April 16, 2018
7:46 – 8:00
8:00 – 8:30
8:30 – 9:00 Science/Social Studies:
Sol K.6: The student will investigate and
understand the difference between living and
nonliving objects.
9:00 – 10:00 Math:
SOL K.7 The student will recognize a penny
and nickel, and will determine the value of a
collection pennies and/or nickels whose total
value is 10 cents or less.
10:00 – 10:30
10:40 – 11:10
11:10 – 11:25
11:30 – 12:00 Read Aloud/Shared Reading:
SOL K.1: the student will demonstrate
growth in the use of oral language.
SOL K.2: The student will expand
understanding and use of word meanings.
SOL K.3: The student will build oral
communication.
SOL K.5: The student will understand how
print is organized and read.
SOL K.6: The student will demonstrate an
understanding that print conveys meaning.
SOL K.8: The student will expand
vocabulary.
SOL K.9: The student will demonstrate
comprehension of fictional texts.
SOL K.10: The student will demonstrate
comprehension of nonfiction texts.
12:00 – 1:00
1:00 – 1:30 Word Study/Spelling:
Sol K.7 The student will develop an
understanding of basic phonetic
principles.
Sol K.8 The student will expand vocabulary.
1:30 – 2:00
HOMEROOM / ATTENDANCE
POWER UP WITH MS. SALWAY
Objective: Investigate and understand the difference between living and nonliving objects.
I Can: investigate and understand the difference between living and nonliving objects.
Anticipatory Set: TSW watch the video: Sesame Street Who’s Alive: https://www.youtube.com/watch?v=giWqEPNLtBo
Modeling: TTW ask questions to determine if something is a living thing? Does it move all by itself? Does it grow and change? Does it need air? Does it need food?
Does it need water? Does it reproduce?
Check for Understanding:
Guided Practice: T&SW sort the pictures on a living/mom-living pocket chart.
Independent Practice: SW illustrate & write about an example 1 living thing and 1 non-living thing.
Closure: SW partner share their pictures. TW choose 3 students at random to share their pictures/writing with the class.
Objective: Count sets of pennies by ones & nickels by fives.
I Can: count sets of pennies by ones and nickels by fives.
Anticipatory Set: Review counting pennies by ones and nickels by fives. TSW listen to “The Coin Song” https://www.youtube.com/watch?v=-SGDAMKtHTE
Modeling: TTW demonstrate how to count a set of pennies and nickels – modeling how to find/count the nickels first.
Check for Understanding: Teacher observation
Guided Practice: TSW create an anchor chart of coins (penny, nickel, dime, & quarter) to review names and amount worth.
Independent Practice: TSW use nickels & pennies to determine the value of a given set and write the value of that set (Beautiful Butterflies).
Closure: Jack has 7 pennies in his pocket. What is the total value of the money in Jack’s pocket?
RESOURCE
LUNCH
RECESS
Objective: Discuss the concept of workers at school. Determine Text Importance before reading. Build concepts about print. Build academic and sight word
vocabulary. Build fluency through choral-reading. Build oral language and vocabulary through whole-group and partner discussion.
I Can discuss the concept of workers at school. Determine Text Importance before reading. Build concepts about print. Build academic and sight word vocabulary.
Build fluency through choral-reading. Build oral language and vocabulary through whole-group and partner discussion.
Anticipatory Set: TSW view Read-Aloud: All About Dolphins (https://www.youtube.com/watch?v=RNJWTs9MqvY) & TTW model metacognitive strategy. TW inform students that class will be
performing reader’s theater script about people who work at school this week. TW assess prior knowledge by inviting students to explain what the words ‘school workers’ mean to them. TW
encourage students to understand that there are many people that work at a school. SW brainstorm names of different people who work at school. TW reinforce word related to school workers by
using animal words in complete sentences with students (A bus driver drives us to school. Teachers are at school. There is a principal at school. There is a nurse at school, too. Etc.). TW ask
students which people they have seen and where they have seen them.
