… · Web viewLesson Plans 2016. October 24-October28. Monday . October . 24, 2016. New Word...
Transcript of … · Web viewLesson Plans 2016. October 24-October28. Monday . October . 24, 2016. New Word...
Lesson Plans 2016October 24-October28
Monday October 24, 2016New Word Wall Words: review last weeks wordsKindergarten: has1 st Grade : just, down
Materials:
Math:MS. ROGERS is doing math lessons
Imagine IT:Kindergarten Day 9 Lesson 9 Unit 1 Card 9
Alphabet Book Pre-Decodable 4: The Lunch
1st grade Day 8 Unit 1 Card 10 White board White Board Marker Student Spiral Notebooks Pencils
Word Work: Kindergarten: has
5x has worksheet
1st Grade: down, just 10X down worksheet 10X just worksheet
Reading:Book: The Biggest Pumpkin Ever
Writing: Kindergarten checklist Writing folders Pencils Extra Writing Paper
SRA:o Reading Mastery I (X3 groups)o Reading Mastery II
o Reading Workbookso Reading Stories
_________________________________________________________________________________________________8:10-8:30 Breakfast
8:30-9:00 CalendarMs. Rogers will be taking over calendar
9:00-10:00 MathMs. Rogers Taking over (look at her plans for math instruction)
10:00-10:30 Imagine ItKindergarten: Day 9 Lesson 9 Unit 1 Card 9 (continued)
Alphabet Book (TM53)o Read Hh story pg 18-19o Follow teacher manual
Pre-Decodable 4: The Luncho High frequency word “the” (Follow TM 53)o Readingo Responding
1st Grade: Day 8 Unit 1 Card 10 (continued) Reviewing Sounds and Letters
o Listening for Vowel Sounds: /i/ and /u/ Write letters Ii on the far left of board Write Uu on the far right of board If they hear /i/ they need to point to the Ii If they hear /u/ they need to point to Uu
Use TM pg47 for words
Introducing Consonant Soundso Point to T Sound Card (on wall)o Write alliterative sentence on the board for Tt and Vv (TM pg 47)
Read the sentence aloud Underline the T or t in the sentence Have them say the sound of Tt and read the sentence Repeat for Vv
Dictationo Give each student their spiral notebook (have them turn to the back
pages and find the next empty page
o Write the date o Follow TM pg. 47 for the letters and high frequency words
*If time left over the students can play “Bang” , it’s a word wall game. They will know where it is and can explain to you how to play! They love this game.*Have them sit in a circle to play
10:35-11:05 Music
11:10-11:45 Lunch
11:45-12:05 Recess(12:05-1:05 Amy Lunch)
12:05-12:15 Bathroom
12:15-12:30 Word WorkNew Words: Kindergarten words: has5X each worksheet
Whole class to the carpet Read the word with the students Have each student say the word Give worksheet to all students & have them write the words
o Kindergarten will have to write it 5X eacho 1st/2nd graders have to write it 10X each and write a sentence on the
using the word
1st Grade words: down, just, has 10X down worksheet 10X just worksheet Whole class to the carpet
o Introduce each word to the class o Read the word with the studentso Have each student say the wordo Give worksheet to all students & have them write the wordso Write sentence on the back
12:30-1:00 ReadingBook: The Biggest Pumpkin Ever
Point to the front cover, back cover, title, author, illustrator (RL./RI.K.6.a) Ask students what each one is/does
Read the story
o As your reading have students determine the following: Identify the characters and the setting in the story
(RL.K3.a) Identify an illustration that show a specific event, setting or
character in the story
Ask questions based on curiosity/wonderings and to monitor understanding of the text (RL.K.1/RI.K.1a)
1:00-1:45 Writing Discuss the kindergarten checklist that the students can use to check to make
sure they add all components to their stories Pass out writing folders Students can continue writing their stories. They can choose which piece of writing in their folder that they would like to
work on.
