Teacher Weekly Lesson Plans
Date: 12/9/2013
CCSS.ELA-Literacy.RL.K.10 Actively engage in group reading activities 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 Strategy: Comprehension Use prior knowledge to connect with text
Subject: Reading Minutes Per Week: 450 Teacher: Rawson/Sulecki
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SWD knowledge of text by answering questions about prior knowledge. | SWD application of text by asking questions about the topic of snow. | SWD knowledge of text by answering questions about prior knowledge. | SWD application of text by asking questions about the topic of farm animals. | SWD comprehension answering questions by brainstorming ways to answer “I wonder questions.” |
| Language
Objective: |
SWBAT orally describe their experiences with snow using sentence stem: I know snow _____ because _________ | SWBAT orally ask an “ I wonder _________?” question . | SWBAT orally describe their experiences with farm animals using sentence stem: I know _____ because _________ | SWBAT orally ask an “ I wonder ________?” question . | SWBAT orally answer I wonder questions using sentence stem: I know that _______. |
| Pre-Assessment: | How do you answer a question in a complete sentence? | How do you ask a question? | How do you answer a question in a complete sentence? | How do you ask a question? | How do you answer a question in a complete sentence? |
| Post-Assessment: | Answering questions about prior knowledge. | Asking questions about the topic of snow. | Answering questions about prior knowledge. | Asking questions about the topic of farm animals. | brainstorming ways to answer “I wonder questions.” |
| Dolch Words/Content Vocabulary: | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you |
| Materials: | Storybook, chart paper | Storybook, Elmo, Promethean Board | Storybook, Elmo, Promethean Board | Storybook, Elmo, Promethean Board | Elmo, Promethean Board |
| Activities: | Ask students about their experiences with snow/snowmen. Record on anchor chart. | Does a picture walk of story and ask students to create questions from pictures. | Ask students about their experiences with farm animals. Record on anchor chart. | Do a picture walk of story and ask students to create questions from pictures. Record questions. | Brainstorm ways to answer I wonder questions, such as reading books, using computer/people as resources, etc. |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 12/9/2013
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 an action for t their snowman.
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SWD knowledge of a story (event) by illustrating the steps (BME) of how to make a snowman. | SWD comprehension of a story (event) by illustrating a setting for their snowman.
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SWD application of a story (event) by drawing how (action) they play in the snow and with who (characters). | SWD application of a story (event) by labeling their picture from yesterday.
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| Language
Objectives: |
SWBAT orally describe an action using the sentence stem: My snowman likes to ___________.
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SWBAT orally explain the steps of how to make a snowman using the sentence stem. First you ______. Then _____. Last ______. | SWBAT orally describe their illustration using the sentence stem: The setting for my picture is _______. You can tell because _________. | SWBAT orally explain their story using the sentence stem: My favorite thing to do in the snow is _______. I like to play in the snow with ___________. | SWBAT orally explain their story using labels and the the sentence stem: My favorite thing to do in the snow is _______. I like to play in the snow with ___________. |
| Pre-Assessment: | What is an action? | What does first, then, and last mean? (Transition words.) | What is setting? | What is action? What are characters? | What are details? Labels? Characters? Actions? |
| Post-Assessment: | Illustrating an action for t their snowman. | Illustrating the steps (BME) of how to make a snowman. | Illustrating a setting for their snowman. | Drawing how (action) they play in the snow and with who (characters). | Labeling their picture from yesterday. |
| Dolch Words/Content Vocabulary: | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you |
| Materials: | Anchor Chart | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo |
| Activities: | Discuss actions. Make a list of actions a snowman “could” do. Have students choose an action for their snowman and illustrate their picture. | Gather prior knowledge of how to build a snowman. Interactive write together showing steps and then have students complete their own picture. | Discuss setting. Think aloud and demonstrate how to choose a setting and how to draw a setting with pictures to show where you are at. | Build prior knowledge. Make a list of actions students like to do in the snow. Students draw themselves doing action and with characters. | Model adding details to the shared writing using labels for the action and labels for the characters. |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 12/9/2013
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 position of an object moving a block in relation to their body. | SWD knowledge of position of an object by sorting picture cards. | SWD application of position by describing the direction of a moving fish to a partner. | ||
| Pre-Assessment: | What is above, below, in front of, behind, on, etc. | What is above, below, in front of, behind, on, etc | What is above, below, in front of, behind, on, etc | ||
| Post-Assessment: | Moving a block in relation to their body. | Sorting picture cards. | describing the direction of a moving fish to a partner. | ||
| Dolch Words/Content Vocabulary: | above, below, in front of, behind, on | above, below, in front of, behind, on | above, below, in front of, behind, on | ||
| Materials: | blocks | Picture cards. | Fish bowl and fish or youtibe video of fish swimming in a tank | ||
| Activities: | Review directional words: above, below, in front of, behind, on. Then play “Simon says” to move block in relation to their body. | Sort pictures that show one object above another; which pictures shows one object in front of another; which pictures shows one object underneath another; and so on.
