… · Web viewLesson Plans 2016. October 24-October28. Monday . October . 24, 2016. New Word...

Lesson Plans 2016October 24-October28

Monday October 24, 2016New Word Wall Words: review last weeks wordsKindergarten: has1 st Grade : just, down

Materials:

Math:MS. ROGERS is doing math lessons

Imagine IT:Kindergarten Day 9 Lesson 9 Unit 1 Card 9

Alphabet Book Pre-Decodable 4: The Lunch

1st grade Day 8 Unit 1 Card 10 White board White Board Marker Student Spiral Notebooks Pencils

Word Work: Kindergarten: has

5x has worksheet

1st Grade: down, just 10X down worksheet 10X just worksheet

Reading:Book: The Biggest Pumpkin Ever

Writing: Kindergarten checklist Writing folders Pencils Extra Writing Paper

SRA:o Reading Mastery I (X3 groups)o Reading Mastery II

o Reading Workbookso Reading Stories

_________________________________________________________________________________________________8:10-8:30 Breakfast

8:30-9:00 CalendarMs. Rogers will be taking over calendar

9:00-10:00 MathMs. Rogers Taking over (look at her plans for math instruction)

10:00-10:30 Imagine ItKindergarten: Day 9 Lesson 9 Unit 1 Card 9 (continued)

Alphabet Book (TM53)o Read Hh story pg 18-19o Follow teacher manual

Pre-Decodable 4: The Luncho High frequency word “the” (Follow TM 53)o Readingo Responding

1st Grade: Day 8 Unit 1 Card 10 (continued) Reviewing Sounds and Letters

o Listening for Vowel Sounds: /i/ and /u/ Write letters Ii on the far left of board Write Uu on the far right of board If they hear /i/ they need to point to the Ii If they hear /u/ they need to point to Uu

Use TM pg47 for words

Introducing Consonant Soundso Point to T Sound Card (on wall)o Write alliterative sentence on the board for Tt and Vv (TM pg 47)

Read the sentence aloud Underline the T or t in the sentence Have them say the sound of Tt and read the sentence Repeat for Vv

Dictationo Give each student their spiral notebook (have them turn to the back

pages and find the next empty page

o Write the date o Follow TM pg. 47 for the letters and high frequency words

*If time left over the students can play “Bang” , it’s a word wall game. They will know where it is and can explain to you how to play! They love this game.*Have them sit in a circle to play

10:35-11:05 Music

11:10-11:45 Lunch

11:45-12:05 Recess(12:05-1:05 Amy Lunch)

12:05-12:15 Bathroom

12:15-12:30 Word WorkNew Words: Kindergarten words: has5X each worksheet

Whole class to the carpet Read the word with the students Have each student say the word Give worksheet to all students & have them write the words

o Kindergarten will have to write it 5X eacho 1st/2nd graders have to write it 10X each and write a sentence on the

using the word

1st Grade words: down, just, has 10X down worksheet 10X just worksheet Whole class to the carpet

o Introduce each word to the class o Read the word with the studentso Have each student say the wordo Give worksheet to all students & have them write the wordso Write sentence on the back

12:30-1:00 ReadingBook: The Biggest Pumpkin Ever

Point to the front cover, back cover, title, author, illustrator (RL./RI.K.6.a) Ask students what each one is/does

Read the story

o As your reading have students determine the following: Identify the characters and the setting in the story

(RL.K3.a) Identify an illustration that show a specific event, setting or

character in the story

Ask questions based on curiosity/wonderings and to monitor understanding of the text (RL.K.1/RI.K.1a)

1:00-1:45 Writing Discuss the kindergarten checklist that the students can use to check to make

sure they add all components to their stories Pass out writing folders Students can continue writing their stories. They can choose which piece of writing in their folder that they would like to

work on.