1:45-2:15 SRA/SnackGroup 1 Red A: Reading Master I Lesson 17
Group 2 Red B: Reading Mastery I Lesson 74
Group 3 Red C: Reading Mastery I Mastery Test 22/Lesson 116
Group 4 Purple: Reading Mastery II Lesson 81
2:15-2:30 Book Fair Preview
2:30- 2:45 Planners/Pack-up
2:45-3:00 Dismissal
Tuesday October 25, 2016IEP Meetings: GM @ 10:15
AB @ 10:45
Materials:
Math:Ms. Rogers taking over the plans
Imagine ITKindergarten: Day 10 Lesson 10 Unit 1 Card 10
pocket chart pictures: 173, 154, 77, 44, 153, 192, 85 ball White board White board markers
1st Grade: Day 9 Unit 1 Card 11 Teacher Manual White board White board marker Student Spiral Notebooks Pencils
Word Work:Kindergarten:
Alphabetical order www worksheet Alphabet strip (if needed)
1st Grade:ERASING RELAY
Large white board White board marker White board erasers Word wall words written on board Team1 & Team 2 cards on floor
Reading: Book: The Biggest Pumpkin Ever
o Book question Assessment
SRA:o Reading Mastery I (X3 groups)o Reading Mastery IIo Reading Workbookso Reading Stories
Writing:
Book: Creak! Said the Bed Book writing paper Pencils Student Writing folders Teacher Manual session 12 Partner chart
___________________________________________________________________________________8:10-8:30 Breakfast
8:30-9:00 CalendarMs. Rogers teaching
9:00-10:00 MathMs. Rogers taking over the plans
10:00-10:30 Imagine ItKindergarten: Day 10 Lesson 10 Unit 1 Card 10
Morning Messageo Discuss weekend days (TM 56)
Classifying & Categorizingo Group picture (pocket chart pictures: 173, 154, 77, 44, 153, 192, 85)
`Rhymingo Sit in circle with a ballo Give child a word & have them rhyme with it
Alphabetic Knowledgeo Letter Names Ii
Explain it is red b/c it’s special Right a few words on the board with the ‘I’ in it
Did, in, six
1st Grade: Day 9 Unit 1 Card 11 Daily Warm up
o I spy (Tt & Vv)
Consonant Riddle Gameo Follow questions on TM pg48
Days of the Weeko Review the days of the weeko Students name the current day of the week
Phonemic Awareness
o Initial Consonant Sounds Practice putting beginning sounds with the ending part of the
word to make the whole word Use words on TM pg.49
o Phoneme Segmentationo Initial Consonant Restoration
o Lion Puppet He wants to repeat students names If he makes mistakes or leaves off any sounds you
need to help tell him what to say Choose names:
Practice with TM pg 49o Letter Recognition
o Exploring Ww, Xx, Yy, and Zzo Introduce the letters o Have students observe as you write capital W on the boardo Have students imitate the movements by tracing the letter
in the air, then on their handso Have students write letters in their spiral notebook
10:30-11:00 Word WorkKindergarten words: has
Use alphabet stripo Students will work with the teacher and put the word wall words
(5 at a time) in alphabetically ordero Highlight the beginning letters to help the students
1st Grade words: down, just Erasing Relay
o Write 2 columns of words on the board that are approximately equal in difficulty
o Include as many words on the board as there are childreno Divide children in 2 teams
They will stand in 2 lines o At the teachers signal the 1st child in each line points at the first
word in their column of words and reads that wordo If the word is read correctly the child erases the word and the next
child goeso The first team with all their words erased 1st wins.
11:10-11:45 Lunch
11:45-12:05 Recess
(12:05-1:05 Amy Lunch)
12:05-12:15 Bathroom
12:15-12:45 ReadingBook: The Biggest Pumpkin Ever
Answer the questions (on worksheet)o Who can tell me what this is? (front cover) (RI.K.5.a)o Who can tell me what this is? (back cover) (RI.K.5.a)o What is this called? (title)o Who writes the story? (Author)o Who draw the pictures (illustrator)o Who are the characters in the story? (RL.K3.a)o What is the setting of the story? (RL.K3.a)o What questions are you wondering after reading this book? (RL/RI.K.1.a)
12:45-1:00 Snack
1:00-2:00 SRACATHERS DRA ASSESSMENTS
Group 1 Red A: Reading Master I Lesson 18
Group 2 Red B: Reading Mastery I Lesson 75
Group 3 Red C: Reading Mastery I Lesson 117
Group 4 Purple: Reading Mastery II Lesson 82
2:00-2:45 Writing Session 12 (Bend III)Focus: I will teach students that writers get ready to write by telling their stories first.
Connection: You will learn to write a story book. You will notice what a story does as I
read aloud Creak! Said the Bed “Writers, long, long ago when we started our writing workshop, I showed
you two different kinds of books by two very special authors. We have written teaching books like one of them. “ Freight Train” Today, we are going to start to learn how to write like the other. “Creak!
Said the Bed”
We are going to write not teaching books, but stories-true stories from our lives.
I will read this story “Creak! Said the Bed!” I want you to listen carefully now as I read just the beginning of Creak.
o See if you can hear how a book that tells a story sounds different from a teaching book
Read story (Use TM pg. 90 for stopping reference)
What do you see the author doing on this page?o I hear characters talking.o We didn’t hear characters talking in our teaching bookso That is one way stories are different
I see them doing things like…”I jump up and down in my chair” (BOUNCE) And…I close my eyes, put my head in y hands, and snored (SNORE!) And…. I made a squeaky door sound and a door opening gesture with my
hand (SQUEAK)
You all heard the same things I heard! So in stories, characters “talk” and they “do things” Put your thumbs up if you felt like you were in that room, tucked into that big
old bed.
