· web viewvocabulary word page. materials: two-color counters problem based learning/solve &...

Lesson Plans 2017April 17-21

Monday April 17, 2017New Word Wall Words: review last weeks wordsKindergarten: not1 st Grade : take, every

Materials:

Math:Kindergarten: Topic 10-1

Interactive Story Topic Opener Vocabulary Word Page Two-color counters student work page 567-570 Leveled Assignment pg. 571-572

1st Grade/2nd Grade: Topic 9-4 Place-Value Blocks Use student work page 515-518 Leveled Assignment pg. 519-520

Imagine IT:Kindergarten Day 13 Lesson 13 Unit 3 Card 43

Teacher manual Morning Message Lion Puppet Muzzy story (Lesson 2) Ss story (Lesson 4) Ss, Mm, and Aa letter card White Board & White Board Marker

1st grade: Day 1 Lesson1 Unit 2 Card 45 Decodable 19: Nat’s Cap Decodable 20: At the Mall

Word Work: Kindergarten:

10X “not” worksheet Verbal sentence (teacher writes it student copies it)

1st Grade:

10X “not” worksheet 10X “take” worksheet 10X “every” worksheet

Science: Chart Paper Marker

SRA:o Reading Mastery I (X3 groups)o Reading Mastery IIo Reading Workbookso Reading Stories

Writing: Writing Folders Students letters Pencils

_________________________________________________________________________________________________8:10-8:30 Breakfast

8:30-9:00 Calendar

9:00-10:00 MathKindergarten

Topic: Topic 10-1: Make 11, 12, and 13 Interactive Story Topic Opener Vocabulary Word Page

Materials: Two-Color Counters

Problem Based Learning/Solve & Share Before:1. Pose the Solve-and Share Problem

Students draw pictures to represent the number of counters using a ten-frame.

Students show a quantity of 10 ones and some more ones, and then write an equation to match.

Distribute 13 counters to each student.

2. Build Understanding What are you asked to do? What tools do you have to help you? What does the number 10 mean in the equation?

During:3. Ask Guiding Questions As Needed:

What does the number after the plus sign represent? What does the number after the equal sign represent?

After4. Share & Discuss:

Start with students’ solutions.

5. Transition to the Visual Learning Bridge You have shown that a complete ten-frame is a ten and anything left over is

extra ones. Later in this lesson, you will learn how to show 11, 12, and 13 as the sum of

10 and some extra ones. Forming groups of tens and ones will help you to make greater numbers.

Visual Learning:o Follow TM pg 568o Use student work page 567-570

Assess & Differentiate:o Leveled Assignment pg. 571-572

1st Grade/2nd Grade: Topic 9-4: Compare Numbers with Symbols (>, <, =)Materials: Place-value blocks


Students use precision to compare two numbers by using the phrases greater than and less than

2. Build Understanding What are you asked to do? How will you determine if the first number is greater than or less than the

second number?


What does greater than mean? What does less than meant?



5. Transition to the Visual Learning Bridge You wrote 2 different two-digit numbers and compared them using the

words greater than and less than. In the next part of the lesson, you will compare two numbers using both

words and symbols.

Visual Learning:o Follow TM pg 516o Use student work page 515-518


10:00-10:30 Imagine ItKindergarten: Day 13 Lesson 13 Unit 3 Card 43

Morning Messageo Make writing mistakes in the message (use TM pg. 234 for examples)o Follow TM Pg. 234 directions

Oral Languageo Make silly sentences with students (use words that begin with the /s/

or /m/ sound) Example sentences on TM pg. 234

Phonemic Awarenesso Oral Blending: Onset and Rime

Need Lion Puppet Play the blending game

Follow TM pg. 235

Alphabetic Principleo Reviewing the Sounds of Ss, Mm, and Aa

Have students tell the sounds and name of each letter Review Muzzy story (Lesson 2) Review Ss story (Lesson 4)

