SPRING HAS SPRUNG!
March 26 - 30, 2012
SPRING HAS SPRUNG - Signs of Spring
3-26-2012
MORNING MESSAGE/STAR STUDENT
Daily Skills:
*Sentence Structure
*Punctuation/Capitalization
*Grammar/Spelling
*Letter/Sound Recognition
CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b,
RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3c, RF.K.3b, RF.K.3e, RL.K.1, RL.K.2,
RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10,L.K.1, L.K.1a, L.K.1c, L.K.1f, L.K.2, L.K.2b,
L.K.4b
PROJECT READ
UNIT 10
Lesson 2 (-ang) & (-ing)
Day 2
Letter of the Week: -ang & -ing
(TM p10-17--10-29)
OBJECTIVES
1. To understand gliding sound [-ng]
2. To read and spell words /-ng/ glide sound, using [a & i]
ANTICIPATORY SET
1. Display the slide picture (p10-19)
2. (question): What letters do you see at the end of the slide?
3. (answer): [-ng]
INPUT
1. Place [a & i] on a post-it at top of slide
2. Lift [a] & [i] and slide down the slide gliding the vowel sound /a & i/ into [-ng] saying /ang/ & /-ing/
3. Replace the [a]ng & [i]ng with [-ang] & [-ing]
(Students say): [dash] [a] [n] [g] & [dash] [i] [n] [g])
VAKT INPUT
(p10-23)
1. Skywrite [-ang] & [-ing]
2. Glued letter
3. Felt paper
4. Memory box
5. Writing Notebook
CHECKING FOR UNDERSTANDING
(p10-25)
1. Students build words [bang] [sang] [gang] [hang] [rang] &
[ding] [sing] [ring] [wing]
2. Student Practice Sheet 10E (p10-25)
GUIDED/ORAL READING
Student Story/Quiz: The Rock King Gang
STUDENT PRACTICE
1. Complete the Sentences (-ng2)
2. Write Sentences (-ng3)
**PASS OUT AND DISCUSS SPELLING WORD LIST
CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b,
RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3b, RF.K.3c, RF.K.3d, RF.K.3e,
RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2b, L.K.2c, L.K.2d
STAR BOOK
Title: The Boy Who Didn't Believe in Spring
Day 1
Story Conventions
Background Knowledge
Teacher/Interactive Reading
Story Discussion
CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.1, RI.K.2, RI.K.3,
RI.K.4, RI.K.5, RI.K.6, RF.K.4
SCI 2.3.2(DOK 2)
KINDERROOTS (Peg’s Duckling)
The teacher will review story conventions.
The teacher will give a short overview of the story.
The teacher will introduce new vocabulary words:
(RED: for, or, may, said)
(GREEN: an, bed, Ben, duck, fed, ten, mess, nest, get, set, egg, eggs, Meg, Meg’s,
Peg, Peg’s, pond, patted, pecked, begged, duckling’s02)
(READLES: happy, swam, time, toy)
The teacher will read the story (1X).
The students will be given a list of the new vocabulary words. The
students will color the words red/green.
CELEBRATE
(story, word cards, word list)
CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.1, RI.K.2, RI.K.3,
RI.K.4, RI.K.5, RI.K.6, RF.K.1, RF.K.1b, RF.K.1c, RF.K.4
CALENDAR MATH/MATH
(money- dime) The students will write 1-75, using desk/wall charts. The students will
then discuss the pictures on the front and back of the dime. The students will then color,
cut out and glue together the front and back of a dime. The students will search through
the money to find all the coins that are dimes (recognizing front and back). The
students will color all the coins and draw a circle around the dimes.
