MondayMarch 26, 20188:20-9:00 Free Choice Centers9:00-9:50 Literacy Stations: 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 135 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 135 by ones and 10’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! I hope you had a wonderful spring break. What was your favorite part? Today we have 6 more sight words and work on the letter Hh. We will read The Easter Egg and we will answer some questions about the story. 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 24 Day 1

--Daily Phonemic AwarenessBlend and Segment Phonemes: Listen /a/ /n/ /t/. What is the word? ant. Listen: red. What are all the sounds you hear in red? /r/ /e/ /d/. Flip chart pg. 25Substitute Phonemes:Listen: toad. I will change the /t/ in toad to /k/. What is the new word? code.Have children change /n/ in net to /g/. /s/ in sad to /h/, and /p/ in pack to /t/ to make new words. Then challenge the children to say the words leg, sad, and fox without the beginning sounds. 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 away, by, he, must, no, there. Apply: Teachers Resource pg 113K.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

Corn DogChicken nachos with white quesoTaco salad12:20-1:00 Journey’s Curriculum Lesson 24 Day 1--Phonemic Awareness/PhonicsLetters HhSing the ABC traditional song and ABC phonics songPhonemic Awareness Warm-up: Read or sing the lyrics to Hattie Horse’s song, and have children echo it line-for-line. Have them listen for the /h/ words and raise their hands when they hear each one. Hattie Horse(tune: The Wheels on the Bus)Hattie Horse is a hungry horse. She’s hungry for her hay of course.She hurries home at noon.

1.Teach/Model: Say Hattie Horse with me: Hattie Horse. Hattie’s letter is the consonant H. The letter h stands for the /h/ sound, the sound you hear at the beginning of Hattie and Horse. You can hear /h/ sound at the beginning of these words: he, how, hug, house. Write the words on the board. Have children underline the h in each word.

2.Guided Practice: Compare and review h, e, n. Write the letters h, e, n and review their sounds. Then say hose. Have children repeat the word, say the beginning sound, and put an x under the correct letter. Repeat with hen, egg, nut, escalator, and nurse.

3.Apply: Teacher Resource pg 115Standard 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/SnackWork with Teacher for the week: additionK.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

1:35-2:05 Read: The Easter EggComprehension: True or FalseK.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 (duty)

2:30-3:00 folders, backpacks, free choice read, exit TicketMaterials for Monday___Exit Ticket (Pinterest account Haskell Board)___Teacher Resource pg 113___Teacher Resource pg 115 ___addition (leveled on Pinterest account Math Board)___Lesson 23 sentence and fluency books___The Easter Egg

TuesdayMarch 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 136 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 136 by ones and 10’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 continue to work on our sight words and on the letter Hh as well as the letter Kk. We will label the parts of a rabbit and talk about how we were kind to someone. 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 24 Day 2--Daily Phonemic AwarenessBlend and Segment Phonemes: Blend the sounds you hear to say my word. Listen: /p/ /o/ /t/. What is the word? pot Have children continue blending the sounds in pan, kit, and bug. Then have children say all the sounds in each word.

Substitute Phonemes: Listen: sock. Change the /s/ in sock to /l/. What is the word? lockHave children change /s/ in sit to /h/, /d/ in dock to /r/ and /l/ in let to /n/ to make new words. Then challenge children to say the words van, fit, and rat without the beginning sounds. 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.)No, away, by, he, must, thereSay the word. noSpell the word. n-oWrite the word.Check the word.Apply: Readers Notebook pg 52K.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)BBQ Rib on a BunMeatball Sub

Cobb Salad12:20-1:00 Journey’s Curriculum Lesson 24 Day 2--Phonemic Awareness/PhonicsLetters KkPhonemic Awareness Warm-up: Display Keely Kangaroo without the letter. Read or sing the lyrics to Keely Kangaroo’s song and have children echo it line for line. Have them listen for the /k/ words and clap their hands when they hear each one.

1. Teach/Model: Say Keely Kangaroo. Keely Kangaroo. Keely Kangaroo’s letter is k. The letter k stands for the /k/ sound, the sound you hear at the beginning fo Keely and Kangaroo. Remind children that c can also stand for the /k/ sound. You can hear /k/ at the beginning of these words: kitten, key, kiss, king. Write the words and call on volunteers to underline the letter k in each word.

2. Guided Practice: Remind children that they have learned to write the letters that stand for the /k/ sound: capital K and small k. Write each letter in the air.Identify /h/ and /k/ using Flip chart pg 27

3.Apply: Readers Notebook pg 54Standard 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/SnackWork with Teacher for the week: additionK.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

1:35-2:05 Read: The Easter EggLabel parts of a Rabbit/ When were you kind to someone writing. 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

2:05-2:30 Recess2:30-3:00 folders, backpacks, free choice read, exit ticketMaterials for Tuesday___Exit Ticket (Pinterest account on Haskell Board)___Readers Notebook pg 52___Readers Notebook pg 54___Parts of the Rabbit label (TPT account)___Kindness paper (TPT account)

WednesdayMarch 28, 20189:00-9:50 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 137 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 137 by ones and 10’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 work on our sight words. We will work on the letters Hh and Kk and build some words with the letters. We will read Hog in a Hat together. We will write about the picture we drew yesterday of us being kind. 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 24 Day 3--Daily Phonemic Awareness

Blend and segment phonemes: Blend the sounds you hear to say my word. Listen: /h/ /a/ /t/. What is my word? hat. Continue with sun, dog, fan, and bed.Repeat the words one at a time, asking children to say all the sounds they hear in each word.Substitute Phonemes: Listen: pen. Change the /p/ in pen to /m/. What is the new word? menHave children change /r/ in ran to /v/, /g/ in got to /d/, and /w/ in wag to /t/ to make new words. Then challenge children to say the words pin, pad, cup, and ten without the beginning sounds. 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.)Away, by, he, must, no, thereSay the word. awaySpell the word. a-w-a-yWrite the word.Check the word.

