Name: Amber Kordes School: Trowbridge Grade: K5 Lesson Plans For Week: March 7 - 13th

Name: Amber Kordes
School: Trowbridge
Grade: K5
Lesson Plans for Week: March 7th 13th
Reading/Language
Monday
Context
Standard
Objective (s)
Students this week will be

working on Lesson 19 in the
Journey curriculum. The
theme is a hiking theme.
The context of this theme is
not very relevant to many of
the students in the middle
of winter thus we will focus
more on the weather
concepts in many of the
books. ( rain and spring)
This will provide a deep
science base for the week.
RL.K.1 With Prompting and
support, ask and answer
questions about key details
in a text.
RL.K.7 With prompting and
support, describe the
relationship between the
illustrations and the story in
which they appear.
RF.K.3 Know and apply grade
level phonics and word
analysis skills and decoding
words.
I can answer questions about

key details in a text.
I can predict what the story
will be about by looking at
the pictures on the front
cover.
I can say the sounds in
Tuesday
RL.K.1 With Prompting

and support, ask and
answer questions about
RL.K.7 With prompting
and support, describe
the relationship
between the
illustrations and the
story in which they
appear.
RF.K.3 Know and apply
grade level phonics and
word analysis skills and
decoding words.
I can answer questions
about key details in a
text.
I can predict what the
story will be about by
looking at the pictures
on the front cover.
Wednesday
RI.K.1 With Prompting

RI.K.7 With prompting
the relationship
between the
story in which they
appear.
decoding words.
text.
on the front cover.
Thursday

the relationship
between the
story in which they
appear.
decoding words.
text.
on the front cover.
Friday:

and support ask and
the relationship
between the
story in which they
appear.
decoding words.
text.
on the front cover.
Name: Amber Kordes

School: Trowbridge
Grade: K5
words.
I can read high frequency
words.
Assessment
I will be successful when I

can answer questions about
the book.
can make predictions from
the illustrations in the book.
can pop words and blend
together sounds to make
words.
can spell and read high
frequency words including go
and for.

words.
I can read high
frequency words.
I will be successful
when I can answer
questions about the
book.
when I can make
predictions from the
illustrations in the book.
when I can pop words
and blend together
sounds to make words.
when I can spell and
read high frequency
words including go and
for.

words.
I can read high
frequency words.
when I can answer
questions about the
book.
when I can make
and blend together
read high frequency
for.

words.
I can read high
frequency words.
when I can answer
questions about the
book.
when I can make
and blend together
read high frequency
for.

words.
I can read high
frequency words.
when I can answer
questions about the
book.
when I can make
and blend together
read high frequency
for.
Big Idea
So what happens on a Hike?
Daily Phonemic Awareness
Blend: fin fan mop pig tub
Segment: fan top ham zip
map log bell jug red
Daily High Frequency
Go / for
Daily Vocabulary Boost
Questions using vocabulary,
introduction to new words
Read Aloud Book
Nicky and the Rainy Day
( Focus on Vocabulary)
Phonemic Awareness/
Phonics
Review letter sort d, s, f
Big Idea
What do you see on a hike?
Blend: jug van well bug hen
Segment: not tag bit mug
has
Go / For
Review word cards and
have students use the
context of the book to
create definitions.
Read Aloud Book
Sheep Take a Hike
Phonemic Awareness/
Phonics
Big Idea
So what happens on a
Hike?
Blend: net win run pad mop
Segment: rim dig ran hat
bun bat pin
Go / for
Questions using vocabulary
Antonyms
Read Aloud Book
Sheep take a hike
Phonemic Awareness/
Phonics
Review letter sort
Big Idea
If you wrote a fairy tale
about an animal what would
it be?
Blend: pig ham leg lid bug
pin
Segment: doll jug pan fish
tip hog
Go / for
Vocabulary cards
Read Aloud Book
Fairy tales
Phonemic Awareness/
Phonics Writing about
Materials
Time/Instruction
Whole Group 30 min.
Stations: 60min with 15

min rotations.
B- Bellow
L- Level
A-Advanced
Big Idea
-It is fun to explore.
-Blend: Flip Chart p.66
-Segment: wig pot yam fan jog
Go/ For Flip 67
Questions using: gazing, peering,
travel, peered
Read Aloud Book
Nicky and the Rainy Day
Phonemic Awareness/ Phonics
List of D words, Model Letter
writing. b vs d
Letter Alpha Friend
Dudley Duck #19
Name: Amber Kordes

School: Trowbridge
Grade: K5
Stations:
Guided Reading: Going for a
Hike( All Groups)
B
L
A
Word Work: Letter D and B
beginning sound sort.
Computers: Intervention work
Writing: See bellow
Content/
Language
Differentiation/
Accommodations
Review Vocabulary words:

