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Teacher: Stadsvold

Subject: Math

Date: Week 13 Monday

(Gifted Lesson)

Calendar procedures 8:50 9:00 / 12:05 12:15 (10 minutes)


Math Lesson 9:00 9:25 / 12:15 12:40 (25 minutes)
Math Objectives For Quarter 2
Numeration
K.1.1 The student, given two sets, each containing ten or fewer concrete objects, will identify and describe one set as having more, fewer, or
the same number of members as the other set, using the concept of one-to-one correspondence.
K.1.2 The student will count orally the number of objects in a set containing 20 or fewer concrete objects
K.1.3 The student will read and write the numeral that corresponds to a set of 20 or fewer concrete objects.
K.1.4 The student will select the numeral from a given set of numerals that corresponds to a set of 20 or fewer concrete objects.
K.1.5 The student will, given an ordered set of ten objects and/or pictures, indicate the ordinal position of each object, first through tenth, and
the ordered position of each object.
K.1.6.The student will count forward from zero to 100.
K.1.9 The student will identify one more than and one less than a number.
K.1.12 The student will decompose numbers less than or equal to 10 into pairs in more than one way.
Geometry
MA.K.4.1 TSW identify and describe plane and solid geometric figures
MA.K.4.2 TSW compare size and shape of plane geometric figures
MA.K.4.3 TSW sort and classify objects according to attributes
MA.K.5.1 TSW ID pictorial representations of a circle, triangle, square and rectangle regardless of position and orientation in space
MA.K.5.2 TSW describe the location of one object relative to another using the terms above, below, and next to
MA.K.7.1 TSW ID, describe, and extend a repeating patterns.
MATH I Can statement(s):
I can
I can
Type of lesson:
Whole group lesson
Small group lesson
Whole Group & Small Group
Work Stations
Assessmens
Resources and Materials:
Gifted Lesson
Assessment: Gifted Lesson

Academic Vocabulary:
Gifted Lesson

Teacher: Stadsvold

Subject: Language Arts & Writing

Date: Week 13 Monday

Small Group / Centers 9:25 10:30 / 12:40 1:45 (65 minutes)


Whole
Group 10:30
10:50
/ 1:45 based
2:10on
(25need
minutes)
Differentiation:
Teacher will
determine
and student data.
Writing
10:50

11:10
/
2:10

2:30
(20
minutes)
Procedures/Direct Instruction

(Gifted Lesson)

Oral Language Objectives For Quarter 2


Do all calendar procedures calendar, daily depositor (straws), paper clips, number grid, make a match, tens frame
ELA.K.1.1 Listen and respond to a variety of literary forms, including stories and poems.
Math
Lesson -effectively
Gifted Lesson
ELA.K.1.2
Participates
in a variety of oral language activities, including group and partner collaboration
Math WorkParticipate
Stationsin oral Work
Station
#1- Trace
shapes narratives.
and make patterns (L: 4 shape options M: 6 shapes H: all shapes)
ELA.K.1.2a
generation
of language
experience
ELA.K.1.2b Participate on creative
dramatics.
Work
Station #2- Shape house building (Differentiated by asking lower/higher level questions)
ELA.K.1.2c Use complete sentences
include
and object.
Workthat
Station
#3-subject,
Lego-verb,
roll and
build (H: tall how many legos using white board)
ELA.K.1.5 Follows implicit rules
for
conversation
including
taking
turns and(L:
staying
on topic
Work Station #4- Link building patterns
2-3 colors
M: 3-4 colors H: all colors)
ELA.K.1.6 Follows one and two
step
directions.
Work Station #5- Button sort
ELA.K.6.1 Discuss meanings of words.
ELA.K.6.2 Develop vocabulary by listening to a variety of texts read aloud
Reading Objectives For Quarter 2
ELA.K.6.2 Develop vocabulary by listening to a variety of texts read aloud
I Can statement(s):
Language
Arts
Writing
ELA.K.7.1
Identify what an author
does and
what an illustrator does.
ELA.K.7.2 Make connections before, during, and after reading.
I can differentiate between fiction and nonfiction text.
I can recall non-fiction text and write about it.
ELA.K.7.3 Use titles and pictures to identify the topic and to make predictions.
IELA.K.7.4
can identify
text
features.
Identify text features specific to the topic, such as titles, headings, and pictures.
Type
of
lesson:
ELA.K.7.5 Ask and answer questions about what is read.
Whole group
interactive
read aloud
lesson
Whole group shared reading lesson
Class Made Book Reading
ELA.K.7.6
Discuss
characters,
setting,
and events.
Whole
group
interactive
writing
lesson
Whole
group
shared
writing
lesson
Individual Writing Activity
ELA.K.7.6a Use story language in discussions and retellings.
Resources and
Materials:
Key vocabulary:
ELA.K.7.7
Retell
familiar stories, using beginning, middle, and end.
Book: Discovering
Worldby Melvin
and Gilda
ELA.K.7.8
Identify My
simple
factsPenguins
and information
relevant
to theBerger
topic in a nonfiction selection.
Text features
think
link
Academic
vocabulary
ELA.K.7.9
Use
word
references (e.g., word walls and simple dictionaries) and appropriate
technology
to support comprehension of text
Non-Fiction
Writing Objectives For Quarter 2
Heading
ELA.K.8.1 Demonstrate early concepts of print
Bold
ELA.K.8.1a Print Upper and lowercase letters independently
Title
ELA.K.8.1b Print his/ her first and last names
Picture
ELA.K.8.1c Demonstrate mastery of directionality in writing.
ELA.K.8.1d use appropriate spacing between letters, words, and sentences
ELA.K.8.1e
differentiate between pictures and print
Sight Words
Procedures/Direct
ELA.K.8.2
Draw pictures and /or useLittle,
lettersatand phonetically spelled words to write about experiences
Instruction
ELA.K.8.3
Use letters andcheck
beginning
consonant
sounds
to words
spell phonetically
Provide input, demonstrate/model,
for
TTW
introduce
sight
on dry erasewords
board.to describe pictures or write about experiences.
understanding. Compose narrative writing
ELA.K.8.4
TTW
use
the
words
in
a
sentence
and
ask
a few students to do the same.
What teaching moves will you make?
ELA.K.8.5
Compose
expository
writing.
What questions will you pose? What
information do students need?
Language Arts
What vocabulary needs to be taught?
TTW
meet
TS
on
the
rug
How will the students interact with the content
TTW show the students the think link and circle the first two appropriate pictures
of the lesson?
TTW call students by sticks to come circle what they think is next

