Teacher Weekly Lesson Plans
Date: 1/20/2014
CCSS.ELA-Literacy.RF.K.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
CCSS.ELA-Literacy.RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
CCSS.ELA-Literacy.RF.K.1c Understand that words are separated by spaces in print.
CCSS.ELA-Literacy.RF.K.4 Read emergent-reader texts with purpose and understanding.
Subject: Reading Minutes Per Week: 450 Teacher: Rawson/Sulecki
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NO SCHOOL | SWD comprehension of emergent-reader text by reading common high frequency words to help make predictions. | SWD comprehension of emergent-reader text by monitoring and fixing based on initial letter sounds and picture cues. | SWD application of emergent-reader text by pointing to the first letter of each word as they read with a partner and then counting how many words on a page. | NO SCHOOL |
| Language
Objective: |
SW orally predict what will happen next in the storing using the sentence stem: I think ____ will happen next. | SW orally justify their monitoring and fixing using the sentence stem: _____did not make sense because _______. | SW orally identify how many words on a page using the sentence stem. There are ____ words on the page. | ||
| Pre-Assessment: | What is a prediction? | How do we monitor and fix up as we read? | What is a word? Where is the first letter of a word? | ||
| Post-Assessment: | Reading common high frequency words | Monitoring and fixing based on initial letter sounds and picture cues. | Pointing to the first letter of each word as they read with a partner and then counting how many words on a page. | ||
| Dolch Words/Content Vocabulary: | Comprehension, Asking and Answering, Questions, Predictions | Comprehension, Monitor, Fix up, Re-read | Word, First Letter | ||
| Materials: | Emergent Reader Text | Emergent Reader Text | Emergent Reader Text | ||
| Activities: | Read and discuss the pattern of text in an emergent-reader text. Make predictions based on pattern as to what will happen next. | While reading make some errors—students raise hand to identify and justify mistake. Practice re-reading. | Model for students how to point at the first letter of each word and then count the number of words on a page. Then students model to a partner. | ||
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | ||
| NOTES: |
Teacher Weekly Lesson Plans
Date: 1/20/2014
CCSS: 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 . . .).
W.K.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
Subject: Writing Minutes Per Week: 300 Teacher: Rawson/Sulecki
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NO SCHOOL
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SWD comprehension of opinion by picking their favorite specials area. | SWD evaluation of opinion by giving reasons for their favorite special. | SWD evaluation of opinion by writing reasons for their favorite special. | NO SCHOOL |
| Language
Objectives: |
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SWBAT orally identifying their favorite special using: I think ____ is the best special. | SWBAT orally justify their opinion using; I think ____ is the best special because _____. | SWBAT write to justify their opinion using; I think ____ is the best special because _____. | |
| Pre-Assessment: | What is opinion? | Reason, Justify, Opinion | Reason, Justify, Opinion | ||
| Post-Assessment: | Picking their favorite specials area.
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Giving reasons for their favorite special. | Giving reasons for their favorite special in written form. | ||
| Dolch Words/Content Vocabulary: | Opinion, Favorite | Reason, Justify, Opinion | Reason, Justify, Opinion | ||
| Materials: | Anchor Chart | Anchor Chart | Anchor Chart | ||
| Activities: | Discuss opinion. Students turn and talk about their favorite special and make a choice. Make an anchor chart to tally favorite specials. | Review Opinion. Students turn and talk about the reasons they have for their favorite opinion. Record on anchor chart. | Review anchor and then model how to stretch words and write the sounds that we hear. | ||
| Notes: |
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| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board |
Teacher Weekly Lesson Plans
Date: 1/20/2014
CCSS: 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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NO SCHOOL |
SWD knowledge of moving objects by describing how objects move. |
½ day |
NO SCHOOL |
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| Language Obective: | SWBAT orally describe how an object moves using: The _____ moves ______. | |||||||
| Pre-Assessment: | What is an object? What is movement? | |||||||
| Post-Assessment: | Describing how objects move. | |||||||
| Dolch Words/Content Vocabulary: | Directional words. | |||||||
| Materials: | A variety of objects. | |||||||
| Activities: | Give students a variety of objects and allow them to explore how they move. Circulate among the class and ask students, “How does the object move?” Coach to use sentence stem: The _____ moves ______. | |||||||
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| NOTES |
Teacher Weekly Lesson Plans
Date: 1/20/2014
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, and other attributes.
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.
K.CC.1: Count to 100 by ones and by tens.
Subject: Math Minutes Per Week: 500 Teacher: Rawson/Sulecki
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NO SCHOOL |
SW: identify shapes by their attributes, regardless of their orientation. | SW: solve addition and subtraction problems using manipulatives. |
½ day |
NO STUDENTS |
| Language
Objective: |
SW: listen for the description of the identified attribute and be able to say whether or not the posses that attribute. | SW: listen to number stories and use concrete materials to answer addition and subtraction number story problems. | |||
| Pre-Assessment: | SW: state the name of each shape. | SW: listen to story problems and use manipulatives to solve. | |||
| Post-Assessment: | SW: name the attributes that each shape posses. | SW: identify whether they need to add or subtract based on the information given in the story problems. | |||
| Dolch Words/Content Vocabulary:
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Attribute, sorting rule | Joining, taking away, number story, add, add, subtract, addition, subtraction, plus, minus, equal, symbol, number sentence | |||
| Materials: | None necessary | Counters; promethean board | |||
| Activities: | 4.14 “What’s My Rule:” | 4.15 Number Stories: Stage 2 | |||
| Technology: | Promethean board flipchart of shapes. | Promethean Board addition and subtraction number stories flipchart | |||
| NOTES: |
Teacher Weekly Lesson Plans
Date: 1/20/2014
H2.0.2 Create a timeline using event from their own lives
Subject: Social Studies Minutes Per Week: 150 Teacher: Rawson/Sulecki
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SW: create a timeline of their own lives. | ||||
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SW: listen to lesson about how people use timelines to track important past events in other people’s lives. | ||||
| Pre-Assessment: | SW: tell why it’s important to know about our pasts. | ||||
| Post-Assessment: | SW: tell why it’s important to organize events from our pasts in a timeline fashion. | ||||
| Dolch Words/Content Vocabulary:
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Past, present, future, time line, life events | ||||
| Materials: | Chart paper, markers | ||||
| Activities: | SW Actively participate in creating a classroom timeline. | ||||
| Notes:
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