Teacher Weekly Lesson Plans
Date: 4/28/2014
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.RL.K.9With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
CCSS.ELA-LITERACY.RL.K.3With prompting and support, identify characters, settings, and major events in a story.
CCSS.ELA-LITERACY.RL.K.10 Actively engage in group reading activities with purpose and understanding.
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 blending sounds to make words. | SWD comprehension of comparing and contrasting by completing double bubble together. | SWD application of characters, setting, and events by asking and answering questions about familiar text. | SWD application of comparing and contrasting by completing double bubble together. |
| Language Objective: | SWBAT write a list of –family words. | SWBAT orally blend sounds to make words. | SWBAT orally identify things that are the same and different using ____ is the dame/different. | SWBAT orally identify characters, setting, and an event using the character/ setting/events is/are _____. | SWBAT orally identify things that are the same and different using ____ is the dame/different. |
| Pre-Assessment: | Review of letter sounds. | Letter sounds | What does it mean to compare and contrast? | What are characters, setting, and order of events? | What does it mean to compare and contrast? |
| Post-Assessment: | Creating a list of words in the – family. | Blending sounds to make words. | Completing double bubble together. | Asking and answering questions about familiar text. | Completing double bubble together. |
| 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, play, make, went, did, was, here, said, big, little | I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went, did, was, here, said, big, little | I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went, did, was, here, said, big, little | I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went, did, was, here, said, big, little | I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went, did, was, here, said, big, little |
| Materials: | chart paper | chart paper | Storybooks, chart paper | Storybooks, chart paper | Storybooks, chart paper |
| Activities: | Discuss word families. Create list. Review rhyming. | Discuss word families and practicing blending sounds make new words. | Re-read a familiar story and talk about character, events, problem, etc. to prepare for compare/contrast following day. | Re-read a familiar story and talk about character, events, problem, etc. to prepare for compare/contrasting with another familiar text. | Re-read a familiar story and compare/contrast with book from yesterday. Create double buddle together. |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 4/28/2014
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.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.
W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by 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.
Subject: Writing Minutes Per Week: 300 Teacher: Rawson/Sulecki
| M | T | W | TH | F | |
| Content
Objective: |
SWD comprehension of informational text by stating what they think they know about bats. | SWD application of informational text by confirming facts with research. | SWD application of informational text by confirming facts with research. | SWD comprehension of informational writing by participating in shared writing. | SWD comprehension of informational writing by participating in shared writing. |
| Language
Objectives: |
Students will use: I know ___ about bats.
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Students will use: _____ is a fact about bats. | Students will use: _____ is a fact about bats. | Students will write: We learned about bats. A fact about bats is ______. | Students will write: We learned about bats. Another fact about bats is ______. That is what I learned about bats! |
| Pre-Assessment: | What is a fact? | What is research? | What is research? | How do we organize our writing? | How do we organize our writing? |
| Post-Assessment: | Stating what they think they know about bats. | Confirming facts with research. | Confirming facts with research. | Participating in shared writing. | Participating in shared writing. |
| Content Vocab.: | Research, topic, fact | Research, topic, fact | Research, topic, fact | Research, topic, fact introduction | Research, topic, fact, conclusion |
| Materials: | Chart paper | Chart paper, graphic organizer | Chart paper, graphic organizer | Chart paper, graphic organizer | Chart paper, graphic organizer |
| Activities: | Discuss what a fact is; think pair share facts about bats then students will write a fact about bats on a post-it. | Students will move post-it notes once confirmed with research (from a book). | Students will move post-it notes once confirmed with research (from a video). | Discuss how to introduce writing and facts from chart. | Discuss facts using chart and talk about how to conclude or wrap up writing. |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Promethean Board, Elmo | Elmo, Promethean Board | Elmo, Promethean Board |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 4/28/2014
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
| M | T | W | TH | F | |||||
| Content
Objective: |
SWD knowledge of living and nonliving things by sorting pictures as living/ nonliving. | SWD comprehension of living and nonliving things by identifying objects as living and nonliving on nature walk. | SWD application of living and nonliving thing by comparing and contrasting a living goldfish with a goldfish cracker. | ||||||
| Language Objective: | SWBAT orally identify what is living/nonliving and give support using ___ is living/nonliving because __. | SWBAT orally identifying living and nonliving things. | SWBAT orally identifying similarities and differences between a real goldfish and a goldfish cracker. | ||||||
| Pre-Assessment: | What is living? What is nonliving? | What is living? What is nonliving? | What is living? What is nonliving? | ||||||
| Post-Assessment: | Sorting pictures as living/ nonliving. | Identifying objects as living and nonliving on nature walk. | Comparing and contrasting a living goldfish with a goldfish cracker. | ||||||
| Dolch Words/Content Vocabulary: | Living, nonliving, classify | Living, nonliving, classify | Living, nonliving, classify | ||||||
| Materials: | Promethean Board | Promethean Board | Promethean Board | ||||||
| Activities: | Review what makes something living/nonliving then sort pictures on website game. | Review living and nonliving things and discuss how living things need different things to survive, | Discuss similarities and differences between real goldfish and goldfish crackers. | ||||||
| Technology: | https://www.sciencekids.co.nz/gamesactivities/plantsanimals.html | ||||||||
| NOTES |
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Teacher Weekly Lesson Plans
Date: 4/28/2014
K.CC.1: Count to 100 by ones and by tens.