TTW ask the student why did you chose that picture
TTW ask questions guiding the text features based on student answer
TCW complete the rest of the activity
TTW lead a discussion on text features and when they are seen
TCW move to the other rug
TTW introduce site words and use them in sentences
Before Reading: Introduce the book by discussing the front cover, author, illustrator, title and ask TS if they think the book
is fiction or non-fiction, why?
During Reading: Ask TS to think about if the story has a character. Point out insets in the text and headings. Re-poll
students on fiction or non-fiction text.
After Reading: Discuss why the book was non-fiction.
Writing
TCW move back to the calendar rug
TTW ask students to share penguin features. TTW ask What does a penguin look like to you?
TTW guide students to- orange beak, black webbed feet, white and black feathers, etc
TTW model creating a diagram of a penguin and writing a heading and sentence about the penguin in the book
TTW use the Smartboard to model
TSW return to their seats and create their own diagram and sentence
TT/TAW help students with spelling by writing the words on individual white boards
Assessment Anecdotal notes

Work Stations

Work Station #1 Sight Word magnetic letters Build it, Write it


Work Station #2 Sight Word Cut, Build, Glue & Write
Work Station #3 Differentiated- Handwriting sheet according to Words Study letters
Work Station #4 Letter wheels- students will complete letters that match their word study letters
Work Station #5 Site word bingo

at

little

Teacher: Stadsvold

Subject: Math

Date: Week 13 Tuesday (Music: 10:30 11:00 / 2:30 3:00)

Calendar procedures 8:50 9:00 / 12:05 12:15 (10 minutes)


Math Lesson 9:00 9:25 / 12:15 12:40 (25 minutes)
Math Objectives For Quarter 2
Numeration
K.1.1 The student, given two sets, each containing ten or fewer concrete objects, will identify and describe one set as having more, fewer, or
the same number of members as the other set, using the concept of one-to-one correspondence.
K.1.2 The student will count orally the number of objects in a set containing 20 or fewer concrete objects
K.1.3 The student will read and write the numeral that corresponds to a set of 20 or fewer concrete objects.
K.1.4 The student will select the numeral from a given set of numerals that corresponds to a set of 20 or fewer concrete objects.
K.1.5 The student will, given an ordered set of ten objects and/or pictures, indicate the ordinal position of each object, first through tenth, and
the ordered position of each object.
K.1.6.The student will count forward from zero to 100.
K.1.9 The student will identify one more than and one less than a number.
K.1.12 The student will decompose numbers less than or equal to 10 into pairs in more than one way.
Geometry
MA.K.4.1 TSW identify and describe plane and solid geometric figures
MA.K.4.2 TSW compare size and shape of plane geometric figures
MA.K.4.3 TSW sort and classify objects according to attributes
MA.K.5.1 TSW ID pictorial representations of a circle, triangle, square and rectangle regardless of position and orientation in space
MA.K.5.2 TSW describe the location of one object relative to another using the terms above, below, and next to
MA.K.7.1 TSW ID, describe, and extend a repeating patterns.
MATH I Can statement(s):
I can compare similarities and differences between patterns.
I can create a pattern.
I can extend a repeating pattern by adding at least two repetitions.
Type of lesson:
Whole group lesson
Small group lesson
Whole Group & Small Group
Work Stations
Assessments
Resources and Materials:
Book: Button Box

Academic Vocabulary:
Pattern

Teacher: Stadsvold

Subject: Language Arts & Writing

Date: Week 13 Tuesday (Music: 10:30 11:00 / 2:30 3:00)

Small Group / Centers 9:25 10:30 / 12:40 1:45 (65 minutes)