Apply: Readers Notebook pg 53K.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) Baked HamChicken PattyNo salad option12:20-1:00 Journey’s Curriculum Lesson 24 Day 3--Phonemic Awareness/Phonics: Words with h, kPhonemic Awareness Warm-up: I am going to say a word. Listen for the sound you hear in at the beginning. I’ll do the first one. Listen: hug. What sound do I hear in the beginning of hug? /h/Now let’s do one together. Listen: king. What sound is at the beginning of king? /k/ Now you do some hop? /h/ kit? /k/ kitten? /k/ ham? /h/ hen? /h/

1. Teach/Model: Hattie Horse /h/ Now you say it. Hattie Horse begins with the /h/ sound. The letter h stands for the /h/ sound at the beginning of a word. Remember, knowing the letter h stands for the /h/ sound can help you read words. Write h. Listen: h /h/. Now you say /h/. Write o. Point to h and have children say the sound. Point to o and tell children to say the sound.Blend the sounds. Listen: /h/, /o/, ho.

Write t. Point to h and have children say the sound. Point to o and tell children to say the sound. Point to t and tell children to say the sound.Blend the sounds. Listen /h/, /o/, /t/, hotSay the word Keely Kangaroo. Remind children that c can also stand for the /k/ sound.Repeat with kid.

2. Guided Practice: Blend: Hid, kid, did, bid, rid, SidKit, kin, kid, ham, has, hat, hadHit, hat, hot, hid, had, hop, hipHis, Kim, Ken, has, hen, kitNot, it, big, hip, man, napHis, got get, him, ran, sitKits, skit, scat, hats, hand, hensHog has a big hat. Fox can hop in a hat.

3.Apply: Readers Notebook pg 55Standard 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: Word Building

1. Teach/Model: Give everyone a board and marker. Write b, i, g. Name the letters and sounds. Listen: b /b/, i /i/, g/g/. Blend the words by enunciating the sounds: /b/, /i/, /g/, /big/: big.Tell children that when letters in words change so do the sounds. Tell them that you can make a new word by changing one letter in the word. Have children what as you model the process. I make the word big with b, i, g. If I take away the i and put an a in its place, I have a new word. Blend the sounds with me, /b/ /a/ /g/, /bag/, bag. Ask: What letters are different in big and ag? i, a What sounds do they stand for? /i/ /a/. What is they new word? bagHow are big and bag different from each other? Big has an i in the middle and bag has an a.2. Practice/ApplyBuild words: Have children write the word lid. Reach the word with the children and write it on the board. Tell children to follow your directs and write new words. Have them read each word, the write it.Change the l to h. What is the new word? hidChange i to a. What is the new word? hadChange the d to m. What is the new word? hamChange h to j. What is the new word? jam

Add an s at the end of the word. What is the new word? jams

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: “Hog in a Hat” (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/SnackWork with Teacher for the week: additionK.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

1:35-2:05 Read: The Easter EggWrite: Write about a time when you were kind to another person.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

2:05-2:30 Recess 2:30-3:00 folders, backpacks, free choice read, exit ticket

Materials for Wednesday___Readers Notebook pg 53___Readers Notebook pg 55___The Easter Egg writing when you were kind to someone (TPT account)___Exit Ticket (Pinterest account on Haskell board)

ThursdayMarch 29, 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 138 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 138 by ones and 10’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 decorate an Easter Egg. We will work on letters Hh and Kk. We will make a sentence with our sight words. We will have an egg hunt today! Have a great day!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 24 Day 4--Daily Phonemic Awareness

Blend and Segment Phonemes: Blend the sounds you hear to say my word. Listen: /n/ /o/ /t/. What is the word? not. Continue with lap, kid, rug, yet, and some.Then repeat the words one at a time, asking children to say all the sounds in each word. Substitute Phonemes:Listen: hog. Change the /h/ in hog to /l/. What is the new word? logRepeat the process, changing /s/ in sat to /b/, /k/ in cut to /n/, and /t/ in ten to /h/.Ask children to say the words bus, box, jam, and win without the beginning sounds.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.)Must, away, by, he, no, thereSay the word. thereSpell the word. t-h-e-r-eWrite the word.

Check the word.Apply: Lesson #24 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 Hamburger mac and cheeseChicken nuggetsStrawberry Chicken Salad12:20-1:00 Literacy WorkLetter Work:Teacher’s Resource pg 116K.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: The Easter EggMake: Decorate the Easter EggK.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/Snack

Work with Teacher for the week: Addition1:30-2:05 Egg Hunt K.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, backpacks, free choice read, exit ticketMaterials for Thursday___Teacher Resource pg 116___The Easter Egg decorating the egg (TPT)___Exit Ticket (Pinterest on Haskell board)___Lesson 24 Sentence