Monday October 13, 2014
NO SCHOOL- COLUMBUS DAY
DATE: Tuesday, October 7, 2014
IEP MEETINGS: Sierra @ 9:15 MDC
Jaedyn @ 10:30 AR
Austin @ 12:30 (IEP)
Materials needed:
*Imagine IT- Alphabet Book-Oo
-pg 32-33
-real picture of otter in home
-Pre-Decodable 7 Story: The Zoo
Writing: (Amy): Chart paper with “You” sentence
Pencils
Writing Paper
(Cathers): Chart paper w/narrative writing ideas
Health: *How Do Dinosaurs Get Well Soon?, by Jane Yolen and Mark Teague.
*Appendix 1 – Transparency of items related to sickness.
*Appendix 2 – Copy of Venn Diagram. (Put on chart paper)
*Math CATHERS (K)- Lesson 1-7 Guided Practice/Independent Practice (Wkpg 1516)
st
nd
(1 /2 ) – Lesson 1-8 Guided Practice/Independent Practice
AMY- (1st/2nd)- *Quick Check 1-7
Turn the worm” (TM pg. 30B)
-using 5 red & 5 green connecting cubes
(K) Reteaching 1-7
Practice 1-7
Enrichment 1-7
Quick Check 1-7
_________________________________________________________
8:35-9:05 Calendar/Count to 40/orange song w/color page
9:05-9:35 Cathers-SRA Group 1 Lesson
Amy-SRA Group 2 Lesson
Toni- Centers Group 1 (Alphabet flashcards- letter
recognition & sound recognition)
9:35-10:05 Kf 2nd grade math room
Cathers- SRA Group 3 Lesson
Toni- Group 1 Centers Alphabet Flashcards/Listening Center
Amy- Group 2 Centers Individual Level 1 Reading/Library
10:05-10:35 Library
10:40-11:00 Snack/Bathroom
11:00-11:35 Imagine It: Unit 2 Lesson 2 Oo
Alphabetic Knowledge
-Sing the letter factory song for A-O
Letter Shapes
-write the letter O & o
Alphabet Book-Oo
-pg 32-33
-identify the animals in the story
-discuss real & imaginary
-students find words with small o in the story
Pre-Decodable 7 Story: The Zoo
11:40-12:30 Lunch/Recess
12:30-1:00 Health
I Can: Identify methods of health promotion and illness prevention.
Identify the general signs and symptoms of illness.
Identify healthy actions that influence the functions of the
body. (Cleanliness, proper diet, exercise)
LEARNER OUTCOMES: Predict symptoms of sickness and summarize
measures to get well. Use Venn diagrams to
illustrate similarities and differences in two
sets.
Lesson 1: Identify safety hazards in the home
and injury prevention strategies.
CONTENT:
Materials Needed:
*How Do Dinosaurs Get Well Soon?, by Jane Yolen and Mark
Teague.
*Appendix 1 – Transparency of items related to sickness.
*Appendix 2 – Copy of Venn Diagram. Display Appendix 1
and ask students what these items have in
common.
-The students should conclude that these
items are all related to sickness.
*Brainstorm with students a list of things they do
when they are sick to get better.
*Read How Do Dinosaurs Get Well Soon?
*Have the students identify things that the
dinosaur did to get well.
* Venn Diagram(Appendix 2) on chart
paper with the center representing the things
that both the dinosaur and the students do to
get better when they are sick.
(Remember to include using tissues and hand
washing.)
*Discuss the concept that there are different
types of sickness.
-Sickness can include a common cold for
which you need to rest a little more and
possibly take medicine.
-It can also include a contagious virus for
which you may need to stay at home
from school and see a doctor.
*Identify ways to determine if you are sick and
how sickness can be treated. For example,
students should be able to recognize signs of a
fever, a cold, or the stomach virus.
1:00-1:30 Writing
(AMY) Group 1: Continue writing “you” sentence w/picture to
represent sentence.
(Cathers) Group 2: Continue writing narrative stories.
-Review what a narrative
-Tells a true story from the writer’s life
-Uses I, me my, and we
-It has a beginning, middle, and end
-It uses time-order words to tell events in
order.
