MondayJanuary 29, 20188:20-9:00 Free choice centers9:00-9:50 Literacy Centers/Intervention9:50-10:30 Computers10:30-11:00 Calendar and Morning RoutinesGood Morning Song-while this plays, children will get a board, marker and calendar paper for Calendar. (children may draw on board while they wait for the song to be over)K.1.R.4 Students will follow one and two step directions.

We will then sing The Days of the Week and the Months of the year.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.

Calendar: Children will first trace the word January. We will then look at the calendar and see the date. It is the 29th. Children will then write the number 22.Finally, they will write 2018.Next, we will write the digital date 1/29/18.We will look at the 100’s day chart and see how many days we have been in school. days and write that in the designated spot.

We will add a popsicle stick and count how many 100’s, 10’s and 1’s there are and write that in the designated spot. Then we will write the day--Monday. Finally, we will color in the season-Winter. We will then erase the papers and put them up. Next, we will write all of the sight words up until this point. 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). We will then count to 104.

We will count to 100’s by 10’s.K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s. I will flashcard Capital and lowercase letters and numbers 0-20.

Letter Can: Call up 4 children one at a time to draw either a letter out of the can. Sing:Letter says soundLetter says soundEvery letter makes a soundLetter says soundStandard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

Morning Message: Dear Class, Good morning! Today we are going to talk about the letter Gg. We are going to talk about some new sight words—find, this, from, came, but and on. We will continue to work on our messages. Love, Mrs. Lomangino11:00-11:20 Journeys Curriculum Lesson 17 Day 1Daily Phonemic Awareness--Blend Phonemes—I’m going to say some sounds. You will repeat and blend the sounds to say a word. Listen /b/ /u/ /g/. What is the word? Bug Continue with fit, rug, dent, pet. --Segment Phonemes—I will say a word. You will say the sounds you hear. Listen: map, /m/ /a/ /p/. What are the sounds you hear in map? /m/ /a/ /p/. How many sounds do you hear in map? 3K.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/).

Daily High Frequency Words--Introduce

Our words to know for this week are find, this, from, came, but, and on. You are going to see these words in your reading.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)

Phonemic Awareness/Phonics--Letters GgAlphabet Review- Sing the alphabet song and the alphabet sound song. Sing Gertie Goose(tune Jingle Bells)Gertie Goose, Gertie Goose,Guards the garden gateSo Goat can’t come and gobble upThe goodies in her crate.--Teach/ModelSay Gertie Goose with me: Gertie Goose. Gertie’s letter is g. The letter g can stand for the /g/ sound, the sound you hear at the beginning of Gertie and Goose.You can hear /g/ at the beginning of these words: get, gas, give, go. Write the words on the board. Point to each word and read it aloud. Have children underline the letter g in each word. --Guided Practice

Compare and Review g, m,p. Write, g, m, p and review the sounds then say the word game. Have children repeat it say the beginning sound and say the correct letter. Repeat with girl, mule, mop, pan and pig. --ApplyChildren will write the letters Gg.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.

11:25-12:15 Lunch/Recess (recess duty)Speghetti and MeatballsChicken patty on the bunItalian Chef Salad12:15-1:00 Journeys Curriculum Lesson 17 Day 1Grammar: Proper nouns for places, people, and pets--Teach/ModelRemind children that they have learned about words that name, people, animals, and places. These kinds of words are called nouns. Give examples such a girl, boy, cat, and house. Ask children to give their own examples. Display the read aloud book Dear Mr. Blueberry. Sometimes a noun tells exactly the person, pet, or place you are talking about. Mr. Blueberry is the name of the man in the story. The girl in the story

is named Emily. She names the whale Arthur. These nouns tell exactly which person or animal the story tells about. These kinds of nouns are called proper nouns. Write the name Mr. Blueberry, Emily, and Arthur on the board. Circle the capital letters. We always begin a proper noun with a capital letter. Tell children that the exact name of a place is also a proper noun. Write the name of your state on the board and read it aloud. This is the state we live in. This proper noun also begins with a capital letter. Circle the capital letter in the name of your state. K.5.R.1 Students will begin to understand the function of grammar through exposure to conversations, read-alouds, and interactive reading.

Opinion Writing--Teach/ModelThank you note—explain to children that a thank-you note is a short note they would write to someone to thank that person for something the person had given to them or something the person had done for them. Tell children that when the write a thank-you note, they can also tell the person why they like what the person has given them or done for them. They can express their opinion.K.8.W Students will express their ideas through a combination of drawing and emergent writing with guidance and support.