1:45-2:15 SRA/SnackGroup 1 Red A: Reading Master I Lesson 17

Group 2 Red B: Reading Mastery I Lesson 74

Group 3 Red C: Reading Mastery I Mastery Test 22/Lesson 116

Group 4 Purple: Reading Mastery II Lesson 81

2:15-2:30 Book Fair Preview

2:30- 2:45 Planners/Pack-up

2:45-3:00 Dismissal

Tuesday October 25, 2016IEP Meetings: GM @ 10:15

AB @ 10:45

Materials:

Math:Ms. Rogers taking over the plans

Imagine ITKindergarten: Day 10 Lesson 10 Unit 1 Card 10

pocket chart pictures: 173, 154, 77, 44, 153, 192, 85 ball White board White board markers

1st Grade: Day 9 Unit 1 Card 11 Teacher Manual White board White board marker Student Spiral Notebooks Pencils

Word Work:Kindergarten:

Alphabetical order www worksheet Alphabet strip (if needed)

1st Grade:ERASING RELAY

Large white board White board marker White board erasers Word wall words written on board Team1 & Team 2 cards on floor

Reading: Book: The Biggest Pumpkin Ever

o Book question Assessment

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

Writing:

Book: Creak! Said the Bed Book writing paper Pencils Student Writing folders Teacher Manual session 12 Partner chart

___________________________________________________________________________________8:10-8:30 Breakfast

8:30-9:00 CalendarMs. Rogers teaching

9:00-10:00 MathMs. Rogers taking over the plans

10:00-10:30 Imagine ItKindergarten: Day 10 Lesson 10 Unit 1 Card 10

Morning Messageo Discuss weekend days (TM 56)

Classifying & Categorizingo Group picture (pocket chart pictures: 173, 154, 77, 44, 153, 192, 85)

`Rhymingo Sit in circle with a ballo Give child a word & have them rhyme with it

Alphabetic Knowledgeo Letter Names Ii

Explain it is red b/c it’s special Right a few words on the board with the ‘I’ in it

Did, in, six

1st Grade: Day 9 Unit 1 Card 11 Daily Warm up

o I spy (Tt & Vv)

Consonant Riddle Gameo Follow questions on TM pg48

Days of the Weeko Review the days of the weeko Students name the current day of the week

Phonemic Awareness

o Initial Consonant Sounds Practice putting beginning sounds with the ending part of the

word to make the whole word Use words on TM pg.49

o Phoneme Segmentationo Initial Consonant Restoration

o Lion Puppet He wants to repeat students names If he makes mistakes or leaves off any sounds you

need to help tell him what to say Choose names:

Practice with TM pg 49o Letter Recognition

o Exploring Ww, Xx, Yy, and Zzo Introduce the letters o Have students observe as you write capital W on the boardo Have students imitate the movements by tracing the letter

in the air, then on their handso Have students write letters in their spiral notebook

10:30-11:00 Word WorkKindergarten words: has

Use alphabet stripo Students will work with the teacher and put the word wall words

(5 at a time) in alphabetically ordero Highlight the beginning letters to help the students

1st Grade words: down, just Erasing Relay

o Write 2 columns of words on the board that are approximately equal in difficulty

o Include as many words on the board as there are childreno Divide children in 2 teams

They will stand in 2 lines o At the teachers signal the 1st child in each line points at the first

word in their column of words and reads that wordo If the word is read correctly the child erases the word and the next

child goeso The first team with all their words erased 1st wins.

11:10-11:45 Lunch

11:45-12:05 Recess

(12:05-1:05 Amy Lunch)


12:15-12:45 ReadingBook: The Biggest Pumpkin Ever

Answer the questions (on worksheet)o Who can tell me what this is? (front cover) (RI.K.5.a)o Who can tell me what this is? (back cover) (RI.K.5.a)o What is this called? (title)o Who writes the story? (Author)o Who draw the pictures (illustrator)o Who are the characters in the story? (RL.K3.a)o What is the setting of the story? (RL.K3.a)o What questions are you wondering after reading this book? (RL/RI.K.1.a)

12:45-1:00 Snack

1:00-2:00 SRACATHERS DRA ASSESSMENTS

Group 1 Red A: Reading Master I Lesson 18


Group 3 Red C: Reading Mastery I Lesson 117


2:00-2:45 Writing Session 12 (Bend III)Focus: I will teach students that writers get ready to write by telling their stories first.

Connection: You will learn to write a story book. You will notice what a story does as I

read aloud Creak! Said the Bed “Writers, long, long ago when we started our writing workshop, I showed

you two different kinds of books by two very special authors. We have written teaching books like one of them. “ Freight Train” Today, we are going to start to learn how to write like the other. “Creak!

Said the Bed”

We are going to write not teaching books, but stories-true stories from our lives.

