Lesson Plans Week of 1/20/2014

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Teacher Weekly Lesson Plans

Date: 1/20/2014

CCSS.ELA-Literacy.RF.K.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

CCSS.ELA-Literacy.RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

CCSS.ELA-Literacy.RF.K.1c Understand that words are separated by spaces in print.

CCSS.ELA-Literacy.RF.K.4 Read emergent-reader texts with purpose and understanding.

Subject:    Reading                   Minutes Per Week:      450                Teacher: Rawson/Sulecki

 

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Content

Objective:

 NO SCHOOL SWD comprehension of emergent-reader text by reading common high frequency words to help make predictions. SWD comprehension of emergent-reader text by monitoring and fixing based on initial letter sounds and picture cues. SWD application of emergent-reader text by pointing to the first letter of each word as they read with a partner and then counting how many words on a page. NO SCHOOL
Language

Objective:

   SW orally predict what will happen next in the storing using the sentence stem: I think ____ will happen next. SW orally justify their monitoring and fixing using the sentence stem:  _____did not make sense because _______. SW  orally identify how many words on a page using the sentence stem.  There are ____ words on the page.  
Pre-Assessment:   What is a prediction? How do we monitor and fix up as we read? What is a word?  Where is the first letter of a word?  
Post-Assessment:   Reading common high frequency words Monitoring and fixing based on initial letter sounds and picture cues. Pointing to the first letter of each word as they read with a partner and then counting how many words on a page.  
Dolch Words/Content Vocabulary:   Comprehension, Asking and Answering, Questions, Predictions Comprehension, Monitor, Fix up, Re-read Word, First Letter  
Materials:   Emergent Reader Text Emergent Reader Text Emergent Reader Text  
Activities:   Read and discuss the pattern of text in an emergent-reader text.  Make predictions based on pattern as to what will happen next. While reading make some errors—students raise hand to identify and justify mistake.  Practice re-reading. Model for students how to point at the first letter of each word and then count the number of words on a page.  Then students model to a partner.  
Technology:   Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board  
NOTES:          

 

Teacher Weekly Lesson Plans

Date: 1/20/2014

 

CCSS: 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 . . .).

W.K.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

Subject: Writing                      Minutes Per Week: 300                     Teacher: Rawson/Sulecki

 

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Content

Objective:

 NO SCHOOL

 

 SWD comprehension of opinion by picking their favorite specials area. SWD evaluation of opinion by giving reasons for their favorite special. SWD evaluation of opinion by writing reasons for their favorite special. NO SCHOOL
Language

Objectives:

  

 

 SWBAT orally identifying their favorite special using: I think ____ is the best special. SWBAT orally justify their opinion using; I think ____ is the best special because _____. SWBAT write to justify their opinion using; I think ____ is the best special because _____.  
Pre-Assessment:   What is opinion? Reason, Justify, Opinion Reason, Justify, Opinion  
Post-Assessment:   Picking their favorite specials area.

 

 Giving reasons for their favorite special. Giving reasons for their favorite special in written form.  
Dolch Words/Content Vocabulary:   Opinion, Favorite Reason, Justify, Opinion Reason, Justify, Opinion  
Materials:   Anchor Chart Anchor Chart Anchor Chart  
Activities:   Discuss opinion.  Students turn and talk about their favorite special and make a choice.  Make an anchor chart to tally favorite specials. Review Opinion.  Students turn and talk about the reasons they have for their favorite opinion.  Record on anchor chart. Review anchor and then model how to stretch words and write the sounds that we hear.  
Notes:    

 

      
Technology:   Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board  

 

Teacher Weekly Lesson Plans

 

Date: 1/20/2014

CCSS: P.FM.00.12 Describe the direction of a moving object (for example: away from or closer to) from different observers’ views.

Subject:    Science                           Minutes Per Week: 150                    Teacher: Rawson/Sulecki

 

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Content

Objective:

NO SCHOOL

   SWD knowledge of moving objects by describing how objects move.