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Use a fish bowl or a classroom aquarium, work in pairs to describe the movement of one particular fish. Conversation between the pairs should include away from, closer to, above, next to, below, to the right of, to the left of, and so on.
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| Technology: | Making Objects Move. 2006. AAAS – Science NetLinks. 11 February 2008 https://www.sciencenetlinks.com/lessons.cfm?Grade=k-2&BenchmarkID=12&DocID=35 | Making Objects Move. 2006. AAAS – Science NetLinks. 11 February 2008 https://www.sciencenetlinks.com/lessons.cfm?Grade=k-2&BenchmarkID=12&DocID=35 |
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Making Objects Move. 2006. AAAS – Science NetLinks. 11 February 2008 https://www.sciencenetlinks.com/lessons.cfm?Grade=k-2&BenchmarkID=12&DocID=35 | |
| NOTES |
Teacher Weekly Lesson Plans
Date: 12/9/2013
K.CC.5: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration.
K.CC.6: Identify whether the number of objects in than, less than one group is greater, or equal to the number of objects in another group.
K.MD.3: Classify objects into given categories; count the numbers of objects in each category and sort the
K.CC.1: Count to 100 by ones and by tens.
K.CC.4c: Understand the relationship between numbers and quantities; connect counting to cardinality. Understand that each successive number name refers to a quantity that is one larger
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.NBT.1: Compose and decompose numbers from 11 to 19 into ten ones and some further ones.
Subject: Math Minutes Per Week: 500 Teacher: Rawson/Sulecki
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SW: Read numbers and compare numbers. | SW: Use the pattern-block template to name the shapes. | SW: Recognize ‘joining’ situations as addition. | SW: create and describe patterns. | SW review previously learned Math skills through Math Workshop practice. |
| Pre-Assessment: | SW: Read numbers 0-20 | SW: Name the shapes they know on the pattern-block template. | SW: model and solve addition number stories using manipulatives. | SW: continue pattern-block patterns. | |
| Post-Assessment: | SW: Place numbers 0-20 in order from least to greatest. | SW: Name all of the shapes on the pattern-block template. | SW: Learn about the + symbol. | SW: continue pattern-block patterns. | |
| Dolch Words/Content Vocabulary:
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More, less, higher, lower | Template, circle, triangle, square, parallelogram, trapezoid, hexagon, pattern | Add, join, all together, addition, symbol, plus sign | Patterns, extend, continue, repeat | |
| Materials: | Home Link Master (Math Masters; p. 32)/ decks made from two wets of Small Number cards 0-20 (Math Masters, pp. 105-107) | Pattern-Block Templates; pattern blocks, pencils; long strips of paper (sentence strips work well); markers or crayons | Teaching Aid Master (Math Masters, p. 109); construction paper, craft sticks; counters. | Home Link Master (Math Masters, p. 33); pattern blocks | Number cards, Domino Cards, Dice, Counting Bears, Connecting Cubes, |
| Activities: | 4.2 Top-It Card Games | 4.3 The Pattern-Block Template | 4.4 The Addition Symbol (+) | 4.5 Follow My Pattern | Differentiation
Math Workshop |
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Teacher Weekly Lesson Plans
Date: 12/9/2013
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 differentiate and describe needs and wants.
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SW distinguish between good and services.
TWL brainstorm a list of goods and services used by individuals and families and collaboratively classify the items in the list.
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| Pre-Assessment: | SW view teacher selected items and analyze the difference between needs and wants. | SW view pictures of people providing services and share a personal example of when they used a service.
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| Post-Assessment: | SW brainstorm a list of goods used by individuals and families and collaboratively classify the items in the list as needs or wants. | SW determine times when people may trade for goods and services.
TLW recognize money as a way to trade for goods/ services, needs and wants
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| Dolch Words/Content Vocabulary:
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Needs, wants, goods, services | ||||
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| Activities: | Compose a drawing/list of student generated goods services Picture sorts
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Compose a drawing/list of student generated needs and wants
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| Technology: |