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K. Johnson Lesson PlansWeek of September 17-21, 2012Reading: Fix-It Duck Unit 1.2

Math: Continuing numerals with one and two; Kim Suttons Bump It game for visual numeralautomaticity; continuing base ten blocks (after meeting Zero the Hero on the 20

thday)

**Discuss fire drills. Practice a fire drill. **

7:15 8:00 Morning WorkMonday Tuesday Wednesday Thursday Friday

Name practice book;syllables practice

Name practice book;sorting practice

Name practice book;rhyming practice

Name practice book;writing alphabetletters practice

Name practice book;writing alphabetletters practice

8:00 8:20 Morning Meeting (activities may vary)Monday Tuesday Wednesday Thursday Friday

What I Am song; rules ofthe classroom and PBISrules; rules chant; goodlistening; Give Me Five;

introduce calendar (monthsof the year, days of theweek, counting to 100 by

ones, days in school,writing the date, choosingclass jobs, ABC letters andsounds book; Name of the

What I Am song; rules ofthe classroom and PBISrules; rules chant; goodlistening; Give Me Five;

introduce calendar (monthsof the year, days of theweek, counting to 100 by

ones, days in school,writing the date, choosingclass jobs, ABC letters andsounds book; Name of the

What I Am song; rules ofthe classroom and PBISrules; rules chant; goodlistening; Give Me Five;

introduce calendar (monthsof the year, days of theweek, counting to 100 by

ones, days in school,writing the date, choosingclass jobs, ABC letters andsounds book; Name of the

What I Am song; rules ofthe classroom and PBISrules; rules chant; goodlistening; Give Me Five;

introduce calendar (monthsof the year, days of theweek, counting to 100 by

ones, days in school,writing the date, choosingclass jobs, ABC letters andsounds book; Name of the

What I Am song; rules ofthe classroom and PBISrules; rules chant; goodlistening; Give Me Five;

introduce calendar (monthsof the year, days of theweek, counting to 100 by

ones, days in school,writing the date, choosingclass jobs, ABC letters andsounds book; Name of the

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Day (counting, addition,syllables, rhyming, letter

formation, letterrecognition, beginning

sounds); Star of the Day

dictation writing; Star ofthe Day name cheer;Number of the day

(numeral recognition,numeral formation, words

for numerals, writingnumerals song, tally marks,picture addition, dice, tenframes), pattern of the

day; What does notbelong? (classification

skill); vocabulary word ofthe day (T responsibility;W respect; R safety;

F cooperation);Geography Map of theUnited States (Begin thisweek with Tennessee.):

Find state on map; capitalof state; writing names;syllables in state name;

state symbols; state flag;nicknames; famous people;

known for, etc.)

Day (counting, addition,syllables, rhyming, letter

formation, letterrecognition, beginning

sounds); Star of the Day

dictation writing; Star ofthe Day name cheer;Number of the day

(numeral recognition,numeral formation, words

for numerals, writingnumerals song, tally marks,picture addition, dice, tenframes), pattern of the

day; What does notbelong? (classification

skill); vocabulary word ofthe day (T responsibility;W respect; R safety;

F cooperation);Geography Map of theUnited States (Begin thisweek with Tennessee.):

Find state on map; capitalof state; writing names;syllables in state name;

state symbols; state flag;nicknames; famous people;

known for, etc.)

Day (counting, addition,syllables, rhyming, letter

formation, letterrecognition, beginning

sounds); Star of the Day

dictation writing; Star ofthe Day name cheer;Number of the day

(numeral recognition,numeral formation, words

for numerals, writingnumerals song, tally marks,picture addition, dice, tenframes), pattern of the

day; What does notbelong? (classification

skill); vocabulary word ofthe day (T responsibility;W respect; R safety;

F cooperation);Geography Map of theUnited States (Begin thisweek with Tennessee.):

Find state on map; capitalof state; writing names;syllables in state name;

state symbols; state flag;nicknames; famous people;

known for, etc.)

Day (counting, addition,syllables, rhyming, letter

formation, letterrecognition, beginning

sounds); Star of the Day

dictation writing; Star ofthe Day name cheer;Number of the day

(numeral recognition,numeral formation, words

for numerals, writingnumerals song, tally marks,picture addition, dice, tenframes), pattern of the

day; What does notbelong? (classification

skill); vocabulary word ofthe day (T responsibility;W respect; R safety;

F cooperation);Geography Map of theUnited States (Begin thisweek with Tennessee.):

Find state on map; capitalof state; writing names;syllables in state name;

state symbols; state flag;nicknames; famous people;

known for, etc.)

Day (counting, addition,syllables, rhyming, letter

formation, letterrecognition, beginning

sounds); Star of the Day

dictation writing; Star ofthe Day name cheer;Number of the day

(numeral recognition,numeral formation, words

for numerals, writingnumerals song, tally marks,picture addition, dice, tenframes), pattern of the

day; What does notbelong? (classification

skill); vocabulary word ofthe day (T responsibility;W respect; R safety;

F cooperation);Geography Map of theUnited States (Begin thisweek with Tennessee.):

Find state on map; capitalof state; writing names;syllables in state name;

state symbols; state flag;nicknames; famous people;

known for, etc.)Common Core StandardsRL.K.10 Actively engage ingroup reading activities withpurpose and understanding.RF.K.1b Demonstrateunderstanding of theorganization and basic featuresof print by recognizing thatspoken words are representedin written language by specificsequences of letters.

Common Core StandardsRL.K.10 Actively engage ingroup reading activities withpurpose and understanding.RF.K.1b Demonstrateunderstanding of theorganization and basic featuresof print by recognizing thatspoken words are representedin written language by specificsequences of letters.

Common Core StandardsRL.K.10 Actively engage ingroup reading activities withpurpose and understanding.RF.K.1b Demonstrateunderstanding of theorganization and basic featuresof print by recognizing thatspoken words are representedin written language by specificsequences of letters.

Common Core StandardsRL.K.10 Actively engage ingroup reading activities withpurpose and understanding.RF.K.1b Demonstrateunderstanding of theorganization and basic featuresof print by recognizing thatspoken words are representedin written language by specificsequences of letters.

Common Core StandardsRL.K.10 Actively engage ingroup reading activities withpurpose and understanding.RF.K.1b Demonstrateunderstanding of theorganization and basic featuresof print by recognizing thatspoken words are representedin written language by specificsequences of letters.

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RF.K.1c Demonstrateunderstanding of theorganization and basic featuresof print by understanding thatwords are separated by spacesin print.

RF.K.1d Demonstrateunderstanding of theorganization and basic featuresof print by recognizing andnaming all upper and lowercaseletters of the alphabet.RF.K.2a Demonstrateunderstanding of spoken words,syllables, and sounds(phonemes) by recognizing andproducing rhyming words.RF.K.3c Know and apply gradelevel phonics and word analysisskills in decoding words by

reading common high-frequencywords by sight (e.g., the, of,you, she, my, is, are, do, does)** Scott Foresman has 40 sightwords in the KindergartenReading Street program. **W.K.7 Participate in sharedresearch and writing projects(e.g., explore a number of booksby a favorite author andexpress opinions about them).W.K.8 With guidance andsupport from adults, recallinformation from experiences or

gather information fromprovided sources to answer aquestion.SL.K.1a Participate incollaborative conversations withdiverse partners aboutKindergarten topics and textswith peers and adults in smalland larger groups by followingagreed upon rules fordiscussions (e.g., listening toothers and taking turns speaking

RF.K.1c Demonstrateunderstanding of theorganization and basic featuresof print by understanding thatwords are separated by spacesin print.

RF.K.1d Demonstrateunderstanding of theorganization and basic featuresof print by recognizing andnaming all upper and lowercaseletters of the alphabet.RF.K.2a Demonstrateunderstanding of spoken words,syllables, and sounds(phonemes) by recognizing andproducing rhyming words.RF.K.3c Know and apply gradelevel phonics and word analysisskills in decoding words by

reading common high-frequencywords by sight (e.g., the, of,you, she, my, is, are, do, does)** Scott Foresman has 40 sightwords in the KindergartenReading Street program. **W.K.7 Participate in sharedresearch and writing projects(e.g., explore a number of booksby a favorite author andexpress opinions about them).W.K.8 With guidance andsupport from adults, recallinformation from experiences or

gather information fromprovided sources to answer aquestion.SL.K.1a Participate incollaborative conversations withdiverse partners aboutKindergarten topics and textswith peers and adults in smalland larger groups by followingagreed upon rules fordiscussions (e.g., listening toothers and taking turns speaking

RF.K.1c Demonstrateunderstanding of theorganization and basic featuresof print by understanding thatwords are separated by spacesin print.

RF.K.1d Demonstrateunderstanding of theorganization and basic featuresof print by recognizing andnaming all upper and lowercaseletters of the alphabet.RF.K.2a Demonstrateunderstanding of spoken words,syllables, and sounds(phonemes) by recognizing andproducing rhyming words.RF.K.3c Know and apply gradelevel phonics and word analysisskills in decoding words by

reading common high-frequencywords by sight (e.g., the, of,you, she, my, is, are, do, does)** Scott Foresman has 40 sightwords in the KindergartenReading Street program. **W.K.7 Participate in sharedresearch and writing projects(e.g., explore a number of booksby a favorite author andexpress opinions about them).W.K.8 With guidance andsupport from adults, recallinformation from experiences or

gather information fromprovided sources to answer aquestion.SL.K.1a Participate incollaborative conversations withdiverse partners aboutKindergarten topics and textswith peers and adults in smalland larger groups by followingagreed upon rules fordiscussions (e.g., listening toothers and taking turns speaking

RF.K.1c Demonstrateunderstanding of theorganization and basic featuresof print by understanding thatwords are separated by spacesin print.

RF.K.1d Demonstrateunderstanding of theorganization and basic featuresof print by recognizing andnaming all upper and lowercaseletters of the alphabet.RF.K.2a Demonstrateunderstanding of spoken words,syllables, and sounds(phonemes) by recognizing andproducing rhyming words.RF.K.3c Know and apply gradelevel phonics and word analysisskills in decoding words by

reading common high-frequencywords by sight (e.g., the, of,you, she, my, is, are, do, does)** Scott Foresman has 40 sightwords in the KindergartenReading Street program. **W.K.7 Participate in sharedresearch and writing projects(e.g., explore a number of booksby a favorite author andexpress opinions about them).W.K.8 With guidance andsupport from adults, recallinformation from experiences or

gather information fromprovided sources to answer aquestion.SL.K.1a Participate incollaborative conversations withdiverse partners aboutKindergarten topics and textswith peers and adults in smalland larger groups by followingagreed upon rules fordiscussions (e.g., listening toothers and taking turns speaking

RF.K.1c Demonstrateunderstanding of theorganization and basic featuresof print by understanding thatwords are separated by spacesin print.

RF.K.1d Demonstrateunderstanding of theorganization and basic featuresof print by recognizing andnaming all upper and lowercaseletters of the alphabet.RF.K.2a Demonstrateunderstanding of spoken words,syllables, and sounds(phonemes) by recognizing andproducing rhyming words.RF.K.3c Know and apply gradelevel phonics and word analysisskills in decoding words by

reading common high-frequencywords by sight (e.g., the, of,you, she, my, is, are, do, does)** Scott Foresman has 40 sightwords in the KindergartenReading Street program. **W.K.7 Participate in sharedresearch and writing projects(e.g., explore a number of booksby a favorite author andexpress opinions about them).W.K.8 With guidance andsupport from adults, recallinformation from experiences or

gather information fromprovided sources to answer aquestion.SL.K.1a Participate incollaborative conversations withdiverse partners aboutKindergarten topics and textswith peers and adults in smalland larger groups by followingagreed upon rules fordiscussions (e.g., listening toothers and taking turns speaking

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about the topics and textsunder discussion).SL.K.1b Participate incollaborative conversations withdiverse partners aboutKindergarten topics and texts

with peers and adults in smalland larger groups by continuinga conversation through multipleexchanges.SL.K.6 Speak audibly andexpress thoughts, feelings, andideas clearly.L.K.1a Demonstrate commandof the conventions of standardEnglish grammar and usagewhen writing or speaking byprinting many upper andlowercase letters.L.K.1d Demonstrate command

of the conventions of standardEnglish grammar and usagewhen writing or speaking byunderstanding and usingquestion words (interrogatives)(e.g., who, what, where, when,why, how).L.K.1f Demonstrate command ofthe conventions of standardEnglish grammar and usagewhen writing or speaking byproducing and expandingcomplete sentences in sharedlanguage activities.

L.K.2a Demonstrate commandof the conventions of standardEnglish capitalization,punctuation, and spelling whenwriting by capitalizing the firstword in a sentence and thepronoun I.L.K.2b Demonstrate commandof the conventions of standardEnglish capitalization,punctuation, and spelling whenwriting by recognizing and

about the topics and textsunder discussion).SL.K.1b Participate incollaborative conversations withdiverse partners aboutKindergarten topics and texts

with peers and adults in smalland larger groups by continuinga conversation through multipleexchanges.SL.K.6 Speak audibly andexpress thoughts, feelings, andideas clearly.L.K.1a Demonstrate commandof the conventions of standardEnglish grammar and usagewhen writing or speaking byprinting many upper andlowercase letters.L.K.1d Demonstrate command

of the conventions of standardEnglish grammar and usagewhen writing or speaking byunderstanding and usingquestion words (interrogatives)(e.g., who, what, where, when,why, how).L.K.1f Demonstrate command ofthe conventions of standardEnglish grammar and usagewhen writing or speaking byproducing and expandingcomplete sentences in sharedlanguage activities.

L.K.2a Demonstrate commandof the conventions of standardEnglish capitalization,punctuation, and spelling whenwriting by capitalizing the firstword in a sentence and thepronoun I.L.K.2b Demonstrate commandof the conventions of standardEnglish capitalization,punctuation, and spelling whenwriting by recognizing and

about the topics and textsunder discussion).SL.K.1b Participate incollaborative conversations withdiverse partners aboutKindergarten topics and texts

with peers and adults in smalland larger groups by continuinga conversation through multipleexchanges.SL.K.6 Speak audibly andexpress thoughts, feelings, andideas clearly.L.K.1a Demonstrate commandof the conventions of standardEnglish grammar and usagewhen writing or speaking byprinting many upper andlowercase letters.L.K.1d Demonstrate command

of the conventions of standardEnglish grammar and usagewhen writing or speaking byunderstanding and usingquestion words (interrogatives)(e.g., who, what, where, when,why, how).L.K.1f Demonstrate command ofthe conventions of standardEnglish grammar and usagewhen writing or speaking byproducing and expandingcomplete sentences in sharedlanguage activities.

L.K.2a Demonstrate commandof the conventions of standardEnglish capitalization,punctuation, and spelling whenwriting by capitalizing the firstword in a sentence and thepronoun I.L.K.2b Demonstrate commandof the conventions of standardEnglish capitalization,punctuation, and spelling whenwriting by recognizing and

about the topics and textsunder discussion).SL.K.1b Participate incollaborative conversations withdiverse partners aboutKindergarten topics and texts

with peers and adults in smalland larger groups by continuinga conversation through multipleexchanges.SL.K.6 Speak audibly andexpress thoughts, feelings, andideas clearly.L.K.1a Demonstrate commandof the conventions of standardEnglish grammar and usagewhen writing or speaking byprinting many upper andlowercase letters.L.K.1d Demonstrate command

of the conventions of standardEnglish grammar and usagewhen writing or speaking byunderstanding and usingquestion words (interrogatives)(e.g., who, what, where, when,why, how).L.K.1f Demonstrate command ofthe conventions of standardEnglish grammar and usagewhen writing or speaking byproducing and expandingcomplete sentences in sharedlanguage activities.

L.K.2a Demonstrate commandof the conventions of standardEnglish capitalization,punctuation, and spelling whenwriting by capitalizing the firstword in a sentence and thepronoun I.L.K.2b Demonstrate commandof the conventions of standardEnglish capitalization,punctuation, and spelling whenwriting by recognizing and

about the topics and textsunder discussion).SL.K.1b Participate incollaborative conversations withdiverse partners aboutKindergarten topics and texts

with peers and adults in smalland larger groups by continuinga conversation through multipleexchanges.SL.K.6 Speak audibly andexpress thoughts, feelings, andideas clearly.L.K.1a Demonstrate commandof the conventions of standardEnglish grammar and usagewhen writing or speaking byprinting many upper andlowercase letters.L.K.1d Demonstrate command

of the conventions of standardEnglish grammar and usagewhen writing or speaking byunderstanding and usingquestion words (interrogatives)(e.g., who, what, where, when,why, how).L.K.1f Demonstrate command ofthe conventions of standardEnglish grammar and usagewhen writing or speaking byproducing and expandingcomplete sentences in sharedlanguage activities.

L.K.2a Demonstrate commandof the conventions of standardEnglish capitalization,punctuation, and spelling whenwriting by capitalizing the firstword in a sentence and thepronoun I.L.K.2b Demonstrate commandof the conventions of standardEnglish capitalization,punctuation, and spelling whenwriting by recognizing and

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naming end punctuation.L.K.4a Determine or clarify themeaning of unknown andmultiple-meaning words andphrases based on kindergartenreading and content by

identifying new meanings forfamiliar words and apply themaccurately (knowing duckis abird and learning the verb toduck).K.CC.1. Count to 100 by onesand by tens.K.CC.2. Count forward beginningfrom a given number within theknown sequence (instead ofhaving to begin at 1).K.CC.4.Understand the relationshipbetween numbers andquantities; connect counting to

cardinality. (When countingobjects, say the number namesin the standard order, pairingeach object with one and onlyone number name and eachnumber name with one and onlyone object; Understand that thelast number name said tells thenumber of objects counted. Thenumber of objects is the sameregardless of their arrangementor the order in which they werecounted.; Understand that eachsuccessive number name refers

to a quantity that is one larger.)K.CC.5. Count to answer howmany? questions about asmany as 20 things arranged in aline, a rectangular array, or acircle, or as many as 10 thingsin a scattered configuration;given a number from 120,count out that many objects.K.CC.6. Identify whether thenumber of objects in one groupis greater than, less than, or