½ day

NO SCHOOL
Language Obective:     SWBAT orally describe how an object moves using: The _____ moves ______.    
Pre-Assessment:     What is an object?  What is movement?    
Post-Assessment:     Describing how objects move.    
Dolch Words/Content Vocabulary:     Directional words.    
Materials:     A variety of objects.    
Activities:     Give students a variety of objects and allow them to explore how they move.  Circulate among the class and ask  students, “How does the object move?”  Coach to use sentence stem: The _____ moves ______.    
Technology:  

 

  
Discovery Streaming:  “How things move”  https://player.discoveryeducation.com/index.cfm?guidAssetId=2036081E-4099-47AB-800D-6F3CF57F6353&blnFromSearch=1&productcode=US

 

  

 

  
NOTES          

 

 

Teacher Weekly Lesson Plans

 

Date: 1/20/2014

K.G.2: Correctly name shapes regardless of their orientations or overall size

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

 

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

 

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Content

Objective:

NO SCHOOL

 SW: identify shapes by their attributes, regardless of their orientation. SW: solve addition and subtraction problems using manipulatives.

½  day

NO STUDENTS
Language

Objective:

   SW: listen for the description of the identified attribute and be able to say whether or not the posses that attribute. SW: listen to number stories and use concrete materials to answer addition and subtraction number story problems.    
Pre-Assessment:   SW: state the name of each shape. SW: listen to story problems and use manipulatives to solve.    
Post-Assessment:   SW: name the attributes that each shape posses. SW: identify whether they need to add or subtract based on the information given in the story problems.    
Dolch Words/Content Vocabulary:

 

   Attribute, sorting rule Joining, taking away, number story, add, add, subtract, addition, subtraction, plus, minus, equal, symbol, number sentence    
Materials:   None necessary Counters; promethean board    
Activities:   4.14 “What’s My Rule:” 4.15 Number Stories: Stage 2    
Technology:   Promethean board flipchart of shapes. Promethean Board addition and subtraction number stories flipchart    
NOTES:          

 

Teacher Weekly Lesson Plans

 

Date: 1/20/2014

                                    

H2.0.2 Create a timeline using event from their own lives

Subject: Social Studies Minutes Per Week:     150   Teacher: Rawson/Sulecki

 

 

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Content

Objective:

     SW: create a timeline of their own lives.    
Language

Objective:

     SW: listen to lesson about how people use timelines to track important past events in other people’s lives.    
Pre-Assessment:     SW: tell why it’s important to know about our pasts.    
Post-Assessment:     SW:  tell why it’s important to organize events from our pasts in a timeline fashion.    
Dolch Words/Content Vocabulary:

 

     Past, present, future, time line, life events    
Materials:     Chart paper, markers    
Activities:     SW Actively participate in creating a classroom timeline.    
Notes:

 

          
Technology:          

Homework and Reminders

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Tonight’s Homework:

1. Reading bags- practice books and sight words.  New word: up.

2. Subtraction worksheet (2 sides)

3. Math bag and games

Reminders for the week:

Thursday is parent meeting and walk through.  Meet in gym at 8:45.

Thursday is a half day.  Students will be released at 11:45.

Friday is NO SCHOOL for students.

Stay warm out there and see you tomorrow,

Michelle Rawson

 

Homework and Reminder 1/17/14

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Weekend Homework:

1. Read and practice sight words and letter sounds each day for about 15 minutes.

2. Math Homework:Addition

3. Sight Word Chart

Please practice reading and writing all sight words.  Put a      by the words they know.  Circle the words they DO not know.  Practice writing the words on the line in the box. It is important to practice all words every day at school AND at home.

I  Like See My
The  A He She
To  We Me Yes
And  Can Car Look
You  Is Go Dog
On  In Up* At*

* new word we will introduce next week.

4. Math Bag- new material added– 10-20 cubes.  Use these to practice counting.  Make it a game– pick a number 0-20 and make it with the cubes.  Make two groups of cubes- which is greater? which is less?  Practice addition with cubes… make two groups and put together– how many in all?

Please remember there is NO SCHOOL on MONDAY, JANUARY 20th for Martin Luther King Jr. Day.

See you on Tuesday,

Michelle Rawson

 

Homework 1/16/14

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Tonight’s Homework:

1. Read!! new sight word: in.

2. Math Addition Worksheet (2 sides!)

3. Math Bag- practice counting to 100 by 1’s and by 10’s and math bag games

Tomorrow and next week we will continue doing some mid-year assessments so very important to practice sight words, letters, numbers, and shapes each night!  What we learn at school needs to be practiced at home.

Thanks for your support,

Michelle Rawson

Homework 1/15/14

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Tonight’s Homework:

1. Reading bags and sight words

2. P’s and q’s worksheet (2 sides! 1 for p and 1 for q–look at top for directions)

3. Math bag and games.

Tomorrow we have gym so please wear or bring gym shoes.

