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DR. SEUSS IS LOOSE!March 4 - 8, 2013DR. SEUSS IS LOOSE! – Green Eggs and Ham 3-4-2013**Thursday - pre-arranged community readers & Cat-in-the-Hat Look Alike DayMORNING MESSAGE/STAR STUDENTDaily Skills:*Sentence Structure*Punctuation/Capitalization*Grammar/Spelling*Letter/Sound RecognitionCCS: RF.K.1c, RF.K.2, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3c, RF.K.3d, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4, L.K.4a, L.K.4b, L.K.6, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6PROJECT READ UNIT?9???? Lesson?1(-ss)?&?(-ll)???DAY 1Letters of the Week: (-ss)?&?(-ll)(TM p9-1--9-9) CONCEPTSound-symbol relationshipTEACHING OBJECTIVE 1. To read words with [-ss] and [-ll]2. To spell words with [-ss] and [-ll]ANTICIPATORY SET1. Consonants and vowels (with stars) are displayed2. Display letters: [t]? [s]? [m]?[b]? [c]? [f?]? [r] ?[h]? [n]? [p]? [l] [g]? [[j]? [v]? [a]? [i]?[w]? [x]? [y]? [z ] [o]3. Place cards [-ss]? [-ll]??in chart4. (question): What sound do [-ss] and [ll]? capture? /s/ /l/5.?Students read the word lists [-ss]?&?[-ll]?- Student Practice Sheet (9A - p9-5)INPUT(p9-1)1. (state): You must double?the ?[s] or [l], if there is only one?short vowel in the word and the word ends with [s] or [l].2. Students will underline the vowel in each of the words on?the word sheet (Student Practice Sheet p9-5)3. (state): [s] and [l] are doubled in words that have one?vowel sound and end in [s] or [l].4. Exceptions:? [as]???[is]? [pal]? [has]?? [gas]CHECK FOR UNDERSTANDING1. Flash previously taught red words from red word pack?while students read the word.2. Spell Tabs:? [pass]?? [will]?? [miss]?? [doll]????????????????????????????????? GUIDED /ORAL READING1. Jewel Box/Treasure Chest: Student Practice Sheet (p9-9)2. Student Story/Quiz:? Don's BassSTUDENT PRACTICE1. Letter Web (-ss & -ll)2 Word/Picture Completion (-ss/-ll1)**PASS OUT SPELLING WORD LISTCCS: RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3c, RF.K.3d, RF.K.3e, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, L.K.5, L.K.5a, L.K.5c, L.K.5dSTAR STORY Title: Green Eggs and Ham Day 1 Story Introduction/Picture Walk Vocabulary Story Conventions Interactive ReadingCSS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.9, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.6, RI.K.7, RI.K.9, RI.K.10KINDERROOTS (The Mud Dog)The t/s will review story conventions.The teacher will briefly discuss the story.The teacher will introduce the new vocabulary words.GREEN WORDS: up, cup, pup, mud, suds, dug, tugs, sun, kids, sitsRED WORDS: must, does, him, thatREADLES: water, soap, runs, smilesThe teacher will read the story (1X).The t/s will read the story (1X).The students will color the vocabulary words red/green.(story, logs, vocabulary words)CSS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.6, RI.K.7, RI.K.10CALENDAR MATH/MATH(addition) Using classroom charts, the students will write 1-75. (GI & IP) Next, the students will count each set and then trace the circle to join the sets and trace how many are in all. Next, the student will review by completing the activities on the math webpage.(EV - 7-2, webpage, charts)CCS: K.OA.1, K.OA.2, K.OA.5Calendar Daily Activities:*Months of Year/Day of Week*Addition/Subtraction*Money/Time*Tally Marks/Graphs*Patterns*Time Line*Counting by 2, 5, 10*Weather/Temperature*Number Sequencing*Odd/Even/Place Value*Measurement*Historical Events*Spanish*EstimationCCS:?K.OA.1, K.OA.2, K.OA.3, K.OA.4, K.OA.5, K.MD.1, K.MD.2, K.MD.3, .1, .2, .4, .4a, .4b, .4c, .5, .6, K.NBT.1 SCI 2.3.2(DOK 2)LARGE GROUP/PHONEMIC AWARENESS (long o)? The students will read the computer story ROBOT AND MR. MOLE.? The students will then make a book with the same title. (, st book)CCS: RF.K.2a, RF.K.3c, RF.K.4WRITING (journal/sentence completion/rhyming) The students will write and complete the sentence "_________likes eggs in/on a _______________. The sentences will then be put on a chart/ big book?entitled HOW DO YOU LIKE YOUR GREEN EGGS? The students can then copy their own the sentence into their journal and illustrate.