Homework & Reminders 3/18/14

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Tonight’s Homework:

1. Read and record on March reading log, new sight word: went

2. Homework page review of letters/sounds Tt, Kk, Nn

3. Math Bag- play at least one game a night

Reminders:

Book fair is all week.  It is open before/after school and at lunch.  If you are able to take your child before school (opens at 8am) or after that would be best.  If you are unable to take your child before or after school, you can send them with money and an adult can take them at lunch/recess time.

This evening’s March reading month activity is for everyone in the family to take turns reading!  What a neat way to make reading fun and have quality family time.  Your children are so proud of the books they are reading!!

As always, should you have any questions, please call the office at 827-6500. If you need to speak to someone in Arabic, ask for Nadia Dakroub.

Thank you for your assistance in these matters,

Michelle Rawson

 

Homework and Reminders 3/17/14

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Tonight’s Homework:

1. Practice spelling words on handwriting page… do one side tonight, do the rest later this week to practice some each night

**This week’ s spelling words are: like, and, up, big, pig (plus 2 more -ig family words, such as wig, jig, dig, etc.)

2. READ!! practice reading bag books and sight words- remember to record on your March reading log

3. Math bags– please play at least one game each night, also important to talk “math” this week we are doing money (penny, nickle, dime) and shapes 2-d (circle, triangle, square) and 3-d (cube, sphere, cylinder)

Reminders:

Book fair is all week.  Students may go before school (opens at 8am) or after school.  I am asking that a parent/older sibling goes with the kindergarten students (it is open at lunch for older students).  Thank you.

Tomorrow is gym-wear/bring gym shoes!!

Have a good evening,

Michelle Rawson

The Nurturing Parenting Program TOMORROW

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المركز العربي برنامج الأطفال والشبيبة

يقدم لكم

منهج الرعاية في تربية الأطفال

محاضرات حول اكتساب المهارات للتعامل مع أطفالنا بطريقة صحية 

فلسفة الرعاية في تربية الأطفال                                                        أعمار ومراحل

نمو وتطور الدماغ عند الأطفال                                                        التواصل بإحترام

بناء القيمة الذاتية عند الأطفال                                                 إدراك الأحاسيس

قواعد وقيم العائلة                                                                          كيفية مدح الأطفال

البديل عن العقاب                                                                          التعامل مع الضغط النفسي

منهج الرعاية في تربية الأطفال هو برنامج معترف به دوليا للآباء والأمهات وعائلاتهم لمساعدتهم في إكتساب مهارات التعامل مع الإطفال وتعزيز القيمة الذاتية عندهم، وتنميتهم على التعاطف، والانضباط، والتمكين. انضموا إلى الآلاف من العائلات في العالم للتعرف على فلسفة الرعاية في تربية الأطفال واكتساب مهارات الأبوة والأمومة لتنشئة الأطفال في جو عائلي متفاهم ومتعاطف.

اليوم: كل يوم الثلاثاء ابتداءاً من آذار/مارس 11، 2014

الوقت: من الساعة 9 الى الساعة 10  صباحا

 

للمزيد من المعلومات اتصلوا بـ:

مدرسة أوكمن الرقم 6500-827-313

أو بالسيدة منى فرّوخ، منسقة البرنامج على الرقم 2204-216-313

أو الآنسة مريم اسماعيل على الرقم 2208-216-313

 

ACCESS Adolescent Health Center

Introduce

The Nurturing Parenting Program

Sessions for Building Healthy and Caring Families

 

The Philosophy of Nurturing Parenting                             Ages and Stages

Brain Development                                                Communicating with Respect

Building Self-Worth                                                         Understanding Feelings

Family Morals and Values                                                Praising Children

Alternatives to Spanking                                                  Dealing with Stress

 

Nurturing Parenting is a proven program for parents and their families that is internationally recognized for enhancing self worth, empathy, discipline, and empowerment.

 

Starting: Every Tuesday, March 11, 2014

9:00 am to 10:00 am. for 10 Sessions

For more Information Contact:

OakmanSchool  (313) 827-6500 or

Mona Farroukh, ACCESSAdolescentHealthCenter (313) 216-2204

Mariam Ismail, ACCESS Prevention Specialist (313) 216-2208

Lesson Plans Week of 3/17

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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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Objective:

 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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Objective:

 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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Objective:

 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
NOTES      

 

    

 

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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Objective:

 

 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
Language

Objective:

 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
NOTES:          

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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Objective:

 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

 

   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:

 

 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.
Notes:

 

          
Technology:          

Homework & Reminders 3/14/14

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This weekend’s homework:

1. Read 15-20 minutes each day and initial reading log.  If you miss a day, make it up with more minutes the next.

2. 100’s chart- fill in the numbers

3. Math Bag Games- try to play at least a game a day and remember to “talk math” during everyday activities.  This week we learned about the penny, nickle, and dime- help reinforce this math vocabulary at home!

Reminders:

Book Fair will be all next week in the library.  It is open before and after school.  Please have a parent or older sibling accompany the kindergartners.

March 21 is end of 3rd marking period.

Conferences will be March 27th 4-7pm for 8 students per class.  I will contact you if I feel the need to schedule a conference.

Thank you and have a nice weekend,

Michelle Rawson

 

 

Homework and Reminders 3/13/14

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Tonight’s Homework:

1. Do a practice spelling test at home– Tomorrow is our Spelling Test.  The words are bag, rag, do, go and on plus 2 more -ag words.

2.  READ!! Remember to have your son/daughter read for 15-30 minutes and initial their March is Reading Month calendar.

3.  MATH BAGS- The kids should practice at least one of their Math Games from their Math Bag each night.

4. Review letter Hh worksheet.

Reminders:

TONIGHT IS FAMILY LITERACY NIGHT!!  BRING THE WHOLE FAMILY AND COME HAVE SOME FUN HERE AT OAKMAN!!  THE BOOK FAIR WILL BE SET UP IN THE GYM.  PLEASE COME BACK TO SCHOOL AT 5:00 UNTIL 6:30.  It is $1.00 per person to help our PTA.

Friday, March 21st is the last day of this marking period.

March 17th-21st is the book fair.

March 27th, we will be having Parent/Teacher Conferences.

I look forward to seeing you this afternoon at 5:00!  I will be in the art room doing a FUN activity!  Hope to see you there!!!

Michelle Rawson

Homework and Reminders 3/11/14

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Tonight’s homework:

1. Read for 15-30 minutes and initial March Reading log.

2. Practice the letter ‘Jj.’

3. Practice the Spelling Words for this week:

bag     rad      do     go     on     (plus 2 surprise-ag words).

Reminders:

1. TOMORROW IS A LATE START.  BREAKFAST IS AT 9:00 AND SCHOOL STARTS AT 9:35.

2. Thursday if Family Literacy Night.  Come back to school from 5:00-6:30 for some fun with Reading.  I will be doing music and reading with Ms. Reed in the music room-hope to see you there!!

Thank you,

Michelle Rawson

Parenting class tomorrow 3/11/14

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المركز العربي برنامج الأطفال والشبيبة

يقدم لكم

منهج الرعاية في تربية الأطفال

محاضرات حول اكتساب المهارات للتعامل مع أطفالنا بطريقة صحية 

فلسفة الرعاية في تربية الأطفال                                                        أعمار ومراحل

نمو وتطور الدماغ عند الأطفال                                                        التواصل بإحترام

بناء القيمة الذاتية عند الأطفال                                                 إدراك الأحاسيس

قواعد وقيم العائلة                                                                          كيفية مدح الأطفال

البديل عن العقاب                                                                          التعامل مع الضغط النفسي

منهج الرعاية في تربية الأطفال هو برنامج معترف به دوليا للآباء والأمهات وعائلاتهم لمساعدتهم في إكتساب مهارات التعامل مع الإطفال وتعزيز القيمة الذاتية عندهم، وتنميتهم على التعاطف، والانضباط، والتمكين. انضموا إلى الآلاف من العائلات في العالم للتعرف على فلسفة الرعاية في تربية الأطفال واكتساب مهارات الأبوة والأمومة لتنشئة الأطفال في جو عائلي متفاهم ومتعاطف.

اليوم: كل يوم الثلاثاء ابتداءاً من آذار/مارس 11، 2014

الوقت: من الساعة 9 الى الساعة 10  صباحا

 

للمزيد من المعلومات اتصلوا بـ:

مدرسة أوكمن الرقم 6500-827-313

أو بالسيدة منى فرّوخ، منسقة البرنامج على الرقم 2204-216-313

أو الآنسة مريم اسماعيل على الرقم 2208-216-313

 

ACCESS Adolescent Health Center

Introduce

The Nurturing Parenting Program

Sessions for Building Healthy and Caring Families

 

The Philosophy of Nurturing Parenting                             Ages and Stages

Brain Development                                                Communicating with Respect

Building Self-Worth                                                         Understanding Feelings

Family Morals and Values                                                Praising Children

Alternatives to Spanking                                                  Dealing with Stress

 

Nurturing Parenting is a proven program for parents and their families that is internationally recognized for enhancing self worth, empathy, discipline, and empowerment.

 

Starting: Every Tuesday, March 11, 2014

9:00 am to 10:00 am. for 10 Sessions

For more Information Contact:

OakmanSchool  (313) 827-6500 or

Mona Farroukh, ACCESSAdolescentHealthCenter (313) 216-2204

Mariam Ismail, ACCESS Prevention Specialist (313) 216-2208

Homework and Reminders 3/10/14

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This weeks spelling words are: bag     rag     do     go      on (plus 2 more -ag words).

Tonight’s Homework:

1. handwriting practice for spelling words

2.  practice identifying and counting pennies and nickles, how much are each worth?

3. reading bags- Don’t forget to read for 15-30 minutes and initial their reading log, the new high frequency word to practice is “did.”

**Reading Bags- the students received a chart with beginning blends and digraphs, please practice this sounds nightly (students should know all letters/sounds at this point and be able to blend them together is what we are focusing on now).

Reminders:

Wednesday is a late start day.

Thursday, March 13th, is Literacy Night.  Please come to school at 5:00 and play book bingo, listen to stories, and other fun literacy activities.

We will be having a Scholastic Book Fair all next week.  Students will be able to preview the choices and then buy books to read.

Thank you for your assistance in these matters.

If you have questions, please call 827-6500.

Thank you,

Michelle Rawson

Lesson Plans Week of 3/10/14

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Teacher Weekly Lesson Plans

Date: 3/10/2014

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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Objective:

 SWD knowledge of phonemes by creating a list of words in the –ag  family. SWD knowledge of phonemes by blending sounds to make words. SWD comprehension of vowels by naming all five vowels. SWD knowledge of vowels by making all 5short vowel sounds. SWD knowledge of vowels by making all 5 long vowel sounds.
Language Objective: SWBAT write a list of –ag family words. SWBAT orally blend sounds to make words. SWBAT orally identify all 5 vowels. SWBAT orally identifying all 5 short vowel sounds. SWBAT orally identifying all 5 short vowel sounds.
Pre-Assessment: Review of letter sounds. Letter sounds What is a consonant? What are the 5 vowels? What are the 5 vowels?
Post-Assessment: Creating a list of words in the – family. Blending sounds to make words. Naming all five vowels. Making all 5short vowel sounds. Making all 5 long vowel sounds.
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 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 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 consonants and vowels. Name vowels, discuss what makes vowels special. Review the five vowels, discuss their sounds. Practice with song. Review the five vowels, discuss their sounds. Practice with song.
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: 3/10/2014

 

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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Content

Objective:

 SWD comprehension of opinion writing by identifying their favorite book. SWD application of opinion writing by supporting their opinion with details from the text. SWD analysis of opinion writing by comparing their opinion to a friend. SWD comprehension of opinion writing by making an opinion just looking at the cover of a book. SWD evaluation of opinion writing by comparing their opinions made using details from text and only the cover.
Language

Objectives:

 SWBAT orally identify their favorite book using: My favorite book is ______. SWBAT orally support their opinion using: My favorite book is ______ because _____. SWBAT orally compare their opinion with a peer using:  My favorite book was ____ while ____’s favorite book was ______. SWBAT orally make an opinion using: I think this book will be ____ because ____. SWBAT orally reflect on which opinion was better and why,
Pre-Assessment: What is an opinion?   What is an opinion? What is an opinion? What is an opinion? What is an opinion?
Post-Assessment: Identifying their favorite book. Supporting their opinion with details from the text. Comparing their opinion to a friend. Making an opinion just looking at the cover of a book. Comparing their opinions made using details from text and only the cover.
Content Vocab.: Opinion, Favorite Opinion, Favorite, Support Opinion, Favorite, Support, Comparing Opinion, Favorite, Support Opinion, Favorite, Support
Materials: Promethean Board, Elmo Promethean Board, Elmo Promethean Board, Elmo Promethean Board, Elmo Promethean Board, Elmo
Activities: Read 2 books and have children choose their favorite. Make a graph. Review 2 books; discuss details from text and use as support for their favorite book. Discuss how it is ok to have different opinions and what it means to compare. Show 2 book covers only and have students make opinions based only on cover. Discuss what makes a good opinion and how our opinions need good support.
Technology: Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board
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Teacher Weekly Lesson Plans

Date: 3/10/2014

 

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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Content

Objective:

 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 drawing pictures into categories, living and nonliving.   SWD evaluation of living and nonliving things by creating and reading a class book of living and nonliving things.
Language Objective: SWBAT orally describe differences between living and nonliving things using: A difference between living and nonliving things is ____.   SWBAT orally identify (and write/draw) living verse nonliving using: A _____ is a living thing; A ____ is a nonliving thing.   SWBAT read our class book, Living and nonliving and determine if pictures are correct for listed categories.
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.   Observing the differences between living and non living things.   Creating and reading a class book of living and nonliving things.
Dolch Words/Content Vocabulary: Living, nonliving, classify   Living, nonliving, classify   Living and nonliving, basic needs
Materials: Promethean Board   Promethean Board   Promethean Board
Activities: Over a period of time, TLW collaboratively observe the differences between living and non-living items.   Discuss living verse non-living.  Students will draw a picture of something living and nonliving.   Discuss how to evaluate and as we read the class book, determine with thumbs up or thumbs down if classification is correct.
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: 3/10/2014

K.MD.1: Describe measurable attributes of objects, such as length or weight

K.OA.1: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.

K.OA.2: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

K.MD.2: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference

K.CC.1: Count to 100 by ones and by tens.

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.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.

Subject: Math                        Minutes Per Week:      500                 Teacher: Rawson/Sulecki

 

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Content

Objective:

 

 SW: orally identify the attributes of attribute blocks. SW: identify and locate numbers on a number grid. SW: orally identify patters on the class number grid. SW: orally identify pennies and describe how they are different from the other coins.

Differentiation
Language

Objective:

 SW: name the attributes of each attribute block. SW: orally name numbers on a number grid. SW: locate and identify numbers on the number grid. SW: count pennies and record the total using the cents symbol. Computation Practice: Adding and Subtracting numbers within 10.
Pre-Assessment: SW: choose blocks based on multiple attributes. SW: discover patterns on the number grid. SW: explore number patterns. SW describe the attributes of pennies. Math addition and subtraction games on Laptops.
Post-Assessment: SW: sort attribute blocks by attribute. SW: describe patterns they find on the number grid. SW: develop understanding of number sequence and patterns on the Class Number Grid by playing the Number Grid Game. SW: learn about the value of a penny. Addition Top It

Number Grid Search Game

Greater Than/Less Than Alligators
Content Vocabulary: Words describing size, color, and shape: thick, thin, attributes Number grid, row, column Number grid, row, column, right, left Penny, coin, cent, worth, value, symbol Dice addition

 
Materials: Attribute blocks, Game Masters (Math Masters, pp. 116 and 119). Glue, paper clips, pencils Class Number Grid, Post-Its Class Number Grid, Post-Its My First Math Book, p. 8; pennies, small plastic bags, magnifying lenses; paper or slates. Patterns with blocks, craft sticks, counting bears
Activities: 5.14 Attribute Spinner Game 5.15 Introduction to the Number Grid 5.16 Number Grid Search Game 6.1 Introduction of the Penny Attributes
Technology:         Counting to 100 by 1s, 5s and 10s
NOTES:          

Teacher Weekly Lesson Plans

 

Date: 3/10/2014

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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Content

Objective:

 SW use environmental direction and position words (right/left, up/down, in/out, above/below) to identify locations in the classroom

 

   SW tour the classroom to collaboratively  identify areas(regions) and their function, locate characteristics and their position

 

   SW tour the classroom to identify areas(regions) and their function, locate characteristics and their position in the room

 
Language

Objective:

 SW describe the position of items, places in the room and use directional words to describe an area or region in the classroom.   SW describe locations in the room, their functions, location and characteristics of the classroom regions.   SW describe locations in the room, their functions, location and characteristics of the classroom regions.
Pre-Assessment: SW tell their partner how to get from one place to another in the classroom using directional words.   SW describe where regions (areas) are in the room and their function.   SW describe where regions (areas) are in the room and their function.
Post-Assessment: SW begin using directional words North, South, East and West.   SW begin using directional words North, South, East and West.   SW begin using directional words North, South, East and West.
Dolch Words/Content Vocabulary:

 

 Directions, North, South, East and West   Directions, North, South, East and West, locations, functions, regions   Directions, North, South, East and West, locations, functions, regions
Materials: Classroom map   Classroom map   Classroom map
Activities: Which way should I go?   Where am I?    
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Technology: