Teacher Weekly Lesson Plans
Date: 12/16/2013
CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.K.4 Read emergent-reader texts with purpose and understanding.
CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a text
CAFE Menu Strategies: Use the pictures… do the words and pictures match? Blend sounds; stretch and re-read. Recognize literacy elements (genre, plot, character, setting, problem/solution, theme).
Subject: Reading Minutes Per Week: 450 Teacher: Rawson/Sulecki
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SWD knowledge of pictures in text by answering questions to read emergent-reader text. | SWD application of text by answering questions about letter sounds to read emergent-reader text. | SWD knowledge of text by answering questions about characters and setting. | SWD knowledge of text by answering questions about problem and solution? | SWD comprehension of text by answering questions about genre. |
| Language
Objective: |
SWBAT orally describe pictures to read, using sentence stem: I see my _______. | SWBAT orally describe the sounds in CVC words. | SWBAT orally describe characters in the story using sentence stem: The characters/setting ______. | SWBAT orally describe problem/solution in the story using sentence stem: The problem/ solution ____. | SWBAT orally describe the genre of the story using sentence stem: The genre is _____ because ________. |
| Pre-Assessment: | Do the words and pictures match? | Where do you point when reading text? | What are characters? What is setting? | What is a problem? What is a solution? | What is real? What is made up (fiction)? |
| Post-Assessment: | Answering questions to read emergent-reader text. | Answering questions about letter sounds to read emergent-reader text. | Answering questions about characters and setting. | Answering questions about problem and solution. | Answering questions about genre. |
| Dolch Words/Content Vocabulary: | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is |
| Materials: | Storybook | Elmo, Promethean Board | Storybook | Storybook | Storybook |
| Activities: | Show class emergent reader text. Tell Pattern and how to use pictures and ask do the words and pictures match? | Model how to use manipulatives to say words slowing (stretch words) and re-read. | Review content words: characters/setting. Students listen to story and answer questions about character and setting. | Review content word: characters. Students listen to story and answer questions about problem and solution. | Introduce content word: genre. Students listen to story and answer questions about what genre the book is and why. |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 12/16/2013
CCSS: W.K.3.Use a combination of drawing, dictating, and 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.
Subject: Writing Minutes Per Week: 300 Teacher: Rawson/Sulecki
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SWD knowledge of a story (event) by illustrating a picture to match the words.
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SWD knowledge of a story (event) by stretching the word to write down the sounds they hear. | SWD comprehension of a story (event) by illustrating characters and setting.
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SWD comprehension of a story (event) by illustrating problem and solution.
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SWD application of a story (event) by deciding the genre of their story from yesterday.
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| Language
Objectives: |
SWBAT orally describe their picture using the sentence stem: I see the________.
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SWBAT orally describe their picture using the sentence stem: I see the________.
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SWBAT orally describe their event using the sentence stem: The characters/setting _____. | SWBAT orally describe their event using the sentence stem: The problem/solution _____. | SWBAT orally describe their event using the sentence stem: My story’s genre is ___ because ___. |
| Pre-Assessment: | How do pictures/words match is stories. | How do pictures/words match is stories. | What are characters? What is setting? | What is problem? What is solution? | What is genre? |
| Post-Assessment: | Illustrating a picture to match the words. | Stretching the word to write down the sounds they hear. | Illustrating characters and setting. | Illustrating problem and solution. | Deciding the genre of their story from yesterday. |
| Dolch Words/Content Vocabulary: | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is |
| Materials: | Story book, Chart Paper | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo |
| Activities: | Show examples for storybooks of how the pictures match the words. Have students copy sentence stem and draw picture to match the words. | Review how to say words slowing and record sounds you hear. Model. Have students try to complete their sentences and pictures. | Discuss character and setting. Think aloud and demonstrate how to choose an event to write about and how to draw appropriate characters and setting for event. | Discuss problem and solution. Think aloud and demonstrate how to choose an event to write about and how to draw appropriate problem and solution for event. | Discuss genre. Think aloud and demonstrate how to choose the appropriate genre. Then model how to use sentence stem to explain your genre. |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 12/16/2013
CCSS: P.FM.00.11 Describe the position of an object (for example: above, below, in front of, behind, on) in relation to other objects around it.
P.FM.00.12 Describe the direction of a moving object (for example: away from or closer to) from different observers’ views.