Gazing, path, travel, peered
For students who have not
yet mastered writing their
numbers have students
practice how to write
lowercase b and d.
Flip 68
Letter Alpha Friend
Dudley Duck
Stations:
Guided Reading:
B: Taking pictures
L: Summer Camp
A: Come for a Swim
Word Work: Dynamite
Computers: Intervention
Work
Writing: See bellow
Blizzards, boring, cliffs,

impossible, jungle, meadow
Words with D, Magnet

letters
Letter Alpha Friend
Dudley Duck
Stations:
Guided Reading: Go for a
Hike (All Groups)
B:
L:
A:
Word Work: Sight Word
Letter Stick Sort
Work
Writing: See bellow
Letter Alpha Friend

Dudley Duck
Stations:
Guided Reading: Students
Weekly ( All Groups)
B:
L:
A:
Word Work: Antonym Sort
Work
Writing: See bellow

Go for a hike is a more

challenging reader and
will need additional
support for lower level
groups.
fairy tales
Letter Alpha Friend
Dudley Duck # 19
Stations:
Guided Reading: D is for
Dad & Go for it
B:
L:
A:
Word Work: Tic Tac Toe
Work
Writing: See bellow

Students will continue

to work on the number
of letters in the sight
word during morning
work.
Notes
Writing (Mini Lesson with Station Work)

Monday
Context
Standard
Students will continue to be

working on writing while
increasing the length of
their writing and gaining
confidence in sounding out
unknown words.
CCSS.ELA-LITERACY.W.K.2
Use a combination of
drawing, dictating, and
writing to compose
Tuesday
CCSS.ELALITERACY.W.K.1
Wednesday
Thursday
Friday
Name: Amber Kordes

School: Trowbridge
Grade: K5
Objective (s)
Assessment
informative/explanatory
texts in which they name
what they are writing about
and supply some information
about the topic
writing to compose
opinion pieces in which
they tell a reader the
topic or the name of the
book they are writing
about and state an
opinion or preference
about the topic or book
(e.g., My favorite book
is...).
I can draw and write to

compose a piece that gives
information about a rainy
day activity.
Students will be successful
when they have composed a
writing piece about a rainy
day activity.
I can draw and write to

compose an opinion piece
about the weather I
like.
Students will compose
an opinion piece about
what type of weather
they like best.
writing to narrate a
single event or several
loosely linked events,
tell about the events in
the order in which they
occurred, and provide a
reaction to what
happened.
I can write a list of

hiking supplies.
I can compose a piece

about a tradition in my
family.
I can compose a fairy

tale using prompt cards.
Students will be
successful when they
have composed a list of
hiking supplies.
Students will be
have composed piece
about a tradition in
their families.
Students will be
have composed a fairy
tale using prompt cards.
Materials
Time/Instruction
Content/
Language
Differentiation/
Accommodations
Prompt cards
15 min
15 min
15 min
15 min
15 min
Students will compose on a

template or writing journal
about rainy day activities.
They will share their writing
at the end of stations.

on a template or writing
journal about their
opinion on what kind of
weather they like best.
Students will share
their writing at the end
of stations.

on a list of supplies for
a hike. Students will
share their writing at
the end of stations.

on a template or writing
journal about a tradition
they have in their
families. Students will
share their writing at
the end of stations.

on a story in the form
of a fairy tale.
Students will share
their writing at the end
of stations.
Supplies
Fairy tale
Weather vocabulary
For students that are

not yet proficient in
their writing provide a
Name: Amber Kordes

School: Trowbridge
Grade: K5
fill in the blank
template or story
starter.
Notes
Math
Monday
Context: This week will
videotaped for the
edTPA and all lessons
have been writing out in
an extended long format.
Today the lesson will focus

on using objects and
drawings to find how many
are left. This will be the
introduction of subtraction
to the students.
Standard
K.OA.1: Represent
addition and
subtraction with
objects, fingers, mental
images, drawings,
sounds (e.g. claps),
acting out situations,
verbal explanation,
expressions, or
equations.
Objective (s)
I can use cubes, my fingers

and drawings to represent
numbers in subtraction.
can use cubes, my fingers
and drawings to represent
numbers in subtraction
problems.
White boards / markers
Cubes
30 min
Students will be introduced
to the concept of
Assessment
Materials
Time/Instruction
Tuesday
Wednesday
Thursday
Friday
Today the lesson will

focus on the vocabulary
that is used in the
concept of subtraction.
Students will be
learning about the use
of the minus sign.
CC:K.OA.2: Solve
addition and subtraction
word problems, and add
and subtract within 10,
e.g. by using objects or
drawings to represent
the problem.

focus on the use of
objects, drawing and
equations to represent
story problems

focus on the
decomposition of the
number 6 by use of the
5 frame.

continue to assess the
student understanding
of the decomposition of
the number 6.
60 min
45 min
45 min
60 min
Name: Amber Kordes

School: Trowbridge
Grade: K5
Content/
Language
Differentiation/
Accommodations
subtraction. First they will

work with 5 cubes and a
story problem about mice
and cheese. They will then
use a finger play 5 monkeys
jumping on the bed to
discuss take away and how
many are left. Finally they
will use drawings to
represent subtraction.
Take Away
How many are left
As an introduction all
students are working with
number within 5. Additional
differentiation will used as
the activities become more
difficult.
Notes
Science
Monday
Tuesday
Context
Standard
Next Generation Science