(st sht p25, wall/desk charts)
Calendar Daily Activities:
*Months of Year/Day of Week
*Addition/Subtraction
*Money/Time
*Tally Marks/Graphs
*Patterns
*Time Line
*Counting by 2, 5, 10
*Weather/Temperature
*Number Sequencing
*Odd/Even/Place Value
*Measurement
*Historical Events
*Spanish
*Estimation
CCS: K.OA.1, K.OA.2, K.OA.3, K.OA.4, K.OA.5, K.MD.1, K.MD.2, K.MD.3,
K.CC.1, K.CC.2, K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5, K.CC.6, K.NBT.1
SCI 2.3.2(DOK 2)
LARGE GROUP/PHONEMIC AWARENESS
(long o (oa)/high frequency words) The students will read the computer story THE
SOAP BOAT. The students will then make a book with the same title. The students will
be introduced to the sight word "for".
(STARFALL.COM, st book, HAR 10 – p9)
CCS: RL.K.3, RL.K.7, RI.K.7
WRITING
(journal) The students will write and illustrate a short story about the signs of Spring
they see.
(journal)
CCS: W.K.3, L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5 SCI
3.4.1(DOK 2), 3.4.2, 3.4.3(DOK 2)
THEME MATH
(ordinal numbers/number words) The students will put numbers in order reading the
number words. The students will then draw matching dots in the boxes.
(st sht p22)
CCS: K.MD.1, K.MD.2
REVIEW
(sentence interpretation assessment/phonemes/vocabulary) The students will
complete the sentence interpretation assessment. Next, the students will identify and
write the missing phonemes, identify high frequency words and then match the correct
words to the given pictures.
(st assess, p19, SCH p15&16)
CCS: RL.K.1RI.K.1, RF.I.1RF.K.1a, RF.I.1b, RF.I.1c, RF.I.1d, RF.K.2, RF.K.2a,
RF.K.2b, RF.K.2c, RF.K.2d, RF.K.3, RF.K.3a, RF.K.3b, RF.K.3c, RF.K.3d, RF.K4
SS: 2.2.1(DOK 1)
THEME
(art) The students will make a kite w/tail. Upon completion, the teacher will help to add
sting and the students will tie “bows” onto the string. The students may then take the
kites outside to “fly” them.
(kite patterns, sting, tail pieces)
CCS: A/H 3.4.1, 3.4.2
SPRING HAS SPRUNG! - Weather
3-27-2012
MORNING MESSAGE
PROJECT READ
UNIT 10
Lesson 2 (-ong)
Day 1
Letter of the Week: -ong
(TM p10-30--10-34)
OBJECTIVES
1. To understand gliding sound [-ng]
2. To read and spell words /-ng/ glide sound, using [o]
ANTICIPATORY SET
1. Display the slide picture (p10-19).
2. (question): What letters do you see at the end of the slide?
3. (answer): [-ng]
INPUT
1. Place [o] on a post-it at top of slide
2. Lift [o] and slide down the slide gliding the vowel sound /o/ into [-ng] saying /-ong/ .
3. Replace the [o]ng with [-ng]
VAKT INPUT
(p10-30)
1. Skywrite [-ong]
(Students say: [dash] [o [n] [g] )
2. Glued letter
3. Felt paper
4. Memory box
CHECKING FOR UNDERSTANDING
(p10-30)
1. Students build words [bong] [song] [gong] [long]
2. Student Practice Sheet 10E (p10-33)
3. Sentence Dictation: Nan sang a jazz a song.
GUIDED/ORAL READING
1. Student Story/Quiz: The King in Pink
STUDENT PRACTICE
1. Word Web (-ong)
2. Write the Words/Mixed-Up Sentences (ong/ung1)
CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b,
RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3b, RF.K.3c, RF.K.3d, RF.K.3e,
RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2b, L.K.2c, L.K.2d
STAR BOOK
Title: The Boy who Didn't Believe in Spring
Day 2
Story Conventions
Background Knowledge
Teacher/Interactive Reading
Story Discussion
CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.1, RI.K.2, RI.K.3,
RI.K.4, RI.K.5, RI.K.6, RF.K.4
SCI 2.3.2(DOK 2)
KINDERROOTS (Peg’s Duckling)
The t/s will review story conventions.