1:00-1:20 MathFocus on #14

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.

1:20-1:35 Snack1:35-2:05 Book Study: I wanna new room. Books written in letter formatJournal: Continue with writing a letter. Children will continue writing the message to the person of their choice.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.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.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, Get Ready for Home, Free choice readingMaterials for Monday___I wanna new room___Letter G Paper___Sight word paper___Journals___Number 14 paper

TuesdayJanuary 30, 20188:20-9:00 Free choice centers9:00-9:50 Literacy Centers/Intervention9:50-10:30 Computers10:30-11:00 Calendar and Morning RoutinesGood Morning Song-while this plays, children will get a board, marker and calendar paper for Calendar. (children may draw on board while they wait for the song to be over)K.1.R.4 Students will follow one and two step directions.

We will then sing The Days of the Week and the Months of the year.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.

Calendar: Children will first trace the word January. We will then look at the calendar and see the date. It is the 30th. Children will then write the number 30.Finally, they will write 2018.Next, we will write the digital date 1/30/18.We will look at the 100’s day chart and see how many days we have been in school. days and write that in the designated spot.

We will add a popsicle stick and count how many 100’s, 10’s and 1’s there are and write that in the designated spot. Then we will write the day--Tuesday. Finally, we will color in the season-Winter. We will then erase the papers and put them up. Next, we will write all of the sight words up until this point. 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). We will then count to 105.

We will count to 100’s by 10’s.K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s. I will flashcard Capital and lowercase letters and numbers 0-20.

Letter Can: Call up 4 children one at a time to draw either a letter out of the can. Sing:Letter says soundLetter says soundEvery letter makes a soundLetter says soundStandard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

Morning Message: Dear Class,Hello! Today we will segment phonemes. We will talk about the letter Gg. We will continue to talk about this week’s sight words find, this, came, from, but and on. We will also continue to work on our messages. Love, Mrs. Lomangino11:00-11:20 Journeys Curriculum Lesson 17 Day 2 Daily Phonemic Awareness--Blend Phonemes—Tell Children to listen as you say the first, middle, and last sounds in a word. They will repeat and blend the sounds, say the word, and act it out. Listen: /h/ /o/ /p/. What is the word? HopHave children hop on one foot. --Segment Phonemes—I will say the words bug, pot, man, kiss, hen. Tell children they will say the sounds they hear. What are the sounds in bug? /b/ /u/ /g/. How many sounds do you hear in bug? 3Have children segment the sounds in pot, man, kiss, hen. 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/).

Daily High Frequency Words--IntroducePoint to the High-Frequency Word Card find.Say the wordSpell the wordWrite the wordCheck the wordK.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)

Phonemic Awareness/Phonics--Letters GgI’ll say a word. Listen for the sound you hear at the beginning. I’ll do it first Listen: get. What sound do I hear at the beginning of get? /g/.Now let’s do it together. Listen gas. What sound do you hear at the beginning of gas? /g/ Now you do it. Give? /g/ go? G gone? /g/--Teach/ModelSay Gertie Goose. Remind children that Gertie and Goose begin with the /g/ sound. Play or sing Gertie Goose’s song and have children clap each time they hear a word with /g/.Ask what letter Gertie Goose wears. Remind children that g stands for the /g/ sound.

You can also hear /g/ at the end of some words. Write and read the following words: pig, bag, big, and tag. Have children underline the letter g in each word. Have children differentiate between words with initial /g/ and words with final /g/. I will say some words with the /g/ sound. If you hear /g/ at the beginning of the word, put your hands in front of you. If you hear /g/ at the end of the word place your hands behind you. Say the following words: tag, gave, pig, good, bug and dog. --Guided Practice Identify /g/. Bu__Ta____asBa__Pi__--ApplyReader’s notebook pg 9

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.

11:25-12:15 Lunch/Recess Grilled Cheese

Frito PieTaco Salad12:15-1:00 Journey’s Curriculum Lesson 17 Day 2Grammar: Proper nouns for places, people, and pets--Teach/ModelRemind children that words that name specific places, people, and pets are called proper names.Have children to name other proper names in their lives. K.5.R.1 Students will begin to understand the function of grammar through exposure to conversations, read-alouds, and interactive reading.

Opinion Writing--Teach/ModelThank you note—remind children that a thank-you note is a short note they would write to someone to thank the person for something. Tell them that in thank you notes they can share their opinion. Review the parts of a thank you note with children. The part of a thank you note tells to whom the note is written. The next part or the body of the thank you note, tells what it is about. The last part tells who wrote the thank you note. K.8.W Students will express their ideas through a combination of drawing and emergent writing with guidance and support.

1:00-1:20 MathFocus on #15

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.

1:20-1:35 Snack1:35-2:05 Book Study: Yours Truly Goldilocks. Books written in letter formatJournal: Continue with writing a letter. Children will continue writing the message to the person of their choice.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.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.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 (duty)2:30-3:00 Folders, Get Ready for Home, Free choice readingMaterials for Monday___I wanna new room___Letter G Paper___Sight word paper___Journals___Number 15 paper

WednesdayJanuary 31, 20189:00-9:50 Literacy Centers/Intervention9:50-10:30 Gym10:30-11:00 Calendar and Morning RoutinesGood Morning Song-while this plays, children will get a board, marker and calendar paper for Calendar. (children may draw on board while they wait for the song to be over)K.1.R.4 Students will follow one and two step directions.

We will then sing The Days of the Week and the Months of the year.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.

Calendar: Children will first trace the word January. We will then look at the calendar and see the date. It is the 31st. Children will then write the number 31.Finally, they will write 2018.Next, we will write the digital date 1/31/18.We will look at the 100’s day chart and see how many days we have been in school. days and write that in the designated spot.

We will add a popsicle stick and count how many 100’s, 10’s and 1’s there are and write that in the designated spot. Then we will write the day--Wednesday. Finally, we will color in the season-Winter. We will then erase the papers and put them up. Next, we will write all of the sight words up until this point. 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). We will then count to 106.

We will count to 100’s by 10’s.K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s. I will flashcard Capital and lowercase letters and numbers 0-20.

Letter Can: Call up 4 children one at a time to draw either a letter out of the can. Sing:Letter says soundLetter says soundEvery letter makes a soundLetter says soundStandard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

Morning Message: Dear Class,Good morning! Today we will work on the letter G. We will segment phonemes. We will talk about Thank you notes. We will read words. Have a great day!Love, Mrs. Lomangino11:00-11:20 Journey’s Curriculum Lesson 17 Day 3Daily Phonemic Awareness--Blend Phonemes—Tell children you will say the sounds in a word. They will repeat and blend the sounds to say the word. Listen /p/ /i/ /g/ What is the word? PigContinue with box, well, zip, mat, net--Segment Phonemes—I will say a word. You will say the sounds you hear in the word The word is pen. What are the sounds in pen? /p/ /e/ /n/ How many sounds do you her in pen? 3Continue segmenting sounds with pin, fan, cup, box, hat.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/).

Daily High Frequency Words

--IntroduceOur words to know for this week are but, from, came, on, find, and this. You are going to see these words in your reading. 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)

Phonemic Awareness/PhonicsWords with g--Phonemic Awareness Warm up—I am going to say a word. Listen for the sound you hear in the end. I’ll do the first one. Listen bag. What sound do you hear in at the end of bag? /g/Now let’s do it together. Listen: pig. What sound do you hear at then end of pig? /g/ Now you do it. Fin? /n/ leg? /g/ log? /g/ hat? /t/-Teach/ModelListen: Gertie /g/. Now you say it. Repeat with Goose /g/.Gertie and Goose begin with the /g/ sound. The letter g can stand for the /g/ sound at the beginning or end of a word.Knowing the letter G stands for the /g/ sound can help you read words. Write g. name the letter. Listen g. say the sound /g/. Have children repeat it. Now you say /g/.Write a. Point to g and a and have children say each sound. Blend the sounds and then have children blend the sounds with you. /g/ /a/, ga

Write s. Point to g and a and s and have children blend the sounds with you. /g/ /a/ /s/ gas.Repeat with tag. --Guided PracticeBlending Lines. Repeat the blending routine with pig, fig, big, sit, pit, fit. Have the children read the word together and provide corrective feedback as necessary. Continue reading together gas, gap, gab, gag, bag, bat, big, bag, bit, bat, pin. Pan, pit, pig, sit, big, fin, sip.Then have the children read chorally pat, gas, fig, sag, bin, nip, at, if, man, cat, tip, it.Finally challenge the children with pins, spin, pits, spit. Can it fit in it? It can sit in the cap --ApplyReader’s notebook Volume 2 page 10K.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/).

11:25-12:15 Lunch/Recess (lunch Duty)Chicken pattyRoast turkey with gravyChicken Caesar salad12:15-1:00 Journeys Curriculum Lesson 16 Day 3Phonics and Fluency: --Teach/Model

Have children name the letters. Then write b, I, g, on the board. Have children write the letters on the board. Name the letters and the sound. Listen: b /b/ I /i/ g /g/ Have children do the same.Point out to 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 big with b, I, and g. If I take away the b and put p in its place, I have a new word, bend the sounds with me /p/ /i/ /g/: pig. What letters are different in big and pig? B, p What sounds do they stand for? /b/ /p/ what is the new word? PigHow are big and pig different from each other? Big begins with the sound for b /b/. Pig begins with the sound for p /p/. -Guided practiceWrite Pit on the board and have children write it on their board. Read it. Change p to s. What’s the new word? Change s to b. What’s the new word? Change t to g. What’s the new word? Change I to a. What’s the new word? Change b to t. What’s the new word? 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.PWS.4 Students will blend letter sounds to decode simple Vowel / Consonant (VC) and Consonant / Vowel / Consonant (CVC) words (e.g., VC words= at, in, up; CVC words = pat, hen, lot).

Read “Can you find it?” and “Pam Pig” (will read in small groups)

Students will read independently for a variety of purposes and for extended periods of time. Students will select appropriate texts for specific purposes.

K.8.R Students will demonstrate interest in books during read-alouds and shared reading, and interact independently with books.

Grammar: Proper Nouns for Places, People, and pets--Teach/ModelRemind children that the names of places people, and pets are proper nouns. Explain that these names tell exactly which place, person, or pet is meant. Write this sentence on the board. The Garcia family wants to go to Mexico. Read it aloud. What is the last name of the family in the sentence? Garcia What is the name of the place the family wants to visit? MexicoPoint out that the names of the family and the country both start with capital letters because they are proper nouns that tell exactly who or what is being named. Repeat with the sentence I will take care of their dog, Sniffles. Point out that Sniffles is the name of a pet and is a proper noun. Write this sentence on the board: My friend Anna will help me care for the dog. Have children identify the capital letter that begins the name Anna. Point out to children that first names, such as Anna, ad last names, such as Garcia, begin with capital letters because they are proper nouns.K.5.R.1 Students will begin to understand the function of grammar through exposure to conversations, read-alouds, and interactive reading.

Opinion Writing: Focus trait—Evidence--Teach/ModelThank you note- Review with children that thank-you notes are short letters we write to people to thank them for having given us something or for having done something for us. Remind children that we also share our opinion when we write a thank you note. Model writing a thank you note on the board. K.8.W Students will express their ideas through a combination of drawing and emergent writing with guidance and support

K.2.R.3 Students will sequence the events/plot (i.e., beginning, middle, and end) of a story or text with guidance and support.

1:00-1:20 Math Focus on 16.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.

1:20-1:35 Snack1:35-2:05 Book study: Books written in letter formatJournals: Continue to work on messages.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.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.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.

2:00-2:30 Petting Zoo

2:30-3:00 Folders, Get Ready for Home, Free choice readingMaterials for Wednesday___journals___16 paper___Readers notebook volume pg 10

FridayFebruary 2, 20189:00-9:50 Literacy Centers/Intervention9:50-10:30 Music10:30-11:00 Calendar and Morning RoutinesGood Morning Song-while this plays, children will get a board, marker and calendar paper for Calendar. (children may draw on board while they wait for the song to be over)K.1.R.4 Students will follow one and two step directions.

We will then sing The Days of the Week and the Months of the year.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.

Calendar: Children will first trace the word February. We will then look at the calendar and see the date. It is the 2nd. Children will then write the number 2.Finally, they will write 2018.Next, we will write the digital date 2/2/18.We will look at the 100’s day chart and see how many days we have been in school. days and write that in the designated spot.

We will add a popsicle stick and count how many 100’s, 10’s and 1’s there are and write that in the designated spot. Then we will write the day--Friday. Finally, we will color in the season-Winter. We will then erase the papers and put them up. Next, we will write all of the sight words up until this point. 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). We will then count to 108.

We will count to 100’s by 10’s.K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s. I will flashcard Capital and lowercase letters and numbers 0-20.

