{"id":279,"date":"2014-02-24T15:58:19","date_gmt":"2014-02-24T20:58:19","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/rawsonm\/?p=279"},"modified":"2014-02-24T15:58:19","modified_gmt":"2014-02-24T20:58:19","slug":"lesson-plans-week-of-22424","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/rawsonm\/2014\/02\/24\/lesson-plans-week-of-22424\/","title":{"rendered":"Lesson Plans Week of 2\/24\/24"},"content":{"rendered":"

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

Date: 2\/24\/2014<\/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

CCSS.ELA-Literacy.RF.K.2c<\/a>\u00a0Blend and segment onsets and rimes of single-syllable spoken words.<\/p>\n

CCSS.ELA-Literacy.RF.K.2d<\/a>\u00a0Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1<\/sup>\u00a0(This does not include CVCs ending with \/l\/, \/r\/, or \/x\/.)<\/p>\n

CCSS.ELA-Literacy.RF.K.1c<\/a>\u00a0Understand that words are separated by spaces in print.<\/p>\n

CCSS.ELA-Literacy.RL.K.1<\/a>\u00a0With prompting and support, ask and answer questions about key details in a text.<\/p>\n

CCSS.ELA-Literacy.RL.K.2<\/a>\u00a0With prompting and support, retell familiar stories, including key details<\/p>\n

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

M<\/p>\n<\/td>\n

\n

T<\/p>\n<\/td>\n

\n

W<\/p>\n<\/td>\n

\n

TH<\/p>\n<\/td>\n

\n

F<\/p>\n<\/td>\n<\/tr>\n

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

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

SWD knowledge of phonemes by creating a list of words in the \u2013\u00a0 family.<\/td>\nSWD knowledge of phonemes by isolating the initial, medial, and final sounds in CVC words.<\/td>\nSWD application of word by counting the words in a short poem.<\/td>\nSWD comprehension of a text by asking and answering questions about key details.<\/td>\nSWD application of retelling familiar stories by drawing the beginning, middle, and end.<\/td>\n<\/tr>\n
Language Objective:<\/b><\/td>\nSWBAT write a list of \u2013 family words.<\/td>\nSWBAT orally blend sounds to make words.<\/td>\nSWBAT orally identify how many words are in a short poem using: There are ___ words in the poem.<\/td>\nSWBAT orally identifying the key details in a short story.<\/td>\nSWVAT orally explain the beginning, middle, and end of a familiar story.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nReview of letter sounds.<\/td>\nReview word families covered so far in spelling.<\/td>\nWhat is a word?<\/td>\nWhat are key details?<\/td>\nWhat are key details?<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nCreating a list of words in the \u2013 family.<\/td>\nIsolating the initial, medial, and final sounds in CVC words.<\/td>\nCounting the words in a short poem.<\/td>\nAsking and answering questions about key details.<\/td>\nDrawing the beginning, middle, and end.<\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/td>\nI, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in,<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up,<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in<\/td>\nI, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in<\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nchart paper<\/td>\nchart paper<\/td>\nPoem, highlighters<\/td>\nStorybook<\/td>\nGraphic organizer- B, M, E<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nDiscuss word families.\u00a0 Create list. Review rhyming.<\/td>\nDiscuss word families and practicing blending sounds to read CVC words.<\/td>\nDiscuss words and spaces between words. Highlight the first letter of each word and count number of words in a short poem.<\/td>\nBefore, during, after reading have students ask and answer questions.<\/td>\nDiscuss key details and practice retelling familiar stories.<\/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: 2\/24\/2014<\/b><\/p>\n

CCSS.ELA-Literacy.W.K.3<\/a>\u00a0Use 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

 <\/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

 <\/p>\n

W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers<\/p>\n

Subject: Writing\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\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\u00a0\u00a0\u00a0\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\n\n\n\n\n\n\n\n\n\n\n\n
 <\/td>\n\n

