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<p>SPLASHING IN THE OCEANMay 19-23, 2014</p> <p>LBJ Kindergarten will be completing MAP testing this week.</p> <p>SPLASHING IN THE OCEAN Fish5-19-2014</p> <p>MORNING MESSAGE/STAR STUDENTDaily Skills:*Sentence Structure*Punctuation/Capitalization*Grammar/Spelling*Letter/Sound/RecognitionCCS: RF.K.1c, RF.K.2, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3c, RF.K.3d, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4, L.K.4a, L.K.4b, L.K.6, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6</p> <p>PROJECT READUnit 13C Lesson 1a (sc/sk)Day 1Word of the Week: pretty(TM p13-85--13-117) </p> <p>OBJECTIVES1. To read words with beginning consonant blends [sc] and[sk]2. To spell words with theconsonant blends [sc] and [sk]3. To identify and read the red word pretty</p> <p>ANTICIPATORY SETDisplay all the [s] blends cards</p> <p>INPUT1. (state): These are the [s] blends; there are seven ofthem.[sc] and [sk] both say /sk/ when you stir the sounds together.2. Say the letter names with me: "[sc] says /sk/" "[sk] says /sk/"</p> <p>VAKT INPUT1. Display [sc] and [sk] a. Skywrite [sc] and [sk] and say sounds while tracingletters in the air b. Pull under the letters and stir around letters sayingblend sounds /sc/ and /sk.2. Students get out theblend bowl (p13-87). Record [sc]and[sk].</p> <p>INPUT(state): [sc] and [sk] are usually used with different vowels. [sk] is usually used with [i] and [e]</p> <p>MODELING(Students repeat words) [sc] scat scan scab scoff</p> <p> [sk] skip skin sketch skim skill skeleton skidCHECKING FOR UNDERSTANDING(p13-86)1. Students read from [sc] and [sk] Blend Sheets (p13-99)2. Students cut up cards and store in zip-lock bags labeled[s] blend words.3. Spelling Tabs:a.Dictate words from [sc] and [sk] list b. Apply steps for finger spelling4. Sentences to read and write: Student Practice Sheet13M (p13-91)</p> <p>ORAL/GUIDED READINGStudents Story/Quiz: Scott's Red Sled</p> <p>STUDENT PRACTICE1. Word Web/Writing Notebook (sc/sk)2. Write/Illustrate Sentences (sc/sk3)*PASS OUT AND DISCUSS SPELLING WORD LISTCCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, RF.K.3e, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, L.K.5, L.K.5a, L.K.5c, L.K.5d, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3 </p> <p>STAR STORYTitle: The Rainbow FishDay 1Story ConventionsTeacher/Interactive ReadingStory DiscussionCSS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.6, RI.K.7, RI.K.10</p> <p>KINDERROOTS (Fin in the Water)The teacher will review story conventions.The teacher will give a short overview of the story.The students will be given a list of vocabulary words; the studentswill colorthe words red/green: (GREEN:fat, fib, fin, fits, fun, puff, puffs, sand)(RED:off, saw, they)(READLES: jumps, beach, tire, water, shark) The teacher will read the story (1X).The teacher will choose Star Readers for the week.(story,word list)CSS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.6, RI.K.7, RI.K.10</p> <p>CALENDAR MATH/MATH(assessment/tallying/graphing) The students will write 1-100, using classroom charts. Next, the students will complete Unit 9 assessment. The students will then count and tally the number of fish in the fish bowl and then show the numbers counted by placing an equal number on the graph or the students may graph colors of goldfish and then analyze the data.(EV- Unit 9 assessment, st sht p195, colored goldfish crackers, color organizers, chart paper)CCS: K.OA.3, K.CC.5</p> <p>LARGE GROUP/PHONEMIC AWARENESS(y - long i/long e/compound words/comprehension) () The students will read the computer story MY FAMILY. The students will then make a small book with the same title. Next, the students will make a book by writing ocean compound words on each page and then illustrating each compound word. Next, the students will complete the sentences and identify the best answer for each question given about the story.)(STARFALL.COM, st book, SCH p37&amp;38, fish compound word chart, book cover w/5 pages for each child)CCS: RF.K.2e, RF.K.3 RF.K.3a, RF.K.3b</p> <p>WRITING(sentence structure) The students will correctly re-arrange the words to make a sentence. The students will re-write the sentence correctly and illustrate the sentence using Spanish color words.(st sht p11, Spanish fish picture)CCS: L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5 </p> <p>THEME(science) The students will discuss the ocean food chain. The students will cut and then glue the characters in the order that they are found in an ocean food chain. If time permits, the students will make "AnOcean in a Bottle".