I will read this story “Creak! Said the Bed!” I want you to listen carefully now as I read just the beginning of Creak.

o See if you can hear how a book that tells a story sounds different from a teaching book

Read story (Use TM pg. 90 for stopping reference)

What do you see the author doing on this page?o I hear characters talking.o We didn’t hear characters talking in our teaching bookso That is one way stories are different

I see them doing things like…”I jump up and down in my chair” (BOUNCE) And…I close my eyes, put my head in y hands, and snored (SNORE!) And…. I made a squeaky door sound and a door opening gesture with my

hand (SQUEAK)

You all heard the same things I heard! So in stories, characters “talk” and they “do things” Put your thumbs up if you felt like you were in that room, tucked into that big

old bed.

***Good stories make readers feel like they are right there in the story. When we get to hear the characters talk or see them do stuff, it helps us feel

like we are right there. I bet we can learn to write like that.

Teaching: So, what story could I tell? Hmm…What is something that happened that I

want to tell about? Oh, I know! The fire drill! That happened to all of us just the other week

remember?

Listen as I tell the story, As I do, notice the way I tell this. It won’t sound like a teaching book It will sound like a story

One crisp & cool sunny day all the students were listening during calendar. The room was quiet when all of a sudden- EEEE EEEE EEEE went the bell!

I called out, Everyone quickly and quietly line up at the back door!

Everyone stood up and quickly lined up at the back door. I opened the door and out onto the playground we walked. Lots of other classes were heading onto the

playground too. Our feet went swishy swashy , swishy swashy through the wet grass, until we reached the back fence. We waited for the “all clear”. We waited and waited and waited. Finally the principal rang the bell and said ‘All Clear”. We walked back inside and too our classroom.

Did you hear how I told the story from beginning to end? And how I said so many of the little things that happened? I didn’t just say “We had a fire drill” NO WAY!!! That wouldn’t be a story! Something I did to make it a story was tell what

people did, like when I said you all walked quietly to the door, and what people said, like when the principal said “ all clear”

I bet you could do those things too.

Active Engagement: Set partners up to tell the same class story from their perspective,

remembering to tell every little thing that happened and to use your best storyteller’s voice

Turn and face your partner Now, using your best storyteller voices, tell the story of the fire drill together

with your partner Here’s how you’ll do it…

o Partner 1 will say one line, then Partner 2 will say the next line and you’ll keep telling the story back and forth until we are back in the class.

o Tell it how you remember ito Where were you when the bell rang?o What did you do or say?

What happened next?o Remember to tell all the little things that happened and use your best

story teller’s voice. Go!

Have 1 partnership come up and tell their story to the class.

Link: In our writing center are little booklets that you can take to write your

stories. Before you get your supplies, close your eyes and get an idea for writing.

o You might think about something that happened to you today.o Or you might think about something that happened to you over the

weekend.o Or something that happened with your really good friend.o Or some other event that you remember very well.

o Pick one idea, think about one time you did something and let’s get started.

o When you have your idea put your thumb up.

Everyone who is going to write about something that happened last weekend, off you go!

Everyone who is going to write about something you did at home, off you go!

Everyone who is going to write about one time you did something with a friend, off you go!

Everyone who is going to write about something that happened here at school, off you go!

2:45-3:00 Dismissal

Wednesday October 26, 2016

Materials: DRA ASSESSMENT

Progress Monitoring: ORF story NWF book/student book Letter Name/Sounds Math Facts Timed (AIMS)

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

___________________________________________________________________________________8:10-8:30 Breakfast

8:30-9:00 Calendar

9:00-10:00 Progress Monitoring (Mrs. Rogers will be taking over this task) Math Facts Timed (AIMS) ORF story Letter Name/Sounds NWF book/student book Ms. Rogers will score along with me and compare

scores

10:05-10:35 PE

10:35-11:05 Music

11:10-11:45 Lunch

11:45-12:05 Recess(12:05-1:05 Amy Lunch)


12:15-1:15 SRA/stationsCATHERS DRA ASSESSMENT





1:15-1:45 Miss. Vance

1:50-2:00 Dismissal

Thursday October 27, 2016Send Home: Reading Log

NewsletterWWW Flashcards ABC Letters CardsReading Book Bags

Materials:Math:Ms. Rogers is taking over math lesson

Imagine IT:Kindergarten: Day 10 Lesson 10 Unit 1 Card 10

Alphabet Book Ii (pg 20-21) spiral notebooks Pencils Little Bo Peep (pg14)

1st Grade: Day 9 Unit 1 Card 11 Guided Practice pg. 9-10 Words: Have, I, is Spiral Notebooks Pencils Decodable 4: There is