Listening for /a/ and Final /s/ and /m/o Give each student one Ss, Mm, and Aa letter cardo Read the 1st 3 rows using the Aa card when they hear the /a/ soundo Next, if the word ends in an /s/ sound hold up your Ss card, if it end in

an /m/ sound hold up your Mm card Use words on TM pg. 236

Linking the Sound to the lettero Write a pair of words on the board one starting with m, one starting

with s.o Follow TM pg. 236

1st Grade: Day 1Lesson1 Unit 2 Card 45 Decodable 19: Nat’s Cap

o Read story, start with the title

Respondingo Talk about the story and answer questions students haveo Have students retell the storyo Have students answer the questions on TM pg. 235

Building Fluencyo Have students reread the story several times to a partner & 1 time to

the teacher

Decodable 20: At the Mall o Phonics Focus: aw /aw/o High frequency word: call

o Read the story, start with the titleo Have students read the page silently, then have 1 student read it out

loud

Respondingo Talk about the story and answer questions students haveo Have students retell the storyo Have students answer the questions on TM pg. 235

Building Fluencyo Have students reread the story several times to a partner & 1 time to

the teacher

10:35-11:05 Music

11:10-11:45 Lunch

11:45-12:05 Recess(12:05-1:05 Briana’s Lunch)

12:05-12:15 Bathroom

12:15-12:30 Word Work

Kindergarten: 10X “not” worksheet verbal sentence (teacher writes it student copies it)

1st Grade: 10X “not” worksheet 10X “take” worksheet 10X “every” worksheet

12:30-1:00 ScienceWeather Unit

Lesson 1: Sharing What We Know about Weather Pre-unit assessment

Goal: Students will share what they know about weather through discussion about today’s weather and about how they decide what to wear to school. (Discussion will be repeated after unit).

Objectives:

o Students observe and describe today’s weather. (Write it on chart paper…see attached picture)

o Students discuss how they decide what to wear to school each day.o Write a definition of what weather is

Weather is the day-to-day state of the atmosphere. Weather is the combination of temperature, humidity,

precipitation, cloudiness, visibility, and wind. We talk about the weather in terms of…

o "What will it be like today?", o "How hot is it right now?", and

o "When will that storm hit our section of the country?"

1:00-1:45 WritingContinue working on Opinion Letter

The students have started the very beginning basics of their opinion letters.

Next Step: Continue to write their 3 reasons why there “problem” is a problem in their letter.

*Refer to Lily’s letter to show how she wrote her reasons *The use of the word “because” is key (students must use “because” to explain why it’s a problem)

Go through 1 reason for each of the students to help them get started. (The more examples they here the better they understand it)

Kindergartners- have them tell you there sentence & teacher writes it under the line so the kindergartners can copy it.

Materials: *Students letters*Pencils

1:45-2:45 SRA/SnackGroup 1 Red A: Reading Master I Lesson 51Group 2 Red B: Reading Mastery I Lesson 119Group 3 Red C: Reading Mastery I Lesson 150Group 4 Purple: Reading Mastery II Lesson 113

2:45-3:00 Dismissal

Tuesday April 18, 2017IEP Meetings: MW @ 8:45am

Materials: Math:Kindergarten: Topic 10-2

Two-color counters (15 per student) student workpage 573-576 Leveled Assignment pg. 577-578

1st Grade: Topic 9-5 Use student workpage 523-524 Leveled Assignment pg. 525-526

Imagine ITKindergarten: Day 13 Lesson 13 Unit 3 Card 43 (continued)

Distribute writing paper (1 per student) Pencils (1 per student) Skills Practice 33-40 Pre-Decodable 15: In the Park Assessment pg. 41

1st Grade: Day 2 Lesson 2 Unit 2 Card 46 Morning Message Lion Puppet Need white board and marker

Word Work: Paint Paper plates (12) Wipes Construction Paper

Science: Chart paper/markers The Wind Blew By: Pat Hutchins

Materials: o A feathero some plastic strawso some masking tape o a permanent marker.



