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SPLASHING IN THE OCEAN May 19-23, 2014 LBJ Kindergarten will be completing MAP testing this week. SPLASHING IN THE OCEAN – Fish 5-19-2014 MORNING MESSAGE/STAR STUDENT Daily Skills: *Sentence Structure *Punctuation/Capitalization *Grammar/Spelling *Letter/Sound/Recognition CCS: RF.K.1c, RF.K.2, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3c, RF.K.3d, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4, L.K.4a, L.K.4b, L.K.6, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6 PROJECT READ Unit 13C Lesson 1a (sc/sk) Day 1 Word of the Week: pretty (TM p13-85--13-117) OBJECTIVES 1. To read words with beginning consonant blends [sc] and [sk] 2. To spell words with the consonant blends [sc] and [sk] 3. To identify and read the red word pretty ANTICIPATORY SET Display all the [s] blends cards INPUT 1. (state): These are the [s] blends; there are seven of them. [sc] and [sk] both say /sk/ when you stir the sounds together. 2. Say the letter names with me: "[sc] says /sk/" "[sk] says /sk/" VAKT INPUT 1. Display [sc] and [sk] a. Skywrite [sc] and [sk] and say sounds while tracing letters in the air

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Page 1: view[sk] skip skin sketch skim skill skeleton

SPLASHING IN THE OCEANMay 19-23, 2014

LBJ Kindergarten will be completing MAP testing this week.

SPLASHING IN THE OCEAN – Fish5-19-2014

MORNING MESSAGE/STAR STUDENTDaily Skills:*Sentence Structure*Punctuation/Capitalization*Grammar/Spelling*Letter/Sound/RecognitionCCS: RF.K.1c, RF.K.2, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3c, RF.K.3d, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4, L.K.4a, L.K.4b, L.K.6, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6

PROJECT READUnit 13C    Lesson 1a (sc/sk)Day 1Word of the Week: pretty(TM p13-85--13-117)

OBJECTIVES1. To read words with beginning consonant blends [sc] and [sk]2. To spell words with the consonant blends [sc] and [sk]3. To identify and read the red word pretty

ANTICIPATORY SETDisplay all the [s] blends cards

INPUT1. (state):  These are the [s] blends; there are seven of them. [sc] and [sk] both say /sk/ when you stir the sounds together.2. Say the letter names with me: "[sc] says /sk/" "[sk] says /sk/"

VAKT INPUT1. Display [sc] and [sk]    a. Skywrite [sc] and [sk] and say sounds while tracing letters in the air    b. Pull under the letters and stir around letters saying blend sounds /sc/ and /sk.2. Students get out the blend bowl (p13-87). Record [sc] and [sk].

INPUT(state):    [sc] and [sk] are usually used with different vowels. [sk] is usually used with [i] and [e]

MODELING(Students repeat words)        [sc]    scat                 scan           scab        scoff

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        [sk]    skip                 skin            sketch                  skim                skill            skeleton                  skid       CHECKING FOR UNDERSTANDING(p13-86)1. Students read from [sc] and [sk] Blend Sheets (p13-99)2. Students cut up cards and store in zip-lock bags labeled [s] blend words.3. Spelling Tabs:     a. Dictate words from [sc] and [sk] list    b. Apply steps for finger spelling4. Sentences to read and write: Student Practice Sheet 13M (p13-91)

ORAL/GUIDED READINGStudents Story/Quiz:      Scott's Red Sled

STUDENT PRACTICE1. Word Web/Writing Notebook (sc/sk)2. Write/Illustrate Sentences (sc/sk3)*PASS OUT AND DISCUSS SPELLING WORD LISTCCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, RF.K.3e, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, L.K.5, L.K.5a, L.K.5c, L.K.5d, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3

STAR STORYTitle: The Rainbow FishDay 1Story ConventionsTeacher/Interactive ReadingStory DiscussionCSS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.6, RI.K.7, RI.K.10

KINDERROOTS (Fin in the Water)The teacher will review story conventions.The teacher will give a short overview of the story.The students will be given a list of vocabulary words; the students will color the words red/green: (GREEN: fat, fib, fin, fits, fun, puff, puffs, sand)(RED: off, saw, they)(READLES: jumps, beach, tire, water, shark) The teacher will read the story (1X).The teacher will choose Star Readers for the week.(story, word list)CSS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.6, RI.K.7, RI.K.10

