K. Johnson Lesson Plans Week of September 17-21, 2012 Reading: Fix-It Duck Unit 1.

2 Math: Continuing numerals with one and two; Kim Suttons Bump It game for visual numeral automaticity; continuing base ten blocks (after meeting Zero the Hero on the 20th day) **Discuss fire drills. Practice a fire drill. **

Monday

7:15 8:00 Morning Work Tuesday Wednesday Thursday

Friday

Name practice book; Name practice book; Name practice book; syllables practice sorting practice rhyming practice

Name practice book; Name practice book; writing alphabet writing alphabet letters practice letters practice

Monday

8:00 8:20 Morning Meeting (activities may vary) Tuesday Wednesday Thursday

Friday

What I Am song; rules of What I Am song; rules of What I Am song; rules of What I Am song; rules of What I Am song; rules of the classroom and PBIS the classroom and PBIS the classroom and PBIS the classroom and PBIS the classroom and PBIS rules; rules chant; good rules; rules chant; good rules; rules chant; good rules; rules chant; good rules; rules chant; good listening; Give Me Five; listening; Give Me Five; listening; Give Me Five; listening; Give Me Five; listening; Give Me Five; introduce calendar (months introduce calendar (months introduce calendar (months introduce calendar (months introduce calendar (months of the year, days of the of the year, days of the of the year, days of the of the year, days of the of the year, days of the week, counting to 100 by week, counting to 100 by week, counting to 100 by week, counting to 100 by week, counting to 100 by ones, days in school, ones, days in school, ones, days in school, ones, days in school, ones, days in school, writing the date, choosing writing the date, choosing writing the date, choosing writing the date, choosing writing the date, choosing class jobs, ABC letters and class jobs, ABC letters and class jobs, ABC letters and class jobs, ABC letters and class jobs, ABC letters and sounds book; Name of the sounds book; Name of the sounds book; Name of the sounds book; Name of the sounds book; Name of the

Day (counting, addition, syllables, rhyming, letter formation, letter recognition, beginning sounds); Star of the Day dictation writing; Star of the Day name cheer; Number of the day (numeral recognition, numeral formation, words for numerals, writing numerals song, tally marks, picture addition, dice, ten frames), pattern of the day; What does not belong? (classification skill); vocabulary word of the day (T responsibility; W respect; R safety; F cooperation); Geography Map of the United States (Begin this week with Tennessee.): Find state on map; capital of state; writing names; syllables in state name; state symbols; state flag; nicknames; famous people; known for, etc.)
Common Core Standards RL.K.10 Actively engage in group reading activities with purpose and understanding. RF.K.1b Demonstrate understanding of the organization and basic features of print by recognizing that spoken words are represented in written language by specific sequences of letters.

Day (counting, addition, syllables, rhyming, letter formation, letter recognition, beginning sounds); Star of the Day dictation writing; Star of the Day name cheer; Number of the day (numeral recognition, numeral formation, words for numerals, writing numerals song, tally marks, picture addition, dice, ten frames), pattern of the day; What does not belong? (classification skill); vocabulary word of the day (T responsibility; W respect; R safety; F cooperation); Geography Map of the United States (Begin this week with Tennessee.): Find state on map; capital of state; writing names; syllables in state name; state symbols; state flag; nicknames; famous people; known for, etc.)
Common Core Standards RL.K.10 Actively engage in group reading activities with purpose and understanding. RF.K.1b Demonstrate understanding of the organization and basic features of print by recognizing that spoken words are represented in written language by specific sequences of letters.

Day (counting, addition, syllables, rhyming, letter formation, letter recognition, beginning sounds); Star of the Day dictation writing; Star of the Day name cheer; Number of the day (numeral recognition, numeral formation, words for numerals, writing numerals song, tally marks, picture addition, dice, ten frames), pattern of the day; What does not belong? (classification skill); vocabulary word of the day (T responsibility; W respect; R safety; F cooperation); Geography Map of the United States (Begin this week with Tennessee.): Find state on map; capital of state; writing names; syllables in state name; state symbols; state flag; nicknames; famous people; known for, etc.)
Common Core Standards RL.K.10 Actively engage in group reading activities with purpose and understanding. RF.K.1b Demonstrate understanding of the organization and basic features of print by recognizing that spoken words are represented in written language by specific sequences of letters.