___________________________________________________________________________________8:10-8:30 Breakfast

8:30-9:00 Calendar

9:00-10:00 MathKindergarten: Topic 10-2: Make 14, 15, and 16Materials: Two-color counters


Students place counters in a double ten-frame to represent a numer. Students show a quantity of 10 ones and some more ones, and then write an

equation to match. Distribute 15 counters to each student Use story on TM pg. 573

2. Build Understanding What are you asked to do? What tools do you have to help you? What does the number 15 mean in the equation?


What part should you write first? What part of the double ten-frame does the 10 represent? Do you need to count the counters in it? Why not? What part do you write next? What does 15 look like on a double ten-frame?



5. Transition to the Visual Learning Bridge You have shown that a complete ten-frame is a ten and anything left over is


10 and some extra ones. Forming groups of tens and ones will help you to make greater numbers.

Visual Learning: Follow TM pg 574 Use student workpage 573-576

Assess & Differentiate: Leveled Assignment pg. 577-578

1st Grade:Topic 9-5: Compare Numbers on a number lineMaterials: NONE


Students use a number line as a tool in order to show a number that is greater than 24 and a number that is less than 24.

They use these numbers to complete two sentences about comparisons with 24.

2. Build Understanding What are you asked to do? What will you use to show your answers?


What could you do first to find these numbers? How would you know if a number is greater than or less than 24?


Start with student’s solutions.

5. Transition to the Visual Learning Bridge You used a number line to show a number that is greater than 24 and a

number that is less than 24. In the next part of the lesson, you will learn how to use a number line in

order to find numbers that are greater than or less than another number.

Visual Learning: Follow TM pg 522 Use student workpage 523-524


10:00-10:30 Imagine ItKindergarten: Day 13 Lesson 13 Unit 3 Card 43 (continued)

Penmanshipo Distribute writing papero Model how to write Capital and lowercase Ss, Mm, and Aao Have student write 1 row of capital S & 1 row of lowercase so Repeat with Mm and Aao Ask them to proofread their work and to circle one Capital and one

small Ss, Mm, and Aa they would like to make better

Guided Practiceo Skills Practice 33-40

Pre-Decodable 15: In the Parko High Frequency word: in

Tell students that people use the word “in” when they are talking about where someone or something is.

Have students give sentences with the word ino Review high frequency words: a, the , and, go, had, he, I, see, has, you,

we, of.o Read the story with the students

Give Assessment pg. 41

1st Grade: Day 2 Lesson 2 Unit 2 Card 46 Morning Message

Consonant Riddle Gameo Follow Directions on TM pg 238

Phonemic Awarenesso Phoneme Blending

Adding Initial Sounds to Build Consonant Blends Lion Puppet Follow directions on TM pg. 239

Phoneme Blending Story o Follow directions on TM pg. 239

Segmentation o Counting Vowel Sound/ Spelling and Syllables in Words

Follow directions on TM pg. 240 Need white board and marker

10:30-11:00 Word WorkKindergarten words: not

Writing words in painto Need: Construction Papero Paper Plateo Painto Wipeso 3rd Marking Period WWW list

1st Grade words: take, every Writing words in paint

o Need: Construction Papero Paper Plateo Painto Wipes

11:10-11:45 Lunch



12:15-12:45 ScienceFocus: Weather… WIND

Today we will be discussing what wind is. Does anyone know or can explain what wind is?

o Write the word The Wind… on chart paper Under this write down the students ideas

o After the students give their thoughts tell them the definition

***EXAMPLE CHART: ***

Wind Definition: Wind is air in motion. It is produced by the uneven heating of the earth's surface by the

sun. Since the earth's surface is made of land and water formations, it

absorbs the sun's heat unevenly. Two factors are necessary to specify wind: speed and direction.

****(You can use more kid friendly language if need be!!!)****

What causes the wind to blow? As the sun warms the Earth's surface, the atmosphere warms too. Some parts of the Earth receive direct rays from the sun all year

and are always warm. Other places receive indirect rays, so the climate is colder. The warm air, which weighs less than cold air, rises. Then cool air moves in and replaces the rising warm air. This movement of air is what makes the wind blow.

Read: The Wind Blew By: Pat Hutchins

***IF TIME***Wind Experiment:

We want to find out how far wind can move things. Materials:

o A feather

o some plastic strawso some masking tape o a permanent marker.

