactive writing, shared writing, and guided writing based on
the needs of the students in each class.
Assessment: The teacher will observe to see if students meet standards listed
above.
10:54-11:35
Lunch Times & Calendar
Calendar Standards: K5.7 Use a calendar to identify dates, days of the week, and months of the year. K5.8
Recall equivalencies associated with time: 7 days = 1 week and 12 months = 1 year.
Calendar Activities: Students and teacher participate in Everyday Counts Calendar math.
11:35-12:15
Math Activities
Materials Needed:
Indicators:
K.OA-1 Represent addition and subtraction with objects, fingers, mental images,
drawings, sounds, (e.g., claps), acting out situations, verbal explanations, or
expressions.
K.OA-2 Solve addition and subtraction word problem, and add and subtract within
10, e.g., by using objects or drawings to represent the problem.
K.OA-5 Fluently add and subtract within 5.

“5 Chocolate
Cookies” poem on
chart paper

Counters

Copy of the poem
for small group
Procedures:
1. Warm – up: The teacher will give students addition and
subtraction problems to check for fluency.
2. The teacher will copy “5 Chocolate Cookies” poem onto chart
paper. As the teacher reads the poem, the students and
teacher will use counters to show the addition problems in the
poem.
3. In small group, the students will work in pairs (each group will
have a copy of the poem) to illustrate the poem’s addition
problems using equations, numbers, drawings, and/or words.
Assessment: TTW observe students as they add using counters to check for
understanding.
1:15-2:20
Recess Times:
1:00- 1:15 McCormick/Edens/English
Cox/Monroe
Science:
Indicators:
K-1.1 Identify observed objects or events by using senses.
K-1.2 Use tools (including magnifiers and eyedroppers) safely, accurately, and
appropriately when gathering specific data.
K-1.3 Predict and explain information or events based on observation or previous
experience.
K-4.3 Summarize ways that the seasons affect plants and animals.
Procedures:
1. Read: Spring is Here! By: Mary Packard
2. The teacher will lead a discussion on weather and spring,
especially warm weather. Discuss how the weather affects the
plants and the animals in the spring.
3. Talk about thermometers. Record room temperatures on two
thermometers. Wrap one thermometer. Place other in a cold
place. Wait 10 minutes. Record findings. Have students predict
what will happen. Check and confirm predictions.
Assessment: TTW will observe students as they discuss the weather of spring and
as they work with thermometers to check for understanding.
2:20-2:25
Pack Up/Dismissal
Materials Needed

Spring is Here!

Thermometer
Kindergarten Lesson Plans
Date: Wednesday
Unit: Seasonal ChangesLetter(s):this, do
March 20, 2013
Spring
7:45-8:00
Restroom, Water, Unpack, and Settle
8:00-8:30
Attendance, Lunch Count, Morning Work, and Morning Meeting
Indicators: K.SL-1a Follow agreed upon rules for discussion. K.SL-6 Speak audibly and express thoughts,
feelings, and ideas clearly.
Morning Meeting: Greeting. “Shake a Hand”. Morning Message. Each teacher will write a morning message based
on what is going on in the classroom. The student will share his/her items from the “Winter” bag. Send it home
with the next student.
Assessment: The teacher will visually assess the students to see if they are orally participating in the activity,
following given directions, and answering and participating in and discussions.
8:30-9:15
Special Area
9:15-10:55
Language Arts & Literacy Centers
Indicators: K.RL-2 With prompting and support, retell familiar stories, including
key details. K.W-3 Use a combination of drawing, dictating, and writing to
narrate a single event or several loosely linked events, tell about the events in
the order in which they occurred, and provide a reaction to what happened.
K.SL-6 Speak audibly and express thoughts, fillings, and ideas clearly. K.RF-2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
K.RI-2 With prompting and support, identify the main topic and retell key
details of a text.
Procedures:
1. Read Aloud: I was Walking Down the Road Before Reading: Read the title, I
Was Walking Down the Road and ask the students what they might see walking
down the road. Read the story. Invite student reaction. Continue reading the
book inviting the children to chime in on repetitive passages and words. After
Reading: On chart paper, list the creatures the little girl sees and catches. On
the second list, print words that tell what she was doing. Explain that the words
on the first list are called nouns while those on the second are verbs. You might
try dramatizing the story, selecting children to play the roles of the little girl
and the creatures. Have students put T-chart in journals.
2. The TTW review letters and sounds. TTW introduce WWWs this, do
Students will practice writing WWWs on white boards and rainbow writing.
3. Read Aloud: See the list of books on Monday’s plans being rotated in
Kindergarten. Discuss title, cover, illustrator, and characters. Ask detail
questions about the characters.
4. Shared Reading: “Weather and Sky” page 36 Science TE. Before reading:
Have children share what they know about images on pg. 37. During Reading: The
teacher will read the poem. Children point to the images as you read about them
in the poem. After Reading: Students will identify the main topic of the text.
Shared/Interactive/Guided Writing: The teacher will conduct a mini lesson to
fit the needs of her class based on the district writing rubric.
Assessment:
TTW listen for student response to literature read aloud. TTW observe student
ability to blend and segment syllables to decode the word. TTW observe
student ability to identify noun or verb.
Materials Needed






