A TIME FOR GIVING THANKS
November 24-28, 2014
A TIME FOR GIVING THANKS – Pilgrims
11-24-2014
MORNING MESSAGE
PROJECT READ
UNIT 3 Lesson 1(d) & Unit 2/3 REVIEW
DAY 4
Letter of the Day: Dd
(TM p3-3--3-5)
VAKT INPUT
1. Skywrite (Snap fingers - Aim – Press - Do & Say)
2. Writing Notebook – Dd
HARCOURT (TM - p530-545)
1. Phonemic Awareness (p531 & 541)
2. Active Beginning (p544)
3. Practice/Apply (p545)
STUDENT PRACTICE
1. HAR 4 – p11-13
2. Word Boxes – p14
SHARED STORY
Title: There Was An Old Lady That Swallowed a Pie
Day 1
Review Story/Vocabulary
Story Sequence
Interactive Reading
Story Extensions
EAGER TO READ
Title: Ten Little Indians
Day 4
The students will Partner Read.
CELEBRATE
LARGE GROUP/PHONEMIC AWARENESS
(assessment/initial phonemes/syllabication) The students will identify the beginning sound of each
Thanksgiving word. If time permits, the students will name each Thanksgiving picture. They will
then identify how many syllables each word has and circle that number.
(st assessment, st sht p28)
CCS: RI.K.1, RI.K.2, 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.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
(greater/less/estimation) The students will use given charts to write the numbers 1-25. (GP) Next, the
students will compare the group of objects in each row. (IP) Then, the students will use one-to-one
correspondence to compare the two groups and circle the group that greater/less than. The students
will then review, using the math cd. If time permits, the students will use a small ear of Indian corn to
estimate the number of kernels on the cob, with the teacher writing their name and the number on a
chart.
(EV- 4-1, math cd, chart, marker, small ear of Indian corn)
CCS: K.CC.5, K.CC.6, K.CC.7, K.OA.1, K.OA.2
WRITING
(sentence structure) The students will re-arrange and glue the sentence (I see the Pilgrim girl/boy.) in
the correct order onto torn-paper animal skins.
(torn-paper animal skins, cut-up sentence, glue)
CCS: L.K.1f, SL.K.5
THEME
(social studies) The students will assist in re-telling the story of the first Thanksgiving by reading the
story and adding beads to a pipe cleaner (bracelet). The class will then discuss the importance of
where the Pilgrims built their first community (Plymouth Rock). The students will also discuss how
things (communication, food, shelter, clothing, etc) have changed since the time of the Pilgrims.
(story, pipe cleaner for each child, beads (w, bl, g, pu, r, o, y, br))
CCS: SS 2.1.1(DOK 1), 2.1.2, 4.1.1, 4.1.2, 4.1.3, 4.4.1
A TIME FOR GIVING THANKS – Thanksgiving
11-25-2014
MORNING MESSAGE
PROJECT READ
UNIT 3 Lesson 1(Dd) & Unit 2/3 Assessment
DAY 5
Letter of the Day: Dd
(TM p3-1--3-3)
VAKT INPUT - STATIONS
*Sky Write (Snap – Aim – Press – Do & Say)
1. Tactile Letters
2. Felt Forms
3. Memory Box
4. Dry Boards
STUDENT PRACTCE
1. Write/Illustrate Sentences (d3)
2. Shape Book (with words and pictures)
3. Assessment
SHARED STORY
Title: There Was An Old Lady That Swallowed a Pie
Day 2
EAGER TO READ
Title: Ten Little Indians
Day 5
LARGE GROUP/PHONEMIC AWARENESS
(listening comprehension) The students will color the picture, using the cues given by the teacher.
(st sht p30, teacher directions)
CCS: RI.K.1, RI.K.2, 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.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
(greater/less) of objects in each group and circle the group that is greater/less than. (P) Then, the
students will use one-one correspondence to match the number of objects and circle the group of
objects with less. The students will then review, using the math webpage.
(EV-4-1(R&P), www.pearsonsuccessnet.com)
WRITING
(open response) The teacher will review the word "feast". The students will then respond to
the Open Response prompt about the first Thanksgiving feast.
(or question w/rubric)
CCS: SL.K.5
SS 2.1.1(DOK 1), 4.3.1, 4.4.1, 5.1.1, 5.2.1(DOK 2), 5.2.3
THEME
(s. studies/assessment) The class will discuss the first Thanksgiving (Pilgrims and Indians) and why
it was celebrated. We will also discuss why we still celebrate Thanksgiving today. The students will
then complete the assessment about the Pilgrims, Indians and the first Thanksgiving feast. Next,
using a paper plate and grocery ads from local stores, the students will cut out and glue foods that
would make a good feast for Thanksgiving.
(p plates, food ads, assessment)
CCS: SS 2.1.1(DOK 1), 4.3.1, 4.4.1, 5.1.1, 5.2.1(DOK 2), 5.2.3
A/H 2.4.1, 4.3.1
11-26-2013
PROFESSIONAL DEVELOPMENT – NO SCHOOL
11-27-2013
THANKSGIVING VACATION - NO SCHOOL
11-28-2013
THANKSGIVING VACATION - NO SCHOOL
LEARNING TARGETS
November 24-28, 2014
Monday, November 24, 2014
Reading: I can identify and write Dd and /d/ and review letters/sounds of the alphabet.
Math: I can use one-one correspondence to identify sets with greater/less.
Tuesday, November 25, 2014
Reading: I can I can identify and write words that begin with Dd and /d/ and demonstrate my
knowledge of the letters/sounds alphabet.
Math: I can use one-one correspondence to identify sets with greater/less.
11-26-2014
PROFESSIONAL DEVELOPMENT – NO SCHOOL
11-27-2014
THANKSGIVING VACATION - NO SCHOOL
11-28-2014
THANKSGIVING VACATION - NO SCHOOL