September 14-18

Teacher: Grinnell

 

 

Week: September 14-18

Unit: 1: Chrysanthemum

Reading Workshop

Day 1

Day 2

Day 3

Day 4

Day 5

Essential Questions:

How many letters are in your name?

What does your name start with? What sound does that letter make?

What letters have a vertical or horizontal line?

What rhymes with your name?

Can you put the letters in your name in order?

Common Core State Standards

RI.K.5

RI.K.5

SL.K.4

L.K.6

SL.4.5

Lesson Objective (In the form of an I Can Statement…)

I can identify the front over, back cover, and title of page of a book

I can describe familiar people and events with prompting

I can describe familiar places and  things with prompting

I can use words and phrases acquired through conversations, reading and being read to.

I can add drawings or other visual displays to descriptions as desired to provide additional detail

Comprehension Strategy

(Mini-Lesson)

Name Graph

Word Work

Student Practice & Anchor Chart

Sequence

Class Discussion

Title of Book

Novel and/or Read Aloud

RA: Chrysanthemum

SR: My Teacher Calls Me Sweetie Cakes

RA: Chrysanthemum

SR: My Teacher Calls Me Sweetie Cakes

RA: Chrysanthemum

SR: My Teacher Calls Me Sweetie Cakes

RA: Chrysanthemum

SR: My Teacher Calls Me Sweetie Cakes

RA: Chrysanthemum

SR: My Teacher Calls Me Sweetie Cakes

Vocabulary (What may present a challenge and how will I teach it?)

dreadful

miserably

dreadful

miserably

dreadful

miserably

dreadful

miserably

dreadful

miserably

Background Knowledge/Connection

Alphabet, Letter Sounds

ABC Chart, & Names

 

Alphabet, Letter Sounds

ABC Chart, & Names

 

Alphabet, Letter Sounds

ABC Chart, & Names

 

Alphabet, Letter Sounds

ABC Chart, & Names

 

Alphabet, Letter Sounds

ABC Chart, & Names

 

Set Purpose/

Introduction

(Why are we reading this? This story is about…)

Directionality

Poem vs. Book

Retelling

Retelling

Segmentation Activities

Guiding Questions

 

 

How many letters did Chrysanthemum have in her name?

Do you notice anything about the students in the book? Were they nice?

How many letters are in your name? Do you have more or less than Chrysanthemum?

What happened in the story? What event happened first?

What if the kids were nice to Chrysanthemum? Would she of felt different at school?

Independent Practice

 

ABC Song, Chant, & Name Game

ABC Song, Chant, & Name Game

ABC Song, Chant, & Name Game

ABC Song, Chant, & Name Game

ABC Song, Chant, & Name Game

Differentiated Small Group  Practice

 

 

Focus on Student’s Instructional Reading Level.

 

 

 

 

 

Qualls

Dibels

 

 

Qualls

Dibels

 

Qualls

Dibels

 

Qualls

Dibels

 

 

 

 

Independent Practice (while teacher is doing small group instruction)

Independent Reinforcement Activities during Independent Reading/Remediation

 

Instructional Activities:

 

Name Practice

Handwriting Practice

Alphabet Chart

Instructional Activities:

 

Name Practice

Handwriting Practice

Alphabet Chart

Instructional Activities:

 

Name Practice

Handwriting Practice

Alphabet Chart

Instructional Activities:

 

Name Practice

Handwriting Practice

Alphabet Chart

Instructional Activities:

 

Name Practice

Handwriting Practice

Alphabet Chart

Writers’ Workshop

Essential Question

What you say can be written down.

What you say can be written down.

What you say can be written down.

What you say can be written down.

What you say can be written down.

Common Core State Standards

W.K.3

W.K.3

W.K.3

W.K.3

W.K.3

Teaching Focus/

Lesson Objective (I Can Statement)

 

I can remember information about something I did

I can remember information about something I did

I can remember information about something I did

I can remember information about something I did

I can remember information about something I did

Mini Lesson (This could be included with Anchor Text and/or Language Lesson)

 

 

 

 

 

Anchor/Mentor Text

(A text that connects to your writing instruction)

What do you do when you get home from school?

What are you really good at?