Passed Read Aloud
I Was Walking Down
the Road
“Weather and Sky””
this, do
Whiteboards
Journals
10:55-11:35 Lunch Times & Calendar
Calendar Indicators: Name the days of the week and months of the year, distinguish weekdays and weekend
days, find today, look for patterns. Count sequentially, recognize numerals. Count with one-to-one
correspondence math quantities with numerals, count on and count back, group by tens and ones. Name the
months of the year, interpret a picture graph, and compare small quantities.
Calendar Activities:
Students and teacher participate in everyday Counts Calendar math.
11:35-12:15 Math Activities/Whole Group
Materials Needed
Indicators: K.OA-1 Represent addition and subtraction with objects,
 “Fruit Salad”
fingers, mental images, drawings, sounds (e.g., claps), acting out
 paper for illustration
situations, verbal explanations, or expressions. K.OA-2 Solve addition
and subtraction word problems, and add and subtract within 10, e.g., by
using objects or drawings to represent the problem. K.OA-5 Fluently
add and subtract within 5.
Procedures: Warm-up: TTW give students addition and subtraction
problems to check for fluency. TTW need to copy the poem “Fruit
Salad” (see K-5 Math Teaching Resources on-line-Counting Rhymes). As
the teacher reads the poem, the students will use counters to solve
the addition problems and choose the correct number to stick onto the
poem. In small group, the students will work in pairs (each group will
have a copy of the poem) to illustrate the poem’s addition problems
using equations, numbers, drawings, and/or words.
Assessment:
TTW observe students conversation about sentence frame and simple
subtraction sentences. Student’s completion of “Fruit Salad” word
problems.
12:15-1:35 Math Centers/Small Group Instruction/Recess
Recess Times:
1:00-McCormick/Edens/English/Price/Monroe
1:20-1:30
Snack
1:30-2:20
Materials Needed
Small Group
Manipulatives/Activities


Science For All Seasons
chart paper
Science
Indicators: K-1.1 Identify observed objects or events by using the
senses. K-4.3 Summarize ways that the seasons affect plants and
animals.
Procedures: TTW use the interactive writing chart about seasons to
introduce the science lesson. TTW use the lesson from the magazine
Mailbox, Science For All Seasons- Spring, “When Spring Comes,” page
43. In this lesson, students create a small booklet that includes
observations of spring. They classify their information on a table with
four headings. (Tree Map)
Assessment: TTW administer the culminating assessment.
2:20-2:25

Pack Up/Dismissal
Materials Needed
Kindergarten Lesson Plans
Date: Thursday
Unit: Spring
Words: this, do
March 21st, 2013
7:45-8:00
Restroom, Water, Unpack, and Settle
8:00-8:30
Attendance, Lunch Count, Morning Work, and Morning Meeting
Indicators: K.SL-1a Follow agreed upon rules for discussion. K.SL-6 Speak audibly and express thoughts, feelings, and ideas clearly.
Morning Meeting: Greeting. “Say Your Name.” Morning Message. Each teacher will write a morning message based on
what is going on in the classroom. Give any news and announcements for the day. Each student will share using 1
complete sentence for practice in talking and writing.
Assessment: The teacher will visually assess the students to see if they are orally participating in the activity, following given
directions, and answering and participating in and discussions.
8:30-9:15
9:15-11:00
Special Area
Language Arts & Literacy Centers
Indicators: K.RL-1 With prompting and support, ask and answer questions about
key details in a text K.RF-1 Demonstrate understanding of the organization and
basic features of print. K.RI-10 Actively engage in group reading activities with
purpose and understanding. K.RF-2d Isolate and pronounce the initial, medial
vowel, and final sounds (phonemes) in three-phoneme (consonant-vowelconsonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
Materials Needed





