Please remember to send in canned goods for our food drive. Our class is in first place so far!!! The winning class gets a pizza party so keep bringing in those canned/boxed foods for the needy.
If you can, please send in a winter hat, gloves, mittens, or a scarf for our giving tree. These also count towards our food drive numbers.
Thanks for your support,
Michelle Rawson
1. Read, especially those sight words! Practice letter identification and sounds with ABC chart given out at conferences.
2. Handwriting practice for sight words: he, she, and we. Say the word and letters as you write them for practice!
3. Math– number cards, shapes, monster squeeze, and 10 frame game (all in math bags!!)! Today we worked on counting by 10s too 100!!! See if you child can do it own their own! They can use their 100 chart for help if needed! PLEASE REMEMBER TO BRING MATH BAGS TOMORROW SO NEW MATERIAL CAN BE ADDED. (Thank you!)
Reminder that Tuesday, December 17 is the kindergarten parent meeting @ 8:50 am.
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
1. Read! New sight word: look. Please review ALL words!
2. Letter f… try to draw at least 2 pictures that start with F.
3. Math.. numbers, shapes, and games in math bag!
Mark Your Calendar… December 17th will be the Kindergarten Parent Meeting * 8:50.
Thank you,
Michelle Rawson
Tonight’s Homework:
1. READ! especially those sight words! practice letters as well, look at pictures in books and think about what letter they start with. For example, this book has a bear in it– what does bear start with??? (B) and so on… do these types of activities for at least 15 minutes each night for READING practice!
2. Handwriting practice for sight words yes and no— they should know how to read AND spell these words… say the letters as you write to remember– Y–E–S, spells yes! etc. After tracing the words, try on your own on the last line, and then super challenge!! turn the paper over and see if you can spell them without looking!!!
3. MATH– practice numbers 0-20 cards and counting up to 50, practice shapes, play monster squeeze, and ten frame games for at least 15 minutes each night for MATH practice!
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
12-2 Frankenmuth Ends
12-2 Canned Food Drive Continues.
12-3 Lifetouch pictures for Clubs in the media center starting at 9am.
12-5 2nd Gr. Parent Mtg. @ 8:50
12-6 3rd Gr. Parent Mtg. @ 8:50
12-10 SIP Visit
12-11 Late Start
12-12 4th Gr. Parent Mtg. @ 8:50
12-13 5th Gr. Parent Mtg. @ 8:50
12-13 PTA Wear Your Clothes Backwards Day and Bake Sale
12-13 Movie Night 4:30 pm
12-17 Kindergarten Parent Mtg. @ 8:50
12-18 1st Gr Parent Mtg. @ 8:50
12-20 Holiday Concert @ 2pm
12-20 PTA Bake Sale
Vacation
Schools Re-open January 6
Teacher Weekly Lesson Plans
Date: 12/2/2013
CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-Literacy.RF.K.2a Recognize and produce rhyming words.
CCSS.ELA-Literacy.RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Subject: Reading Minutes Per Week: 450 Teacher: Rawson/Sulecki
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Objective: |
SWD knowledge of rhyming words by recognizing rhyming words in a poem and highlighting them. | SWD knowledge of rhyming words by matching their rhyming picture to a friend’s rhym.ing picture. | SWD knowledge of rhyming words by producing a rhyming word to complete a rhyming poem. | SWD comprehension of rhyming words by creating a rhyming family Christmas tree of words that sound the same at the end. | SWD application of rhyming words by creating a rhyming family Christmas tree of words that sound the same at the end. |
| Language
Objective: |
SWBAT orally describe rhyming words from a poem using sentence stem: _____ rhymes with____. | SWBAT orally describe the rhyme they made using sentence stem: _____ rhymes with____. | SWBAT orally describe the rhyme using the sentence stem: _____ rhymes with____. | SWBAT orally describe the rhyme using the sentence stem: _____ rhymes with____ because they all have the ____ sound at the end. | SWBAT orally describe the rhyme using the sentence stem: _____ rhymes with____ because they all have the ____ sound at the end. |
| Pre-Assessment: | What rhyming words? Where do they sound the same? | What is rhyme? Where do they sound the same? | What is rhyme? Where do they sound the same? | What is rhyme? Where do they sound the same? | What is rhyme? Where do they sound the same? |
| Post-Assessment: | Recognizing rhyming words in a poem and highlighting them. | Identifying the rhyming words in short rhyming poems. | Producing a rhyming word to complete a rhyming poem. | Creating a rhyming family of words that sound the same at the end. | Creating a rhyming family of words that sound the same at the end. |
| Dolch Words/Content Vocabulary: | I, like, see, my, the, he, she, we, to, yes, no, and, can, car, rhyme, poem | I, like, see, my, the, he, she, we, to, yes, no, and, can, car, word, rhyme | I, like, see, my, the, he, she, we, to, yes, no, and, can, car, word, rhyme
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I, like, see, my, the, he, she, we, to, yes, no, and, can, car word, rhyme | I, like, see, my, the, he, she, we, to, yes, no, and, can, car word, rhyme |
| Materials: | Rhyming poem | Picture cards from puzzle game | Rhyming Poem with one word blanked out | Rhyming Christmas Tree for word families | Rhyming Christmas Tree for word families |
| Activities: | Review what it means to rhyme (the end sounds the same). Read aloud a rhyming poem and discuss which words rhyme. Highlight the rhyming words in the poem. Students will glue a copy of the poem in their NB> | Discuss what it means to rhyme. Read various rhyming poems and have students identifying the rhyming words. | Read the beginning of a rhyme then have students look at picture cards or objects to choose what word would complete the rhyme. | Model how all the words sound the same on the ornament cards. Model “decorating” the tree by choosing a word and using the sentence stem after placing it on the tree. Have students choose an ornament word and use sentence stem as complete tree as a class. | Students will create their own rhyming word family Christmas tree while using sentence stem during decorating process. Give time to share at their tables and then have students wearing read share out. |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 12/2/2013
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.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.
Subject: Writing Minutes Per Week: 300 Teacher: Rawson/Sulecki
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SWD knowledge of a story (event) by retelling an event.
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SWD application of a story (event) by illustrating an event.
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SWD knowledge of a story (event) by using my drawing to describe the action and label the characters. | SWD application of a story (event) by dictating the event.
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SWD application of a story (event) by sharing an event with classmates.
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| Language
Objectives: |
SWBAT orally describe an event using the sentence stem: A tradition for my family is to __________.
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SWBAT orally describe their illustration using the sentence stem: You can tell we are _____ because_______. | SWBAT orally explain the action and labels of the characters in their stories. | SWBAT orally explain their story using their pictures. | SWBAT orally explain their story using their pictures to a classmate. |
| Pre-Assessment: | What is a story/event? | How can pictures tell a story? | How can pictures and labels tell a story? | What is a story/event? | What is a story/event? |
| Post-Assessment: | Retelling an event. | Illustrating an event.
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Using my drawing to describe the action and label the characters. | Dictating the event. | Sharing an event with classmates. |
| Dolch Words/Content Vocabulary:
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I, like, see, my, the, he, she, we, to, yes, no, can, car | I, like, see, my, the, he, she, we, to, yes, no, can, car | I, like, see, my, the, he, she, we, to, yes, no, can, car | I, like, see, my, the, he, she, we, to, yes, no, can, car | I, like, see, my, the, he, she, we, to, yes, no, can, car |
| Materials: | Promethean Board, Elmo, Anchor Chart | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo |
| Activities: | Discuss traditions. Have students share various traditions that they share with their families. Make sure they explain who (characters) and where (setting) when they discuss their traditions. Have them share in groups of 4 then have 1’s share out to the class using sentence stem. Record traditions on Anchor Chart. | Students recall family traditions and review Anchor Chart from previous day. Model think aloud when showing example of a family tradition illustration (i.e. we are at my grandma’s house and I can tell it’s my grandma’s because her house is yellow…) Have students pick a family tradition to illustrate with a picture and then share out using sentence stem. | Use previous example to think aloud how to add labels and actions to illustration. Students look at their picture from yesterday and talk to a partner about what they are going to add t their‘s pictures. After they add to their picture they can share in group of 3 and then 3’s can share out to the class. | Model how to dictate an event to tell a story using teacher example. Students will dictate their event to an adult and explain their family tradition as an event/story based on their picture. | Model how to dictate an event to tell a story using teacher example. Students will dictate their event to a classmate and explain their family tradition as an event/story based on their picture. |
| Notes:
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| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board |
Teacher Weekly Lesson Plans
Date: 12/2/2013
Subject: Science Minutes Per Week: 150 Teacher: Rawson/Sulecki
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SWD comprehension of how objects fall toward the earth by drawing their observations. | SWD knowledge how shape and mass affect motion by measuring distance that various objects traveled after being pushed. | |||
| Language
Objective: |
SWBAT orally describe how their objects fell using the sentence stem: (object) fell ______. | SWBAT orally describe how objects moved using the sentence stems (object) travel the farthest distance. (Object) traveled the shortest distance. | |||
| Pre-Assessment: | What is gravity? | What is shape? What is mass? | |||
| Post-Assessment: | Drawing and orally describing their observations. | Measuring distance that various objects traveled after being pushed. | |||
| Dolch Words/Content Vocabulary: | Force, gravity, object, position, pull, push
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Force, gravity, object, position, pull, push
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| Materials: | Paper, feather, penny, ball | Rock, Clay, Sand, Silt, Fossils | |||
| Activities: | Using a group of objects (paper, feather, penny, ball), drop each and describe observations (P.FM.00.21).