(ocean food chain chart, st sht, lg paper strip, world map, world map sheet, plastic bottle w/lid, baby oil, blue food color, water, sand, colored gravels, plastic ocean animals, small shells)CCS: SCI 4.6.1(DOK 2) A/H 3.4.1</p> <p>SPLASHING IN THE OCEAN5-20-2014 NO SCHOOL ELECTION DAY</p> <p>SPLASHING IN THE OCEAN Whales5-21-2014</p> <p>MORNING MESSAGE</p> <p>PROJECT READUnit 13c Lesson 1b (st/sm/sp)Day 1Word of the Week: pretty(TM p13-85--13-117) </p> <p>OBJECTIVES1. To read words with beginning consonant blends [st] and[sm] and [sp]2. To spell words with theconsonant blends [st] and [sm] and [sp]3. To identify and read the red word pretty</p> <p>ANTICIPATORY SETDisplay all the [s] blends cards</p> <p>INPUT(state): [st] and [sm] and [sp] are beginning blends; there areseven ofthem</p> <p>VAKT INPUT1. Display [st] and [sm] and [sp] 2. Skywrite [st] and [sm] and [sp] and say sounds while tracing letters in the air3. Students gettheblend bowl (p13-87) and record[st]and[sm] and [sp]4. Flash the blend cards</p> <p>CHECKING FOR UNDERSTANDING(p13-90)1. Students read from [st] and [sm] and [sp] Blend Sheets (p13-101 and p13-103 and 13-107)2. Student Practice Sheet 13N (p13-93) (Teacher dictates missing words; students use fingerspelling to fill inmissingwords.)3. Students cut up cards and store in zip-lock bagslabeled[s] blend words.</p> <p>ORAL/GUIDED READINGStudents Story/Quiz:Stan's Stick</p> <p>STUDENT PRACTICE1. Word Web/Writing Notebook (st/sm/sp)2. Write/Illustrate Sentences (st/sm3)CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, RF.K.3e, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, L.K.5, L.K.5a, L.K.5c, L.K.5d, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3 </p> <p>STAR STORYTitle: Rainbow FishDay 2Story ConventionsTeacher/Interactive ReadingCSS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.6, RI.K.7, RI.K.10</p> <p>KINDERROOTS (A Fin in the Water)The t/s will review story conventions.The t/s will review (blend/spell) vocabulary words.The t/s will read the story (2X) - Guided Reading.CELEBRATE(story)CSS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.6, RI.K.7, RI.K.10</p> <p>CALENDAR MATH/MATH(number operations 11-13/shapes) The students will write 1-00,using class charts. (GP&amp;IP) Next, the students will write the number sentence and fill in the drawing to match the number sentence.Next, the students will discuss shapes in their environments.(EV-10-1, class charts)CCS: K.NBT.1, K.G.1</p> <p>PHONEMIC AWARENESS/LARGE GROUP(y - long i/long e) The students will read the computer story MY FAMILY. The students will then identify "y" as having a "long e" or "long i" sound and then write sentences using the words. (STARFALL.COM, st book p 85-86)CCS: RF.K.3, RF.K.3a, RF.K.3b</p> <p>WRITING(portfolio-draft) The students willwrite adraft, describing how their writing has improved since starting Kindergarten - what have they learned about writing (reflective piece)? (portfolio, paper)CCS: W.K.2, L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, L.K.5 </p> <p>THEME(science/art) The students will read the chart to compare fish and mammals. If time permits, the students will cut apart the pieces of a whale picture and then glue them back together to complete the whale puzzle OR the students will stuff a paper bag to make a whale w/spout, adding the facial features and the fins made from construction paper.(st sht p28, charts, whale puzzle sht, construction paper, bags, newspaper, pop sticks, light blue paper for water, tape, markers, wiggle eyes)CCS: SCI 3.4.1(DOK 2), A/H 3.4.1, 4.4.2 </p> <p>SPLASHING IN THE OCEAN Sharks5-22-2014</p> <p>*The students will be assessed on their knowledge of the computer.(st sht p250)CCS: W.K.6</p> <p>MORNING MESSAGE</p> <p>PROJECT READUnit 13c Lesson 1c (sn/sw/squ)Day 1Word of the Week: pretty(TM p13-85--13-117) </p> <p>OBJECTIVES1. To read words with beginning consonant blends [sn] and [sw] and[squ] 2. To spell words with theconsonant blends [sn] and [sw] and[squ]3. To identify and read the red word pretty</p> <p>ANTICIPATORY SETDisplay all the [s] blends cards.</p> <p>VAKT INPUT1. Display [sn] and [sw] and[squ] a. Skywrite[sn] and [sw] and[squ] and say sounds while tracingletters in the air b. Pull under the letters and stir around letters sayingblend sounds /sn/ and /sw/and /squ/2. Students get out theblend bowl (p13-87) and record [sn] and [sw] and[squ].