CALENDAR MATH/MATH(assessment/tallying/graphing) The students will write 1-100, using classroom charts. Next, the

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students will complete Unit 9 assessment. The students will then count and tally the number of fish in the fish bowl and then show the numbers counted by placing an equal number on the graph or the students may graph colors of goldfish and then analyze the data.(EV- Unit 9 assessment, st sht p195, colored goldfish crackers, color organizers, chart paper)CCS: K.OA.3, K.CC.5

LARGE GROUP/PHONEMIC AWARENESS(y - long i/long e/compound words/comprehension) ()  The students will read the computer story MY FAMILY. The students will then make a small book with the same title. Next, the students will make a book by writing ocean compound words on each page and then illustrating each compound word. Next, the students will complete the sentences and identify the best answer for each question given about the story.)(STARFALL.COM, st book, SCH p37&38, fish compound word chart, book cover w/5 pages for each child)CCS: RF.K.2e, RF.K.3 RF.K.3a, RF.K.3b

WRITING(sentence structure) The students will correctly re-arrange the words to make a sentence.  The students will re-write the sentence correctly and illustrate the sentence using Spanish color words.(st sht p11, Spanish fish picture)CCS: L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5

THEME(science) The students will discuss the ocean food chain. The students will cut and then glue the characters in the order that they are found in an ocean food chain. If time permits, the students will make "An Ocean in a Bottle".(ocean food chain chart, st sht, lg paper strip, world map, world map sheet, plastic bottle w/lid, baby oil, blue food color, water, sand, colored gravels, plastic ocean animals, small shells)CCS: SCI 4.6.1(DOK 2) A/H 3.4.1

SPLASHING IN THE OCEAN5-20-2014 NO SCHOOL – ELECTION DAY

SPLASHING IN THE OCEAN – Whales5-21-2014

MORNING MESSAGE

PROJECT READUnit 13c    Lesson 1b (st/sm/sp)Day 1Word of the Week:  pretty(TM p13-85--13-117)

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OBJECTIVES1. To read words with beginning consonant blends [st] and [sm] and [sp]2. To spell words with the consonant blends [st] and [sm] and [sp]3. To identify and read the red word pretty

ANTICIPATORY SETDisplay all the [s] blends cards

INPUT(state):  [st] and [sm] and [sp] are beginning blends; there are seven of them

VAKT INPUT1. Display [st] and [sm] and [sp] 2. Skywrite [st] and [sm] and [sp] and say sounds while tracing letters in the air3. Students get the blend bowl (p13-87) and record [st] and [sm] and [sp]4. Flash the blend cards

CHECKING FOR UNDERSTANDING(p13-90)1. Students read from [st] and [sm] and [sp] Blend Sheets (p13-101 and p13-103 and 13-107)2. Student Practice Sheet 13N (p13-93)     (Teacher dictates missing words; students use finger spelling to fill in missing words.)3. Students cut up cards and store in zip-lock bags labeled [s] blend words.

ORAL/GUIDED READINGStudents Story/Quiz:   Stan's Stick

STUDENT PRACTICE1. Word Web/Writing Notebook (st/sm/sp)2. Write/Illustrate Sentences (st/sm3)CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, RF.K.3e, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, L.K.5, L.K.5a, L.K.5c, L.K.5d, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3

STAR STORYTitle:  Rainbow FishDay 2Story ConventionsTeacher/Interactive ReadingCSS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.6, RI.K.7, RI.K.10

KINDERROOTS     (A Fin in the Water)The t/s will review story conventions.The t/s will review (blend/spell) vocabulary words.The t/s will read the story (2X) - Guided Reading.CELEBRATE(story)CSS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.6, RI.K.7, RI.K.10

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CALENDAR MATH/MATH(number operations 11-13/shapes) The students will write 1-00,using class charts. (GP&IP) Next, the students will write the number sentence and fill in the drawing to match the number sentence.Next, the students will discuss shapes in their environments.(EV-10-1, class charts)CCS: K.NBT.1, K.G.1

PHONEMIC AWARENESS/LARGE GROUP(y - long i/long e)  The students will read the computer story MY FAMILY. The students will then identify "y" as having a "long e" or "long i" sound and then write sentences using the words. (STARFALL.COM, st book p 85-86)CCS: RF.K.3, RF.K.3a, RF.K.3b