Day (counting, addition, syllables, rhyming, letter formation, letter recognition, beginning sounds); Star of the Day dictation writing; Star of the Day name cheer; Number of the day (numeral recognition, numeral formation, words for numerals, writing numerals song, tally marks, picture addition, dice, ten frames), pattern of the day; What does not belong? (classification skill); vocabulary word of the day (T responsibility; W respect; R safety; F cooperation); Geography Map of the United States (Begin this week with Tennessee.): Find state on map; capital of state; writing names; syllables in state name; state symbols; state flag; nicknames; famous people; known for, etc.)
Common Core Standards RL.K.10 Actively engage in group reading activities with purpose and understanding. RF.K.1b Demonstrate understanding of the organization and basic features of print by recognizing that spoken words are represented in written language by specific sequences of letters.

Day (counting, addition, syllables, rhyming, letter formation, letter recognition, beginning sounds); Star of the Day dictation writing; Star of the Day name cheer; Number of the day (numeral recognition, numeral formation, words for numerals, writing numerals song, tally marks, picture addition, dice, ten frames), pattern of the day; What does not belong? (classification skill); vocabulary word of the day (T responsibility; W respect; R safety; F cooperation); Geography Map of the United States (Begin this week with Tennessee.): Find state on map; capital of state; writing names; syllables in state name; state symbols; state flag; nicknames; famous people; known for, etc.)
Common Core Standards RL.K.10 Actively engage in group reading activities with purpose and understanding. RF.K.1b Demonstrate understanding of the organization and basic features of print by recognizing that spoken words are represented in written language by specific sequences of letters.

RF.K.1c Demonstrate understanding of the organization and basic features of print by understanding that words are separated by spaces in print. RF.K.1d Demonstrate understanding of the organization and basic features of print by recognizing and naming all upper and lowercase letters of the alphabet. RF.K.2a Demonstrate understanding of spoken words, syllables, and sounds (phonemes) by recognizing and producing rhyming words. RF.K.3c Know and apply grade level phonics and word analysis skills in decoding words by reading common high-frequency words by sight (e.g., the, of, you, she, my, is, are, do, does) ** Scott Foresman has 40 sight words in the Kindergarten Reading Street program. ** W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SL.K.1a Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups by following agreed upon rules for discussions (e.g., listening to others and taking turns speaking

RF.K.1c Demonstrate understanding of the organization and basic features of print by understanding that words are separated by spaces in print. RF.K.1d Demonstrate understanding of the organization and basic features of print by recognizing and naming all upper and lowercase letters of the alphabet. RF.K.2a Demonstrate understanding of spoken words, syllables, and sounds (phonemes) by recognizing and producing rhyming words. RF.K.3c Know and apply grade level phonics and word analysis skills in decoding words by reading common high-frequency words by sight (e.g., the, of, you, she, my, is, are, do, does) ** Scott Foresman has 40 sight words in the Kindergarten Reading Street program. ** W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SL.K.1a Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups by following agreed upon rules for discussions (e.g., listening to others and taking turns speaking

RF.K.1c Demonstrate understanding of the organization and basic features of print by understanding that words are separated by spaces in print. RF.K.1d Demonstrate understanding of the organization and basic features of print by recognizing and naming all upper and lowercase letters of the alphabet. RF.K.2a Demonstrate understanding of spoken words, syllables, and sounds (phonemes) by recognizing and producing rhyming words. RF.K.3c Know and apply grade level phonics and word analysis skills in decoding words by reading common high-frequency words by sight (e.g., the, of, you, she, my, is, are, do, does) ** Scott Foresman has 40 sight words in the Kindergarten Reading Street program. ** W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SL.K.1a Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups by following agreed upon rules for discussions (e.g., listening to others and taking turns speaking

