Have a safe and happy winter break. Enjoy the time with your family. Please make sure students don’t forget all that we have learned so far this year. Remember to read 30 minutes each night, practice sight words daily, complete homework packet, and play math games!
See you in 2014!!!!!
Michelle Rawson
Kindergarten Winter Holiday Party
On Friday (December 20th), we will have a small class party in the afternoon beginning at 12:30. We will be making holiday crafts for students to take home. We would appreciate parent volunteers to help the students make the crafts. If you are able to come, please come to the classroom at 12:30 to volunteer. We will have an afternoon snack at 1:45. If your son/daughter would like to share a holiday treat with the class, please send in something individually wrapped, so extras can be sent home.
There is a holiday concert for the school at 2pm in the gym. Parents are welcome to attend.
**Note we have 29 students in our class if you send in treats. THANK YOU!
حفلة فصل الشتاء في صف الروضة
يقوم تلاميذ صف الروضة بحفلة وذلك نهار الجمعة الموافق 20 كانون الاول وذلك الساعة 12:30. كما نقوم بصنع الاشياء اليدوية للتلاميذ لذلك نرحب بالاهل الراغبين بالتطوع لمساعد التلاميذ في الاشغال الفنية. اذا كان لديك الرغبة الرجاء الحضو 12:30 للمساعدة. نقدم وجبة خفيف للتلاميذ الساعة 1:45 بعد الظهر. كما يستطيع الاهل ارسال الحلوى الملفوفة مع اولادهم اذا رغبوا لجميع التلاميذ في الصف.
نرحب بالاهل الذين يرغبون بحضور الحفل الموسيقي في المدرسة مع اولادهم وذلك الساعة 2:00 في قاعة الرياضة.
Homework:
1. Reading bags and sight words
2. Letter Ll– draw 3 items that start with l in the box
3. Math bags, practice numbers with games: should be able to count to 40 by 1’s and 100 by 10’s.. backwards counting 10-9-8-7-6-5-4-3-2-1-0
Reminders
Tomorrow we have gym so wear your gym shoes! We will be sending a note home tomorrow about our holiday party that we will have on Friday afternoon. There is also a school concert at 2pm on Friday that parents are welcome to attend.
Thank you,
Michelle Rawson
Tomorrow (Wednesday 12/18) is the last day to CAN THE PRINCIPAL! Please donate cans/boxed foods for our food drive if you are able.
Homework:
Practice their book room books in their reading bag.
Practice sight words, new word: is.
Handwriting practice for sight words. Try to complete the sentence using beginning and ending sounds of the word.
Math Bag and Everyday math online website games!
Thank you for coming to the parent meeting. I hope you feel informed about some of the strategies we are using at school to help your child become a reader and that you feel confident to support these practices at home with your child. READING is so important in kindergarten and we need your support! So THANK YOU for all you do!
Michelle Rawson
Mrs. Rawson and Mrs. Sulecki request your presence this Tuesday, December 17th @ 8:50 am in the cafeteria for a grade level parent meeting.
This is a mandatory session for all Kindergarten parents. Parents will sit with their child and do activities led by the teacher. You will see how we teach and how you can help your child at home. It is critical you attend to help increase your child’s academic performance in school. If you cannot attend please notify the teacher in advance so your child is teamed with another adult.
الاهل الاعزاء،
انتم مدعوون من قبل السيدة راسن والسيدة سولكي الى اجتماع نهار الثلثاء الواقع في 17 كانون الاول/ديسمبرعند الساعة 8:50 دقيقة صباحاً في قاعة الطعام في مدرسة اوكمن.
هذا الاجتماع الزامي لجميع اولياء امور طلاب صف الروضة. سوف يجلس الاهل مع اولادهم ويقومون بنشاطات تعليمية تحت إشراف المعلمة. سوف ترون كيف نعلم الاولاد وكيف يمكنكم مساعدتعم في المنزل. هذا الاجتماع ضروري جداً لمساعدةالاولاد في تحسين مستواهم الاكاديمي. اذا كنتم غير قادرين على الحضور الرجاء ابلاع المدرسين مسبقاً.
نكرر التأكيد على اهميةً حضوركم هذا الاجتماع.
Teacher Weekly Lesson Plans
Date: 12/16/2013
CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.K.4 Read emergent-reader texts with purpose and understanding.
CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a text
CAFE Menu Strategies: Use the pictures… do the words and pictures match? Blend sounds; stretch and re-read. Recognize literacy elements (genre, plot, character, setting, problem/solution, theme).
Subject: Reading Minutes Per Week: 450 Teacher: Rawson/Sulecki
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Objective: |
SWD knowledge of pictures in text by answering questions to read emergent-reader text. | SWD application of text by answering questions about letter sounds to read emergent-reader text. | SWD knowledge of text by answering questions about characters and setting. | SWD knowledge of text by answering questions about problem and solution? | SWD comprehension of text by answering questions about genre. |
| Language
Objective: |
SWBAT orally describe pictures to read, using sentence stem: I see my _______. | SWBAT orally describe the sounds in CVC words. | SWBAT orally describe characters in the story using sentence stem: The characters/setting ______. | SWBAT orally describe problem/solution in the story using sentence stem: The problem/ solution ____. | SWBAT orally describe the genre of the story using sentence stem: The genre is _____ because ________. |
| Pre-Assessment: | Do the words and pictures match? | Where do you point when reading text? | What are characters? What is setting? | What is a problem? What is a solution? | What is real? What is made up (fiction)? |
| Post-Assessment: | Answering questions to read emergent-reader text. | Answering questions about letter sounds to read emergent-reader text. | Answering questions about characters and setting. | Answering questions about problem and solution. | Answering questions about genre. |
| Dolch Words/Content Vocabulary: | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is |
| Materials: | Storybook | Elmo, Promethean Board | Storybook | Storybook | Storybook |
| Activities: | Show class emergent reader text. Tell Pattern and how to use pictures and ask do the words and pictures match? | Model how to use manipulatives to say words slowing (stretch words) and re-read. | Review content words: characters/setting. Students listen to story and answer questions about character and setting. | Review content word: characters. Students listen to story and answer questions about problem and solution. | Introduce content word: genre. Students listen to story and answer questions about what genre the book is and why. |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 12/16/2013
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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Objective: |
SWD knowledge of a story (event) by illustrating a picture to match the words.
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SWD knowledge of a story (event) by stretching the word to write down the sounds they hear. | SWD comprehension of a story (event) by illustrating characters and setting.
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SWD comprehension of a story (event) by illustrating problem and solution.
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SWD application of a story (event) by deciding the genre of their story from yesterday.
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| Language
Objectives: |
SWBAT orally describe their picture using the sentence stem: I see the________.
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SWBAT orally describe their picture using the sentence stem: I see the________.
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SWBAT orally describe their event using the sentence stem: The characters/setting _____. | SWBAT orally describe their event using the sentence stem: The problem/solution _____. | SWBAT orally describe their event using the sentence stem: My story’s genre is ___ because ___. |
| Pre-Assessment: | How do pictures/words match is stories. | How do pictures/words match is stories. | What are characters? What is setting? | What is problem? What is solution? | What is genre? |
| Post-Assessment: | Illustrating a picture to match the words. | Stretching the word to write down the sounds they hear. | Illustrating characters and setting. | Illustrating problem and solution. | Deciding the genre of their story from yesterday. |
| Dolch Words/Content Vocabulary: | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you, go, is |
| Materials: | Story book, Chart Paper | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo |
| Activities: | Show examples for storybooks of how the pictures match the words. Have students copy sentence stem and draw picture to match the words. | Review how to say words slowing and record sounds you hear. Model. Have students try to complete their sentences and pictures. | Discuss character and setting. Think aloud and demonstrate how to choose an event to write about and how to draw appropriate characters and setting for event. | Discuss problem and solution. Think aloud and demonstrate how to choose an event to write about and how to draw appropriate problem and solution for event. | Discuss genre. Think aloud and demonstrate how to choose the appropriate genre. Then model how to use sentence stem to explain your genre. |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 12/16/2013
CCSS: P.FM.00.11 Describe the position of an object (for example: above, below, in front of, behind, on) in relation to other objects around it.
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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Objective: |
SWD comprehension of pushes and pulls by identifying actions verbally. | SWD comprehension of pushes and pulls by identifying actions and completing a picture sort. | SWD application of pushes and pulls by making predictions about actions. | ||
| Language
Objective: |
SWBAT orally describe the action using the sentence stems: _____ is a push. ____ is a pull? | SWBAT orally describe the action using the sentence stems: _____ is a push. ____ is a pull? | SWBAT orally describe their predictions using the sentence stem: I think _______________. | ||
| Pre-Assessment: | What is a push? What is a pull? | What is a push? What is a pull? | What is a push? What is a pull? | ||
| Post-Assessment: | Identifying actions verbally. | Identifying actions and completing a picture sort. | Making predictions about actions. | ||
| Dolch Words/Content Vocabulary: | Force, gravity, object, position, pull, push | Force, gravity, object, position, pull, push | Force, gravity, object, position, pull, push | ||
| Materials: | Pictures of events | Pictures of events/ Sorting Sheet | Cart | ||
| Activities: | Describe push and pull. Model some actions, then show pictures of events for students to decide if it is a push or a pull action. | Review push and pull. Show pictures of events for students to decide if it is a push or a pull action to do sort. | Push empty cart. Discuss distance. Add weight to chart and have students predict what will happen. Repeat. Take away some weight and have students make predictions. | ||
| 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 |
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Pushes and Pulls. 28 January 2008. BBC. 11 February 2008 https://222.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml | |
| NOTES |
Teacher Weekly Lesson Plans
Date: 12/16/2013
K.CC.1: Count to 100 by ones 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.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, e.g., by using matching and counting strategies.
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, e.g., by using objects or drawings to represent the problem.
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.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
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.
Subject: Math Minutes Per Week: 500 Teacher: Rawson/Sulecki
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Objective: |
SW count by 1s through at least 50 using different starting points. | SW use calculators to practice with reading and entering numbers. | SW practice addition, graphing outcomes, and probability. | SW practice making shapes. | WINTER BREAK PARTY |
| Language
Objective: |
SW count the number of dots on two dominos. | SW read and display numbers on a calculator. | SW create a graph of dice rolls. | SW orally describe the attributes of each shape. | |
| Pre-Assessment: | SW count to 50 by 1s starting at 0. | SW follow directions to enter numbers in a calculator. | SW find the sum of two dice rolls. | SW describe the attributes of each shape. | |
| Post-Assessment: | SW count to 0 by 1s starting from a number other than 1. | SW follow directions to enter number in a calculator. | SW create a graph of dice rolls. | SW identify the attributes of each shape. | |
| Dolch Words/Content Vocabulary: | Calculator, display, clear and all clear. | Add, sum, probability, likely, chance | Circle, square, rectangle, triangle, side, corner, shape | ||
| Materials: | Dice | Calculators | Teaching Master (Math Masters, p. 34); dice; pencils | Rope or string with the ends tied together | |
| Activities: | 4.6 Interrupted Counts | 4.7 Meet the calculator | 4.8 Roll and Record with Two Dice | 4.9 Body and Rope Shapes | |
| Technology: | Promethean Planet Number Grid | Projector | |||
| NOTES: |
Teacher Weekly Lesson Plans
Date: 12/16/2013
E1.0.1 Understands needs and wants
E1.0.2 Distinguishes between goods and services
E1.0.3 Recognizes situations in which people trade.
Subject: Social Studies Minutes Per Week: 150 Teacher: Rawson/Sulecki
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Objective: |
SW distinguish between good and services. | SW brainstorm a list of goods and services used by individuals and families and collaboratively classify the items in the list. | WINTER BREAK PARTY | ||
| Language
Objective: |
SW listen to stories about people that provide services. | SW participate in Think Pair Share activities to generate a list of people that provide services. | |||
| Pre-Assessment: | SW tell the difference between a want and a need. | SW tell the difference between goods and services. | |||
| Post-Assessment: | SW tell the difference between goods and services. | SW recognize situations in which people trade. | |||
| Dolch Words/Content Vocabulary:
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Needs, wants, goods, services, trade | Needs, wants, goods, services, trade | |||
| Materials: | Social Studies Flip Book | Social Studies Flip Book | |||
| Activities: | T-Chart goods and services | Think Pair Share goods, services, trade | |||
| Notes:
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| Technology: |
Hello Parents,
Mrs. Rawson and Mrs. Sulecki request your presence this Tuesday, December 17th@ 8:50 am in the cafeteria for a grade level parent meeting.
This is a mandatory session for all Kindergarten parents. Parents will sit with their child and do activities led by the teacher. You will see how we teach and how you can help your child at home. It is critical you attend to help increase your child’s academic performance in school. If you cannot attend please notify the teacher in advance so your child is teamed with another adult.
الاهل الاعزاء،
انتم مدعوون من قبل السيدة راسن والسيدة سولكي الى اجتماع نهار الثلثاء الواقع في 17 كانون الاول/ديسمبرعند الساعة 8:50 دقيقة صباحاً في قاعة الطعام في مدرسة اوكمن.
هذا الاجتماع الزامي لجميع اولياء امور طلاب صف الروضة. سوف يجلس الاهل مع اولادهم ويقومون بنشاطات تعليمية تحت إشراف المعلمة. سوف ترون كيف نعلم الاولاد وكيف يمكنكم مساعدتعم في المنزل. هذا الاجتماع ضروري جداً لمساعدةالاولاد في تحسين مستواهم الاكاديمي. اذا كنتم غير قادرين على الحضور الرجاء ابلاع المدرسين مسبقاً.
نكرر التأكيد على اهميةً حضوركم هذا الاجتماع.
Tonight’s Homework:
1. Reading Bag, new sight word: you. Practice all words each night!
2. Letter Pp for handwriting. Try to come up with at least 3 items to draw that start with p.
3. Math Bag, games, numbers, and shapes! Students should be able to count from 0-30 by ones and to 50 by 10s (10,20,30,40,50) at this point in the school-year.
Reminders:
*Canned food drive is still on, we only have 10 items to far this week! Please donate if you are able.
*Tomorrow is late start. Breakfast is at 9:00 and school starts at 9:35.
* Friday is wear your clothes backwards day! and it is movie night.
“Despicable Me” will begin at 4:30 and last till 6:30. Entrance is $2 each and includes a bag of popcorn. Pizza will be for sale at $1 a slice.
Thank you for your support.
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
Teacher Weekly Lesson Plans
Date: 12/9/2013
CCSS.ELA-Literacy.RL.K.10 Actively engage in group reading activities with purpose and understanding.
CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a text
CAFE Menu Strategy: Comprehension Use prior knowledge to connect with text
Subject: Reading Minutes Per Week: 450 Teacher: Rawson/Sulecki
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Objective: |
SWD knowledge of text by answering questions about prior knowledge. | SWD application of text by asking questions about the topic of snow. | SWD knowledge of text by answering questions about prior knowledge. | SWD application of text by asking questions about the topic of farm animals. | SWD comprehension answering questions by brainstorming ways to answer “I wonder questions.” |
| Language
Objective: |
SWBAT orally describe their experiences with snow using sentence stem: I know snow _____ because _________ | SWBAT orally ask an “ I wonder _________?” question . | SWBAT orally describe their experiences with farm animals using sentence stem: I know _____ because _________ | SWBAT orally ask an “ I wonder ________?” question . | SWBAT orally answer I wonder questions using sentence stem: I know that _______. |
| Pre-Assessment: | How do you answer a question in a complete sentence? | How do you ask a question? | How do you answer a question in a complete sentence? | How do you ask a question? | How do you answer a question in a complete sentence? |
| Post-Assessment: | Answering questions about prior knowledge. | Asking questions about the topic of snow. | Answering questions about prior knowledge. | Asking questions about the topic of farm animals. | brainstorming ways to answer “I wonder questions.” |
| Dolch Words/Content Vocabulary: | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you |
| Materials: | Storybook, chart paper | Storybook, Elmo, Promethean Board | Storybook, Elmo, Promethean Board | Storybook, Elmo, Promethean Board | Elmo, Promethean Board |
| Activities: | Ask students about their experiences with snow/snowmen. Record on anchor chart. | Does a picture walk of story and ask students to create questions from pictures. | Ask students about their experiences with farm animals. Record on anchor chart. | Do a picture walk of story and ask students to create questions from pictures. Record questions. | Brainstorm ways to answer I wonder questions, such as reading books, using computer/people as resources, etc. |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 12/9/2013
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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Objective: |
SWD knowledge of a story (event) by illustrating an action for t their snowman.
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SWD knowledge of a story (event) by illustrating the steps (BME) of how to make a snowman. | SWD comprehension of a story (event) by illustrating a setting for their snowman.
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SWD application of a story (event) by drawing how (action) they play in the snow and with who (characters). | SWD application of a story (event) by labeling their picture from yesterday.
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| Language
Objectives: |
SWBAT orally describe an action using the sentence stem: My snowman likes to ___________.
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SWBAT orally explain the steps of how to make a snowman using the sentence stem. First you ______. Then _____. Last ______. | SWBAT orally describe their illustration using the sentence stem: The setting for my picture is _______. You can tell because _________. | SWBAT orally explain their story using the sentence stem: My favorite thing to do in the snow is _______. I like to play in the snow with ___________. | SWBAT orally explain their story using labels and the the sentence stem: My favorite thing to do in the snow is _______. I like to play in the snow with ___________. |
| Pre-Assessment: | What is an action? | What does first, then, and last mean? (Transition words.) | What is setting? | What is action? What are characters? | What are details? Labels? Characters? Actions? |
| Post-Assessment: | Illustrating an action for t their snowman. | Illustrating the steps (BME) of how to make a snowman. | Illustrating a setting for their snowman. | Drawing how (action) they play in the snow and with who (characters). | Labeling their picture from yesterday. |
| Dolch Words/Content Vocabulary: | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you | I, like, see, my, the, he, she, we, to, yes, no, can, car, look, you |
| Materials: | Anchor Chart | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo |
| Activities: | Discuss actions. Make a list of actions a snowman “could” do. Have students choose an action for their snowman and illustrate their picture. | Gather prior knowledge of how to build a snowman. Interactive write together showing steps and then have students complete their own picture. | Discuss setting. Think aloud and demonstrate how to choose a setting and how to draw a setting with pictures to show where you are at. | Build prior knowledge. Make a list of actions students like to do in the snow. Students draw themselves doing action and with characters. | Model adding details to the shared writing using labels for the action and labels for the characters. |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 12/9/2013
CCSS: P.FM.00.11 Describe the position of an object (for example: above, below, in front of, behind, on) in relation to other objects around it.
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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Objective: |
SWD comprehension of position of an object moving a block in relation to their body. | SWD knowledge of position of an object by sorting picture cards. | SWD application of position by describing the direction of a moving fish to a partner. | ||
| Pre-Assessment: | What is above, below, in front of, behind, on, etc. | What is above, below, in front of, behind, on, etc | What is above, below, in front of, behind, on, etc | ||
| Post-Assessment: | Moving a block in relation to their body. | Sorting picture cards. | describing the direction of a moving fish to a partner. | ||
| Dolch Words/Content Vocabulary: | above, below, in front of, behind, on | above, below, in front of, behind, on | above, below, in front of, behind, on | ||
| Materials: | blocks | Picture cards. | Fish bowl and fish or youtibe video of fish swimming in a tank | ||
| Activities: | Review directional words: above, below, in front of, behind, on. Then play “Simon says” to move block in relation to their body. | Sort pictures that show one object above another; which pictures shows one object in front of another; which pictures shows one object underneath another; and so on.
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Use a fish bowl or a classroom aquarium, work in pairs to describe the movement of one particular fish. Conversation between the pairs should include away from, closer to, above, next to, below, to the right of, to the left of, and so on.
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| Technology: | Making Objects Move. 2006. AAAS – Science NetLinks. 11 February 2008 https://www.sciencenetlinks.com/lessons.cfm?Grade=k-2&BenchmarkID=12&DocID=35 | Making Objects Move. 2006. AAAS – Science NetLinks. 11 February 2008 https://www.sciencenetlinks.com/lessons.cfm?Grade=k-2&BenchmarkID=12&DocID=35 |
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Making Objects Move. 2006. AAAS – Science NetLinks. 11 February 2008 https://www.sciencenetlinks.com/lessons.cfm?Grade=k-2&BenchmarkID=12&DocID=35 | |
| NOTES |
Teacher Weekly Lesson Plans
Date: 12/9/2013
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.
K.CC.6: Identify whether the number of objects in than, less than one group is greater, or equal to the number of objects in another group.
K.MD.3: Classify objects into given categories; count the numbers of objects in each category and sort the
K.CC.1: Count to 100 by ones and by tens.
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.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, e.g., by using matching and counting strategies.
K.NBT.1: Compose and decompose numbers from 11 to 19 into ten ones and some further ones.
Subject: Math Minutes Per Week: 500 Teacher: Rawson/Sulecki
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Objective: |
SW: Read numbers and compare numbers. | SW: Use the pattern-block template to name the shapes. | SW: Recognize ‘joining’ situations as addition. | SW: create and describe patterns. | SW review previously learned Math skills through Math Workshop practice. |
| Pre-Assessment: | SW: Read numbers 0-20 | SW: Name the shapes they know on the pattern-block template. | SW: model and solve addition number stories using manipulatives. | SW: continue pattern-block patterns. | |
| Post-Assessment: | SW: Place numbers 0-20 in order from least to greatest. | SW: Name all of the shapes on the pattern-block template. | SW: Learn about the + symbol. | SW: continue pattern-block patterns. | |
| Dolch Words/Content Vocabulary:
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More, less, higher, lower | Template, circle, triangle, square, parallelogram, trapezoid, hexagon, pattern | Add, join, all together, addition, symbol, plus sign | Patterns, extend, continue, repeat | |
| Materials: | Home Link Master (Math Masters; p. 32)/ decks made from two wets of Small Number cards 0-20 (Math Masters, pp. 105-107) | Pattern-Block Templates; pattern blocks, pencils; long strips of paper (sentence strips work well); markers or crayons | Teaching Aid Master (Math Masters, p. 109); construction paper, craft sticks; counters. | Home Link Master (Math Masters, p. 33); pattern blocks | Number cards, Domino Cards, Dice, Counting Bears, Connecting Cubes, |
| Activities: | 4.2 Top-It Card Games | 4.3 The Pattern-Block Template | 4.4 The Addition Symbol (+) | 4.5 Follow My Pattern | Differentiation
Math Workshop |
| Technology: | |||||
| NOTES: |
Teacher Weekly Lesson Plans
Date: 12/9/2013
E1.0.1 Understands needs and wants
E1.0.2 Distinguishes between goods and services
E1.0.3 Recognizes situations in which people trade
Subject: Social Studies Minutes Per Week: 150 Teacher: Rawson/Sulecki
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Objective: |
SW differentiate and describe needs and wants.
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SW distinguish between good and services.
TWL brainstorm a list of goods and services used by individuals and families and collaboratively classify the items in the list.
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| Pre-Assessment: | SW view teacher selected items and analyze the difference between needs and wants. | SW view pictures of people providing services and share a personal example of when they used a service.
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| Post-Assessment: | SW brainstorm a list of goods used by individuals and families and collaboratively classify the items in the list as needs or wants. | SW determine times when people may trade for goods and services.
TLW recognize money as a way to trade for goods/ services, needs and wants
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| Dolch Words/Content Vocabulary:
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Needs, wants, goods, services | ||||
| Materials: | |||||
| Activities: | Compose a drawing/list of student generated goods services Picture sorts
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Compose a drawing/list of student generated needs and wants
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| Notes:
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| Technology: |
Weekend Homework:
1. Read 15 minutes each day. This time can include practicing sight words, letter identification/sound practice, and reading books (pictures and words).
2. Letter Nn Handwriting practice and letter sound pictures– try to think of AT LEAST 3 pictures to draw that start with Ff.
3. Math Bag– I did not add a new activity today; however, they have many activities to practice, such as number cards, shapes, monster squeeze, 100s chart, etc. Practice counting/play games for 15 minutes each day.
Monday’s lunch choices are Vegetarian Lasagna or Cheese Pockets.
Have a nice weekend! Stay warm!!
Michelle Rawson