MondayFebruary 26, 20188:20-9:00 Free Choice Centers9:00-9:50 Literacy Stations9:50-10:30 Gym10:30-11:00 Calendar and Morning Routines--Good morning Song (on Ipod under Playlists, School, Calendar Songs) While this is playing children should get their white boards, erasers, markers and calendar papers.K.1.R.4 Students will follow one and two step directions.

--Complete the Calendar Paper together. I fill it out as I ask questions about the name of the month, the date, the year. We have been in school for 121 days. Add a popsicle stick to the ones cup below the calendar. Use these to fill out the ones, tens, and hundreds part of the sheet. Show children how to write the day, keeping in mind you may have to wait a bit for the slower writers. Finally, fill out the 10 frame with the date. Ask children to sit aside the paper. Count to 121 by ones and 10’s to 100.K.GM.3.1 Develop an awareness of simple time concepts using words such as yesterday, today, tomorrow, morning, afternoon, and night within his/her daily life.

K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s.

--Write the sight words on the board. Start with the most recent and write 12 total.

K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have,

you, he, is, with, are). Erase everything and put away all supplies but have children stay on the carpet. --Flashcard the letters, numbers, and have children read all of the sight words. Standard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have,

you, he, is, with, are). K.N.1.6 Read, write, discuss, and represent whole numbers from 0 to at least 10. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives.

--Sing the money songs. (on the paper in the teal box under the ipod)K.N.4.1 Identify pennies, nickels, dimes, and quarters by name.

--Morning MessageDear Class,Good morning! Today we will read “The Sleep Book” and write about our dreams. We will talk about 6 new sight words and use them in a sentence. We will talk about the letter Oo. It is going to be a great Monday!Love, LomanginoK.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.

K.2.PC.6 Students will recognize the distinguishing features of a sentence. (e.g., capitalization of the first word, ending punctuation: period, exclamation mark, question mark) with guidance and support.

11:00-11:20 Journey’s Curriculum Lesson 21 Day 1

--Daily Phonemic AwarenessBlend Phonemes: Listen /l/ /a/ /p/. Place a marker down or each sound. How many sounds did I say? 3 Blend the sounds and say the word. lapContinue with dip, rid, pan, and dot. Segment Phonemes: Now you say all the sounds in tap. /t/ /a/ /p/. Have children place a marker down for each sound. Continue with pin, at, net, and cot. K.2.PA.6 Students will blend and segment onset and rime in one syllable spoken words (e.g., Blending: /ch/ + at = chat; segmenting: cat = /c/+ at).

K.2.PA.7 Students will blend phonemes to form one syllable spoken words with 3 to 5 phonemes (e.g., /f/ /a/ /s/ /t/= fast).

K.2.PA.8 Students will segment phonemes in one syllable spoken words with 3 to 5 phonemes (e.g., “fast” = /f/ /a/ /s/ /t/).

K.2.PA.9 Students will add, delete, and substitute phonemes in one syllable spoken words. (e.g., “add /c/ to the beginning of “at” to say “cat;” “remove the /p/ from “pin,” to say “in;” “change the /d/ in “dog” to /f/ /r/ to say “frog”)

--Daily High Frequency WordsIntroduce: Our words to know for this week are give, make, new, play, them, and say. Apply: Teachers Resource pg 98K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have, you, he, is, with, are)

11:25-12:20 Lunch/Recess (Lunch Duty) Hot DogRoasted Chicken SandwichCobb Salad

12:20-1:00 Journey’s Curriculum Lesson 21 Day 1--Phonemic Awareness/PhonicsLetters OoSing the ABC traditional song and ABC phonics songPhonemic Awareness Warm-up: Say Ozzie Octopus. Then read or sing the lyrics to Ozzy Octopus’s song, and have children echo it line-for-line. Have them listen for the /o/ words and raise their hands when the hear each one. At the end of the song, have them repeat the /o/ words and say the sound. Ozzie Octopus(tune: Down in the Valley)This past October, Ozzie had a big brunch. Oscar the catfish swam over to munch.Ozzie the octopus made an omelet or two. Ollie the otter made hot olive stew.