The t/s will review (blend/spell) vocabulary words.
The t/s will read the story (2X) - Guided Reading.
CELEBRATE
(story)
CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.1, RI.K.2, RI.K.3,
RI.K.4, RI.K.5, RI.K.6, RF.K.1, RF.K.1b, RF.K.1c, RF.K.4
CALENDAR MATH/MATH
(assess/money) The students will write 1-75, using wall/desk charts. Next, the students
will complete the Math Learner Check. Next, the students will add/subtract the
equations.
(st sht p15, wall/desk charts, Math Learner Check)
CCS: K.MD.1, K.MD.2, K.OA.1, K.OA.2
LARGE GROUP/PHONEMIC AWARENESS
(long o - oa) The students will read the computer story SOAP BOAT. The students will
then write the "long o" words using “oa” words to match the pictures and then complete
each sentence with an “oa” word.
(STARFALL.COM, wkbk p61&62)
CCS: RL.K.3, RL.K.7, RI.K.7
WRITING
(poetry) The students will assist the teacher in writing a Cinquain poem about Spring.
The students will then write and illustrate the poem.
(writing/picture paper)
CCS: W.K.3, L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5 SCI
3.4.1(DOK 2), 3.4.2, 3.4.3(DOK 2)
THEME MATH
(quantity - more/graphing) The students will color the sets on the umbrella that has one
more than the number shown. The students will then discuss the graph entitled
MARCH WEATHER.
(st sht p35 - Rainy Weather, st graph - p96)
CCS: K.CC.5, K.MD.1, K.MD.2
REVIEW
(sentence completion/comprehension) The students will complete the given sentences
and then read the short story. Upon completion, the students will answer questions
about the story.
(SCH p17&18)
CCS: RL.K.1, RL.K.2
THEME
(assess/science) Our class will discuss the weather pattern changes (warmer
temperatures, more rain, flowers blooming, etc.) that occur during Spring. Upon
completion of discussion, the students will complete a short summative assessment
over Spring weather. Each student will then color, cut out and make his/her own spring
mobile.
(st assess, st sht, yarn)
CCS: SCI 2.3.3
A/H 3.4.1
SPRING HAS SPRUNG! - Insects
3-28-2012
MORNING MESSAGE
PROJECT READ
UNIT 10
Lesson 2 (-ong)
Day 2
Letter of the Week: -ong
(TM p10-30--10-34)
OBJECTIVES
1. To understand gliding sound [-ng]
2. To read and spell words /-ng/ glide sound, using [o]
ANTICIPATORY SET
1. Display the slide picture (p10-19)
2. (question): What letters do you see at the end of the slide?
3. (answer): [-ng]
INPUT
1. Place [o] on a post-it at top of slide
2. Lift [o] and slide down the slide gliding the vowel sound /o/ into [-ng] saying /-ong/
3. Replace the [o]ng with [-ng]
VAKT INPUT
(p10-30)
1. Skywrite [-ong]
(Students say: [dash] [o [n] [g] )
2. Glued letter
3. Felt paper
4. Memory box
5. Writing Notebook
CHECKING FOR UNDERSTANDING
(p10-30)
1. Students build words [bong] [song] [gong] [long]
2. Student Practice Sheet 10E (p10-33)
3. Sentence Dictation: Nan sang a jazz a song.
GUIDED/ORAL READING
Student Story/Quiz:
The King in Pink
STUDENT PRACTICE
1. Complete the Sentences (ong/ung2)
2. Write the Sentences (ong/ung3)
CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b,
RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3b, RF.K.3c, RF.K.3d, RF.K.3e,
RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2b, L.K.2c, L.K.2d
STAR STORY
Title: The Boy Who Didn't Believe in Spring
Day: 3
Story Conventions
Re-read story
Story Map/Discussion
Story Extension
CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.1, RI.K.2, RI.K.3,
RI.K.4, RI.K.5, RI.K.6, RF.K.4SCI 2.3.2(DOK 2)
KINDERROOTS (Peg’s Duckling)
The t/s will review story conventions.