Whole
GroupFormative 10:30 10:50
1:45
Assessment:
Check/off
list 2:10 (25 minutes)
Writing 10:50 11:10 / 2:10 2:30 (20 minutes)
Oral Language Objectives For Quarter 2
ELA.K.1.1
Listen and
respond
a variety based
of literary
forms,
stories and poems.
Differentiation:
Teacher
willtodetermine
on need
andincluding
student data.
ELA.K.1.2
ParticipatesInstruction
effectively in a variety of oral language activities, including group and partner collaboration
Procedures/Direct
ELA.K.1.2a
Participate
oral generation
of language
experience
Do all
calendarinprocedures
calendar,
daily
depositornarratives.
(straws), paper clips, number grid, make a match, tens frame
ELA.K.1.2b Participate on creative dramatics.
Math
Lesson
sentences that include subject, verb, and object.
ELA.K.1.2c
Use
complete
TSW
join TT
on the
rugfor conversation including taking turns and staying on topic
ELA.K.1.5
Follows
implicit
rules
TTW
go
over
carpet
how to keep the RAMs code during our activity
ELA.K.1.6 Follows one and tworules
step and
directions.
TTW
clap/snap
several
patterns and have TS repeat
ELA.K.6.1
Discuss
meanings
of words.
ELA.K.6.2
Develop
vocabulary
a variety
of texts
read
aloud
TTW
ask the
students by
to listening
say whattowe
did (clap,
snap,
clap,
snap) (Clap, clap, snap, clap, clap, snap) etc
ReadingTTW
Objectives
For
Quarter
2
point out patterns in her outfit
ELA.K.6.2
Develop
vocabulary
listening
to a variety
of texts
TTW
call students
up by
who
are wearing
patterns
andread
ask aloud
classmates to identify the pattern they are wearing
ELA.K.7.1
Identify
what
an
author
does
and
what
an
illustrator
does.
TTW ask TS where else we see patterns in life
ELA.K.7.2
Make
connections
before, during, and after reading.
TTW
read
story to TS
ELA.K.7.3 Use titles and pictures to identify the topic and to make predictions.
TCW talk about patterns in book as reading
ELA.K.7.4 Identify text features specific to the topic, such as titles, headings, and pictures.
Math Work
Work Station
#1-isTrace
ELA.K.7.5
AskStations
and answer questions
about what
read. shapes and make patterns (L: 4 shape options M: 6 shapes H: all shapes)
Work
Station
#2Shape
house building (Differentiated by asking lower/higher level questions)
ELA.K.7.6 Discuss characters, setting, and events.
Work
Station #3Lego- roll and build (H: tall how many legos using white board)
ELA.K.7.6a Use story language
in discussions
and retellings.
Work
Station
#4building
patterns (L: 2-3 colors M: 3-4 colors H: all colors)
ELA.K.7.7 Retell familiar stories, using beginning, Link
middle,
and end.
Work
Station #5-relevant
Buttontosort
ELA.K.7.8 Identify simple facts
and information
the topic in a nonfiction selection.
ELA.K.7.9 Use word references (e.g., word walls and simple dictionaries) and appropriate technology to support comprehension of text
Writing Objectives For Quarter 2
ELA.K.8.1 Demonstrate early concepts of print
ELA.K.8.1a Print Upper and lowercase letters independently
I Can statement(s):
Arts
Writing
ELA.K.8.1b
Print his/ her firstLanguage
and last names
ELA.K.8.1c
Demonstrate
mastery
of directionality
in writing.
I can differentiate
between
fiction
and nonfiction
text.
I can recall non-fiction text and write about it.
ELA.K.8.1d
use
appropriate
spacing
between
letters,
words,
and
sentences
I can identify text features.
ELA.K.8.1e
differentiate between pictures and print
Type of lesson:
ELA.K.8.2 Draw pictures and /or use letters and phonetically spelled words to write about experiences
Whole group interactive read aloud lesson
Whole group shared reading lesson
Class Made Book Reading
ELA.K.8.3
Use
letters and
beginning
consonant sounds Whole
to spellgroup
phonetically
words tolesson
describe pictures Individual
or write about
experiences.
Whole group
interactive
writing
lesson
shared writing
Writing
Activity
ELA.K.8.4 Compose narrative writing
Resources and Materials:
Key vocabulary:
ELA.K.8.5 Compose expository writing.
Book: Penguins Big Hill by Dana Regan
Academic vocabulary
Nonfiction
Fiction
Heading

Table of contents
Title
Pictures
Bold print

Differentiation: The teacher will determine based on student data.


Example: Teacher may need to meet in small groups to address students having difficulty with new vocabulary.
Sight Words
Procedures/Direct
Little,
at
Instruction
Provide input, demonstrate/model, check for
TTW show sight words and ask students to read the words
understanding.
TTW ask students to use in sentence
What teaching moves will you make?
Language Arts
What questions will you pose? What
information do students need?
Before Reading: Introduce the book by discussing the front cover, author, illustrator, title and let students make
What vocabulary needs to be taught?
predictions. TTW ask TS if they think this book is fiction (finger on nose) or non-fiction (finger on chin). TSW make
How will the students interact with the
predictions about what will happen in the story
content of the lesson? v
During Reading: Ask TS to think about if the story has a character. TTW stop and ask students if they have ever been
scared to do something, what was it? Did you end up doing it?
After Reading: TTW re-poll students on if the text was fiction or non-fiction
Writing
TCW move to the calendar rug and discuss their favorite penguin fact.
TTW share favorite fact and model writing the sentence using smart board.
TSW return to their seats and TT/TAW assist students in writing sentences.
TS that need extra help will have their sentence written on a white board for their reference.
Assessment Anecdotal notes to guide lesson fiction/nonfiction lesson Thursday and Friday
Work Station #1 Sight Word magnetic letters Build it, Write it
Work Stations
Work Station #2 Sight Word Cut, Build, Glue & Write
Work Station #3 Differentiated- Handwriting sheet according to Words Study letters
Work Station #4 Letter wheels- students will complete letters that match their word study letters
Work Station #5 Site word bingo

Teacher: Stadsvold

Subject: Math

Calendar procedures 8:50 9:00 / 12:05 12:15 (10 minutes)


Math Lesson 9:00 9:25 / 12:15 12:40 (25 minutes)

Date: Week 13 Wednesday

Math Objectives For Quarter 2


Numeration
K.1.1 The student, given two sets, each containing ten or fewer concrete objects, will identify and describe one set as having more, fewer, or
the same number of members as the other set, using the concept of one-to-one correspondence.
K.1.2 The student will count orally the number of objects in a set containing 20 or fewer concrete objects
K.1.3 The student will read and write the numeral that corresponds to a set of 20 or fewer concrete objects.
K.1.4 The student will select the numeral from a given set of numerals that corresponds to a set of 20 or fewer concrete objects.
K.1.5 The student will, given an ordered set of ten objects and/or pictures, indicate the ordinal position of each object, first through tenth, and
the ordered position of each object.
K.1.6.The student will count forward from zero to 100.
K.1.9 The student will identify one more than and one less than a number.
K.1.12 The student will decompose numbers less than or equal to 10 into pairs in more than one way.
Geometry
MA.K.4.1 TSW identify and describe plane and solid geometric figures
MA.K.4.2 TSW compare size and shape of plane geometric figures
MA.K.4.3 TSW sort and classify objects according to attributes
MA.K.5.1 TSW ID pictorial representations of a circle, triangle, square and rectangle regardless of position and orientation in space
MA.K.5.2 TSW describe the location of one object relative to another using the terms above, below, and next to
MA.K.7.1 TSW ID, describe, and extend a repeating patterns.
MATH I Can statement(s):
I can compare similarities and differences between patterns.
I can create a pattern.
I can extend a repeating pattern by adding at least two repetitions.
Type of lesson:
Whole group lesson
Small group lesson
Whole Group & Small Group
Work Stations
Assessments
Resources and Materials:
Math Buckets
White boards
Dry erase markers
Testing folders
Assessment
Assessment: K 4.1

Academic Vocabulary:
Pattern

Differentiation: Teacher will determine based on need and student data.

Teacher: Stadsvold

Subject: Language Arts & Writing

Date: Week 13 Wednesday

Small Group / Centers 9:25 10:30 / 12:40 1:45 (65 minutes)


Whole
Group 10:30
10:50 / 1:45 2:10 (25 minutes)
Procedures/Direct
Instruction
Writing
10:50
11:10 procedures
/ 2:10 2:30
(20 minutes)
Do
all calendar
calendar,
daily depositor (straws), paper clips, number grid, make a match, tens frame

Oral Language
Objectives
For Quarter 2
Math Lesson

ELA.K.1.1 Listen
and
respond
o Work Stationsto a variety of literary forms, including stories and poems.
ELA.K.1.2 Participates effectively in a variety of oral language activities, including group and partner collaboration
TTW go over the new work buckets and introduce/model each bucket
ELA.K.1.2a Participate in oral generation of language experience narratives.
on
Assessment
ELA.K.1.2b Participate
creative dramatics.
TTW
call
groups
by table
ELA.K.1.2c Use complete sentences
that
include
subject,
verb, and object.
ELA.K.1.5 Follows implicit rules
for
conversation
including
TTW set up testing folderstaking turns and staying on topic
ELA.K.1.6 Follows one and two
step directions.
TTW
go over the assessment with TS and remind them to stay in their fair space
ELA.K.6.1 Discuss meanings of words.
by
TTW
give to
TSa their
assessment
ELA.K.6.2 Develop vocabulary
listening
variety
of texts read aloud
Reading Objectives For Quarter 2
Math Work
Stations
Station
Traceofshapes
andaloud
make patterns (L: 4 shape options M: 6 shapes H: all shapes)
ELA.K.6.2
Develop
vocabularyWork
by listening
to #1a variety
texts read
ELA.K.7.1 Identify what an author
does
and
what
an
illustrator
does.
Work Station #2- Shape house building (Differentiated by asking lower/higher level questions)
ELA.K.7.2 Make connections before,
during, and
reading.
Work Station
#3-after
Legoroll and build (H: tall how many legos using white board)
ELA.K.7.3 Use titles and pictures
to identify
topic
andbuilding
to make patterns
predictions.
Work
Stationthe
#4Link
(L: 2-3 colors M: 3-4 colors H: all colors)
ELA.K.7.4 Identify text features
specific
to
the
topic,
such
as
titles,
headings,
and pictures.
Work Station #5- Button sort
ELA.K.7.5 Ask and answer questions about what is read.
ELA.K.7.6 Discuss characters, setting, and events.
ELA.K.7.6a Use story language in discussions and retellings.
ELA.K.7.7 Retell familiar stories, using beginning, middle, and end.
I Can statement(s):
Language
Arts relevant to the topic in a nonfiction selection.
Writing
ELA.K.7.8
Identify simple facts
and information
ELA.K.7.9 Use word references (e.g., word walls and simple dictionaries) and appropriate technology to support comprehension of text
I can learn the difference between fiction and non-fiction.
I can make connections to stories.
Writing Objectives For Quarter 2
I can tell the difference between pictures and text.
ELA.K.8.1 Demonstrate early concepts of print
Type of lesson:
ELA.K.8.1a
Print Upper and lowercase letters independently
Whole
group
interactive
lesson
Whole group shared reading lesson
Class Made Book Reading
ELA.K.8.1b Print
his/ herread
firstaloud
and last
names
Whole
group
interactive
writing
lesson
Whole
group
shared
writing
lesson
Individual Writing Activity
ELA.K.8.1c Demonstrate mastery of directionality in writing.
Resources
and
Materials:
Key
vocabulary:
ELA.K.8.1d use appropriate spacing between letters, words, and sentences
Book: Polar differentiate
Babies by Susan
Ringpictures and print
Academic vocabulary
ELA.K.8.1e
between
Sight word Draw
book pictures and /or use letters and phonetically spelled words to write
Nonfiction
ELA.K.8.2
about experiences
Book: I Went
Walking
by Sue
Williams
Fiction
ELA.K.8.3
Use
letters and
beginning
consonant sounds to spell phonetically words
to describe pictures or write about experiences.
Heading
ELA.K.8.4 Compose narrative writing
Table of contents
ELA.K.8.5 Compose expository writing.
Inset
Differentiation: Anecdotal notes. TT/TAW assist lower students when writing sight word book.
Example: Teacher may need to meet in small groups to address students having difficulty with new vocabulary.

