Monday October 27, 2014
New word wall word “in”
*1st grade Reading assessment tests
*Pencils
Stations: Break Through to Literacy/Computers
Writing Station:
-writing new word wall word “in” 8X
-writing “of” 8X
-alphabet writing A-Q
Imagine It: -Morning Message
-building blocks used to show directionality of how we read
Writing: (AMY) Group 1: writing letters A-Q
(CATHERS) Group 2:
-Narrative writing papers
-each individual students narrative stories
Health: Home Safety (Adventures in the Roo World –Young Roo Series
No. 4) by Pati Myers Gross,Carol Marger,
Brass fasteners, paper plates.
Appendix 1: Safety at home.
Appendix 2: Arrows for clock hands.
Appendix 3: Safety maze
Appendix 4: What will keep you safe?
MATH:
Cathers- (K)- TM 27
Student wkpg 28
(1st/2nd)- TM 95
Make nine blank mini 10 frames
student workpage 95
Guided Practice/Independent Practice
-(student workpage 96-98)
Amy- (1st/2nd)- 3-1 Practice workpage
3-1 Reteaching workpage
(K)- 2-1 Reteaching Workpage
2-1 Practice Workpage
_________________________________________________________
8:35-9:05 Calendar/Count to 50/Imagine IT Guided Practice pg 15
-Writing the letter Qq worksheet
9:05-9:35 SRA Groups
Cathers- Group 1-Lesson 104/Story/wkbk
Amy- Group 2-Lesson 37/wkbk
Toni- Group 3- Alphabet Flashcards/Individual reading w/book bags
9:35-10:05 PE
10:05-10:35 Reading assessment (1st & 2nd Grade)
Cathers- testing 1-on-1
Amy- testing 1-on-1
Group 1: Listening Station (10:15-10:25) then w/Cathers @10:20
Group 2: (3 students) Breakthrough to Literacy w/Toni’s guidance
Group 3: Writing Station: writing new word wall word “in” 8X and last weeks
word “of” 8X, alphabet writing A-Q
10:35-11:15 Imagine It: Unit 2 Lesson 5 Rr
Morning Message
Words that mean the opposite
Phonological & Phonemic Awareness
-building blocks used to show directionality of how we
read
11:15-12:30 Lunch/Recess/Test Students (Reading Assessment)
12:30-1:00 Health
Unit 2: Safety
CONTENT:
Materials Needed:
Home Safety (Adventures in the Roo World –Young Roo Series
No. 4) by Pati Myers Gross,Carol Marger, Tom Gibson
(Illustrator), Brass fasteners, paper plates.
Appendix 1: Safety at home.
Appendix 2: Arrows for clock hands.
Appendix 3: Safety maze
Appendix 4: What will keep you safe?
*Display Appendix 1: Safety at home transparency.
-Ask students to look at each of the items depicted by an arrow
and try to guess why that particular item or situation might
present a safety hazard in the home.
*Ask students:
• What does it mean to be safe?
• What can you do to stay safe at home?
• What is a hazard?
• What does the word “prevent” mean?
• How do your parents and families help make your home safe?
• How does the school try to keep you safe? Allow students to
make their own clocks.
*Provide each student with a paper plate, two arrows for hands and a
fastener. Students should color their clock hands and write the
numbers 1-12 around the outside of the clock.
*Students will use the clock in the following activity.
-Read Home Safety by Pati Myers Gross. As the characters in the
story move through the rooms in the house
-1. Discuss each of the safety hazards in the room
-2. Ask students to display on their clocks a time that they are
most likely to be spending time in that particular room.
-Discuss how the time of day and the amount of time we
spend in a room may also affect safety.
-For example, a candle burning on the dining
room table during dinner is not unsafe;
however, a candle burning in the middle of the
night in the dining room with nobody around
may be very unsafe.
1:00-1:30 Writing
(AMY) Group 1: work on writing letters A-P.
