€¦ · Web viewTo understand that every word must have ... Do and SaySTUDENT PRACTICE1. Word Web (Aa)2.Find the Letter (a1)CCS: RF.K.1, RF.K.1a ... The students will echo…

SAFETY IN OUR SCHOOL AND COMMUNITYAugust 13 - 17, 2012

SAFETY - Classroom Safety8-13-2012 MORNING MESSAGEDaily Skills:*Sentence Structure*Punctuation/Capitalization*Grammar/Spelling*Letter/Sound RecognitionCCR: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

PROJECT READUNIT 1 Lesson 1(a)DAY 1Letter of the Day: short vowel "Aa"(TM p1-1--1-4)

CONCEPT1. To understand that every word must have a vowel.2. To understand that [a] is a vowel.3. To understanding that [a] represents the short sound /a/ like in the word [at].

ANTICIPATORY SET (p1-1)1. Display alphabet with stars over vowels2. Ask question from manual

OBJECTIVE(say): We will build words with the vowel [a] (display a from large cart cards)

INPUT/a/ Hand signal – pull sound gently from mouth and slowly chew apple

MODELING(teacher gently pulls vowel sound out of mouth (hand signal)

CHECKING FOR UNDERSTANDING (p1-2)1. Do and Say (refer to MANUAL p1-2)2. Finger blend and sweep sounds [at] [am] [cat]

3. Sentence strips and word list: [at] [am] [cat] * We are at school. * I am so happy to be your teacher.

VAKT INPUT (p1-3)* Skywrite (Snap fingers - Aim - Press- Do & Say) 1. Dry Erase Boards 2. Tactile cards3. Salt/Sand (Memory Box)4. Felt paper

MODELING(p1-4) (place green dot in start position on letter card)1. Skywrite [a]2. Do and Say

CHECK FOR UNDERSTANDING1. Skywriting [a] 2. (say): Aim, Press, Do and Say

STUDENT PRACTICE1. Word Web (Aa)2.Find the Letter (a1)CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

STAR STORYDAY 1Title: Franklin Goes to SchoolStory IntroductionInteractive ReadingStory Structure**The students will make a book about Kindergarten and tell an oral story to a partner.(HAR 1 - p23 & 24)CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10

EAGER TO READ (To School)The teacher will discuss story conventions (front/back covers and spine).The teacher will introduce the story.The teacher will discuss spaces between the words and review reading top to bottom and left to right.

The teacher will read the story (1X).The students will begin to take their yellow SFA book home on Thursday.(st books)CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6 RI.K.7, RI.K.10

CALENDAR MATH/MATH (directionality) The students will place a circle in a given position (top, middle, bottom) when prompted by the teacher.(red, blue, yellow circles for each child, doc camera)CCS: K.G.1, K.G.2

Calendar Daily Activities:*Months of Year/Day of Week*Addition/Subtraction*Money/Time*Tally Marks/Graphs*Patterns*Time Line*Counting by 1s & 10s*Weather/Temperature*Number Sequencing*Odd/Even/Place Value*Measurement*Historical Events*Spanish*EstimationCCS: K.OA.1, K.OA.2, K.OA.3, K.OA.4, K.OA.5, K.MD.1, K.MD.2, K.MD.3, K.NBT.1, K.CC.1, K.CC.2, K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5

LARGE GROUP/PHONEMIC AWARENESS (colors - red) The teacher will show RED items. The students will echo, "THIS IS A RED______." The t/s will sing the song I LIKE RED. The students will then find a red circle in the classroom. The students will then complete the red page in their COLOR JOURNAL.(red items, song chart, sm red circles, color journal)CCS: RF.K.2d, K.G.2

WRITING (journal) The students will write and illustrate the story "My name is _________. “ If time permits, the students will draw one classmate and then copy the classmate's name onto the picture. The students will also write their name on the sign (remind students to start name

with a capital letter). The students will then draw a picture of themselves.(journal, HAR 1 – p6&22)CCS: W.K.3

THEME MATH (graphing) The students will illustrate a small cut-out of themselves. The students will then assist the teacher in graphing the number of boys/girls in the classroom.(paper cutouts, graph, tape) CCS: K.MD.2

REVIEW (alphabet) The students will review the letters of the alphabet using alpha flashcards and the alpha chart. Next, the students will identify the letters in their first name and glue them in the correct order. The students will then identify the number of letters in their own names. If time permits, the class will play/sing THE NAME SONG. Next, using the poem BAA, BAA BLACK SHEEP, the students will use a hi-liter to mark the letters A & a.(alpha flash cards, nam e letter cards, paper, song, name cards, poem, hi-liters) CCS: RF.K.1, RF.K.2dTHEME (health) The teacher/students will discuss the 5 basic rules (SFA) in the room (any others will be dealt with as needed). The teacher will then discuss the behavior plan for the classroom (ex: lights with consequences). Next, the teacher will read THE PEOPLE IN OUR SCHOOL. (behavior light system or other method, teddy bear, treat, story)CC: PL/VS 1.1.1(DOK 1), 1.1.9(DOK 1), 1.3.1 SS 1.1.2(DOK 2)

SAFETY - School Bus Safety 8-14-2012

MORNING MESSAGE


CONCEPT1. To understand that every word must have a vowel.

