March 28, 2011 - Monday
MW 8:30-9:00
Middle sounds/sight word practice. SOL K.4 & K.7
Word Study, Reading,
and Writing
9:00-11:00 Concept
of Word
Obj. TSW listen for comprehension to “I Ain’t Gonna Paint No More.” & “Twinkle, Twinkle Little Star”
Anticipatory Set: What are some things you don’t like to do? Share.
Proc. TSW read and track the rhyme. Discuss rhyming words and add our own. TSW take turns tracking the
poem. TSW find sight words in the poem. Preview & predict the Book “I Ain’t Gonna Paint No More” from
VA readers contest. Read the book, “I Ain’t Gonna Paint No More.” Have students identify sight words in the
book and ask them to identify rhyming words in the story.
Teach COW poem “Itsy Bitsy Spider.”
Closure: Why doesn’t the main character want to paint any more? SOL: K.1,2,3,4,7,8
Writing
Resource 11:00-11:40
Obj. TSW demonstrate and apply knowledge of independent writing.
Anticipatory Set: Read the book.
Proc. ASSESSMENT: Pink Book Draw a picture in a graphic organizer to tell about a story. WRITING pink
book: Write fist and last name.
Closure: Read writings.
SOL K. 9,10
Gilmet-Computer Lab Tompkins-Art
Lunch 11:40-12:05
Lunch
Math
12:10-1:10
Obj. TSW identify days, month, color, shapes, weather, extend a pattern, number flash cards, and count
forward to 100. Review time and measurement devices. The student will construct a set that is more, less,
or the same as the given set.
Anticipatory Set: Use unifix cubes to make patterns and have class call out the pattern Ex.: AAB or AABB, or
ABC, etc. Then have students make some of their own and have partner ID the pattern. Proc. TSW
complete wksht practice labeling patterns. TLW review telling time Big wkbk p.176 .
Closure: review worksheet SOL K.3, 5, 11, 12, 13, 14, 15, k.1c Mrs. Moody will work with targeted students.
Recess
Recess 1:10-1:25
Science
1:25-1:55
Social Studies
1:55-2:25
Dismissal Prep2:25-3:15
Obj. K.5The student will investigate and understand that water flows and has properties that can be observed
and tested. Key concepts include
a) water occurs in different states (solid, liquid, gas);
b) the natural flow of water is downhill; and
c) some materials float in water, while others sink.
Anticipatory Set Teacher will model sink or float with a see thru container and objects. Students predict and
then try it out.
Proc TSW complete a sink or float sort.
Closure: Discuss sort answers.
Obj. K.5a, b, c Develops awareness that maps and globes show a
view from above, things in smaller size, and the position of objects.
Anticipatory Set: Why do we need maps? When do we use them.
Proc. TSW make a map of their home.
Closure: Why does the map look smaller than your home?
Rest/Snack/Remediation/One-on-One Reading/Prepare to leave
March 29, 2011 - Tuesday
Morning Work 8:30-9:00
Middle sounds/sight word practice. SOL K.4 & K.7.
Word Study, Reading, and
Writing
9:00-11:00 Concept of
Word
Obj. TSW listen for comprehension to “Twinkle, Twinkle, Little Star ” & “I Ain’t Gonna Paint No More.”
Anticipatory Set:
Proc. TSW track the rhyme with picture clues. Discuss rhyming word in the poem. TSW take turns tracking
the poem. TSW find sight words in the poem. Preview & predict the book “I Ain’t Gonna Paint No More “.
Read the book. Review COW poem “Itsy Bitsy Spider.”
Closure: Ask the students—Who are the main characters? Where is the setting? What happened first?
second? third? SOL: K.1,2,3,4,7,8
Writing
Obj. TSW demonstrate and apply knowledge of independent writing.
Anticipatory Set: Read the book.
Proc. Rhyming Activity – color the rhyme. TLW complete ASSESSMENT (Writing): alphabet – pink book.
