Teacher Weekly Lesson Plans

Date: 2/24/2014

CCSS.ELA-Literacy.RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

CCSS.ELA-Literacy.RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words.

CCSS.ELA-Literacy.RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.¹ (This does not include CVCs ending with /l/, /r/, or /x/.)

CCSS.ELA-Literacy.RF.K.1c Understand that words are separated by spaces in print.

CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a text.

CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories, including key details

Subject:          Reading                                  Minutes Per Week:   450                              Teacher: Rawson/Sulecki

	M	T	W	TH	F
Content Objective:	SWD knowledge of phonemes by creating a list of words in the –  family.	SWD knowledge of phonemes by isolating the initial, medial, and final sounds in CVC words.	SWD application of word by counting the words in a short poem.	SWD comprehension of a text by asking and answering questions about key details.	SWD application of retelling familiar stories by drawing the beginning, middle, and end.
Language Objective:	SWBAT write a list of – family words.	SWBAT orally blend sounds to make words.	SWBAT orally identify how many words are in a short poem using: There are ___ words in the poem.	SWBAT orally identifying the key details in a short story.	SWVAT orally explain the beginning, middle, and end of a familiar story.
Pre-Assessment:	Review of letter sounds.	Review word families covered so far in spelling.	What is a word?	What are key details?	What are key details?
Post-Assessment:	Creating a list of words in the – family.	Isolating the initial, medial, and final sounds in CVC words.	Counting the words in a short poem.	Asking and answering questions about key details.	Drawing the beginning, middle, and end.
Dolch Words/Content Vocabulary:	I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in,	I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up,	I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in	I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in	I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in
Materials:	chart paper	chart paper	Poem, highlighters	Storybook	Graphic organizer- B, M, E
Activities:	Discuss word families.  Create list. Review rhyming.	Discuss word families and practicing blending sounds to read CVC words.	Discuss words and spaces between words. Highlight the first letter of each word and count number of words in a short poem.	Before, during, after reading have students ask and answer questions.	Discuss key details and practice retelling familiar stories.
Technology:	Elmo, Promethean Board	Elmo, Promethean Board	Elmo, Promethean Board	Elmo, Promethean Board	Elmo, Promethean Board
NOTES:

Teacher Weekly Lesson Plans

Date: 2/24/2014

CCSS.ELA-Literacy.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.

 

W.K.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

 

W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers

Subject: Writing                                           Minutes Per Week: 300                                            Teacher: Rawson/Sulecki

	M	T	W	TH	F
Content Objective:	SWD comprehension of narrative text by brainstorming ideas of events they did over break.	SWD knowledge of narrative text by choosing an event that they will write about.	SWD application of narrative text by completing a graphic organizer with beginning middle and end	SWD application of narrative text by dictating their graphic organizer.	SWD knowledge of narrative text by completing a closed paragraph.
Language Objectives:	SWBAT orally identify an event from over break using: An event I did over break was _____.	SWBAT orally identify their next writing topic using My narrative text will be about _____.	SWBAT draw a picture to show the beginning, middle, and end of their chosen event.	SWBAT orally explain the beginning, middle, and end of their event using in the B/M/E, I ____.	SWBAT write to explain their beginning, middle, and end of their events.
Pre-Assessment:	What is narrative text/an event?	What is narrative text?	What are beginning, middle, and end?	What are beginning, middle, and end?	What are beginning, middle, and end?
Post-Assessment:	Brainstorming ideas of events they did over break.	Choosing a topic for the next writing piece.	completing a graphic organizer with beginning middle and end	Finding 3 facts about their animal’s habitat, diet, and predators.	Completing a closed paragraph.
Content Vocab.:	Event, Brainstorm, List	Narrative text, event	Beginning, Middle, End	Beginning, Middle, End	Beginning, Middle, End
Materials:	Promethean Board, Elmo	Promethean Board, Elmo	Promethean Board, Elmo	Promethean Board, Elmo	Promethean Board, Elmo
Activities:	Discuss what narrative text is/an event is and brainstorms a list of events that students did over break.	Review narrative text and the list of events generated the previous day.  Students choose a writing topic form list.	Demonstrate drawing beginning, middle, and end to show an event.	Students will practice orally explaining their beginning, middle, and end to their events with a partner.	Model how to complete closed paragraph and to “stretch” unknown words/
Technology:	Elmo, Promethean Board	Elmo, Promethean Board	Elmo, Promethean Board	Informational text, facts	Informational text, facts
NOTES:

 

Teacher Weekly Lesson Plans

Date: 2/10/2014

P.FM.E.1 Position- A position of an object can be described by locating the object relative to other objects or a background.