Procedures/Direct
Instruction
Provide input, demonstrate/model, check for
understanding.
What teaching moves will you make?
What questions will you pose? What
information do students need?
What vocabulary needs to be taught?
How will the students interact with the
content of the lesson?

Sight Words
Little, at
TTW put sight word book on smart board and model first few pages with students.
TTW use name sticks to call students to the board and help decide which word goes in which blank
TTW repeat until the book is finished
TTW read through the book with TS
TSW return to their seats and fill in their book
TSW color after they are finished and have read the book twice and to a teacher
Language Arts
Before Reading: Introduce the book by discussing the front cover, author, illustrator, title and let students make
predictions. (Do you think this story is going to be a real polar bears or a make believe polar bears?) What do you think
the polar babies are going to do?
During Reading: Ask TS to think about if the story has a character. Do polar babies do that in real life? Where is the
setting of this story?
After Reading: Ask if the book had any characters? Is this book fiction or non-fiction? How do you know? Share
favorite details about polar babies
Writing
BAW Pg 128
TTW show the book: I Went Walking
TTW ask students what this story could be about? Do you think their will be a character?
TTW read the story then TTW ask What does the boy see when he goes walking?
TTW ask TS what might you see on a walk in your neighborhood?
TTW document answers on chart paper

Assessment TTW/TA observe and collect data on students who are able to complete sight word book on their own.
Work Station #1 Sight Word magnetic letters Build it, Write it
Work Stations
Work Station #2 Sight Word Cut, Build, Glue & Write
Work Station #3 Differentiated- Handwriting sheet according to Words Study letters
Work Station #4 Letter wheels- students will complete letters that match their word study letters
Work Station #5 Site word bingo

Teacher: Stadsvold

Subject: Math

Date: Week 13 Thursday (Library)

Calendar procedures 8:50 9:00 / 12:05 12:15 (10 minutes)


Math Lesson 9:00 9:25 / 12:15 12:40 (25 minutes)
Math Objectives For Quarter 2
Numeration
K.1.1 The student, given two sets, each containing ten or fewer concrete objects, will identify and describe one set as having more, fewer, or
the same number of members as the other set, using the concept of one-to-one correspondence.
K.1.2 The student will count orally the number of objects in a set containing 20 or fewer concrete objects
K.1.3 The student will read and write the numeral that corresponds to a set of 20 or fewer concrete objects.

K.1.4 The student will select the numeral from a given set of numerals that corresponds to a set of 20 or fewer concrete objects.
K.1.5 The student will, given an ordered set of ten objects and/or pictures, indicate the ordinal position of each object, first through tenth, and
the ordered position of each object.
K.1.6.The student will count forward from zero to 100.
K.1.9 The student will identify one more than and one less than a number.
K.1.12 The student will decompose numbers less than or equal to 10 into pairs in more than one way.
Geometry
MA.K.4.1 TSW identify and describe plane and solid geometric figures
MA.K.4.2 TSW compare size and shape of plane geometric figures
MA.K.4.3 TSW sort and classify objects according to attributes
MA.K.5.1 TSW ID pictorial representations of a circle, triangle, square and rectangle regardless of position and orientation in space
MA.K.5.2 TSW describe the location of one object relative to another using the terms above, below, and next to
MA.K.7.1 TSW ID, describe, and extend a repeating patterns.
MATH I Can statement(s):
I can compare similarities and differences between patterns.
I can create a pattern.
I can extend a repeating pattern by adding at least two repetitions.
Type of lesson:
Whole group lesson
Small group lesson
Whole Group & Small Group
Work Stations
Assessments
Resources and Materials:
Work buckets
Assessment
White Boards
Assessment: K 4.1

Academic Vocabulary:
Pattern

Differentiation: Teacher will determine based on need and student data.


Procedures/Direct Instruction
Do all calendar procedures calendar, daily depositor (straws), paper clips, number grid, make a match, tens frame
o Work Stations
TTW go over the new work buckets and introduce/model each bucket
TTW use students to model each activity
TTW remind students of the RAMs code and how they should behave in their centers
TTW send students to their table with their buckets

Math Work Stations

City-wide Assessment
TTW call a student to the table
TTW go over the assessment with TS
TTW give TS their assessment
Work Station #1- Trace shapes and make patterns (L: 4 shape options M: 6 shapes H: all shapes)
Work Station #2- Shape house building (Differentiated by asking lower/higher level questions)
Work Station #3- Lego- roll and build (H: tall how many legos using white board)
Work Station #4- Link building patterns (L: 2-3 colors M: 3-4 colors H: all colors)
Work Station #5- Button sort

Teacher: Stadsvold

Subject: Language Arts & Writing

Date: Week 13 Thursday (Library)

Small Group / Centers 9:25 10:30 / 12:40 1:45 (65 minutes)


Whole Group 10:30 10:50 / 1:45 2:10 (25 minutes)
Writing 10:50 11:10 / 2:10 2:30 (20 minutes)
Oral Language Objectives For Quarter 2
ELA.K.1.1
Listen and respondLanguage
to a varietyArts
of literary forms, including stories and poems.
I Can statement(s):
Writing
ELA.K.1.2 Participates effectively in a variety of oral language activities, including group and partner collaboration
I can differentiate
between
and of
nonfiction
ELA.K.1.2a
Participate
in oralfiction
generation
language text.
experience narratives. I can write a story.
I can listen Participate
and respond
stories.
I can tell the differences between pictures and words.
ELA.K.1.2b
on to
creative
dramatics.
ELA.K.1.2c Use complete sentences that include subject, verb, and object.
ELA.K.1.5
Follows implicit rules for conversation including taking turns and staying on topic
Type of lesson:
ELA.K.1.6
Follows
one and
steplesson
directions.
Whole group
interactive
readtwo
aloud
Whole group shared reading lesson
Class Made Book Reading
ELA.K.6.1
Discuss
meanings
of lesson
words.
Whole group
interactive
writing
Whole group shared writing lesson
Individual Writing Activity
ELA.K.6.2
vocabulary by listening to a variety of texts read aloud
Resources Develop
and Materials:
Key vocabulary:
Reading
Objectives
For
Quarter
Book: Discovering
My
World
Polar2Bears by Melvin and Gilda Berger
Den
ELA.K.6.2
Develop
vocabulary
by
listening
to
a
variety
of
texts
read
aloud
Chart from previous day
Academic vocabulary
ELA.K.7.1 Identify what an author does and what an illustrator does.
Non-Fiction
ELA.K.7.2 Make connections before, during, and after reading.
ELA.K.7.3
Use titles
andassist
pictures
to identify
the topic
andneed
to make
predictions.
Differentiation:
TTW
students
with writing
who
support.
ELA.K.7.4
Identify
text
features
specific
to
the
topic,
such
as
titles,
headings, and pictures.
TTW assist with praises and polishes as needed.
ELA.K.7.5
Ask
and
answer
questions
about
what
is
read.
Example: Teacher may need to meet in small groups to address students having difficulty with new vocabulary.
ELA.K.7.6
Discuss characters, setting, and events.
Sight Words
Procedures/Direct
ELA.K.7.6a
Use
story
language
in
discussions
and
retellings.
Little,
at
Instruction
ELA.K.7.7
Retell familiarcheck
stories,
end. up to the dry erase board and fill in the blank with sight words
Provide input, demonstrate/model,
for using
TTWbeginning,
ask a few middle,
studentsand
to come
understanding. Identify simple facts andTTW
ELA.K.7.8
information
relevant
to
the
topic
in atheir
nonfiction
selection.
have one or two students
write
own sentences
What teaching moves
will youreferences
make?
ELA.K.7.9
Use
word
(e.g.,
word
walls
and
simple
dictionaries)
and
appropriate
technology to support comprehension of text
What questions will you pose? What
Writing
Objectives
For
Quarter
2
information do students need?
Language Arts
What vocabulary
needs to be taught?
ELA.K.8.1
Demonstrate
early concepts
of print
Before
Reading:
TTW
show
the
cover
to
TS
and
call
a few students to make predictions. TTW show book from
How will the students interact with the
ELA.K.8.1a
Print Upper and lowercase
lettersday
independently
previous
and ask TS to identify differences.
content of the lesson?
ELA.K.8.1b Print his/ her first and last names
ELA.K.8.1c Demonstrate mastery ofDuring
directionality
in writing.
Reading:
TTW stop and ask students to think about if there is a character. TTW revisit predictions.
ELA.K.8.1d use appropriate spacing between letters, words, and sentences
ELA.K.8.1e differentiate between pictures
and print TTW re-poll students on if the story is fiction or non-fiction. TTW ask students what their favorite
After Reading:
ELA.K.8.2 Draw pictures and /or use
letters
and phonetically
to favorite
write about
fact is. TTW
tell TS to be spelled
thinkingwords
of their
factsexperiences
for a journal they will create tomorrow.
ELA.K.8.3 Use letters and beginning consonant sounds to spell phonetically words to describe
pictures or write about experiences.
Writing
ELA.K.8.4 Compose narrative writing
TTW review the chart made the previous day
ELA.K.8.5 Compose expository writing.
TTW talk about different things that can be seen on a walk and use the story for reference
TSW use those ideas or their own to create their own writing about I went walking
After writing, TCW meet on the rug to discuss writing
TTW call volunteers (or use sticks if lots of students want to share) to share their writing
TCW contribute 2-3 praises and 1-2 polishes

Assessment TTW assess student writing


Work Station #1 Sight Word magnetic letters Build it, Write it
Work Stations
Work Station #2 Sight Word Cut, Build, Glue & Write
Work Station #3 Differentiated- Handwriting sheet according to Words Study letters
Work Station #4 Letter wheels- students will complete letters that match their word study letters
Work Station #5 Site word bingo

Teacher: Stadsvold

Subject: Math

Date: Week 13 Friday

Calendar procedures 8:50 9:00 / 12:05 12:15 (10 minutes)


Math Lesson 9:00 9:25 / 12:15 12:40 (25 minutes)
Math Objectives For Quarter 2
Numeration
K.1.1 The student, given two sets, each containing ten or fewer concrete objects, will identify and describe one set as having more, fewer, or
the same number of members as the other set, using the concept of one-to-one correspondence.
K.1.2 The student will count orally the number of objects in a set containing 20 or fewer concrete objects
K.1.3 The student will read and write the numeral that corresponds to a set of 20 or fewer concrete objects.
K.1.4 The student will select the numeral from a given set of numerals that corresponds to a set of 20 or fewer concrete objects.
K.1.5 The student will, given an ordered set of ten objects and/or pictures, indicate the ordinal position of each object, first through tenth, and
the ordered position of each object.
K.1.6.The student will count forward from zero to 100.
K.1.9 The student will identify one more than and one less than a number.
K.1.12 The student will decompose numbers less than or equal to 10 into pairs in more than one way.
Geometry
MA.K.4.1 TSW identify and describe plane and solid geometric figures
MA.K.4.2 TSW compare size and shape of plane geometric figures
MA.K.4.3 TSW sort and classify objects according to attributes
MA.K.5.1 TSW ID pictorial representations of a circle, triangle, square and rectangle regardless of position and orientation in space
MA.K.5.2 TSW describe the location of one object relative to another using the terms above, below, and next to
MA.K.7.1 TSW ID, describe, and extend a repeating patterns.

Teacher: Stadsvold

Subject: Language Arts & Writing

Date: Week 13 Friday

Small Group / Centers 9:25 10:30 / 12:40 1:45 (65 minutes)


Whole
Group
10:30
10:50 / 1:45 2:10 (25 minutes)
MATH
I Can
statement(s):
Writing
10:50similarities
11:10 / 2:10
2:30 (20 minutes)
I can compare
anddifferences
between patterns.
I can Language
create a pattern.
Oral
Objectives For Quarter 2
ELA.K.1.1
Listen
and respond
to a by
variety
of literary
including stories and poems.
I can extend
a repeating
pattern
adding
at leastforms,
two repetitions.
ELA.K.1.2
Participates effectively in a variety of oral language activities, including group and partner collaboration
Type of lesson:
ELA.K.1.2a
Participate
generation
oflesson
language experience
Whole group
lesson in oralSmall
group
Wholenarratives.
Group & Small Group
Work Stations
Assessments
ELA.K.1.2b Participate on creative dramatics.
ELA.K.1.2c Use complete sentences that include subject, verb, and object.
Resources and Materials:
Academic Vocabulary:
ELA.K.1.5 Follows implicit rules for conversation including taking turns and staying on topic
Assessment
Pattern
ELA.K.1.6 Follows one and two step directions.
White boards
ELA.K.6.1
Discuss meanings of words.
Testing folders
ELA.K.6.2
Develop vocabulary by listening to a variety of texts read aloud
Work buckets
Reading
Objectives For Quarter 2
Assessment:
K. 4.1vocabulary by listening to a variety of texts read aloud
ELA.K.6.2
Develop
ELA.K.7.1 Identify what an author does and what an illustrator does.
ELA.K.7.2 Make connections before, during, and after reading.
ELA.K.7.3
Use titles
and pictures
to identify
the on
topic
andand
to make
Differentiation:
Teacher
will determine
based
need
studentpredictions.
data.
ELA.K.7.4
Identify
text
features
specific
to
the
topic,
such
as
titles, headings, and pictures.
Procedures/Direct Instruction
ELA.K.7.5 Ask and answer questions about what is read.
Do all calendar procedures calendar, daily depositor (straws), paper clips, number grid, make a match, tens frame
ELA.K.7.6 Discuss characters, setting, and events.
Stations in discussions and retellings.
ELA.K.7.6a o
UseWork
story language

TTW
go using
over the
new work
buckets
and introduce/model each bucket
ELA.K.7.7 Retell familiar
stories,
beginning,
middle,
and end.
ELA.K.7.8 Identify simple
facts and information relevant to the topic in a nonfiction selection.
Assessment
ELA.K.7.9 Use word references
walls and
(e.g.,
TTWword
call groups
bysimple
table dictionaries) and appropriate technology to support comprehension of text
Writing Objectives For Quarter 2
concepts
TTW set
up testing folders
ELA.K.8.1 Demonstrate early
of print
TTW go
overindependently
the assessment with TS and remind them to stay in their fair space
ELA.K.8.1a Print Upper and lowercase
letters
ELA.K.8.1b Print his/ her first
last names
and
TTW
give TS their assessment
ELA.K.8.1c Demonstrate mastery of directionality in writing.
ELA.K.8.1d
appropriate spacing
words,
and sentences
Math Workuse
Stations
Workbetween
Stationletters,
#1- Trace
shapes
and make patterns (L: 4 shape options M: 6 shapes H: all shapes)
ELA.K.8.1e differentiate between
pictures
and
print
Work Station #2- Shape house building (Differentiated by asking lower/higher level questions)
ELA.K.8.2 Draw pictures and /or use letters and phonetically spelled words to write about experiences
Work Station #3- Lego- roll and build (H: tall how many legos using white board)
ELA.K.8.3 Use letters and beginning consonant sounds to spell phonetically words to describe pictures or write about experiences.
ELA.K.8.4 Compose narrative Work
writingStation #4- Link building patterns (L: 2-3 colors M: 3-4 colors H: all colors)
Work
Station #5- Button sort
ELA.K.8.5 Compose expository
writing.

I Can statement(s):

Language Arts

I can differentiate between fiction and nonfiction text.


I can listen and respond to stories.

Writing
I can draw pictures and use phonetically spelled words to write about
experiences.
I can tell the differences between pictures and words.

Type of lesson:
Whole group interactive read aloud lesson
Whole group shared reading lesson
Class Made Book Reading
Whole group interactive writing lesson
Whole group shared writing lesson
Individual Writing Activity
Resources and Materials:
Key vocabulary:
Book: Non-fiction Animals in Winter by Melvin and Gilda Berger
Academic vocabulary
Polar Bear book from previous day
Fiction
Journal assessment
Non-fiction

Differentiation: The teacher will determine based on student data.


Example: Teacher may need to meet in small groups to address students having difficulty with new vocabulary.
Sight Words
Procedures/Direct
Little,
at
Instruction
Provide input, demonstrate/model, check for
TTW quiz students on sight words using flashcards
understanding.
What teaching moves will you make?
What questions will you pose? What
information do students need?
What vocabulary needs to be taught?
How will the students interact with the
content of the lesson?

Language Arts
Before Reading: Introduce the book by discussing the front cover, author, illustrator, title and ask TS what do you
think this book is going to be about? TTW ask class is this fiction or non-fiction
During Reading: TTW highlight specific animal facts and remind students to remember their favorite fact.
After Reading: TTW ask several students to share their favorite animal and a non-fiction fact about that animal
TTW ask appropriate questions and guide answers.
Writing
TTW review the assessment format using document camera
TTW remind students to use their best handwriting
TSW complete journal assessment
TT/TAW walk around ensuring students are on the right track
If time allows, TCW take a walk around the school and point out thinks they see while walking

Assessment Journal assessment

Work Stations

Work Station #1 Sight Word magnetic letters Build it, Write it


Work Station #2 Sight Word Cut, Build, Glue & Write
Work Station #3 Differentiated- Handwriting sheet according to Words Study letters
Work Station #4 Letter wheels- students will complete letters that match their word study letters
Work Station #5 Site word bingo

Week 10 MATH Assessments

Nikiyah Taylor

Lucas McPherson

Kyle Legaspi

Kaylani Miller

Joshua Flores

Jaden Graves

Devar Wilson

Claire Krucke

Christopher Powell

Catherine Harmon

Anthony Valencia

Akayla McGee

Can extend a

repetitions
patterns
PM Student Names
pattern by 2+

Can create a Can compare


patterns
repeating sim/diff
btw

Week 10 MATH Assessments

Winter Pack

Layla Massenburg

Nolan Herman

Maximillian LaPoint

Manasseh Murnane

Lilly Frome

Kaeliegh Jimenez

Hasiel Cedeno Rodriguez

Garreett Martin

Emmalee Bushman

Emaleigh Perkinson

Dodger Nitti

Christian Prinz

Chelsea Kilgore

Caden Carlos

Brayden Nelson

Bentley Thomas

Austin Bediako

pattern by 2+Can extend


repeating
a
Can
sim/diff
create a
AM Student Names
btwCan compare

Week 10 Language Arts Assessments

Nikiyah Taylor

Lucas McPherson

Kyle Legaspi

Kaylani Miller

Joshua Flores

Jaden Graves

Devar Wilson

Claire Krucke

Christopher Powell

Catherine Harmon

Anthony Valencia

Akayla McGee

Differentiate Identify text


features

non-fiction
PM Student Names
b/w fiction &

Write on one
topic

Week 10 Language Arts Assessments

Winter Pack

Layla Massenburg

Nolan Herman

Maximillian LaPoint

Manasseh Murnane

Lilly Frome

Kaeliegh Jimenez

Hasiel Cedeno Rodriguez

Garreett Martin

Emmalee Bushman

Emaleigh Perkinson

Dodger Nitti

Christian Prinz

Chelsea Kilgore

Caden Carlos

Brayden Nelson

Bentley Thomas

Austin Bediako

Differentiate

non-fiction
AM Student Names
b/w fiction &

Identify text
features

Write on one
topic

If you were an animal, what animal would you be? Why?


If you were an animal, what animal would you be? Why?
If you were an animal, what animal would you be? Why?
If you were an animal, what animal would you be? Why?
If you were an animal, what animal would you be? Why?
If you were an animal, what animal would you be? Why?
If you were an animal, what animal would you be? Why?
If you were an animal, what animal would you be? Why?
If you were an animal, what animal would you be? Why?
If you were an animal, what animal would you be? Why?
If you were an animal, what animal would you be? Why?
If you were an animal, what animal would you be? Why?
If you were an animal, what animal would you be? Why?

If you were an animal, what animal would you be? Why?


If you were an animal, what animal would you be? Why?
If you were an animal, what animal would you be? Why?
If you were an animal, what animal would you be? Why?
If you were an animal, what animal would you be? Why?
If you were an animal, what animal would you be? Why?
If you were an animal, what animal would you be? Why?
If you were an animal, what animal would you be? Why?
If you were an animal, what animal would you be? Why?
If you were an animal, what animal would you be? Why?
If you were an animal, what animal would you be? Why?
If you were an animal, what animal would you be? Why?
If you were an animal, what animal would you be? Why?
If you were an animal, what animal would you be? Why?

If you were an animal, what animal would you be? Why?