Place a piece of tape on the floor to mark our starting spot Then gave each child a turn blowing their feather as far as they could. Once the feather lands, mark that spot with a piece of masking tape with the

child’s name After…you can discuss why some feathers went far and why some did not

(air force/pressure)….same as wind outside light wind might blow your hair but strong wind could blow you and make it hard to walk (or even uplift a tree or other heavy items).

12:45-1:00 Snack

1:00-2:00 SRAGroup 1 Red A: Reading Master I Lesson 52Group 2 Red B: Reading Mastery I Lesson 120Group 3 Red C: Reading Mastery I Lesson 151Group 4 Purple: Reading Mastery II Lesson 114





Go through 1 reason for each of the students to help them get started. (The more examples they here the better they understand it)***MOST STUDENTS SHOULD HAVE THEIR FIRST REASON WRITTEN***Kindergartners- have them tell you there sentence & teacher writes it under the line so the kindergartners can copy it.


2:45-3:00 Dismissal

Wednesday April 19, 2017Materials: Math: Kindergarten: Topic 10-3

Two-Color counters Use Student Workpage 579-582 Leveled Assignment pg 583-584

1st Grade: Topic 9-6 student workpage 527-530 Leveled Assignment pg. 531-532


___________________________________________________________________________________8:10-8:30 Breakfast

8:30-9:00 Calendar

9:00-10:00 MathKindergarten:Topic 10-3: Make 17, a8, and 19Materials: Two-color counters

Before:Problem Based Learning/Solve & Share: 1. Pose the Solve-and Share problem

Students model and solve a problem using counters, a double ten-frame, and an equation.

Students show a quantity of ten ones and some more ones, and then write an equation to match.

Distribute 19 counters to each student. Use story on TM pg. 579

2. Build Understanding What are you asked to do?? What should you do first? What tools do you have to help you?

During:3. Ask Guiding Questions As Needed

What are the two ways to represent the 10 prizes Jada made?

How many more prizes does Jada make? What does the plus sign mean?

After: 4. Share & Discuss Solutions

Start with students solutions

5. Transition to Visual Learning Bridge You have shown that a complete ten-frame is a ten and anything left over is


ten and some extra ones. Forming groups of tens and ones will help you to make greater numbers.

Visual Learning:o Follow TM pg 580o Use Student Workpage 579-582

Assess & Differentiate:o Leveled Assignment pg 583-584

1st Grade:Topic 9-6: Make Sense and PreserveMaterials: NONE


Students persevere as they use clues to find a secret number. As they make sense of the clues, they narrow down the possibilities until they

find the answer.

2. Build Understanding What are you asked to find? What else do you know about the secret number?


What do you know about the secret number? What else do you know about the secret number?


Start with student’s solutions.

5. Transition to the Visual Learning Bridge You compared numbers in order to solve a riddle about finding a secret

number. In the next part of this lesson, you will learn how to find other secret

numbers by comparing number sand using other clues.

Visual Learning: Follow TM pg. 528 Use student workpage 527-530


10:05-10:35 PE

10:35-11:05 Music

11:10-11:45 Lunch



12:15-1:15 SRA/stationsGroup 1 Red A: Reading Master I Lesson 53Group 2 Red B: Reading Mastery I Lesson 121Group 3 Red C: Reading Mastery I Lesson 152Group 4 Purple: Reading Mastery II Lesson 115

1:15-1:45 Miss. Vance

1:50-2:00 Dismissal

Thursday April 20, 2017

Materials:Math:Kindergarten: Topic 10-4

Two-Color Counters Use Student Workpage 585-588 Leveled Assignment pg589-590

1st Grade: End of Topic 9 Fluency Practice (homework) Vocabulary Review Reteaching workpage

Imagine IT:Kindergarten: Day 14 Lesson 14 Unit 3 Card 44

Morning Message Lion Puppet Dinah story (Lesson 7) Pp story Alphabet Book /d/, /p/, /a/ Pg. 34-35

