MondayApril 23, 20188:20-9:00 Free Choice Centers—While this is happening make sure that the children have signed in and chosen their lunch. After everyone has their lunch chosen write down the number of children that have chosen 1, 2, and 3. Then have the two helpers on the calendar take the notecard to the cafeteria.9:00-9:50 Literacy Stations: see attached paper.Work with teacher: sentence work/reading9:50-10:30 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 144 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 144 by ones, 10’s to 100 and 5’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. Do, went, just, down, little and only.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 the letter Uu. It is a vowel and has two sounds the short sound and the long sound. We will begin to talk about planting today. We will work on our new sight words this week. Be on your best behavior! Love, Mrs. Lomangino

K.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 26 Day 1Substitute Phonemes:I will say a word. You change the sound you hear at the end of the word to make a new word. I’ll do the first one. Listen: man. The last sound is /n/. I will change the /n/ to /t/: man, mat. The new word is mat. What is the new word? matChange the /g/ in bag to /t/, the /n/ in can to /b/, the /g/ in bug to /s/, the /g/ in dog to /l/, the /d/ in bed to /l/, the /n/ in pin to /g/. 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 do, down, just, little, only, and went. You are going to see these words in your readings this week.Apply: Teachers Resource pg 123K.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 Spaghetti and MeatballsChicken Patty on the bunStrawberry Chicken Salad12:20-1:00 Journey’s Curriculum Lesson 26 Day 1--Phonemic Awareness/PhonicsLetters UuSing the ABC traditional song and ABC phonics songPhonemic Awareness Warm-up: Say Umbie Umbrella. Read or sing the lyrics to Umbie Umbrella’s song, and have children echo it line-for-line. Have them listen for the /u/ words and clap their hands when they hear each one. Umbie Umbrella (tune: Down in the Valley)Umbie UmbrellaKeeps us dry in the rain. Umbie UmbrellaWill never complain.We stand under Umbie Until we see sun.Then we thank Umbie for a job that is well done.

1.Teach/Model: Say Umbie Umbrella with me: Umbie Umbrella. Umbie’s letter is the vowel u. One sound the letter u stands for is the short sound. The sounds you hear at the beginning of Umbie and Umbrella. You can hear the short sound at the beginning of up, under, us, and uncle. Write these words on the board and have volunteers underline each u.

2.Guided Practice: Compare and review u, c, h. Write U, C and H on the bard. Then have the children say the beginning sounds of each. Then say the word under. Have a volunteer make a X under the letter the word begins with. Repeat with cow, horse, up, cut and hut.

3.Apply: Write the letter Uu.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/SnackRead the 3D Shapes poem with the children. Work with Teacher for the week: Sort 3D Shapes. When done name them. K.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

1:35-2:05 Read: Bread Comes to LifeWrite: On a big chart paper write the steps to making bread with the children’s help.

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

2:00-2:30 All School Assembly 2:30-3:00 Folders (Have children put them in their backpacks), free choiceMaterials for Monday___Teacher Resource pg. 123___Letter Uu handwriting ___3D shapes sorting paper___Big Chart Paper for Bread making steps

TuesdayApril 24, 20188:20-9:00 Free Choice Centers9:00-9:50 Literacy StationsWork with teacher: reading with groups9:50-10:30 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 145 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 145 by ones, 10’s to 100 and 5’s by 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. do, went, down, just, little and only

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 beside the teacher’s chair) K.N.4.1 Identify pennies, nickels, dimes, and quarters by name.

--Morning MessageDear Class, Good morning! Today we will write in our journals the one animal that we would have for a pet if we could have any in the world. I also want you to try to write the kind of animal you would choose. 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 26 Day 2--Daily Phonemic Awareness

Substitute PhonemesTell children that you will say a word. They should change the sound they hear at the end of the word to make a new word. I’ll do the first one. Listen: dot. I will change the //t/ in dog to /g/: dot, dog. The new word is dog. What is the new word? dogTo make new words, have children change the /g/ in hug to /m/, /n/ in can to /p/, b/ in web to /t/ and /p/ in hop 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.)Do, down, just, little, only, wentSay the word. doSpell the word. d-oWrite the word.Check the word.Apply: Readers Notebook pg 67K.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)