***Good stories make readers feel like they are right there in the story. When we get to hear the characters talk or see them do stuff, it helps us feel
like we are right there. I bet we can learn to write like that.
Teaching: So, what story could I tell? Hmm…What is something that happened that I
want to tell about? Oh, I know! The fire drill! That happened to all of us just the other week
remember?
Listen as I tell the story, As I do, notice the way I tell this. It won’t sound like a teaching book It will sound like a story
One crisp & cool sunny day all the students were listening during calendar. The room was quiet when all of a sudden- EEEE EEEE EEEE went the bell!
I called out, Everyone quickly and quietly line up at the back door!
Everyone stood up and quickly lined up at the back door. I opened the door and out onto the playground we walked. Lots of other classes were heading onto the
playground too. Our feet went swishy swashy , swishy swashy through the wet grass, until we reached the back fence. We waited for the “all clear”. We waited and waited and waited. Finally the principal rang the bell and said ‘All Clear”. We walked back inside and too our classroom.
Did you hear how I told the story from beginning to end? And how I said so many of the little things that happened? I didn’t just say “We had a fire drill” NO WAY!!! That wouldn’t be a story! Something I did to make it a story was tell what
people did, like when I said you all walked quietly to the door, and what people said, like when the principal said “ all clear”
I bet you could do those things too.
Active Engagement: Set partners up to tell the same class story from their perspective,
remembering to tell every little thing that happened and to use your best storyteller’s voice
Turn and face your partner Now, using your best storyteller voices, tell the story of the fire drill together
with your partner Here’s how you’ll do it…
o Partner 1 will say one line, then Partner 2 will say the next line and you’ll keep telling the story back and forth until we are back in the class.
o Tell it how you remember ito Where were you when the bell rang?o What did you do or say?
What happened next?o Remember to tell all the little things that happened and use your best
story teller’s voice. Go!
Have 1 partnership come up and tell their story to the class.
Link: In our writing center are little booklets that you can take to write your
stories. Before you get your supplies, close your eyes and get an idea for writing.
o You might think about something that happened to you today.o Or you might think about something that happened to you over the
weekend.o Or something that happened with your really good friend.o Or some other event that you remember very well.
o Pick one idea, think about one time you did something and let’s get started.
o When you have your idea put your thumb up.
Everyone who is going to write about something that happened last weekend, off you go!
Everyone who is going to write about something you did at home, off you go!
Everyone who is going to write about one time you did something with a friend, off you go!
Everyone who is going to write about something that happened here at school, off you go!
2:45-3:00 Dismissal
Wednesday October 26, 2016
Materials: DRA ASSESSMENT
Progress Monitoring: ORF story NWF book/student book Letter Name/Sounds Math Facts Timed (AIMS)
SRA:o Reading Mastery I (X3 groups)o Reading Mastery IIo Reading Workbookso Reading Stories
___________________________________________________________________________________8:10-8:30 Breakfast
8:30-9:00 Calendar
9:00-10:00 Progress Monitoring (Mrs. Rogers will be taking over this task) Math Facts Timed (AIMS) ORF story Letter Name/Sounds NWF book/student book Ms. Rogers will score along with me and compare
scores
10:05-10:35 PE
10:35-11:05 Music
11:10-11:45 Lunch
11:45-12:05 Recess(12:05-1:05 Amy Lunch)
12:05-12:15 Bathroom
12:15-1:15 SRA/stationsCATHERS DRA ASSESSMENT
Group 1 Red A: Reading Master I Lesson 19
Group 2 Red B: Reading Mastery I Lesson 76
Group 3 Red C: Reading Mastery I Lesson 118
Group 4 Purple: Reading Mastery II Lesson 83
1:15-1:45 Miss. Vance
1:50-2:00 Dismissal
Thursday October 27, 2016Send Home: Reading Log
NewsletterWWW Flashcards ABC Letters CardsReading Book Bags
Materials:Math:Ms. Rogers is taking over math lesson
Imagine IT:Kindergarten: Day 10 Lesson 10 Unit 1 Card 10
Alphabet Book Ii (pg 20-21) spiral notebooks Pencils Little Bo Peep (pg14)
1st Grade: Day 9 Unit 1 Card 11 Guided Practice pg. 9-10 Words: Have, I, is Spiral Notebooks Pencils Decodable 4: There is
Word Work:Kindergarten
ABC order worksheet WWW on cards (make sure has is n the card) Highlighters ( 1 per student) Pencils
1st Grade: Overhead ABC order worksheet Only 1st grade WWW on cards Highlighters (1 per student) Pencils Clipboards
Reading:Book: Sixteen Runaway Pumpkins
SRA:o Reading Mastery I (X3 groups)
o Reading Mastery IIo Reading Workbookso Reading Stories
_________________________________________________________________________________________________8:10-8:30 Breakfast
8:30-9:00 Calendar
9:00-10:00 Math(Ms. Rogers is taking over this task)
10:00-10:30 Imagine ItKindergarten: Day 10 Lesson 10 Unit 1 Card 10
Alphabet Book Ii (pg 20-21)o Point to letters (students tell name & sound)o Look and talk about the picture
What kind of animals are in the picture? What are the pigs doing?