1.Teach/Model: Say Ozzie Octopus with me: Ozzie Octopus. Ozzie’s letter is the vowel Oo. One sound the letter o stands for is /o/ the sound you hear at the beginning of Ozzie and Octopus. That sound for o is called the short o sound. You can hear /o/ at the beginning of these words: on, ostrich, ox. Write the words on the board. Have children underline the letter o in each word.

2.Guided Practice: Compare and review o, i, b. Write the letters o, i, b and review their sounds. Then say otter. Have children repeat the word, say the beginning sound, and put an x under the correct letter. Repeat with ox, igloo, bell, ink, and bike

3.Apply: Reader’s Notebook pg 36. Standard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

K.2.PC.1 Students will correctly form letters to write their first and last name and most uppercase and lowercase letters correctly.

K.2.PWS.3 Students will produce the primary or most common sound for each consonant, short and long vowel sound (e.g., c = /k/, c = /s/, s = /s/, s = /z/, x = /ks/, x = /z/)

1:00-1:35 Math Stations/SnackWork with Teacher for the week: Say it, Make it, Write it AdditionK.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

1:35-2:05 Read: The Sleep BookDo you Dream? WritingK.3.W Students will use drawing, labeling, dictating, and writing to tell a story, share information, or express an opinion with guidance and support.

K.2.PC.2 Students will demonstrate their understanding that print carries a message by recognizing labels, signs, and other print in the environment.

K.2.PC.3 Students will demonstrate correct book orientation and identify the title, title page, and the front and back covers of a book.

K.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.

K.2.PC.5 Students will recognize that print moves from top to bottom, left to right, and front to back (does not have to be matched to voice).

K.2.PC.6 Students will recognize the distinguishing features of a sentence. (e.g., capitalization of the first word, ending punctuation: period, exclamation mark, question mark) with guidance and support

2:05-2:30 Recess

2:30-3:00 folders, backpacks, free choice read, exit TicketMaterials for Monday___Exit Ticket (Pinterest account Haskell Board)___Teacher Resource pg 98___Reader’s notebook pg 36___Coin match and counting coins (Pinterest account Haskell Board)___Do you Dream? (TPT account)

TuesdayFebruary 27, 20189:00-9:50 Literacy Stations9:50-10:30 Computers

10:30-11:00 Calendar and Morning Routines--Good morning Song (on Ipod under Playlists, School, Calendar Songs) While this is playing children should get their white boards, erasers, markers and calendar papers.K.1.R.4 Students will follow one and two step directions.

--Complete the Calendar Paper together. I fill it out as I ask questions about the name of the month, the date, the year. We have been in school for 122 days. Add a popsicle stick to the ones cup below the calendar. Use these to fill out the ones, tens, and hundreds part of the sheet. Show children how to write the day, keeping in mind you may have to wait a bit for the slower writers. Finally, fill out the 10 frame with the date. Ask children to sit aside the paper. Count to 122 by ones and 10’s to 100.K.GM.3.1 Develop an awareness of simple time concepts using words such as yesterday, today, tomorrow, morning, afternoon, and night within his/her daily life.

K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s. --Write the sight words on the board. Start with the most recent and write 12 total. K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have,

you, he, is, with, are). Erase everything and put away all supplies but have children stay on the carpet. --Flashcard the letters, numbers, and have children read all of the sight words. Standard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have,

you, he, is, with, are). K.N.1.6 Read, write, discuss, and represent whole numbers from 0 to at least 10. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives.

--Sing the money songs. (on the paper in the teal box under the ipod)K.N.4.1 Identify pennies, nickels, dimes, and quarters by name.

--Morning MessageDear Class,Good morning! Today we will read “Green Eggs and Ham” and tell what we would eat instead and what we would eat them with and where. We will work on our 6 new sight words and the letter Oo. Love, LomanginoK.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.

K.2.PC.6 Students will recognize the distinguishing features of a sentence. (e.g., capitalization of the first word, ending punctuation: period, exclamation mark, question mark) with guidance and support.

11:00-11:20 Journey’s Curriculum Lesson 21 Day 2--Daily Phonemic AwarenessBlend Phonemes: Listen /b/ /e/ /d/. Have children place a marker down for each sound. How many sounds did I say? 3 Blend the sounds and say the word. bed.Continue with wig, hop, rug, and nap.Segment Phonemes: Now you say all the sounds in tug. /t/ /u/ /g/. Have children place a marker down for each sound.

Continue with mud, box, sad, will, net, sit, bed.K.2.PA.6 Students will blend and segment onset and rime in one syllable spoken words (e.g., Blending: /ch/ + at = chat; segmenting: cat = /c/+ at).

K.2.PA.7 Students will blend phonemes to form one syllable spoken words with 3 to 5 phonemes (e.g., /f/ /a/ /s/ /t/= fast).

K.2.PA.8 Students will segment phonemes in one syllable spoken words with 3 to 5 phonemes (e.g., “fast” = /f/ /a/ /s/ /t/).

K.2.PA.9 Students will add, delete, and substitute phonemes in one syllable spoken words. (e.g., “add /c/ to the beginning of “at” to say “cat;” “remove the /p/ from “pin,” to say “in;” “change the /d/ in “dog” to /f/ /r/ to say “frog”)

--Daily High Frequency Words(Pass out white boards and markers.)Give, make, new, play, them, saySay the word. saySpell the word. s-a-yWrite the word.Check the word.Apply: Readers Notebook pg 34K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have, you, he, is, with, are)

11:25-12:20 Lunch/Recess (Recess Duty)Chicken and WafflesBeef FingersStrawberry Chicken Salad12:20-1:00 Journey’s Curriculum Lesson 21 Day 2--Phonemic Awareness/PhonicsLetters Oo

Phonemic Awareness Warm-up: I’ll say a word. Listen for the sound you hear at the beginning. I’ll do the first one. Listen: otter. What sound do you hear at the beginning of otter? /o/ Now let’s do it together. Listen: odd. What sound do we hear at the beginning of odd? /o/ Now you do it: ox? /o/ object? /o/ ant? /a/ ostrich? /o/ apple? /a/

1. Teach/Model: Say Ozzie Octopus. Ozzie Octopus. Remind children that Ozzie and Octopus begin with the /o/ sound. Play or sing Ozzie Octopus’s song and have children clap each time they hear a word with /o/. You can also hear /o/ in the middle of some words. hands in behind of you. Write and read the following words: top, got, dot. Have volunteers underline the letter o in each word. Have children differentiate between words with initial /o/ and words with medial /o/. I will say some words with the /o/ sound. If you hear /o/ at the beginning of the word raise you hand. If you hear I in the middle of the word keep you hand down. Say the following words: on, ox, pot, shop, otter, and lot.

2. Guided Practice: Help Identify words that have the /o/ as the middle sound. Cot or catTop or tapMat or mopPig or potDip or dotCob or can

3.Apply: Readers Notebook pg 37Standard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

K.2.PC.1 Students will correctly form letters to write their first and last name and most uppercase and lowercase letters correctly.

K.2.PWS.3 Students will produce the primary or most common sound for each consonant, short and long vowel sound (e.g., c = /k/, c = /s/, s = /s/, s = /z/, x = /ks/, x = /z/)

1:00-1:35 Math Stations/SnackWork with Teacher for the week: Say it, Make it, Write it AdditionK.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

1:35-2:05 Read: Green Eggs and HamWrite: I do not like Green Eggs and Ham writingK.3.W Students will use drawing, labeling, dictating, and writing to tell a story, share information, or express an opinion with guidance and support.

K.2.PC.2 Students will demonstrate their understanding that print carries a message by recognizing labels, signs, and other print in the environment.

K.2.PC.3 Students will demonstrate correct book orientation and identify the title, title page, and the front and back covers of a book.

K.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.

K.2.PC.5 Students will recognize that print moves from top to bottom, left to right, and front to back (does not have to be matched to voice).

K.2.PC.6 Students will recognize the distinguishing features of a sentence. (e.g., capitalization of the first word, ending punctuation: period, exclamation mark, question mark) with guidance and support

2:05-2:30 Recess2:30-3:00 folders, backpacks, free choice read, exit ticketMaterials for Tuesday___Exit Ticket (Pinterest account on Haskell Board)

___Readers Notebook pg 34___Readers Notebook pg 37___I do not like Green Eggs and Ham writing

WednesdayFebruary 28, 20188:20-9:00 Free Choice Centers9:00-9:50 Literacy Stations (1 Rotation and pass out Valentine’s)9:50-10:30 Music10:30-11:00 Calendar and Morning Routines--Good morning Song (on Ipod under Playlists, School, Calendar Songs) While this is playing children should get their white boards, erasers, markers and calendar papers.K.1.R.4 Students will follow one and two step directions.

--Complete the Calendar Paper together. I fill it out as I ask questions about the name of the month, the date, the year. We have been in school for 123 days. Add a popsicle stick to the ones cup below the calendar. Use these to fill out the ones, tens, and hundreds part of the sheet. Show children how to write the day, keeping in mind you may have to wait a bit for the slower writers. Finally, fill out the 10 frame with the date. Ask children to sit aside the paper. Count to 123 by ones and 10’s to 100.K.GM.3.1 Develop an awareness of simple time concepts using words such as yesterday, today, tomorrow, morning, afternoon, and night within his/her daily life.

K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s. --Write the sight words on the board. Start with the most recent and write 12 total.

K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have,

you, he, is, with, are). Erase everything and put away all supplies but have children stay on the carpet. --Flashcard the letters, numbers, and have children read all of the sight words. Standard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have,

you, he, is, with, are). K.N.1.6 Read, write, discuss, and represent whole numbers from 0 to at least 10. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives.

--Sing the money songs. (on the paper in the teal box under the ipod)K.N.4.1 Identify pennies, nickels, dimes, and quarters by name.

--Morning MessageDear Class,Good morning! Today we will read “Wacky Wednesday” and write about something we have seen that is wacky. We will use our sight words in a sentence. We will work on Oo words. Have a great dayLove, LomanginoK.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.

K.2.PC.6 Students will recognize the distinguishing features of a sentence. (e.g., capitalization of the first word, ending punctuation: period, exclamation mark, question mark) with guidance and support.

11:00-11:20 Journey’s Curriculum Lesson 21 Day 3

--Daily Phonemic AwarenessBlend Phonemes: Write bug, jet, pig, luck, nut. Play “I Spy”. I spy with my little eye a /b/ /u/ /g/. Have children blend the sounds to say the word and point to the written word. Segment Phonemes: Listen: nap. What are all the sounds in nap? Have children hold up a finger for each sound. /n/ /a/ /p/. Continue with wish, said, pan, jog and bell. Have children add initial sounds to form new words: /m/ to an (Nan). /p/ to up (pup), and /d/ to ad (Dad) K.2.PA.6 Students will blend and segment onset and rime in one syllable spoken words (e.g., Blending: /ch/ + at = chat; segmenting: cat = /c/+ at).

K.2.PA.7 Students will blend phonemes to form one syllable spoken words with 3 to 5 phonemes (e.g., /f/ /a/ /s/ /t/= fast).

K.2.PA.8 Students will segment phonemes in one syllable spoken words with 3 to 5 phonemes (e.g., “fast” = /f/ /a/ /s/ /t/).

K.2.PA.9 Students will add, delete, and substitute phonemes in one syllable spoken words. (e.g., “add /c/ to the beginning of “at” to say “cat;” “remove the /p/ from “pin,” to say “in;” “change the /d/ in “dog” to /f/ /r/ to say “frog”)

--Daily High Frequency Words(Pass out white boards and markers.)Make, new, play, say, give, themSay the word. themSpell the word. t-h-e-mWrite the word.Check the word.

Apply: Readers Notebook pg 35K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have, you, he, is, with, are)

11:25-12:20 Lunch/Recess (recess duty)Roasted Chicken Bone in MeatloafMandarin Orange Chicken Salad12:20-1:00 Journey’s Curriculum Lesson 21 Day 3--Phonemic Awareness/Phonics: Words with short oPhonemic Awareness Warm-up: I am going to say a word. Listen for the sound in the middle. Ill do the first one. Listen: pop. Poooooot. What sound do you hear in the middle of pot? /o/Now let’s do it together. Listen: not. What sound do we hear in the middle of not? /o/. Now you do it. tag? /a/ fit? /i/ mop? /o/ rod? /o/ bed? /e/ lot? /o/.

1. Teach/Model: Listen Ozzie Octopus /o/ Now you say it. Ozzie and Octopus begin with the /o/ sound. The letter o stands for the /o/ sound in the beginning or the middle of the word. We call this sound the short o. Knowing the the letter o stands for the /o/ ound can help you read words. Write p. Listen: p /p/. Now you say /p/. Write o. Point to p and have children say the sound. Point to o and tell children to say the sound.

Blend the sounds. Listen: /p/, /o/, po. Write t. Point to p and have children say the sound. Point to o and have children say the sound. Then point to t and tell children to say the sound. Blend the sounds. Listen /p/ /o/ /t/. pot. Have children blend with you. Now you blend the sounds. /p/ /o/ /t/, pot. This word is always spelled p, o, t because those letters stand for the sounds in the word. Repeat with dog. Then add s and help children blend the word.

2. Guided Practice: Blend: got, pot, tot, rot, not, dotCog, cot, cob, cod, conPot, pat, pit, top, tip, tapCot, hop, pop, on, notPot, pots, top, tops, rod, rodsAs, Tom, pod, is, pig fanTops, stop, dogs, Stan, sitsCan you make it pop? I can make it pop.

3.Apply: Teachers Resource pg 94Standard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

K.2.PC.1 Students will correctly form letters to write their first and last name and most uppercase and lowercase letters correctly.

K.2.PWS.3 Students will produce the primary or most common sound for each consonant, short and long vowel sound (e.g., c = /k/, c = /s/, s = /s/, s = /z/, x = /ks/, x = /z/)

K.2.PA.9 Students will add, delete, and substitute phonemes in one syllable spoken words. (e.g., “add /c/ to the beginning of “at” to say “cat;” “remove the /p/ from “pin,” to say “in;” “change the /d/ in “dog” to /f/ /r/ to say “frog”)

--Phonics and Fluency: Long o, short o1. Teach/Model: Write letter O, o. Tell children that o is a vowel, a certain kind of letter, and that vowels are special because they can stand for both long and short sounds. You already know the short sound for o as in box and top. Now we will listen for the long o sound. Explain to children that they can hear the name of the letter in words with the long sound for o. Say: listen to these words: over, phone, soap, roam. I can hear /o/ the long sound for o in each of these words. 2. Guided Practice: Listen for /o/. Model how to listen for the sound /o/ at the beginning and in the middle of words. Listen: open. I hear /o/ at the beginning of the word open. Listen: note. I hear /o/ in the middle of the word note. Tell children you will say some words and they should repeat each one. If they hear /o/, they should make an o with their fingers and say /o/. If they do not hear the /o/ sound they should give a thumbs down and say no /o/.Own, cone, boat, done, seat, wrote, hat, stone 3. Apply: Discriminate between long and short o. say the words: joke, hope. If the words match with

the o sound give a thumbs up. If not give a thumbs down. Repeat with rob and dog, lock and loan, rot and tone.K.2.PA.9 Students will add, delete, and substitute phonemes in one syllable spoken words. (e.g., “add /c/ to the beginning of “at” to say “cat;” “remove the /p/ from “pin,” to say “in;” “change the /d/ in “dog” to /f/ /r/ to say “frog”)