(CATHERS) Group 2:
-Continue working on Narrative writing
-work as a group with each individual students narrative
stories
1:30-2:05 MATH
Cathers- (K) Lesson 2-3: 1 and 2 Fewer
Focus: Children will recognize and identify a group of
objects that has 1 fewer or 2 fewer than another
group
*Pose the problem (TM 27)
*Model
*Video
*Guided Practice/Independent Practice (Student wkpg 28)
AMY- (1st/2nd)- 3-1 Practice workpage
3-1 Reteaching workpage
2:05-2:45
Cathers- (1st/2nd) Lesson 3-2: Recognizing Numbers on a Ten-Frame
Focus: Children will learn to recognize numbers on a
ten-frame, noting the relationship of those
numbers to 5 and 10
Pose the problem (TM 95)
*Make nine blank mini 10 frames*
Rephrase, Reword, and simplify
-(student workpage 95 #1-4)
Video
Guided Practice/Independent Practice
-(student workpage 96-98)
Amy- (K)- 2-1 Reteaching Workpage
2-1 Practice Workpage
Kierra & Austin - math facts worksheet from Mrs. Norman
2:45-3:00 Snack/Dismissal
DATE: Tuesday, October 28, 2014
IEP MEETINGS: Russell Dearing 8:45am
Materials needed:
*Imagine IT: alphabet letters A-R
Alphabet Book pg. 38-39
Pickled Peppers pg.42
Writing: (Amy): writing paper for letters A-R,
#1-10 writing paper
WWW writing paper
(Cathers): Writing paper (3 pgs each student)
Student Narrative Stories
Pencils
Crayons
Health:
*Math CATHERS (K)- TM29
Student Wkbk pg30-32
(1st/2nd) – TM 99
Student workpage 99
Guided Practice/Independent Practice
-Student workpage 100-102
AMY- (1st/2nd)- 3-2 Reteaching worksheet
3-2 Practice worksheet
(K) 2-2 Practice Workpage
2-2 Reteach Workpage
_________________________________________________________
8:35-9:05 Calendar/Count to 50/Imagine IT Guided Practice 16
9:05-9:35 Cathers-SRA Group 1 Lesson 105/story/wkbk
Amy-SRA Group 2 – Lesson 38/wkbk
Toni- Centers Group 1 (Alphabet flashcards- letter
recognition & sound recognition)
9:35-10:05 Kf & AR 2nd grade math room
Cathers- SRA Group 3 Lesson 32/wkbk
Toni- Group 1 Centers Alphabet Flashcards/Listening Center
Amy- Group 2 Centers Individual Level 1 Reading/Library
10:00-10:30 AR to Mrs. Midiri’s Room
10:05-10:35 Library/Test Students
10:40-11:15: Imagine It: Unit 2 Lesson 5 Rr
Alphabetic Knowledge
Play “what’s the letter”
-need alphabet letters A-R
Writing the letter Rr
Alphabet Book pg. 38-39
Ask questions pertaining to illustration
Pickled Peppers pg.42
-student point to title
-review left to right reading & top to bottom
-read poem
-discuss rhyming words
-discuss tent is referring to skin
-have students find words with Rr
11:15-12:30 Lunch/Recess/Test students (Reading Assessment)
12:30-1:00 Health
ASSESSMENT: Option 1
Distribute copies of Appendix 3 – Safety maze
-Ask students to navigate their way through a maze to unite
Rover and Freddie.
-They should follow the images that are safe and avoid those
that are unsafe.
-Once they are done, review each image in the maze with the
students.
-Classify each image as safe or unsafe.
-Then, ask students to explain why/how each image in the
“safe” column can help prevent injuries and why each image in
the “unsafe” column could be a hazard.
Safe Images
• Telephone with emergency number: Students should know their
local emergency numbers.
• Medicine locked in cabinet: Medicine should only be taken when
given by a trusted adult.
• Smoke alarm: Children should also have a plan to exit their home
when a smoke alarm sounds.
• Staircase: Stairwells should be well lit, clear of clutter, and with
railings to hold onto.
Unsafe Images
• Stove with pot handle facing out: This is a burn hazard.
• Matches: They could be a fire hazard.
• Backpack by steps: This is a tripping hazard.
• Fireplace with newspaper in front and no screen: This is a fire
hazard.
• Open pool gate: This is a drowning hazard.
Assessment Option 2:
-Ask students to evaluate pairs of pictures in the Appendix 3, What
Will Keep You Safe? handout, to determine which image in the pair
depicts a safe decision or action.
- Students should color or circle the correct images.
-Facilitate a class discussion by asking students to support their
choices.
1:00-1:30 Writing
(AMY) Group 1: Continue writing letters A-R, #1-10, WWW
(Cathers) Group 2: Continue writing Narrative stories..students
copy their stories on writing paper and draw
picture to correspond with sentence (s).
