Domain 11: Taking Care of the Earth

2015
April 27 th- May 1st
Focus Standards: RI.K.7- With prompting and support, describe the relationship between illustrations and the text in which they appear.,
RI.K.3- With prompting and support, identify main topic and key details of a story.

Q1

Day 1
Lesson 1: Introducing the
Earth
LT: I can match the picture
and the text.

Day 2
Lesson 2: Garbage
LT: I can identify the main
topic and key details.

Day 3

Hook: Show students a

picture of the planets. Ask
students if they know what
they are and if they know
which planet they live on?
Show students a picture of
Earth,

Hook: Show students the

class garbage can. Ask them
to describe what it is and
what we do with it? Review
KWL chart from previous
lesson.

Hook: Show students a picture

of land, water and air. Ask them
if they are able to think of a
similarity between the 3
pictures. Review KWL chart
from previous lesson.

Introduction: Make
prediction chart about what
students think happens to the
garbage.

Introduction: Explain to
students that we can find
natural resources in these
places. They are very important
to people every day needs.

Q2

Introduction: we will be
learning about how to take
care of our planet, Earth.
Create a KWL chart.

New
Learni
ng

Purpose for Listening: To

find out what Earth is made
of by remembering 3
substances or things that
make up the Earth and why
they are important to
people.
I Do: Using Ants, Ants and
More Ants. Teacher will read
the story aloud. Teacher will
turn to the page learning
about parts of ants.
According to the text, tell
what you know about the
picture. Make sure to model
that what you are saying is
what the text is telling you.

Develop
ment

Purpose for Listening: to

learn what happens to
garbage after we throw it in
the trash can. Listen carefully
to find out more about todays
topic: Garbage

Lesson 3: Natural
Resources
LT: I can identify the main
topic and key details.

Purpose for Listening: to

learn more about todays
topic :Earths natural resources.

Day 4
Lesson 6: Composting
LT: I can identify the main topic
and key details.

Day 5
Lesson 7: Pollution
LT: I can identify the main
topic and key details.

Hook: Show students a picture

leftover food on a plate.
Review KWL chart from the
previous lesson.

Hook: Show students 7A-8.

Ask students what they see
in the picture. Make
predictions. Review KWL
chart.
Introduction: We talked
about the 3 things that make
up earth. (land, water and
air) We will now talk about
ways that we pollute the
land, water and air.

Introduction: We are going to

learn about what we do with
leftover details.
Purpose for Listening: We
are going to listen to a story
about the Smith family. Listen
carefully and try to remember
each step in the composting
process.

Purpose for Listening: Tell

the students that today we
will learn about different
types of pollution.

I Do:
Teacher will model finding the
main topic and key details
from Mondays story,
Introducing Earth. Main topic
is earth and key details are
what earth is made of. TW
justify the key details come
from the text.

I Do:
Teacher will model main topic
and key details from previous
days lesson. Teacher can use
strong/weak models of student
work for reviewing. TW justify
the key details come from the
text.

I Do:
Teacher will model main topic
and key details from previous
days lesson. Teacher can use
strong/weak models of student
work for reviewing. TW justify
the key details come from the
text.

I Do:
Teacher will model main
topic and key details from
previous days lesson.
Teacher can use strong/weak
models of student work for
reviewing. TW justify the key
details come from the text.

Read the Read Aloud

Read the Read Aloud

Read the Read Aloud

Read the Read Aloud

Comprehension Questions

Comprehension Questions

Comprehension Questions:

Comprehension
Questions:

Think Pair Share: What can

we do to create less garbage?

Think Pair Share:

What do you think would
happen if there was no more
clean water on Earth?

Think Pair Share: How does

composting leftovers help take
care of the Earth?

Read the Read Aloud

Think Pair Share: Do you
think that everything that
happens in this read aloud
could really happen? Is it
pretend or fantasy? How do
you know?

Formative Check:

Think Pair Share: Describe

one solution to pollution.

Formative Check:

Applicatio
n

Students will complete the

worksheet.

Q3

Formative Check:

Formative Check:

Students will complete the

main idea and key details
graphic organizer.