P.FM.00.11 Describe the position of an object (for example: above, below, in front of, behind)

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

	M	T	W			TH		F
Content Objective:	SWD comprehension of forces by using positional words to describe location.		SWD comprehension of forces by using positional words to describe location relative to other objects or background.					SWD knowledge of forces by describing the direction of a moving object.
Language Objective:	SWBAT orally describe an objects location using words such as above, below, in front of, behind.		SWBAT orally describe an objects location using words such as above, below, in front of, behind and using other objects’ locations.					SWBAT orally describe the direction of a moving object using:  It is moving farther/closer to _____.
Pre-Assessment:	What is position?		What is position?					What is movement?
Post-Assessment:	Using positional words to describe location.		Positional words to describe location relative to other objects or background.					describing the direction of a moving object.
Dolch Words/Content Vocabulary:	Force, gravity, object, position, pull, push		Force, gravity, object, position, pull, push					Force, gravity, object, position, pull, push, friction
Materials:	Promethean Board		Promethean Board					Promethean Board
Activities:	Place an object around the room and practice using directional words to describe the objects location.		Place an object around the room and practice using directional words to describe the objects location in relation to other objects.					Students will watch a moving object and then describe its direction .
Technology:	https://www.youtube.com/watch?v=idJYhjGyWTU https://www.youtube.com/watch?v=8F0NYBBKczM https://www.youtube.com/watch?v=hx8i-Wq_jtc Position Word Songs
NOTES

Teacher Weekly Lesson Plans

Date: 2/24/2014

K.MD.1: Describe measurable attributes of objects, such as length or weight

K.CC.7: Compare two numbers between 1 and 10 presented as written numerals.

K.MD.2: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference

K.CC.1: Count to 100 by ones and by tens.

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.OA.3: Decompose numbers less than or equal to 10 into pairs in more than one way.

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.5: Fluently add and subtract within 5.

Subject: Math            Minutes Per Week:  500      Teacher: Rawson/Sulecki

	M	T	W	TH	F
Content Objective:	SW count by 5s and practice making exchanges through a game.	SW use standard and non-standard units of measurement.	SW use a variety of measuring tools to measure.	SW make and interpret a graph about pets.	Differentiation
Language Objective:	SW use objects to represent numbers and make exchanges.	SW use a 1 foot measuring tool to measure distances.	SW read numbers on a measuring tool.	SW construct a bar graph.	Computation Practice: Adding and Subtracting numbers within 10.
Pre-Assessment:	SW use beans to make counters representing a group of 5.	SW use their foot measurement tool and a standard 1 foot measurement tool to measure distances around the room.	SW practice linear measuring techniques with various tools.	SW draw conclusions based on a bar graph.	Math addition and subtraction games on Laptops.
Post-Assessment:	SW count by 5s.	SW be able to tell why a standard unit of measure is important.	SW choose tools to fit measuring tasks.	SW answer questions based on a bar graph.	Addition Top It
Content Vocabulary:	Exchange, trade, equal	Standard, nonstandard, 12 inch rulers.	Measuring tool, scale	Bar, total, some, none, all, more, fewer, bar graph	Dice addition
Materials:	Dry beans, craft sticks, gule, dice, counting bears	My First Math Book p. 5, feet from Activity 5.7, children are cut-out feet.	My First Math Book, p. 6, variety of standard measuring devices such as rulers, meter sticks, yardsticks and tape measures.	My First Math Book, p. 7, poster board, index cards or post-its, markers, tape, book about pets.	Patterns
Activities:	5.10 The Raft Game	5.11 Standard and Nonstandard Feet	5.12 Tools for Measuring Length	5.13 Pet Bar Graph	Attributes
Technology:					Counting to 100
NOTES:

 

Teacher Weekly Lesson Plans

 

Date: 2/24/2014

G1.0.2 Uses environmental directions or position words to identify locations

G2.0.1 Identify and describe places in the immediate environment

G1.0.1 Recognizes maps and globes represent places

 

Subject: Social Studies          Minutes Per Week:  150      Teacher: Rawson/Sulecki

 

	M	T	W	TH	F
Content Objective:	SW use environmental direction and position words (right/left, up/down, in/out, above/below) to identify locations in the classroom		SW tour the classroom to collaboratively  identify areas(regions) and their function, locate characteristics and their position		SW tour the classroom to identify areas(regions) and their function, locate characteristics and their position in the room
Language Objective:	SW describe the position of items, places in the room and use directional words to describe an area or region in the classroom.		SW describe locations in the room, their functions, location and characteristics of the classroom regions.		SW describe locations in the room, their functions, location and characteristics of the classroom regions.
Pre-Assessment:	SW tell their partner how to get from one place to another in the classroom using directional words.		SW describe where regions (areas) are in the room and their function.		SW describe where regions (areas) are in the room and their function.
Post-Assessment:	SW begin using directional words North, South, East and West.		SW begin using directional words North, South, East and West.		SW begin using directional words North, South, East and West.
Dolch Words/Content Vocabulary:	Directions, North, South, East and West		Directions, North, South, East and West, locations, functions, regions		Directions, North, South, East and West, locations, functions, regions
Materials:	Classroom map		Classroom map		Classroom map
Activities:	Which way should I go?		Where am I?
Notes:
Technology: