MondayMarch 5, 20188:20-9:00 Free Choice Centers9:00-9:50 Literacy Stations9:50-10:30 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 126 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 126 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 “Creepy Underwear” and make a prediction about what will happen in the story. We will talk about the letter Xx and six new sight words. Happy 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 22 Day 1--Daily Phonemic Awareness

Blend and Segment Phonemes: Listen /n/ /e/ /t/. What is the word? netNow I will say a word. You say the sounds you hear. Listen: sock. What sounds do we hear in sock? /s/ /o/ /k/Sing Old McDonald but instead of saying the animal segment it. Pig, Cow, Dog, Duck, Goat, Sheep, HorseSubstitute Phonemes: Listen: man I will change the /m/ in man to /k/. The new word is can. What is the new word?For practice, have children change /n/ in nap to /k/, /b/ in box to /f/, /t/ in ten to /h/ and /s/ in sit to /p/ 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 ate, cold, good, said, then, and was. Apply: Teachers Resource pg 103K.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/RecessBeef TacosCorn DogTaco Salad12:20-1:00 Journey’s Curriculum Lesson 22 Day 1--Phonemic Awareness/PhonicsLetters XxSing the ABC traditional song and ABC phonics songPhonemic Awareness Warm-up: Read or sing the lyrics to Mr. X-Ray’s song, and have children echo it line-for-line. Have them listen for the /ks/ words and raise their hands when they hear each one. Mr. X-Ray(tune: Hush Little Baby)Look at Mr. X-Ray. What do you see?I see Mr. X-Ray smiling at me.X is for x-ray that I spy.X comes before the letter Y.

1.Teach/Model: Say Mr. X-Ray with me: Mr. X-Ray. Mr. X-Ray’s letter is the consonant x. The letter x stands for the /ks/sound, the sound you hear at the beginning of X-Ray. You can hear /ks/ sound at the end of these words: box, fix, fox, ax. Write the words on the board. Have children underline the x in each word.

2.Guided Practice: Compare and review x, t, n. Write the letters x, t, n and review their sounds. Then say mix. Have children repeat the word, say the ending sound, and put an x under the correct letter. Repeat with mat, sun, ox, pin, bat, box, and vet.

3.Apply: Teacher Resource pg 105 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 Addition to 10K.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

1:35-2:05 Read: Creepy UnderwearMaking PredictionsK.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 103___Teacher Resource pg 105 ___Adding to 10 (Pinterest account Haskell Board)___Making Predictions with Creepy Underwear? (TPT account)

TuesdayMarch 6, 20188:20-9:009:00-9:50 Literacy Stations9:50-10:30 Gym

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 127 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 127 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 retell Creepy Underwear. We will blend, segment and substitute phonemes. We will work on the letter Jj and Xx. We will use this weeks sight words in a sentence. 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 22 Day 2--Daily Phonemic AwarenessBlend and Segment Phonemes: Write sun, lip, cat, ten. Listen: /s/ /u/ /n/. What is the word? Sun Have children blend the sounds in the remaining words.Now have children do the segmenting. What are all the sounds in cat? /k/ /a/ /t/. Repeat with the remaining words.

Substitute Phonemes: Listen: fun. I’ll change the /f/ in fun to /r/, run. What is the new word? runHave children change /w/ in wet to /g/, /b/ in bad to /s/, and /m/ in mop to /t/.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.)Ate, could, good, said, then, wasSay the word. couldSpell the word. c-o-u-l-dWrite the word.Check the word.Apply: Readers Notebook pg 40K.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)BBq Rib on a bunPepperoni CalizoneCobb Salad

12:20-1:00 Journey’s Curriculum Lesson 22 Day 2--Phonemic Awareness/PhonicsLetters JjPhonemic Awareness Warm-up: Repeat the words to the Jumping Jill song and have children raise their hand when they hear a /j/ sound.

1. Teach/Model: Say Jumping Jill. Jumping Jill. Jumping Jill’s letter is consonant j. The letter j stands for the /j/ sound, the sound you hear at the beginning of jumping and jill. You can hear /j/ at the beginning of these words: jam, jet, job, jar. Write the words on the board. Have children underline the letter j in each word.

