Teacher Weekly Lesson Plans
Date: 4/14/2014
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.RL.K.9
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
CCSS.ELA-LITERACY.RL.K.10
Actively engage in group reading activities with purpose and understanding.
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 –op family. | SWD knowledge of phonemes by blending sounds to make words. | SWD comprehension of comparing and contrasting by completing double bubble together. | SWD comprehension of comparing and contrasting by completing double bubble together. |
NO SCHOOL |
| Language Objective: | SWBAT write a list of –op family words. | SWBAT orally blend sounds to make words. | SWBAT orally identify things that are the same and different using ____ is the dame/different. | SWBAT orally identify things that are the same and different using ____ is the dame/different. | |
| Pre-Assessment: | Review of letter sounds. | Letter sounds | What does it mean to compare and contrast? | What does it mean to compare and contrast? | |
| Post-Assessment: | Creating a list of words in the – op family. | Blending sounds to make words. | Completing double bubble together. | Completing double bubble together. | |
| 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 | |
| Materials: | chart paper | chart paper | Storybooks, chart paper | Storybooks, chart paper | |
| Activities: | Discuss word families. Create list. Review rhyming. | Discuss word families and practicing blending sounds make new words. | Re-read a familiar story and talk about character, events, problem, etc. to prepare for compare/contrast following day. | Re-read a familiar story and compare/contrast with book from yesterday. Create double buddle together. | |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 4/14/2014
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 comprehension of informational text by listing facts about Oakman school on a circle map. | SWD application of informational text by sorting facts about Oakman school into categories. | SWD knowledge of informational text by participating in shared writing. | SWD comprehension of informational writing by participating in shared writing. | .NO SCHOOL |
| Language
Objectives: |
Students will use: A fact about Oakman school is______.
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Students will use: _____ is about how it looks. ____ is about what we learn. ____ is other interesting facts. | Students will read and shared writing piece. | Students will read and shared writing piece. | |
| Pre-Assessment: | What is a fact? | What is sorting? | How do we organize our writing? | How do we organize our writing? | |
| Post-Assessment: | Listing facts about Oakman school on a circle map. | Sorting facts about Oakman school into categories. | Participating in shared writing. | Participating in shared writing. | |
| Content Vocab.: | Research, topic, fact | Research, topic, fact | Research, topic, fact | Research, topic, fact | |
| Materials: | Chart paper | Chart paper, graphic organizer | Chart paper, graphic organizer | Chart paper, graphic organizer | |
| Activities: | Discuss what a fact is; think pair share facts about Oakman school. Record on class circle map. Then copy class map and add own ideas. | Circle facts in different colors to show categories. Students do same on their circle maps. | Write 3 facts with transitions. Students then pick their 3 facts to write with same transitions. | Discuss how to introduce and conclude writing. Students will copy or write their own introduction and conclusion. | |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Promethean Board, Elmo | Elmo, Promethean Board | |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 4/14/2014
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. | No School | ||||||
| Language Objective: | SWBAT orally identify what is living/nonliving and give support using ___ is living/nonliving because __. | SWBAT orally identifying living and nonliving things. | |||||||
| Pre-Assessment: | 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. | |||||||
| Dolch Words/Content Vocabulary: | Living, nonliving, classify | Living, nonliving, classify | |||||||
| Materials: | 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, | |||||||
| Technology: | https://www.sciencekids.co.nz/gamesactivities/plantsanimals.html | ||||||||
| NOTES |
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Teacher Weekly Lesson Plans
Date: 4/14/2014
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.G.6: Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”
K.CC.4: Understand the relationship between numbers and quantities; connect counting to cardinality:
– When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
– Understand that each successive number name refers to a quantity that is one larger
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.3: Decompose numbers less than or equal to 10 into pairs in more than one way.
K.OA.5: Fluently add and subtract within 5.
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.CC.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.4a: Understand the relationship between numbers and quantities; connect counting to cardinality.
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.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 demonstrate understanding of 2-d and 3-d objects by building them with marshmallows and toothpicks. | SW make exchanges with pennies, nickels, dimes and quarters. | SW compares sums and differences of dice throws. | SW count on from various numbers. |
No School
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| Language
Objective: |
I can construct 2 and 3 d objects with toothpicks and marshmallows. | I can identify a quarter and tell its value. | I can add and subtract numbers from dice thrown using various strategies. | I can count backward from various numbers. | |
| Pre-Assessment: | SW name and construct 2-d objects. | SW explore the characteristics of the quarter. | SW practice addition and subtraction facts within 5. | SW count beyond 100. | |
| Post-Assessment: | SW name and construct 3-d objects. | SW learn about the value of a quarter. | SW add and subtract using dice, a number line, and a 10 frame. | SW read numbers 1-200. | |
| Content Vocabulary: | Dimension, 2-dimensional and 3-dimensional shape names | Quarter, cent, exchange, value, penny, nickel, dime, dollar. | Sum, difference, add, subtract, strategy. | ||
| Materials: | Home Link Master (Math Masters, p. 51): miniature marshmallows, round toothpicks, cardstock. | Quarters, pennies, nickels, dimes, magnifying glasses. | Dice | Home Link Master (Math Masters, p. 52) | |
| Activities: | 7.4 Marshmallow and Toothpick Shapes | 7.5 Introduction of the Quarter | 7.6 Dice Addition and Subtraction Games | 7.7 Late-in-the-Year Counting | |
| Technology: | Promethean Flipchart on 3-dimensional shapes. | Promethean Flipchart on coins. | Promethean Planet number stories flipchart | Promethean Board Flipchart 100 number grid. | |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 4/14/2014
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 |
No School |
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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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| 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
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TLW explain what happens without rules
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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 | |||
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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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