Daily Opening Activities: SWBAT say days of week, months of year, date, count by 1’s, 5’s, and 10’s, add straw to cup, graph weather, say pledge.
Large Group
O: SWBAT identify the letter “Jj” and its letter sound. P: The teacher will use class puppet to introduce words that begin with letter “Jj”. Puppets will help students take objects out of basket and identify them. The teacher will write the words and illustrate. Brainstorm additional words that begin with “Jj”. Teacher will model how to write “Jj” (Start at the top, big line, turn, little line; Start above the line, pull down below the line, turn up, make a dot). Teach “Jj” poem. Use
“Starfall” to introduce “Jj” also. E: TO
O: SWBAT answer comprehension/inference questions. P: The teacher reads
Families Are Different by Nina Pellegrini. Ask questions. (Read pages 1 and 2 in the Social Studies Big Book.) E: TO
Small Group
O: SWBAT tell how his family shows love for one another.
P: The teacher leads discussion about families and shows pictures of different families. Students will tell how they show love for their families. Then they will draw a picture of their family. Label. Complete dictation on p.1 of family book.
E: p.1 of family book
O: SWBAT identify the numerals 6. P: Teach the number poem for 6. Then let the children make the numeral in the air and on paper. Have the children glue a corresponding number of foam shapes on page 6 of the number book.
E: Number book
Large Group
O: SWBAT hear beginning letter sounds.
P: The class will interview the “Safari Guide of the Week.” Students help stretch the words to hear beginning letter sounds. The teacher will write the interview on chart paper.
E: TO/Interview
Story
O: SWBAT answer comprehension questions.
P: Read The Piggyback Book by Anthony Browne. Ask questions. E: TO
Small Group
O: SWBAT identify and trace the letter Jj.
P: Students will glue jello powder on capital and lowercase Jj’s. Read “I see jello
Jj’s.” E: Letter card
O: SWBAT write and trace letter Jj.
P: Students make Jj’s in the air, on whiteboards, with playdough, and then on paper.
E: Writing paper
Transition: Display the Journeys Flip Chart on page 3 and follow the directions on the chart to talk about different kinds of families. T12 Journeys Book

Opening Activities
Large Group
O: SWBAT identify Kk and its letter sound.
P: The teacher will use puppet and basket items that begin with the letter
“Kk”. Write object names on the board. Illustrate. Teach “Kk” poem.
Teacher models how to write “Kk” (Start at the top, big line, little line, little line; down, kick, slide away). Ask students to brainstorm other words that begin with “Kk”. (Use Starfall if time)
E: TO
O: SWBAT answer comprehension/inference questions.
P: The teacher reads Peter’s Chair by Ezra Jack Keats. Ask questions.
E: TO
Small Group
O: SWBAT tell how their family members help each other.
P: The teacher asks students to think of how family members can help each other. (Read pages 5 and 6 in the Social Studies Big Book and use
“Family Charade” cards.) Students complete and illustrate p. 2 of family book as the teacher writes child’s response to “We help each other. We
____.” E: Page 2 of family book
O: SWBAT identify the numerals 7.
P: Teach the number poem for 7. Then let the children make the numeral 7 in the air and on paper. Have the children glue a corresponding number of foam shapes on page 7.
E: Number book
Story
O: SWBAT answer comprehension questions.
P: Read Much Bigger Than Martin by Judith Viorst. Ask questions.
E: TO
Small Groups
O: SWBAT identify and trace the letter Kk.
P: Students make “Kk’s” on whiteboards, in the air, with playdough and then paper. Student glue kites on Kk outline on a letter card. Read “I see kite Kk’s.”
E: Letter card
O: SWBAT trace and write Kk.
P: Students make Kk’s in the air, on whiteboards, with playdough, and then on paper. E: Writing paper
Transition: Play “I Spy” found on page T47. Have children close their eyes while you place the word card “I” some place where they can find it. Have them open their eyes. Give them a clue where the word is located. Call on a
child to read the word. Repeat.

Opening Activities
Large Groups:
O: SWBAT name objects that begin with Ll.
P: Teacher uses a puppet and basket objects beginning with “Ll” to introduce the letter. Teacher writes the word on the board. Illustrate.
Teacher models how to write “Ll” (Start at the top, big line, little line; Start at the top, big line down.) Teach “Ll” poem. (Use Starfall if time) E: TO
O: SWBAT tell how family members use different rooms in a house. P: The teacher will display a dollhouse. Help children identify different rooms in the house. Ask the children how a family would use these rooms in a real house. E: TO
O: SWBAT tell where families live. P: The teacher will share pages 3 and 4 in the Social Studies Big Book. E: TO
Small Groups
O: SWBAT tell what kind of home his/her family lives in.
P: Teacher shows pictures of different dwellings. Let the children share the type of home they live in. Complete page 3 of family book. “We live in a
__.” My address is _____. My phone number is ______.” The children select, color, and glue their type of dwelling in the space provided. They dictate their address and telephone number and the teacher writes it.
E: page 3 family book
O: SWBAT identify numerals 8. P: Teach the number poem for 8. Then let the children make the numeral in the air, with playdou and on paper.
Have the children glue a corresponding number of foam shapes on page
8 of the number book. E: Number Book
Story
O: SWBAT answer comprehension questions.
P: Read The Three Pigs by Paul Galdone. Ask questions. Discuss the different types of homes found in the story.
E: TO
Small Groups
O: SWBAT write and trace letter Ll.
P: Students make Ll’s in the air, on whiteboards, with playdough, and then on paper.
E: Writing paper
O: SWBAT identify the letter Ll. P: Have students glue lace on Ll’s. Have them read “I see lace Ll’s.” E: Letter card
Transiton: Read Visiting Grandma and Grandpa (an informational text) found in our series.