1st Grade: Day 2 Lesson 2 Unit 2 Card 46 (continued) /k/ wall card ck wall card White board/marker

Science: Book: Little Cloud by: Eric Carle Chart Paper Markers



_________________________________________________________________________________________________8:10-8:30 Breakfast

8:30-9:00 Calendar

9:00-10:00 MathKindergarten:Topic 10-4: Find Parts of 11, 12, and 13Materials: Two-Color Counters Problem Based Learning/Solve & Share:Before:1. Pose the Solve-and Share Problem

Students place counters in a double ten-frame to represent the two parts that make a greater number. Students show a quantity of 10 ones and some more ones, and then write an equation to match.

Distribute 13 counters to each student Use Story on TM pg.585

2. Build Understanding What are you asked to do? What tools do you have to help you? What number are you breaking apart to find the answer?


The top ten-frame represents the first train car. How many students are in the first train car? How many counters are there in all? When you break apart 13 into a group of 10 ones and some extra ones, where

can you put the extra ones?

After4. Share and Discuss Solutions:

o Start with students’ solutions

5. Transition to the Virtual Learning Bridge You have shown how to break apart 13 into a group of 10 ones and a group

of 3 ones. Later in this lesson, you will learn how to break apart other numbers using

drawings and equations to model your work.Visual Learning:

o Follow TM pg 586o Use Student Workpage 585-588

Assess & Differentiate:o Leveled Assignment pg589-590

1st Grade:

Vocabulary Topic 9 Reteaching Topic 9 Fluency Practice page


Morning Messageo Follow TM pg. 240 directions

Word Lengtho Play short word-long word game

Explain: I will say pairs of words and you will tell me which word in each pair is longer than the other.

Use words on TM pg. 240

Phonemic Awarenesso Phoneme Matching: Initial Sounds

Use Lion Puppet I will say 3 words and you need to help the lion find the 2

words that begin with the same sound Use TM pg. 241 for the words

Alphabetic Principle o Reviewing the Sounds of Dd, Pp, and Aa

Review Dinah story & read it (Lesson 7) Review Pp and read story

o Introducing Blending Follow directions on TM pg. 242

Alphabet Book /d/, /p/, /a/o Pg. 34-35o Read the rhyme aloud

Students: listen to the words that begin with /p/ Have students act like detectives and find words that start with

P Then repeat for /d/ and /a/

1st Grade: Day 2 Lesson 2 Unit 2 Card 46 (continued) Introduce the Sound Spelling

o /k/ Spelled k and cko Use sound card K and ck

Follow TM pg. 241 directionso Write the spellings on the board

Initial /k/o Say /k/ and pretend to take a picture when you hear the /k/ in each

word. o If there is no /k/ sound don’t take a pictureo Use TM pg. 242 for wordso Have students say other words that begin with the /k/ sound

Final /k/o Take a picture when you hear the /k/ at the end of the word this timeo Use words on TM pg. 242

10:35-11:05: Library

11:10-11:45 Lunch



12:15-12:45 ScienceFocus: Weather/Clouds

Read: Little Cloud By: Eric CarleAsk students… What are clouds?

Write responses on chart paper (check for prior knowledge) Explain that clouds are a large collection of very tiny droplets of water or ice

crystals. The droplets are so small and light that they can float in the air.

Ask students…How are clouds formed? Write student responses (check for prior knowledge) Explain that all air contains water, but near the ground it is usually in the

form of an invisible gas called water vapor. When warm air rises, it expands and cools. Cool air can't hold as much water vapor as warm air, so some of the vapor

condenses onto tiny pieces of dust that are floating in the air and forms a tiny droplet around each dust particle.

When billions of these droplets come together they become a visible cloud.

Ask students…Why are clouds white? Write student responses (check for prior knowledge) Explain that clouds are white because they reflect the light of the sun. Light is made up of colors of the rainbow and when you add them all together

you get white. The sun appears a yellow color because it sends out more yellow light than

any other color. Clouds reflect all the colors the exact same amount so they look white.

Ask students…Why do clouds turn gray? Write student responses (check for prior knowledge) Explain that clouds are made up of tiny water droplets or ice crystals, usually

a mixture of both. The water and ice scatter all light, making clouds appear white. If the clouds get thick enough or high enough all the light above does not

make it through, hence the gray or dark look. Also, if there are lots of other clouds around, their shadow can add to the

gray or multicolored gray appearance

4 types of clouds (will learn on Monday next week)

12:45-1:00 Snack






Go through 1 reason for each of the students to help them get started. (The more examples they here the better they understand it)

Kindergartners- have them tell you there sentence & teacher writes it under the line so the kindergartners can copy it.


2:45-3:00 Dismissal

Friday April 21, 2017Send Home: Reading Log

NewsletterWWW Flashcards ABC Letters CardsReading Book Bags

Materials:Math:Kindergarten: Topic 10-5

Two-Counters, connecting cubes Workpage 591-594 Leveled Assignment pg. 595-596

1st Grade: TOPIC 9 Practice TEST

Imagine ITKindergarten: Day 15 Lesson 15 Unit 3 Card 45

Morning Message Name Tags Lion Puppet White board & white board marker

1st Grade: Day 2 Lesson 2 Unit 2 Card 47 White Board White board markers Skills Practice pg. 45-46 Students need letter cards: a, b, c, i, k, l, p, s, t

SRAo Reading Mastery I (X3 groups)o Reading Mastery IIo Reading Workbookso Reading Stories

_________________________________________________________________________________________________8:10-8:30 Breakfast

8:35-9:05 PE

9:05-9:15 Bathroom

9:15-9:45 Calendar

9:45-10:45 MathKindergarten:Topic 10-5: Find Parts of 14, 15, and 16Materials: Two-Counters, connecting cubes Problem Based Learning/Solve & Share:Before:1. Pose the Solve-and Share Problem

Students place counters in a double ten-frame to represent the two parts that make a greater number.

Students show a quantity of ten ones and some more ones, and then write an equation to match.

Distribute 14 counters to each student. Use story on TM pg. 591

2. Build Understanding What are you asked to do? What tools do you have to help you? What number are you breaking apart to find the answer?


The top ten-frame represents the first bus. How many students are in the first bus?

How many counters are there in all? When you break apart 14 into a group of ten ones and some extra ones,

where can you put the extra ones? What do you write in the equation?

After4. Share and Discuss Solutions:

o Start with students’ solutions

5. Transition to the Virtual Learning Bridge You have shown how to break apart 14 into a group of ten ones and a group

of three ones. Later in this lesson, you will learn how to break apart other numbers using

drawings and equations to model your work.

Visual Learning:o Follow TM pg 592o Use Student Workpage 591-594


1st Grade: TOPIC 9 PRACTICE TEST


Morning Messageo Follow Directions on TM pg. 244

Word Lengtho Name Tagso Play the Short Word-Long Word Game

Use words on TM pg. 244

Phonemic Awarenesso Phoneme Matching: Initial Sounds

Lion Puppet Follow Directions on TM pg. 245

Alphabetic Principleo Reviewing the Sounds of Ss, Mm, Dd, Pp, and Aa

Have students make each sound Review what they remember about each story on the wall card

o Blending Blend Pam (follow TM pg. 246 directions on blending) Continue with the words sad & Sam

1st Grade: Day 2 Lesson 2 Unit 2 Card 47 Phonics

o Blending Follow TM pg. 244 directions Use white board to write the words/sentences

Developing Oral Languageo Follow TM pg. 245 directions

Guided Practiceo Skills Practice pg. 45-46

Dictationo Students need letter cards: a, b, c, I, k, l, p, s, to Have students spell the words on TM pg. 246

11:05-11:45 Lunch

11:45-12:05 Recess

12:05-12:15 Bathroom(12:05-1:00 Briana’s Lunch)

12:15-12:30 Snack

12:30-1:00 Deatherage


1:45-2:45 ART

2:45-3:00 Dismissal

· web viewvocabulary word page. materials: two-color counters problem based learning/solve &...

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