{"id":156,"date":"2013-12-02T15:57:38","date_gmt":"2013-12-02T20:57:38","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/rawsonm\/?p=156"},"modified":"2013-12-02T15:57:38","modified_gmt":"2013-12-02T20:57:38","slug":"lesson-plans-for-week-of-12213","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/rawsonm\/2013\/12\/02\/lesson-plans-for-week-of-12213\/","title":{"rendered":"Lesson Plans for Week of 12\/2\/13"},"content":{"rendered":"

Teacher Weekly Lesson Plans<\/b><\/p>\n

Date: 12\/2\/2013<\/b><\/p>\n

CCSS.ELA-Literacy.RF.K.2<\/a>\u00a0Demonstrate understanding of spoken words, syllables, and sounds (phonemes).<\/b><\/p>\n

CCSS.ELA-Literacy.RF.K.2a<\/a>\u00a0Recognize and produce rhyming words.<\/b><\/p>\n

CCSS.ELA-Literacy.RF.K.2e<\/a>\u00a0Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.<\/b><\/p>\n

Subject:\u00a0\u00a0\u00a0 Reading\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Minutes Per Week:\u00a0\u00a0\u00a0\u00a0\u00a0 450\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teacher: Rawson\/Sulecki<\/b><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
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Content<\/b><\/p>\n

Objective:<\/b><\/td>\n

SWD knowledge of rhyming words by recognizing rhyming words in a poem and highlighting them.<\/td>\nSWD knowledge of rhyming words by matching their rhyming picture to a friend\u2019s rhym.ing picture.<\/td>\nSWD knowledge of rhyming words by producing a rhyming word to complete a rhyming poem.<\/td>\nSWD comprehension of rhyming words by creating a rhyming family Christmas tree of words that sound the same at the end.<\/td>\nSWD application of rhyming words by creating a rhyming family Christmas tree of words that sound the same at the end.<\/td>\n<\/tr>\n
Language<\/b><\/p>\n

Objective:<\/b><\/td>\n

SWBAT orally describe rhyming words from a poem using sentence stem:\u00a0 _____ rhymes with____.<\/td>\nSWBAT orally describe the rhyme they made using sentence stem:\u00a0 _____ rhymes with____.<\/td>\nSWBAT orally describe the rhyme using the sentence stem:\u00a0 _____ rhymes with____.<\/td>\nSWBAT orally describe the rhyme using the sentence stem:\u00a0 _____ rhymes with____ because they all have the ____ sound at the end.<\/td>\nSWBAT orally describe the rhyme using the sentence stem:\u00a0 _____ rhymes with____ because they all have the ____ sound at the end.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nWhat rhyming words?\u00a0 Where do they sound the same?<\/td>\nWhat is rhyme? Where do they sound the same?<\/td>\nWhat is rhyme? Where do they sound the same?<\/td>\nWhat is rhyme? Where do they sound the same?<\/td>\nWhat is rhyme? Where do they sound the same?<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nRecognizing rhyming words in a poem and highlighting them.<\/td>\nIdentifying the rhyming words in short rhyming poems.<\/td>\nProducing a rhyming word to complete a rhyming poem.<\/td>\nCreating a rhyming family of words that sound the same at the end.<\/td>\nCreating a rhyming family of words that sound the same at the end.<\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/td>\nI, like, see, my, the, he, she, we, to, yes, no, and, can, car, rhyme, poem<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, and, can, car, word, rhyme<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, and, can, car, word, rhyme<\/p>\n

 <\/td>\n

I, like, see, my, the, he, she, we, to, yes, no, and, can, car word, rhyme<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, and, can, car word, rhyme<\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nRhyming poem<\/td>\nPicture cards from puzzle game<\/td>\nRhyming Poem with one word blanked\u00a0 out<\/td>\nRhyming Christmas Tree for word families<\/td>\nRhyming Christmas Tree for word families<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nReview what it means to rhyme (the end sounds the same).\u00a0 Read aloud a rhyming poem and discuss which words rhyme.\u00a0 Highlight the rhyming words in the poem.\u00a0 Students will glue a copy of the poem in their NB><\/td>\nDiscuss what it means to rhyme.\u00a0\u00a0 Read various rhyming poems and have students identifying the rhyming words.<\/td>\nRead the beginning of a rhyme then have students look at picture cards or objects to choose what word would complete the rhyme.<\/td>\nModel how all the words sound the same on the ornament cards.\u00a0 Model \u201cdecorating\u201d the tree by choosing a word and using the sentence stem after placing it on the tree.\u00a0 Have students choose an ornament word and use sentence stem as complete tree as a class.<\/td>\nStudents will create their own rhyming word family Christmas tree while using sentence stem during decorating process.\u00a0 Give time to share at their tables and then have students wearing read share out.<\/td>\n<\/tr>\n
Technology:<\/b><\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\n<\/tr>\n
NOTES:<\/b><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Teacher Weekly Lesson Plans<\/b><\/p>\n

Date: 12\/2\/2013<\/b><\/p>\n

CCSS:<\/b> 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.<\/p>\n

W.K.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.<\/p>\n

\u00a0<\/b><\/p>\n

Subject: Writing\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Minutes Per Week: 300\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teacher: Rawson\/Sulecki<\/b><\/p>\n

\u00a0<\/b><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
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Content<\/b><\/p>\n

Objective:<\/b><\/td>\n

SWD knowledge of a story (event) by retelling an event.<\/p>\n

 <\/td>\n

SWD application of a story (event) by illustrating an event.<\/p>\n

 <\/td>\n

SWD knowledge of a story (event) by using my drawing to describe the action and label the characters.<\/td>\nSWD application of a story (event) by dictating the event.<\/p>\n

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SWD application of a story (event) by sharing an event with classmates.<\/p>\n

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Language <\/b><\/p>\n

Objectives:<\/b><\/td>\n

SWBAT orally describe an event using the sentence stem: A tradition for my family is to __________.<\/p>\n

 <\/p>\n

 <\/td>\n

SWBAT orally describe their illustration using the sentence stem: You can tell we are _____ because_______.<\/td>\nSWBAT orally explain the action and labels of the characters in their stories.<\/td>\nSWBAT orally explain their story using their pictures.<\/td>\nSWBAT orally explain their story using their pictures to a classmate.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nWhat is a story\/event?<\/td>\nHow can pictures tell a story?<\/td>\nHow can pictures and labels tell a story?<\/td>\nWhat is a story\/event?<\/td>\nWhat is a story\/event?<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nRetelling an event.<\/td>\nIllustrating an event.<\/p>\n

 <\/td>\n

Using my drawing to describe the action and label the characters.<\/td>\nDictating the event.<\/td>\nSharing an event with classmates.<\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/p>\n

 <\/td>\n

I, like, see, my, the, he, she, we, to, yes, no, can, car<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, can, car<\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nPromethean Board, Elmo, Anchor Chart<\/td>\nPromethean Board, Elmo<\/td>\nPromethean Board, Elmo<\/td>\nPromethean Board, Elmo<\/td>\nPromethean Board, Elmo<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nDiscuss traditions.\u00a0 Have students share various traditions that they share with their families.\u00a0 Make sure they explain who (characters) and where (setting) when they discuss their traditions.\u00a0 Have them share in groups of 4 then have 1\u2019s share out to the class using sentence stem.\u00a0 Record traditions on Anchor Chart.<\/td>\nStudents recall family traditions and review Anchor Chart from previous day.\u00a0 Model think aloud when showing example of a family tradition illustration (i.e. we are at my grandma\u2019s house and I can tell it\u2019s my grandma\u2019s because her house is yellow\u2026) Have students pick a family tradition to illustrate with a picture and then share out using sentence stem.<\/td>\nUse previous example to think aloud how to add labels and actions to illustration.\u00a0 Students look at their picture from yesterday and talk to a partner about what they are going to add t their\u2018s pictures.\u00a0 After they add to their picture they can share in group of 3 and then 3\u2019s can share out to the class.<\/td>\nModel how to dictate an event to tell a story using teacher example.\u00a0 Students will dictate their event to an adult and explain their family tradition as an event\/story based on their picture.<\/td>\nModel how to dictate an event to tell a story using teacher example.\u00a0 Students will dictate their event to a classmate and explain their family tradition as an event\/story based on their picture.<\/td>\n<\/tr>\n
Notes:<\/b><\/p>\n

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Technology:<\/b><\/td>\nElmo, Promethean Board<\/td>\n <\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/b><\/p>\n

\u00a0<\/b><\/p>\n

Teacher Weekly Lesson Plans<\/b><\/p>\n

Date: 12\/2\/2013<\/b><\/p>\n

\u00a0<\/b><\/p>\n

    \n
  • observe how pushes and pulls can change speed or direction of moving objects (P.FM.00.33)<\/li>\n
  • observe that objects initially at rest will move in the direction of the push or pull (P.FM.00.32).<\/li>\n
  • demonstrate pushes and pulls on objects that can move (P.FM.00.31).<\/li>\n
  • observe how shape (e.g., cone, cylinder, sphere) and mass of an object can affect motion (P.FM.00.34).<\/li>\n
  • observe how objects fall toward the earth (P.FM.00.21).<\/li>\n
  • describe through purposeful conversation, the direction of a moving object (e.g., away from or closer to) from different observers\u2019 views (P.FM.00.12, S.IA.00.12).<\/li>\n
  • describe the position of an object (e.g., above, below, in front of, behind, on) in relation to other objects around it (P.FM.00.11).<\/li>\n
  • make accurate measurement with appropriate (non-standard) units for the measurement tool (S.IP.00.15).<\/li>\n
  • plan and conduct simple push and pull investigations (S.IP.00.13).<\/li>\n
  • <\/li>\n<\/ul>\n

    \u00a0<\/b><\/p>\n

    \u00a0<\/b><\/p>\n

    Subject:\u00a0\u00a0\u00a0 Science \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Minutes Per Week: 150\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teacher: Rawson\/Sulecki<\/b><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
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    Content<\/b><\/p>\n

    Objective:<\/b><\/td>\n

    		SWD comprehension of how objects fall toward the earth by drawing their observations.<\/td>\n <\/td>\nSWD knowledge how shape and mass affect motion by measuring distance that various objects traveled after being pushed.<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
    Language<\/b><\/p>\n

    Objective:<\/b><\/td>\n

    		SWBAT orally describe how their objects fell using the sentence stem: (object)<\/span> fell ______.<\/td>\n <\/td>\nSWBAT orally describe how objects moved using the sentence stems (object)<\/span> travel the farthest distance.\u00a0 (Object) <\/span>traveled the shortest distance.<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
    Pre-Assessment:<\/b><\/td>\nWhat is gravity?<\/td>\n <\/td>\nWhat is shape? What is mass?<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
    Post-Assessment:<\/b><\/td>\nDrawing and orally describing their observations.<\/td>\n <\/td>\nMeasuring distance that various objects traveled after being pushed.<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
    Dolch Words<\/b>\/Content Vocabulary:<\/b><\/td>\nForce, gravity, object, position, pull, push<\/p>\n

     <\/td>\n

    		 <\/td>\nForce, gravity, object, position, pull, push<\/p>\n

     <\/td>\n

    		 <\/td>\n <\/td>\n<\/tr>\n
    Materials:<\/b><\/td>\nPaper, feather, penny, ball<\/td>\n <\/td>\nRock, Clay, Sand, Silt, Fossils<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
    Activities:<\/b><\/td>\nUsing a group of objects (paper, feather, penny, ball), drop each and describe observations (P.FM.00.21).<\/p>\n

     <\/td>\n

    		 <\/td>\nGiven 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).<\/p>\n

     <\/td>\n

    		 <\/td>\n <\/td>\n<\/tr>\n
    Technology:<\/b><\/td>\nFalling<\/i>. 2006. AAAS \u2013 Science NetLinks. 11 February 2008 <https:\/\/www.sciencenetlinks.com\/lessons.cfm?BenchmarkID=4&DocID=158<\/a>><\/p>\n