Opening Activities
Large Group
O: SWBAT name objects that begin with Mm.
P: Teacher uses puppet and basket objects beginning with “Mm” to introduce the letter. Teacher writes the word on the board. Illustrate.
Teacher models how to write “Mm” (Start at the top, big line, big line, big line, big line; Start at the top, start with the n, swim up and over, down)
Teach “Mm” poem. (Use Starfall if time) E: TO
O: SWBAT listen and comprehend. P: Read Families One and All by
Marilee Robin Burton (Journeys leveled reader). Discuss how families have fun together. Ask questions.
E: TO
O: SWBAT recall using auditory memory. P: Recite “These are Grandma’s
Glasses.” (Written on chart paper)
E: TO
Small Group
O: SWBAT tell how their family has fun together.
P: The students will dictate a sentence about how their family has fun.
Illustrate. Complete page 4 of family book. “My family has fun. We like
___.”
E: page 4 family book
O: SWBAT identify the numeral 9. P: Teach the number poem for 9. Then let the children make the numeral in the air and on paper. Have the children glue a corresponding number of foam shapes on page 9 of number book. E: Number Book
Story
O: SWBAT answer comprehension questions.
P: Read The Doorbell Rang by Pat Hutchins. Have students act it out by using props. (Cookies, grandma, mom, children, cookie tray, mop, bucket, tablecloth) Ask questions. E: TO
Small Groups
P: Students make Mm’s in the air, on whiteboards, with playdough, and then on paper.
E: Writing paper
O: SWBAT identify the letter Mm. P: Have students glue mice on Mm’s.
Have them read “I see mice Mm’s.”
E: Letter card
Transiton: Read My Family Pictures, focusing on main idea. These are level
A books in our reading series.

Opening Activities
Large Group
O: SWBAT name objects that begin with Nn.
P: Teacher uses puppet and basket objects beginning with “Nn” to introduce the letter. Teacher writes the word on the board. Illustrate.
Teacher models how to write “Nn” (Start at the top, big line, big line, big line; Start at the top, little line, one hump.) Teach “Nn” poem. (Use Starfall if time) E: TO
O: SWBAT listen and comprehend. P: The teacher will read A Terrible
Thing Happened at my House by Marge Blaine to the class. Ask questions.
E: TO
Small Group
O: SWBAT dictate and illustrate a sentence.
P: Students dictate and illustrate a positive sentence about the “Safari
Guide of the Week.”
E: “Safari Guide” paper
O: SWBAT identify the numeral 10. P: Teach the number poem for 10.
Then let the children make the numeral in the air, with playdough, and on paper. Have the children glue a corresponding number of foam shapes on page 10 of number book.
E: Number Book
Story
O: SWBAT answer comprehension questions.
P: Read Five Minutes Peace by Jill Murphy. Ask questions. E: TO
Small Groups
O: Students will be able to write Nn’s. P: Students make Nn’s in the air, on whiteboards, with playdough, and then on paper.
E: Writing paper
O: SWBAT identify the letter Nn. P: Have students glue newspaper on Nn’s.
Have them read “I see newspaper Nn’s.”
E: Letter card
O: SWBAT infer. P: Students will play “Twenty Questions” to determine who the new “Star of the Week” will be. E: TO
Transiton: Read Alexander and the Terrible, Horrible, No Good, Very Bad
Day by Judith Viorst.

SWBAT match sets to numbers O-5. Use die and unifix cubes or bear counters.
SWBAT copy their first name on unlined paper.
SWBAT match capital and lowercase letters Aa-Oo. Use magnetic letters.
SWBAT play “Shape Concentration.”
SWBAT follow directions. Play “Mother May I?”
Drama: SWBAT create a pretend family and play “house.” Materials available are a stove, refrigerator, dishes, baby dolls, etc.
Blocks: SWBAT build different kinds of homes using a variety of blocks.
Math: SWBAT look at books that focus on size. Students will be able to make unifix cubes different lengths.
Science: SWBAT measure objects using a ruler and nonstandard measurement units.
Books: SWBAT read books about families.
Writing: SWBAT write about families.
Art: SWBAT manipulate and transform art materials.

Quick Practice
*Creative movement and sound-Act out sounds and actions for numbers 1-5
*Giant Number Cards 1-5
*Oral Counting 1-10
*Show fingers 1-10
Monday- Lesson 4-pages 15-18-Use SmartBoard lesson as a guide.
*Identify and order numbers 1-5.
* Count 1 through 5 objects.
* Identify numbers 1, 2, 3, 4, 5 from the number word.
Tuesday- Lesson 5 -pages 19-22- Use Smartboard lesson as a guide.
*Identify and order numbers 1-5.
* Count 1 through 5 objects.
* Draw 3 objects.
* Identify numbers 1, 2, 3, 4, 5 from the number word.
Wednesday- Lesson 6-pages 23-28 -Use SmartBoard lesson as a guide.
*Count and visualize two or three objects.
* Draw 1 through 5 objects.
* Develop spatial concepts.
Thursday- Lesson 7-pages 29-32-Use SmartBoard lesson as a guide.
*Identify and order numbers 1-5.
* Count 1 through 5 objects.
* Draw 1-5 objects.
* Identify numbers 1, 2, 3, 4, 5 from the number word.
* Draw 1-5 objects.
Friday- Lesson 8-pages 33-38-Use SmartBoard lesson as a guide.
*Name how many objects without counting.
* Count from 1-10.
* Write numbers 1 and 2.
* Differentiate between quantities of 1 and 2.