Teacher Weekly Lesson Plans
Date: 3/31/2014
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 –in family. | SWD knowledge of phonemes by blending sounds to make words. | SWD comprehension of vowels by recognizing when/why y acts as a vowel. | SWD comprehension of y as a vowel by shorting when y makes and i or e sound. | SWD comprehension y as a vowel by recognizing when y teams with a to make an long a sound like in “may.” |
| Language Objective: | SWBAT write a list of –in family words. | SWBAT orally blend sounds to make words. | SWBAT orally identify y as a vowel in words without a,e,i,o, or u. | SWBAT orally identify words when the y sounds like i/e. | SWBAT orally identify y as a long a sound. |
| 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 – in family. | Blending sounds to make words. | Recognizing when/why y acts as a vowel. | Shorting when y makes and i or e sound. | recognizing when y teams with a to make an long a sound. |
| 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 | Word Hunt Sorting Sheet | Y words coloring paper | Y words sorting activity |
| Activities: | Discuss word families. Create list. Review rhyming. | Discuss word families and practicing blending sounds to read CVC words. | Discuss how vowels are the glue that hold words together. If a word does not have a,e ,i, o, or u, it must have y. Go on a picture word hunt and sort by vowels. | Discuss how y “steals” the sound from i and e and patterns for when it makes these sounds. Color y words based on sound. | Discuss y as a vowel. Review how it steals sound from i and e and how it also teams with a to make a long a sound. Sort y words on chart. |
| 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: 3/31/2014
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
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SWD application of informational writing by using graphic organizer to write a topic sentence with supporting details. | SWD knowledge of informational writing by researching to find 3 facts on their topic. | SWD application of informational writing by using graphic organizer to write a topic sentence with supporting details. | SWD application of informational writing by using graphic organizer to write a topic sentence with supporting details. | SWD knowledge of informational writing by reading their writing to a partner. |
| Language
Objectives: |
SWBAT write complete sentences using their graphic organizer as a reference tool. | SWBAT write 3 facts on their topic using graphic organizer. | SWBAT write complete sentences using their graphic organizer as a reference tool. | SWBAT write complete sentences using their graphic organizer as a reference tool. | SWBAT read their writing to a peer. |
| Pre-Assessment: | What is a topic? What is a fact? | What is a topic? What is a fact? | What is a topic? What is a fact? | What is a topic? What is a fact? | What is a topic? What is a fact? |
| Post-Assessment: | Using graphic organizer to write a topic sentence with supporting details. | Researching to find 3 facts on their topic. | Using graphic organizer to write a topic sentence with supporting details. | Using graphic organizer to write a topic sentence with supporting details. | Reading their writing to a partner. |
| Content Vocab.: | Informational Text, Topic | Informational Text, Topic | Informational Text, Topic | Informational Text, Topic | Informational Text, Topic |
| Materials: | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo |
| Activities: | Model how to use the graphic organizer to write complete sentences. | Model how to identify facts and record on graphic organizer. | Model how to use the graphic organizer to write complete sentences. | Model how to use the graphic organizer to write complete sentences. | Model expectations for peer review. |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 3/31/2014
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 knowledge of living and nonliving things by sorting pictures as living/ nonliving. | SWD comprehension of living and nonliving things by comparing what living things need to survive (plant/person). | SWD comprehension of living and nonliving things by comparing what living things need to survive (fish/cat). | ||||||
| Language Objective: | SWBAT orally identify what is living/nonliving and give support using ___ is living/nonliving because __. | SWBAT orally describe what living things need and compare using a double bubble. | SWBAT orally describe what living things need and compare using a double bubble. | ||||||
| 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. | comparing what living things need to survive | comparing what living things need to survive | ||||||
| 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. | Review living and nonliving things and discuss how living things need different things. | ||||||
| Technology: | https://www.sciencekids.co.nz/gamesactivities/plantsanimals.html | ||||||||
| NOTES |
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Teacher Weekly Lesson Plans
Date: 3/31/2014
K.CC.7: Compare two numbers between 1 and 10 presented as written numerals
K.CC.1: Count to 100 by ones, by fives and by tens.
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Subject: Math Minutes Per Week: 500 Teacher: Rawson/Sulecki
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SW Use multiple attributes to describe objects | SW Compare ways to measure time. | SW Use calculators to skip count by 2, 5 and 10. | SW Create and extend patterns. |
Differentiation
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| Language
Objective: |
I can identify the name of an attribute block by its attributes. | I can tell time to the hour. | I can use a calculator to skip count by 2, 5 and 10. | I can create and extend a pattern using symbols. | Computation Practice: Adding and Subtracting numbers within 10. |
| Pre-Assessment: | SW Name each attribute block. | SW Perform described movement for 30 or 60 seconds. | SW Skip count by 2, 5 and 10 using a calculator. | SW Create a pattern using symbols. | Math addition and subtraction games on Laptops. |
| Post-Assessment: | SW Name the attributes that define a shape. | SW describe why we need to keep track of time. | SW Skip count by 2, 5 and 10 using a calculator. | SW Draw their pattern using symbols. | Addition Top It
Number Grid Search Game, Greater/Less Than Alligators |
| Content Vocabulary: | Attributes | Seconds | Skip counting, plus, equals, pattern, repeat | Symbol, represent | Dice addition
Sorting Coins |
| Materials: | Math Masters p. 46
Attribute Blocks |
Clocks, stop watches, timers | Calculators
Math Masters p. 47 |
My First Math Book p. 13
Dry erase board and dry erase markers |
Patterns with blocks, craft sticks, counting bears |
| Activities: | 6.12 Read My Mind | 6.13 Tools for Measuring Time | 6.14 Skip Counting with Calculators | 6.15 Symbolic Representations of Patterns | Attributes
Counting collections |
| Technology: | Promethean Flipchart of attribute blocks | Promethean Flipchart on time | Calculators
Projector Promethean Board Calculator |
Promethean Board | Counting to 100 by 1s, 5s and 10s |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 3/31/2014
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
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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 |
C2.0.3 Describe fair ways for groups to make a decision
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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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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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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 collboratively 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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TLW describe basic voting procedures
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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 | Flag, symbol, expectations, common good, democratic values, problems, decisions, difference | ||
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| 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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Role play class situations
Take several class votes
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