2. To understand that [a] is a vowel.3. To understanding that [a] represents the short sound /a/ like in the word [at].

ANTICIPATORY SET (p1-1)1. Display alphabet with stars over vowels2. Ask question from manual.




CHECKING FOR UNDERSTANDING (p1-2)1. Do and Say (refer to MANUAL p1-2)2. Finger blend and sweep sounds [at] [am] [cat] 3. Sentence strips and word list: [at] [am] [cat] * We are at school. * I am so happy to be your teacher.

VAKT INPUT (p1-3)* Skywrite (Snap fingers - Aim - Press- Do & Say)1. Dry Erase Boards 2. Tactile cards3. Salt/Sand (Memory Box)4. Felt paper

SFA (p7-8)1. Think, Pair, Share (students pair together to identify an item that begins with Aa.2. Hear Sound3. Say It Fast4. Break It Down5. Stretch and Read6. Quick Erase

STUDENT PRACTICE1. Write It (use dry boards)2. Learning Page - Rr(dry boards/markers, newspaper, hi-liters)

CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

STAR STORY DAY 2Title: Franklin Goes to SchoolStory ReviewInteractive ReadingStory Critique**The students will color the playground picture, using the colors requested by the teacher.(HAR 1 - p19)CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10

EAGER TO READ (To School)The teacher/students will review the story conventions The teacher will review the story.The teacher will discuss spaces between the words and review reading top to bottom and left to right.The teacher will read the story (1X).The teacher will pass out the student books.The t/s will read the story (1X).The teacher/students will review the story sequence.(st story)CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10

CALENDAR MATH/MATH (directionality) The students will be given a cut out of a yellow school bus. Upon request, the students will place the given item in the correct position on the bus: top, middle, bottom (colored paper clips, blocks, feathers, ribbon, yarn, etc.) (doc camera, paper bus cut-outs, colored paper clips, blocks, feathers, ribbon, yarn) CCS: K.G.1, K.G.2 LARGE GROUP/PHONEMIC AWARENESS (colors) The students will identify YELLOW items as the teachers shows them, echoing "THIS IS A YELLOW_____ ." The students will then assist in singing the song I LIKE YELLOW. They will then find a small yellow circle in the room. The students will complete the yellow page for their color journal.(song chart, yellow items, sm yellow circles, color journal) CCS: RF.K.2d, K.G.2

WRITING(journal) The students will attempt to write the color word "yellow" and "bus" and then draw a picture of a yellow bus.

(paper)CCS: W.K.3

THEME MATH (graphing) The students will write their names on an index card. The students will then place their name on a graph, showing how they came to school today. The graph will then be discussed; the teacher will use the terms "more" and "less".(index cards, class graph, tape)CCS: K.MD.1, K.MD.2, K.MD.3

REVIEW (alphabet) The students will review the letters of the alphabet using alpha flashcards and the alpha chart. The students will then identify the number of letters in their own names.(HAR 1- p12, alpha flash cards, alpha chart, paper, song)CCS: RF.K.1, RF.K.2d

THEME (health/ss) The students will discuss bus safety. The students will then color a bus with safety rules printed on it. The teacher will read the rules to the students. The students will sign the rules stating that they do understand the rules (the students will take the rules home and return them, signed by the parent). The students will then identify one rule discussed and draw a picture of that rule; the teacher will write the rule the student has identified. The students will complete an open response question concerning bus safety rules. (st sht, drawing paper, OR question w/rubric)CCS: W.K.3 CC: PL/VS 1.1.1(DOK 1), 1.1.7(DOK 1), 1.1.9(DOK 1), 1.3.1 SS 1.1.2(DOK 2)

SAFETY - Stranger Safety8-15-2012

MORNING MESSAGE


CONCEPT1. To understand that every word must have a vowel.

2. To understand that [a] is a vowel.3. To understanding that [a] represents the short sound /a/ like in the word [at].

ANTICIPATORY SET (p1-1)1. Display alphabet with stars over vowels.2. Ask question from manual.