Closure: Read writing
SOL K. 9,10
Resource 11:00-11:40
Gilmet-Computer Lab Tompkins-Art
Lunch 11:40-12:05
Lunch
Math
12:10-1:10
Recess 1:10-1:25
Science
1:25-1:55
Social Studies
1:55-2:25
Dismissal Prep2:25-3:15
Obj. TSW identify days, month, color, shapes, weather, extend a pattern, number flash cards, and count
forward to 100. Review time and measurement devices. The student will construct a set that is more, less,
or the same as the given set.
Anticipatory Set: Use students to make patterns and have the students ID the pattern. Girl, boy A,B or Girl,
Girl, Boy A,A,B etc. Have students make a few student patterns to ID. Proc. TLW complete the worksheet
identifying patterns. TLW review telling time Big wkbk p. 180.
Closure: review the worksheet
SOL K.3, 5, 11, 12, 13, 14, 15, 14 K.1c Mrs. Moody will work with targeted students.
Recess
Obj. K.5The student will investigate and understand that water flows and has properties that can be observed
and tested. Key concepts include
a) water occurs in different states (solid, liquid, gas);
b) the natural flow of water is downhill; and
c) some materials float in water, while others sink.
Anticipatory Set Review sink or float activity from yesterday. Ask students to name the phase of water used
in the activity and then the other phases of water and give examples.
Proc: TSW complete phases of water sort.
Closure: Review sort & answers.
Obj.
K.5a, b, c Develops awareness that maps and globes show a
view from above, things in smaller size, and the position of objects.
Anticipatory Set: Discuss pirates and treasure maps.
Proc. TSW create a treasure map of the classroom. X marks where we will hide the eraser. Students will try
to use classmates maps to find the eraser.
Closure: Discuss the difference between a map and a globe.
Rest/Snack/Remediation/One-on-One Reading/Prepare to leave
March 30, 2011 - Wednesday
MW 8:30-9:00
Middle sounds/sight word practice. SOL K.4 & K.7.
Word Study, Reading,
and Writing
9:00-11:00 Concept
of Word
Obj. TSW listen for comprehension to “Twinkle, Twinkle, Little Star” & “I Ain’t Gonna Paint No More.”
Anticipatory Set:
Proc. TSW track the rhyme with picture clues. Discuss rhyming words name some rhymes of their own.
TSW take turns tracking the poem. TSW find sight words in the poem. Preview & predict the book “I Ain’t
Gonna Paint No More.“ Read the book “I Ain’t Gonna Paint No More.” Have students identify sight words in
the book and ask them to identify syllables of words in the story. ASSESSMENT: Blending words pink book
p.10.
Closure:? SOL: K.1,2,3,4,7,8
Obj. TSW demonstrate and apply knowledge of independent writing.
Anticipatory Set: Read the book.
Proc. ASSESSMENT pink book: TLW draw a picture and write about the picture.
Closure: Read writings
SOL K. 9,10
Writing
Resource 11:00-11:40
Gilmet-Computer Lab Tompkins-Art
Lunch 11:40-12:05
Lunch
Math
12:10-1:10
Recess 1:10-1:25
Science
1:25-1:55
Social Studies
1:55-2:25
Obj. TSW identify days, month, color, shapes, weather, extend a pattern, number flash cards, and count
forward to 100. Review time and measurement devices. The student will construct a set that is more, less,
or the same as the given set.
Anticipatory Set: Computer pattern practice on ELMO Proc TLW complete a worksheet identifying and labeling patterns. TLW review telling time Big wkbk p.181.
Closure: With what can we make patterns?
SOL K.3, 5, 11, 12, 13, 14, 15, k.1c Mrs. Moody will work with targeted students.
Recess
Obj. K.5 The student will investigate and understand that water flows and has properties that can be observed
and tested. Key concepts include
a) water occurs in different states (solid, liquid, gas);
b) the natural flow of water is downhill; and
c) some materials float in water, while others sink.
