Reading Subject: Reading Week of : March 26 Objectives--what students Students will be able to . . .

will be able to do as a result Monday Tuesday of the lesson? Thursday Friday Objective: Objective: Objective: Students will be Students will be Students will be able to compare able to compare able to compare and contrast and contrast and contrast objects and objects and objects and stories. stories. stories. Teacher: Ms. Patterson Wednesday Objective: Students will be able to compare and contrast objects and stories. Objective: Students will be able to compare and contrast objects and stories.

Standards--which state content and developmental standards are addressed in the lesson?

1.A.Ka Understand that pictures and symbols have meaning and that print carries a message. 1.A.Kb Demonstrate understanding of concepts about books (i.e., front and back, turning pages, knowing where a story starts, and viewing page on left before page on right). 1.A.Kc Demonstrate understanding of concepts about print (i.e., words, letters, spacing between words, and left to right). 1.A.Kd Demonstrate phonological awareness (i.e., rhymes and alliterations). 1.A.Ke Demonstrate phonemic awareness (i.e., segmenting and blending syllables and phonemes, and substituting sounds). 1.A.Kf Demonstrate alphabet knowledge (i.e., recognizes letters and their most common sounds). 1.A.Kg Read one syllable and high frequency words. 1.B.Ka Make predictions based on cover, title, and pictures. 1.B.Kc Engage in shared/independent reading of familiar predictable text. 1.C.Ka Retell information from a story. 1.C.Kb Respond to simple questions about reading. 1.C.Ke Demonstrate understanding of literal meaning of stories by making comments. 2.B.Kc Comprehend and respond to fiction and non-fiction. 4.A.Ka Listen attentively to stories read aloud. 4.A.Kc Respond appropriately to information and ideas conveyed orally. Monday Friday Materials: Tuesday Materials: Materials: Wednesday Materials: Thursday Materials:

Procedures--what the teacher will do to get the students there

Calendar, Walk with Me, Sing with Me charts, Sing with Me Background Building Audio CD, Big Book Messenger, Messenger, Audio Text CD Procedure: Step One: Students will complete calendar routine, in which several students have a turn in completing the following tasks: stating the month of the year, writing the full date (students repeat as a whole group), adding the straw for the day (students state the big number), adding one tally mark, identifying all coins (penny, nickel, dime, and quarter) and stating their value, charting

Calendar, Walk with Me, Sing with Me charts, Sing with Me Background Building Audio CD, Big Book Messenger, Messenger, Audio Text CD Procedure: Procedure: Step One: Students will complete calendar routine, in which several students have a turn in completing the following tasks: stating the month of the year, writing the full date (students repeat as a whole group), adding the straw for the day (students state the big number), adding one tally mark, identifying all coins (penny, nickel, dime, and

Calendar, Walk with Me, Sing with Me charts, Sing with Me Background Building Audio CD, Big Book Messenger, Messenger, Audio Text CD Procedure: Procedure: Step One: Students will complete calendar routine, in which several students have a turn in completing the following tasks: stating the month of the year, writing the full date (students repeat as a whole group), adding the straw for the day (students state the big number), adding one tally mark, identifying all coins (penny, nickel, dime, and

Calendar, Walk with Me, Sing with Me charts, Sing with Me Background Building Audio CD, Big Book Messenger, Messenger, Audio Text CD Procedure: Step One: Students will complete calendar routine, in which several students have a turn in completing the following tasks: stating the month of the year, writing the full date (students repeat as a whole group), adding the straw for the day (students state the big number), adding one tally mark, identifying all coins (penny, nickel, dime, and quarter) and

Calendar, Walk with Me, Sing with Me charts, Sing with Me Background Building Audio CD, Big Book Messenger, Messenger, Audio Text CD Procedure: Step One: Students will complete calendar routine, in which several students have a turn in completing the following tasks: stating the month of the year, writing the full date (students repeat as a whole group), adding the straw for the day (students state the big number), adding one tally mark, identifying all coins (penny, nickel, dime, and quarter) and stating their

the weather, and moving the numbers chart arrow background to count down to the last day of school. (9:009:05) Step Two: The student will correct the grammatical errors in the question of the day: What kinds of transportation help people do their jobs? (9:059:06) Step Two: Two students will answer the question of the day. (9:06-9:07) Step Three: The teacher will introduce the amazing words of the week: messenger, delivery, radios, pickup, escalator, and eyeshades. She will point to each picture and ask students what they see.