Modeling: TW display lap book People at School on easel. TW facilitate a discussion about the photograph on cover: “Who do you see? What connections can you
make to this photograph? Who does it remind you of at our school?” What is the subject of this book? What kind of information do you think you will learn about
school workers?” TW read the title and will ask individuals to identify (point to) to the title. TW read the author’s name and will ask individuals to identify (point
to) the author’s name on the book cover. TW display the inside front cover of the book, read the question aloud, and invite students to name workers at our school.
TW ask students if the picture helps them to know what school workers they will read about in the book. TW point to the character group icons on the title page and
remind students that they stand for the character parts. TW ask students how many parts the script has. “What are they?” TW point to and read the setting of the
script. TW explain the script takes place at school. TW invite students to identify who they see in each picture on page 2.
Check for Understanding:
Guided Practice: S/TW will review purpose of color-coded icons. TW read first line of text with fluent expression. TW invite students to read with her. SW practice
reading 2nd and 3rd lines on page 4 following teacher’s modeling of reading smoothly and expressively. SW choral read remainder of script with teacher. (TW point
to each word as she reads.) TW remind students to pay close attention to the punctuation marks in the story, as “they affect how you read the sentences”.
Independent Practice: TSW practice determining text importance/Compare and Contrast in guided reading groups
Closure:
GUIDED READING WITH MS. KNECHT
Objective: Manipulate magnetic letters to make word wall words.
I Can manipulate magnetic letters to make word wall words.
Anticipatory Set: Letter Sound Chant & Word Wall Word Rap (found hanging on bookshelf to the left of the word wall).
Modeling: TSW gather in front of the word wall. TT&SW say the letter sound chant. TTW review last week’s word wall words (funny & blue) & assist the students
in placing the words on the word wall. TTW choose a student & have that student locate their name or a word on the word wall. TT&SW say the word wall rap
sequence using that name/word. TTW repeat the rap with 3 different students.
Check for Understanding:
Guided Practice: TTW relocate the students from the word wall to the multi-colored carpet by the easel. TTW introduce the new word wall words for the week (“got
& new”). TTW place one of the words on the easel & choose a student to come up & manipulate magnetic letters to make the word. TTW ask whether the class
agrees (thumbs up) or disagrees (flat hands overlapping) with the spelling of the word. If a student disagrees, they must explain why they disagree. TTW break
apart the magnetic letters & repeat the process with another student. TTW repeat the process 3 times for each word.
Independent Practice: N/A
Closure:
WRITING WITH MS. SNIPES
April 17, 2018
7:46 – 8:00 HOMEROOM / ATTENDANCE
8:00 – 8:30 POWER UP WITH MS. SALWAY
8:30 – 9:00 Science/Social Studies: Objective: Investigate and understand the difference between living and nonliving objects.
Sol K.6: The student will investigate and I Can: investigate and understand the difference between living and nonliving objects.
understand the difference between living and Anticipatory Set: TSW watch the Living and Non-Living Things video: https://www.youtube.com/watch?v=cPiNTkCmmv0
nonliving objects. Modeling: TW discuss differences between living and non-living things and talk about questions to ask to figure out if something is living or not living things and
talk about questions to ask to figure out if something is living or not.
Check for Understanding:
Guided Practice: TT&SW take the pictures of living/non-living things to finish the anchor chart created yesterday
Independent Practice: TSW cut, sort, and glue living and non-living things under the appropriate headings
Closure: SW partner share 1 living thing and 1 non-living thing and provide the reason why it is living or not-living.
9:00 – 10:00 Math: Objective: Count sets of pennies by ones & nickels by fives.
SOL K.7 The student will recognize a penny I Can: count sets of pennies by ones and nickels by fives.
and nickel, and will determine the value of a Anticipatory Set: TSW listen to “Hey, Honey Bunny! I know My Money Money! (https://www.youtube.com/watch?v=BoCQsCvxI4I)
collection pennies and/or nickels whose total Modeling: TTW demonstrate how to count a set of pennies and nickels – modeling how to find/count the nickels first.
value is 10 cents or less.
Check for Understanding:
Guided Practice: TTW manipulate pennies & nickels to create sets on the document camera. TSW determine the value of each set & write on a dry erase board.