Anticipatory Set Give examples students name phase. Give an object sink/float.
Proc. Watch Peep & Chirp: The Perils of Peep & Chirp. (Ice/melts) Current Events/Quack Loses His Hat.
(Float) Write about the video.
Closure: review
Obj.
K.5a, b, c Develops awareness that maps and globes show a
view from above, things in smaller size, and the position of objects.
Anticipatory Set: What have you learned about maps/globes?
Proc. Whole class complete STAR activities about maps/globes.
Closure: Which STAR activity did you like best & why?
March 31, 2011 - Thursday
MW 8:30-9:00
Middle sounds/sight word practice. SOL K.4 & K.7
Word Study, Reading,
and Writing
9:00-11:00 Concept
of Word
Obj. TSW listen for comprehension to “Twinkle, Twinkle, Little Star” & “I Ain’t Gonna
Paint No More.”
Anticipatory Set: Proc. TSW track the rhyme with picture clues. Discuss rhyming words.
TSW take turns tracking the poem. TSW find sight words in the poem. Preview &
predict the Book “I Ain’t Gonna Paint No More.“ Read the book. Have students identify
sight words in the book and ask them to identify rhyming words in the story.
ASSESSMENT: Fiction/Nonfiction.
Closure: SOL: K.1,2,3,4,7,8
Obj. TSW demonstrate and apply knowledge of independent writing.
Anticipatory Set: Read the book.
Proc. Color the rhyme activity. ASSESSMENT: Rhyming pink book.
Closure: Read writings SOL K. 9,10
Writing
Resource 11:00-11:40
Gilmet-Computer Lab Tompkins-Art
Lunch 11:40-12:05
Lunch
Math
12:10-1:10
Obj. TSW identify days, month, color, shapes, weather, extend a pattern, number flash
cards, and count forward to 100. Review time and measurement devices. The student will
construct a set that is more, less, or the same as the given set.
Anticipatory Set:
Proc. ASSESSMENT: TLW show mastery of identifying and labeling patterns. TLW practice telling
time Big wkbk p.wksht “Telling Time – Write the Time in Word – Hour” students are not writing in
words but in numbers.
Closure:
SOL K.3, 5, 11, 12, 13, 14, 15, k.1c Mrs. Moody will work with targeted students.
Recess 1:10-1:25
Science
1:25-1:55
Social Studies
1:55-2:25
Recess
Objective: K.5 The student will investigate and understand that water flows and has
properties that can be observed and tested. Key concepts include
a) water occurs in different states (solid, liquid, gas);
b) the natural flow of water is downhill; and
c) some materials float in water, while others sink.
Anticipatory Set Remind students of slide activity – water flows downhill.
Proc. Pink Book Assess.
Closure: Assess
Obj.
K.5a, b, c Develops awareness that maps and globes show a
view from above, things in smaller size, and the position of objects.
Anticipatory Set: Which is round a globe or map? (globe) Which is a bird’s view of the
land? (both)
Proc. Watch Peep & Chirp: Wandering Beaver & Peep’s New Friend. Write about the
video.
Closure: Why do we need maps?
April 1, 2011 - Friday
MW 8:30-9:00
Middle sounds/sight word practice. SOL K.4 & K.7
Word Study, Reading, and
Writing
9:00-11:00 Concept of
Word
Obj. TSW listen for comprehension to “Twinkle, Twinkle, Little Star” & “I Ain’t Gonna
Paint No More.”
Anticipatory Set: Proc. TSW track the rhyme with picture clues. Discuss rhyming words.
TSW take turns tracking the poem. TSW find sight words in the poem. Preview &
predict the Book “I Ain’t Gonna Paint No More.“ Read the book. Have students identify
sight words in the book and ask them to identify rhyming words in the story.
ASSESSMENT: Middle sounds & COW.
Closure: SOL: K.1,2,3,4,7,8
Writing
Obj. TSW demonstrate and apply knowledge of independent writing.
Anticipatory Set: Read the book.