-Have students tell there story…teacher writes
it…students write it
1:30-2:05 Math (K)
Cathers- Math:(K) Lesson 1-7: Problem Solving: Use Objects
Focus: Children will solve problems by using objects
*Guided Practice/Independent Practice (Wkpg 15-16)
AMY- (1st/2nd)- *Quick Check 1-7
(read problem #3 but let students try it on there own)
*write notes as to who needs help & who can
complete on their own
*”Turn the worm” (TM pg. 30B)
-using 5 red & 5 green connecting cubes
-create a worm with the 2 colors
(front of worm red…back of worm green)
-students: write a number sentence matching the
cubes (ex: 5+2=7)
-Then…turn worm around and have them write the
turn around addition sentence
-Explain: even though the order changed, the sum
stays the same
2:05-2:45
Cathers- (1st/2nd)- Lesson 1-8: Problem Solving Using Objects
Focus: Children will use objects to solve problems
*Set the purpose (TM31)
*Pose the problem (need counters or cubes)
-Student work page 31 (front cover)
*Video
*Guided Practice/Independent Practice
Amy- (K)- Reteaching 1-7
Practice 1-7
Enrichment 1-7
Quick Check 1-7
Kierra & Austin -2nd grade math facts worksheet
2:45-3:00 write in planners/Dismissal
Wednesday October 8, 2014
EARLY DISMISSAL
Speech: 9:35-10:05 JC & AC
Materials:
IMAGINE IT: box and cut the bottom out
lion puppet
Alphabet Cheer
WORD WORK: Copy of new word “we”
“We” writing paper/magnetic letters
Salt
MATH:
CATHERS- (1st/2nd) Topic 1-8
*Quick Check Master
*Practice Master
AMY- (K) Topic 1 Reteaching pgs 17-18
*Alternate Test Master
_________________________________________________________
8:35-9:05 Attendance/Calendar & Count to 40
9:05-9:35 Music
9:35-10:05 KF 2nd grade math room
Cathers-SRA Group 1 Lesson
Amy-SRA Group 2 Lesson
Toni- Centers Group 3 (Alphabet flashcards- letter
recognition & sound recognition)
10:05-10:35 Cathers- SRA Group 3 Lesson
Amy- Group 2: Individual Rdg w/students (level 1 & 2
books)/library
Toni-Group 1:Alphabet flashcards- letter
recognition & sound recognition)
10:35-10:55 Bathroom/Snack
10:55-11:15 Imagine It: Unit 2 Lesson 3 Pp
Morning Message
Position Words (on, in, through, behind, under, over, near, far,
left, right, behind, in front)
*Get a box and cut the bottom out
*Use the lion puppet for positions
*Have students place lion where you tell them using the
position words
-Have them use the position words in a complete
sentence
Phonological & Phonemic Awareness
-Talking about what a sentence is
-It tells us something
-Has 2 parts: a naming part & a telling part
Alphabetic Knowledge
-Alphabet Cheer
11:15-11:30 Word Work
Introduce new word wall word “we”
-sound it out
-spell it/trace it/write it worksheet
-Salt station w/Cathers
11:40-12:35 Lunch/Recess
12:30-1:15 Math
CATHERS- (1st/2nd)-Topic 1-8
*Quick Check Master (see what students can do on
their own)-minimal teacher help
*Practice Master
AMY- (K)- Lesson Topic 1 Reteaching pgs 17-18
*Alternate Test Master
Kierra- math facts work page
1:15-1:45 Deatherage Language Lesson
1:45-2:00 Dismissal/Planners
Thursday October 9, 2014
Speech: 9:35-10:05 Justin Constant & Allan Collins
10:35-11:05 Alexis Redding
12:15-12:45 Jaeydon Costa, Allysa Olgesby, & Noah Carter
12:45-1:15 Alexis Taylor
Materials:
GUIDED READING: Heggerty Lesson 3,
index card, B picture
sentence strip, scissors, long copy paper, glue stick,
pencil
IMAGINE IT: Alphabet Book page 34-35
Pickled Peppers-pg 40-41 “Rhyme”
Guided Practice- skills practice pg. 15
WORD WORK: 25 index cards with the word “We”
HEALTH: Venn Diagram in Appendix 3
MATH:
CATHERS (K) Lesson TOPIC 1 TEST
(1st/2nd)- Lesson TOPIC 1 TEST
Amy’s – (1st/2nd )- Topic 1 Reteaching pg35-36
(K) Alternate Test Master (Topic 2)
8:35-9:05 Attendance/Calendar/color orange
9:05-9:35 Cathers-SRA Group 1 Lesson
Amy-SRA Group 2 Lesson
Toni- Group 1-Individual Reading (Leveled rdg
books)/Library
9:35-10:05 Cathers- SRA Group 3 Lesson
Amy- Group 3 Individual Reading (Leveled rdg
Books)/Library
Toni- Group 2 (ABC flashcards)
10:05-10:15 Snack/Bathroom
10:15-10:35 Guided Reading
Cathers:
Group 1: Heggerty Lesson 3, index card, B picture
Group 2: sentence strip, scissors, long copy paper, glue stick, pencil
Station Rotation:
1.) Amy- Reading book bag station
2.) Toni-Word Wall word/ABC Flash Cards station
3.) Writing word wall word station (at table)…w/www flashcards
4.) Writing words with finger paint on white copy paper
10:35-11:15 Imagine It: Unit 2 Lesson 3 Pp
Letter Shapes
-Writing the letter Pp
Alphabet Book
-page 34-35
-discuss the illustrations
-read the rhyme
-draw P/p on the board…tally how many capital/lower Pp
are in the story
Pickled Peppers-pg 40-41 “Rhyme”
Guided Practice- skills practice pg. 15
11:15-11:35 Word Work
Scavenger Hunt
-Students will get 5 minutes to go around the room and
find as many word cards with the word “We” on it
-After 5 minutes we will see how many each child found
by counting the cards they have
- Have students write the word 5x each on white boards
11:40-12:30 Lunch/Recess
12:30-12:50 Health
ASSESSMENT: Tell students that it is important for a child to take
good care of him or her when sick.