CHECKING FOR UNDERSTANDING (p1-2)1. Do and Say (refer to MANUAL p1-2)2. Finger blend and sweep sounds [at] [am] [cat] 3. Sentence strips and word list: [at] [am] [cat] *We are at school. *I am so happy to be your teacher. VAKT INPUT (p1-3)* Skywrite (Snap fingers - Aim - Press- Do & Say)1. Dry Erase Boards 2. Tactile cards3. Salt/Sand (Memory Box)4. Felt paper



STUDENT PRACTICE1. Rhyming (a2)2. Review (Aa) – p81CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

STAR STORYDAY 3Title: Franklin Goes to SchoolInteractive/Buddy ReadingStory ConventionsStory review/discussionsVocabularyCCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10

EAGER TO READ (To School)The teacher/students will review the story conventions.The teacher will discuss spaces between the words and review reading top to bottom and left to right.The teacher will read the story (1X).The teacher will pass out the student books.The t/s will read the story (1X).The t/s will review the story sequence.(st story)CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10

CALENDAR MATH/MATH (spatial relationships) The students will identify the objects that are inside/outside the box. The students will then draw a sand box and draw a car inside and a truck outside the sand box.(doc camera, sm box, colored paper clips, blocks, feathers, ribbon, yarn, paper) CCS: K.G.1, K.G.2

LARGE GROUP/PHONEMIC AWARENESS (colors) The students will identify GREEN items as the teachers shows them, echoing

"THIS IS A GREEN _________." The students will then assist in singing the song I LIKE GREEN. They will then find a small green circle in the room. The students will then complete the green page in their COLOR JOURNAL.(song chart, green items, sm green circles, color journal) CCS: RF.K.2d, K.G.2

WRITING(journal) The students will draw a picture of someone they can be safe with. The teacher will then write the students' response to I AM SAFE WITH_______________.(journal) CCS: W.K.3 CC: PL/VS 1.3.1, 1.3.2(DOK 2)

THEME MATH (shapes) On a chart, the students will identify items that could be circles and then each student will trace the given circles.(chart, st sht)CCS: K.G.2, K.G.5

REVIEW (alphabet) The students will identify pictures that begin with “Aa”. Next, the students will write the beginning letter for each word/picture.(st sht)CCS: RF.K.1, RF.K.2d

THEME (health/ss) The students will discuss stranger safety - Who is /is not a stranger. The teacher will read the story NEVER TALK TO STRANGERS. Students will then color a picture of Patch the Pony as a reminder to stay away from strangers.(story, st sht)CC: PL/VS 1.1.1(DOK 1), 1.1.9(DOK 1), 1.3.1 SS 1.1.2(DOK 2)

SAFETY - Traffic Lights8-16-2012

MORNING MESSAGE

PROJECT READUNIT 1 Lesson 1(a)DAY 4Letter of the Day: short vowel "Aa"

(TM p1-1--1-4)






CHECKING FOR UNDERSTANDING (p1-2)1. Do and Say (refer to MANUAL p1-2)2. Finger blend and sweep sounds [at] [am] [cat] 3. Sentence strips and word list: [at] [am] [cat] *We are at school. *I am so happy to be your teacher.


HARCOURT (p400 - 410)1. Phoneme Isolation (p4052. Active beginning (p408)3. Practice/Apply (p409)

STUDENT PRACTICE1. HAR 3 - p15&16 CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b,

RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

STAR STORYDay 1Title: I Read Signs Story Introduction Interactive ReadingStory Structure CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10

EAGER TO READ (At School)The teacher/students will review the story conventions. The teacher will discuss spaces between the words and/review reading top to bottom and left to right.The teacher will review the fact that letters put together are called words.The teacher will read the story (1X).The teacher will pass out the student books.The t/s will read the story (1X).The teacher/students will review the story sequence.THE STUDENTS WILL START TAKING HOME THEIR YELLOW BOOK.(st books)CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10

CALENDAR MATH/MATH(directionality) The students will practice above/below and over/under by placing the given items from the previous lesson on a traffic light (made from circles), colored by the students, in the correct placement. (colored paper clips, blocks, feathers, ribbon, yarn, traffic light pic) CCS: K.G.1

LARGE GROUP/PHONEMIC AWARENESS(colors) The students will identify BLUE items as the teacher shows them, echoing "THIS IS A BLUE ____________ ." The students will then assist in singing the song I LIKE BLUE. They will then find a small blue square in the room. The teacher may read the story BLUE BUG. The students will then complete the blue page in their COLOR JOURNAL.(song chart, blue items, sm blue squares, story, color journal) CCS: RF.K.2d, K.G.2

WRITING(journal) The students will draw a picture of a traffic light. The students will then write the name of their favorite color on the traffic light.