What makes you really happy?

Do you like milk?

Can you ride a bike?

Model Lesson

Use the question listed about to ask students. Encouraging them to use complete sentences.

Also discussing details and how these may be used as a writing topic.

 

Use the question above for interactive writing. Using a “T graph” with yes or no at the top. Students must write their name under their answer.

Use the question above for interactive writing. Using a “T graph” with yes or no at the top. Students must write their name under their answer.

Independent Practice

 

Teacher will conference with Students or pull Small Writing Groups if needed.

 

 

 

 

 

Group Share/

Evaluation

 

 

 

 

 

Skills Strand/Spelling

Common Core State Standards

RF.K.2

RF.K.1a

L.K.1a

RF.K.2b

L.K.1e

Lesson Objective (In the form of an I Can Statement)

I can segment spoken sentences into words by counting fingers

I can demonstrate understanding of directionality by stepping forward from left to right

I can segment sentences into words by counting and moving cubes for spoken words.

I can use spatial words such as top and bottom

I can blend syllables and sounds to form words using hand gestrues

Phonics/Phonemic Awareness

Listening & Spatial actions

Listening & Spatial actions

Listening & Spatial actions

Listening & Spatial actions

Listening & Spatial actions

Independent Work

Hearing words in phrases & sentences

Stepping fording for words

Drawing zigzags on a vertical surface

 

Mixed monster

If your name starts with..

Pages

Independent Work:

10.1 &10.2

Homework: 10.3

 

Independent Work:

1.1 &1.2

Homework: 1.3

 

Independent Work:2.1

Homework: 2.2

 

Independent Work:

3.1 & 3.2

Homework: 3.3

 

Independent Work:

4.1 & 4.2

Homework: 4.3

 

Math

Common Core State Standards

K.CC.4a, K.CC.4b, K.MD.3

K.CC.4a, K.CC.4b, K.CC.5, K.OA.3, K.MD.3

K.CC.4a, K.CC.4b, K.CC.5, K.OA.3, K.MD.3

K.CC.4a, K.CC.4b, K.CC.5, K.OA.3, K.MD.3

K.CC.4a, K.CC.4b, K.CC.5, K.OA.3, K.MD.3

Lesson Objective (I Can Statement)

I can classify items into three categories, determine the count in each, and reason about how the last number named determines the total.

I can sort categories by count.  I can identify categories with 2, 3, and 4 within a given scenario.

I can sort by count in vertical columns and horizontal rows.  I can match to numerals on cards.

I can compare ways to count five fingers

I can find hidden partners, within linear and array dot configurations of number 3, 4, and 5.

CGI Focus/Problem Type

Green Light, Red Light

Pop Up Number

Birthday Candles

Show Me Another Way

Happy Counting Within 5

Counting Around the Circle to 5

Sunrise/Sunset Counting to 5

Roll, Grab, Count

Rekenrek Roller Coaster

How Many Dots

Show Me Another Way

Finger Counting

Hands Number Line to 5

Five Frame Peek-a-Boo

Roll, Count, Show

Lesson Focus/Activity

 

 

Application Problem/Concept Development

Application Problem/Concept Development

Application Problem/Concept Development

Application Problem/Concept Development

Application Problem/Concept Development

Independent Practice/Check For Understanding/

Assessment

 

Problem Set pg. 1.B.16

Exit Ticket pg. 1.B.17

Homework pg. 1.B.18

Pg. 1.B.19

Problem Set pg. 1.B.25

Exit Ticket pg. 1.B.26

Homework pg. 1.B.27

Problem Set pg. 1.C.7

Exit Ticket pg. 1.C.8

Homework pg. 1.C.9

 

Problem Set pg. 1.C.14

Exit Ticket pg. 1.C.15

Homework pg. 1.C.16

 

Problem Set pg. 1.C.21

Exit Ticket pg. 1.C.22

Homework pg. 1.C.23

 

Science/Social Studies

Integrated

 

Common Core State Standards

 

Lesson Objective (I Can Statement)

 

Lesson Focus/Activity

 

Independent Practice/Check For Understanding

 

Evidence of Learning/ Reflection on This Week’s Teaching and Learning