quarter) and stating their value, charting the weather, and moving the numbers chart arrow background to count down to the last day of school. (9:009:05) Step Two: The student will correct the grammatical errors in the question of the day: What are three ways people can send messages and packages? (9:059:06) Step Two: Two students will answer the question of the day. (9:06-9:07) Step Three: The teacher will review the amazing words of the week: messenger, delivery, radios, pickup, escalator, and eyeshades.

quarter) and stating their value, charting the weather, and moving the numbers chart arrow background to count down to the last day of school. (9:009:05) Step Two: Tne student will correct the grammatical errors in the question of the day. (9:05-9:06) Step Two: Two students will answer the question of the day: How does a bike messenger bundle up in the winter? (9:069:07) Step Three: The teacher will review the amazing words of the week: messenger, delivery, radios, pickup, escalator, and eyeshades. She will point to

stating their value, charting the weather, and moving the numbers chart arrow background to count down to the last day of school. (9:009:05) Step Two: Two students will answer the question of the day: What kinds of transportation help mail carriers do their job? (9:06-9:07) Step Three: The teacher will review the amazing words of the week: messenger, delivery, radios, pickup, escalator, and eyeshades. She will point to each picture and ask students to state the corresponding vocabulary word. She will point out important details. She will ask

value, charting the weather, and moving the numbers chart arrow background to count down to the last day of school. (9:009:05) Step Two: Two students will answer the question of the day: What kinds of transportation help people do their jobs? Step Three: The teacher will review the amazing words of the week: messenger, delivery, radios, pickup, escalator, and eyeshades. She will point to each picture and ask students to state the corresponding vocabulary word. She will point out important details. She will ask students to repeat the word

She will point out important details students miss and tell them the vocabulary word the picture corresponds to. She will ask students to repeat the word after her and ask them, Whats our word for.? Students should state the word again. (9:079:08) Step Four: Students will sing along to the audio CD to the song Messenger on the Road. (9:08-9:09) Step Five: The teacher will introduce the new book, Messenger, Messenger. She will explain to students that they will learn about comparing and contrasting after they read the story. She will allow

She will point to each picture and ask students to state the corresponding vocabulary word. She will point out important details. She will ask students to repeat the word after her and ask them, Whats our word for.? Students should state the word again. (9:079:08) 2qStep Four: Students will sing along to the audio CD to the song Messenger on the Road. (9:089:09) Step Five: The teacher will read Messenger, Messenger, highlighting critical parts of the story that help with understanding. She will explain to students that they will learn about comparing

each picture and ask students to state the corresponding vocabulary word. She will point out important details. She will ask students to repeat the word after her and ask them, Whats our word for.? Students should state the word again. (9:079:08) Step Four: Students will sing along to the audio CD to the song Messenger on the Road. (9:08-9:09) Step Five: The teacher will read Messenger, Messenger, highlighting critical parts of the story that help with comprehension. She will explain to students that they will learn about comparing and contrasting

students to repeat the word after her and ask them, Whats our word for.? Students should state the word again. (9:079:08) Step Four: Students will sing along to the audio CD to the song Messenger on the Road. (9:08-9:09) Step Five: The teacher will read Abuela, highlighting critical parts of the story that help with comprehension. She will explain to students that they will discuss comparing and contrasting after they read the story. Students will listen to the story. (9:09-9:15) Step Six: The teacher will explain comparing and contrasting. She

after her and ask them, Whats our word for.? Students should state the word again. (9:079:08) Step Four: Students will sing along to the audio CD to the song Messenger on the Road. (9:08-9:09) Step Five: The teacher will read Abuela, highlighting critical parts of the story that help with comprehension. She will explain to students that they will talk about comparing and contrasting after they read the story. She will read aloud the story. (9:09-9:15) Step Six: The teacher will recap compare and contrast by asking one student to state the definitions.