o Read the Rhymeo Read a 2nd time and have students point to the piggy after every 2
lineso Show students this rhyme has so many Ii in the rhyme
Have students point them out
Penmanshipo Get students spiral notebooks
Show them how to draw a slanted line Have them write several slanted line in their notebook Have them look at their work and circle the slanted line they
would like to make better
Guided Practiceo Look at alphabet sound wall cards
They need to look and say “yes” if the letter has a slanted line
Pickled Pepperso Little Bo Peep (pg14)
Tell title of nursery rhyme Have a student point to the title Title is larger then story so we can see that it’s the title Read they rhyme
Moving finger from left to right Have students look for rhyming words with you
1st Grade: Day 9 Unit 1 Card 11 Guided Practice pg. 9-10
o Writing letters Ww, Xx, Yy, and Zzo Have students circle letters they think they can write better and fix
them
Reviewing Sounds and Letterso Introducing Consonant Sounds
Point to Ww card Tell students the sound and letter name Write the alliterative sentence on pg 51 TM Point to each Ww in the sentence Have students recite the sentence
Repeat with Xx, Yy, and Zz
Dictation Materials:
Words: Have, I, is Spiral Notebooks Pencils
Use each word in a sentence and then have students write the word in their spiral notebook
Reading a Decodable Decodable 4: There is
High frequency words: a, there Read them Use them in a sentence Write the word on an index card Point out the high frequency words in the story
Look at the rebuses Have students name them
Read the title Read the names of the author & illustrator Read the story Have students read the story
Responding Students retell the story Ask students questions on pg. 53 TM
10:30-11:00 Word Work
Kindergarten words: ABC Order
Look at words in box on worksheet Then find each word on the table Look at the beginning letter of each word and highlight that letter on the
alphabet Once all beginning letters are highlighted ask students, “Which letter in the
alphabet is 1st (which letter is the 1st highlighted letter)? Then find the word that matches that letter Write the word in # 1 Repeat for the rest of the words
1st Grade words:ABC Order*Do this whole class this first time
Give each student a page with all the word wall words on it Give each student a yellow highlighter Give each student a pencil Put my word wall page on the overhead
o Explain that to put the words in alphabetical order we must first look at the first letter of each word
o So, what we are going to do is highlight only the first letter of each word…nothing else (make sure students follow along word for word with the teacher)
o Now that all the beginning letters of each word are highlighted the next step is to put them in ABC order.
You can you the alphabet at the top of the page to help you Here’s what you need to do….
For each word look at the highlighted letter and highlight the letter on the ABC chart
This will help you see which letter will be written first Many steps…but this will help you to write them in the
correct order. If you come to a letter that is already highlighted you
will need to put those 2 word together and look at the next letter and determine which of the 2nd letters comes first in the alphabet
Complete the worksheet whole group
11:10-11:45 Lunch
11:45-12:05 Recess(12:05-1:05 Amy Lunch)
12:05-12:15 Bathroom
12:15-12:45 ReadingBook: Sixteen Runaway Pumpkins
o Who can tell me what this is? (front cover) (RI.K.5.a)o Who can tell me what this is? (back cover) (RI.K.5.a)o What is this called? (title)o Who writes the story? (Author)o Who draw the pictures (illustrator)o Who are the characters in the story? (RL.K3.a)o What is the setting of the story? (RL.K3.a)o What questions are you wondering before/during/after reading this book?
(RL/RI.K.1.a)
12:45-1:45 SRA/snackCATHERS DRA ASSESSMENT
Group 1 Red A: Reading Master I Lesson 20
Group 2 Red B: Reading Mastery I Lesson 77
Group 3 Red C: Reading Mastery I Lesson 119
Group 4 Purple: Reading Mastery II Lesson 84
1:45-2:00 Early Dismissal
Friday October 28, 2016
NO STUDENTS- PARENT/TEACHER CONFERENCES