Standards: K-ESS2-1: Use
and share observations of
local weather conditions to
K-ESS2-1:
Wednesday
Students are continuing

to work on their
prediction of the
weather while using
their charts. This week
we will continue to build
on their use of weather
bases vocabulary with a
set of new weather
words.
K-ESS2-1:
Thursday
K-ESS2-1:
Friday
K-ESS2-1:
Name: Amber Kordes

School: Trowbridge
Grade: K5
describe patterns over time.
I can observe and record my
observation of the daily
weather.
I can use my observations
about the weather to
predict the weather of
tomorrow.
Assessment

when they are able to record
weather patterns on a chart.
when they analyze weather
patterns and experience to
predict tomorrows weather.
Students will be
are able to record
weather patterns on a
chart.
Students will be
analyze weather
patterns and experience
to predict tomorrows
weather.
Materials
Weather charts
Weather charts
Time/Instruction
Science Moment: 5 Min
I can observe and

record my observation
of the daily weather.
I can use my
observations about the
weather to predict the
weather of tomorrow.
I can use weather words
to describe my thinking
about the weather.
Students will be
are able to record
chart.
Students will be
analyze weather
weather.
Students will be
are able to use weather
words to discuss the
weather.
Weather charts, Book:
Going to Grandmas by
Pamela Chanko
30 min. ( Whole Group)
Students will discuss how

the weather was like for the
day and record the weather
on their weather chart. We
will make predictions on
tomorrow.
Students will discuss

how the weather was
like for the day and
record the weather on
their weather chart.
We will make

the use of weather
patterns and how they
are determined. We will
discuss and watch a clip
of a weather forecast
Objective (s)
I can observe and

I can use my
I can observe and

I can use my
about the weather.
Students will be
are able to record
chart.
Students will be
analyze weather
weather.
Students will be
weather.
Weather charts
I can observe and

I can use my
about the weather.
Students will be
are able to record
chart.
Students will be
analyze weather
weather.
Students will be
weather.
Weather charts

how the weather was
We will make

how the weather was
We will make
Name: Amber Kordes

School: Trowbridge
Grade: K5
predictions on
tomorrow. We will
discuss predictions
from the day prior.
Content/Language
Differentiation/
Accommodations
Notes
Snowy, sunny, partially

cloudy, rainy, cloudy

and examine a
thermometer.
predictions on
tomorrow. We will
discuss predictions
from the day prior.
predictions on
tomorrow. We will
discuss predictions from
the day prior.

how the weather was
We will make
predictions on
tomorrow. We will
discuss predictions
from the day prior.
(forecast, chilly,
freeze, hurricane,
blizzard, drizzle,
humid, breezy)

forecast, chilly,
freeze, hurricane,
blizzard, drizzle,
humid, breezy)

(forecast, chilly,
freeze, hurricane,
blizzard, drizzle,
humid, breezy)
Will be working on Cloudy

with a Chance of Meatball in
the reading unit.
Additionally have placed
weather based books in the
classroom library for
independent reading times.
Social Studies
Monday
Context
Letters sent home to

families to send child with
an item to share with the
Tuesday
No Social Studies
Content Covered
Wednesday
No Social Studies
Content Covered
Thursday
Social Studies weekly

this week will be in
reference to cultural
Friday
Name: Amber Kordes

School: Trowbridge
Grade: K5
class from a household or
cultural tradition.
Standard
Objective (s)
Assessment
Materials
holidays and traditions.

E.4.2 Explain the
influence of factors
such as family,
neighborhood, personal
interests, language,
likes and dislikes, and
accomplishments on
individual identity and
development.
E.4.3 Describe how
families are alike and
different, comparing
characteristics such as
size, hobbies,
celebrations, where
families live, and how
they make a living.
E.4.4 Describe the ways
in which ethnic cultures
influence the daily lives
of people.
I can compare how
traditions in my family
are alike and different
from my classmates.
Students will be
are able discuss how
tradition in their
families are alike and
different from those of
their classmates.
Studies Weekly Big
Book
Items for show and tell
Name: Amber Kordes

School: Trowbridge
Grade: K5
Time/Instruction
Content/Language
Differentiation/
Accommodations
Notes
30 Min
Students in a while
group will read together
the big book of the
content for the week.
Students will
participate in a show
and tell about their
family tradition.
Tradition, celebration,
holiday,
For students that did
not bring an item allow
them to tell a story
about a story about a
tradition or celebration
in their family.
Include a writing
activity about traditions
in writing lesson.

Name: Amber Kordes School: Trowbridge Grade: K5 Lesson Plans For Week: March 7 - 13th

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Name: Amber Kordes School: Trowbridge Grade: K5 Lesson Plans For Week: March 7 - 13th

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Name: Amber Kordes

Students this week will be

I can answer questions about

RL.K.1 With Prompting

RI.K.1 With Prompting

RL.K.1 With Prompting

RL.K.1 With Prompting