Teacher Weekly Lesson Plans
Date: 3/10/2014
CCSS.ELA-Literacy.RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words
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.3b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
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.RL.K.1 With prompting and support, ask and answer questions about key details in a text.
Subject: Reading Minutes Per Week: 450 Teacher: Rawson/Sulecki
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SWD knowledge of phonemes by creating a list of words in the –ag family. | SWD knowledge of phonemes by blending sounds to make words. | SWD comprehension of vowels by naming all five vowels. | SWD knowledge of vowels by making all 5short vowel sounds. | SWD knowledge of vowels by making all 5 long vowel sounds. |
| Language Objective: | SWBAT write a list of –ag family words. | SWBAT orally blend sounds to make words. | SWBAT orally identify all 5 vowels. | SWBAT orally identifying all 5 short vowel sounds. | SWBAT orally identifying all 5 short vowel sounds. |
| Pre-Assessment: | Review of letter sounds. | Letter sounds | What is a consonant? | What are the 5 vowels? | What are the 5 vowels? |
| Post-Assessment: | Creating a list of words in the – family. | Blending sounds to make words. | Naming all five vowels. | Making all 5short vowel sounds. | Making all 5 long vowel sounds. |
| Dolch Words/Content Vocabulary: | I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will | I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will | I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will | I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will | I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will |
| Materials: | chart paper | chart paper | Promethean Board | Promethean Board | Promethean Board |
| Activities: | Discuss word families. Create list. Review rhyming. | Discuss word families and practicing blending sounds to read CVC words. | Discuss consonants and vowels. Name vowels, discuss what makes vowels special. | Review the five vowels, discuss their sounds. Practice with song. | Review the five vowels, discuss their sounds. Practice with song. |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | https://www.youtube.com/watch?v=xuNhrogY-Mo | https://www.youtube.com/watch?v=fR-BLFZyAWs&safe=active | https://www.youtube.com/watch?v=PL3X3dnNQK0 |
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Teacher Weekly Lesson Plans
Date: 3/10/2014
CCSS.ELA-Literacy.W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…).
Subject: Writing Minutes Per Week: 300 Teacher: Rawson/Sulecki
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SWD comprehension of opinion writing by identifying their favorite book. | SWD application of opinion writing by supporting their opinion with details from the text. | SWD analysis of opinion writing by comparing their opinion to a friend. | SWD comprehension of opinion writing by making an opinion just looking at the cover of a book. | SWD evaluation of opinion writing by comparing their opinions made using details from text and only the cover. |
| Language
Objectives: |
SWBAT orally identify their favorite book using: My favorite book is ______. | SWBAT orally support their opinion using: My favorite book is ______ because _____. | SWBAT orally compare their opinion with a peer using: My favorite book was ____ while ____’s favorite book was ______. | SWBAT orally make an opinion using: I think this book will be ____ because ____. | SWBAT orally reflect on which opinion was better and why, |
| Pre-Assessment: | What is an opinion? | What is an opinion? | What is an opinion? | What is an opinion? | What is an opinion? |
| Post-Assessment: | Identifying their favorite book. | Supporting their opinion with details from the text. | Comparing their opinion to a friend. | Making an opinion just looking at the cover of a book. | Comparing their opinions made using details from text and only the cover. |
| Content Vocab.: | Opinion, Favorite | Opinion, Favorite, Support | Opinion, Favorite, Support, Comparing | Opinion, Favorite, Support | Opinion, Favorite, Support |
| Materials: | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo |
| Activities: | Read 2 books and have children choose their favorite. Make a graph. | Review 2 books; discuss details from text and use as support for their favorite book. | Discuss how it is ok to have different opinions and what it means to compare. | Show 2 book covers only and have students make opinions based only on cover. | Discuss what makes a good opinion and how our opinions need good support. |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board |
| NOTES: |
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Teacher Weekly Lesson Plans
Date: 3/10/2014
CCSS: L.OL.00.11 Identify that living things have basic needs.
L.OL.00.12 Identify and compare living and nonliving things.