Students must provide the

main topic and 4 key details.

Students must provide the

main topic and 4 key details.

Students must provide the

main topic and 4 key details.

Intervention:
Reread text. Stop to ask
questions and look at the
pictures for prompting and
support. Look at the pictures,
what do all the pictures talk
about? What is the story
mostly about?

Intervention:
Reread text. Stop to ask
questions and look at the
pictures for prompting and
support. Look at the pictures,
what do all the pictures talk
about? What is the story mostly
about?

Intervention:
Reread text. Stop to ask
questions and look at the
pictures for prompting and
support. Look at the pictures,
what do all the pictures talk
about? What is the story mostly
about?

Intervention:
Reread text. Stop to ask
questions and look at the
pictures for prompting and
support. Look at the
pictures, what do all the
pictures talk about? What is
the story mostly about?

Students who give details but

are unable to connect it to a
main idea.. ask them what do
their details all tell us about.

Students who give details but

are unable to connect it to a
main idea.. ask them what do
their details all tell us about.

Students who give details but

are unable to connect it to a
main idea.. ask them what do
their details all tell us about.

Students who give details

but are unable to connect it
to a main idea.. ask them
what do their details all tell
us about.

Students who give main topic

but no details, allow pictures
for support and prompt from
what they remember in the
story focusing on the main
topic.

Students who give main topic

but no details, allow pictures
for support and prompt from
what they remember in the
story focusing on the main
topic.

Students who give main topic

but no details, allow pictures
for support and prompt from
what they remember in the
story focusing on the main
topic.

Redo strong model.

Redo strong model.

Redo strong model.

Q4= Enrichment

Q4- Enrichment / Extension

Q4:

Q4- Enrichment / Extension

Write to tell the 3 things

that make up the Earth.
(land, water and air)
Why are the important to
people?

Write a letter to Earth to tell

about what you would do if
you saw garbage at the park.

Write a letter to Earth to tell

how we can keep the land,
water and air clean? And why it
is important.

Write a letter to your family

and explain why you want to
start composting.

Closing: Continue with the

KWL chart and review what
was learned in the lesson.
Critical Thinking:
Students will analyze
pictures and refer back to
text to tell what is
happening.

Closing: Continue with and

review KWL chart from
previous lesson.
Critical Thinking:

Closing: Continue with and

review KWL chart from previous
lesson.
Critical Thinking:

Closing: Continue with and

review KWL chart from previous
lesson.
Critical Thinking:

Closing: Continue with and

review KWL chart from
previous lesson.
Critical Thinking:

Students will make

connections between the
main topic and key details.

Students will make connections

between the main topic and
key details.

Students will make connections

between the main topic and
key details.

Students will make

connections between the
main topic and key details.

Students will identify the main

topic of the text.

Students will identify the main

topic of the text.

Students will identify the main

topic of the text.

Students will identify the

main topic of the text.

Intervention:
Redo teacher model using
Ants, Ants and More ants.
Use other pages to model
how illustrations match what
the text is telling us.

Q4

Q5

Formative Check:
Students will complete the
main idea and key details
graphic organizer.

According to the text, what

is happening in the picture.
Write to tell what the text
tells us is happening.
Evaluation/
Assessmen
t

Students will complete the

main idea and key details
graphic organizer.

Students will use relevant

information from the text.

Students must provide the

main topic and 4 key details.

Students will complete the

main idea and key details
graphic organizer.

Students who give main topic

but no details, allow pictures
for support and prompt from
what they remember in the
story focusing on the main
topic.
Redo strong model.
Q4- Enrichment /
Extension
Make a flyer to warn people
about pollution and what we
can do to decrease it.

Students will identify the key

details of the text.

Students will identify the key

details of the text.

Students will identify the key

details of the text.

Students will identify the key

details of the text.

Students will use relevant

details from the text.

Students will use relevant

details from the text.

Students will use relevant

details from the text.

Students will use relevant

details from the text.

Students cannot match

illustrations to the text.

Students cannot tell main

topic and key details.