naming end punctuation.L.K.4a Determine or clarify themeaning of unknown andmultiple-meaning words andphrases based on kindergartenreading and content by

identifying new meanings forfamiliar words and apply themaccurately (knowing duckis abird and learning the verb toduck).K.CC.1. Count to 100 by onesand by tens.K.CC.2. Count forward beginningfrom a given number within theknown sequence (instead ofhaving to begin at 1).K.CC.4.Understand the relationshipbetween numbers andquantities; connect counting to

cardinality. (When countingobjects, say the number namesin the standard order, pairingeach object with one and onlyone number name and eachnumber name with one and onlyone object; Understand that thelast number name said tells thenumber of objects counted. Thenumber of objects is the sameregardless of their arrangementor the order in which they werecounted.; Understand that eachsuccessive number name refers

to a quantity that is one larger.)K.CC.5. Count to answer howmany? questions about asmany as 20 things arranged in aline, a rectangular array, or acircle, or as many as 10 thingsin a scattered configuration;given a number from 120,count out that many objects.K.CC.6. Identify whether thenumber of objects in one groupis greater than, less than, or

naming end punctuation.L.K.4a Determine or clarify themeaning of unknown andmultiple-meaning words andphrases based on kindergartenreading and content by

identifying new meanings forfamiliar words and apply themaccurately (knowing duckis abird and learning the verb toduck).K.CC.1. Count to 100 by onesand by tens.K.CC.2. Count forward beginningfrom a given number within theknown sequence (instead ofhaving to begin at 1).K.CC.4.Understand the relationshipbetween numbers andquantities; connect counting to

cardinality. (When countingobjects, say the number namesin the standard order, pairingeach object with one and onlyone number name and eachnumber name with one and onlyone object; Understand that thelast number name said tells thenumber of objects counted. Thenumber of objects is the sameregardless of their arrangementor the order in which they werecounted.; Understand that eachsuccessive number name refers

to a quantity that is one larger.)K.CC.5. Count to answer howmany? questions about asmany as 20 things arranged in aline, a rectangular array, or acircle, or as many as 10 thingsin a scattered configuration;given a number from 120,count out that many objects.K.CC.6. Identify whether thenumber of objects in one groupis greater than, less than, or

naming end punctuation.L.K.4a Determine or clarify themeaning of unknown andmultiple-meaning words andphrases based on kindergartenreading and content by

identifying new meanings forfamiliar words and apply themaccurately (knowing duckis abird and learning the verb toduck).K.CC.1. Count to 100 by onesand by tens.K.CC.2. Count forward beginningfrom a given number within theknown sequence (instead ofhaving to begin at 1).K.CC.4.Understand the relationshipbetween numbers andquantities; connect counting to

cardinality. (When countingobjects, say the number namesin the standard order, pairingeach object with one and onlyone number name and eachnumber name with one and onlyone object; Understand that thelast number name said tells thenumber of objects counted. Thenumber of objects is the sameregardless of their arrangementor the order in which they werecounted.; Understand that eachsuccessive number name refers

to a quantity that is one larger.)K.CC.5. Count to answer howmany? questions about asmany as 20 things arranged in aline, a rectangular array, or acircle, or as many as 10 thingsin a scattered configuration;given a number from 120,count out that many objects.K.CC.6. Identify whether thenumber of objects in one groupis greater than, less than, or

naming end punctuation.L.K.4a Determine or clarify themeaning of unknown andmultiple-meaning words andphrases based on kindergartenreading and content by

identifying new meanings forfamiliar words and apply themaccurately (knowing duckis abird and learning the verb toduck).K.CC.1. Count to 100 by onesand by tens.K.CC.2. Count forward beginningfrom a given number within theknown sequence (instead ofhaving to begin at 1).K.CC.4.Understand the relationshipbetween numbers andquantities; connect counting to

cardinality. (When countingobjects, say the number namesin the standard order, pairingeach object with one and onlyone number name and eachnumber name with one and onlyone object; Understand that thelast number name said tells thenumber of objects counted. Thenumber of objects is the sameregardless of their arrangementor the order in which they werecounted.; Understand that eachsuccessive number name refers

to a quantity that is one larger.)K.CC.5. Count to answer howmany? questions about asmany as 20 things arranged in aline, a rectangular array, or acircle, or as many as 10 thingsin a scattered configuration;given a number from 120,count out that many objects.K.CC.6. Identify whether thenumber of objects in one groupis greater than, less than, or

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equal to the number of objectsin another group, e.g., by usingmatching and countingstrategies.K.CC.7. Compare two numbersbetween 1 and 10 presented as

written numerals.K.NBT.1. Compose anddecompose numbers from 11 to19 into ten ones and somefurther ones, e.g., by usingobjects or drawings, and recordeach composition ordecomposition by a drawing orequation (such as 18 = 10 + 8);understand that these numbersare composed of ten ones andone, two, three, four, five, six,seven, eight, or nine ones.K.OA.1. Represent addition and

subtraction with objects,fingers, mental images,drawings

1, sounds (e.g., claps),

acting out situations, verbalexplanations, expressions, orequations.K.MD.3. Classify objects intogiven categories; count thenumbers of objects in eachcategory and sort thecategories by countK.G.1. Describe objects in theenvironment using names ofshapes, and describe the

relative positions of theseobjects using terms such asabove, below, beside, in frontof, behind, and next to.

K.G.2. Correctly name shapesregardless of their orientations

or overall size.

equal to the number of objectsin another group, e.g., by usingmatching and countingstrategies.K.CC.7. Compare two numbersbetween 1 and 10 presented as

written numerals.K.NBT.1. Compose anddecompose numbers from 11 to19 into ten ones and somefurther ones, e.g., by usingobjects or drawings, and recordeach composition ordecomposition by a drawing orequation (such as 18 = 10 + 8);understand that these numbersare composed of ten ones andone, two, three, four, five, six,seven, eight, or nine ones.K.OA.1. Represent addition and

subtraction with objects,fingers, mental images,drawings

1, sounds (e.g., claps),

acting out situations, verbalexplanations, expressions, orequations.K.MD.3. Classify objects intogiven categories; count thenumbers of objects in eachcategory and sort thecategories by countK.G.1. Describe objects in theenvironment using names ofshapes, and describe the

relative positions of theseobjects using terms such asabove, below, beside, in frontof, behind, and next to.

K.G.2. Correctly name shapesregardless of their orientations

or overall size.

equal to the number of objectsin another group, e.g., by usingmatching and countingstrategies.K.CC.7. Compare two numbersbetween 1 and 10 presented as

written numerals.K.NBT.1. Compose anddecompose numbers from 11 to19 into ten ones and somefurther ones, e.g., by usingobjects or drawings, and recordeach composition ordecomposition by a drawing orequation (such as 18 = 10 + 8);understand that these numbersare composed of ten ones andone, two, three, four, five, six,seven, eight, or nine ones.K.OA.1. Represent addition and

subtraction with objects,fingers, mental images,drawings

1, sounds (e.g., claps),

acting out situations, verbalexplanations, expressions, orequations.K.MD.3. Classify objects intogiven categories; count thenumbers of objects in eachcategory and sort thecategories by countK.G.1. Describe objects in theenvironment using names ofshapes, and describe the

relative positions of theseobjects using terms such asabove, below, beside, in frontof, behind, and next to.

K.G.2. Correctly name shapesregardless of their orientations

or overall size.

equal to the number of objectsin another group, e.g., by usingmatching and countingstrategies.K.CC.7. Compare two numbersbetween 1 and 10 presented as

written numerals.K.NBT.1. Compose anddecompose numbers from 11 to19 into ten ones and somefurther ones, e.g., by usingobjects or drawings, and recordeach composition ordecomposition by a drawing orequation (such as 18 = 10 + 8);understand that these numbersare composed of ten ones andone, two, three, four, five, six,seven, eight, or nine ones.K.OA.1. Represent addition and

subtraction with objects,fingers, mental images,drawings

1, sounds (e.g., claps),

acting out situations, verbalexplanations, expressions, orequations.K.MD.3. Classify objects intogiven categories; count thenumbers of objects in eachcategory and sort thecategories by countK.G.1. Describe objects in theenvironment using names ofshapes, and describe the

relative positions of theseobjects using terms such asabove, below, beside, in frontof, behind, and next to.

K.G.2. Correctly name shapesregardless of their orientations

or overall size.

equal to the number of objectsin another group, e.g., by usingmatching and countingstrategies.K.CC.7. Compare two numbersbetween 1 and 10 presented as

written numerals.K.NBT.1. Compose anddecompose numbers from 11 to19 into ten ones and somefurther ones, e.g., by usingobjects or drawings, and recordeach composition ordecomposition by a drawing orequation (such as 18 = 10 + 8);understand that these numbersare composed of ten ones andone, two, three, four, five, six,seven, eight, or nine ones.K.OA.1. Represent addition and

subtraction with objects,fingers, mental images,drawings

1, sounds (e.g., claps),

acting out situations, verbalexplanations, expressions, orequations.K.MD.3. Classify objects intogiven categories; count thenumbers of objects in eachcategory and sort thecategories by countK.G.1. Describe objects in theenvironment using names ofshapes, and describe the

relative positions of theseobjects using terms such asabove, below, beside, in frontof, behind, and next to.

K.G.2. Correctly name shapesregardless of their orientations

or overall size.

8:20 9:00 Large Group Literacy

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Monday Tuesday Wednesday Thursday FridayMorning warm upCharts: 2A & 2BTrade Book: Fix-It Duck

List Amazing Words:repair, leak, steep, ladder,puddles, shedTeach/Model: F thru NSight words I, am

Morning warm up:Charts: 2A & 2BRecall story events

Review Amazing WordsReview high frequencywordsTeach/Model:letters F-NStory element: Setting

Morning warm upCharts: 2A & 2BRead: Fix-It Duck

Review CharacterIdentify setting of storyIdentify Number ofsyllablesRecognize rhyming words

Morning warm upCharts 2A & 2B

Re-Read: The Little SchoolBus - settingCount syllablesRecognize rhyming words

Morning warm up: calendar,Clap # of syllablesRead Aloud anthology: Mr.

Spuffington Fixes ItHimself - settingRev. letter names& high frequency wordsI, am

Common Core StandardsAddressed:

RL.K.1 With prompting andsupport, ask and answerquestions about key details in atext.RL.K.2 With prompting andsupport, retell familiar stories,including key details.RL.K.3 With prompting andsupport, identify characters,settings and major events in astory.RL.K.4 Ask and answerquestions about unknown wordsin a text.RL.K.6 With prompting andsupport, name the author andillustrator of a story and definethe role of each in telling thestory.RL.K.7 With prompting andsupport, describe therelationship between illustrationsand the story in which theyappear (e.g., what moment in astory an illustration depicts).RL.K.10 Actively engage ingroup reading activities withpurpose and understanding.RI.K.5 Identify the front cover,back cover, and title page of abook.

Common Core StandardsAddressed:RL.K.1 With prompting andsupport, ask and answerquestions about key details in atext.RL.K.2 With prompting andsupport, retell familiar stories,including key details.RL.K.3 With prompting andsupport, identify characters,settings and major events in astory.RL.K.4 Ask and answerquestions about unknown wordsin a text.RL.K.6 With prompting andsupport, name the author andillustrator of a story and definethe role of each in telling thestory.RL.K.7 With prompting andsupport, describe therelationship between illustrationsand the story in which theyappear (e.g., what moment in astory an illustration depicts).RL.K.10 Actively engage ingroup reading activities withpurpose and understanding.RI.K.5 Identify the front cover,back cover, and title page of abook.

Common Core StandardsAddressed:

RL.K.1 With prompting andsupport, ask and answerquestions about key details in atext.RL.K.2 With prompting andsupport, retell familiar stories,including key details.RL.K.3 With prompting andsupport, identify characters,settings and major events in astory.RL.K.4 Ask and answerquestions about unknown wordsin a text.RL.K.6 With prompting andsupport, name the author andillustrator of a story and definethe role of each in telling thestory.RL.K.7 With prompting andsupport, describe therelationship between illustrationsand the story in which theyappear (e.g., what moment in astory an illustration depicts).RL.K.10 Actively engage ingroup reading activities withpurpose and understanding.RI.K.5 Identify the front cover,back cover, and title page of abook.

Common Core StandardsAddressed:

RL.K.1 With prompting andsupport, ask and answerquestions about key details in atext.RL.K.2 With prompting andsupport, retell familiar stories,including key details.RL.K.3 With prompting andsupport, identify characters,settings and major events in astory.RL.K.4 Ask and answerquestions about unknown wordsin a text.RL.K.6 With prompting andsupport, name the author andillustrator of a story and definethe role of each in telling thestory.RL.K.7 With prompting andsupport, describe therelationship between illustrationsand the story in which theyappear (e.g., what moment in astory an illustration depicts).RL.K.10 Actively engage ingroup reading activities withpurpose and understanding.RI.K.5 Identify the front cover,back cover, and title page of abook.

Common Core StandardsAddressed:

RL.K.1 With prompting andsupport, ask and answerquestions about key details in atext.RL.K.2 With prompting andsupport, retell familiar stories,including key details.RL.K.3 With prompting andsupport, identify characters,settings and major events in astory.RL.K.4 Ask and answerquestions about unknown wordsin a text.RL.K.6 With prompting andsupport, name the author andillustrator of a story and definethe role of each in telling thestory.RL.K.7 With prompting andsupport, describe therelationship between illustrationsand the story in which theyappear (e.g., what moment in astory an illustration depicts).RL.K.10 Actively engage ingroup reading activities withpurpose and understanding.RI.K.5 Identify the front cover,back cover, and title page of abook.

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informative/explanatory texts inwhich they name what they arewriting about and supply someinformation about the topic.W.K.7 Participate in sharedresearch and writing projects

(e.g., explore a number of booksby a favorite author andexpress opinions about them).SL.K.1a Participate incollaborative conversations withdiverse partners aboutKindergarten topics and textswith peers and adults in smalland larger groups by followingagreed upon rules fordiscussions (e.g., listening toothers and taking turns speakingabout the topics and textsunder discussion).

SL.K.1b Participate incollaborative conversations withdiverse partners aboutKindergarten topics and textswith peers and adults in smalland larger groups by continuinga conversation through multipleexchanges.SL.K.6 Speak audibly andexpress thoughts, feelings, andideas clearly.L.K.1a Demonstrate commandof the conventions of standardEnglish grammar and usage

when writing or speaking byprinting many upper andlowercase letters.L.K.2a Demonstrate commandof the conventions of standardEnglish capitalization,punctuation, and spelling whenwriting by capitalizing the firstword in a sentence and thepronoun I.L.K.2b Demonstrate commandof the conventions of standard

informative/explanatory texts inwhich they name what they arewriting about and supply someinformation about the topic.W.K.7 Participate in sharedresearch and writing projects

(e.g., explore a number of booksby a favorite author andexpress opinions about them).SL.K.1a Participate incollaborative conversations withdiverse partners aboutKindergarten topics and textswith peers and adults in smalland larger groups by followingagreed upon rules fordiscussions (e.g., listening toothers and taking turns speakingabout the topics and textsunder discussion).

SL.K.1b Participate incollaborative conversations withdiverse partners aboutKindergarten topics and textswith peers and adults in smalland larger groups by continuinga conversation through multipleexchanges.SL.K.6 Speak audibly andexpress thoughts, feelings, andideas clearly.L.K.1a Demonstrate commandof the conventions of standardEnglish grammar and usage

when writing or speaking byprinting many upper andlowercase letters.L.K.2a Demonstrate commandof the conventions of standardEnglish capitalization,punctuation, and spelling whenwriting by capitalizing the firstword in a sentence and thepronoun I.L.K.2b Demonstrate commandof the conventions of standard

informative/explanatory texts inwhich they name what they arewriting about and supply someinformation about the topic.W.K.7 Participate in sharedresearch and writing projects

(e.g., explore a number of booksby a favorite author andexpress opinions about them).SL.K.1a Participate incollaborative conversations withdiverse partners aboutKindergarten topics and textswith peers and adults in smalland larger groups by followingagreed upon rules fordiscussions (e.g., listening toothers and taking turns speakingabout the topics and textsunder discussion).

SL.K.1b Participate incollaborative conversations withdiverse partners aboutKindergarten topics and textswith peers and adults in smalland larger groups by continuinga conversation through multipleexchanges.SL.K.6 Speak audibly andexpress thoughts, feelings, andideas clearly.L.K.1a Demonstrate commandof the conventions of standardEnglish grammar and usage

when writing or speaking byprinting many upper andlowercase letters.L.K.2a Demonstrate commandof the conventions of standardEnglish capitalization,punctuation, and spelling whenwriting by capitalizing the firstword in a sentence and thepronoun I.L.K.2b Demonstrate commandof the conventions of standard

informative/explanatory texts inwhich they name what they arewriting about and supply someinformation about the topic.W.K.7 Participate in sharedresearch and writing projects

(e.g., explore a number of booksby a favorite author andexpress opinions about them).SL.K.1a Participate incollaborative conversations withdiverse partners aboutKindergarten topics and textswith peers and adults in smalland larger groups by followingagreed upon rules fordiscussions (e.g., listening toothers and taking turns speakingabout the topics and textsunder discussion).

SL.K.1b Participate incollaborative conversations withdiverse partners aboutKindergarten topics and textswith peers and adults in smalland larger groups by continuinga conversation through multipleexchanges.SL.K.6 Speak audibly andexpress thoughts, feelings, andideas clearly.L.K.1a Demonstrate commandof the conventions of standardEnglish grammar and usage

when writing or speaking byprinting many upper andlowercase letters.L.K.2a Demonstrate commandof the conventions of standardEnglish capitalization,punctuation, and spelling whenwriting by capitalizing the firstword in a sentence and thepronoun I.L.K.2b Demonstrate commandof the conventions of standard

informative/explanatory texts inwhich they name what they arewriting about and supply someinformation about the topic.W.K.7 Participate in sharedresearch and writing projects

(e.g., explore a number of booksby a favorite author andexpress opinions about them).SL.K.1a Participate incollaborative conversations withdiverse partners aboutKindergarten topics and textswith peers and adults in smalland larger groups by followingagreed upon rules fordiscussions (e.g., listening toothers and taking turns speakingabout the topics and textsunder discussion).

SL.K.1b Participate incollaborative conversations withdiverse partners aboutKindergarten topics and textswith peers and adults in smalland larger groups by continuinga conversation through multipleexchanges.SL.K.6 Speak audibly andexpress thoughts, feelings, andideas clearly.L.K.1a Demonstrate commandof the conventions of standardEnglish grammar and usage

when writing or speaking byprinting many upper andlowercase letters.L.K.2a Demonstrate commandof the conventions of standardEnglish capitalization,punctuation, and spelling whenwriting by capitalizing the firstword in a sentence and thepronoun I.L.K.2b Demonstrate commandof the conventions of standard

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English capitalization,punctuation, and spelling whenwriting by recognizing andnaming end punctuation.L.K.4a Determine or clarify themeaning of unknown and

multiple-meaning words andphrases based on kindergartenreading and content byidentifying new meanings forfamiliar words and apply themaccurately (knowing duckis abird and learning the verb toduck).

English capitalization,punctuation, and spelling whenwriting by recognizing andnaming end punctuation.L.K.4a Determine or clarify themeaning of unknown and

multiple-meaning words andphrases based on kindergartenreading and content byidentifying new meanings forfamiliar words and apply themaccurately (knowing duckis abird and learning the verb toduck).

English capitalization,punctuation, and spelling whenwriting by recognizing andnaming end punctuation.L.K.4a Determine or clarify the

meaning of unknown and

multiple-meaning words andphrases based on kindergartenreading and content by

identifying new meanings forfamiliar words and apply themaccurately (knowing duckis abird and learning the verb to

duck).

English capitalization,punctuation, and spelling whenwriting by recognizing andnaming end punctuation.L.K.4a Determine or clarify the

meaning of unknown and

multiple-meaning words andphrases based on k indergartenreading and content by

identifying new meanings forfamiliar words and apply themaccurately (knowing duckis abird and learning the verb to

duck).

English capitalization,punctuation, and spelling whenwriting by recognizing andnaming end punctuation.L.K.4a Determine or clarify the

meaning of unknown and

multiple-meaning words andphrases based on kindergartenreading and content by

identifying new meanings forfamiliar words and apply themaccurately (knowing duckis abird and learning the verb to

duck).

9:00 10:10 Small Group Literacy Stations (TENTATIVELY BEGINNING) Literacy Groups

(four to five studentsper group)

R: Read w/Teacher(teacher choice)

E: Enrichment(centers)

A: All Together(carpet group)

Common CoreStandards:

same as large group

Teacher will rotate duringearly weeks to help facilitate

station rotations andprocedures. During this time,students will be working on aquiet station activity at theteacher table to get used tothe Teacher table rotation.

*A Alphabet: ABC Highway*B Busy Hands (finemotor): rhyming houses

*C- Creativity andComputers: Starfall

*D Draw/Write (creativewriting): Journal Writing

*E Excellent Readers (sightwords, phonics): Color Words

sort; letter tiles

M - Problem Solving andReasoning (puzzles, science, )T- Spatial Skills (Building Toys :blocks, Lincoln Logs, Legos, etc.)W- Social Skills and Role Playing(Little People, dollhouse, cars,

puppets, etc.)R Fine Motor (lace up cards,

tying board, nuts & bolts,stringing beads, etc.)

F Social Skills and Role Playing

(kitchen)

M: rhymingT: rhyming

W: syllablesR: syllablesF: syllables

10:10 10:20 Story and prepare for lunch

10:20 10:45 Lunch10:45 11:00 Restroom, story, quiet time

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Monday: The Pout Pout Fish book and craft/writingTuesday: Teach X Marks the Spot dice game (Pirate Sense Number Work PDF)

Wednesday: Do Piggy Shape Graph whole group on Elmo (PDF file)Thursday: Read Brown Bear, Brown Bear; Teach Brown Bear Roll and Color on

Elmo for later use in Math stations (Brown Bear Brown Bear freebies PDF)Friday: Teach how to use Rainbow Words activity with the Word Wall 11:00 11:25 Writing Workshop, Finishing literacy stations if needed

Monday: Begin Kid Writing: Everyone is a writer! Make Writers anchor chart;Practice with our magic pencil (finger) and dry erase boards dashed lines,

straight lines, zigzag lines, wavy lines, letters we know, etc.Tuesday: Writing by the sounds we hear and using lines to hold places for

words and lettersWednesday: Labeling What is a label? anchor chart

Thursday: LabelingFriday: Labeling

11:30 12:00 Recess

12:00 12:35 Large Group Math (with Ms. Jan)Monday Tuesday Wednesday Thursday Friday

Continue practicingwriting numerals withDr. Jeans Numeral

Continue practicingwriting numerals withDr. Jeans Numeral

Continue practicingwriting numerals withDr. Jeans Numeral

Continue practicingwriting numerals withDr. Jeans Numeral

Playing KimSuttons Bump It

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song; Review zero;Begin numeral one What does one looklike when written?

What does the wordfor one look like?Showing one with

fingers and objects.Finding one on a

number line. Showingthat moving from zeroto one on a numberline means addingone/moving to the

right on the numberline one spaceNumber one

recognition/writingworksheet; Make

number line petites

song; Review zero;Begin numeral one What does one looklike when written?