Proc. ASSESSMENT: TLW complete story parts assessment by coloring pictures in the
graphic organizer. (Pink Book)
Closure: Discuss answers & pics to assessment. SOL K. 8,9,10
Resource 11:00-11:40
Gilmet-Computer Lab Tompkins-Art
Lunch 11:40-12:05
Lunch
Math
12:10-1:10
Recess 1:10-1:25
Science
1:25-1:55
Social Studies
1:55-2:25
Dismissal Prep2:25-3:15
Obj. TSW identify days, month, color, shapes, weather, extend a pattern, number flash cards, and count
forward to 100. Review time and measurement devices. The student will construct a set that is more, less,
or the same as the given set.
Anticipatory Set: Have student ID time on movable clock.
Proc. ASSESSMENT: TSW show mastery of telling time.
Closure: Have students ID time on movable clock.
SOL K.3, 5, 11, 12, 13, 14, 15, k.1c Mrs. Moody will work with targeted students.
Recess
Obj. K.5 The student will investigate and understand that water flows and has properties that can be observed
and tested. Key concepts include
a) water occurs in different states (solid, liquid, gas);
b) the natural flow of water is downhill; and
c) some materials float in water, while others sink.
.
Anticipatory Set Assess
Proc. TSW complete assessment.
Closure: Assess.
Obj.
K.5a, b, c Develops awareness that maps and globes show a
view from above, things in smaller size, and the position of objects.
Anticipatory Set: Quick review: What have you learned about globes & maps?
Proc. TSW show mastery w/ pink book assessment.
Closure: Assess
Rest/Snack/Remediation/One-on-One Reading/Prepare to leave
Ms. Blanton 3/28/11
Group A
Consonant Blends sc, sn, sw
Zachary, Eric, Matthew, Carson, Brandon, Morgan
Day 1 – Paste last week’s sort.
-Read together -locate words that have the consonant blends sc, sn, sw
-tap out words: scat, scab, scar, scare, scrub, scan, scent, snow, snap, snub, snip, snake,
snore, snob, stub, swim, swat, swap, swept, swan, swing, swell
-Use white boards to write words – Just do one whole group together modeling & helping.
-Demo sort “Words Their Way” p. 43
Day 2
Same as day 1
-Tap out words: scat, scab, scar, scare, scrub, scan, scent, snow, snap, snub, snip, snake,
snore, snob, stub, swim, swat, swap, swept, swan, swing, swell
-Use white boards to write words
-Cut out the pictures, say the name of each picture and sort the pictures.
Day 3
Same as day 1 & 2
-Tap out words: scat, scab, scar, scare, scrub, scan, scent, snow, snap, snub, snip, snake,
snore, snob, stub, swim, swat, swap, swept, swan, swing, swell
-Use white boards to write words
-Demo sort
Day 4
Same as day 1 & 2
Tap out words: scat, scab, scar, scare, scrub, scan, scent, snow, snap, snub, snip, snake,
snore, snob, stub, swim, swat, swap, swept, swan, swing, swell
-Use white boards to write words:
-Demo sort
-The student will draw pictures of words that have short vowels.
-Paste the sort.
Day 5
Same as day 1 & 2
Tap out words: scat, scab, scar, scare, scrub, scan, scent, snow, snap, snub, snip, snake,
snore, snob, stub, swim, swat, swap, swept, swan, swing, swell
-Use white boards to write words:
-Paste the sort.
Mrs. Blanton 3/28/11
Group AA
Short Vowels a, e, i, o, u
Dayshone, Juneela, Ja’Kiyah, Peyton, Morgan
Day 1
-Read together “We Love Pizza.” P. 75
-locate short vowel words a, e, i
-tap out words: hat, sit, hop, mat, cat, jet, net, met, pop, top, mesh, drum, tub, cup,
tug, mit, pet, jog, run, fun, hit, tap, flop, sock, rock,
-Use white boards to write words
-Demo sort
Day 2
Same as day 1
-Tap out words: hat, sit, hop, mat, cat, jet, net, met, pop, top, mesh, drum, tub,
cup, tug, mit, pet, jog, run, fun, hit, tap, flop, sock, rock,
-Use white boards to write words
-Cut out the pictures, say the name of each picture and sort the pictures – 1 whole
group.