Students cannot tell main topic

and key details.

Students cannot tell main topic

and key details.

Students cannot tell main

topic and key details.

Students are able to match

illustrations to the text.

Students can tell main topic

and key details.

Students can tell main topic

and key details.

Students can tell main topic

and key details.

Students can tell main topic

and key details.

Students will connect ideas

ion the text.

Below
Target

Characteristi
cs

Student
s

On
Target
Characteristi
cs

Student
s

Phonics

RF.K.3- Know and apply grade-level phonics and word analysis skills in decoding words Demonstrate basic knowledge of
letter-sound correspondences by producing the primary or most frequent sound for each consonant. Associate the long or
short sounds with common spellings for the five major vowels. Read common high frequency words by sight. Distinguish

between similarly spelled words by identifying the sounds of the letters that differ.

Introduction: DRA Picture Walk/Reading (Whole

Group)
Handwriting/Gammar/Sight Words- DOL
Sentences
Learning Target: I can blend sounds to read words.

Criteria for Mastery- Blending sounds to read words

Below- cannot blend to read words
Almost- Read words sound by sound, then blend or Silent Rabbit Reading
Has It- Read words fluently

VC
CVC & sight words (Kip the
Ant)
Beginning Blends
Ending Blends
Digraphs
Long Vowel
CVC & CVCe
R Controlled

VC
CVC
Beginning Blends r blends
Ending Blends
Digraphs
Long Vowel
CVC & CVCe
R Controlled

VC
CVC
Beginning Blends
Ending Blends
Digraphs ng
Long Vowel
CVC & CVCe
R Controlled

VC
CVC
Beginning Blends
Ending Blends
Digraphs
Long Vowel
CVC & CVCe
R Controlled (ar)

VC
CVC
Beginning Blends
Ending Blends
Digraphs
Long Vowel
CVC & CVCe
R Controlled (ir, er, ur)

Deshaun
Tevin
Javen
Kentrell

Aaron
Lily
Preston

Kaselyn
Chad
Jeremiah
James

Nashiyah
Anthony
Lylyanna

Nicholas
Bralyn
Theresa
Bralyn
Maddox
Kyleigh

Words: word from book

Words: words that

begin with br, gr, tr,
dr, cr, fr

Words: ending sound

ong, ang, ing

Words: Words from

book

Words: Words from text

Phonemic Awareness: Tells sounds in words w/ their focused

skill.

Phoneme Deletion (Story Time

Intervention Book)

Word Work: Write the words dictated by the teaching using Turtle Talking Strategy. Teacher Model: I have to write all the sounds I hear in the
word top. First Ill draw lines for the sounds I hear in top. Then Ill write the letters. After I write the letters Ill read the word to check myself.
Blending Sounds to Read: TSW read focus skill words in isolation.
Strategy: Rabbit Reading/ Stop at the Vowel/ Turtle Talking
Text Connection- DRA
Text Connection
Text Connection:
Level
Students deficit will be
addressed during phonics
instruction.
Directionality, Word to
Word, Knowing the
difference between a letter,
word, & sentence

Text Connection:

Worksheets on focused
skill
Comprehension Questions: Picture Walk. Predict. Read story. Id characters, settings, & events. Retell story.
Module 5: Topic C opens in Lesson 10 with students building a Rekenrek to 20, which they will use to count and model numbers for the balance of the year. They will
deepen their understanding of the composition and decomposition of teen numbers as 10 ones and some more ones (K.NBT.1) by showing, counting, and writing (K.CC.3)
the numbers 11 to 20 using a variety of configurations: vertical towers, linear, array, and circular configurations. In each configuration, students count to answer how
many? questions (K.CC.5) and realize that whatever the configuration, a teen number can be decomposed into 10 ones and some ones.
Day 1
Day 2
Day 3
Day 4
Day 5
Lesson 11
Lesson 12: Represent
Lesson 13: Show, count, and
Lesson 14: Show, count,
numbers 20 to 11 in tower
write to answer how many
and write to answer how
(Refer to separate
configurations decreasing by 1 questions in linear and array
many questions with up to 20
Lesson Planning sheet)
a pattern of 1 smaller.
configurations.
objects in circular
LT:
LT: I can represent and tell
configurations.
how many is 1 less.
LT: I can count to tell how
Materials:
many.
LT: I can count to tell how
Materials: 10 cubes one
many.
color (10 additional cubes),
Materials:
index cards
Fluency: Write Teen Numbers (Teacher displays teen numbers & have students write the numerals.

