Morning
Exercises
8:00 – 8:45
Lesson Plans
Kindergarten
September 1 – 5, 2014
Reading/Language Arts
8:45 – 9:30 - Whole Group
9:30 – 10:15 - Workstations and small
group time
Math
12:45 – 1:45
Science/Social
Studies
11:15 – 12:00
No School Monday – Labor Day Holiday
Tuesday
Pledge,
Song,
Calendar,
Daily
Writing,
Restroom
Calendar
Concepts:
(math)
counting by
ones, fives
and tens,
patternsdays and
months,
place value;
(science)
Patterns of
change –
seasons,
weather,
day/night.
Unit 1 - Week 1- Day 1 –The Little School
Bus
Focus: KWL Chart for Question of the
Week: How do Children Get to School?
Objectives –
Student will: discuss a concept to build
oral language, identify upper and
lowercase letters, discriminate rhyming
words identify high frequency words,
identify characters in a story.
Activities:
Pearson Online: Concept Talk and Song;
Oral Vocabulary – first, second, third,
fourth, fifth, sixth; Phonological
Awareness – rhyming words; Letter
recognition – Aa; Handwriting –Aa; High
Frequency Words-I, am;
Read decodable story 1; Listening
Comprehension –character.
Reading Street
TE pp. 16-31
Guided Practice: Students work in whole
group on rhyming pair activities and
alphabet recognition with teacher.
Independent Practice: Students will have
the opportunity to work in workstations
that correlates with rhyming words,
alphabet activities, handwriting and
learning about the concept How we get to
school
Closure: Students are brought back in
whole group to discuss what they have
learned in our lesson. The teacher will
record responses KWL chart.
Unit 2: Count, Read and
Write
Numbers to 10; Count
Forward to
20
Students will count and
represent
quantities and collections
fluently to 10.
**Math lessons and activities
can be added to and updated
when new math materials
arrive to the schools**
MATH.K.2A Count forward
and backward to at least 20
with and without objects.
-Begin to use number lines to
count forward and backward.
-Teach CD-Rom game with
monkey on the number line
gathering fruit. Students take
turns playing.
Unit 1 – Rules and
Routines
Read Aloud Book:
David Goes to
School
Guided Practice:
Discuss story with
focus on class rules.
What rules did David
need to learn?
Independent
Practice:
Students write (or
dictate) and illustrate
a rule they will
remember to follow
this year. Place in
writing portfolio.
Wednesday
Pledge,
Song,
Calendar,
Daily
Writing,
Restroom
Calendar
Concepts:
(math)
counting by
ones, fives
and tens,
patternsdays and
months,
place value;
(science)
Patterns of
change –
seasons,
weather,
day/night.
Unit 1 - Week 1- Day 2–The Little School
Bus
Focus: Review and add to KWL Chart for
Question of the Week: How do Children
Get to School?
Objectives –
Student will: discuss a concept to build
oral language, identify upper and
lowercase letters, discriminate rhyming
words identify high frequency words,
identify characters in a story.
Activities:
Review online - Concept Talk/Song; Oral
Vocabulary – first, second, third, fourth,
fifth, sixth; Phonological Awareness –
rhyming words; Letter recognition –Bb
Handwriting –Bb High Frequency WordsI, am;
Read decodable story 1; Read Big Book:
The Little School Bus - Listening
Comprehension –character.
Reading Street
TE pp. 32-49
Guided Practice : Students will continue
to work on Rhyming activities through
whole group instructions – My skills
buddy book , handwriting activities in
readers writers notebook and reading
comprehension skills
Independent Practice: Students will be
introduced to workstations that focus on
identifying rhyming pairs, letter
recognition games, high-frequency word
search, and reading in small group with the
teacher.
Unit 2: Count, Read and
Write
Numbers to 10; Count
Forward to
20
Students will count and
represent
quantities and collections
fluently to 10.
**Math lessons and activities
can be added to and updated
when new math materials
arrive to the schools**
MATH.K.2B * Read, write,
and represent whole numbers
from 0 to at least 20 with and
without objects or pictures.
-Begin using math problem
solving boards to solve word
problems/ journal prompts.
- Model on smart board how
to solve a word problem
(read aloud several times for
all students to visualize and
process) by recording
pictures, numbers and
words.
Unit 2 – Using the 5
Senses
SCI.K.4.B – Uses
senses as a tool of
observation to
identify properties
and patterns of
organisms, objects
and events in the
environment.