RF.K.1c Demonstrate understanding of the organization and basic features of print by understanding that words are separated by spaces in print. RF.K.1d Demonstrate understanding of the organization and basic features of print by recognizing and naming all upper and lowercase letters of the alphabet. RF.K.2a Demonstrate understanding of spoken words, syllables, and sounds (phonemes) by recognizing and producing rhyming words. RF.K.3c Know and apply grade level phonics and word analysis skills in decoding words by reading common high-frequency words by sight (e.g., the, of, you, she, my, is, are, do, does) ** Scott Foresman has 40 sight words in the Kindergarten Reading Street program. ** W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SL.K.1a Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups by following agreed upon rules for discussions (e.g., listening to others and taking turns speaking

RF.K.1c Demonstrate understanding of the organization and basic features of print by understanding that words are separated by spaces in print. RF.K.1d Demonstrate understanding of the organization and basic features of print by recognizing and naming all upper and lowercase letters of the alphabet. RF.K.2a Demonstrate understanding of spoken words, syllables, and sounds (phonemes) by recognizing and producing rhyming words. RF.K.3c Know and apply grade level phonics and word analysis skills in decoding words by reading common high-frequency words by sight (e.g., the, of, you, she, my, is, are, do, does) ** Scott Foresman has 40 sight words in the Kindergarten Reading Street program. ** W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SL.K.1a Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups by following agreed upon rules for discussions (e.g., listening to others and taking turns speaking

about the topics and texts under discussion). SL.K.1b Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups by continuing a conversation through multiple exchanges. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. L.K.1a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking by printing many upper and lowercase letters. L.K.1d Demonstrate command of the conventions of standard English grammar and usage when writing or speaking by understanding and using question words (interrogatives) (e.g., who, what, where, when, why, how). L.K.1f Demonstrate command of the conventions of standard English grammar and usage when writing or speaking by producing and expanding complete sentences in shared language activities. L.K.2a Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing by capitalizing the first word in a sentence and the pronoun I. L.K.2b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing by recognizing and

about the topics and texts under discussion). SL.K.1b Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups by continuing a conversation through multiple exchanges. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. L.K.1a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking by printing many upper and lowercase letters. L.K.1d Demonstrate command of the conventions of standard English grammar and usage when writing or speaking by understanding and using question words (interrogatives) (e.g., who, what, where, when, why, how). L.K.1f Demonstrate command of the conventions of standard English grammar and usage when writing or speaking by producing and expanding complete sentences in shared language activities. L.K.2a Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing by capitalizing the first word in a sentence and the pronoun I. L.K.2b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing by recognizing and

about the topics and texts under discussion). SL.K.1b Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups by continuing a conversation through multiple exchanges. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. L.K.1a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking by printing many upper and lowercase letters. L.K.1d Demonstrate command of the conventions of standard English grammar and usage when writing or speaking by understanding and using question words (interrogatives) (e.g., who, what, where, when, why, how). L.K.1f Demonstrate command of the conventions of standard English grammar and usage when writing or speaking by producing and expanding complete sentences in shared language activities. L.K.2a Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing by capitalizing the first word in a sentence and the pronoun I. L.K.2b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing by recognizing and

about the topics and texts under discussion). SL.K.1b Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups by continuing a conversation through multiple exchanges. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. L.K.1a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking by printing many upper and lowercase letters. L.K.1d Demonstrate command of the conventions of standard English grammar and usage when writing or speaking by understanding and using question words (interrogatives) (e.g., who, what, where, when, why, how). L.K.1f Demonstrate command of the conventions of standard English grammar and usage when writing or speaking by producing and expanding complete sentences in shared language activities. L.K.2a Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing by capitalizing the first word in a sentence and the pronoun I. L.K.2b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing by recognizing and

about the topics and texts under discussion). SL.K.1b Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups by continuing a conversation through multiple exchanges. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. L.K.1a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking by printing many upper and lowercase letters. L.K.1d Demonstrate command of the conventions of standard English grammar and usage when writing or speaking by understanding and using question words (interrogatives) (e.g., who, what, where, when, why, how). L.K.1f Demonstrate command of the conventions of standard English grammar and usage when writing or speaking by producing and expanding complete sentences in shared language activities. L.K.2a Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing by capitalizing the first word in a sentence and the pronoun I. L.K.2b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing by recognizing and

naming end punctuation. L.K.4a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content by identifying new meanings for familiar words and apply them accurately (knowing duck is a bird and learning the verb to

duck).

