Teacher Weekly Lesson Plans
Date: 4/7/2014
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.RI.K.8With prompting and support, identify the reasons an author gives to support points in a text.
CCSS.ELA-LITERACY.RI.K.9With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Subject: Reading Minutes Per Week: 450 Teacher: Rawson/Sulecki
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| Content
Objective: |
SWD knowledge of phonemes by creating a list of words in the –it family. | SWD knowledge of phonemes by blending sounds to make words. | SWD comprehension of informational text by identifying the reasons an author gives support in a text. | SWD application informational text by identifying facts about the seasons. | SWD analysis of information text by comparing facts from today’s book to previous book on season. |
| Language Objective: | SWBAT write a list of –it family words. | SWBAT orally blend sounds to make words. | SWBAT orally identify the topic using: The topic is ________. | SWBAT orally identify facts using A fact about ____ is ______. | SWBAT orally identify new facts about the seasons. |
| Pre-Assessment: | Review of letter sounds. | Letter sounds | What is a topic? | What is a fact? | What is a fact? |
| Post-Assessment: | Creating a list of words in the – it family. | Blending sounds to make words. | identifying the reasons an author gives support in a text | Identifying facts about the seasons. | Comparing facts from today’s book to previous book on season. |
| 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 | Informational text on seasons | Informational text on seasons | Informational text on seasons |
| Activities: | Discuss word families. Create list. Review rhyming. | Discuss word families and practicing blending sounds to read CVC words. | Gather prior knowledge. Read informational text on seasons and discuss topic and subtopics. Create a graphic organizer for reference. | Review book on seasons. Add to graphic organizer facts about each season. | Review previous book on seasons then introduce the new book. Read and compare, does one have more facts? One more pictures, etc. |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | |||
| NOTES: |
Teacher Weekly Lesson Plans
Date: 4/7/2014
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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Objective: |
SWD comprehension of research by writing a closed paragraph about their topic. | SWD application of informational text by reading their closed paragraph to the class. | SWD knowledge of informational text by listing the topic and subtopic of a season’s book. | SWD comprehension of informational writing by completing graphic organizer about winter. | SWD application of informational writing by using circle map to write complete sentences about winter. |
| Language
Objectives: |
Students will use: My topic is ____. Here are 2 facts: 1. ___
2. ____ That is what I learned about _____. |
Students will use: My topic is ____. Here are 2 facts: 1. ___
2. ____ That is what I learned about _____. |
Students will use: ____ is the topic and ___, ___, ___, ___ are the subtopics. | SWBAT write facts about winter on graphic organizer. | SWBAT write 1-3 complete sentences (facts) about winter. |
| Pre-Assessment: | What is research? | What is research? | What is a topic? Subtopic? | What is a topic? What is a fact? | What is a topic? What is a fact? |
| Post-Assessment: | Writing a closed paragraph about their topic. | Writing a closed paragraph about their topic. | listing the topic and subtopic of a season’s book. | completing graphic organizer about winter. | Reading their writing to a partner. |
| Content Vocab.: | Research, topic, fact | Research, topic, fact | Topic, subtopic | Informational Text, Topic | Informational Text, Topic |
| Materials: | Book, graphic organizer | Book, graphic organizer | Book, graphic organizer | Promethean Board, Elmo | Promethean Board, Elmo |
| Activities: | Students will use graphic organizer to complete closed paragraph. | Students will read their closed paragraph to the class. | Read book and discuss topic, subtopics. | Model a circle map about winter, students copy. | Model expectations for complete sentences. Students complete writing paper on winter. |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 4/7/2014
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 identifying objects as living and nonliving on nature walk. | SWD application of living and nonliving things by identifying objects as living and nonliving on chart. | ||||||
| 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 living and nonliving things. | ||||||
| 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. | Identifying objects as living and nonliving on nature walk. | ||||||
| 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, | Review living and nonliving things and discuss how living things need different things to survive, | ||||||
| Technology: | https://www.sciencekids.co.nz/gamesactivities/plantsanimals.html | ||||||||
| NOTES |
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Teacher Weekly Lesson Plans
Date: 4/7/2014
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.
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.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.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;
Subject: Math Minutes Per Week: 500 Teacher: Rawson/Sulecki
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SW be able to demonstrate their understanding of half by drawing lines to divide rectangles in half and break graham crackers in half. | SW be able to name coins and their values and practice exchanging coins for equal value. | SW practice counting and data collection skills through the use of class collections. | SW demonstrate their understanding of mathematical symbols and language through number stories. |
Differentiation
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| Language
Objective: |
SW be able to tell what it means to break an object into 2 equal halves. | SW identify names and values of coins. | SW count objects in a collection with their partner. | SW use pictures to represent and solve addition and subtraction stories. | Computation Practice: Adding and Subtracting numbers within 10. |
| Pre-Assessment: | SW be able to identify which shapes have been divided into equal halves and which have not. | SW make exchanges with coins. | SW read and write 2 and 3 digit numbers. | SW Identify addition and subtraction number stories. | Math addition and subtraction games on Laptops. |
| Post-Assessment: | SW be able to tell what the numerator tells them and what the denominator tells them. | SW play the Money Cube Game. | SW record and display data. | SW use the +, -, and = symbols to write number models for number stories. | Addition Top It
Number Grid Search Game, Greater/Less Than Alligators |
| Content Vocabulary: | Whole. Part, half, divide, equal, one half | Dime, penny, nickel, cents, exchange | Data, collection, digit | Number story, addition, subtraction, add, subtract, plus, minus, equal, symbol, number sentence. | Dice addition
Sorting Coins |
| Materials: | Graham crackers, promethean board | Dice with pennies, nickels, and dimes, calculators (optional). | My First Math Book, p. 15; Home Link Master (Math Masters, p. 50); large storage container; small plastic bags; items for a class collection. | Chart paper, promethean board, writing and drawing materials. | Patterns with blocks, craft sticks, counting bears |
| Activities: | 6.16 Division of Whole Objects Into Halves | 7.1 Money Cube Game | 7.2 Class Collections | 7.3 Class Number Story Book | Attributes
Counting collections |
| Technology: | Promethean board | My First Math Book, p. 15; Home Link Master (Math Masters, p. 50); large storage container; small plastic bags; items for a class collection | Promethean Flipchart number story problems. | Counting to 100 by 1s, 5s and 10s | |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 4/7/2014
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
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C2.0.3 Describe fair ways for groups to make a decision
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| 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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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 collaboratively analyze stories that illustrate core democratic values in the United States | 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 | Role play class situations
Take several class votes
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