2. Guided Practice: Tell Children they will write the letters that stand for the /j/ sound: capital J and small j. Have the children write the letter in the air as you write it on the board. Letters j and x.Say some words and help the children identify whether the word begins with a /j/ sound or ends with the /ks/ sound. Fox, jam, six, jacket, jet, box

3.Apply: Teachers Resource pg 106Standard 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 Addition up to 10K.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

1:35-2:05 Read: Creepy UnderwearRetelling the storyK.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 40___Teachers Resorce pg 106___Retelling Creepy Underwear story cards

WednesdayMarch 7, 20189:00-9:50 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 128 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 128 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 talk about some things that we might find scary just like Jasper and his Creepy Underwear. We will build and read some words. We will practice our new sight words and the letters j and x. 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 22 Day 4--Daily Phonemic Awareness

Blend and segment phonemes: Listen /m/ /i/ /s/. Continue with pat, mud, den, hot, and wig.Listen: bat, What sounds do you hear in bat? /b/ /a/ /t/. How many sounds in bat? 3. Continue with fin, job, ran, hog, and let. Substitute Phonemes: Write yak, six, mop, bed, hut. Listen: back. Change the /b/ in back to /y/. What is the new word? yak. Have children change /m/ in mix to /s/ and /h/ in hop to /m/ to make words that name the ones that are written. 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.)Ate, could, good, said, then, wasSay the word. goodSpell the word. g-o-o-dWrite the word.Check the word.Apply: Readers Notebook pg 41

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 (recess duty) MeatloafChicken PattyChicken Caesar Salad12:20-1:00 Journey’s Curriculum Lesson 22 Day 3--Phonemic Awareness/Phonics: Words with short x, jPhonemic Awareness Warm-up: I am going to say a word. Listen for the sound at the end. Listen: mix. What sound do you hear at the end of mix? /ks/Now let’s do it together. Listen: box. What sound do we hear at the end of box? /ks/. Now you do it. tan? /n/ six? /ks/ big? /g/ wax? /ks/.

1. Teach/Model: Listen X-Ray /ks/ Now you say it. X-Ray has the /ks/ sound in the first part of the word. The letter x stands for the /ks/ sound. Repeat with Jumping Jill. End by saying: The letter j stands for the /j/ sound. Write o. Listen: o /o/. Now you say /o/. Write x. Point to o and have children say the sound. Point to x and tell children to say the sound.Blend the sounds. Listen: /o/, /x/, ox. Repeat with job.

2. Guided Practice: Blend: job, cob, Bob, rob, sob, mobjam, jab, jog, jot, jig, Jimfox, fax, fix, job, jab, jebmix, ax, jig, box, job, jamgot, ran, did, am, man, notis, ox, as, tax, sit, onjobs, pots, mist, jams, stop, jogsRod got a job. Pam can mix jam.

3.Apply: Teachers Resource pg 43Standard 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 Fluecy: Word Building1. Teach/Model: Write letters, a, b, f, I, j, m, o, s, t, and x. Have children name the letters. Write f, o, x on the board. Have children write the word using the white board. Name the letters and the sounds. Listen: f /f/, o /o/, x /x/, /fox/: fox. Have the children do the same.Tell children that when letters in words change so do the sounds. Tell them that you can make a new word by changing one letter in the word. Have children watch as you model the process. I made

the word fox with f, o, x. If I take away the f and put b in its place, I have a new word. Blend the sounds with me, /b/ /o/ /x/ /box/: box. Ask: What letters are different in fox and box? F and b What sounds do they stand for? /f/ /b/ What is the new word? boxHow are fox and box different from each other? Box begins with a b, fox begins with an f. 2. Practice/ApplyBuild words: Have children write the word jam. Read the word with the children. Tell children to follow your directions and write new words. Have them read each word. Change j to s. What is the new word? SamChange the m to t. What is the new word? SatChange the t to x. What is the new word? saxChange a to i. What is the new word? sixWrite words: Pick 2 words from the board. Ask: What letters and sounds are different in these two words?Have children write one word from the board. Then have them compare the word they chose to the word a partner wrote. Have them ask each other what letters and sounds are different in their words. 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: “A Good Job!” and “Fix It!” (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 Addition up to 10K.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