M<\/p>\n<\/td>\n

\n

T<\/p>\n<\/td>\n

\n

W<\/p>\n<\/td>\n

\n

TH<\/p>\n<\/td>\n

\n

F<\/p>\n<\/td>\n<\/tr>\n

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

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

SWD comprehension of narrative text by brainstorming ideas of events they did over break.<\/td>\nSWD knowledge of narrative text by choosing an event that they will write about.<\/td>\nSWD application of narrative text by completing a graphic organizer with beginning middle and end<\/td>\nSWD application of narrative text by dictating their graphic organizer.<\/td>\nSWD knowledge of narrative text by completing a closed paragraph.<\/td>\n<\/tr>\n
Language <\/b><\/p>\n

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

SWBAT orally identify an event from over break using: An event I did over break was _____.<\/td>\nSWBAT orally identify their next writing topic using My narrative text will be about _____.<\/td>\nSWBAT draw a picture to show the beginning, middle, and end of their chosen event.<\/td>\nSWBAT orally explain the beginning, middle, and end of their event using in the B\/M\/E, I ____.<\/td>\nSWBAT write to explain their beginning, middle, and end of their events.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nWhat is narrative text\/an event?<\/td>\nWhat is narrative text?<\/td>\nWhat are beginning, middle, and end?<\/td>\nWhat are beginning, middle, and end?<\/td>\nWhat are beginning, middle, and end?<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nBrainstorming ideas of events they did over break.<\/td>\nChoosing a topic for the next writing piece.<\/td>\ncompleting a graphic organizer with beginning middle and end<\/td>\nFinding 3 facts about their animal\u2019s habitat, diet, and predators.<\/td>\nCompleting a closed paragraph.<\/td>\n<\/tr>\n
Content Vocab.:<\/b><\/td>\nEvent, Brainstorm, List<\/td>\nNarrative text, event<\/td>\nBeginning, Middle, End<\/td>\nBeginning, Middle, End<\/td>\nBeginning, Middle, End<\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nPromethean Board, Elmo<\/td>\nPromethean Board, Elmo<\/td>\nPromethean Board, Elmo<\/td>\nPromethean Board, Elmo<\/td>\nPromethean Board, Elmo<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nDiscuss what narrative text is\/an event is and brainstorms a list of events that students did over break.<\/p>\n

 <\/td>\n

Review narrative text and the list of events generated the previous day.\u00a0 Students choose a writing topic form list.<\/td>\nDemonstrate drawing beginning, middle, and end to show an event.<\/p>\n

 <\/td>\n

Students will practice orally explaining their beginning, middle, and end to their events with a partner.<\/td>\nModel how to complete closed paragraph and to \u201cstretch\u201d unknown words\/<\/td>\n<\/tr>\n
Technology:<\/b><\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\nElmo, Promethean Board<\/td>\nInformational text, facts<\/td>\nInformational text, facts<\/td>\n<\/tr>\n
NOTES:<\/b><\/td>\n <\/td>\n <\/p>\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: 2\/10\/2014<\/b><\/p>\n

P.FM.E.1 Position- A position of an object can be described by locating the object relative to other objects or a background.<\/p>\n

P.FM.00.11 Describe the position of an object (for example: above, below, in front of, behind)<\/p>\n

P.FM.00.12 Describe the direction of a moving object (for example: away from or closer to) from different observers\u2019 views.<\/p>\n

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

\u00a0Subject:\u00a0\u00a0\u00a0\u00a0\u00a0\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\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\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\n
 <\/td>\n\n