The Wind Blew
Letter bags for each child containing
(d, o, t, h, i, s)
Interactive writing
Journeys: Lesson 20, Day 4
Journals
Procedures:
1. Read Aloud: The Wind Blew. What special activities can you do on a
windy day? This book is about all the things that happen when the wind
blows. How has the wind affected the people and activities in this story?
How can you tell it is windy if you are inside looking out a window?
2. Word Study: Making Words. TTW review the week’s WWW with
students by cheering the words. Each student will be given a Ziploc bag
with the letters (d, o, t, h, i, s). TTW call a WWW and TSW make the
corresponding WWW using their bag of letters. TSW read each word aloud
after they have made it.
3. Shared Reading: Use an interactive writing from week to focus on CAP.
Before reading, TSW show where to start. During reading, TSW follow
along as TT reads aloud. After reading, locate a three-phoneme words and
model how to isolate and pronounce the initial, medial, and final sounds to
read word. Repeat.
4. Journeys: Lesson 20, Curious George’s Dinosaur Discovery. Day 4:
Phonics: Review Ii, Gg, Rr, Dd Oral Language – Retelling.
5. Shared/Interactive/Guided Writing: The teacher will conduct a mini
lesson to fit the needs of her class based on the district writing rubric.
Students will write on a topic of their choice in their journals.
Assessment:
TTW listen for student response to literature read aloud. TTW listen for student
ability to recall details in texts read aloud. TTW observe student ability to
recognize, read, and spell high frequency words. TTW listen for student response
about the wind. TTW listen for student ability to isolate and pronounce all sounds.
11:00-11:30 Lunch Times & Calendar
Calendar Indicators: Name the days of the week and months of the year, distinguish weekdays and weekend days, find today, look
for patterns. Count sequentially, recognize numerals. Count with one-to-one correspondence math quantities with numerals, count on
and count back, group by tens and ones. Name the months of the year, interpret a picture graph, compare small quantities.
Calendar Activities:
Students and teacher participate in everyday Counts Calendar math.
11:30-12:10
Math Activities/Whole Group
Indicators: K.OA-1 Represent addition and subtraction with objects, fingers,
Materials Needed

“5 Little Blue Birds”
mental images, drawings, sounds (e.g., claps), acting out situations, verbal
explanations, expressions, or equations. K.OA-2 Solve addition and subtraction
word problems, and add and subtract within 10, e.g., by using objects or drawings
to represent the problem. K.OA-5 Fluently add and subtract within 5.


Counters
Drawing paper/Journals



Paint/crayons/construction paper
Center Manipulatives/Activities
Small Group Manipulatives/Activities