Letter Can: Call up 4 children one at a time to draw either a letter out of the can. Sing:Letter says soundLetter says soundEvery letter makes a soundLetter says soundStandard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

Morning Message: Dear Class,Today we will build a sentence. We will segment phonemes. We will focus on letter Gg. We will talk about the sight words but, from, came, on, find, and this. We will continue to work on writing messages to people. Love, Mrs. Lomangino11:00-11:20 Journey’s Curriculum Lesson 17 Day 4Daily Phonemic Awareness--blend phonemesBlend the sounds you hear to say the word. Listen: /h/ /a/ /m/. What is the word hamContinue with yes, big, sat, dot, jug, miss, let. Segment PhonemesSay nut, van, top, jet, lip, dig, ten, and hat to help children segment sounds. Listen jet. What are the sounds in jet? /j/ /e/ /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/).

Daily High-Frequency Words--Introduce

Say the word. Spell thee word. Write the word. Check the word. Repeat with but, from, came, on, find, this. 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)

Make a Sentence--Children will make a sentence by cutting and pasting. They will then write the sentence.K.5.W.1 Students will capitalize, with guidance and support: ● their first name ● the pronoun “I.”

K.5.W.2 Students will begin to compose simple sentences that begin with a capital letter and end with a period or question mark.

11:25-12:15 Lunch/Recess (lunch duty)Tony’s PizzaPB and JPopcorn Chicken Salad12:15-1:00 Journey’s Curriculum Lesson 17 Day 4Grammar: Proper nouns for places, people, and pets--Teach/ModelReview with children that the names of places, people, and pets are called proper nouns. Remind children that the names of places, people, and pets begin with capital letters. Write this sentence on the board: My friend Fred lives in Florida. You

might want to substitute Fred with the name of one of the children in our classroom and Florida with the name of your state. Read the sentence aloud, pointing to each word. What is the place name in this sentence? Florida Point out that Florida begins with a capital letter and is a proper noun. Why does the word Fred begin with a capital letter? Because it is the name of a person and a proper noun.K.5.R.1 Students will begin to understand the function of grammar through exposure to conversations, read-alouds, and interactive reading.

Opinion Writing: Focus Trait: Evidence--Teach/ModelThank you note. Remind children that thank you notes are short notes we write to people to thank them for something they have given us or for something they have done for us. Remind them that we also include our opinion in our thank you note. K.8.W Students will express their ideas through a combination of drawing and emergent writing with guidance and support

K.2.R.3 Students will sequence the events/plot (i.e., beginning, middle, and end) of a story or text with guidance and support.

1:00-1:20 Math Focus on 17.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.

1:20-1:35 Snack1:35-2:05 Book study: Books written in letter format

Read: Yours Truly, GoldilocksJournals: write Second sentence in message.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.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.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, Get Ready for Home, Free choice readingMaterials for Thursday___journals___sentence paper___17 paper

ThursdayFebruary 1, 20189:00-9:50 Literacy Centers/Intervention9:50-10:30 Computer10:30-11:00 Calendar and Morning Routines

Good Morning Song-while this plays, children will get a board, marker and calendar paper for Calendar. (children may draw on board while they wait for the song to be over)K.1.R.4 Students will follow one and two step directions.

We will then sing The Days of the Week and the Months of the year.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.

Calendar: Children will first trace the word January. We will then look at the calendar and see the date. It is the 1st. Children will then write the number 1.Finally, they will write 2018.Next, we will write the digital date 2/1/18.We will look at the 100’s day chart and see how many days we have been in school. days and write that in the designated spot. We will add a popsicle stick and count how many 100’s, 10’s and 1’s there are and write that in the designated spot. Then we will write the day--Thursday. Finally, we will color in the season-Winter.

We will then erase the papers and put them up. Next, we will write all of the sight words up until this point. 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). We will then count to 107.

We will count to 100’s by 10’s.K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s. I will flashcard Capital and lowercase letters and numbers 0-20.

Letter Can: Call up 4 children one at a time to draw either a letter out of the can. Sing:Letter says soundLetter says soundEvery letter makes a soundLetter says soundStandard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

Morning Message: Dear Class,Today we will celebrate Hibernation Day. We will make caves and watch Brother Bear. It is going to be such a good day. Everyone needs to be on their best behavior.

Love, Mrs. Lomangino11:00-11:20 Hibernation DayGummy Bear hibernating game. Roll 2 dice and see how many bears need to hibernate.11:25-12:15 Lunch/Recess (recess duty)CheesseburgerSoft TacosCobb Salad12:15-1:00 Watch Brother Bear 1:00-1:20 Math Focus on 18.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.

1:20-1:35 Snack1:35-2:05 Book study: Books written in letter formatRead: The Bear Snores onDraw a picture of what would be going on in your house while you hibernate.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.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.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, Get Ready for Home, Free choice readingMaterials for Thursday___I wanna Iguana___13 paper