Subject: Science Minutes Per Week: 150 Teacher: Rawson/Sulecki
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SWD comprehension of living and nonliving things by observing the differences between living and non living things. | SWD knowledge of living and nonliving things by drawing pictures into categories, living and nonliving. | SWD evaluation of living and nonliving things by creating and reading a class book of living and nonliving things. | ||||||
| Language Objective: | SWBAT orally describe differences between living and nonliving things using: A difference between living and nonliving things is ____. | SWBAT orally identify (and write/draw) living verse nonliving using: A _____ is a living thing; A ____ is a nonliving thing. | SWBAT read our class book, Living and nonliving and determine if pictures are correct for listed categories. | ||||||
| Pre-Assessment: | What is living? What is nonliving? | What is living? What is nonliving? | What is living? What is nonliving? | ||||||
| Post-Assessment: | Observing the differences between living and non living things. | Observing the differences between living and non living things. | Creating and reading a class book of living and nonliving things. | ||||||
| Dolch Words/Content Vocabulary: | Living, nonliving, classify | Living, nonliving, classify | Living and nonliving, basic needs | ||||||
| Materials: | Promethean Board | Promethean Board | Promethean Board | ||||||
| Activities: | Over a period of time, TLW collaboratively observe the differences between living and non-living items. | Discuss living verse non-living. Students will draw a picture of something living and nonliving. | Discuss how to evaluate and as we read the class book, determine with thumbs up or thumbs down if classification is correct. | ||||||
| Technology: | www.bankstreet.edu, www.timeforkids.com, www.prometheanplanet.com, https:///www.streaming.discoveryeducation.com, Science through Song (Jim Walkers), www.studyjams.scholastic.com | ||||||||
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Teacher Weekly Lesson Plans
Date: 3/10/2014
K.MD.1: Describe measurable attributes of objects, such as length or weight
K.OA.1: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, 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.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.5: Fluently add and subtract within 5.
Subject: Math Minutes Per Week: 500 Teacher: Rawson/Sulecki
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SW: orally identify the attributes of attribute blocks. | SW: identify and locate numbers on a number grid. | SW: orally identify patters on the class number grid. | SW: orally identify pennies and describe how they are different from the other coins. |
Differentiation
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| Language
Objective: |
SW: name the attributes of each attribute block. | SW: orally name numbers on a number grid. | SW: locate and identify numbers on the number grid. | SW: count pennies and record the total using the cents symbol. | Computation Practice: Adding and Subtracting numbers within 10. |
| Pre-Assessment: | SW: choose blocks based on multiple attributes. | SW: discover patterns on the number grid. | SW: explore number patterns. | SW describe the attributes of pennies. | Math addition and subtraction games on Laptops. |
| Post-Assessment: | SW: sort attribute blocks by attribute. | SW: describe patterns they find on the number grid. | SW: develop understanding of number sequence and patterns on the Class Number Grid by playing the Number Grid Game. | SW: learn about the value of a penny. | Addition Top It
Number Grid Search Game Greater Than/Less Than Alligators |
| Content Vocabulary: | Words describing size, color, and shape: thick, thin, attributes | Number grid, row, column | Number grid, row, column, right, left | Penny, coin, cent, worth, value, symbol | Dice addition
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| Materials: | Attribute blocks, Game Masters (Math Masters, pp. 116 and 119). Glue, paper clips, pencils | Class Number Grid, Post-Its | Class Number Grid, Post-Its | My First Math Book, p. 8; pennies, small plastic bags, magnifying lenses; paper or slates. | Patterns with blocks, craft sticks, counting bears |
| Activities: | 5.14 Attribute Spinner Game | 5.15 Introduction to the Number Grid | 5.16 Number Grid Search Game | 6.1 Introduction of the Penny | Attributes |
| Technology: | Counting to 100 by 1s, 5s and 10s | ||||
| NOTES: |
Teacher Weekly Lesson Plans
Date: 3/10/2014
G1.0.2 Use 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
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SW use environmental direction and position words (right/left, up/down, in/out, above/below) to identify locations in the classroom
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SW tour the classroom to collaboratively identify areas(regions) and their function, locate characteristics and their position
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SW tour the classroom to identify areas(regions) and their function, locate characteristics and their position in the room
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| 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:
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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? | |||
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