naming end punctuation. L.K.4a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content by identifying new meanings for familiar words and apply them accurately (knowing duck is a bird and learning the verb to

K.CC.1. Count to 100 by ones and by tens. K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality. (When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object; Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.; Understand that each successive number name refers to a quantity that is one larger.) K.CC.5. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. K.CC.6. Identify whether the number of objects in one group is greater than, less than, or

duck).

naming end punctuation. L.K.4a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content by identifying new meanings for familiar words and apply them accurately (knowing duck is a bird and learning the verb to

K.CC.1. Count to 100 by ones and by tens. K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality. (When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object; Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.; Understand that each successive number name refers to a quantity that is one larger.) K.CC.5. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. K.CC.6. Identify whether the number of objects in one group is greater than, less than, or

duck).

naming end punctuation. L.K.4a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content by identifying new meanings for familiar words and apply them accurately (knowing duck is a bird and learning the verb to

K.CC.1. Count to 100 by ones and by tens. K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality. (When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object; Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.; Understand that each successive number name refers to a quantity that is one larger.) K.CC.5. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. K.CC.6. Identify whether the number of objects in one group is greater than, less than, or

duck).

naming end punctuation. L.K.4a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content by identifying new meanings for familiar words and apply them accurately (knowing duck is a bird and learning the verb to

K.CC.1. Count to 100 by ones and by tens. K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality. (When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object; Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.; Understand that each successive number name refers to a quantity that is one larger.) K.CC.5. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. K.CC.6. Identify whether the number of objects in one group is greater than, less than, or

duck).

K.CC.1. Count to 100 by ones and by tens. K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality. (When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object; Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.; Understand that each successive number name refers to a quantity that is one larger.) K.CC.5. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. K.CC.6. Identify whether the number of objects in one group is greater than, less than, or

equal to the number of objects in another group, e.g., by using matching and counting strategies. K.CC.7. Compare two numbers between 1 and 10 presented as written numerals. K.NBT.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. K.OA.1. Represent addition and subtraction with objects, fingers, mental images, 1 drawings , sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. K.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count K.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.G.2. Correctly name shapes regardless of their orientations or overall size.

equal to the number of objects in another group, e.g., by using matching and counting strategies. K.CC.7. Compare two numbers between 1 and 10 presented as written numerals. K.NBT.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. K.OA.1. Represent addition and subtraction with objects, fingers, mental images, 1 drawings , sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. K.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count K.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.G.2. Correctly name shapes regardless of their orientations or overall size.

equal to the number of objects in another group, e.g., by using matching and counting strategies. K.CC.7. Compare two numbers between 1 and 10 presented as written numerals. K.NBT.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. K.OA.1. Represent addition and subtraction with objects, fingers, mental images, 1 drawings , sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. K.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count K.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.G.2. Correctly name shapes regardless of their orientations or overall size.

equal to the number of objects in another group, e.g., by using matching and counting strategies. K.CC.7. Compare two numbers between 1 and 10 presented as written numerals. K.NBT.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. K.OA.1. Represent addition and subtraction with objects, fingers, mental images, 1 drawings , sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. K.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count K.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.G.2. Correctly name shapes regardless of their orientations or overall size.

equal to the number of objects in another group, e.g., by using matching and counting strategies. K.CC.7. Compare two numbers between 1 and 10 presented as written numerals. K.NBT.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. K.OA.1. Represent addition and subtraction with objects, fingers, mental images, 1 drawings , sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. K.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count K.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.G.2. Correctly name shapes regardless of their orientations or overall size.

