KToolsLongTermPlanCC

Tools of the Mind—Megan Gilbert

Tools of the Mind Kindergarten Long Term PlanAligned to Common Core State Standards

Training 1: Weeks 1-5


Training 2:Weeks 9-18



Themes Week 1: Back to SchoolWeek 2: GoldilocksWeek 3: Three Little PigsWeek 4: Three Billy Goats GruffWeek 5: Little Red Riding Hood

Week 6: MTH Dinosaur BackgroundWeek 7: MTH Dinosaur Ch. 1-5Week 8: MTH Dinosaur Ch. 6-10

Week 9: MTH Knights BackgroundWeek 10: MTH Knights Ch. 1-5Week 11: MTH Knights Ch. 6-10Week 12: MTH Mummies Background Week 13: MTH Mummies Ch. 1-5Week 14: MTH Mummies Ch. 6-10Week 15: MTH Pirates BackgroundWeek 16: MTH Pirates Ch. 1-5Week 17: MTH Pirates Ch. 6-10

Week 19: MTH Ninja BackgroundWeek 20: MTH Ninja Ch. 1-5Week 21: MTH Ninja Ch. 6-10Week 22: MTH Amazon BackgroundWeek 23: MTH Amazon Ch. 1-5Week 24: MTH Amazon Ch. 6-10Week 25: MTH Ice Age BackgroundWeek 26: MTH Ice Age Ch. 1-5Week 27: MTH Ice Age Ch. 6-10Week 28: MTH Space BackgroundWeek 29: MTH Space Ch. 1-5 Week 30: MTH Space Ch. 6-10

Week 31: MTH Ocean BackgroundWeek 32: MTH Ocean Ch. 1-5Week 33: MTH Ocean Ch. 6-10Week 34: MTH Cowboys Background Week 35: MTH Cowboys Ch. 1-5Week 36: MTH Cowboys Ch. 6-10Week 37: MTH Lions BackgroundWeek 38: MTH Lions Ch. 1-5Week 39: MTH Lions Ch. 6-10Week 40: MTH Polar Bear BackgroundWeek 41: MTH Polar Bear Ch. 1-5Week 42: MTH Polar Bear Ch. 6-10

Culture of Achievement

Week 1: Hopes and Dreams

Week 2: Classroom Promises-“choices” and good choices vs. bad choices; we stop and think before we act because all of our actions have consequences

Week 3: Learning to Listen- We listen and think about what our friends and teachers are saying- Model Morning Meeting routines of sharing/listening

Week 4: Focusing Attention/Following Directions

Week 6: Goals- - What is a goal? Why are goals important? (So we can achieve our dreams)- Introduction of goals for year—quantitative and qualitative “student friendly,” visual tracker- We are empowered students, we can and want to learn, and we are on a mission! (no time to waste)- To reach our goals, we must do our best work. (Introduction of “best work” frames, definition of “best work”—thought hard, excited and proud of what we learned, completed work

Week 9: Empathy-Same or Different?/Caring and Helping--“sounds like”

Week 10: Emotions Management-Managing Frustration/Calming Down Strong FeelingsWeek 11: Emotions Management—Managing Anger/Managing DisappointmentWeek 12: Emotions Management-Handling Waiting/Handling Being Knocked Down

Week 13: Solution Seeking-- What is a problem? How big

**Winter Break

Week 19: Team-- We have collective, ambitious goals that make sure we can achieve our dreams.- We are happy when we are learning together at school- We need each and every one of us to help us reach our goals; you are love and you belong in our classroom.- Role-Play and “Looks Like, Sounds Like” Week 20: Team-- We work in groups and with partners to help each other reach our goals.

Week 31: Perseverance-We take risks. We know that all mistakes are opportunities to learn.

**Spring Break

Week 32: Goals-- Reflection on goals at this point in school year; review urgently working towards goals and concept of “best work” - How do you know if you’re close to reaching your goals?Week 33: Goals-- We have big dreams and with a great education, we can do anything!


Week 5: Fair Ways to Play Week 7: Empathy-Feelings/More Feelings/We Feel Feelings in Our BodiesWeek 8: Empathy-Identifying Anger/Distinction between Feelings and Actions

of a problem is it? Who is responsible for solving my problem? - Steps in Solution SeekingWeek 14: Solution Seeking-Review Steps in Solution Seeking; Scenario Practice (sharing, group control, off-task behavior, aggression, mean words)

Week 15: Goals-- Reflection on goals at this point in school year; review urgently working towards goals and concept of “best work” - How do we set our own goals?- How do we know when we have reached our goal? - Concept of “future” and what it will take for us to achieve our goals in the future—linking education to achieving our dreams

Week 16: Perseverance-Malleable Intelligence; Working Hard; Process over Product Week 17: Perseverance- Definition and Key Points; Role-Play: trying and trying until best work, never giving up,

- Role of “Team Captain”- Role of “Study Buddy” Week 21: Team-- We know how to speak to each other in a group setting that makes sure we are making other people feel great about themselves.- Do’s and Don’ts of working in a group or with a partner- Review of Fair Ways to PlayWeek 22: Team-- To make sure that we reach our goals, we need to help and encourage our friends with their work. - We love helping others and being helped by our friends in the class. - When we have a question or don’t understand something, we ask our partner and our group members before we ask a teacher. We are independent. - We know how to

Week 23: Active Listening-Accountable TalkWeek 24: Active Listening-Accountable TalkWeek 25: Active Listening-Higher-Order QuestioningWeek 26: Active Listening-Higher-Order Questioning

**After teaching Active Listening, can adjust sequence, based on student needs and common classroom problems.

Week 27: Empathy-Review - Student-led role-playing: Caring and Helping/Calming

Week 34: Goals-- We have big dreams and with a great education, we can do anything!

Week 35: Team-Review- To make sure that we reach our goals, we need to help and encourage our friends with their work. - We love helping others and being helped by our friends in the class. - When we have a question or don’t understand something, we ask our partner and our group members before we ask a teacher. We are independent.

Week 36: Empathy-Asset-based thinkingWeek 37: Empathy-Benefits of altruism

Week 38: Solution Seeking- We work to solve the problems with the world outside of our classroom. We are innovative thinkers with ideas that society needs.Week 39: Solution Seeking- We work to solve the problems with the world outside of our classroom. We are innovative thinkers with ideas that society needs.

Week 40: Goals-Final Reflection

Week 41: Team-Celebrating our success! Week 42: Team-Celebrating our success!


Down

Week 28: “Solution Seeking”-Review steps in Solution Seeking and what makes a “good” or “innovative” solutionWeek 29: “Solution Seeking”-academic vs. social problems; differences in the two and solutions for each type

Week 30: Perseverance-We are confident and assertive (definition, looks like/sounds like, application)

Family Engagement - Home Visits- Parent Surveys- Homework/Folder system routines- Volunteer sign-up and interest meeting (1)

Throughout year: send home each unit plan, consistently inform about weekly goals, consistently have weekly/monthly sign-ups for volunteer times

- Goal-setting meetings: understanding academic data and sharing hopes and dreams- Mini-lesson: reading at home and key print concepts/put online

- Mini-lesson: Scaffolded Writing at home/put online/send home Sound Map- Workshop 1: social/emotional and positive discipline

- Volunteer sign-up and interest meeting (2) - Workshop 2- Mini-lesson: Guided Reading/put online/send home mediators

- Workshop 3- Workshop 4

Assessments BY SEPTEMBER 30TH: Literacy DiagnosticMath DiagnosticTRC Assessment BOYDIBELS Assessment-(Letter Fluency, Initial Sound Fluency) BOY

Informal/AnecdotalDIBELS Progress Monitoring (ISF)

Informal/AnecdotalDIBELS Progress Monitoring (ISF)

BY JANUARY 20TH: Literacy MOYMath MOYTRC Assessment MOYDIBELS Assessment-(Letter Fluency, Initial Sound Fluency, Phoneme Segmentation, Nonsense Word) MOY

Informal/AnecdotalTRC Progress Monitoring DIBELS Progress Monitoring (PSF)

BEFORE SB: Literacy MOY 2Math MOY 2TRC Progress Monitoring DIBELS Progress Monitoring (PSF)

BY JUNE 8TH: Literacy SummativeMath SummativeTRC Assessment EOYDIBELS Assessment-(Letter Fluency, Initial Sound Fluency, Phoneme Segmentation, Nonsense


Word) EOYBenchmarks for Scaffolded Writing (by end of training)

NOTE: This varies widely according to student; this is meant to be a general pacing guide

Scaffolded Lines: SWBAT write one line for every one word in their message, with teacher support on no more than one line. SW know the writing procedure and will be consistently writing and checking their lines.