M<\/p>\n<\/td>\n

\n

T<\/p>\n<\/td>\n

\n

W<\/p>\n<\/td>\n

\n

TH<\/p>\n<\/td>\n

\n

F<\/p>\n<\/td>\n<\/tr>\n

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

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

SWD comprehension of forces by using positional words to describe location.<\/td>\n <\/td>\nSWD comprehension of forces by using positional words to describe location relative to other objects or background.<\/td>\n <\/td>\nSWD knowledge of forces by describing the direction of a moving object.<\/td>\n<\/tr>\n
Language Objective:<\/b><\/td>\nSWBAT orally describe an objects location using words such as above, below, in front of, behind.<\/td>\n <\/td>\nSWBAT orally describe an objects location using words such as above, below, in front of, behind and using other objects\u2019 locations.<\/td>\n <\/td>\nSWBAT orally describe the direction of a moving object using:\u00a0 It is moving farther\/closer to _____.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nWhat is position?<\/td>\n <\/td>\nWhat is position?<\/td>\n <\/td>\nWhat is movement?<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nUsing positional words to describe location.<\/td>\n <\/td>\nPositional words to describe location relative to other objects or background.<\/td>\n <\/td>\ndescribing the direction of a moving object.<\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/td>\nForce, gravity, object, position, pull, push<\/td>\n <\/td>\nForce, gravity, object, position, pull, push<\/td>\n <\/td>\nForce, gravity, object, position, pull, push, friction<\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nPromethean Board<\/td>\n <\/td>\nPromethean Board<\/td>\n <\/td>\nPromethean Board<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nPlace an object around the room and practice using directional words to describe the objects location.<\/td>\n <\/td>\nPlace an object around the room and practice using directional words to describe the objects location in relation to other objects.<\/td>\n <\/td>\nStudents will watch a moving object and then describe its direction .<\/td>\n<\/tr>\n
Technology:<\/b><\/td>\nhttps:\/\/www.youtube.com\/watch?v=idJYhjGyWTU<\/a><\/p>\n

https:\/\/www.youtube.com\/watch?v=8F0NYBBKczM<\/a><\/p>\n

https:\/\/www.youtube.com\/watch?v=hx8i-Wq_jtc<\/a><\/p>\n

Position Word Songs<\/td>\n<\/tr>\n

NOTES<\/b><\/td>\n <\/td>\n <\/td>\n <\/p>\n

 <\/td>\n

 <\/td>\n <\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/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: 2\/24\/2014<\/b><\/p>\n

K.MD.1<\/b>: Describe measurable attributes of objects, such as length or weight <\/b><\/p>\n

K.CC.7<\/b>: Compare two numbers between 1 and 10 presented as written numerals.<\/b><\/p>\n

K.MD.2<\/b>: Directly compare two objects with a measurable attribute in common, to see which object has \u201cmore of\u201d\/\u201cless of\u201d the attribute, and describe the difference<\/b><\/p>\n

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

K.CC.4a<\/b>: Understand the relationship between numbers and quantities; connect counting to cardinality.<\/b><\/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.OA.3<\/b>: Decompose numbers less than or equal to 10 into pairs in more than one way. <\/b><\/p>\n

K.OA.1<\/b>: Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. \u00a0<\/b><\/p>\n

K.OA.2<\/b>: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.<\/b><\/p>\n

K.OA.5<\/b>: Fluently add and subtract within 5.<\/b><\/p>\n

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

M<\/p>\n<\/td>\n

\n

T<\/p>\n<\/td>\n

\n

W<\/p>\n<\/td>\n

\n

TH<\/p>\n<\/td>\n

\n

F<\/p>\n<\/td>\n<\/tr>\n

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

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

\u00a0<\/b><\/td>\n

SW count by 5s and practice making exchanges through a game.<\/td>\nSW use standard and non-standard units of measurement.<\/td>\nSW use a variety of measuring tools to measure.<\/td>\nSW make and interpret a graph about pets.<\/td>\n\n

Differentiation<\/p>\n

\n<\/td>\n<\/tr>\n

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

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

SW use objects to represent numbers and make exchanges.<\/td>\nSW use a 1 foot measuring tool to measure distances.<\/td>\nSW read numbers on a measuring tool.<\/td>\nSW construct a bar graph.<\/td>\nComputation Practice: Adding and Subtracting numbers within 10.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nSW use beans to make counters representing a group of 5.<\/td>\nSW use their foot measurement tool and a standard 1 foot measurement tool to measure distances around the room.<\/td>\nSW practice linear measuring techniques with various tools.<\/td>\nSW draw conclusions based on a bar graph.<\/td>\nMath addition and subtraction games on Laptops.<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nSW count by 5s.<\/td>\nSW be able to tell why a standard unit of measure is important.<\/td>\nSW choose tools to fit measuring tasks.<\/td>\nSW answer questions based on a bar graph.<\/td>\nAddition Top It<\/td>\n<\/tr>\n
Content Vocabulary:<\/b><\/td>\nExchange, trade, equal<\/td>\nStandard, nonstandard, 12 inch rulers.<\/td>\nMeasuring tool, scale<\/td>\nBar, total, some, none, all, more, fewer, bar graph<\/td>\nDice addition<\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nDry beans, craft sticks, gule, dice, counting bears<\/td>\nMy First Math Book p. 5, feet from Activity 5.7, children are cut-out feet.<\/td>\nMy First Math Book, p. 6, variety of standard measuring devices such as rulers, meter sticks, yardsticks and tape measures.<\/td>\nMy First Math Book, p. 7, poster board, index cards or post-its, markers, tape, book about pets.<\/td>\nPatterns<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\n5.10 The Raft Game<\/td>\n5.11 Standard and Nonstandard Feet<\/td>\n5.12 Tools for Measuring Length<\/td>\n5.13 Pet Bar Graph<\/td>\nAttributes<\/td>\n<\/tr>\n
Technology:<\/b><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\nCounting to 100<\/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