WRITING(portfolio-draft)  The students will write a draft, describing how their writing has improved since starting Kindergarten - what have they learned about writing (reflective piece)?  (portfolio, paper)CCS: W.K.2, L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, L.K.5

THEME(science/art) The students will read the chart to compare fish and mammals. If time permits, the students will cut apart the pieces of a whale picture and then glue them back together to complete the whale puzzle OR the students will stuff a paper bag to make a whale w/spout, adding the facial features and the fins made from construction paper.(st sht p28, charts, whale puzzle sht, construction paper, bags, newspaper, pop sticks, light blue paper for water, tape, markers, wiggle eyes)CCS: SCI 3.4.1(DOK 2), A/H 3.4.1, 4.4.2

SPLASHING IN THE OCEAN – Sharks5-22-2014

*The students will be assessed on their knowledge of the computer.(st sht p250)CCS: W.K.6

MORNING MESSAGE

PROJECT READUnit 13c    Lesson 1c (sn/sw/squ)Day 1Word of the Week:  pretty(TM p13-85--13-117)

OBJECTIVES1. To read words with beginning consonant blends [sn] and [sw] and [squ]

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2. To spell words with the consonant blends [sn] and [sw] and [squ]3. To identify and read the red word pretty

ANTICIPATORY SETDisplay all the [s] blends cards.

VAKT INPUT1. Display [sn] and [sw] and [squ]   a. Skywrite [sn] and [sw] and [squ] and say sounds while tracing letters in the air    b. Pull under the letters and stir around letters saying blend sounds /sn/ and /sw/and /squ/2. Students get out the blend bowl (p13-87) and record [sn] and [sw] and [squ].

CHECKING FOR UNDERSTANDING(p13-90)1.  Students read from [sn] and [sw] and [squ] Blend Sheets (13-109 and 13-113 and 13- 117).2.  Students cut up cards and store in zip-lock bags labeled [s] blend words.3.  Sentences to read and write: Student Practice Sheet 13P (p13-97) 

ORAL/GUIDED READINGStudents Story/Quiz: The Box   (see manual p13 -111)

STUDENT PRACTICE1. Word Web/ Writing Notebook (sn/sw/squ)2. Write/Illustrate Sentences CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, RF.K.3e, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, L.K.5, L.K.5a, L.K.5c, L.K.5d, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3

STAR STORYTitle: Rainbow FishDay 3Story ConventionsTeacher/Interactive ReadingStory Extension:  The students will make a rainbow fish.CSS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.6, RI.K.7, RI.K.10

KINDERROOTS     (Fin in the Water)The t/s will review story conventions.The t/s will review vocabulary list by writing each word.The students will Popcorn Read.CELEBRATE(story)CSS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.6, RI.K.7, RI.K.10

CALENDAR MATH/MATH(number operations 11-13/patterns) The students will write 1-00,using class charts.(R&P) Next, the students will write the number sentence and fill in the drawing to match the number sentence. Next, the students will use construction paper cutouts to make a quilt piece pattern for a frame. The

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students will then draw a picture of something they would see in the ocean and write a short story about it.(EV-10-1R&P, class charts lg bulletin board paper, quilt pattern, paper shapes)CCS: K.NBT.1, K.G.2, K.G.3 A/H 3.4.1

LARGE GROUP/PHOMEIC AWARENESS(compound words/ comparing texts)  The students will read the computer story MY FAMILY. The students will then read two short words to make the new compound word and write it on the line. Next, the students will read the word list and find the words that end in “y”. Next, the students will listen to the stories THE THREE LITTLER PIGS and THE THREE LITTLE FISH AND THE BIG BAD SHARK. The students will then compare the key ideas for the two texts, using the doc camera.(STARFALL.COM, wkbk p 87-88, stories, st sht p28, doc camera)CCS: RF.K.3, RF.K.3a, RF.K.3b, RI.K.9

WRITING(portfolio – publish)  The students will write a rough draft, describing how their writing has improved since starting Kindergarten - what have they learned about writing (Reflective Piece)?  If time permits, the teacher will cut the end of a large white envelope to look like a shark's mouth. The students will then write a short story on the outside of the envelope about things a shark might eat. Finally, the students will illustrate the story and place the pictures in the shark's mouth. (portfolio, writing paper, lg white envelopes w/mouth cut out, small paper)CCS: W.K.2, L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, L.K.5