Independent Lines: SWBAT write one line for every one word in their message, without any teacher support. SW, with teacher support, be using the Sound Map to identify the first sound in each word in their message. SW know the procedure for using the Sound Map for support.

Independent IS/ES: SW independently identify the first sound in every word in their message. SW identify all of the ending sounds in each word, with teacher support on no more than two words.

Independent MS/AP: SW identify the middle sound, including vowels, in each word in their message with teacher support on no more than two words. SW write at least two sentences during every writing interaction

Independent AP/WP: SW use word patterns to correctly spell words on the majority of their message. SW be correctly spelling all sight words in their message. SW write at least two sentences during every writing interaction.

Primary Focus of Training

Physical and emotional self-regulation; procedures; dramatization; working memory; building executive function through private speech, mediators, and play; peer support structures and interactions; clean-up and transitions; number sense; alphabet recognition

Physical and emotional self-regulation; procedures; working memory; building executive function through private speech, mediators, and play; dramatization; peer support structures and interactions; clean-up and transitions; number sense; alphabet recognition

Physical and emotional self-regulation; procedures; building executive function through private speech, mediators, and play; dramatization; peer support structures and interactions; comprehension strategies; phonological awareness; number sense; procedural math games

Cognitive self-regulation; academic focus; decoding; group collaboration; leadership within the classroom; math centers; learning conferences; scientific inquiry

Cognitive self-regulation; academic focus; decoding; group collaboration; leadership within the classroom; math centers; editing work; learning conferences; scientific inquiry

Phonics/Phonemic Awareness

- Recognizing Names- Uppercase Letters- Writing Names

- Beginning Sounds- Uppercase and lowercase letters- Letter sounds- Hearing and making rhymes- Hearing, saying, and counting syllables

4 weeks: - Uppercase and lowercase letters (as needed)- Letter sounds (as needed)- Phoneme segmentation (orally and with manipulatives) - Vowels

5 weeks: - Word Building: 1-2 new word patterns/day; 5-10 new word patterns/week; 40 word patterns by end of 5 weeks; SWBAT read words with word patterns, create new words using word patterns, and identify word patterns in isolation

- Digraphs/blends (sh, wh, ch, th, ll, ss, tr) - Word endings (ed, s, es, re-, pre-, -ful, -less) - Phoneme segmentation (orally and with manipulatives) - Word Pattern fluency - Sight words

- Digraphs/blends (sh, wh, ch, th, ll, ss, tr) - Word endings (ed, s, es, re-, pre-, -ful, -less) - Phoneme segmentation (orally and with manipulatives) - Word Pattern fluency - Sight words

Guided Reading N/A N/A N/A Review of print concepts for all students: - SWBAT match spoken

- Strategies: 1. Seen Word Before 2. Word Patterns 3. Make Sense


words to printed words- SWBAT carry the pattern from page to page

- Strategies: 1. Seen Word Before 2. Word Patterns 3. Make Sense

- Comprehension checks: character traits, sequencing, connections, setting

If by end of February, student is still reading at A/B, use the following objectives: - SWBAT say a word that matches my mouth and the picture; get my mouth ready to make first letter sounds- SWBAT locate familiar and new words and sounds- SWBAT use ending and medial sounds to read unfamiliar words- SWBAT read CVC words- SWBAT use word patterns at the end of words while reading- SWBAT use word patterns in the middle of words to decode unfamiliar words- SWBAT to read known words combined with regular endings

- Comprehension checks: character traits, sequencing, connections, setting

Print Concepts - Front/back cover- Title and location- Title page- Author/illustrator and location- Picture walks

- Directionality- Return Sweep- Page Sequence

- Vocabulary: first, last - 1:1 correspondence- Concept of sentence (identifying a sentence, counting words in a sentence, first and last word in a sentence) - Concept of word (identifying a word, counting letters in a word, first and last letter in a word)