The t/s will review (blend/spell) vocabulary words.
The t/s will read the story (1X) - Popcorn Reading.
CELEBRATE
(story)
CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.1, RI.K.2, RI.K.3,
RI.K.4, RI.K.5, RI.K.6, RF.K.1, RF.K.1b, RF.K.1c, RF.K.4
MATH/CALENDAR MATH
(tallying) The students will write 1-75, using wall/desk charts. The students will then
count and tally the number of insects.
(CH 10 – p255-258, st sht, doc camera, wall/desk charts, st sht p5)
CCS: K.MD.1, K.MD.2
LARGE GROUP/PHONEMIC AWARENESS
(long o - oa) The students will read the computer story SOAP BOAT. The students will
then use “ea” to complete each word/picture match. The students will then identify the
given words in the word bank and circle the picture of each word in the given picture.
(STARFALL.COM, wkbk p63-64)
CCS: RL.K.3, RL.K.7, RI.K.7
WRITING
(journal) The students will write about and illustrate a short story about their favorite
insect. The teacher can use the website to show the students how to create a mixed up
insect.
(journal, www.Mr.Nussbaum.com )
CCS: W.K.3, L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5 SCI
3.4.1(DOK 2), 3.4.2, 3.4.3(DOK 2)
THEME MATH
(story problems) The students will complete the ant story problems, showing all work.
(st sht p54, plastic ants, doc camera)
CCS: K.OA.1, K.OA.2
REVIEW
(skills review) The students will work on GRADE (red) practice materials.
(GRADE p1-7)
CCS: CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b,
RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3b, RF.K.3c, RF.K.3d, RF.K.3e,
RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2b, L.K.2c, L.K.2d
THEME
(science) The students will discuss how an insect looks (number of legs, body parts,
etc.) and compare it to that of a spider and a person. The students will then make Ants
on a Log. Next, the students will complete a sequencing activity, showing the steps in
making the treat. The students can then eat the "log" for snack.
(insect charts, celery, peanut butter, raisins, plates, plastic knives, sequencing sht)
CCS: SCI 3.4.2, 3.4.3(DOK 2), 3.4.3
PL/VS 1.2.1, 1.2.2(DOK 1)
SPRING HAS SPRUNG! - Butterflies
3-29-2012
MORNING MESSAGE
PROJECT READ
UNIT 11
Lesson 1(ch)
Day 1
Letters of the Day: ch
(p11-1--11-7)
OBJECTIVES
To read and spell words with [ch] digraph
ANTICIPATORY SET
1. Display four digraph cards [ch] [wh] [th] [sh]
2. (question): What is the same about these four cards?
3. (answer): [h]
INPUT
1. (say): Because the last letter on each card ends in [h], these are called the [h]
brothers.
(Remove all but the [ch] card)
2. Display the [ch] card and [ch] picture (p11-7)
3. (state): The first brother's name is [ch]
4. Skywrite
VAKT INPUT
(p11-1)
1. Skywrite (3 times)
2. Students aim at the letters, saying name.
3. (state): [ch] has a favorite toy. It is in this picture - a train. The train sound /ch/
in /choo-choo/ is the [ch] sound.
4. Skywrite letter names and then pull under the letters, saying the [ch] sound /ch/.
MODEL
(p11-2)
1. Model skywriting [ch]
2. Finger blend: [chin]
VATK INPUT
1. Glued letter
2. Felt paper
3. Skywrite
4. Memory box
5. Writing Notebook
CHECKING FOR UNDERSTANDING
(p11-2)
1. Students build words [chat] [pinch] [chill] [rich]
2. Students read words and sentences - Student Practice Sheet (11A - p11-5)
3. Spell Tabs: [chin] [rich] [chill]
4. Sentence Dictation: Bill hit his chin on the dock.
GUIDED/ORAL READING
Student Story/Quiz: Bill’s Ax
STUDENT PRACTICE
1. Word Web (ch)
2.