Frito PieGrilled Cheese SandwichTaco Salad12:20-1:00 Journey’s Curriculum Lesson 26 Day 2--Phonemic Awareness/PhonicsLetters UuPhonemic Awareness Warm-up: I’m going to say a word. Listen for the sound you hear at the beginning. I’ll do the first one. Listen: until. What sound do I hear at the beginning of until? /u/Now let’s do it together. Listen: us. What sound do you hear at the beginning of us? /u/ Now you do it: gold /g/ up? /u/ sing? /s/ umbrella? /u/

1. Teach/Model: Say Umbie Umbrella. Remind children that Umbie and Umbrella bein with the /u/ sound.You can also hear /u/ in the middle of some words. Write and read the following words: rub, sun, hug, bus. Have volunteers underline the letter u in each word. Have children differentiate between words with initial /u/ and words with medial /u/. I will say some words with the /u/ sound. If you hear /u/ at the beginning of the word hold up your hand. If you hear /u/ in the midde of the word, place your hand in front of you. Say the following words: us, gum, cut, up, under and mud.

2. Guided Practice: Display Flip chart pg 47. Talk about the scene. Follow the directions on the Flip chart to help children identify pictures whose names have /u/ as the beginning or middle sound.

3.Apply: Reader’s Notebook pg 69Standard 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/SnackRead the 3D shape poem with the childrenWork with Teacher for the week: Sort 3d Shapes. When done have children name the shapes. K.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

1:35-2:05 Read: Bread Comes to LifeSequence Bread CycleK.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 centersMaterials for Tuesday___Readers Notebook pg 69___Readers Notebook pg 67___Sequencing the Bread Cycle

WednesdayApril 25, 20188:20-9:00 Free choice Centers9:00-9:50 Literacy StationsWork with teacher: sentence work/reading9:50-10:30 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 146 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 146 by ones, 10’s to 100 and 5’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 write in our journal a sentence with any of the sight words we have learned this far. We will continue working with the letter Uu and will build some words.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 26 Day 3--Daily Phonemic Awareness

Substitute PhonemesSay hen, six, bug, sad, and hat. Tell children you will say a word. They should change the sound they hear at the end of the word to make a new word. Listen: head. Change the /d/ in head to /n/. What is the new word? henHave children change the /t/ in sit to /ks/, the /s/in bus to /g/, the /k/ in sack to /d/; and the /z/ in has 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.)Do, down, just, little, only, wentSay the word. downSpell the word. d-o-w-nWrite the word.Check the word.Apply: Readers Notebook pg 68K.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)

Roast turkey with gravyChicken PattyMandarin Orange Chicken Salad12:20-1:00 Journey’s Curriculum Lesson 26 Day 3--Phonemic Awareness/Phonics: Words with Short UPhonemic Awareness Warm-up: I will say a word. if you hear /u/ in the middle signal thumbs up. If you do not hear /u/ in the middle signal thumbs down. I will do the first one. Listen: mix. I hear /i/ in the middle of mix, not /u/ so I signal thumbs down. Now let’s do it together. Listen: run. We hear /u/ in the middle of run so we signal thumbs up. Now you do it: sat, nut, dug, hit, pup.

1. Teach/Model: Say Umbie Umbrella and remin, knowing that the letter Uu stands for the /u/ sounds can help you read words. Write s. Listen: s /s/. Now you say /s/. Write u. Point to h and have children say the sound. Point to u and tell children to say the sound.Blend the sounds. Listen: /s/, /u/, su. Write n. Point to s and have children say the sound. Point to u and tell children to say the sound. Point to n and tell children to say the sound.Blend the sounds. Listen /s/, /u/, /n/, sun

Repeat with run.2. Guided Practice: Blend:

Run, sun, fun, bun, but, rut, nutBug, bum, but, bus, bun, budFun, fan, fin, but, bat, bitUs, up, gut, run, nutBat, nub, fix, hot, rug, mapOn, rut, his, fox, hip, denDust, rust, cuts, cups, just, nutsKit has fun in a bag. It is fun to run.