- Concept of sentence/word (as needed) - Spacing- Punctuation- Capitalization

- Concept of sentence/word (as needed) - Spacing (as needed) - Punctuation - Capitalization


Morning Meeting - Mystery Question Game: Yes/No (2 days) **use to reinforce skills - Message of the Day; model use of Sound Map and procedure of Scaffolded Writing- Share the News: getting to know you questions- Attention-focusing activities: fingerplays - Community Building Activities - Syllable Clapping - Make a Rhyme

- Mystery Question Game: Mystery Shape, Mystery Word (initial consonant) **use to reinforce skills - Message of the Day, model Sound Map (3 days/week)- Write Along (“We are going to” stem; 2 days/week) - Share the News: getting to know you questions- Attention-focusing activities: fingerplays - Community Building Activities- Syllable Clapping- Make a Rhyme

- Mystery Question Game: Mystery Shape, Mystery Word (initial, ending) Mystery Letter, Mystery Pattern, Mystery Numeral **use to reinforce skills, as needed- Message of the Day: model Sound Map for IS/ES/MS, introduce concept of word patterns, sight words, consonant blends, vowels, long and short lines, link of phoneme segmentation to writing (2 days/week)- Write Along: sight words, consonant blends, punctuation, capitalization, word spacing (no stem, 3 days/week) - Share the News- Attention-focusing activities: fingerplays - Community Building Activities- Syllable Clapping- Make a Rhyme

- Mystery Rhyme, Mystery Word, Mystery Letter, Mystery Pattern, Mystery Numeral Game, Mystery Word (initial-to-ending, ending-to-initial)- Message of the Day model Sound Map for IS/ES/MS, introduce concept of word patterns, sight words, consonant blends, vowels, long and short lines, link of phoneme segmentation to writing (1 day/week)- Write Along: sight words, consonant blends, punctuation, capitalization (silly sentences, jokes, riddles, tongue twisters, 4 days/week)- Editor’s Eyes: punctuation, capitalization, sight words (1 day/week, alternate with Message of the Day)- Share the News: M-TH: focus around center procedures and problem solving; F: Friday Book Club- Attention-focusing activities: fingerplays - Community Building Activities

- Mystery Word Pattern, Mystery Rhyme, Mystery Word, Mystery How Many Sounds?, Mystery Math Games - Editor’s Eyes: punctuation, capitalization, sight words (1 day/week)- Write Along: sight words, consonant blends, punctuation, capitalization, word patterns (silly sentences, jokes, riddles, tongue twisters, 4 days/week)- Share the News - Attention-focusing activities: fingerplays - Community Building Activities

Story Lab (In order, by day):1. Visualization2. Character Empathy3. Inference4. Story Grammar5. Story Comparison

TW model dramatization with students by assigning groups of students to practice playing certain roles; introduce concept of a character, setting,

MTH Message: Just like Jack, we read to learn about the world around us. Reading is exciting because it teaches us new things.

3-week rotations: 1 week of building background through non-fiction read-alouds, 2 weeks of MTH; summarizing what has happened so far in book during each


3-week rotations: 1 week of building background through non-fiction read-alouds, 2 weeks of MTH; summarizing what has happened so far in book during each


3-week rotations: 1 week of building background through non-fiction read-alouds, 2 weeks of MTH

Week 1: Connections, Active


3-week rotations: 1 week of building background through non-fiction read-alouds, 2 weeks of MTH

Week 1: Connections, Active


author/illustrator introduction

Week 1: Connections Week 2, 3: Visualization, Prediction, Character Empathy, Inference

introduction

Week 1: Connections, Active Listening, or VocabularyWeek 2, 3: Visualization, Prediction, Character Empathy, Inference

Listening, or VocabularyWeek 2: - MW: Story Lab, 2 chapters of MTH; same strategies - TTH: Review chapters and strategies from previous day; write chapter summary

Listening, or VocabularyWeek 2: - MW: Story Lab, 2 chapters of MTH; same strategies - TTH: Review chapters and strategies from previous day; write chapter summary

Scaffolded Writing Pick role, write “I am going to be…”

MTH Message: Just like Jack writes in his notebook, we write about the story and about new facts to help us remember.