    Making Objects Move<\/i>. 2006. AAAS \u2013 Science NetLinks. 11 February 2008 <https:\/\/www.sciencenetlinks.com\/lessons.cfm?Grade=k-2&BenchmarkID=12&DocID=35<\/a>>.<\/p>\n

    Pushes and Pulls<\/i>. 28 January 2008. BBC. 11 February 2008 <https:\/\/222.bbc.co.uk\/schools\/scienceclips\/ages\/5_6\/pushes_pulls.shtml<\/a>><\/td>\n

    		 <\/td>\nFalling<\/i>. 2006. AAAS \u2013 Science NetLinks. 11 February 2008 <https:\/\/www.sciencenetlinks.com\/lessons.cfm?BenchmarkID=4&DocID=158<\/a>><\/p>\n

    Making Objects Move<\/i>. 2006. AAAS \u2013 Science NetLinks. 11 February 2008 <https:\/\/www.sciencenetlinks.com\/lessons.cfm?Grade=k-2&BenchmarkID=12&DocID=35<\/a>>.<\/p>\n

    Pushes and Pulls<\/i>. 28 January 2008. BBC. 11 February 2008 <https:\/\/222.bbc.co.uk\/schools\/scienceclips\/ages\/5_6\/pushes_pulls.shtml<\/a>><\/td>\n

    		 <\/p>\n

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    NOTES<\/b><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    Teacher Weekly Lesson Plans<\/b><\/p>\n

    Date: 12\/2\/2013<\/b><\/p>\n

    K.CC.5<\/b>: Count to answer \u201chow many?\u201d 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.<\/p>\n

    K.CC.6<\/b>: Identify whether the number of objects in than, less than one group is greater, or equal to the number of objects in another group.<\/b><\/p>\n

    K.MD.3<\/b>: Classify objects into given categories; count the numbers of objects in each category and sort the<\/p>\n

    K.CC.1<\/b>: Count to 100 by ones and by tens.<\/p>\n

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

    K.CC.4b<\/b>: 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.<\/b><\/p>\n

    K.CC.6<\/b>: 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. <\/b><\/p>\n

    K.NBT.1<\/b>: Compose and decompose numbers from 11 to 19 into ten ones and some further ones.<\/p>\n

    Subject: Math\u00a0\u00a0\u00a0 Minutes Per Week:\u00a0\u00a0\u00a0\u00a0 500\u00a0\u00a0 Teacher: Rawson\/Sulecki <\/b><\/p>\n\n\n\n\n\n\n\n\n\n\n\n
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    Content<\/b><\/p>\n

    Objective:<\/b><\/td>\n

    		SW count children in each sorted group and count items in each category on a bar graph.<\/td>\nSW count orally by 1s and 10s.<\/p>\n

     <\/td>\n

    		SW count up to 20 objects.<\/td>\nSW use a number line to explore addition and subtraction concepts and strategies.<\/td>\nSW review previously learned Math skills through Math Workshop practice.<\/td>\n<\/tr>\n
    Pre-Assessment:<\/b><\/td>\nSW compare the numbers in each group\/category.<\/td>\nSW describe patterns of 10s when counting.<\/td>\nSW recognize teen numbers.<\/td>\nStudents will move forward or backward on a number line to demonstrate adding and subtracting.<\/td>\n <\/td>\n<\/tr>\n
    Post-Assessment:<\/b><\/td>\nSW construct a class bar graph.<\/td>\nSW count to 100 by 10s.<\/td>\nSW represent teen numbers as “10 and some more.”<\/td>\nStudents will move forward or backward on a number line to demonstrate adding and subtracting.<\/td>\n <\/td>\n<\/tr>\n
    Dolch Words<\/b>\/Content Vocabulary:<\/b><\/td>\nBar graph, some, none, all most, least, more, less<\/td>\n1s, 10s, skip counting, counting by 10s.<\/td>\nCount, teen, ten, more, less, same equal<\/td>\nNumber line, count on, count back<\/td>\n <\/td>\n<\/tr>\n
    Materials:<\/b><\/td>\nPosterboard, squares of white paper, markers, crayons, or colored pencils, tape or blue stick<\/td>\nHome Link Master (Math Master, p. 31); Growing Number Line; Concrete Number Counts coutainers, additional straws or sticks (optional)<\/td>\nGame Masters (Math Masters, pp. 137-139), laminated or mounted on cardstock, large paper clips, pencils, counters for the gameboard, scoring counters<\/td>\nLarge walk-on 0-20 number line.<\/td>\nNumber cards, Domino Cards, Dice,\u00a0 Counting Bears, Connecting Cubes,<\/td>\n<\/tr>\n
    Activities:<\/b><\/td>\n3.14 Favorite Colors Graph<\/td>\n3.15 Count by 10s<\/td>\n3.16 Teen Frame Game<\/td>\n4.1 Number Line Mathematics<\/td>\nDifferentiation<\/p>\n

    Math Workshop<\/td>\n<\/tr>\n

    Technology:<\/b><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
    NOTES:<\/b><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    \u00a0<\/b><\/p>\n

    Teacher Weekly Lesson Plans<\/b><\/p>\n

    Date: 12\/2\/ 2013<\/b><\/b><\/p>\n

    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/b><\/p>\n

    E1.0.1 Understands needs and wants<\/p>\n

    E1.0.2 Distinguishes between goods and services<\/p>\n

    E1.0.3 Recognizes situations in which people trade.<\/p>\n

    Subject: Social Studies Minutes Per Week:\u00a0\u00a0\u00a0\u00a0 150\u00a0\u00a0 Teacher: Rawson\/Sulecki<\/b><\/p>\n

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    Content<\/b><\/p>\n

    Objective:<\/b><\/td>\n

    		SW differentiate and describe needs and wants.<\/p>\n

     <\/td>\n

    		 <\/td>\nSW distinguish between good and services.<\/p>\n

    TWL brainstorm a list of goods and services used by individuals and families and collaboratively classify the items in the list.<\/p>\n

     <\/td>\n

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    Pre-Assessment:<\/b><\/td>\nSW view teacher selected items and analyze the difference between needs and wants.<\/td>\n <\/td>\nSW view pictures of people providing services and share a personal example of when they used a service.<\/p>\n

     <\/td>\n

    		 <\/td>\n <\/td>\n<\/tr>\n
    Post-Assessment:<\/b><\/td>\nSW brainstorm a list of goods used by individuals and families and collaboratively classify the items in the list as needs or wants.<\/td>\n <\/td>\nSW determine times when people may trade for goods and services.<\/p>\n

    TLW recognize money as a way to trade for goods\/ services, needs and wants<\/p>\n

     <\/td>\n

    		 <\/td>\n <\/td>\n<\/tr>\n
    Dolch Words<\/b>\/Content Vocabulary:<\/b><\/p>\n

     <\/td>\n

    		Needs, wants, goods, services<\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
    Materials:<\/b><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
    Activities:<\/b><\/td>\nCompose a drawing\/list of student generated goods services\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Picture sorts<\/p>\n

     <\/td>\n

    		 <\/td>\nCompose a drawing\/list of student generated needs and wants<\/p>\n

     <\/td>\n

    		 <\/td>\n <\/td>\n<\/tr>\n
    Notes:<\/b><\/p>\n

     <\/td>\n

    		 <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
    Technology:<\/b><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    \u00a0<\/b><\/p>\n","protected":false},"excerpt":{"rendered":"

    Teacher Weekly Lesson Plans Date: 12\/2\/2013 CCSS.ELA-Literacy.RF.K.2\u00a0Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CCSS.ELA-Literacy.RF.K.2a\u00a0Recognize and produce rhyming words. CCSS.ELA-Literacy.RF.K.2e\u00a0Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Subject:\u00a0\u00a0\u00a0 Reading\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Minutes Per Week:\u00a0\u00a0\u00a0\u00a0\u00a0 450\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teacher: Rawson\/Sulecki   M T W TH F Content Objective: SWD knowledge of rhyming Continue reading →<\/a><\/p>\n","protected":false},"author":349,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-156","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/posts\/156","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/users\/349"}],"replies":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/comments?post=156"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/posts\/156\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/media?parent=156"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/categories?post=156"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/tags?post=156"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}