Day 3
Same as day 1 & 2
-Tap out words: hat, sit, hop, mat, cat, jet, net, met, pop, top, mesh, drum, tub, cup,
tug, mit, pet, jog, run, fun, hit, tap, flop, sock, rock,
-Use white boards to write words
-Sort
Day 4
Same as day 1 & 2
Tap out words: hat, sit, hop, mat, cat, jet, net, met, pop, top, mesh, drum, tub, cup,
tug, mit, pet, jog, run, fun, hit, tap, flop, sock, rock,
-Use white boards to write words
-Sort
-The student will draw pictures of short vowel words a, i
Day 5
Same as day 1 & 2
Tap out words: hat, sit, hop, mat, cat, jet, net, met, pop, top, mesh, drum, tub, cup,
tug, mit, pet, jog, run, fun, hit, tap, flop, sock, rock, -Use white boards to write
words
-Paste words
Ms. Dunn Group B
Fundations
3/28/11
(Jeremy, Ameria, Derrion, Nicholas)
Day 1-Quick review of letters, pictures, sound. Drill sounds.
Teach tapping and blending for each sound. Then blend as you tap. Write the word on the white board.
Point to each letter and tap the sound. Practice tapping words: . (You don’t have to do every word
every day.) Use words to review rhyming.
-Word Dictation-Dry Erase Boards, Dictate a word. Have the students echo. Next, tap the word with
the students. Then, students write the words: rat, fat, cat, sat, mat, hat, map, tap, lap, sap, pig, wig,
jig, fig, (jab, kid, nod, but, cup, mix). Rhyming w/ letter cards spell kit and have students sound out then
change the to various letters: b, m, p. Show how ending stays the same in these rhyming words.
Sight Words (Trick Words)New= in, for (the, is, was, a, had, to, and, of) (write the words on index cards
in front of the students)
-Teach sentence Reading-Write. Help students tap out the words bug & pot. Discuss the capital letter at
the beginning of the sentence and the period at the end. All write the sentence The bug is in a pot.
Day 2
Repeat day 1.
Focus on ending sounds. Use picture cards to identify ending sounds.
Sight Words in, for, the, is, was, a, had, to, and, of. Write on white boards
Sentence: The bug is in a pot. The bug is in the pot.
Day 3
Repeat day 1 except for Word Dictation.
Word fun-Magnetic Boards, dictate a word. Have the students echo. Next, tap the word with the
students. Then, students find the letters to make the words.
Focus on ending sounds. Use picture cards to identify ending sounds.
Sight Words in, for, the, is, was, a, had, to, and, of spell sight words with letter titles
Sentence: The bug is in the mud.
Day 4
Repeat day 3 tap out some words from day 1.
Focus on ending sounds. Use picture cards to identify ending sounds.
Sight Words in, for, the, is, was, a, had, to, and, of each student will make his/her own sight words and
place in a Malia envelope
Review all four sentences: The bug is in a pot. The bug is in the pot. The bug is in the mud.
*Don’t have to use all the name changes today save some for tomorrow.
Day 5
Repeat day 3 tap out some words from day 1.
Focus on ending sounds. Use picture cards to identify ending sounds.
Sight Words the, is, was, a, had, to, and, of each student will make his/her own sight words and place
in a Malia envelope
Review all the sentences: The bug is in the pot. The bug is in the pot. The bug is in the mud. The fox
is in the mud.