Subject: Science Minutes Per Week: 150 Teacher: Rawson/Sulecki
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SWD comprehension of pushes and pulls by identifying actions verbally. | SWD comprehension of pushes and pulls by identifying actions and completing a picture sort. | SWD application of pushes and pulls by making predictions about actions. | ||
| Language
Objective: |
SWBAT orally describe the action using the sentence stems: _____ is a push. ____ is a pull? | SWBAT orally describe the action using the sentence stems: _____ is a push. ____ is a pull? | SWBAT orally describe their predictions using the sentence stem: I think _______________. | ||
| Pre-Assessment: | What is a push? What is a pull? | What is a push? What is a pull? | What is a push? What is a pull? | ||
| Post-Assessment: | Identifying actions verbally. | Identifying actions and completing a picture sort. | Making predictions about actions. | ||
| Dolch Words/Content Vocabulary: | Force, gravity, object, position, pull, push | Force, gravity, object, position, pull, push | Force, gravity, object, position, pull, push | ||
| Materials: | Pictures of events | Pictures of events/ Sorting Sheet | Cart | ||
| Activities: | Describe push and pull. Model some actions, then show pictures of events for students to decide if it is a push or a pull action. | Review push and pull. Show pictures of events for students to decide if it is a push or a pull action to do sort. | Push empty cart. Discuss distance. Add weight to chart and have students predict what will happen. Repeat. Take away some weight and have students make predictions. | ||
| Technology: | Pushes and Pulls. 28 January 2008. BBC. 11 February 2008 https://222.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml | Pushes and Pulls. 28 January 2008. BBC. 11 February 2008 https://222.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml |
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Pushes and Pulls. 28 January 2008. BBC. 11 February 2008 https://222.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml | |
| NOTES |
Teacher Weekly Lesson Plans
Date: 12/16/2013
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.4a: Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.4b: 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.
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.OA.1: Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
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.
K.OA.3: Decompose numbers less than or equal to 10 into pairs in more than one way.
K.OA.5: Fluently add and subtract within 5.
K.CC.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.G.2: Correctly name shapes regardless of their orientations or overall size.
K.G.4: Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
K.G.5: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
Subject: Math Minutes Per Week: 500 Teacher: Rawson/Sulecki
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SW count by 1s through at least 50 using different starting points. | SW use calculators to practice with reading and entering numbers. | SW practice addition, graphing outcomes, and probability. | SW practice making shapes. | WINTER BREAK PARTY |
| Language
Objective: |
SW count the number of dots on two dominos. | SW read and display numbers on a calculator. | SW create a graph of dice rolls. | SW orally describe the attributes of each shape. | |
| Pre-Assessment: | SW count to 50 by 1s starting at 0. | SW follow directions to enter numbers in a calculator. | SW find the sum of two dice rolls. | SW describe the attributes of each shape. | |
| Post-Assessment: | SW count to 0 by 1s starting from a number other than 1. | SW follow directions to enter number in a calculator. | SW create a graph of dice rolls. | SW identify the attributes of each shape. | |
| Dolch Words/Content Vocabulary: | Calculator, display, clear and all clear. | Add, sum, probability, likely, chance | Circle, square, rectangle, triangle, side, corner, shape | ||
| Materials: | Dice | Calculators | Teaching Master (Math Masters, p. 34); dice; pencils | Rope or string with the ends tied together | |
| Activities: | 4.6 Interrupted Counts | 4.7 Meet the calculator | 4.8 Roll and Record with Two Dice | 4.9 Body and Rope Shapes | |
| Technology: | Promethean Planet Number Grid | Projector | |||
| NOTES: |
Teacher Weekly Lesson Plans
Date: 12/16/2013
E1.0.1 Understands needs and wants
E1.0.2 Distinguishes between goods and services
E1.0.3 Recognizes situations in which people trade.
Subject: Social Studies Minutes Per Week: 150 Teacher: Rawson/Sulecki
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SW distinguish between good and services. | SW brainstorm a list of goods and services used by individuals and families and collaboratively classify the items in the list. | WINTER BREAK PARTY | ||
| Language
Objective: |
SW listen to stories about people that provide services. | SW participate in Think Pair Share activities to generate a list of people that provide services. | |||
| Pre-Assessment: | SW tell the difference between a want and a need. | SW tell the difference between goods and services. | |||
| Post-Assessment: | SW tell the difference between goods and services. | SW recognize situations in which people trade. | |||
| Dolch Words/Content Vocabulary:
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Needs, wants, goods, services, trade | Needs, wants, goods, services, trade | |||
| Materials: | Social Studies Flip Book | Social Studies Flip Book | |||
| Activities: | T-Chart goods and services | Think Pair Share goods, services, trade | |||
| Notes:
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