Guided Practice :
Introduce 5 Senses
Read and discuss
book: 5 Senses by
Aliki.
Add words to science
wordwall: see, hear,
touch, taste, and
smell.
Have students
pantomime the five
senses for their
classmates to guess.
Independent
Practice:
Students will respond
to the lesson through
writing (or dictations)
and illustrations in
science journal.
Thursday
Pledge,
Song,
Calendar,
Daily
Writing,
Restroom
Calendar
Concepts:
(math)
counting by
ones, fives
and tens,
patternsdays and
months,
place value;
(science)
Patterns of
change –
seasons,
weather,
day/night.
Friday
Pledge,
Song,
Calendar,
Daily
Writing,
Restroom
Calendar
Concepts:
(math)
counting by
ones, fives
and tens,
patternsdays and
months,
place value;
(science)
Patterns of
change –
seasons,
weather,
day/night.
Unit 1 - Week 1- Day 3 –The Little School
Bus
Question of the Week: How do Children
Get to School?
Objectives –
Student will: discuss a concept to build
oral language, identify upper and
lowercase letters, discriminate rhyming
words identify high frequency words,
identify characters in a story and practice
retelling.
Activities:
Concept Talk; Oral Vocabulary – first,
second,; Phonological Awareness –
rhyming words; Letter recognition –
CcHandwriting –CcHigh Frequency
Words-I, am;
Read Decodable Reader 1; Listening
Comprehension –character, retelling.
Reading Street
TE pp. 50-81
Guided Practice : Students continue to
work on the Amazing words introduce the
word ,demonstrate the word ,orally
generate rhyming words ,letter recognition
for letter Cc
Independent Practice: - Students are
working in workstations that relates to
rhyming activities, handwriting activities,
and writing the room to find highfrequency words. Students working in
small group with the teacher reading the
decodable reader.
Unit 1 - Week 1- Day 4–The Little School
Bus
Question of the Week: How do Children
Get to School?
Objectives –
Student will: discuss a concept to build
oral language, identify upper and
lowercase letters, discriminate rhyming
words identify high frequency words,
identify characters in a story.
Activities:
Concept Talk; Oral Vocabulary – third,
fourth; Phonological Awareness – rhyming
words; Letter recognition –Dd
Handwriting –Dd High Frequency WordsI, am;
Read Kindergarten Student ReaderK.1. 1;
Listening Comprehension –character.
Reading Street
TE pp. 82-93
Unit 2: Count, Read and
Write
Numbers to 10; Count
Forward to
20
Students will count and
represent
quantities and collections
fluently to 10.
**Math lessons and activities
can be added to and updated
when new math materials
arrive to the schools**
MATH.K.2C Count a set of
objects up to at least 20 and
demonstrate that the last
number said tells the number of
objects in the set regardless of
their arrangement or order.
Begin using math
manipulatives and number
cards (1-5) to build it, draw it,
write it for each number card.
(Example – students pick a
card for number four, count out
four farm animal counters into
a corral run off on tag, then
draw four farm animals in a
corral and write the number 4.)
Unit 2 – Using the 5
Senses
SCI.K.4.B – Uses
senses as a tool of
observation to
identify properties
and patterns of
organisms, objects
and events in the
environment.
Guided Practice:
Introduce ‘5 Senses’
activities to the
Science Center and
model how to do
each activity.
Independent
Practice
Allow children time
to practice using the
materials with a
small group.
See Developing Number
Concepts, Book 1 by Kathy
Richardson, Black line masters
including 14-17 for numeral
cards for 1-6 and 1-10.
Unit 2: Count, Read and
Write
Numbers to 10; Count
Forward to
20
Students will count and
represent
quantities and collections
fluently to 10.
**Math lessons and activities
can be added to and updated
when new math materials
arrive to the schools**
MATH.K.2D Recognize
instantly the quantity of a small
group of objects in organized
and random arrangements.
-Use interactive dice on smart
board to have students begin
identifying organized
arrangements of dots from 1 –
6. Have students take turns
practicing rapid recognition on
smart board, then work in pair
with large dice taking turns
rolling and quickly identifying
the correct number.
Making Rules:
Our Government
“People in Charge”
Sing song “I Know a
Teacher” (Avenues
Language Chart/CD)
Discuss: Who is in
charge in a
classroom? What
does a teacher do?
Who is in charge of a
school? City? State?
Our country?
Students write/dictate
and illustrate, “If I
were a teacher, I
would…”
Students share their
product with
classmates.