(journals, sentence strips, chart)CCS: L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5 THEME MATH (tally/graphing)? The students will tally the class?to identify their?favorite kind of egg (how they like to eat them).(st tally/graph)CCS: K.MD.1, K.MD.2REVIEW (rhyming)?The students will identify the word on each egg and then mark the picture that rhymes with the given word.(st sht p32) CCS: RF.K.2a THEME (science)?The students will discuss eggs and their nutritional value. The teacher will then ask if anyone knows of other animals that lay eggs. Next, each student will clean his/her hands before starting the activity. Each student will be given a hard-boiled egg to peel. The students will slice the egg in half and scoop out the yolk onto a plate. The students will then mix the yolk with mayo and 1 drop of green food color.? Next, the students will put the mixture back into the egg halves. The student may then eat their Dr. Seuss green eggs.? The students will then sequence?the pictures in the order in which they made their eggs.(hand sanitizer, hard boiled eggs-with shells, 1 scoop mayo, plates, plastic knives, green food color, sequencing pictures)CCS:?PL/VS 1.1.7(DOK 1), 1.2.1????????????????????DR. SEUSS IS LOOSE! - The Foot Book3-5-2013**The teacher will send a note home, asking the parents to allow their child to wear “silly socks” to school on Wednesday.MORNING MESSAGEPROJECT READ UNIT?9???? Lesson?1(-ss) & (-ll)???DAY 2Letters of the Week: (-ss) & (-ll)(TM p9-1--9-9) CONCEPTSound-symbol relationshipTEACHING OBJECTIVE 1. To read words with [-ss] and [-ll] 2. To spell words with [-ss] and [-ll]ANTICIPATORY SET1. Consonants and vowels (with stars) are displayed.2. Display letters: [t]? [s]? [m]?[b]? [c]? [f?]? [r] ?[h]? [n]? [p]? [l] [g]? [[j]? [v]? [a]? [i]?[w]? [x]? [y]? [z] [o]3. Place cards [-ss]? [-ll]??in chart4. (question): What sound do [-ss] and [ll]? capture? /s/ ? / l /5.?Students read the word lists [-ss] & [-ll]? - Student Practice Sheet 9A?(p9-5)INPUT(p9-1)1. (state): You must double?the ?[s] or [l], if there is only one? short vowel in the word and the word ends with [s] or [l].2. Students will underline the vowel in each of the words on?the word sheet (Student Practice Sheet 9A)3. (state): [s] and [l] are doubled in words that have one?vowel sound and end in [s] or [l].4. Exceptions:? [as]???[is]? [pal]? [has]? [gas]SFA (p11-13--ss & p83-86--ll) 1. Think, Pair, Share (students pair together to identify an item that begins with (ll) & (ss)) 2. Hear Sound3. Say It Fast4. Break It Down5. Stretch and Read6. Quick EraseCHECKING FOR UNDERSTANDING(p9-2)1. Sentence Dictation: Did you have a doll?2. Check sentence dictation3. Spell Tabs:? [pass]?? [will]?? [miss]?? [doll]?? ?????????????????????? GUIDED /ORAL READING1. Jewel Box/Treasure Chest: Student Practice Sheet (p9-9).2. Student Story/Quiz:?? Don's BassSTUDENT PRACTICE1. Picture/Word Match (ss/ll2)2. Dr. Seuss Reading CCS: RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3c, RF.K.3d, RF.K.3e, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, L.K.5, L.K.5a, L.K.5c, L.K.5dSTAR STORYTitle:? The Foot Book Day 1Story ConventionsBackground KnowledgeTeacher/ Interactive ReadingDiscussion**The students will play RHYME DETECTIVE by finding the page number in the book that a given word is found on.CSS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.9, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.6, RI.K.7, RI.K.9, RI.K.10KINDERROOTS (The Mud Dog) The t/s will review story conventions.The