Topic C
Assessment

Q1

Hook:

Application Problem:

Formative Check:

Q2

Concept Development:

Hook: Discuss meaning of the

word more. If I have 1 more,
what does that mean?
(number gets bigger, you add
to) So if I have 1 less, what do
you think that means?
-Make anchor chart
Application Problem: 5.C.19
allow students to complete
on number bonds
Concept Development:
Concrete RepresentationStarting off with 20 cubes,
take one away. How many are
there?
19. 1 less than 20 is 19. Refer
to number line with taking 1
away so students can see the
answer will be the number
before.

Representational StageProblem Set Sheet

First we have 20, we have to
tell 1 less than 20. (19).
Whats one less than 19? (18)

Hook: Arrange 10 students in a

row. How many students do we
have?

Hook: Arrange 10 students

in a circular configuration.
How many students do we
have?

Application: 5. C. 27
Application Problems

Formative Check: Teacher

Made Sheet

Formative Check: Teacher

Made

Q3- Concept
Development: (10
minutes) (Identify
Numbers)
Review counting the Say Ten
Way & regular way using
number line. Allow students
to pick numbers from bag
(11-20) & the Teacher will
show how many using cubes.

Allow students to use number

line. Complete 20-16 together.

Formative Check: Problem

Set Numbers 15-10

Q3

Intervention:

Q4

Q4

Q5

Intervention: Return to
concrete representational
stage. While completing
problem set, use cubes to
help. Here I have 20, my
target is to tell how many is
one less, when I hear the word
less, it means the number will
get smaller, I will take one
away. Take 1 away from 20
cubes. How many do we have.
Count w/ students. So one less
than 20 is 19. Illustrate on
problem set. Continue.

Q4- Complete numbers bonds

of taking 1 away. (number
bond sheet)
-IXL/Exit Ticket

PB Partners One partner will

show teen number, the other
will identify & represent.
1 to 1 Correspondence
-Count using scratch out
strategy.
Q3Concept Development: (10
minutes)
Review counting the Say Ten
Way & regular way using
number line. Allow students to
pick numbers from bag (11-20)
& the Teacher will show how
many using cubes.
PB Partners One partner will
show teen number, the other
will identify & represent.
-Count using scratch out
strategy.

Q4- Pick a teen number.

Illustrate objects in a
circular configuration.
IXL, Problem Set, Exit
Ticket

Q4- Pick a teen number.

Illustrate objects in a row
IXL, Problem Set, Exit
Ticket

Problem Solving: Count to tell how many when objects are in a row or circular configuration
Analytical Thinking: Daily Application Problems
Practical Thinking: Students will Arrange themselves in rows & circular configurations, then count to tell how many
Research Based Thinking: Refer to number line to assist when telling how many is 1 less or 1 more

Need
Suppo
rt
Characteri
stics

On
Targe
t

Closing:

Closing: Exit Ticket

Exit Ticket

Student Debrief Questions

a) Students have difficulty

counting forward on number
line
b) difficulty telling how
many is 1 more
c) difficulty representing
numbers on chart

a) difficulty counting backward

on number line
b)difficulty telling how many is
1 less
c) difficulty representing
numbers on problem set chart

can do all of the above

Can do all of above

Closing Exit ticket

Student debrief questions

Closing Exit Ticket

Student Debrief Questions

a) difficulty counting 1 to 19
b) difficulty counting using 1 to
1 correspondence
c) difficulty identifying numbers
d) difficulty writing numbers

a) difficulty counting 1 to 19
b) difficulty counting using 1
to 1 correspondence
c) difficulty identifying
numbers
d) difficulty writing numbers

Characteri
stics