Suitcase with seasonal clothes
Suitcase and clothing worksheets
Procedures:
1. TTW give students addition and subtraction problems to check for
fluency.
2. Read “5 Little Blue Birds” with students. TT and TSW use counters to
show the subtraction problems in the poem.
3. In small group, TSW work in pairs. Each pair needs a copy of poem.
TSW illustrate the poems subtraction problems using equations, numbers,
drawings, and/or words.
Assessment:
TTW observe student ability to add and subtract fluently. TTW observe student
ability to use manipulatives to solve subtraction problems. TTW check student work
for accuracy.
12:10-1:30 Math Centers/Small Group Instruction/Recess
Art: Students will create spring blue birds, umbrellas, or kites.
Materials Needed
Recess Times:
12:45-1:00-McKormick/Edens/English
1:00-1:15-Cox/Monroe
1:20-1:30
1:30-2:20
Water/Rest
Science & Social Studies
Indicators: Science: K-4.2 Compare the weather patterns that occur from season
to season. K-4.3 Summarize ways that the seasons affect plants and animals.
Procedures:
1. TTW bring in a suitcase with clothes from different seasons. Tell
students you had to pack in a hurry for a trip, but you packed clothes you
did not need. TSW look at the clothing and decide which is appropriate for
spring. Discuss how spring weather affects clothes people wear. Allow
students to dress in clothes.
2. TSW use the suitcase and clothing worksheet to categorize clothing for
spring into their own suitcase. TSW cut, glue, and color clothes in the
suitcase for spring.
Assessment:
TTW listen for student response to discussion about the season of spring and
clothes appropriate for this season. TTW check student worksheets for accuracy.
2:20-2:25
Pack Up/Dismissal
Materials Needed
Kindergarten Lesson Plans
Friday, March 22, 2013
Seasonal Changes – Spring
WWW: this, do
7:45-8:00
Restroom, Water, Unpack, and Settle
8:00-8:30
Attendance, Lunch Count, Morning Work and Morning Meeting
Standards:
K.SL -1 Participate in collaborative conversations with diverse partners about kindergarten topics and
texts with peers and adults in small and larger groups. K-SL1a Follow agreed-upon rules for discussion
(listening, taking turns). K-SL-1b Continue a conversation through multiple exchanges, K.SL-6 Speak
audibly and express thoughts, feelings and ideas clearly
Morning Meeting
Greeting: One, two, three, four!
Morning Message- TTW write a morning message based on classroom happenings.
Assessment: The teacher will visually assess the students to see if they are orally participating in
the activity, following given directions, and answering and participating in and discussions.
8:30-9:15
Special Area
9:15-10:55
Language Arts & Literacy Centers
Standards:
Materials Needed
books for read aloud
K.RL-1 With prompting and support, ask and answer questions about key
details in a text.K.RI-8 With prompting and support, identify the reasons
Word wall words
an author gives to support points in a text.K.RF-2b Count, pronounce,
blend and segment syllables in spoken words.K.W-2 Use a combination of
Little Cloud
drawing, dictating, and writing to compose informative/explanatory texts
in which they name what they are writing about and supply some
spring circle map
information about the topic. K.SL-4 Describe familiar people, places,
things and events and, with prompting and support, provide additional
detail.
Procedures:
Caps, Hats, Socks, and
Mittens by Louise
Borden
1. Read Aloud: If the weather is nice, go outdoors to read this story.
Have the students look at the clouds and discuss what they see. Do the
Journeys flip chart 78
clouds resemble anything? TTW read Little Cloud. What kinds of pictures
did the clouds make in this story? When finished, look at the clouds again
journals
and have the students think about the key details from the story to tell
what they see above.
2. Shared Reading: TTW display Caps, Hats, Socks, and Mittens. Have
the students look at the cover and name the seasons in the illustrations.
TTW stop at appropriate places and ask questions. Why do you think the
author says some words 3 times (i.e. hot, hot, hot) ? When
finished, look at the spring circle map from earlier in the week and add
any news ideas from the book.
whiteboards, markers
3.Letter Study/ Word Wall Words:
TSW clap and cheer the WWW. TTW administer a ‘test” to students.
TSW write the WWW named by tchr on their whiteboards. Or if desired
the students can play “Draw”.
4. Journeys: Lesson 20
Grammar : verbs: past, present, future Flip chart 78
5.Shared/Interactive/Guided Reading:
Students will write in their journals on a topic of their choice. TTW use
interactive writing, shared writing, guided writing based on the needs of
the students in her class.
Assessment: The teacher will visually assess to see if the students
meet the standards listed above,
10:55 – 11:45
Lunch Times & Calendar
Calendar Activities: Students and teacher participate in Everyday Counts Calendar math.
The students will name the days of the week and months of the year, distinguish weekdays and
weekends, find today, look for patterns. TSW count sequentially and recognize numerals. TSW count
with 1:1 correspondence math quantities with numerals, count on and back, group by tens and ones.
11:20 – 12:30
Math Activities
Standards:
K.OA-1 Represent addition and subtraction with objects, fingers, mental
Materials Needed
images, drawings, sounds (e.g. claps), acting out situations, verbal
explanations, or expressions.
K.OA-2 Solve addition and subtraction word problems, and add and
addition and subtraction
flashcards within 5
subtract within 10, e.g. by using objects or drawings to represent the
problem.
“Fly Away” poem
K-OA-5 Fluently add and subtract within 5.
(on chart paper)
Warm-up: TTW use addition and subtraction flashcards to check for
fluency.
copy of poem for partner
Large group: TTW read the poem and TSW use counters to show the
groups(?)
subtraction problems in the poem.
journals
Small group: TSW work with a partner to illustrate the poem’s
subtraction problems for the number 10 using number sentences,
manipulatives
numbers, drawings, and/ or words.
Assessment: TTW observe to see if the students participate by solving
and illustrating subtraction problems.
12:15-1:30
Math Centers/Small Groups/ Instruction/Recess
Materials Needed
Recess Time: 1:00 – 1:15
paint/ construction paper
All Kindergarten classes
manipulatives/ activities
small group
manipulatives/ activities
1:30-2:20
Science & Social Studies
Science Standards:
Materials Needed
weather chart
K-4.3 Summarize ways that the seasons affect plants and animals.
K-5.2 Compare the properties of different types of materials (including
The Rain Came Down
wood, plastic, metal, cloth and paper) from which objects are made.
Procedures:
baggie of materials:
TSW look at their weather charts and discuss spring weather patterns.
cotton, felt, fabric,
TTW discuss the amount of rainfall that has occurred. TTW lead a
discussion of how rain affects what people wear, what people do, how
they drive and other general activities. TTW read The Rain Came Down.
TSW discuss the affects of the rain in the story.
TTW display the materials in the baggie. TSW compare the properties of
different types of materials. TSW predict which materials absorb/ repel
water. Test and check predictions. Compare the results between each
type of materials.
Assessment: TTW observe to see that students participate in discussion,
make predictions and discuss results.
2:20-2:25
Pack Up/Dismissal
laminating paper,
wallpaper, woof, metal,
waxed paper