students to listen to the audio reading of the story. (9:09-9:15) Step Six: Students will answer simple comprehension questions about the book. 1. Did the messenger do what you thought he would do/ 2. What was difficult about the messenger s job? 3. What did you like best about the messenger s job? (9:159:17) Step Seven: The teacher will explain comparing and contrasting. She will say, When we read, we can tell what is the same and what is

and contrasting after they read the story. Students will listen to the story read aloud (9:099:15) Step Six: Students will answer simple comprehension questions about the book. 4. Did the messenger do what you thought he would do/ 5. What was difficult about the messenger s job? 6. What did you like best about the messenger s job? (9:159:17) Step Seven: The teacher will explain comparing and contrasting. She will say, When

after they read the story. Students will listen to the story. (9:09-9:15) Step Six: The teacher will explain comparing and contrasting. She will say, When we read, we can tell what is the same and what is different. We compare when we find things that are the same. Say the word compare. Students should respond. The teacher will ask one student what the word compare means. The teacher will probe the student if necessary. The teacher will say, We contrast when we find things that are different. Whats our word for contrast? The teacher will ask

will say, When we read, we can tell what is the same and what is different. We compare when we find things that are the same. Say the word compare. Students should respond. The teacher will ask one student what the word compare means. The teacher will probe the student if necessary. The teacher will say, We contrast when we find things that are different. Whats our word for contrast? The teacher will ask one student to tell the class what contrast means and probe him, if necessary, for the correct answer. (9:179:19) Step Seven: Students will

Step Seven: Students will work at their tables on a compare and contrast assessment in the assessment handbook on page 210.

different. We compare when we find things that are the same. Say the word compare. Students should respond. The teacher will ask one student what the word compare means. The teacher will probe the student if necessary. The teacher will say, We contrast when we find things that are different. Whats our word for contrast? The teacher will ask one student to tell the class what contrast means and probe him or her if necessary for the correct answer. (9:17-9:19) Step Eight: The teacher will explain to students that tomorrow, they will create a

we read, we can tell what is the same and what is different. We compare when we find things that are the same. Say the word compare. Students should respond. The teacher will ask one student what the word compare means. The teacher will probe the student if necessary. The teacher will say, We contrast when we find things that are different. Whats our word for contrast? The teacher will ask one student to tell the class what contrast means and probe him or her if necessary for the correct answer. (9:17-9:19)

one student to tell the class what contrast means and probe him or her if necessary for the correct answer. (9:17-9:19)

discuss comparing and contrasting. The teacher will ask: 1. What are the two different ways Rosalba and Abuela get around the city? 2. Most of the transporta tion is real, but people cant really fly like Rosalba and Abuela. Birds can fly. Lets talk about how birds and animals are the same and how they are different. Step Eight: The teacher will make a chart on the

chart to compare and contrast being an adult to being a child. (9:19-9:23) High Frequency Words for the Week: What, Said, Was

dry erase board comparing and contrasting birds and people based on students comments. The teacher will probe for accurate student responses when necessary.

Assessment opportunities--

Modifications/accommod ations for any special needs students in the class

Monday-Friday: Students will work in guided reading groups on reading decoding and/or comprehension skills most appropriate for their reading level. Tuesday: Students will create a chart comparing and contrasting birds and people. Friday: Students will complete an assessment asking them to compare and contrast a picture. (Assessment on Page 210 of Reading Street Assessment Handbook) Students who struggle to understand the concept of comparing and contrasting will be able to compare and contrast people and animals in a small group at the back table after guided reading. Any student with an IEP will leave the classroom during reading instruction for special education services.

Math Subject: Writing Objectives--what students will be able to do as a result of the lesson? Week of : March 26 Students will be able to . . . Monday Tuesday Thursday Friday Objective: Objective: Objective: Students will be Students will be Students will be able to measure able to identify able to identify Teacher: Ms. Patterson Wednesday Objective: Students will measure lengths Objective: Students will measure lengths

the distance between two objects using non standard units. Standards--which state content and developmental standards are addressed in the lesson? Procedures--what the teacher will do to get the students there

and make symmetrical designs.

and make symmetrical designs.

in inches.

in inches.

7.C.K Show increasing skill in using available tools for exploring and extending mathematical competence. 7.A.Ka Demonstrate a beginning understanding of measurement using non-standard units. 7.B.Kb Use common instruments for measuring during work or play. Monday Friday Materials: Several classroom objects for starting and stopping points to measure, cut outs of standard sized feet for kindergarteners, Pencils, Lesson Practice 126/Handwriting Practice 126 Procedure: Step One: The teacher will explain to students that they can measure not only objects but distances between objects. Distance is the Tuesday Materials: Pictures of butterflies showing their wings, butterfly cutouts for each child, newspaper, water color markers, markers, or crayons for designs, Lesson Practice 129, Pattern Blocks Procedure: Step One: The teacher will display a butterfly with symmetrical wings. The teacher will ask 3-5 students Materials: Pictures of butterflies showing their wings, butterfly cutouts for each child, newspaper, water color markers, markers, or crayons for designs, Lesson Practice 129, Pattern Blocks Procedure: Step One: The teacher will display a butterfly with symmetrical wings. She will call students attention to the Wednesday Materials: Rulers, Plastic drinking straws, markers or unsharpened pencils, Lesson Practice 133 Procedure: Step One: The teacher will explain that we can measure how long objects are by inches. She will remind students, We used cubes and math links last week to measure the length of objects and to measure the distance between Procedure: Step One: The teacher will explain that we can measure how long objects are by inches. She will remind students, We used cubes and math links last week to measure the length of objects and to measure the distance between Thursday Materials: Rulers, Plastic drinking straws, markers or unsharpened pencils, Lesson Practice 133

amount of space in between two objects. Step Two: She will ask two students to stand up so that she can measure the distance between them. Step Three: The teacher will demonstrate how to measure distance using the cut out kindergarten sized footprints. She will explain that you put the heel or the back of the first shoe right next to the first object (student, in this case) and the second footprint right in front of the first footprint so that the heel of the second print touches the toe of the first. Step Four: The teacher will ask one student to help her measure the distance as

what they notice about the butterfly wings. She will guide students to say that the two wings are the same on both sides. Step Two: The teacher will explain that when something is the same on both sides, we call it symmetrical. The teacher will ask students repeat the word for something the same on both sides. Step Three: The teacher will continue to explain that the wings are the same shape and have the same design on both sides. She will ask, So what do we call that? Step Four: The teacher will create a butterfly for students

butterfly wings. Step Two: The teacher will ask 1 student to tell the class what our word is for something that is the same on both sides like a butterfly. Step Three: The teacher will display her own butterfly made the previous day to students, reminding them that she made her wings the exact same. Step Four: Students will work in small groups to create their own butterflies.

two objects, but we can measure the how long objects are with inches too. Step Two: The teacher will ask one student if he or she knows what we can use to measure objects in inches. Step Three: The teacher will explain that we will use a ruler to measure objects because it has inches on it. The teacher will say, When we measure something with a ruler, we holt the ruler next to the object and count how many inches long it is. Step Four: The teacher will demonstrate will demonstrate how to measure objects with a ruler. She will explain that, When will measure, we put

two objects, but we can measure the how long objects are with inches too. Step Two: The teacher will ask one student if he or she knows what we can use to measure objects in inches. Step Three: The teacher will explain that we will use a ruler to measure objects because it has inches on it. The teacher will say, When we measure something with a ruler, we holt the ruler next to the object and count how many inches long it is. Step Four: The teacher will demonstrate will demonstrate how to measure objects with a ruler. She will explain that, When will measure, we put

she moves the footprints and the student counts the steps. Step Five: The teacher will explain that the distance between the two students is X amount of footprints. Step Six: Students will return to their tables/centers and small groups of students will measure the distance between objects.

using the cut out butterfly and paint or color the wings of the butterfly the same on each side. Step Four: Students will work in small groups to create their own butterflies.

the ruler next to the object. We must hold it straight and ask ourselves, what number on the ruler is near the end of the object. Step Five: The teacher will ask one student to measure a different object with her. Step Six: Students will work at the back table in small groups to complete a guided assessment measuring various line segments with a ruler.

the ruler next to the object. We must hold it straight and ask ourselves, what number on the ruler is near the end of the object. Step Five: The teacher will ask one student to measure a different object with her. Step Six: Students will work at the back table in small groups to complete a guided assessment measuring various line segments with a ruler.

Assessment opportunities--

Monday: Students will measure the distance between objects and record their measurements. Tuesday and Wednesday: Students will make symmetrical butterfly wing designs. Thursday and Friday: Students will measure line segments using rulers in inches.

Modifications/accommod ations for any special needs students in the class

Students who struggle to understand concepts will be able to work in small groups for 1-3 minutes longer. The teacher will also probe/scaffold their learning as necessary.

Writers Workshop Subject: Writing Objectives--what students will be able to do as a result of the lesson? March 26 Patterson Students will be able to . . . Monday Tuesday Thursday Friday Objective: Objective: Objective: Students will be Students will be Students will be able to write able to write able to write stories using stories using stories using correct correct correct capitalization and capitalization and capitalization and punctuation punctuation punctuation marks. marks. marks. Week of : Teacher: Ms. Wednesday Objective: Students will be able to write stories using correct capitalization and punctuation marks. Objective: Students will be able to write stories using correct capitalization and punctuation marks.

Standards--which state content and developmental standards are addressed in the lesson? Procedures--what the teacher will do to get the students there

3.A.Ka Write upper and lowercase letters. 3.A.Kb Write words based on how they sound, using initial consonants and some ending sounds. 3.A.Kc Begin to write simple sentences. 3.B.K Represent stories through pictures, dictation, written words, and play. Monday Friday Materials: Writing Paper, Pencils, Crayons, Teacher Writing Tuesday Materials: Writing Paper, Pencils, Crayons, Teacher Writing Materials: Writing Paper, Pencils, Crayons, Teacher Writing Wednesday Materials: Writing Paper, Pencils, Crayons, Teacher Writing Thursday Materials: Writing Paper, Pencils, Crayons, Teacher Writing

Paper Procedure: Step One: The teacher will explain to students she has a story to share. She will gain their attention quickly with an attention getter and remind them that they will use their signals to express that they have a connection to the story and should not speak when the teacher is writing her story. (1:00-1:01) Step Two: The teacher will model use of correct capitalization and punctuation when writing her story. (1:01-1:04) Step Three: The teacher will reread her story and ask students to read the words they know with her. (1:04-1:05)

Paper Procedure: Step One: The teacher will explain to students she has a story to share. She will gain their attention quickly with an attention getter and remind them that they will use their signals to express that they have a connection to the story and should not speak when the teacher is writing her story. (1:00-1:01) Step Two: The teacher will model use of correct capitalization and punctuation when writing her story. (1:01-1:04) Step Three: The teacher will reread her story and ask students to read the words they know with her. (1:04-1:05)

Paper Procedure: Step One: The teacher will explain to students she has a story to share. She will gain their attention quickly with an attention getter and remind them that they will use their signals to express that they have a connection to the story and should not speak when the teacher is writing her story. (1:00-1:01) Step Two: The teacher will model use of correct capitalization and punctuation when writing her story. (1:01-1:04) Step Three: The teacher will reread her story and ask students to read the words they know with her. (1:04-1:05) Step Four: The

Paper Procedure: Step One: The teacher will explain to students she has a story to share. She will gain their attention quickly with an attention getter and remind them that they will use their signals to express that they have a connection to the story and should not speak when the teacher is writing her story. (1:00-1:01) Step Two: The teacher will model use of correct capitalization and punctuation when writing her story. (1:01-1:04) Step Three: The teacher will reread her story and ask students to read the words they know with her. (1:04-1:05) Step Four: The

Paper Procedure: Step One: The teacher will explain to students she has a story to share. She will gain their attention quickly with an attention getter and remind them that they will use their signals to express that they have a connection to the story and should not speak when the teacher is writing her story. (1:00-1:01) Step Two: The teacher will model use of correct capitalization and punctuation when writing her story. (1:01-1:04) Step Three: The teacher will reread her story and ask students to read the words they know with her. (1:04-1:05) Step Four: The

Step Four: The teacher will ask students to think, pair, and share the stories they will write. (1:051:06) Step Five: Students will return to their tables and write stories.

Step Four: The teacher will ask students to think, pair, and share the stories they will write. (1:051:06) Step Five: Students will return to their tables and write stories.

teacher will ask students to think, pair, and share the stories they will write. (1:051:06) Step Five: Students will return to their tables and write stories.

teacher will ask students to think, pair, and share the stories they will write. (1:051:06) Step Five: Students will return to their tables and write stories.

teacher will ask students to think, pair, and share the stories they will write. (1:051:06) Step Five: Students will return to their tables and write stories.

Assessment opportunities-Modifications/accommod ations for any special needs students in the class

Students will create their own stories and the teacher will conference with students individually, making record of their use of writing conventions, paying particular attention to use of correct punctuation and capitalization. Students who struggle with writing will be able to work with the teacher for a longer time period, but not more than 1-3 minutes more. They will be encouraged to use the word wall and sound out their words.