3.Apply: Readers Notebook pg 70Standard 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 Fluency: Long u, Short u1. Tell children that u is a vowel, and that vowels are special because they can stand for both long and short sounds. You already know the short sound for u, /u/, as in up and hug. Now we will listen for the long u sound. Explain to children that they can hear the name fo the letter in words with the long sound for u. Say: Listen to these words: use,

cube, hug, fuse, I can hear /yoo/, the long sound for u in each of these words. 2. Listen for /yoo/ Model how to listen for the sound /yoo/ at the beginning and in the middle of words.Listen: unite. I hear /yoo/ at the beginning of the word unite. Listen cube. I hear /yoo/ in the middle of the word cube.Tell children you will say some words nd they should repeat each one. If they hear /yoo/ they should use their thumbs to signal thumbs up and say /yoo/. If they do not hear /yoo/, they should signal thumbs down and say no /yoo/Unicycle, fumes, bug, huge, nut, menu

3.Apply: Discriminate /u/ and /yoo/ Say bug and mule, and have children identify the vowel sounds. Then say some words and say if they have a sound like bug or mule.Unicorn, unite, unit, cub, tub, rug, cute, sun,

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: “Fun, Fun, Fun” (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/SnackRead the 3D shape poemWork with Teacher for the week: Sort 3D Shapes

K.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

1:35-2:05 Read: Bread Comes to LIfeLife Cycle: Planting Wheat SeedsK.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, free choice centersMaterials for Wednesday___Readers Notebook pg 68___Readers Notebook pg 70___Wheat seeds for planting

ThursdayApril 26, 20188:20-9:00 Free Choice Centers9:00-9:50 Literacy StationsWork with teacher: sentence work/reading 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 147 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 147 by ones, 10’s to 100 and 5’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 write in our journal about our favorite food. We will draw a picture of it and then write the name of our food. I am going to challenge you to write the name all by yourself. 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 26 Day 4--Substitute Phonemes

I’m going to say a word. You change the sound you hear at the end of the word to make a new word. Listen rub. Change the /b/ in rub to /n/. What is the new word? runChange /g/ in log to /t/, /g/ in tug to /b/, /t/ in bit to /g/ and /t/ in pat to /n/.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.)Do, down, just, little, only, wentSay the word. goodSpell the word. j-u-s-tWrite the word.Check the word.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 Beef TacosCheeseburgersCobb Salad

12:20-1:00 Literacy WorkLetter Work:Teachers Resource pg 125K.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: Bringing Bread AliveMake: Yeast experimentK.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/SnackRead 3D shape poemWork with Teacher sorting 3D ShapesK.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, free choiceMaterials for Thursday

___Teacher Resource pg 125___yeast experiment

FridayApril 27, 20188:20-9:00 Free Choice Centers9:00-9:50 Literacy StationsWork with teacher: sentence work/reading 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 148 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 148 by ones, 10’s to 100, 5’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 make bread and butter. At the end of the day we will eat it. We will finish talking about the letter Uu. We will write the numbers 0-20. 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 26 Day 5--Daily Phonemic Awareness

Substitute Phonemes:Tell children tha you are going to say a word. They should change the sound they hear at the end of the word to make a new word. Listen: tan. Change the /n/ in tan to /p/. What is the word? tapFor practice, have children change /b/ in job to /g/; /l/ in well to /t/; /n/ in fin to /ks/ and /d/ in mud to /g/. 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.)Do, down, just, little, only, wentSay the word. littleSpell the word. l-i-t-t-l-eWrite the word.Check the word.Apply: Lesson #26 SentenceK.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)

Peanut butter and jelly sandwichSausage PizzaChicken Bacon Ranch Salad12:20-1:00 Literacy WorkLetter Work:Teacher’s Resource pg 126K.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: Bringing Bread to lifeMaking the Bread and butterK.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 Math Stations/Snack3D Shape PoemWork with Teacher for the week: Sorting 3D ShapesK.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

Friday Fun: Bill Nye Science Guy Plants2:05-2:30 Recess 2:30-3:00 folders, free choiceMaterials for Thursday___Teacher Resource pg 126___ bread and butter activities___Bill Nye Science Guy Plants___Lesson 26 Sentence