8:20 9:00 Large Group Literacy

Monday
Morning warm up Charts: 2A & 2B Trade Book: Fix-It Duck List Amazing Words: repair, leak, steep, ladder, puddles, shed Teach/Model: F thru N Sight words I, am Common Core Standards Addressed:

Tuesday
Morning warm up: Charts: 2A & 2B Recall story events Review Amazing Words Review high frequency words Teach/Model:letters F-N Story element: Setting Common Core Standards Addressed:

Wednesday
Morning warm up Charts: 2A & 2B Read: Fix-It Duck Review Character Identify setting of story Identify Number of syllables Recognize rhyming words Common Core Standards Addressed:

Thursday
Morning warm up Charts 2A & 2B Re-Read: The Little School Bus - setting Count syllables Recognize rhyming words Common Core Standards Addressed:

Friday
Morning warm up: calendar, Clap # of syllables Read Aloud anthology: Mr. Spuffington Fixes It Himself - setting Rev. letter names & high frequency words I, am Common Core Standards Addressed:

RL.K.1 With prompting and support, ask and answer questions about key details in a text. RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings and major events in a story. RL.K.4 Ask and answer questions about unknown words in a text. RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RL.K.10 Actively engage in group reading activities with purpose and understanding. RI.K.5 Identify the front cover, back cover, and title page of a book.

RL.K.1 With prompting and support, ask and answer questions about key details in a text. RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings and major events in a story. RL.K.4 Ask and answer questions about unknown words in a text. RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RL.K.10 Actively engage in group reading activities with purpose and understanding. RI.K.5 Identify the front cover, back cover, and title page of a book.

RL.K.1 With prompting and support, ask and answer questions about key details in a text. RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings and major events in a story. RL.K.4 Ask and answer questions about unknown words in a text. RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RL.K.10 Actively engage in group reading activities with purpose and understanding. RI.K.5 Identify the front cover, back cover, and title page of a book.

RL.K.1 With prompting and support, ask and answer questions about key details in a text. RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings and major events in a story. RL.K.4 Ask and answer questions about unknown words in a text. RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RL.K.10 Actively engage in group reading activities with purpose and understanding. RI.K.5 Identify the front cover, back cover, and title page of a book.

RL.K.1 With prompting and support, ask and answer questions about key details in a text. RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings and major events in a story. RL.K.4 Ask and answer questions about unknown words in a text. RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RL.K.10 Actively engage in group reading activities with purpose and understanding. RI.K.5 Identify the front cover, back cover, and title page of a book.

RF.K.1b Demonstrate understanding of the organization and basic features of print by recognizing that spoken words are represented in written language by specific sequences of letters. RF.K.1c Demonstrate understanding of the organization and basic features of print by understanding that words are separated by spaces in print. RF.K.1d Demonstrate understanding of the organization and basic features of print by recognizing and naming all upper and lowercase letters of the alphabet. RF.K.2a Demonstrate understanding of spoken words, syllables, and sounds (phonemes) by recognizing and producing rhyming words. RF.K.2b Demonstrate understanding of spoken words, syllables, and sounds (phonemes) by counting, pronouncing, blending, and segmenting syllables in spoken words. RF.K.3c Know and apply grade level phonics and word analysis skills in decoding words by reading common high-frequency words by sight (e.g., the, of, you, she, my, is, are, do, does) ** Scott Foresman has 40 sight words in the Kindergarten Reading Street program. ** RF.K.4 Read emergent-reader texts with purpose and understanding W.K.2 Use a combination of drawing, dictating, and writing to compose

RF.K.1b Demonstrate understanding of the organization and basic features of print by recognizing that spoken words are represented in written language by specific sequences of letters. RF.K.1c Demonstrate understanding of the organization and basic features of print by understanding that words are separated by spaces in print. RF.K.1d Demonstrate understanding of the organization and basic features of print by recognizing and naming all upper and lowercase letters of the alphabet. RF.K.2a Demonstrate understanding of spoken words, syllables, and sounds (phonemes) by recognizing and producing rhyming words. RF.K.2b Demonstrate understanding of spoken words, syllables, and sounds (phonemes) by counting, pronouncing, blending, and segmenting syllables in spoken words. RF.K.3c Know and apply grade level phonics and word analysis skills in decoding words by reading common high-frequency words by sight (e.g., the, of, you, she, my, is, are, do, does) ** Scott Foresman has 40 sight words in the Kindergarten Reading Street program. ** RF.K.4 Read emergent-reader texts with purpose and understanding W.K.2 Use a combination of drawing, dictating, and writing to compose

RF.K.1b Demonstrate understanding of the organization and basic features of print by recognizing that spoken words are represented in written language by specific sequences of letters. RF.K.1c Demonstrate understanding of the organization and basic features of print by understanding that words are separated by spaces in print. RF.K.1d Demonstrate understanding of the organization and basic features of print by recognizing and naming all upper and lowercase letters of the alphabet. RF.K.2a Demonstrate understanding of spoken words, syllables, and sounds (phonemes) by recognizing and producing rhyming words. RF.K.2b Demonstrate understanding of spoken words, syllables, and sounds (phonemes) by counting, pronouncing, blending, and segmenting syllables in spoken words. RF.K.3c Know and apply grade level phonics and word analysis skills in decoding words by reading common high-frequency words by sight (e.g., the, of, you, she, my, is, are, do, does) ** Scott Foresman has 40 sight words in the Kindergarten Reading Street program. ** RF.K.4 Read emergent-reader texts with purpose and understanding W.K.2 Use a combination of drawing, dictating, and writing to compose

RF.K.1b Demonstrate understanding of the organization and basic features of print by recognizing that spoken words are represented in written language by specific sequences of letters. RF.K.1c Demonstrate understanding of the organization and basic features of print by understanding that words are separated by spaces in print. RF.K.1d Demonstrate understanding of the organization and basic features of print by recognizing and naming all upper and lowercase letters of the alphabet. RF.K.2a Demonstrate understanding of spoken words, syllables, and sounds (phonemes) by recognizing and producing rhyming words. RF.K.2b Demonstrate understanding of spoken words, syllables, and sounds (phonemes) by counting, pronouncing, blending, and segmenting syllables in spoken words. RF.K.3c Know and apply grade level phonics and word analysis skills in decoding words by reading common high-frequency words by sight (e.g., the, of, you, she, my, is, are, do, does) ** Scott Foresman has 40 sight words in the Kindergarten Reading Street program. ** RF.K.4 Read emergent-reader texts with purpose and understanding W.K.2 Use a combination of drawing, dictating, and writing to compose

RF.K.1b Demonstrate understanding of the organization and basic features of print by recognizing that spoken words are represented in written language by specific sequences of letters. RF.K.1c Demonstrate understanding of the organization and basic features of print by understanding that words are separated by spaces in print. RF.K.1d Demonstrate understanding of the organization and basic features of print by recognizing and naming all upper and lowercase letters of the alphabet. RF.K.2a Demonstrate understanding of spoken words, syllables, and sounds (phonemes) by recognizing and producing rhyming words. RF.K.2b Demonstrate understanding of spoken words, syllables, and sounds (phonemes) by counting, pronouncing, blending, and segmenting syllables in spoken words. RF.K.3c Know and apply grade level phonics and word analysis skills in decoding words by reading common high-frequency words by sight (e.g., the, of, you, she, my, is, are, do, does) ** Scott Foresman has 40 sight words in the Kindergarten Reading Street program. ** RF.K.4 Read emergent-reader texts with purpose and understanding W.K.2 Use a combination of drawing, dictating, and writing to compose

informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). SL.K.1a Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups by following agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). SL.K.1b Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups by continuing a conversation through multiple exchanges. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. L.K.1a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking by printing many upper and lowercase letters. L.K.2a Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing by capitalizing the first word in a sentence and the pronoun I. L.K.2b Demonstrate command of the conventions of standard

informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). SL.K.1a Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups by following agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). SL.K.1b Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups by continuing a conversation through multiple exchanges. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. L.K.1a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking by printing many upper and lowercase letters. L.K.2a Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing by capitalizing the first word in a sentence and the pronoun I. L.K.2b Demonstrate command of the conventions of standard

informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). SL.K.1a Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups by following agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). SL.K.1b Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups by continuing a conversation through multiple exchanges. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. L.K.1a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking by printing many upper and lowercase letters. L.K.2a Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing by capitalizing the first word in a sentence and the pronoun I. L.K.2b Demonstrate command of the conventions of standard

informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). SL.K.1a Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups by following agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). SL.K.1b Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups by continuing a conversation through multiple exchanges. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. L.K.1a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking by printing many upper and lowercase letters. L.K.2a Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing by capitalizing the first word in a sentence and the pronoun I. L.K.2b Demonstrate command of the conventions of standard

informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). SL.K.1a Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups by following agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). SL.K.1b Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups by continuing a conversation through multiple exchanges. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. L.K.1a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking by printing many upper and lowercase letters. L.K.2a Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing by capitalizing the first word in a sentence and the pronoun I. L.K.2b Demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when writing by recognizing and naming end punctuation. L.K.4a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content by identifying new meanings for familiar words and apply them accurately (knowing duck is a bird and learning the verb to

duck).

English capitalization, punctuation, and spelling when writing by recognizing and naming end punctuation. L.K.4a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content by identifying new meanings for familiar words and apply them accurately (knowing duck is a bird and learning the verb to

duck).

English capitalization, punctuation, and spelling when writing by recognizing and naming end punctuation. L.K.4a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content by identifying new meanings for familiar words and apply them accurately (knowing duck is a bird and learning the verb to

duck).

English capitalization, punctuation, and spelling when writing by recognizing and naming end punctuation. L.K.4a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content by identifying new meanings for familiar words and apply them accurately (knowing duck is a bird and learning the verb to

duck).

English capitalization, punctuation, and spelling when writing by recognizing and naming end punctuation. L.K.4a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content by identifying new meanings for familiar words and apply them accurately (knowing duck is a bird and learning the verb to

duck).

9:00 10:10 Small Group Literacy Stations (TENTATIVELY BEGINNING)

Literacy Groups (four to five students per group) R: Read w/Teacher (teacher choice) E: Enrichment (centers) *A Alphabet: ABC Highway *B Busy Hands (fine motor): rhyming houses *C- Creativity and Computers: Starfall *D Draw/Write (creative writing): Journal Writing *E Excellent Readers (sight words, phonics): Color Words sort; letter tiles A: All Together (carpet group) M - Problem Solving and Reasoning (puzzles, science, ) T- Spatial Skills (Building Toys : blocks, Lincoln Logs, Legos, etc.) W- Social Skills and Role Playing (Little People, dollhouse, cars, puppets, etc.) R Fine Motor (lace up cards, tying board, nuts & bolts, stringing beads, etc.) F Social Skills and Role Playing (kitchen)

Common Core Standards: same as large group

Teacher will rotate during early weeks to help facilitate station rotations and procedures. During this time, students will be working on a quiet station activity at the teacher table to get used to the Teacher table rotation.

M: rhyming T: rhyming W: syllables R: syllables F: syllables

10:10 10:20 Story and prepare for lunch 10:20 10:45 Lunch 10:45 11:00 Restroom, story, quiet time

Monday: The Pout Pout Fish book and craft/writing Tuesday: Teach X Marks the Spot dice game (Pirate Sense Number Work PDF) Wednesday: Do Piggy Shape Graph whole group on Elmo (PDF file) Thursday: Read Brown Bear, Brown Bear; Teach Brown Bear Roll and Color on Elmo for later use in Math stations (Brown Bear Brown Bear freebies PDF) Friday: Teach how to use Rainbow Words activity with the Word Wall 11:00 11:25 Writing Workshop, Finishing literacy stations if needed Monday: Begin Kid Writing: Everyone is a writer! Make Writers anchor chart; Practice with our magic pencil (finger) and dry erase boards dashed lines, straight lines, zigzag lines, wavy lines, letters we know, etc. Tuesday: Writing by the sounds we hear and using lines to hold places for words and letters Wednesday: Labeling What is a label? anchor chart Thursday: Labeling Friday: Labeling 11:30 12:00 Recess Monday
Continue practicing writing numerals with Dr. Jeans Numeral