THEME(science) The students will cut out items from a magazine that depict something a shark might eat. The students will then glue these pictures onto a large cut out of a shark.(lg shark cut out, magazines)CCS: SCI 3.4.1(DOK 2), 4.6.1(DOK 2)        A/H 3.4.1

SPLASHING IN THE OCEAN – Dolphins5-23-2014

MORNING MESSAGE

The students will be assessed on their knowledge of the computer.(st sht p250)CCS: W.K.6

MORNING MESSAGE

PROJECT READUnit 13c    Lesson 2a (tw/dw)Day 1Word of the Week: pretty(TM p13-119--13-130)

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OBJECTIVES1. To read words with beginning consonant blends [tw] and [dw]2. To spell words with the consonant blends [tw] and [dw]3. To read and write the red word pretty

ANTICIPATORY SET1.  Display the [tw] and [dw] blends cards2.  (question):  What are these two symbols?     (answer): The [w] blends.

INPUT1.  Display  the [tw] and [dw] blends cards2.  Say and stir [tw] and [dw]3.  Add to blend bowl (p13-121)

MODELFingerspell:  [twin]   [dwell]

CHECKING FOR UNDERSTANDING(p13-123)1. Students read from [tw] and [dw] Blend Sheets (p13-127)2. Students cut up cards and store in zip-lock bags labeled [s] blend words3. Sentences to read and write: Student Practice Sheet 13Q (13-125)4. Jewel Box/Treasure Chest Student Practice Sheet (p13-129)

ORAL/GUIDED READINGStudents Story/Quiz:         The Twins

STUDENT PRACTICE1. Word Web/Writing Notebook (tw/dw)2. Writing/Illustrating Sentences (tw/dw3)CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, RF.K.3e, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, L.K.5, L.K.5a, L.K.5c, L.K.5d, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3

SHARED STORYTitle: Fish Is Fish or Teachers’ ChoiceDay 1Story ConventionsTeacher/Interactive ReadingStory DiscussionCSS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.6, RI.K.7, RI.K.10

KINDERROOTS   (A Fin in the Water)The t/s will review story conventions.The t/s will review vocabulary list by writing each word.The students will Partner Read.CELEBRATE(story)

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CSS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.6, RI.K.7, RI.K.10

CALENDAR MATH/MATH(number operations 14-16/number sequence/shpaes) The students will write 1-100, using class charts. (GP&IP) Next, the students will write the number sentence and then fill in the drawing to match the number sentence. Then, the students will fill in the value of each missing number.(EV-10-2, class charts, st sht p18) CCS: K.NBT.1, K.CC.4b

LARGE GROUP/PHONEMIC AWARENESS (sentences/comprehension) The students will read the computer story MY FAMILY. The students will then use the “y” word list on page 88 to complete the sentences. Next, the students will draw a picture of their family and write two sentences about their family. Using a chart to record answers, the students will identify answers to questions about specific subjects. (STARFALL.COM, wkbk p 89-90, chart paper w/marker, st sht p261)CCS: W.K.8, RF.K.3, RF.K.3a, RF.K.3b, L.K.2a., L.K.2b, L.K.2c, L.K.2d

WRITING(journal) The students will write/illustrate a story about a dolphin.(journal)CCS: L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, L.K.5

THEME(Japanese art) The students will use ocean cutouts and wax paper to make the Japanese art form of a Shoji Screen.(wax paper, 2 paper strips, paper cut outs, hot iron, newspaper) CCS: A/H 3.4.1       SS 2.1.1(DOK 1), 5.2.1(DOK 2)      

LEARNING TARGETS May 19 – 23, 2014

Monday, May 19 2013 Reading: I can read and write words with the blends sc and sk. Math: I can demonstrate my knowledge of different ways to make 0-10.

Tuesday, May 20 2014 NO SCHOOL – ELECTION DAY Wednesday, May 21, 2014Reading: I can read and write words with the blends st and sm and sp. Math: I can demonstrate different ways to make 11, 12 and 13.

Thursday, May 22, 2014Reading: I can read and write words with the blends sn and sw and squ.Math: I can demonstrate different ways to make 11, 12 and 13.

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Friday, May 23, 2014Reading: I can read and write words with the blends tw and dw.Math: I can demonstrate different ways to make 114, 15 and 16.