Lunch choices are boscos sticks or cheese pockets.

Thank you,

Michelle Rawson

Homework 1/14/2014

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Tonight’s Homework is:

1. Read!! Practice books in reading bag and sight words!  About 15 minutes each night!  This is VERY important!

2. P’s and Q’s worksheet

3. Math Bag– practice counting to 100 by 1’s and 10’s.  Practice shapes and math games.

Tomorrow we have a Joyful Farms Animal Assembly 9am for k-2, 10am for 3-5. Parents and younger siblings are welcome to attend.

We also have library and book buddies tomorrow! 🙂

Thank you,

Michelle Rawson

Homework 1/13/14

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1. READ! new sight word: dog

2. Review of Letters, beginning sounds and practicing letter S

3. Math Bags- games, numbers, counting to 75 by 1’s.  100 by 10’s.

Tomorrow’s lunch is Mac n Cheese or Cheese Pocket.

We do have gym so please wear or bring gym shoes.

Thanks,

Michelle Rawson

Lesson Plans Week of 1/13/14

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Teacher Weekly Lesson Plans

Date: 1/13/2014

CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a text.

CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories, including key details.

CCSS.ELA-Literacy.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.

Subject:    Reading                   Minutes Per Week:      450                Teacher: Rawson/Sulecki

 

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Content

Objective:

 SWD knowledge of key details by answer questions in complete sentences. SWD knowledge of key details by asking questions in complete sentences. SWD comprehension retelling by retelling familiar stories using pictures as cues. SWD comprehension retelling by retelling familiar stories. SWD comprehension retelling by retelling familiar stories using pictures to show the characters, setting, and major events in a story.
Language

Objective:

 SW orally answer questions using sentence stems:  The __ is/ are ___. SW orally ask questions using key words:  Who are the characters?   Where is the setting?  What is the problem/solution? SW orally retell familiar stories, including key details. SW orally retell familiar stories, including key details. SW orally retells familiar stories, including characters, setting, and major events in a story.
Pre-Assessment: What are characters and setting?  Problem? Solution? What are characters and setting?  Problem? Solution? How do you retell stories?  What are key details? How do you retell stories?  What are key details? How do you retell stories?   Characters, setting, and major events in a story?
Post-Assessment: Answer questions in complete sentences. Asking questions in complete sentences. Retelling familiar stories using pictures as cues. Retelling familiar stories. Retelling familiar stories.
Dolch Words/Content Vocabulary: I, like, see, my, the, he, she, we, to, yes, no, and, I, like, see, my, the, he, she, we, to, yes, no, and, I, like, see, my, the, he, she, we, to, yes, no, and, word I, like, see, my, the, he, she, we, to, yes, no, and, word,

 

 I, like, see, my, the, he, she, we, to, yes, no, and, word,

 
Materials: Storybook,  chart paper Storybook,  chart paper Storybook Storybook Storybook
Activities: Read a story book and ask question throughout reading process.  Pick sticks for students to answer in complete sentences. Read a story book and stop to have students ask questions throughout reading process.  Pick sticks for students to answer in complete sentences. Do a picture walk using book from previous lesson.  Have students retell what is happening using the pictures as cues. Do a picture walk using book from previous lesson.  Have students retell to a partner what happened in the book. Do a picture walk using book from previous lesson.  Group students into groups of 4.  One person must draw the characters, another the setting, and two can draw the major events.  Glue pictures to poster and have groups present.
Technology: Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board
NOTES:          

Teacher Weekly Lesson Plans

Date: 1/13/2014

CCSS: 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.

Subject: Writing                      Minutes Per Week: 300                     Teacher: Rawson/Sulecki

 

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Content

Objective:

 SWD application of event (story) elements (beginning, middle, end) by illustrating a sequence of events. SWD knowledge of an event (story) by stating events in order.

 

 SWD evaluation of an event (story) by supporting my reaction to a story.