12:00 12:35 Large Group Math (with Ms. Jan) Tuesday Wednesday Thursday
Continue practicing writing numerals with Dr. Jeans Numeral Continue practicing writing numerals with Dr. Jeans Numeral Continue practicing writing numerals with Dr. Jeans Numeral

Friday
Playing Kim Suttons Bump It

song; Review zero; Begin numeral one What does one look like when written? What does the word for one look like? Showing one with fingers and objects. Finding one on a number line. Showing that moving from zero to one on a number line means adding one/moving to the right on the number line one space Number one recognition/writing worksheet; Make number line petites
Common Core Standards K.CC.1 Count to 100 by ones and by tens. K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. When counting objects, say the number names in the standard order, pairing each object with one and only one number name

song; Review zero; Begin numeral one What does one look like when written? What does the word for one look like? Showing one with fingers and objects. Finding one on a number line. Showing that moving from zero to one on a number line means adding one/moving to the right on the number line one space Number one recognition/writing worksheet

song; Review zero; Review numeral one; Begin numeral two What does two look like when written? What does the word for two look like? Showing two with fingers and objects. Finding two on a number line. Showing that moving from zero to one to two on a number line means adding one/moving to the right on the number line one space Number two recognition/writing worksheet
Common Core Standards K.CC.1 Count to 100 by ones and by tens. K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. When counting objects, say the number names in the standard order, pairing each object with one and only one number name

song; Review zero; Review numeral one; Begin numeral two What does two look like when written? What does the word for two look like? Showing two with fingers and objects. Finding two on a number line. Showing that moving from zero to one to two on a number line means adding one/moving to the right on the number line one space Number two recognition/writing worksheet
Common Core Standards K.CC.1 Count to 100 by ones and by tens. K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. When counting objects, say the number names in the standard order, pairing each object with one and only one number name

whole group (visual number automaticity)

Common Core Standards K.CC.1 Count to 100 by ones and by tens. K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. When counting objects, say the number names in the standard order, pairing each object with one and only one number name

Common Core Standards K.CC.1 Count to 100 by ones and by tens. K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. When counting objects, say the number names in the standard order, pairing each object with one and only one number name

and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Understand that each successive number name refers to a quantity that is one larger. K.CC.5 Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. K.CC.7 Compare two numbers between 1 and 10 presented as written numerals.

and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Understand that each successive number name refers to a quantity that is one larger. K.CC.5 Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. K.CC.7 Compare two numbers between 1 and 10 presented as written numerals.

and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Understand that each successive number name refers to a quantity that is one larger. K.CC.5 Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. K.CC.7 Compare two numbers between 1 and 10 presented as written numerals.

and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Understand that each successive number name refers to a quantity that is one larger. K.CC.5 Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. K.CC.7 Compare two numbers between 1 and 10 presented as written numerals.

and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Understand that each successive number name refers to a quantity that is one larger. K.CC.5 Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. K.CC.7 Compare two numbers between 1 and 10 presented as written numerals.

(while Ms. Johnson pulls students to work on Math topics in small groups; This time will later become our Math small group time. Right now, we are focusing on the procedures for Reading small groups. I will be adding in Math small groups hopefully in the next few weeks.) Also need to introduce geoboards and the correct way to use them; Introduce how to roll dice properly (not THROWING! )

12:35 1:05 Free small groups

1:05 1:25 Afternoon jobs, folders, clean room, prepare for dismissal 1:30 2:10 Related Arts M: PE, T: Art, W: Computer, R: Guidance, F: Library 2:10 Return to room, gather items for home 2:20 Dismissal

References:

Additional Ideas:
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Fall apple tree in preparation for Johnny Appleseed Day