Independent Practice: Students will get into three different groups. Based on these groups students will use nickels and pennies to create a set that matches a given
amount of money with teacher assistance, some teacher assistance, and independently.
Closure:
10:00 – 10:30 RESOURCE
10:40 – 11:10 LUNCH
11:10 – 11:25 RECESS
11:30 – 12:00 Read Aloud/Shared Reading: Objective: Discuss the concept of workers at school. Determine Text Importance before reading. Build concepts about print. Build academic and sight word
vocabulary. Build fluency through choral-reading. Build oral language and vocabulary through whole-group and partner discussion.
I Can discuss the concept of workers at school. Determine Text Importance before reading. Build concepts about print. Build academic and sight word vocabulary.
Build fluency through choral-reading. Build oral language and vocabulary through whole-group and partner discussion.
Anticipatory Set: TSW fiction book Michael Recycle by Ellie Bethel (https://www.youtube.com/watch?v=O59LAxCLR5Q) & TTW model the metacognitive strategy
of ‘Determine Text Importance’.
Modeling: TW display People at School Book. TW model fluent reading encouraging students to note smoothness of reading, changes in voice inflection, and use of
punctuation to guide voice in reading expressively. TW will read one sentence at a time (on page 4). TW have students echo read. TW point out changes in voice
inflection and discuss how teacher’s voice changes in expression and voice intonation (Refer to Echo Reading Checklist p. 7). T/SW repeat echo reading on pages 4, 6,
8, 10, and 12 until students are familiar with the language patterns of the text. TW point out the punctuation in the script and will ask students: “How did you
change your voice to read the line with the question mark? How did the exclamation mark change the way you spoke the last line?
Check for Understanding:
Guided Practice: SW practice building comprehension by retelling the script. SW respond to text dependent questions: Which school workers were in the script?
What did the script tell you about the school workers? TT&SW read the rhyme poster “Earth Day” emphasizing 1 to 1 match. TSW locate & circle word wall words
found in the poem.
Independent Practice:
Closure:
12:00 – 1:00 GUIDED READING WITH MS. KNECHT
1:00 – 1:30 Word Study/Spelling: Objective: Identify beginning blend sound of a given picture & use them to decode words.
I Can identify beginning blend sound of a given picture & use them to decode words.
Anticipatory Set: Letter Sound Chant & Word Wall Word Rap (found hanging on bookshelf to the left of the word wall)
Modeling: Letter Sound Chant & Word Wall Word Rap (found hanging on bookshelf to the left of the word wall).
Check for Understanding:
Guided Practice: TTW introduce the beginning digraph or blend & pictures for the sort. TTW identify each picture & have the students identify the beginning
blend sound of that picture. TTW repeat this for all the pictures in the sort. TSW write their name on the sort & color the pictures. (“sl, bl, pl” sort).
Independent Practice: N/A
Closure:
1:30 – 2:00 WRITING WITH MS. SNIPES
April 18, 2018
7:46 – 8:00 HOMEROOM / ATTENDANCE
8:00 – 8:30 POWER UP WITH MS. SALWAY
8:30 – 9:00 Science/Social Studies: Objective: Investigate and understand the difference between living and nonliving objects.
Sol K.6: The student will investigate and I Can: investigate and understand the difference between living and nonliving objects.
understand the difference between living and Anticipatory Set: TSW watch the video: needs of living things a fun video for preschoolers https://www.youtube.com/watch?v=xHjqaOx568o
nonliving objects. Modeling: TT&SW create an anchor chart about the needs of living things.
Check for Understanding:
Guided Practice:
Independent Practice: TSW write and illustrate a sentence about one need of a living thing.
Closure: TSW partner share what they have written and illustrated.
9:00 – 10:00 Math: Objective: Count sets of pennies by ones & nickels by fives.
SOL K.7 The student will recognize a penny I Can: count sets of pennies by ones and nickels by fives.
and nickel, and will determine the value of a Anticipatory Set: TSW listen to “Show me the Money” https://www.youtube.com/watch?v=RVpcZ5obmsM
collection pennies and/or nickels whose total Modeling: TTW demonstrate how to count a set of pennies and nickels.
value is 10 cents or less.
Check for Understanding: Teacher observation
Guided Practice: TSW determine the value of a collection of nickels & pennies and locate the value on a bingo board (abcya.com: money bingo – nickels and pennies).
Independent Practice: Students will get into three different groups. Based on these groups students will use nickels and pennies to create a set that matches a given
amount of money with teacher assistance, some teacher assistance, or independently.
Closure:
10:00 – 10:30 RESOURCE
10:40 – 11:10 LUNCH
11:10 – 11:25 RECESS
11:30 – 12:00 Read Aloud/Shared Reading: Objective: Discuss the concept of workers at school. Determine Text Importance before reading. Build concepts about print. Build academic and sight word
vocabulary. Build fluency through choral-reading. Build oral language and vocabulary through whole-group and partner discussion.
I Can discuss the concept of workers at school. Determine Text Importance before reading. Build concepts about print. Build academic and sight word vocabulary.
Build fluency through choral-reading. Build oral language and vocabulary through whole-group and partner discussion.
Anticipatory Set: TSW view Why Do Animals Hibernate? Read Aloud Along Educational Story Book for Children Kids
(https://www.youtube.com/watch?v=AHclJXhj6DQ) & TTW model the metacognitive strategy “Determine Text Importance”.
Modeling: TW explain that we change our tone of voice to talk expressively. TW ask students what tone they would use to tell about a sick pet (sad) or a silly movie
(happy). TW explain that our tone of voice shows our mood (how we are feeling). “People use clues to figure out, or anticipate, our mood. They see the look on our
face or if we are calm or fidgety. Then, when they hear our tone of voice, they confirm how we feel.” TW explain that authors also use mood when they write. TW
emphasize the readers can anticipate the mood by using clues, such as the title, pictures, punctuation, or bold print. “Then readers think about the meaning of the
words to confirm their feelings.” TW explain that reading in the correct mood helps the passage sound right and make sense. TW display fluency poster (“Little Bo
Peep”) and read the title. TW explain that this rhyme is about a little girl who is watching some sheep, but they walked off. TW explain she is going to use the
rhyme to model how to read to show that that Little Bo Peep is sad. TW direct students to listen and try to notice her expression. TW read the rhyme aloud varying
her speed to make the text more interesting and dramatic (see prompts Unit 8, Week 3, Day 3, bottom of page 9). TW then reread poem, reading each line with no
expression (reading in a slow, word-by-word manner).
Check for Understanding:
Guided Practice: TW ask students which reading makes the rhyme more fun and easy to listen to, and she will ask them to explain why. Shared Writing: T&SW
create a class anchor Chart to remind them how good readers use expression (See example on page 10). When completed, T/SW echo read chart. TT&SW read the
rhyme poster “Earth Day” emphasizing 1 to 1 match. (Friendly Competition)
Independent Practice:
Closure:
12:00 – 1:00 GUIDED READING WITH MS. KNECHT
1:00 – 1:30 Word Study/Spelling: Objective: Identify beginning blend sound of a given picture & use them to decode words.
I Can identify beginning blend sound of a given picture & use them to decode words.
Anticipatory Set: Letter Sound Chant & Word Wall Word Rap (found hanging on bookshelf to the left of the word wall).
Modeling: TTW choose a student to point to the letters on the word wall while the other students say the letter, picture & letter sound. TTW choose a student,
choose a word wall word for the student to locate on the word wall & follow the word wall rap sequence using that word. TTW repeat the rap with 3 different
students & 3 different word wall words.
Check for Understanding:
Guided Practice: TTW choose a student to point to the letters on the word wall while the other students say the letter, picture & letter sound. TTW choose a
student, choose a word wall word for the student to locate on the word wall & follow the word wall rap sequence using that word. TTW repeat the rap with 3
different students & 3 different word wall words.
Independent Practice: TSW will return to their table with their sort & supply box to cut out the pictures to their sort. TSW practice their sort. TSW will raise
their hand to signal they have finished their sort. TTW have the student name the pictures in their sort to check for accuracy. If a picture is not accurate, TTW
assist the student to determine the correct placement. After the sort has been check & is accurate, TSW put the pieces to their sort into the baggie in the front of
their spelling folder.
Closure:
1:30 – 2:00 WRITING WITH MS. SNIPES
April 19, 2018
7:46 – 8:00 HOMEROOM / ATTENDANCE
8:00 – 8:30 POWER UP WITH MS. SALWAY
8:30 – 9:00 Science/Social Studies: Objective: Investigate and understand the difference between living and nonliving objects.
Sol K.6: The student will investigate and I Can: investigate and understand the difference between living and nonliving objects.
understand the difference between living and Anticipatory Set: TSW watch the video: Living and Non-Living things: https://www.youtube.com/watch?v=BEz7RPvQCAI
nonliving objects. Modeling: TTW review the Living and Non-Living anchor charts
Check for Understanding:
Guided Practice: Using the Smart Board (share drive, 2017-2018, Kindergarten, videos and music) TSW sort living and non-living pictures
Independent Practice: TSW color, cut, glue, and sort the pictures into the appropriate category: Living or Non-Living
Closure: TSW partner share their favorite living thing. TSW explain why it is a living thing.
9:00 – 10:00 Math: Objective: Count sets of pennies by ones & nickels by fives.
SOL K.7 The student will recognize a penny I Can: count sets of pennies by ones and nickels by fives.
and nickel, and will determine the value of a Anticipatory Set: TSW Listen to Coins! by abcmouse.com https://www.youtube.com/watch?v=aajLkveG750
collection pennies and/or nickels whose total Modeling: TTW demonstrate how to count a set of pennies and nickels
value is 10 cents or less.
Check for Understanding: Teacher observation
Guided Practice: TSW manipulate pennies and nickels to create sets to match a given value.
Independent Practice: Students will get into three different groups. Based on these groups students will use nickels & pennies to determine the value of a given set
& match the value to the set with teacher assistance, some teacher assistance, or independently (moon & stars).
Closure:
10:00 – 10:30 RESOURCE
10:40 – 11:10 LUNCH
11:10 – 11:25 RECESS
11:30 – 12:00 Read Aloud/Shared Reading: Objective: Discuss the concept of workers at school. Determine Text Importance before reading. Build concepts about print. Build academic and sight word
vocabulary. Build fluency through choral-reading. Build oral language and vocabulary through whole-group and partner discussion.
I Can discuss the concept of workers at school. Determine Text Importance before reading. Build concepts about print. Build academic and sight word vocabulary.
Build fluency through choral-reading. Build oral language and vocabulary through whole-group and partner discussion.
Anticipatory Set: TSW view Biscuit's Earth Day Celebration | Children's Books Read Aloud | Stories for Kids (https://www.youtube.com/watch?v=hasHr02UQKQ)
Modeling:
Check for Understanding:
Guided Practice: TT&SW read the reader’s theater People at School together. The students will read the rhyme poster “Earth Day” emphasizing 1 to 1 match.
(Friendly Competition).
Independent Practice:
Closure:
12:00 – 1:00 GUIDED READING WITH MS. KNECHT
1:00 – 1:30 Word Study/Spelling: Objective: Identify beginning blend sound of a given picture & use them to decode words.
I Can identify beginning blend sound of a given picture & use them to decode words.
Anticipatory Set: Letter Sound Chant & Word Wall Word Rap (found hanging on bookshelf to the left of the word wall).
Modeling: TTW choose a student to point to the letters on the word wall while the other students say the letter, picture & letter sound. TTW choose a student,
choose a word wall word for the student to locate on the word wall & follow the word wall rap sequence using that word. TTW repeat the rap with 3 different
students & 3 different word wall words.
Check for Understanding:
Guided Practice: TTW choose a student to point to the letters on the word wall while the other students say the letter, picture & letter sound. TTW choose a
student, choose a word wall word for the student to locate on the word wall & follow the word wall rap sequence using that word. TTW repeat the rap with 3
different students & 3 different word wall words.
Independent Practice: TSW will return to their table with their sort & their sort. TSW will raise their hand to signal they have finished their sort. TTW have the
student name the pictures in their sort to check for accuracy. If a picture is not accurate, TTW assist the student to determine the correct placement. After the sort
has been check & is accurate, TSW put the pieces to their sort into the baggie in the front of their spelling folder.
Closure:
1:30 – 2:00 WRITING WITH MS. SNIPES
April 20, 2018
7:46 – 8:00 HOMEROOM / ATTENDANCE
8:00 – 8:30 POWER UP WITH MS. SALWAY
8:30 – 9:00 Science/Social Studies: Objective: Investigate and understand the difference between living and nonliving objects.
Sol K.6: The student will investigate and I Can: investigate and understand the difference between living and nonliving objects.
understand the difference between living and Anticipatory Set: TSW watch the video: Living and Non-Living Things (4K): https://www.youtube.com/watch?v=zFGydQHh0KA
nonliving objects. Modeling: TT&SW review the Living and Non-living Things anchor charts
Check for Understanding:
Guided Practice:
Independent Practice: TSW get a partner and play the Living or Not? Game. TSW roll a dice and move a teddy bear to the appropriate square. TSW say if the
picture is a living or non-living thing.
Closure: In a sharing circle, TSW say 1 living and non-living thing without repeating what another student said. TSW explain what makes the thing living or not.
9:00 – 10:00 Math: Objective: Count sets of pennies by ones & nickels by fives.
SOL K.7 The student will recognize a penny I Can: count sets of pennies by ones and nickels by fives.
and nickel, and will determine the value of a Anticipatory Set: TSW listen to “I Like Coins, Yes I Do” https://www.youtube.com/watch?v=Rb_vpGEueDg
collection pennies and/or nickels whose total Modeling: TTW demonstrate how to count a set of pennies and nickels.
value is 10 cents or less.
Check for Understanding: Teacher observation
Guided Practice: TSW determine the value of a collection of nickels and pennies and locate the value on a bingo board (abcya.com: Money bingo – nickels & pennies)
Independent Practice: A student will be the ‘teacher’ and will call out a value of money from 1 to 10 cents. TSW use nickels and pennies to show the correct amount
of money. The ‘teacher’ will switch each time.
Closure:
10:00 – 10:30 RESOURCE
10:40 – 11:10 LUNCH
11:10 – 11:25 RECESS
11:30 – 12:00 Read Aloud/Shared Reading: Objective: Discuss the concept of workers at school. Determine Text Importance before reading. Build concepts about print. Build academic and sight word
vocabulary. Build fluency through choral-reading. Build oral language and vocabulary through whole-group and partner discussion.
I Can discuss the concept of workers at school. Determine Text Importance before reading. Build concepts about print. Build academic and sight word vocabulary.
Build fluency through choral-reading. Build oral language and vocabulary through whole-group and partner discussion.
Anticipatory Set: TSW view Teach Kids to Go Green: Picture Book: Kids Fun: Recycling (https://www.youtube.com/watch?v=iyNPa37G_2s
Modeling
Check for Understanding:
Guided Practice: TSW perform their reader’s theater. TSW read the rhyme poster “Earth Day” emphasizing 1 to 1 match.
Independent Practice:
Closure:
12:00 – 1:00 GUIDED READING WITH MS. KNECHT
1:00 – 1:30 Word Study/Spelling: Objective: Identify beginning blend sound of a given picture & use them to decode words.
I Can identify beginning blend sound of a given picture & use them to decode words.
Anticipatory Set: Letter Sound Chant & Word Wall Word Rap (found hanging on bookshelf to the left of the word wall).
Modeling: TTW choose a student to point to the letters on the word wall while the other students say the letter, picture & letter sound. TTW choose a student,
choose a word wall word for the student to locate on the word wall & follow the word wall rap sequence using that word. TTW repeat the rap with 3 different
students & 3 different word wall words.
Check for Understanding:
Guided Practice: TTW choose a student to point to the letters on the word wall while the other students say the letter, picture & letter sound. TTW choose a
student, choose a word wall word for the student to locate on the word wall & follow the word wall rap sequence using that word. TTW repeat the rap with 3
different students & 3 different word wall words.
Independent Practice: TSW will return to their table with their sort & sort. TSW glue their sort and TTW grade it.
Closure:
1:30 – 2:00 WRITING WITH MS. SNIPES