3-week rotations: 1 week of fact writing, 2 weeks of MTH chapter summaries

Week 1: RWL Fact BooksWeek 2,3: Chapter Summary



Week 1: RWL Fact BooksWeek 2,3: Chapter SummaryCh.10: RWL Comparison or Storyboard



Week 1: RWL Fact BooksWeek 2,3: Chapter Summary TTHCh.10: RWL Comparison or Storyboard



Week 1: RWL Fact BooksWeek 2,3: Chapter Summary TTHCh.10: RWL Comparison or Storyboard

Dramatization/Literacy Centers

Teacher-scaffolded dramatization of fairy tales; team captain; role cards; groups of students play the story at least twice; scaffolded clean-up and focus on transitions

3-week rotations: 1 week of prop-making, 2 weeks of MTH dramatization

Teacher-scaffolded dramatization of MTH story; team captain; role cards; groups of students play the story at least twice; scaffolded clean-up and focus on transitions

Learning Conferences: OPTIONAL for students struggling with social-emotional goals during dramatization centers

3-week rotations: 1 week of prop-making, 2 weeks of MTH dramatization

Teacher-scaffolded dramatization of MTH story; team captain; role cards; groups of students play the story at least twice; scaffolded clean-up and focus on transitions

**stop use of role cards once students are self-regulated enough to decide on roles

Learning Conferences: OPTIONAL for students struggling with social-emotional goals during dramatization centers

SW complete Learning Plans; rotate to all 8 centers throughout the week (2 centers/day)

Listening Center: - Story Comprehension Scaffolded Writing (response to a specific prompt)

Stories Center: - Prop-making- Story dramatization

Sound Center: - Sound sorting - Word Bingo: IS- IHWH Sounds- Word Building- IHWH Word Patterns

SW complete Learning Plans; rotate to all 8 centers throughout the week (2 centers/day)

**TW use Training 3 list as well as the following activities:

Listening Center: - Rodari Exercises- Peanut Reads - Storyboards

Stories Center: - Connection to specific comprehension strategy

Sound Center: - How Many Sounds? Game- Word Bingo: ES


Penmanship: - Cards- MTH “special sentences”

MAB: - Storyboard- Extension page- New book

Word Puzzles:- Sentence puzzles- Word Search- Letter Dot-to-Dot

Literacy Games: - Calling Base Camp- Letter Memory Game- IHWH Sight Words (4 sets)

Investigations:- Science Journals - Collection Study - Venger Collage

Learning Conferences (Friday or last day of week): set center goals for following week

**Choose games according to student data and specific needs; note that these are games that Tools provides, but you may incorporate other games if you choose

- Word Pattern Match Card Game

Penmanship: - Address Book- Writing Numerals

MAB: - Invent-a-Story (Rodari)

Word Puzzles:- Make 4 Words Game - Turn and Read - Tongue Twister, Riddle, Joke, Poem, Song, or Fingerplay Puzzle

Literacy Games: - Sight Word Bingo- Word Pattern Bingo - Words that Rhyme

Investigations:SAME

Learning Conferences (Friday or last day of week): set center goals for following week

**Choose games according to student data and specific needs; note that these are games that Tools provides, but you may incorporate other games if you choose

Small Group Literacy Instruction

N/A N/A N/A M-TH Small Groups during Literacy Centers

Week 19: Review Elkonin Boxes II/III, IHWH Word Patterns, Word Building

Week 20-23: - 2 days/week, add

WP Secrete

M-TH Small Groups during Literacy Centers

Level A/B: Buddy Reading^2

Level C or higher: Individualized Reading


Decoder game and Word Building

- 2 days/week, add Buddy Reading^2 (decoding for A/B books)

Week 24 or when student reaches Level C or higher, implement Individualized Reading (use Running Record to assess)

Whole/Small Group Literacy Games

- Memory Game- Look and Remember- Forbidden Words- Listen and Remember (Do What I Do)- IHWH Names, Colors, Letters (uppercase to uppercase)

- Memory Game- Look and Remember- Forbidden Words- Listen and Remember (Do What I Do)- IHWH Names, Colors, Letters, Letter Sound**

**Add in all IHWH games at own discretion based on skill levels and interest

4 weeks: - IHWH Letters- IHWH Letter Sounds- Elkonin 1: jumping phonemes- Elkonin 2: phonemes using manipulatives - Elkonin 3: number of phonemes