</p> <p>CHECKING FOR UNDERSTANDING(p13-90)1. Students read from [sn] and [sw] and[squ] Blend Sheets (13-109 and 13-113 and 13- 117).2. Students cut up cards and store in zip-lock bags labeled[s] blend words.3. Sentences to read and write: Student Practice Sheet13P (p13-97) </p> <p>ORAL/GUIDED READINGStudents Story/Quiz: The Box (see manual p13 -111)</p> <p>STUDENT PRACTICE1. Word Web/ Writing Notebook (sn/sw/squ)2. Write/Illustrate Sentences CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, RF.K.3e, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, L.K.5, L.K.5a, L.K.5c, L.K.5d, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3 </p> <p>STAR STORYTitle:Rainbow FishDay 3Story ConventionsTeacher/Interactive ReadingStory Extension: The students will make a rainbow fish.CSS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.6, RI.K.7, RI.K.10</p> <p>KINDERROOTS (Fin in the Water)The t/s will review story conventions.The t/s will review vocabulary list by writing each word.The students will Popcorn Read.CELEBRATE(story)CSS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.6, RI.K.7, RI.K.10</p> <p>CALENDAR MATH/MATH(number operations 11-13/patterns) The students will write 1-00,using class charts.(R&amp;P) Next, the students will write the number sentence and fill in the drawing to match the number sentence. Next, the students will use construction paper cutouts to make a quilt piece pattern for a frame. The students will then draw a picture of something they would see in the ocean and write a short story about it.(EV-10-1R&amp;P, class charts lg bulletin board paper, quilt pattern, paper shapes)CCS: K.NBT.1, K.G.2, K.G.3 A/H 3.4.1 </p> <p>LARGE GROUP/PHOMEIC AWARENESS(compound words/ comparing texts) The students will read the computer story MY FAMILY. The students will then read two short words to make the new compound word and write it on the line. Next, the students will read the word list and find the words that end in y. Next, the students will listen to the stories THE THREE LITTLER PIGS and THE THREE LITTLE FISH AND THE BIG BAD SHARK. The students will then compare the key ideas for the two texts, using the doc camera.(STARFALL.COM, wkbk p87-88, stories, st sht p28, doc camera)CCS: RF.K.3, RF.K.3a, RF.K.3b, RI.K.9</p> <p>WRITING(portfolio publish) The students willwrite arough draft, describing how their writing has improved since starting Kindergarten - what have they learned about writing (Reflective Piece)? If time permits, the teacher will cut the end of a large white envelope to look like a shark's mouth. The students will then write a short story on the outside of the envelope about things a shark might eat. Finally, the students will illustrate the story and place the pictures in the shark's mouth. (portfolio, writing paper, lg white envelopes w/mouth cut out, small paper)CCS: W.K.2, L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, L.K.5 </p> <p>THEME(science) The students will cut out items from a magazine that depict something a shark might eat. The students will then glue these pictures onto a large cut out of a shark.(lg shark cut out, magazines)CCS: SCI 3.4.1(DOK 2), 4.6.1(DOK 2) A/H 3.4.1</p> <p>SPLASHING IN THE OCEAN Dolphins5-23-2014</p> <p>MORNING MESSAGE</p> <p>The students will be assessed on their knowledge of the computer.(st sht p250)CCS: W.K.6</p> <p>MORNING MESSAGE</p> <p>PROJECT READUnit 13c Lesson 2a (tw/dw)Day 1Word of the Week:pretty(TM p13-119--13-130) </p> <p>OBJECTIVES1. To read words with beginning consonant blends [tw] and[dw]2. To spell words with theconsonant blends[tw] and [dw]3. To read and write the red word pretty</p> <p>ANTICIPATORY SET1. Display the [tw] and [dw] blends cards2. (question): What are these two symbols? (answer):The [w] blends.</p> <p>INPUT1. Display the [tw] and [dw] blends cards2. Say and stir [tw] and [dw]3. Add to blend bowl (p13-121)</p> <p>MODELFingerspell: [twin] [dwell]</p> <p>CHECKING FOR UNDERSTANDING(p13-123)1. Students read from [tw] and [dw] Blend Sheets (p13-127)2. Students cut up cards and store in zip-lock bags labeled[s] blend words3. Sentences to read and write: Student Practice Sheet13Q (13-125)4. Jewel Box/Treasure Chest Student Practice Sheet (p13-129)</p> <p>ORAL/GUIDED READINGStudents Story/Quiz:The Twins</p> <p>STUDENT PRACTICE1. Word Web/Writing Notebook (tw/dw)2. Writing/Illustrating Sentences (tw/dw3)CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.1d, RF.K.2, RF.K.2a, RF.K.2b, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c, RF.K.3d, RF.K.3e, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, L.K.5, L.K.5a, L.K.5c, L.K.5d, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3</p> <p>SHARED STORYTitle: Fish Is Fish or Teachers ChoiceDay 1Story ConventionsTeacher/Interactive ReadingStory DiscussionCSS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RI.K.1, RI.K.2, RI.K.3, RI.K.6, RI.K.7, RI.K.10 </p> <p>KINDERROOTS(A Fin in the Water)The t/s will review story conventions.The t/s will review vocabulary list by writing each word.The students will PartnerRead.CELEBRATE(story)CS...</p>

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