1:35-2:05 Read: Creepy CarrotsWrite: Making Connections with Creepy UnderwearK.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 Wednesday___Readers Notebook pg 41___Readers Notebook pg 43___Making Connections with Creepy Underwear (TPT account)

___Exit Ticket (Pinterest account on Haskell board)

ThursdayMarch 8, 20188:20-9:00 Free Choice Centers9:00-9:50 Literacy Stations 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 129 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 129 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 22 Day 4--Daily Phonemic AwarenessBlend and Segment Phonemes:

Say Box and Zip. /b/ /o/ /ks/ Have children blend the sounds to say box.Listen: zip. What sounds do you hear in zip? /z/ /i/ /p/Substitute Phonemes:Listen: hot. Change the /h/ in hot to /d/. What is the new word? dotHave children change /p/ in pack to /t/, /h/ in hill to /w/, /r/ in rug to /m/ and /j/ in jet to /n/ to make new words.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.)Ate, said, could, then, good, wasSay the word. goodSpell the word. g-o-o-dWrite the word.Check the word.Apply: Grab and Go Resources Lesson 22 pg 5

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 Ham and Cheddar MeltChicken NuggetsItalian Chef Salad12:20-1:00 Literacy WorkLetter Work:Readers Notebook pg 42K.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/)

Read: Creepy UnderwearWrite: How did Jasper feel in the beginning, middle and end of Creepy Underwear?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

1:00-1:30 Library1:30-2:05 Math Stations/Snack

Work 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.

2:05-2:30 Recess (Duty)2:30-3:00 folders, backpacks, free choice read, exit ticketMaterials for Thursday___Reader’s Notebook pg 42___Grab and Go Resources lesson 22 pg 5___How did Jasper feel in the beginning, middle and end about the Creepy Underwear? (tpt)___Exit Ticket (Pinterest on Haskell board)

FridayMarch 9, 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 130 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 130 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 do magic with our sight words. We will finish up talking about Creepy Underwear. We will make sentences and catch up on the week. 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 22 Day 5--Daily Phonemic AwarenessBlend and Segment Phonemes:

Listen: /n/ /o/ /k/. What is the word? KnockContinue with hen, sat, cup, mix and fell.Listen: job. What sounds do you hear in job? /j/ /o/ /b/ How many sounds in job? 3Continue with dash, hug, rip, bag, let.Substitute Phonemes:Tell Children that now you will say a word. They will change the sound at the beginning of the word to make a new word. Listen: rush. Change the/r/ in rush to /h/. What is the new word? hushHave children change /n/ in neck to /d/, /m/ in mad to /h/, /l/ in lock to /r/, and /p/ in pig to /w/ to make new words.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.)Ate, said, could, then, good, wasSay the word. wasSpell the word. w-a-sWrite the word.

Check the word.Apply: Magic Watercolor: I will write the sight words in white crayon and the children will water color on the paper until they find the sight words.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)

Sentence WorkLesson 22 SentenceCreate 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.

11:25-12:20 Lunch/Recess (Lunch duty)Beef and NoodlesCheese PizzaGarden SaladLetter Work:Teachers Resource pg 107K.2.PWS.1 Students will identify all uppercase and lowercase letter.

12:20-1:00 Finish Sentence work/Catch up on writing from the week.K.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 Addition up to 10K.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

1:35-2:05 Read: Creepy Underwear: Would you want a pair of Creepy Underwear?2:05-2:30 Recess2:30-3:00 folders, backpacks, free choice read, exit ticket

Materials for Friday___Lesson 22 Sentence___Teachers Resource pg 107___Exit Ticket (TPT)___Magic Watercolor___Would you want Creepy Underwear? (TPT)