Student Book: “Make it Pop!” and “My Dog, Tom!” (will be read throughout the week during Literacy Stations.Students will read and comprehend increasingly complex literary and informational texts.

1:00-1:35 Math Stations/SnackWork with Teacher for the week: Say it, Make it, Write it AdditionK.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

1:35-2:05 Read: Wacky WednesdayWrite: On Wacky Wednesday I saw…K.3.W Students will use drawing, labeling, dictating, and writing to tell a story, share information, or express an opinion with guidance and support.

K.2.PC.2 Students will demonstrate their understanding that print carries a message by recognizing labels, signs, and other print in the environment.

K.2.PC.3 Students will demonstrate correct book orientation and identify the title, title page, and the front and back covers of a book.

K.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.

K.2.PC.5 Students will recognize that print moves from top to bottom, left to right, and front to back (does not have to be matched to voice).

K.2.PC.6 Students will recognize the distinguishing features of a sentence. (e.g., capitalization of the first word, ending punctuation: period, exclamation mark, question mark) with guidance and support

2:05-2:30 Recess 2:30-3:00 folders, backpacks, free choice read, exit ticket

Materials for Wednesday___Readers Notebook pg 35___Teachers Resource pg 100___On Wacky Wednesday I saw….(TPT account)___Exit Ticket (Pinterest account on Haskell board)

ThursdayMarch 1, 20188:20-9:00 Free Choice Centers9:00-9:50 Literacy Stations 9:50-10:30 Gym10:30-11:00 Calendar and Morning Routines--Good morning Song (on Ipod under Playlists, School, Calendar Songs) While this is playing children should get their white boards, erasers, markers and calendar papers.K.1.R.4 Students will follow one and two step directions.

--Complete the Calendar Paper together. I fill it out as I ask questions about the name of the month, the date, the year. We have been in school for 124 days. Add a popsicle stick to the ones cup below the calendar. Use these to fill out the ones, tens, and hundreds part of the sheet. Show children how to write the day, keeping in mind you may have to wait a bit for the slower writers. Finally, fill out the 10 frame with the date. Ask children to sit aside the paper. Count to 124 by ones and 10’s to 100.K.GM.3.1 Develop an awareness of simple time concepts using words such as yesterday, today, tomorrow, morning, afternoon, and night within his/her daily life.

K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s. --Write the sight words on the board. Start with the most recent and write 12 total. K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have,

you, he, is, with, are).

Erase everything and put away all supplies but have children stay on the carpet. --Flashcard the letters, numbers, and have children read all of the sight words. Standard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have,

you, he, is, with, are). K.N.1.6 Read, write, discuss, and represent whole numbers from 0 to at least 10. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives.

--Sing the money songs. (on the paper in the teal box under the ipod)K.N.4.1 Identify pennies, nickels, dimes, and quarters by name.

--Morning MessageDear Class,Good morning! Today we will read “Cat in the Hat” and write how we would get him to leave if he came to our house. We will work on our sight words and the letter Oo. We will make a sentence and then write one of our own. Love, LomanginoK.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.

K.2.PC.6 Students will recognize the distinguishing features of a sentence. (e.g., capitalization of the first word, ending punctuation: period, exclamation mark, question mark) with guidance and support.

11:00-11:20 Journey’s Curriculum Lesson 21 Day 4--Daily Phonemic Awareness

Blend Phonemes: Listen: /k/ /i/ /d/. Have children hold up a finger for each sound. How many sounds did I say? 3 What is the word? kid.Continue with tip, get, fun, sat, and fog.K.2.PA.6 Students will blend and segment onset and rime in one syllable spoken words (e.g., Blending: /ch/ + at = chat; segmenting: cat = /c/+ at).

K.2.PA.7 Students will blend phonemes to form one syllable spoken words with 3 to 5 phonemes (e.g., /f/ /a/ /s/ /t/= fast).

K.2.PA.8 Students will segment phonemes in one syllable spoken words with 3 to 5 phonemes (e.g., “fast” = /f/ /a/ /s/ /t/).

K.2.PA.9 Students will add, delete, and substitute phonemes in one syllable spoken words. (e.g., “add /c/ to the beginning of “at” to say “cat;” “remove the /p/ from “pin,” to say “in;” “change the /d/ in “dog” to /f/ /r/ to say “frog”)

--Daily High Frequency Words(Pass out white boards and markers.)Give, make, new, play, them, saySay the word. playSpell the word. p-l-a-yWrite the word.Check the word.K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have, you, he, is, with, are)

11:25-12:20 Lunch/Recess BBQ Bacon Cheeseburger NachosCheesy Chicken PastaPopcorn Chicken Salad12:20-1:00 Literacy Work

Create a Sentence: Students will create a sentence that compliments the sight words and curriculum content that we have been studying this week. K.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.

K.2.PC.5 Students will recognize that print moves from top to bottom, left to right, and front to back (does not have to be matched to voice).

K.2.PC.6 Students will recognize the distinguishing features of a sentence. (e.g., capitalization of the first word, ending punctuation: period, exclamation mark, question mark) with guidance and support.

Letter Work:Teachers Resource pg 101K.2.PC.1 Students will correctly form letters to write their first and last name and most uppercase and lowercase letters correctly.

K.2.PWS.3 Students will produce the primary or most common sound for each consonant, short and long vowel sound (e.g., c = /k/, c = /s/, s = /s/, s = /z/, x = /ks/, x = /z/)

1:00-1:35 Math Stations/SnackWork with Teacher for the week: Say it, Make it, Write it AdditionK.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

1:35-2:05 Read: The Cat in the HatWrite: If the Cat in the Hat came to your house how would you make him leave?K.3.W Students will use drawing, labeling, dictating, and writing to tell a story, share information, or express an opinion with guidance and support.

K.2.PC.2 Students will demonstrate their understanding that print carries a message by recognizing labels, signs, and other print in the environment.

K.2.PC.3 Students will demonstrate correct book orientation and identify the title, title page, and the front and back covers of a book.

K.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.

K.2.PC.5 Students will recognize that print moves from top to bottom, left to right, and front to back (does not have to be matched to voice).

K.2.PC.6 Students will recognize the distinguishing features of a sentence. (e.g., capitalization of the first word, ending punctuation: period, exclamation mark, question mark) with guidance and support

2:05-2:30 Recess 2:30-3:00 folders, backpacks, free choice read, exit ticketMaterials for Thursday___Teachers Resource pg 101___Writing for the Cat in the Hat___Sentence from Lesson 21___Exit Ticket (Pinterest on Haskell board)

FridayMarch 2, 20188:20-9:00 Free Choice Centers9:00-9:50 Literacy Stations 9:50-10:30 Computers10:30-11:00 Calendar and Morning Routines--Good morning Song (on Ipod under Playlists, School, Calendar Songs) While this is playing children should get their white boards, erasers, markers and calendar papers.K.1.R.4 Students will follow one and two step directions.

--Complete the Calendar Paper together. I fill it out as I ask questions about the name of the month, the date, the year. We have been in school for 125 days. Add a popsicle stick to the ones cup below the calendar. Use these to fill out the ones, tens, and hundreds part of the sheet. Show children how to write the day, keeping in mind you may have to wait a bit for the slower writers. Finally, fill out the 10 frame with the date. Ask children to sit aside the paper. Count to 125 by ones and 10’s to 100.K.GM.3.1 Develop an awareness of simple time concepts using words such as yesterday, today, tomorrow, morning, afternoon, and night within his/her daily life.