1:30-2:05
Cathers- Math:(K) 2-4 The Number 0
Focus: Children will understand that 0 means none
*Pose the problem (TM29)
*Vocabulary (zero, none)
*Model (Student Wkbk pg30)
*Video
*Guided Practice/ Independent Practice
AMY- (1st/2nd)- 3-2 Reteaching worksheet
3-2 Practice worksheet
2:05-2:45
Cathers- (1st/2nd)- Lesson 3-3 Parts of 10
Focus: Children will show 10 as two parts
Pose the problem (TM 99)
-Student workpage 99
Video
Guided Practice/Independent Practice
-Student workpage 100-102
Amy- (K)- 2-2 Practice Workpage
2-2 Reteach Workpage
Kierra & Austin -2nd grade math facts worksheet
2:45-3:00 Snack/Dismissal
Wednesday October 29, 2014
EARLY DISMISSAL
Speech: 9:35-10:05 JC & AC
Materials:
IMAGINE IT: Morning Message
pocket chart pictures 13-apple, 86-house, 97-keys, 102-lamp
Pickled Peppers pg 21
-have students make a complete sentence
(Ex: A monster is dancing or the monsters are
skating or The boy is carrying dishes, etc)
-give each student a word from the sentence
WORD WORK: 1 piece of paper per student
finger paint
glue
glitter
marker
MATH:
CATHERS- TM 103
student workpage 103
Guided Practice/Independent Practice
-Student workpage 104-106
AMY- (K) 2-3 Practice worksheet
2-3 Reteach worksheet
_________________________________________________________
8:35-9:05 Attendance/Calendar & Count to 50/write “of” & ”in” paper
9:05-9:35 Music
9:35-10:05 SRA
Cathers-SRA Group 1 Lesson 106/story/wkbk
Amy-SRA Group 2 Lesson 39/wkbk
Toni- Centers Group 3 (Alphabet flashcards- letter
recognition & sound recognition)
10:05-10:35 Cathers- SRA Group 3 Lesson 33/wkbk
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 Imagine It: Unit 2 Lesson 6 Ss
Morning Message
-Is the letter Rr in the morning message
-Where?
-Is it a capital R or lower r?
-What are the letters in (the child’s name)?
Indentifying First, Middle, and Last
-pocket chart pictures 13-apple, 86-house, 97-keys, 102lamp
Phonological & Phonemic Awareness
Pickled Peppers pg 21
-have students make a complete sentence
(Ex: A monster is dancing or the monsters are
skating or The boy is carrying dishes, etc)
-give each student a word from the sentence
-make sure they know their word
-line them up and have them each say their word
-mix them up and say their words
-work with class to have them put their words back
in order
10:55-11:10 Word Work
Stations: (1 paper per student…take paper to each station)
Station 1: Write “in” with finger paint
Station 2: Write “in” with glue and sprinkle with glitter
Station 3: Write “in” with marker
11:15-12:30 Lunch/Recess/Test Students (Reading Assessment)
12:30-1:15 Math
CATHERS- (1st/2nd)- Lesson 3-4: Finding Missing Parts of 10
Focus: Children will use counters and a part-partwhole mat to find missing parts
Pose the problem (TM 103)
-student workpage 103
Model/Demonstrate
Video
Guided Practice/Independent Practice
-Student workpage 104-106
AMY- (K)- 2-3 Practice worksheet
2-3 Reteach worksheet
Kierra & Austin- math facts work page
1:15-1:45 Deatherage Language Lesson
1:45-2:00 Snack/Dismissal
Thursday October 30, 2014
Send Home NEWSLETTER
Send Home NEW WWW
Send Home ALPHABET LETTERS (Pp, Qq, Rr)-(sound & letter names)
Speech: 8:30-9:00 Austin Reuille
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:
Group 3: Students sentence strip
Scissors
Glue
Paper
Crayons
Pencil
Group 4: magnetic letters for “at” words
Dry erase magnetic boards
“at” worksheets
“at” story
Amy- Reading book bag station
Toni-Word Wall word/ABC Flash Cards station
Station 3: Writing paper-word wall word station (at table)…w/www
flashcards
Station 4- Writing word wall words with finger paint on white copy paper
IMAGINE IT: capital letter on a note card
lower case letter and the student
Alphabet Book Ss Pg. 40-41
Pickled Peppers pg. 43
WORD WORK: 25 note cards with “in”
White boards & dry erase markers
HEALTH: display the Stop sign
a traffic signal with the green light colored in
Display each of the safety signs and signals you have made using the
Being Safe With Signs worksheet (See Appendix).
MATH:
CATHERS (K) TM 31
Student workpage 31
Guided Practice/Independent Practice
-(Student workpage 32)
HOMEWORK: 2-5 Reteach & 2-5 Practice
(1st/2nd)- TM 107
student workpage 107
counters
Amy’s – (1st/2nd )- 3-3 Reteach Worksheet
3-3 Practice Worksheet
(K) 2-4 Reteach Worksheet
2-4 Practice Worksheet
______________________________________________________
8:35-9:05 Attendance/Calendar/Count to 50
9:05-9:35 Cathers-SRA Group 1 Lesson 107/story/wkbk
Amy-SRA Group 2 Lesson 40/wkbk
Toni- Group 1-Individual Reading (Leveled rdg
books)/Library
9:35-10:05 Cathers- SRA Group 3 Lesson 33/wkbk
Amy- Group 3 Individual Reading (Leveled rdg
Books)/Library
Toni- Group 2 (ABC flashcards)
10:05-10:35 Guided Reading
Cathers:
Group 3 (Alexis R, Tyrece, Alyssa, Alan):
*Read sentences written
*Cut up sentences and mix up order
*Students put sentences in correct order
*Glue sentences on paper
Group 4 (Sierra, Austin, Kierra):
-Word families “at”
-create words by adding new beginning sound
-read “at” story
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
10:35-10:55 Imagine It: Unit 2 Lesson 6 Ss
Alphabetic Knowledge
Write the letter Ss
-Give each student a capital letter on a note card
-Randomly hold up a lower case letter and the student
with the matching letter stands up
Alphabet Book Ss Pg. 40-41
-Talk about Illustration
-What is the child doing in the picture?