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Given a group of objects of different size, weight, and shape (e.g., cone, sphere, cylinder, square) push each object and measure the distance traveled; discuss as a large group observations and measurements (P.FM.00.34, S.IP.00.15, S.IP.00.13).
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| Technology: | Falling. 2006. AAAS – Science NetLinks. 11 February 2008 <https://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=4&DocID=158>
Making Objects Move. 2006. AAAS – Science NetLinks. 11 February 2008 <https://www.sciencenetlinks.com/lessons.cfm?Grade=k-2&BenchmarkID=12&DocID=35>. Pushes and Pulls. 28 January 2008. BBC. 11 February 2008 <https://222.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml> |
Falling. 2006. AAAS – Science NetLinks. 11 February 2008 <https://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=4&DocID=158>
Making Objects Move. 2006. AAAS – Science NetLinks. 11 February 2008 <https://www.sciencenetlinks.com/lessons.cfm?Grade=k-2&BenchmarkID=12&DocID=35>. 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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| NOTES |
Teacher Weekly Lesson Plans
Date: 12/2/2013
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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SW count children in each sorted group and count items in each category on a bar graph. | SW count orally by 1s and 10s.
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SW count up to 20 objects. | SW use a number line to explore addition and subtraction concepts and strategies. | SW review previously learned Math skills through Math Workshop practice. |
| Pre-Assessment: | SW compare the numbers in each group/category. | SW describe patterns of 10s when counting. | SW recognize teen numbers. | Students will move forward or backward on a number line to demonstrate adding and subtracting. | |
| Post-Assessment: | SW construct a class bar graph. | SW count to 100 by 10s. | SW represent teen numbers as “10 and some more.” | Students will move forward or backward on a number line to demonstrate adding and subtracting. | |
| Dolch Words/Content Vocabulary: | Bar graph, some, none, all most, least, more, less | 1s, 10s, skip counting, counting by 10s. | Count, teen, ten, more, less, same equal | Number line, count on, count back | |
| Materials: | Posterboard, squares of white paper, markers, crayons, or colored pencils, tape or blue stick | Home Link Master (Math Master, p. 31); Growing Number Line; Concrete Number Counts coutainers, additional straws or sticks (optional) | Game Masters (Math Masters, pp. 137-139), laminated or mounted on cardstock, large paper clips, pencils, counters for the gameboard, scoring counters | Large walk-on 0-20 number line. | Number cards, Domino Cards, Dice, Counting Bears, Connecting Cubes, |
| Activities: | 3.14 Favorite Colors Graph | 3.15 Count by 10s | 3.16 Teen Frame Game | 4.1 Number Line Mathematics | Differentiation
Math Workshop |
| Technology: | |||||
| NOTES: |
Teacher Weekly Lesson Plans
Date: 12/2/ 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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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 | ||||
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| 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: |
Reminder NO SCHOOL November 27, 28, & 29. Have a happy Thanksgiving! School will reopen on Monday, December 2nd.
Homework for over the break includes: a math packet with Thanksgiving themed activities. Students also must practice their sight words. They were tested this week and the circled words are ones they did not know. Please practice all of these words often as they should know they just by looking at them.
Please read each day for 15 minutes and practice games and numbers in math bags!
Have a nice break and see you back in DECEMBER!
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
Tonight’s Homework:
1. READ! at least 15 minutes… all sight words: I, like, can, me, my, the, a, to, he, she, yes, no
2. Letter Dd… practice handwriting and draw something that begins with D… see how many you can think of to draw (more than one is good!)
3. Math, practice counting! see how high you can get without a mistake! should be able to get to 20 easily… 100 by end of the year! Work on shapes, should know circle, square, triangle, and rectangle. Practice making 10 with 10 frames and don’t forget to play monster squeeze! Math games are a fun way to learn so make sure to take time each night to play some (about 15 minutes each day!)
Reminders:
Tomorrow is our first Awards Assembly (9am in gym–parents welcome).
Food drive is still going on… we already have 39 items, our class goal is to get to 100!!
Friday is Pajama Day– Bring $1.00 to wear your PJ’s all day at school!
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
Tonights homework:
1. READ!!
2. Practice letter Cc and draw 2 pictures that begin with the c sound, such as cat, clown, car, etc.
3. Math Bag– practice shapes, numbers, and ten frames.
Field trip permission slip and $3.00 is due tomorrow (Friday). Field trip to SNOW WHITE PLAY IS MONDAY!
Thank you,
Michelle Rawson
Tonight’s Homework:
1. Read! at least 15 minutes, new sight word: no
2. Handwriting: no
3. Math bag: numbers, shapes, 10 frame
Reminder!! Late start tomorrow, please be here on time: 9:35 (9:00 for breakfast).
Please let me know if you need language assistance for conferences and/or if you need to reschedule your time. Report cards will only be given at at conference time.
Thank you,
Michelle Rawson