K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s. --Write the sight words on the board. Start with the most recent and write 12 total. K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have,

you, he, is, with, are).

Erase everything and put away all supplies but have children stay on the carpet. --Flashcard the letters, numbers, and have children read all of the sight words. Standard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have,

you, he, is, with, are). K.N.1.6 Read, write, discuss, and represent whole numbers from 0 to at least 10. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives.

--Sing the money songs. (on the paper in the teal box under the ipod)K.N.4.1 Identify pennies, nickels, dimes, and quarters by name.

--Morning MessageDear Class,Happy Friday! Today we will write our sight word on the sidewalk in chalk. We will read “Fox in Socks” and design some socks for the Fox. We will make Green Eggs and Ham and try them and graph if we would eat them or not. We will follow the Letter Oo to the end of a path. Love, LomanginoK.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.

K.2.PC.6 Students will recognize the distinguishing features of a sentence. (e.g., capitalization of the first word, ending punctuation: period, exclamation mark, question mark) with guidance and support.

11:00-11:20 Journey’s Curriculum Lesson 21 Day 5--Daily Phonemic Awareness

Blend Phonemes: I will say some sounds. You blend them to say a word. Listen: /b/ /u/ /s/. Have children place a marker down for each sound. How many sounds did I say? 3 What was the word? busContinue with big, cut, sock, hen, and fit.Segment Phonemes: Now you say all the sounds you hear in wet. Place a marker down for each sound. /w/ /e/ /t/Continue with men, not, luck, sad, and ten. Next challenge children to add initial sounds to form new words: Add /k/ to an can: add /s/ to eat seatK.2.PA.6 Students will blend and segment onset and rime in one syllable spoken words (e.g., Blending: /ch/ + at = chat; segmenting: cat = /c/+ at).

K.2.PA.7 Students will blend phonemes to form one syllable spoken words with 3 to 5 phonemes (e.g., /f/ /a/ /s/ /t/= fast).

K.2.PA.8 Students will segment phonemes in one syllable spoken words with 3 to 5 phonemes (e.g., “fast” = /f/ /a/ /s/ /t/).

K.2.PA.9 Students will add, delete, and substitute phonemes in one syllable spoken words. (e.g., “add /c/ to the beginning of “at” to say “cat;” “remove the /p/ from “pin,” to say “in;” “change the /d/ in “dog” to /f/ /r/ to say “frog”)

--Daily High Frequency Words(Pass out white boards and markers.)Give, make, new, play, say, themSay the word. newSpell the word. n-e-wWrite the word.Check the word.

Apply: Write words with Chalk on SidewalkK.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have, you, he, is, with, are)

11:25-12:20 Lunch/Recess (Recess duty)Pepperoni PizzaFish SandwichPopcorn Chicken SaladLetter Oo Work:Drawing a Path with The Letter OoK.2.PWS.1 Students will identify all uppercase and lowercase letter.

12:20-1:00 Friday CookingCooking Green Eggs and Ham, Try it and then Graph the ResultsK.D.1.1 Collect and sort information about objects and events in the environment.

K.D.1.2 Use categorical data to create real-object and picture graphs.

K.D.1.3 Draw conclusions from real-object and picture graphs.

1:00-1:35 Math Stations/SnackWork with Teacher for the week: Say it, Make it, Write it AdditionK.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

1:35-2:05 Read: Fox in SocksDesign Socks for the Fox 2:05-2:30 Recess2:30-3:00 folders, backpacks, free choice read, exit ticket

Materials for Friday___Fox in Socks design materials___Green Eggs and Ham Cooking materials___Letter Oo Path (Pinterest on Letters Board)___Exit Ticket (Pinterest on Haskell Board)___Chalk