-What is he pretending to be?
-What toys do you see
Read the rhyme
-Have students look for other objects that start with Ss
Pickled Peppers pg. 43
-read poem
-Ask: What was the poem about?
Do tree grow quickly or slowly?
-Discuss illustrations
-Measuring: Which is taller?
Do you remember how tall the poem said the
tree was?
Do you think the tree will ever be taller than
the boy?
10:55-11:10 Word Work
Scavenger Hunt
-Students will get 5 minutes to go around the room and
find as many word cards with the word “in” 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
11:15-12:30 Lunch/Recess/Test Students
12:30-12:50 Health
Lesson 2 – Traffic Safety
CONTENT: *Ask the children to imagine they are riding in the car
with one of their parents.
*Ask them what the adult should do if they come to this
sign (display the Stop sign).
* Next hold up a traffic signal with the green light
colored in and ask them what the driver should do
now.
* Discuss with the children what might happen if
drivers did not obey traffic signs and signals.
*As a group, brainstorm ways that children get to
school, to a friend's house, or to the park.
-Be sure to include walking, biking, inline
skating, and skateboarding.
-For example, ask: When you go by yourself or
with friends somewhere by biking or in-line
skating, do you think you need to follow the
traffic signs and signals like cars do?
- Why or why not?
* Display each of the safety signs and signals you have
made using the Being Safe With Signs worksheet (See
Appendix).
*Discuss what each one means.
*Have volunteers pretend to be biking or in-line skating
and hold up the various signs for the children to
demonstrate what to do when you come to each one.
ASSESSMENT:
• Pass out a copy of the Being Safe With Signs(PDF) worksheet to each
child.
 Explain that the children should look at the shape of each sign and
draw what goes inside.
• When the children have finished, pair them with a partner to discuss
their signs worksheet and explain to their partner what each one
means.
12:50-1:15 Math:
Cathers- (K) 2-5: Reading and Writing 0
Focus: Children will recognize and write the numeral
that describes the quantity of 0
Pose the problem (TM 31)
Model (Student workpage 31)
Video
Guided Practice/Independent Practice (Student
workpage 32)
HOMEWORK: 2-5 Reteach & 2-5 Practice
Amy’s – (1st/2nd)- 3-3 Reteach Worksheet
3-3 Practice Worksheet
1:15-1:45
Cathers- (1st/2nd) – Lesson 3-5: Problem Solving-Make a Table
Focus: Children will make tables to solve problems
Pose the problem (TM 107)
-student workpage 107
-need counters
Model/Demonstrate
Video
Guided Practice/Independent Practice
Amy: (K)- 2-4 Reteach Worksheet
2-4 Practice Worksheet
1:45-2:45 Art
2:45-3:00 Snack/Dinner
Friday October 31, 2014
GOOD CITIZNES @ 2:00
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:
Good Citizens: Bingo boards:
-#’s 1-10
-shapes
-colors
Math: pumpkin seeds
Pumpkin picture
Glue
“Halloween Theme” Spelling
Halloween video: The Great Pumpkin Charlie Brown
Halloween Art craft
_________________________________________________________
8:30-9:00 Calendar/Count to 50
9:05-9:35 Music
9:35- 10:05 Cathers- SRA Group 1 Lesson 108
Amy- SRA Group 2 Lesson 41
Toni- Group 3 Individual Reading (Leveled Rdg books)/Library
10:05-10:35 Cathers- SRA Group 3 Lesson 34
Amy- Group 2 Individual Reading (Leveled rdg books)/Library
Toni- Group 1 (ABC Flashcards)
10:35-10:55 Snack/Bathroom
10:55-11:35 Halloween Math
-Counting pumpkin seeds
-using seeds to solve addition problems
11:35 Line up for lunch
11:40-12:35 Lunch/Recess/Test Students (Reading assessment)
12:30-12:50 “Halloween Theme” Spelling
12:45-1:10 Halloween video: The Great Pumpkin Charlie Brown
1:15-1:45 Deatherage Language Lesson (change out reading book bags)
1:45-2:00 Halloween Art craft
2:00-2:30 Good Citizens
Troppa Group Lesson (fill in students planners)
2:30-3:00 get ready for dismissal