Teacher Weekly Lesson Plans
Date: 3/17/2014
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 –ig family. | SWD knowledge of phonemes by blending sounds to make words. | SWD comprehension of vowels by sorting long a and short a. | SWD comprehension of vowels by sorting long e and short e. | SWD comprehension of vowels by sorting long i and short i. |
| Language Objective: | SWBAT write a list of –ig family words. | SWBAT orally blend sounds to make words. | SWBAT orally identify long a and short a words/pictures. | SWBAT orally identify long e and short e words/pictures. | SWBAT orally identify long i and short i words/pictures. |
| Pre-Assessment: | Review of letter sounds. | Letter sounds | What is a vowel? | What is a vowel? | What is a vowel? |
| Post-Assessment: | Creating a list of words in the – ig family. | Blending sounds to make words. | Naming all five vowels. | Naming all five vowels. | Naming all five vowels. |
| 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 | 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 | 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 long and short vowels. Model how to short by sounds then glue picture and write the word. | Discuss long and short vowels. Model how to short by sounds then glue picture and write the word. | Discuss long and short vowels. Model how to short by sounds then glue picture and write the word. |
| 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 |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 3/17/2014
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 sorting fact and opinion statements. | SWD knowledge of opinion writing by identifying their favorite cookie and supporting their opinion. | SWD application of opinion wiring by completing the graphic organizer to write and support their opinion. | SWD application of opinion wiring by choosing their favorite candy and brainstorming support. | SWD application of opinion wiring by completing the graphic organizer to write and support their opinion. |
| Language
Objectives: |
SWBAT orally identify facts and opinions using _____ is a fact/opinion. | SWBAT orally support their opinion using: My favorite cookie is ______ because _____. | SWBAT write their favorite cookie and support their opinion using: In my opinion, __ is the best cookie b/c ___. | SWBAT orally explain why they choose their favorite type of candy. | SWBAT write their favorite candy and support their opinion using: In my opinion, __ is the best candy b/c ___. |
| Pre-Assessment: | What is an opinion? What is a fact? | What is an opinion? | What is an opinion? | What is an opinion? | What is an opinion? |
| Post-Assessment: | Sorting fact and opinion statements. | Supporting their opinion with details. | Completing the graphic organizer to write and support their opinion. | Choosing their favorite candy and brainstorming support. | Completing the graphic organizer to write and support their opinion. |
| Content Vocab.: | Opinion, Fact | Opinion, Favorite, Support | Opinion, Favorite, Support, | Opinion, Favorite, Support, | Opinion, Favorite, Support, |
| Materials: | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo |
| Activities: | Review fact and opinion. Read statements and sort while discussing why each is a fact or opinion. | Review how to support an opinion. Model how to fill in graphic organizer. | Model how to use the graphic organizer to write support for our opinion. | Discuss how it is ok to have different opinions and how we support our opinions. | Model how to use the graphic organizer to write support for our opinion. |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 3/17/2014
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 sorting picture cards as living and nonliving. | SWD evaluation of living and nonliving things by coloring the things that are living on a coloring page. | ||||||
| Language Objective: | SWBAT orally describe differences between living and nonliving things using: A difference between living and nonliving things is ____. | SWBAT orally identify living verse nonliving using: A _____ is a living thing; A ____ is a nonliving thing. | SWBAT orally identify the living things on their coloring page using ____ are living things. | ||||||
| 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. | Sorting picture cards as living and nonliving. | Coloring the things that are living on a coloring page. | ||||||
| Dolch Words/Content Vocabulary: | Living, nonliving, classify | Living, nonliving, classify | Living and nonliving, basic needs | ||||||
| Materials: | Promethean Board | Promethean Board | Promethean Board | ||||||
| Activities: | Review living and nonliving things with PowerPoint. | Do sorting activities with flipchart. Discuss differences between living and nonliving as you sort. | Discuss differences between living and nonliving. Model how to color ONLY living things on paper. | ||||||
| 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: 3/17/2014
K.CC.1: Count to 100 by ones and by tens.
K.MD.3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
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; given a number from1–20, count out that many objects.
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.
K.G.1: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.G.2: Correctly name shapes regardless of their orientations or overall size.
K.G.3: Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid)
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.MD.1: Describe measurable attributes of objects, such as length or weight
K.OA.5: Fluently add and subtract within 5.
Subject: Math Minutes Per Week: 500 Teacher: Rawson/Sulecki
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SW be able to conduct a survey and graph their results. | SW be able to find and name the 3-d shapes of common classroom items. | SW be able to skip count by 10. | SW be able to make exchanges with pennies, nickels and dimes. |
Differentiation
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SW ask each other what their favorite lunch choice is and enter the data on their graph. | SW describe the difference between 2-d and 3-d shapes. | SW make exchanges with pennies, nickels and dimes. | SW be able to tell how much each coin is worth. | Computation Practice: Adding and Subtracting numbers within 10. |
| Pre-Assessment: | SW use a sentence stem to ask each person at their table what their favorite lunch choice is. | SW correctly identify 2- shapes. | SW name each coin and tell how much a penny, nickel and dime are worth. | SW count a collection of pennies. | Math addition and subtraction games on Laptops. |
| Post-Assessment: | SW use the information they collected to complete their var graph. | SW correctly identify 3-d shapes/items. | SW be able to exchange 10 pennies for 1 dime, 5 pennies for a nickel, 2 nickels for 1 dime, etc…. | SW exchange coins of equal value. | Addition Top It
Number Grid Search Game, Greater/Less Than Alligators |
| Content Vocabulary: | Survey, data, graph | 2-dimensional shape names, 3-dimensional shape names. | Dime, nickel, penny, exchange, value, coin, cents | Exchange, penny, value, trade, nickel, dime, coin, worth | Dice addition
Sorting Coins |
| Materials: | Survey sheet to record their data, bar graph. | 2-d or 3-d representations or items in the classroom. | Dimes and pennies; magnifying glass. | Home Link Master (Math Masters, p. 45) large collection of pennies, nickels, and dimes, slips of paper and pencils. | Patterns with blocks, craft sticks, counting bears |
| Activities: | 6.5 Surveys and Graphs | 6.6 I Spy With Shapes | 6.7 Introduction of the dime. | 6.8 Coin Exchanges | Attributes |
| Technology: | Promethean board | Promethean Planet Flipchart of 2-d and 3-d shapes, 2-d shapes and 3-d items. | Promethean Planet flipchart of coins | Promethean Planet Flipchart of coins. | Counting to 100 by 1s, 5s and 10s |
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Teacher Weekly Lesson Plans
Date: 3/17/2014
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 identify, describe, and compare the characteristics of the environment around home and school | SW collaboratively identify five human characteristics both at home and at school
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TLW collaboratively identify five physical (natural) characteristics both at home and at school | ||
| Language
Objective: |
SW describe the neighborhood adjacent to the school. | SW identify five human characteristics. | SW identify a physical characteristic. | ||
| Pre-Assessment: | SW describe the school environment. | SW give an example of a characteristic. | SW describe the difference between home and school characteristics. | ||
| Post-Assessment: | SW describe the neighborhood environment. | SW identify human characteristice. | SW identify human characteristics. | ||
| Dolch Words/Content Vocabulary:
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Directions, North, South, East and West | ||||
| Materials: | Neighborhood map. | Neighborhood map | Map of their bedroom. | ||
| Activities: | Create a neighborhood map. | Map of their bedroom. | Map of the classroom. | ||
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