Word Work:Kindergarten

ABC order worksheet WWW on cards (make sure has is n the card) Highlighters ( 1 per student) Pencils

1st Grade: Overhead ABC order worksheet Only 1st grade WWW on cards Highlighters (1 per student) Pencils Clipboards

Reading:Book: Sixteen Runaway Pumpkins

SRA:o Reading Mastery I (X3 groups)

o Reading Mastery IIo Reading Workbookso Reading Stories

_________________________________________________________________________________________________8:10-8:30 Breakfast

8:30-9:00 Calendar

9:00-10:00 Math(Ms. Rogers is taking over this task)

10:00-10:30 Imagine ItKindergarten: Day 10 Lesson 10 Unit 1 Card 10

Alphabet Book Ii (pg 20-21)o Point to letters (students tell name & sound)o Look and talk about the picture

What kind of animals are in the picture? What are the pigs doing?

o Read the Rhymeo Read a 2nd time and have students point to the piggy after every 2

lineso Show students this rhyme has so many Ii in the rhyme

Have students point them out

Penmanshipo Get students spiral notebooks

Show them how to draw a slanted line Have them write several slanted line in their notebook Have them look at their work and circle the slanted line they

would like to make better

Guided Practiceo Look at alphabet sound wall cards

They need to look and say “yes” if the letter has a slanted line

Pickled Pepperso Little Bo Peep (pg14)

Tell title of nursery rhyme Have a student point to the title Title is larger then story so we can see that it’s the title Read they rhyme

Moving finger from left to right Have students look for rhyming words with you

1st Grade: Day 9 Unit 1 Card 11 Guided Practice pg. 9-10

o Writing letters Ww, Xx, Yy, and Zzo Have students circle letters they think they can write better and fix

them

Reviewing Sounds and Letterso Introducing Consonant Sounds

Point to Ww card Tell students the sound and letter name Write the alliterative sentence on pg 51 TM Point to each Ww in the sentence Have students recite the sentence

Repeat with Xx, Yy, and Zz

Dictation Materials:

Words: Have, I, is Spiral Notebooks Pencils

Use each word in a sentence and then have students write the word in their spiral notebook

Reading a Decodable Decodable 4: There is

High frequency words: a, there Read them Use them in a sentence Write the word on an index card Point out the high frequency words in the story

Look at the rebuses Have students name them

Read the title Read the names of the author & illustrator Read the story Have students read the story

Responding Students retell the story Ask students questions on pg. 53 TM

10:30-11:00 Word Work

Kindergarten words: ABC Order

Look at words in box on worksheet Then find each word on the table Look at the beginning letter of each word and highlight that letter on the

alphabet Once all beginning letters are highlighted ask students, “Which letter in the

alphabet is 1st (which letter is the 1st highlighted letter)? Then find the word that matches that letter Write the word in # 1 Repeat for the rest of the words

1st Grade words:ABC Order*Do this whole class this first time

Give each student a page with all the word wall words on it Give each student a yellow highlighter Give each student a pencil Put my word wall page on the overhead

o Explain that to put the words in alphabetical order we must first look at the first letter of each word

o So, what we are going to do is highlight only the first letter of each word…nothing else (make sure students follow along word for word with the teacher)

o Now that all the beginning letters of each word are highlighted the next step is to put them in ABC order.

You can you the alphabet at the top of the page to help you Here’s what you need to do….

For each word look at the highlighted letter and highlight the letter on the ABC chart

This will help you see which letter will be written first Many steps…but this will help you to write them in the

correct order. If you come to a letter that is already highlighted you

will need to put those 2 word together and look at the next letter and determine which of the 2nd letters comes first in the alphabet

Complete the worksheet whole group

11:10-11:45 Lunch

11:45-12:05 Recess(12:05-1:05 Amy Lunch)


12:15-12:45 ReadingBook: Sixteen Runaway Pumpkins

o Who can tell me what this is? (front cover) (RI.K.5.a)o Who can tell me what this is? (back cover) (RI.K.5.a)o What is this called? (title)o Who writes the story? (Author)o Who draw the pictures (illustrator)o Who are the characters in the story? (RL.K3.a)o What is the setting of the story? (RL.K3.a)o What questions are you wondering before/during/after reading this book?

(RL/RI.K.1.a)

12:45-1:45 SRA/snackCATHERS DRA ASSESSMENT





1:45-2:00 Early Dismissal

Friday October 28, 2016

NO STUDENTS- PARENT/TEACHER CONFERENCES

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