t/s will review the vocabulary words.The t/s will read the story (2X) - Guided?Reading.CELEBRATE (story) CSS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.6, RI.K.7, RI.K.10CALENDAR MATH/MATH(addition) Using classroom charts, the students will write 1-75. (R) The teacher will tell a story, using counters about each set of given counters. Next, the students will trace/write numbers to record the number and circle the counters to find how many in all. (P) The students will write a number for each group shown. The students will then draw a circle to join the groups and write how many there are in all. Next, the students will review by completing activities on the math CD.(EV-R7-2 & P7-2, counters, math CD, charts)CCS: K.OA.1, K.OA.2, K.OA.5LARGE GROUP/PHONEMIC AWARENESS (long?o)??The students will read the computer story THE ROBOT AND MR. MOLE. The students will then write the "long o" words and use "long o" words in a sentence.(, wkbk p49&50)CCS: W.K.3, RF.K.2a, RF.K.3c. RF.K.4 ??????????WRITING(journal)? The students will write and illustrate a short story about what their feet can do (the students may trace their foot onto a journal page).(journal)CCS: L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5 THEME MATH (counting by 2s-pairs) The teacher will break the class into groups of five. The students will pull off their shoes and help count feet as the teacher points (to 20). The teacher will then place the numbers by 2s in front of the students' feet. The students will then count feet by 2s. The teacher will then relate counting by 2s to counting pairs (repeat until all students have had a turn).(number cards by 2s)CCS: K.MD.1, K.MD.2REVIEW (opposites)? The class will review the story THE FOOT BOOK. The teacher will then give a word and the students will identify the opposite word. The teacher will make a list of the opposite words. The students will then be given a foot cut-out with a word written on it. Each student will attempt to find the?person that has the?opposite word. Next, the students will “walk thru the alphabet” by writing the partner letter for each given letter of the alphabet.(story, chart paper, foot cut-outs w/opposite words, st sht p38)CCS: K.MD.1, K.MD.2THEME (art/music)?With assistance, the students will paint their feet and step onto paper. They will then add glitter and "shinnies" to the footprints while they are still wet.? Upon drying (morning seatwork for the next day), the students will cut out their footprints and have them placed in the hall with their name tag. The students will then be given 2 stickers (one marked “L” and one marked “R”. The students will put these stickers on their shoe toes and then do the FOOT SHAKIN’ BOOGIE (you may also allow the children to move their feet in correlation with the words as they are read in THE FOOT BOOK).(paper, paint, sponge, bucket w/water, glitter, shinnies, name tags, pair of socks, ribbon, yarn, foot stickers)CCS: A/H?3.4.13-6-2013 NO SCHOOL – SNOW DAY3-7-2013 NO SCHOOL – SNOW DAYDR. SEUSS IS LOOSE! -?There's A Wocket in My Pocket3-8-2013MORNING MESSAGEPROJECT READ UNIT?9???? Lesson?1(-ss) & (-ll)???DAY 3Letters of the Week: (-ss) & (-ll)(TM p9-1--9-9) CONCEPTSound-symbol relationshipTEACHING OBJECTIVE 1. To read words with [-ss] and [-ll]2. To spell words with [-ss] and [-ll]ANTICIPATORY SET1. Consonants and vowels (with stars) are displayed2. Display letters: [t]? [s]? [m]?[b]? [c]? [f?]? [r] ?[h]? [n]? [p]? [l] g]? [[j]? [v]? [a]? [i]?[w]? [x]? [y]? [z] [o]3. Place cards [-ss]? [-ll]??in chart4. (question): What sound do [-ss] and [ll]?capture? /s/? / l /5.?Students read the word lists ([-ss]&[-ll])?Student Practice Sheet 9A?(p9-5)INPUT(p9-1)1. (state): You must double?the ?