5 weeks: - Word Building and Word Pattern work; IHWH Word Patterns; Make a Word; Read a Word

**Important to get through at least 40 word patterns by Winter Break (not for mastery, but for exposure)

MOVED TO CENTERS MOVED TO CENTERS

Self-Regulation - Fingerplays between EVERY activity or for re-direction of focus- Freeze Game (every day)- Freeze on the Number 1-10 (1-2 times/week)- Pattern Movement (1-2 times/week)- Graphics Practice (Levels 1-2, every day)

- Fingerplays between EVERY activity or for re-direction of focus- Freeze Game (every day)- Freeze on the Number 1-10 (1-2 times/week)- Pattern Movement (1-2 times/week)- Graphics Practice (Levels 1-2, every day)

- Fingerplays between EVERY activity or for re-direction of focus- Freeze Game - Freeze on the Number 1-10 - Pattern Movement - Graphics Practice (Levels 3-5, all letters by December, every day)

**Use at your discretion throughout transitions; optional to continue Graphics Practice

**Use at your discretion throughout transitions; optional to continue Graphics Practice

Calendar Math Timeline Calendar: counting days into month, days of the week, months of the year,

Timeline Calendar: counting days into month, days of the week, months of the year,



Conventional Calendar: counting days into month, days of the week, months of


counting down to special days, days at school/not at school, how many days gone by/left in the school year

Weather Graph: most, least, same, number of, data collection





counting down to special days, days at school/not at school, how many days gone by/left in the school year; skip counting


the year, counting down to special days, days at school/not at school, how many days gone by/left in the school year; skip counting


Math Centers Introduce Games: - Venger Drawings- Number Line Hopscotch- Patterns with Manipulatives- Guess My Number- Numerals Game (**beginning partner games, key procedure)

SWBAT: shape names and attributes, numeral recognition, rote counting, pattern extension and creation, number sense, making sets, comparing numbers (clapping)

Group or teacher-run center games; - Number Line Hopscotch- Guess My Number

Centers: - Patterns with Manipulatives- Numerals Game (1-10)- Venger Drawing- Puzzles and Manipulatives

SWBAT: shape names and attributes, numeral recognition, rote counting, pattern extension and creation, number sense, making sets, counting backwards, comparing written numerals

Introduce Games: - 100s Number Line- Pattern Guessing- Tallying- IHWH Numbers

Group or teacher-run center games: - Number Line Hopscotch- Guess My Number- Pattern Guessing- 100s Number line

Centers: - Numerals Game (10-20)- Patterns with Manipulatives- Venger Drawing- Tallying - IHWH Numbers

SWBAT: sorting, tallying, making sets, writing numerals, rote counting, skip counting (number patterns), pattern extension, counting backwards, comparing written numerals, counting from a number other than 1

Supplemental math standards: money (identification)

Introduce Games:- Market Farm- Stackers- Venger Drawing Collage- IHWH Shapes- IHWH Skip Counting - Guess My Number add/subtract and higher numbers

Centers: - Guess My Number- Numerals Game - Market Farm- Pattern Guessing- Patterns with Manipulatives- IHWH Math- Stackers- Number Line Hopscotch- 100s Number Line- Tallying

SWBAT: writing numerals, making sets, number recognition, positional words, shape names and attributes

Supplemental math standards: money (identification), adding/subtracting (using manipulatives, word problems), 3D shape names

Introduce Games: - Time and Clocks- Architect’s Game- Find the Turtle- Venger Measurement Problem- Number Line Word Problems

Centers: - Guess My Number- Numerals Game - Market Farm- Pattern Guessing- Patterns with Manipulatives- IHWH Math- Stackers- Number Line Hopscotch- 100s Number Line- Tallying - Time and Clocks- Architect’s Game- Find the Turtle- Venger Measurement Problem- Number Line Word Problems

SWBAT: time to the half hour on digital/analog, writing numerals, number recognition, shape names and attributes, positional words

Supplemental math


standards: money (value), measurement (length, weight, comparison), addition/subtraction (equations, place value)

Theme-related Science/Social Studies (including Observation Station)

MTH Message: Just like Jack and Annie, we are interested in science and social studies because it helps us better understand the world around us.