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

Date: 2\/24\/2014<\/b><\/b><\/p>\n

G1.0.2 Uses environmental directions or position words to identify locations<\/b><\/p>\n

G2.0.1 Identify and describe places in the immediate environment<\/b><\/p>\n

G1.0.1 Recognizes maps and globes represent places<\/b><\/p>\n

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

Subject: Social Studies\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Minutes Per Week:\u00a0 150\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
 <\/td>\n\n

M<\/p>\n<\/td>\n

\n

T<\/p>\n<\/td>\n

\n

W<\/p>\n<\/td>\n

\n

TH<\/p>\n<\/td>\n

\n

F<\/p>\n<\/td>\n<\/tr>\n

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

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

SW use environmental direction and position words (right\/left, up\/down, in\/out, above\/below) to identify locations in the classroom<\/p>\n

 <\/td>\n

 <\/td>\nSW tour the classroom to collaboratively\u00a0 identify areas(regions) and their function, locate characteristics and their position<\/p>\n

 <\/td>\n

 <\/td>\nSW tour the classroom to identify areas(regions) and their function, locate characteristics and their position in the room<\/p>\n

\u00a0<\/b><\/td>\n<\/tr>\n

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

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

SW describe the position of items, places in the room and use directional words to describe an area or region in the classroom.<\/td>\n <\/td>\nSW describe locations in the room, their functions, location and characteristics of the classroom regions.<\/td>\n <\/td>\nSW describe locations in the room, their functions, location and characteristics of the classroom regions.<\/td>\n<\/tr>\n
Pre-Assessment:<\/b><\/td>\nSW tell their partner how to get from one place to another in the classroom using directional words.<\/td>\n <\/td>\nSW describe where regions (areas) are in the room and their function.<\/td>\n <\/td>\nSW describe where regions (areas) are in the room and their function.<\/td>\n<\/tr>\n
Post-Assessment:<\/b><\/td>\nSW begin using directional words North, South, East and West.<\/td>\n <\/td>\nSW begin using directional words North, South, East and West.<\/td>\n <\/td>\nSW begin using directional words North, South, East and West.<\/td>\n<\/tr>\n
Dolch Words<\/b>\/Content Vocabulary:<\/b><\/p>\n

 <\/td>\n

Directions, North, South, East and West<\/td>\n <\/td>\nDirections, North, South, East and West, locations, functions, regions<\/td>\n <\/td>\nDirections, North, South, East and West, locations, functions, regions<\/td>\n<\/tr>\n
Materials:<\/b><\/td>\nClassroom map<\/td>\n <\/td>\nClassroom map<\/td>\n <\/td>\nClassroom map<\/td>\n<\/tr>\n
Activities:<\/b><\/td>\nWhich way should I go?<\/td>\n <\/td>\nWhere am I?<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Notes:<\/b><\/p>\n

\u00a0<\/b><\/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

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

Teacher Weekly Lesson Plans Date: 2\/24\/2014 CCSS.ELA-Literacy.RF.K.2e\u00a0Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. CCSS.ELA-Literacy.RF.K.2c\u00a0Blend and segment onsets and rimes of single-syllable spoken words. CCSS.ELA-Literacy.RF.K.2d\u00a0Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1\u00a0(This does not include CVCs ending with \/l\/, \/r\/, 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-279","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/posts\/279","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=279"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/posts\/279\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/media?parent=279"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/categories?post=279"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rawsonm\/wp-json\/wp\/v2\/tags?post=279"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}