 

 SWD comprehension of facts and opinions by sorting statements. SWD comprehension of facts and opinions by sorting statements and supporting their choices.
Language

Objectives:

 SWBAT orally retell BME using the sentence stem: First I_______. Then I ____.  Last I _____. SWBAT orally retell their story using their pictures and key words: first, then, and last. SWBAT orally explain their reaction using the sentence stem:  I felt ______ because_____. SWBAT orally identify facts ad opinions using the sentence stem:  ____ is a fact/opinion. SWBAT orally justify facts ad opinions using the sentence stem:  ____ is a fact/opinion because _____.
Pre-Assessment: How can pictures and labels tell a story in order? How do I tell events in order? What is a reaction? What is a fact?  What is an opinion? What is a fact?  What is an opinion?
Post-Assessment: Illustrating a sequence of events. Stating events in order. Supporting my reaction to a story. Sorting statements. Sorting statements and supporting their choices.
Dolch Words/Content Vocabulary:

 

 I, like, see, my, the, he, she, we, to, yes, no, can, car, order, first, then, last I, like, see, my, the, he, she, we, to, yes, no, can, car, order, first, then, last I, like, see, my, the, he, she, we, to, yes, no, can, car, reaction, feeling I, like, see, my, the, he, she, we, to, yes, no, can, car, reaction, feeling I, like, see, my, the, he, she, we, to, yes, no, can, car, reaction, feeling
Materials: Promethean Board, Elmo Promethean Board, Elmo Promethean Board, Elmo Promethean Board, Elmo Promethean Board, Elmo
Activities: Review sequencing to tell events in order.  Model—First I get dressed. Then I get sledding.  Last I warm up with hot chocolate. Then students use graphic organizer to include BME in their own story. Look back at stories from yesterday and practice telling stories using key words: first, then, last in groups on 4.  Then have number 1’s from each group share out. Discuss what a reaction is.  Model with teacher story from yesterday.  Have students look back at their own stories and form a reaction that they can support.  Share out. Review facts and opinions.  Go over some examples, then sort statements on a t-chart. Review facts and opinions.  Go over some keys words used in facts and opinions.  Highlight key words from t-chart yesterday then justify statements.
Technology: Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board Elmo, Promethean Board
NOTES:          

                                     Teacher Weekly Lesson Plans      

 

Date: 1/6/2014

 

CCSS: P.FM.00.34 Observe how shape (for example: cone, cylinder, sphere) and mass of an object can affect motion.

 

Subject:    Science                           Minutes Per Week: 150                    Teacher: Rawson/Sulecki

 

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Content

Objective:

 SWD comprehension of how shape of an object can affect motion by describing their observations.   SWD comprehension of how mass of an object can affect motion by describing their observations.   SWD comprehension of how ramps can affect motion by describing their observations.
Language

Objective:

 SW orally describe their observations.   SW orally describe their observations.   SW draw their observations.
Pre-Assessment: What is shape?  What is motion?   What is mass?  What is motion?   What is a ramp?  What is motion?
Post-Assessment: Describing their observations.   Describing their observations.   Describing their observations.
Dolch Words/Content Vocabulary: Observation, Shape, Motion   Observation, Mass, Motion   Observation, Ramp
Materials: cone, cylinder, sphere   cone, cylinder, sphere   cone, cylinder, sphere
Activities: Students observe various objects’ movement and compare results on a graphic organizer.   Students observe various objects’ movement and compare results on a graphic organizer.   Students observe various objects’ movement on deferent inclined ramps and compare results on a graphic organizer.
Technology: Pushes and Pulls. 28 January 2008.

BBC. 11 February 2008 <https://222.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml>.

 

   Pushes and Pulls. 28 January 2008.

BBC. 11 February 2008 <https://222.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml>.

 

  

 

 https://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml
NOTES          

Teacher Weekly Lesson Plans

Date: 1/13/2014

K.G.2: Correctly name shapes regardless of their orientations or overall size.

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 (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).

K.G.5: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

K.MD.3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

K.CC.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

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.4c: Understand the relationship between numbers and quantities; connect counting to cardinality. Understand that each successive number name refers to a quantity that is one larger

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

K.CC.4c: Understand the relationship between numbers and quantities; connect counting to cardinality. Understand that each successive number name refers to a quantity that is one larger

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

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

 

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Content

Objective:

 SW: compare and name common geometric shapes. SW model and solve subtraction number stories using manipulatives. SW practice counting and writing numbers SW identify circles, squares, triangles and rectangles. SW model and solve addition and subtraction number stories using manipulative.
Language

Objective:

 SW orally name the attributes of each shape. SW orally describe what it means to subtract, or take away. SW orally count the number of sounds or objects and write the number on their dry erase boards. SW orally name the same of each attribute block. SW orally describe what it means to add/subtract.
Pre-Assessment: SW orally explain what the attributes are of common geometric shapes. SW orally solve simple subtraction story problems. SW count objects to 20. SW sort blocks according to different attributes. SW orally solve simple addition and subtraction story problems.
Post-Assessment: SW orally explain why shapes remain the same regardless of their orientation. SW orally tell simple subtraction story problems. SW write the number that tells how many. SW identify each shape regardless of their orientation. SW orally tell simple addition and subtraction story problems.
Dolch Words/Content Vocabulary: Shape, side, corner, angle, edge, turn, rotate. Take away, subtract, subtraction, symbol, minus sign. Total, all together, in all Thick, thin, attribute. Take away, subtract, subtraction, symbol, minus sign, all together, addition, add, addition sign
Materials: Construction paper shapes that differ in size, rope or string. Teaching Aid Master (Math Masters, p. 109); construction paper or slates, craft sticks, ccounters Large Number Cards (Math Master, pp. 92-102, dry erase boards, dry erase markers. Home Link Master (Math Masters, p. 36), attribute blocks. Teaching Aid Master (Math Masters, p. 109); construction paper or slates, craft sticks, counters
Activities: 4.10 Shape Comparisons 4.11 The subtraction Symbol (-) 4.12 Slate (dry erase board) activities. 4.13 Introduction to Attribute Blocks  
Technology: Promethean Planet Flipchart: Shapes Promethean Planet Flipchart: Subtraction Number Stories Projector, Promethean board. Projector, Promethean Board. Promethean Planet Flipchart: Addition and Subtraction Number Stories
NOTES:          

 

Teacher Weekly Lesson Plans

 

Date: 1/13/2014

                                    

H2.0.4 Describe ways people learn about their past.

H.2.0.1 Distinguishes among yesterday, today and tomorrow.

Subject: Social Studies Minutes Per Week:     150   Teacher: Rawson/Sulecki

 

 

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Content

Objective:

 SW Orally describe ways people learn about the past through artifacts, stories, pictures, etc

 

   SW Orally use time and chronology as a means for understanding past, present and future events.

 

    
Language

Objective:

 SW Orally share artifacts about their past.

 

   SW Orally share artifacts about their past.

 

    
Pre-Assessment: SW Orally brainstorm life events with a partner.   SW Orally brainstorm life events with a partner.    
Post-Assessment: SW Orally share a life event with a partner.   SW Orally share a life event with a partner.    
Dolch Words/Content Vocabulary:

 

 Past, present, future, time line, life events   Past, present, future, time line, life events    
Materials: Chart paper, markers   Chart paper, markers    
Activities: SW Actively participate in creating a classroom timeline.   SW Actively participate in creating a classroom timeline.    
Notes:

 

          
Technology:          

Homework 1/10/14

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Wow! I can’t believe its Friday already!!! 😉

Weekend Homework:

1. Read from reading bag and practice sight words about 15 minutes EACH day/night.

2. Review of Numbers worksheet

3. Math Bags– students received a activity book from the schools library (No writing in the book and must return to school).  The activities in the book are parent/older sibling guided activities– they will need some help to understand and complete, but once they get the hang of it them will be counting and finding shapes everywhere!  A great way to make math fun!

Please remember the lunch menu changes for next

This is the menu for the week of 1-13 thru 1-17-2014

1-13 2014 Hot Dogs

1-14-2014 Mac & Cheese

1-15-2014 Breakfast for Lunch

1-16-2014 Bosco Sticks

1-17-2014 Fish Sandwich

Second choice will remain PB & J for the week of 1-13-2014.

Have a nice weekend,

Michelle Rawson

 

Welcome Back!

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Happy New Year!  I shared my happy news with the students today that over break I found out I will be having a boy!!  🙂

Tonight’s Homework:

1. Read and practice letters, sight words, and books for about 20 minutes.

2. Practice the letter Kk and draw pictures that begin with the letter K.

3. Math, practice counting by 1’s… should be able to get to 70.  Count to 100 by 10s.  Math bag games as well.

Please see the note below about lunch menu changes:

We will be having Salad Bar on 1-10-2014.

This is the menu for the week of 1-13 thru 1-17-2014

1-13 2014 Hot Dogs

1-14-2014 Mac & Cheese

1-15-2014 Breakfast for Lunch

1-16-2014 Bosco Sticks

1-17-2014 Fish Sandwich

Chef’s Choice day 1-21-2014

Second choice will remain the same for the week of 1-13-2014 and 1-20-2014– Peanut Butter and Jelly

Have a nice night, stay warm and see you tomorrow,

Michelle Rawson