SCIENCEK.1.1K.1.2K.1.3

SOCIAL STUDIESK.1.4K.1.5K.3.1K.3.2K.6


**see RWL planning document for specific lesson topics and standards for each book/theme







Buddy Reading Introduction to procedures of lip and ear mediators

Add Story Lab question cards: Active Listening, Connections; SW ask buddy a question about the story

Print Concepts: - Directionality- Return Sweep- Page Sequence

Story Lab question cards: Active Listening, Connections; SW ask buddy a question about the story

Print Concepts: - Directionality- Return Sweep- Page Sequence

Week 19-21: Story Lab question cards: Active Listening, Connections; SW ask buddy a question about the story

Week 22-: Paired Buddy Reading**

**By this time, students should have read at least 10 books during Buddy Reading^2 in order to begin Paired Buddy Reading

M-TH: Paired Buddy Reading

F: Friday Book Club and MAB Story Share

Tools Kindergarten Long Term Plan CalendarBy Common Core Standard



Training 2:Weeks 9-18



Themes Week 1: Back to SchoolWeek 2: Goldilocks

Week 6: MTH Dinosaur Background

Week 9: MTH Knights Background

Week 19: MTH Ninja Background

Week 31: MTH Ocean Background


Week 3: Three Little PigsWeek 4: Three Billy Goats GruffWeek 5: Little Red Riding Hood

Week 7: MTH Dinosaur Ch. 1-5Week 8: MTH Dinosaur Ch. 6-10

Week 10: MTH Knights Ch. 1-5Week 11: MTH Knights Ch. 6-10Week 12: MTH Mummies Background Week 13: MTH Mummies Ch. 1-5Week 14: MTH Mummies Ch. 6-10Week 15: MTH Pirates BackgroundWeek 16: MTH Pirates Ch. 1-5Week 17: MTH Pirates Ch. 6-10

Week 20: MTH Ninja Ch. 1-5Week 21: MTH Ninja Ch. 6-10Week 22: MTH Amazon BackgroundWeek 23: MTH Amazon Ch. 1-5Week 24: MTH Amazon Ch. 6-10Week 25: MTH Ice Age BackgroundWeek 26: MTH Ice Age Ch. 1-5Week 27: MTH Ice Age Ch. 6-10Week 28: MTH Space BackgroundWeek 29: MTH Space Ch. 1-5 Week 30: MTH Space Ch. 6-10

Week 32: MTH Ocean Ch. 1-5Week 33: MTH Ocean Ch. 6-10Week 34: MTH Cowboys Background Week 35: MTH Cowboys Ch. 1-5Week 36: MTH Cowboys Ch. 6-10Week 37: MTH Lions BackgroundWeek 38: MTH Lions Ch. 1-5Week 39: MTH Lions Ch. 6-10Week 40: MTH Polar Bear BackgroundWeek 41: MTH Polar Bear Ch. 1-5Week 42: MTH Polar Bear Ch. 6-10

Morning Meeting FOUNDATIONAL SKILLSRF.K.1RF.K.3

SPEAKING AND LISTENINGSL.K.1SL.K.3SL.K.4SL.K.6

LANGUAGEL.K.1L.K.4L.K.5L.K.6

FOUNDATIONAL SKILLSRF.K.1RF.K.3RF.K.2


LANGUAGEL.K.1L.K.2L.K.4L.K.5L.K.6.



LANGUAGEL.K.1L.K.2L.K.4L.K.5L.K.6







Story Lab READING: LITERATURERL.K.1RL.K.2RL.K.3RL.K.4RL.K.6RL.K.7RL.K.9

READING: LITERATURERL.K.1RL.K.2RL.K.3RL.K.4RL.K.6RL.K.9

READING:


READING:


READING:


READING:


READING: INFORMATIONALRI.K.5

SPEAKING AND LISTENINGSL.K.1SL.K.2

LANGUAGEL.K.5

INFORMATIONALRI.K.5


LANGUAGEL.K.5

INFORMATIONALRI.K.5


LANGUAGEL.K.5

INFORMATIONALRI.K.5


LANGUAGEL.K.5

INFORMATIONALRI.K.5


LANGUAGEL.K.5

Scaffolded Writing (Fact Book and Chapter Summary)