[s] or [l], if there is only one?short vowel in the word and the word ends with [s] or [l].2. Students will underline the vowel in each of the words on?the word sheet (Student Practice Sheet 9A)3. (state): [s] and [l] are doubled in words that have one?vowel sound and end in [s] or [l]4. Exceptions:? [as]???[is] ? [pal]? [has]? [gas]CHECKING FOR UNDERSTANDING(p9-2)1. Spell Tabs:? [pass]?? [will]?? [miss]?? [doll]?? 2. Dr. Seuss ReadingGUIDED /ORAL READING1. Jewel Box/Treasure Chest: Student Practice Sheet (p9-9)2. Student Story/Quiz:??JillSTUDENT PRACTICE1. Ending Sounds (ss/ll3)2. Sentence Completion (ss/ll4)**SPELLING TEST CCS: RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3c, RF.K.3d, RF.K.3e, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, L.K.5, L.K.5a, L.K.5c, L.K.5dSTAR STORYTitle: There’s a Wocket in My PocketDay 1Story ConventionsBackground KnowledgeTeacher/ Interactive ReadingDiscussionCSS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.9, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.6, RI.K.7, RI.K.9, RI.K.10KINDERROOTS (The Mud Dog)The t/s will review story conventions.The students will read the story (1X).The students will complete the multiple- choice quiz to assess story comprehension.CELEBRATE (story, st assessment)CSS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.6, RI.K.7, RI.K.10CALENDAR MATH/MATH (addition/subtraction) Using classroom charts, the students will write 1-75. (GI & IP) Next, the students will use counting cubes to show each set and then join the cubes to find how many. Then, they will trace/write the number that tells how many in each group and how many altogether. Next, the student will review by completing the activities on the math webpage. If time permits, the students will complete the equations on the pocket cut-outs. (EV-7-3, webpage, charts, pockets w/equations)CCS: K.OA.1, K.OA.2, K.OA.5 LARGE GROUP/PHONEMIC AWARENESS (long o/sentence completion) The students will read the computer story THE ROBOT AND MR. MOLE. The students will then identify words/pictures that begin with "th" and write sentences using these words. Next, the students will write sentences using “th” words. Then the students will then write sentences using short "o" words.?Next, the students will identify the sight word “for”.(HAR 10 – p9)CCS: RL.K.3, RL.K.7, RI.K.7 WRITING(journal)? The teacher will introduce the word "hide".?The students will then write and illustrate a short story about where a Wocket can hide.?(journal, word card, st sht p56)CCS: L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5 THEME MATH (money/ass)? The teacher will show an enlarged pocket with an item and a price on it.? The students will count?play coins to equal the cost of each item shown.(large pockets, play coins)CCS: K.MD.1, K.MD.2REVIEW (rhyming)?The students will match the rhyming words with the Wocket.(st sht p53)CCS: RF.K.2aTHEME(writing)? The students will assist in generating a word list rhyming with pocket. The students will then be given a paper pocket. They will fill in the sentence "There is a ________________ in my pocket!” The students will choose a word and fill in the blank. The students will then illustrate their picture on another piece of paper and put the picture in their paper pocket.(paper pockets, paper)CCS: RF.K.2a A/H 3.4.1 LEARNING TARGETS March 4 - 8, 2013Monday, March 4, 2013Reading: I can identify and write /ss/ and ll/. Math: I can join two sets to make a given number.Tuesday, March 5, 2013Reading: I can identify the letters and sounds and write /ss/ and ll/. Math: I can join two sets to make a given number.Wednesday, March 6, 2013 NO SCHOOL – SNOW DAYThursday, March 7, 2013 NO SCHOOL – SNOW DAYFriday, March 8, 2013Reading: I can identify the letters and sounds and write /ss/ and ll/. Math: I can join two sets to make a given number. ................
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