-It is also important to know where and when to
seek help when not well.
-The teacher can either have students brainstorm a
list of symptoms of sickness or illness or use the list
below.
-Use the Venn Diagram in Appendix 3 or create one
on a chalkboard.
-Ask the students to place each symptom in one
of the categories. Some symptoms may belong in
multiple categories.
- Use the overlapping circles to sort these
symptoms.
-Ask why they placed the items in each circle.
(The list might include: vomiting, earache,
headache, swollen eye, small cut on finger,
swollen ankle, bruise, fever (temperature over
98.6), runny nose, bleeding, extreme pain,
coughing, wheezing, a rash, sore throat, or chest
pains.)
12:50-1:15 Math:
Cathers- (K) Lesson TOPIC 1 TEST
Amy’s – (1st/2nd)- Topic 1 Reteaching pg35-36
1:15-1:45
Cathers- (1st/2nd) –TOPIC 1 TEST
Amy: (K)- Alternate Test Master (Topic 2)
1:45-2:45 Art
(1:45-2:15-meet w/Lori)
(2:15-2:45 fill out planners)
2:45-3:00 Planners/dismissal
Friday October 10, 2014
Send Home NEWSLETTER
Send Home NEW WWW
Send Home ALPHABET LETTERS (Pp, Qq)-(sound & letter names)
OT:
8:45-9:00 Jaedyn Costa
9:35-9:45 Whole Group Lesson
9:45-10:00 Sierra Purvis & Alyssa Olgesby
10:00-10:15 Noah Carter & Russell Dearing
Speech:
10:35-11:05 Kierra Fishburn
1:15-1:45 Whole Group Lesson
SSL:
2:00-2:30 Whole Group Lesson
Materials:
IMAGINE IT: Morning Message
Ball
HEALTH: spray bottle filled with water
_________________________________________________________
8:30-9:00 Calendar/Count to 40
9:05-9:35 Music
9:35- 10:05 Cathers- SRA Group 1 Lesson
Amy- SRA Group 2 Lesson
Toni- Group 3 Individual Reading (Leveled Rdg books)/Library
10:05-10:35 Cathers- SRA Group 3 Lesson
Amy- Group 2 Individual Reading (Leveled rdg books)/Library
Toni- Group 1 (ABC Flashcards)
10:35-10:55 Snack/Bathroom
10:55-11:35 Imagine It Unit 2 Lesson 4 Qq
Morning Message
Words that mean the opposite (right/left)
Position Words (review)
Phonological & Phonemic Awareness
-draw 2 connected boxes
-write 2 1 syllable words (dog’s bark)
-read & point to words
-draw a third box
say a 3 word sentence (Meg likes dogs)
Alphabetic Knowledge
-sit in a circle with a ball
-say “A”…roll ball…student with ball says “B”… child rolls
ball next student says “C”…etc (stop at P)
11:35 Line up for lunch
11:40-12:35 Lunch/Recess
12:30-12:50 Spelling
12:45-1:10 Health
Lesson 2 - Activity 1: Learn about germs and the importance of
washing hands.
LEARNER OUTCOMES: Tell why cleanliness, grooming, posture, and
body mechanics are important.
CONTENT: Activity 1
General Information:
• Germs are everywhere.
• Germs are so small that you cannot see them.
• Germs can make you sick.
• You can get rid of germs by washing your hands.
How to Wash Your Hands:
• Use warm, running water.
• Use liquid or pump soap whenever possible.
• Rub hands together for at least 10 seconds.
• Scrub underneath the fingernails.
• Rinse and then dry.
When to Wash Your Hands:
• After using the toilet.
• Before eating or touching food.
• After playing with animals.
TEACHER: -Use a spray bottle filled with clean water.
-Spray water on children’s hands.
-Explain that the water on their hands represents
germs that come out of their mouths when they
cough and sneeze.
-Now have the children touch an object (i.e., table,
chair, etc.).
- Ask them what happened to the object they
touched (it became damp).
-Explain that this is what happens when we sneeze
into our hands and then touch an object (the germs
on our hands got on the object).
-Discuss what might happen if one of their friends
touches the object while it is moist (they might
pick up the germs and get sick).
- Explain that if you wash your hands after sneezing
or coughing in them the germs will be washed
away and there will be less of a chance for people
to get sick.
• Hand washing message needs to be reinforced several
times throughout the day, especially before lunch and
after using the restroom.
• Teach by example.
1:15-1:45 Deatherage Language Lesson
2:00-2:30 Troppa Group Lesson (fill in students planners)
2:30-3:00 get ready for dismissal