K.NBT.1: Compose and decompose numbers from 11 to 19 into ten ones and some further ones
K.OA.3: Decompose numbers less than or equal to 10 into pairs in more than one way.
K.MD.1: Describe measurable attributes of objects, such as length or weight
K.CC.3: Write numbers from 0 to 20. Represent a number
K.OA.1: Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal.
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:
|
SWD understanding of place value by using craft sticks to represent 10s and 1s. | SWD understanding of equivalent names for numbers. | SW practice writing numbers to 100. | SW practice place value by counting and recording numbers. | Differentiation |
| Language
Objective: |
SW work with a partner to create numbers using popsicle sticks grouped in 10s and single 1s. | SW use craft sticks to represent equivalent names for numbers. | SW write 1 and 2 digit numbers to complete a number grid. | SW count forward from any number less than 100. | Computation Practice: Adding and Subtracting numbers within 10. |
| Pre-Assessment: | SW count to 100 by 10s, 5s, 2s and 1s. | SW use the + sign to represent equivalent names for numbers. | SW count to 100 by 1s, 2s, 5s and 10s. | SW write numbers as 10s and 1s. | Math addition and subtraction games on Laptops. |
| Post-Assessment: | SW estimate the number of items in a collection. | SW be able to add and subtract within 5 using manipulatives. | SW be able to find patterns on the number chart. | SW Use counting to time an event. | Addition Top It
Number Grid Search Game, Greater/Less Than Alligators |
| Content Vocabulary: | Exchange, bundle, tens and ones | Combinations, name collection, equivalent names. | Number grid, scroll | Tens, ones | Dice addition
Sorting Coins |
| Materials: | My First Math Book, p. 18; Popsicle sticks and rubber bands. | Home Link Master (Math Masters, p. 53); craft sticks, promethean board | Teaching Aid Master (Math Masters, p. 111); pencils, class number grid | Promethean board, dry erase boards, dry erase markers, dry erase erasers. | Patterns with blocks, craft sticks, counting bears |
| Activities: | 7.8 10s and 1s With Craft Sticks | 7.9 Name Collections With Craft Sticks | 7.10 Number Scrolls | 7.11 Decade Count | Attributes
Counting collections |
| Technology: | Youtube videos count to 100 by 1s, 2s, 5s and 10s. | Promethean Planet number stories flipcharts | Promethean Planet flipchart 100 grid | Promethean Planet
Flipchart 100 grid |
Counting to 100 by 1s, 5s and 10s |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 4/28/2014
C2.0.1 Identify our country’s flag as an important symbol of the United States
C2.0.2 Explain why people do not have the right to do whatever they want
C2.0.3 Describe fair ways for groups to make a decision
Subject: Social Studies Minutes Per Week: 150 Teacher: Rawson/Sulecki
| M | T | W | TH | F | |
| Content
Objective: |
C2.0.1 Identify our country’s flag as an important symbol of the United States
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C2.0.2 Explain why people do not have the right to do whatever they want | |||
| Language
Objective: |
I can be fair
I can solve problems I can make a difference
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I can be fair
I can solve problems I can make a difference
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| Pre-Assessment: | TLW identify the United States flag as an important symbol
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TLW identify the United States flag as an important symbol
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| Post-Assessment: | TLW explain the need for class and school rules and daily procedures TLW revisit class/school rules TLW determine how following rules contributes to the common good TLW collaboratively analyze stories that illustrate core democratic values in the United States
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TLW explain what happens without rules
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| Dolch Words/Content Vocabulary:
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Flag, symbol, expectations, common good, democratic values, problems, decisions, difference | Flag, symbol, expectations, common good, democratic values, problems, decisions, difference | |||
| Materials: | |||||
| Activities: | Make paper flags
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Make/review class guideline/rules/procedures make a new set of rules based on class needs
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| Notes:
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| Technology: |