3/28/11
Reading Groups
Mrs. Blanton Group A = The Chick and the Duckling, Big Red Apple
Fast Group Group (Brandon, Eric, Matthew, Carson, Zachary)
Group A A= (Mon.-Fri. “Look Out Dan!, Ice-Cream Stick, Rat’s Funny Story, Chicken for
Dinner”)
Ms. Moody Slower Group (Jakiyah, Daysohn, Juneela, Morgan, Peyton)
Connection/Background, Preview & predict cover words discuss what we see. Discuss
parts of Introduce some words w/ flashcards. Read independently tracking. TSW identify
letters and words in the story. TSW tap out unfamiliar words. TSW partner read the story.
Ask questions about the story for students to answer. What was the story about?
Day 2
Connection/Background, Preview & predict cover words discuss what we see. Discuss
parts of a book. Review some words w/ flashcards game “who has?” Students attempt to
whisper read while tracking. TSW identify troublesome words on each page. Ask
questions about the story for students to answer. Reread the story independently. What
was the story about?
Day 3
Connection/Background, Preview & predict cover words discuss what we see. Discuss
parts of a book. Review some words w/ flashcards game “who has”. Students attempt to
whisper read while tracking. Ask questions about the story for students to answer. What
was the story about?
Day 4
Connection/Background, Preview & predict cover words discuss what we see. Discuss
parts of a book. Review some words w/ whiteboards. Students attempt to whisper read
while tracking. TSW identify sights words in the story and tap out unfamiliar words. Ask
questions about the story for students to answer. What was the story about?
Day 5
Connection/Background, Preview & predict cover words discuss what we see. Discuss
parts of a book. Review some words w/ flashcards. Students attempt to whisper read
while tracking. Read searching for troublesome words and tapping them out. Students
identify words with highlight tape. Ask questions about the story for students to answer.
What was the story about?
3/28/11 Ms. Dunn Reading Groups
Group B- Review: “Glasses, Look at Me (Jeremy, Nicholas, Shana, Ameria)
Day 1
Connection/Background, Preview & predict cover words discuss what we see. Discuss parts
of a book. Introduce some words w/ flashcards. Whisper read while tracking. TSW
identify letters and words in the story. Ask questions about the story for students to
answer. What was the story about? Ending sounds.
Day 2
Connection/Background, Preview & predict cover words discuss what we see. Discuss parts
of a book. Introduce some words w/ flashcards. Read in a whisper and track. TSW
identify letters and words in the story. Ask questions about the story for students to
answer. What was the story about? Partner read the story. Ending Sounds.
Day 3
Connection/Background, Preview & predict cover words discuss what we see. Discuss parts
of a book. Introduce some words w/ flashcards. Whisper read and track. TSW identify
letters and words in the story. Ask questions about the story for students to answer.
What was the story about? Partner read. Ending Sounds.
Day 4
Connection/Background, Preview & predict cover words discuss what we see. Discuss parts
of a book. Introduce some words w/ flashcards. Whisper read while tracking. TSW
identify letters and words in the story. Ask questions about the story for students to
answer. What was the story about? TSW partner read. Ending Sounds.
Day 5
Connection/Background, Preview & predict cover words discuss what we see. Discuss parts
of a book. Introduce some words w/ flashcards. Whisper read and track. TSW identify
letters and words in the story. Ask questions about the story for students to answer.
What was the story about? Partner read the story. Ending Words
Reading Groups Group C = “Beaks and Feet, The Dinosaur, Froggy Gets Dressed” AR
Library Book (Mon., Tues. Wed. Thurs. Fri.)
(N’Ky, Kobe, Phoebe)
Day 1
Connection/Background, Preview & predict cover words discuss what we see. Discuss parts
of a book. Introduce some words w/ flashcards. Students whisper read. TTW tap on a
student’s shoulder and listen to him read. Then, read together chorally & everyone
tracks. Ask questions about the story for students to answer. What was the story about?
Day 2
Connection/Background, Preview & predict cover words discuss what we see. Discuss parts
of a book. Review some words w/ flashcards game “who has?”. Students attempt to
whisper read. Read together chorally & everyone tracks. Ask questions about the story
for students to answer. What was the story about?
Day 3
Connection/Background, Preview & predict cover words discuss what we see. Discuss parts
of a book. Review some words w/ flashcards game “who has”. Students attempt to
whisper read. Read together chorally & everyone tracks. Ask questions about the story
for students to answer. What was the story about?
Day 4
Connection/Background, Preview & predict cover words discuss what we see. Discuss parts of a
book. Review some words w/ whiteboards. Students attempt to whisper read. Read together
chorally & everyone tracks. Ask questions about the story for students to answer. What was the
story about?
Day 5
Connection/Background, Preview & predict cover words discuss what we see. Discuss parts of a
book. Review some words w/ flashcards. Students attempt to whisper read. Read together
chorally & everyone tracks. Students identify words with highlight tape. Ask questions about the
story for students to answer. What was the story about?
Group C
Word Families –ill, -ell, -all
N’Ky, Phoebe & Kobe
Day 1
-Read together “Play Ball” P. 51
-locate words in the rhyme.
-word Families – ill, –ell, -all
* fill, will,still, spill, grill, skill, tell, sell, fell, swell, spell, mall, call, hall,
stall, small
-Use white boards to write words
-Demo sort
Day 2
Same as day 1
Cut out the pictures, say the name of each picture and sort the pictures.
Day 3
Same as day 1 & 2
Read-Alpha Tales Book
Locate & highlight words
Day 4
Same as day 1 & 2
Draw pictures of the –ill, -ell, -all
Day 5
Same as day 1 & 2
Paste the sort in his/her notebook.
March 28 - April 1
Ms. Moody – If any of your Reading groups finish early & also 1:00 – 1:30 pull to the side
for Math remediation.
Mrs. Dunn – If any of your Reading groups finish early.
(Pruden Students)– AM & PM *Also help with any work that students need to redo with
help.
READING
Skill: Letters & Letter Sounds
(America, Jeremy, Nicholas, Derrion)
Please use the alphabet game bags to review letters and letter sounds.
Use Fundations cards to review letters and letter sounds, play a game – lay the cards out
and ask for a sound then ask for a letter, etc.
Use white boards and have students write the letter or sound you give.
Rhyming (Jeremy, Derrion)
Give students a word and have them come up with a rhyme – back and forth see who can
get the most rhymes.
MATH
Sight Words:
Skill: Numbers and Counting
(America, Jeremy, Nicholas, Derrion)
Practice identification of #’s use flash cards to 50.
Have students write numbers to 30 on white boards. Call out a number and have students
write the number.
Practice one to one by counting objects using counters in tubs.
Count objects using ordinal numbers.
Count by 5’s & 10’s.
Skill: Money
Use play money – ask students to find 5 dimes, nickels, pennies, etc.
Use money skill practice bag with piggy bank on it
Mark strategies used in this week’s lessons. Highlight, bold, italicize, or underline.
Brain Compatible Strategies
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Brainstorming/Discussion
Drawing/Artwork
Field Trips
Games
Graphic Organizers/Semantic Maps/Word Webs
Humor
Manipulatives/Experiments/Labs/Models
Metaphor/Analogy/Simile
Mnemonic Devices
Movement
Music/Rhythm/Rhyme/Rap
Project/Problem-based Instruction
Reciprocal Teaching/Cooperative Learning
Role Play/Drama/Pantomime/Charades
Storytelling
Technology
Visualization/Guided Imagery
Visual
Writing/Journal
Work Study/ Apprenticeships (Not usually elementary schools)
Marzano’s Essential Strategies
1.
2.
3.
4.
5.
6.
7.
8.
Activating prior knowledge
Identifying similarities and differences and
note taking
Reinforcing effort and providing
recognition
Nonlinguistic representations
Setting goals and providing feedback
Structured small groups
Generated and testing hypothesis
Homework and practice
1956 Original Terms of Bloom’s Taxonomy
How high up will your students think and ask
questions this year?
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation