Teacher Weekly Lesson Plans
Date: 2/24/2014
CCSS.ELA-Literacy.RL.K.4 Ask and answer questions about unknown words in a text.
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.2c Blend and segment onsets and rimes of single-syllable spoken words.
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.RF.K.1c Understand that words are separated by spaces in print.
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 application of word by counting the words in 100th day of school poem. |
SWD knowledge of phonemes by creating a list of words in the – family. |
SWD knowledge of phonemes by isolating the initial, medial, and final sounds in CVC words. |
SWD comprehension of a text by asking and answering questions about key details. |
SWD comprehension of unknown words by asking and answering questions about unknown words in a text. |
| Language Objective: |
SWBAT orally identify how many words are in a short poem using: There are ___ words in the poem. |
SWBAT write a list of – family words. |
SWBAT orally blend sounds to make words. |
SWBAT orally identifying the key details in a short story. |
SWBAT orally ask and answer questions about unknown words. |
| Pre-Assessment: |
What is a word? |
Review of letter sounds. |
Review word families covered so far in spelling. |
What are key details? |
What is an unknown word? |
| Post-Assessment: |
Counting the words in a short poem. |
Creating a list of words in the – family. |
Isolating the initial, medial, and final sounds in CVC words. |
Asking and answering questions about key details. |
Asking and answering questions about unknown words in a text. |
| Dolch Words/Content Vocabulary: |
I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in |
I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, |
I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, |
I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in |
I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in |
| Materials: |
Poem, highlighters |
chart paper |
chart paper |
Storybook |
Storybook |
| Activities: |
Discuss words and spaces Highlight the first letter of each word and count number of words in a short poem. |
Discuss word families. Create list. Review rhyming. |
Discuss word families and practicing blending sounds to read CVC words. |
Before, during, after reading have students ask and answer questions. |
Read storybook and identify unknown words. Model how to ask questions and answer. |
| Technology: |
Elmo, Promethean Board |
Elmo, Promethean Board |
Elmo, Promethean Board |
Elmo, Promethean Board |
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| NOTES: |
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Teacher Weekly Lesson Plans
Date: 2/24/2014
CCSS.ELA-Literacy.W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
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
Subject: Writing Minutes Per Week: 300 Teacher: Rawson/Sulecki
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Objective: |
SWD comprehension of narrative text by completing 100th day writing prompt. |
SWD application of narrative text by dictating their graphic organizer from last week to a peer. |
SWD knowledge of narrative text by completing a closed paragraph. |
SWD knowledge of narrative text by reading their closed paragraph to a peer. |
SWD application of narrative text by choosing an event to draw and write about. |
| Language
Objectives: |
SWBAT orally identify what they would buy with 100 dollars using If I had $100, I would buy _______. |
SWBAT orally explain the beginning, middle, and end of their event using First, I___. Then, I ____. Last, I _____. |
SWBAT write to explain their beginning, middle, and end of their events u sing First, I___. Then, I ____. Last, I _____. |
SWBAT orally explain their beginning, middle, and end of their events u sing First, I___. Then, I ____. Last, I _____. Peer gives feedback. |
SWBAT read their story to a peer. |
| Pre-Assessment: |
How much is 100? |
What are beginning, middle, and end? |
What are beginning, middle, and end? |
What are beginning, middle, and end? |
What is narrative text. |
| Post-Assessment: |
Completing 100th day writing prompt. |
dictating their graphic organizer from last week to a peer. |
Completing a closed paragraph. |
Completing a closed paragraph orally to a peer and giving feedback. |
Choosing an event to draw and write about. |
| Content Vocab.: |
Narrative, Event |
Beginning, Middle, End- First, Then, Last |
Beginning, Middle, End- First, Then, Last |
Beginning, Middle, End- First, Then, Last |
Narrative, Event |
| Materials: |
Promethean Board, Elmo |
Promethean Board, Elmo |
Promethean Board, Elmo |
Promethean Board, Elmo |
Promethean Board, Elmo |
| Activities: |
Discuss how much is 100. Brainstorm ideas, list, have students choose an idea and then write/draw about it.. |
Discuss B, M, E to First, Then, Last…Students will practice orally explaining their beginning, middle, and end to their events with a partner. |
Model how to complete closed paragraph and to “stretch” unknown words. |
Model reading paragraph to a peer and how to provide feedback. |
Model how to complete closed paragraph and to “stretch” unknown words. |
| Technology: |
Elmo, Promethean Board |
Elmo, Promethean Board |
Elmo, Promethean Board |
Informational text, facts |
Informational text, facts |
| NOTES: |
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Teacher Weekly Lesson Plans
Date: 2/10/2014
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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Objective: |
SWD comprehension of living and nonliving things by observing the differences between living and non living things. |
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SWD knowledge of living and nonliving things by sorting pictures into categories, living and nonliving. |
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SWD knowledge of living and nonliving things by answering questions about what living things need. |
| Language Objective: |
SWBAT orally describe differences between living and nonliving things using: A difference between living and nonliving things is ____. |
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SWBAT orally differences between living and nonliving things using: A difference between living and nonliving things is ____. |
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SWBAT orally identify what living things (plant & animals) need to survive. |
| Pre-Assessment: |
What is living? What is nonliving? |
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What is living? What is nonliving? |
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What is living? What is nonliving? |
| Post-Assessment: |
Observing the differences between living and non living things. |
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Observing the differences between living and non living things. |
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Answering questions about what living things need. |
| Dolch Words/Content Vocabulary: |
Picture cards of living and non-living things. |
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Picture cards of living and non-living things. |
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Chart Paper |
| Materials: |
Promethean Board |
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Promethean Board |
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Promethean Board |
| Activities: |
Over a period of time, TLW collaboratively observe the differences between living and non-living items. |
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Give students a piece of paper divided into 2 parts living & non-living & have the students cut & paste pictures into categories. |
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Discuss what living things (pants and animals) need to survive and create a list of their needs. . |
| 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 |
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Teacher Weekly Lesson Plans
Date: 3/3/2014
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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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
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| 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
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| 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: |
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Counting to 100 by 1s, 5s and 10s |
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Teacher Weekly Lesson Plans
Date: 3/3/2014
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 use environmental direction and position words (right/left, up/down, in/out, above/below) to identify locations in the classroom
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SW tour the classroom to collaboratively identify areas(regions) and their function, locate characteristics and their position
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SW tour the classroom to identify areas(regions) and their function, locate characteristics and their position in the room
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| 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. |
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SW describe locations in the room, their functions, location and characteristics of the classroom regions. |
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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. |
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SW describe where regions (areas) are in the room and their function. |
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SW describe where regions (areas) are in the room and their function. |
| Post-Assessment: |
SW begin using directional words North, South, East and West. |
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SW begin using directional words North, South, East and West. |
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SW begin using directional words North, South, East and West. |
| Dolch Words/Content Vocabulary:
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Directions, North, South, East and West |
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Directions, North, South, East and West, locations, functions, regions |
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Directions, North, South, East and West, locations, functions, regions |
| Materials: |
Classroom map |
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Classroom map |
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Classroom map |
| Activities: |
Which way should I go? |
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Where am I? |
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