(ch1)
CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b,
RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3b, RF.K.3c, RF.K.3d, RF.K.3e,
RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2b, L.K.2c, L.K.2d
SHARED BOOK
Title: I Love Bugs
Day 1
Story Conventions
Background Knowledge
Teacher/Interactive Reading
Story Discussion
CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.1, RI.K.2, RI.K.3,
RI.K.4, RI.K.5, RI.K.6, RF.K.4
SCI 2.3.2(DOK 2)
KINDERROOTS (Peg’s Duckling)
The t/s will review story conventions.
The t/s will review (blend/spell) vocabulary words.
The students will Partner Read.
The students will identify one character in the story, then write and illustrate a short
sentence about the character.
CELEBRATE
(story)
CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.1, RI.K.2, RI.K.3,
RI.K.4, RI.K.5, RI.K.6, RF.K.1, RF.K.1b, RF.K.1c, RF.K.4
MATH/CALENDAR MATH
(counting) The students will write 1-75, using wall/desk charts. The students will then
review addition/subtraction.
(st sht p14)
CCS: K.OA.1, K.OA.2
LARGE GROUP/PHONEMIC AWARENESS
(long o - oa/sentence completion/listening comprehension assessment) The students
will read the computer story SOAP BOAT. The students will then write sentences using
"oa" words. Next, the students will listen to the story THE BUTTERFLY and illustrate the
story.
(STARFALL.COM, wkbk p65, listening assessment)
CCS: RL.K.3, RL.K.7, RI.K.7
WRITING
(journal) The students will write a short story about a butterfly. The students will then
color the butterfly according to the key.
(journal)
CCS: W.K.3, L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5 SCI
3.4.1(DOK 2), 3.4.2, 3.4.3(DOK 2)
THEME MATH
(addition review) The students will complete the addition problems and color the
butterflies using the color code.
(st sht p8)
CCS: K.OA.1, K.OA.2
REVIEW
(skills review) The students will work on GRADE (red) materials. The teacher will use
doc camera to review materials in the test booklet.
(GRADE p8-15)
CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b,
RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3b, RF.K.3c, RF.K.3d, RF.K.3e,
RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2b, L.K.2c, L.K.2d
THEME
(science assessment/art) The students class will discuss the life cycle of a butterfly as
it grows from egg to adult. The students will then color, cut out and glue the stages in
the correct order. The students will set up a habitat to hatch butterflies (because the
weather is too cold, the butterflies will be set up later). The students will then make a
sun catcher butterfly.
(assessment, wax paper, iron, newspaper, tissue paper squares, st sht p7, butterfly
habitat, butterfly larva)
CCS: RL.K.2, RI.K.2 SCI 2.3.2(DOK 2), 3.4.1(DOK 2), 3.4.2, 3.4.3(DOK
2), 3.4.4(DOK 2)
A/H 3.4.1, 4.4.2
SPRING HAS SPRUNG! – Birds
3-30-2012
MORNING MESSAGE
PROJECT READ
UNIT 11
Lesson 2 (wh)
Day 1
Letters of the Day: wh (are)
(p11-9--11-23)
OBJECTIVES
1. To read and spell words with [wh] digraph
2. To identify the red word (are)
ANTICIPATORY SET
(p11-9)
Display [wh] and picture (p11-11)
INPUT
(state): This is [wh].
MODEL
(say): Watch as I skywrite [wh] - say letter names as letters are traced
VATK INPUT
1. Glued letter
2. Felt paper
3. Skywrite [wh] - ("Aim", "Press", "Do and Say")
4. Memory Box
5. Writing Notebook
INPUT
(state): [wh] is dressed in a police officer's uniform because he wants to be a traffic
police officer. He holds his hand up and tries to whistle to stop traffic.
MODEL
(p11-10)
1. (say): [wh] says /wh/
2. Finger blend: [which] "Which dog is yours?"
CHECKING FOR UNDERSTANDING
(p11-2)
1. Students build words - [which] [whiff] [whip] [whiz]
2. Student Practice Sheet 11B (p11-13)
INPUT
1. Display red word [are]
2. (state): [are] is a red word
VAKT INPUT
1. Tap letter names out on arm
2. Trace over [are] of word in red
GUIDED PRACTICE
1. Flash all previously taught red words
2. Sentence dictation: (choose one) Are the kids in the van?
The chips are in the tin can.
Was Nick at the rink?
ORAL/GUIDED READING
Student Story/Quiz: Hank's Big Cats
STUDENT PRACTICE
1. Word Web (wh)
2
(wh1)
**SPELLING TEST**
**The students will complete the EDITING LEARNER CHECK.
CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b,
RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3b, RF.K.3c, RF.K.3d, RF.K.3e,
RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2b, L.K.2c, L.K.2d
SHARED STORY
Title: I Love Bugs
Day 2
Story Conventions
Background Knowledge
Teacher/Interactive Reading
Story Discussion
CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.1, RI.K.2, RI.K.3,
RI.K.4, RI.K.5, RI.K.6, RF.K.4
SCI 2.3.2(DOK 2)
KINDERROOTS (Peg’s Duckling)
The t/s will review story conventions.
The students will read the story(1X).
The students will complete the multiple-choice quiz to assess story knowledge.
CELEBRATE
(story)
CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.1, RI.K.2, RI.K.3,
RI.K.4, RI.K.5, RI.K.6, RF.K.1, RF.K.1b, RF.K.1c, RF.K.4
CALENDAR MATH/MATH
(assess/money) The students will write 1-75, using wall/desk charts. The students will
then be assessed on money concepts.
(st assess, st sht p71, wall/desk charts)
CCS: K.MD.1, K.MD.2
LARGE GROUP/PHONEMIC AWARENESS
(rhyming words, long o (oa)/-ing) The students will read the computer story SOAP
BOAT. Next, the students will make new words by adding “ing” to a given word.
(STARFALL.COM, wkbk p65)
CCS: RL.K.3, RL.K.7, RI.K.7
WRITING
(journal) The students will write and illustrate a short story about a bird they might see
during Spring.
(journal)
CCS: W.K.3, L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5 SCI
3.4.1(DOK 2), 3.4.2, 3.4.3(DOK 2)
THEME MATH
(story problems) The teacher/students will complete the Spring story problems.
(st sht p10)
CCS: K.MD.1, K.MD.2, K.OA.1, K.OA.2
REVIEW
(skills review) The students will work on GRADE (red) practice materials.
The teacher will use doc camera to review practice materials.
(GRADE p15 - 25)
CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b,
RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3b, RF.K.3c, RF.K.3d, RF.K.3e,
RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2b, L.K.2c, L.K.2d
THEME
(science) The students will discuss different types of birds that can be found in
Kentucky during Spring. The students will color, cut out, and decorate a bird.
(st sht, feathers, paper bag)
CCS: SCI 3.4.1(DOK 2), 3.4.2
A/H 3.4.1
LEARNING TARGETS
March 26-30, 2012
Monday, March 26, 2012
Reading: I can identify and write words that end with (-ang ) & (-ing).
Math: I can identify the dime (10c)
Tuesday, March 27, 2012
Reading: I can identify and write words that end with (-ong).
Math: I can add and subtract, using manipulatives.
Wednesday, March 28, 2012
Reading: I can identify and write words that end with (-ong).
Math: I can count using a graph and tally marks.
Thursday, March 29, 2012
Reading: I can identify and write words that begin and end with (ch).
Math: I can identify time, by the hour.
Friday, March 30, 2012
Reading: I can identify and write words that begin with (wh).
Math: I can demonstrate my knowledge of money concepts.