(journal)CCS: W.K.3 PL/VS 1.3.1, 1.3.2(DOK 1)

THEME MATH(counting) The students will be put into three groups (red, yellow, green). The teacher will ask each group to count a different number of traffic lights (1-5).(10 traffic lights, doc camera)CCS: K.CC.2, K.CC4a-c, K.CC.5

REVIEW(alphabet) The students will review the letters of the alphabet using alpha flashcards and the alpha chart. The students will then identify the number of letters in their own names.(alpha flash cards, alpha chart, paper, song)CCS: RF.K.1, RF.K.2d

THEME (health) The class will discuss the colors on a traffic light and what we should do when the light is red, yellow, and green. The students can play RED LIGHT, GREEN LIGHT. The students will then cut and color a traffic light using the correct colors.(st sht) CC: PL/VS 1.1.1(DOK 1), 1.1.9(DOK 1), 1.3.1 SS 1.1.2(DOK 2)

SAFETY - Safety Signs 8-17-2012

MORNING MESSAGEPROJECT READUNIT 1 Lesson 1(a)DAY 5Letter of the Day: short vowel "Aa"(TM p1-1--1-4)






CHECKING FOR UNDERSTANDING (p1-2)1. Do and Say (refer to MANUAL p1-2)2. Finger blend and sweep sounds [at] [am] [cat] 3. Sentence strips and word list: [at] [am] [cat] *We are at school. *I am so happy to be your teacher.




STUDENT PRACTICE1. Beginning Sounds (a3)2. Shape Book (with words and pictures)CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10

STAR STORY DAY 2 Title: I Read SignsStory Review

Interactive ReadingStory CritiqueCCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10

EAGER TO READ (To School) The students will review the story conventions.Review: letters put together are called words and "spaces".The students will review the story.The teacher will read the story (1X).The teacher/students will read the story (1X).(st books)CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10

CALENDAR MATH/MATH (directionality) The class will discuss left and right. The students will be shown how the left thumb and first finger form "L" when held up. The students will then be given an outline of a stop sign. The students will be asked to draw green cars on the left and red cars on the right. (stop sign outline)CCS: K.G.1

LARGE GROUP/PHONEMIC AWARENESS(colors) The students will identify ORANGE items as the teacher shows them, echoing "THIS IS AN ORANGE _________ ." The students will then assist in singing the song I LIKE ORANGE. They will then find a small orange square in the room. The students will then complete the orange page in their COLOR JOURNAL.(song chart, orange items, sm orange squares, color journal)CCS: RF.K.2d, K.G.2

WRITING (journal) The students will draw a traffic sign and a vehicle. They will then write the word that shows what a vehicle must do when the driver sees the sign (stop).(journal)CCS: W.K.3 THEME MATH (graphing/counting) Each student will be given a sign. The students will then put their sign on the graph, matching the shape of that sign to the shape on the graph. The t/s will then discuss the graph, counting the number of signs for each shape. The teacher will use the terms "more" and "less".(graph w/shapes, student signs, tape)CCS: K.CC.2, K.CC.4a, K.CC.6, K.MD.3

REVIEW (assessment) The students will review the letters of the alphabet using alpha flashcards and the alpha chart. The students will then identify, mark and write the letters that make the beginning sound of Aa. (st assess)CCS: RF.K.1, RF.K.2d

THEME (health) The students will assist in discussing different safety/traffic signs. The students will cut out and match each safety sign to its shadow.(HAR 1 - p18, safety signs sheets)CC: PL/VS 1.1.1(DOK 1), 1.3.1

LEARNING TARGETS LBJ KINDERGARTEN August 13-17, 2012

Monday, August 13, 2012Reading: I can identify the letters A and a.Math: I can identify relative positions (top, middle, bottom)

Tuesday, August 14, 2012Reading: I can identify the letters Aa and /a/.Math: I can identify relative positions (top, middle, bottom).

Wednesday, August 15, 2012Reading: I can identify the letters Aa and /a/.Math: I can identify relative positions (top, middle, bottom).

Thursday, August 16, 2012Reading: I can identify and write Aa and /a/.Math: I can identify relative positions (top, middle, bottom).

Friday, August 17, 2012Reading: I can identify and write Aa and /a/.Math: I can identify relative positions (left/and right).

Documents

€¦ · Web viewTo understand that every word must have ... Do and SaySTUDENT PRACTICE1. Word Web (Aa)2.Find the Letter (a1)CCS: RF.K.1, RF.K.1a ... The students will echo…