WRITINGW.K.2W.K.3W.K.5W.K.7W.K.8


LANGUAGEL.K.1L.K.2

FOUNDATIONAL SKILLSRF.K.1



LANGUAGEL.K.1L.K.2




LANGUAGEL.K.1L.K.2

FOUNDATIONAL SKILLSRF.K.1RF.K.2



LANGUAGEL.K.1L.K.2


WRITINGW.K.1W.K.2W.K.3W.K.5W.K.7W.K.8


LANGUAGEL.K.1L.K.2


Dramatization/Literacy Centers

READING: LITERATURERL.K.2RL.K.3 RL.K.9


LANGUAGEL.K.1L.K.6



LANGUAGEL.K.1L.K.6



LANGUAGEL.K.1L.K.6

READING: LITERATURERL.K.1RL.K.2RL.K.3RL.K.9


WRITINGW.K.1W.K.3

READING: LITERATURERL.K.1RL.K.2RL.K.3RL.K.9


WRITINGW.K.1W.K.3


W.K.5

SPEAKING AND LISTENINGSL.K.1

LANGUAGEL.K.1L.K.2L.K.5

***ADD SCIENCE

W.K.5

SPEAKING AND LISTENINGSL.K.1

LANGUAGEL.K.1L.K.2L.K.5

****ADD SCIENCESmall Group Literacy Instruction

N/A N/A N/A READING: LITERATURERL.K.1RL.K.2RL.K.3RL.K.4RL.K.7

READING: INFORMATIONALRI.K.1RI.K.2RI.K.3RI.K.4RI.K.5RI.K.7


LANGUAGEL.K.4L.K.5

READING: LITERATURERL.K.1RL.K.2RL.K.3RL.K.4RL.K.7

READING: INFORMATIONALRI.K.1RI.K.2RI.K.3RI.K.4RI.K.5RI.K.7


LANGUAGEL.K.4L.K.5

Whole/Small Group Literacy Games




Moved to Literacy Centers Moved to Literacy Centers

Self-RegulationCalendar Math COUNTING AND CARDINALITY

K.CC.1K.CC.2K.CC.4K.CC.5K.CC.6K.CC.7

COUNTING AND CARDINALITYK.CC.1K.CC.2K.CC.4K.CC.5K.CC.6K.CC.7





MEASUREMENT AND DATAK.MD.2





Math Centers (this includes standards introduced during the training, not all potential standards covered in centers)

GEOMETRYK.G.2K.G.5K.G.6

COUNTING AND CARDINALTIYK.CC.1K.CC.2K.CC.4K.CC.5K.CC.6

PATTERNS (NO CC STANDARD)

GEOMETRYK.G.2K.G.5K.G.6

COUNTING AND CARDINALTIYK.CC.1K.CC.2K.CC.4K.CC.5K.CC.6

PATTERNS (NO CC STANDARD)

COUNTING AND CARDINALITYK.CC.7

MEASUREMENT AND DATAK.MD.2K.MD..3

COUNTING AND CARDINALITYK.CC.3

OPERATIONS AND ALGEBRAIC THINKINGK.OA.1K.OA.5NUMBER AND OPERATIONS IN BASE TENK.NBT.1

GEOMETRYK.G.1

MONEY (NO CC STANDARD)

OPERATIONS AND ALGEBRAIC THINKINGK.OA.2K.OA.3K.OA.4


GEOMETRYK.G.3K.G.4

Theme-related Science/Social Studies

SCIENCEK.1.1K.1.2K.1.3

SOCIAL STUDIESK.1.4K.1.5K.3.1K.3.2K.6





Buddy Reading READING: LITERATURERL.K.1RL.K.7

READING: INFORMATIOINAL TEXTRL.K.1RL.K.5RL.K.7


READING: LITERATURERL.K.1RL.K.7


READING: FOUNDATIONAL SKILLSRF.K.1

LANGUAGEL.K.1



READING: FOUNDATIONAL SKILLSRF.K.1

LANGUAGEL.K.1



READING: FOUNDATIONAL SKILLSRF.K.1RF.K.3RF.K.4

LANGUAGE



READING: FOUNDATIONAL SKILLSRF.K.1RF.K.3RF.K.4

LANGUAGE


L.K.1 L.K.1

KToolsLongTermPlanCC

Documents

Transcript of KToolsLongTermPlanCC