What does the wordfor one look like?Showing one with

fingers and objects.Finding one on a

number line. Showingthat moving from zeroto one on a numberline means addingone/moving to the

right on the numberline one spaceNumber one

recognition/writingworksheet

song; Review zero;Review numeral one;Begin numeral two What does two look

like when written?What does the wordfor two look like?Showing two with

fingers and objects.Finding two on a

number line. Showingthat moving from zero

to one to two on anumber line means

adding one/moving tothe right on thenumber line one space

Number tworecognition/writing

worksheet

song; Review zero;Review numeral one;Begin numeral two What does two look

like when written?What does the wordfor two look like?Showing two with

fingers and objects.Finding two on a

number line. Showingthat moving from zero

to one to two on anumber line means

adding one/moving tothe right on thenumber line one space

Number tworecognition/writing

worksheet

whole group(visual numberautomaticity)

Common Core StandardsK.CC.1 Count to 100 by onesand by tens.K.CC.3 Write numbers from 0

to 20. Represent a number ofobjects with a written numeral0-20 (with 0 representing acount of no objects).K.CC.4 Understand therelationship between numbersand quantities; connectcounting to cardinality.When counting objects, say thenumber names in the standardorder, pairing each object withone and only one number name

Common Core StandardsK.CC.1 Count to 100 by onesand by tens.K.CC.3 Write numbers from 0

to 20. Represent a number ofobjects with a written numeral0-20 (with 0 representing acount of no objects).K.CC.4 Understand therelationship between numbersand quantities; connectcounting to cardinality.When counting objects, say thenumber names in the standardorder, pairing each object withone and only one number name

Common Core StandardsK.CC.1 Count to 100 by onesand by tens.K.CC.3 Write numbers from 0

to 20. Represent a number ofobjects with a written numeral0-20 (with 0 representing acount of no objects).K.CC.4 Understand therelationship between numbersand quantities; connectcounting to cardinality.When counting objects, say thenumber names in the standardorder, pairing each object withone and only one number name

Common Core StandardsK.CC.1 Count to 100 by onesand by tens.K.CC.3 Write numbers from 0

to 20. Represent a number ofobjects with a written numeral0-20 (with 0 representing acount of no objects).K.CC.4 Understand therelationship between numbersand quantities; connectcounting to cardinality.When counting objects, say thenumber names in the standardorder, pairing each object withone and only one number name

Common Core StandardsK.CC.1 Count to 100 by onesand by tens.K.CC.3 Write numbers from 0

to 20. Represent a number ofobjects with a written numeral0-20 (with 0 representing acount of no objects).K.CC.4 Understand therelationship between numbersand quantities; connectcounting to cardinality.When counting objects, say thenumber names in the standardorder, pairing each object withone and only one number name

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and each number name with oneand only one object.Understand that the last numbername said tells the number ofobjects counted.The number of objects is the

same regardless of theirarrangement or the order inwhich they were counted.Understand that eachsuccessive number name refersto a quantity that is one larger.K.CC.5 Count to answer howmany? questions about asmany as 20 things arranged ina line, a rectangular array, or acircle, or as many as 10 thingsin a scattered configuration;given a number from 120,count out that many objects.

K.CC.6 Identify whether thenumber of objects in one groupis greater than, less than, orequal to the number of objectsin another group, e.g., by usingmatching and countingstrategies.K.CC.7 Compare two numbersbetween 1 and 10 presented aswritten numerals.

and each number name with oneand only one object.Understand that the last numbername said tells the number ofobjects counted.The number of objects is the

same regardless of theirarrangement or the order inwhich they were counted.Understand that eachsuccessive number name refersto a quantity that is one larger.K.CC.5 Count to answer howmany? questions about asmany as 20 things arranged ina line, a rectangular array, or acircle, or as many as 10 thingsin a scattered configuration;given a number from 120,count out that many objects.

K.CC.6 Identify whether thenumber of objects in one groupis greater than, less than, orequal to the number of objectsin another group, e.g., by usingmatching and countingstrategies.K.CC.7 Compare two numbersbetween 1 and 10 presented as

written numerals.

and each number name with oneand only one object.Understand that the last numbername said tells the number ofobjects counted.The number of objects is the

same regardless of theirarrangement or the order inwhich they were counted.Understand that eachsuccessive number name refersto a quantity that is one larger.K.CC.5 Count to answer howmany? questions about asmany as 20 things arranged ina line, a rectangular array, or acircle, or as many as 10 thingsin a scattered configuration;given a number from 120,count out that many objects.

K.CC.6 Identify whether thenumber of objects in one groupis greater than, less than, orequal to the number of objectsin another group, e.g., by usingmatching and countingstrategies.K.CC.7 Compare two numbersbetween 1 and 10 presented as

written numerals.

and each number name with oneand only one object.Understand that the last numbername said tells the number ofobjects counted.The number of objects is the

same regardless of theirarrangement or the order inwhich they were counted.Understand that eachsuccessive number name refersto a quantity that is one larger.K.CC.5 Count to answer howmany? questions about asmany as 20 things arranged ina line, a rectangular array, or acircle, or as many as 10 thingsin a scattered configuration;given a number from 120,count out that many objects.

K.CC.6 Identify whether thenumber of objects in one groupis greater than, less than, orequal to the number of objectsin another group, e.g., by usingmatching and countingstrategies.K.CC.7 Compare two numbersbetween 1 and 10 presented as

written numerals.

and each number name with oneand only one object.Understand that the last numbername said tells the number ofobjects counted.The number of objects is the

same regardless of theirarrangement or the order inwhich they were counted.Understand that eachsuccessive number name refersto a quantity that is one larger.K.CC.5 Count to answer howmany? questions about asmany as 20 things arranged ina line, a rectangular array, or acircle, or as many as 10 thingsin a scattered configuration;given a number from 120,count out that many objects.

K.CC.6 Identify whether thenumber of objects in one groupis greater than, less than, orequal to the number of objectsin another group, e.g., by usingmatching and countingstrategies.K.CC.7 Compare two numbersbetween 1 and 10 presented as

written numerals.

12:35 1:05 Free small groups(while Ms. Johnson pulls students to work on Math topics in small groups; This time will later

become our Math small group time. Right now, we are focusing on the procedures for Readingsmall groups. I will be adding in Math small groups hopefully in the next few weeks.)

Also need to introduce geoboards and the correct way to use them; Introduce how to roll dice

properly (not THROWING! )

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1:05 1:25 Afternoon jobs, folders, clean room, prepare for dismissal1:30 2:10 Related Arts M: PE, T: Art, W: Computer, R: Guidance, F: Library

2:10 Return to room, gather items for home2:20 Dismissal

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References:

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Additional Ideas:

* Fall apple tree in preparation for Johnny Appleseed Day