Lesson Monday Oct 26

-----------------Sight Word Game ---------------------------------------------------------------------------C.C. & State Standard(s): CCSS.ELA-LITERACY.L.K.2.D

Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Objective(s): Build / spell correctly the sight words my, look, the, like
Student Friendly Objective(s): We are going to practice spelling our sight words.
Assessment: Watch as students spell the words, ask them to try again if they spell the word
wrong.
Vocabulary: my, look, the, like
Anticipatory Set: Review sight words using 2 action colored sticks
Recall Prior Knowledge: We are going to practice spelling our sight words using blocks.
Input/Modeling: Using the stacking blocks, each student gets 10 blocks and takes them to their
table. Write a sight word on the board and have students spell the word with their blocks. Walk
around the room and see which table spelled the word correctly. (Tip: have students fold their
arms when they have spelled the word with the blocks and have checked with their table
partners)
Check for Understanding/Guided Practice: Have students do each word twice or even three
times depending on time and student understanding of spelling the word.
Closure: Have each table put their blocks back into the bin. Close the lesson by saying it is
important to remember how to spell our sight words.
Differentiated Instruction/Accommodations: Help students to answer questions by guiding
them to explain their answer. Ask deepening questions. If a student answers a question wrong,
give them the opportunity to correct their mistake.

---------------Parent Center----------------------------------------------------------------------------------C.C. & State Standard(s): CCSS.ELA-LITERACY.L.K.1.B

Use frequently occurring nouns and verbs.

Objective(s): Students will practice sight words by playing bingo

Student Friendly Objective(s): We are going to practice our sight words by playing bingo.
Assessment: Watch to make sure each student is placing their bingo piece on the right word
when called.
Vocabulary: I, like, my, look, the, and, see, it.
Anticipatory Set: We are going to play bingo with some gold fish crackers.
Recall Prior Knowledge: As I call out a word you will place a goldfish on the word on your
card. If you get 4 in a row you can say Bingo! And we will check to make sure you got all the
words correct.
Input/Modeling: Play the bingo game with the students at your center.
Check for Understanding/Guided Practice: As the students place markers on the words make
sure they are marking the correct word.
Closure: Wasnt that fun. If you would like to save your goldfish put it in this cup to eat during
snack time.
Differentiated Instruction/Accommodations: Help students to answer questions by guiding
them to explain their answer. Ask deepening questions. If a student answers a question wrong,
give them the opportunity to correct their mistake.
--------------- Math in Focus-------------------------------------------------------------------------------------Discover
C.C. & State Standard(s): CCSS.MATH.CONTENT.K.CC.B.4
Understand the relationship between numbers and quantities; connect counting to
cardinality.
Objective(s): Make connections between numbers of objects / number names up to 7
Student Friendly Objective(s): Count objects up to seven.
Assessment: Watch as students play the game with their partner.
Anticipatory Set: Students should be at the Kiva. Using the plates with the dots on them ask
students how many are on the plate. Ask how they knew it was that amount. Reinforce grouping
numbers (4 and 2 is 6).
Recall Prior Knowledge: We are going to play a game! Watch how I play the game first then it
will be your turn. This is a game of memory.
Input/Modeling: I am going to put you into pairs. First you will find a spot on the floor with
your partner. Place all the cards I give you upside down. You will flip a card over then your
partner will flip a card over. Both of you look at the cards and see if the numbers match. If they

do have the same amount on the card whisper to your partner Snap and take the cards out of
the deck. If they dont match flip them back over and try again.
Check for Understanding/Guided Practice: Allow students to ask questions about the game
and do a practice round with a couple of students chosen from the jar.
Independent Practice: Have students play game with their partner.
Differentiated Instruction/Accommodations: Help students to answer questions by guiding
them to explain their answer. Ask deepening questions. If a student answers a question wrong,
give them the opportunity to correct their mistake.
---------Explore
Objective(s): Extend the concept of different. Extend concept of numbers in simple addition and
subtraction stories.
Student Friendly Objective(s): We are going to be looking at groups of 7 and what is different.
Assessment: Students will answer questions related to the difference and number sets.
Oral Vocabulary: Different, the same
Anticipatory Set: Students are at the tables, the projector is on the bee page with the numbers
cut off the top.
Recall Prior Knowledge: What objects are in groups of seven? Engage students by asking
follow up questions, Are you sure? How do you know
Input/Modeling: Ask students to describe the difference within the groups. How are the
flowers different from one another? How are the bees different from one another?
Check for Understanding/Guided Practice: Ask:
How many butterflies are yellow? How many butterflies are blue? How many yellow and blue
butterflies are there? How many red butterflies are there? How many yellow and red butterflies
are there?
How many flowers are on the ground? How many flowers is the furry holding? How many
flowers are there in all?
Closure: How many bees are there? If 3 bees fly away, how many bees will be left?
Differentiated Instruction/Accommodations: Help students to answer questions by guiding
them to explain their answer. Ask deepening questions. If a student answers a question wrong,
give them the opportunity to correct their mistake.