keshia/choiceschools… · web vie

Takeshia Ellis8245 BeaverlandRedford, MI 48239313-561-4596/ [email protected]

Royal Oak Public School District1123 Lexington BLVDRoyal Oak, MI 48073

RE: Elementary Teacher Positions (Preschool, Kindergarten, & First Grade)

Dear Human Resources,This letter is to express interest in Teacher positions in the Royal Oak School District. I learned about your need for a Preschool, Kindergarten and First Grade Teacher from the Royal Oak School District website. I am very interested in either position (preferably preschool) and believe that my educational accomplishments and employment background fits the qualifications.

My work background and coursework have supplied many opportunities of working with children at the Early Childhood/ Elementary School level. I have worked with children in various diverse learning environments. For example: children functioning at different academic levels, multi-age classrooms, inner city and suburban areas, etc. This job would be a great opportunity to utilize my knowledge and skills with helping children to enhance in all areas of development (cognitive, intellectual, physical, and social and emotional).

I possess a State of Michigan Elementary Provisional Certificate with a ZA endorsement in Early Childhood Education with minors in Language Arts and Science. Thus, my certification is currently in the process of being renewed with the State of Michigan. I possess a 90 day renewal letter. In addition, I have a Bachelor of General Studies degree in the Children and Families Program. This is a four year degree that is designed for those that have interest in child-care, child-care administration or other work related with children and families.

The key strengths that I possess for success in this position include: Great classroom management skills Excellent leadership and communication skills Team Player Follow directions well Facilitator in the growth and development of children Strive for continued excellence and eager to learn new things

Educationally Yours,Takeshia Ellis

mailto:[email protected]

Takeshia Ellis8245 Beaverland

Redford, MI 48239e-mail: [email protected]

OBJECTIVE Elementary Teacher To contribute to an educational institution that can use a professional with outstanding communication, interpersonal, organizational, and motivational skills.

EDUCATION University of Michigan Dearborn, Dearborn, MI Certification: State of Michigan Elementary Provisional- 2004 Endorsement: Early Childhood Education (ZA) Minors: Language Arts and Science Cumulative GPA: 2.92/ Early Childhood Education GPA: 3.2 University of Michigan Dearborn, Dearborn, MI Bachelor of General Studies degree- 2002 Major: Children and Families Program GPA: 3.0

EXPERIENCE Kindergarten Teacher. B.E.S.T. Academy, Highland Park, MI (2009-2010). -Assessed student development/progression by utilizing the Dibels Assessment tool. -Conducted Parent Teacher Conferences. -Prepared weekly lesson plans. -Provided great Classroom Management skills. -Incorporated Differentiated Instruction to help children functioning at different academic levels. -Organized and structured the Kindergarten graduation/ceremony. -Gained positive and trustworthy relationships with parents. -Worked collaboratively with co-workers. -Assumed leadership inside/outside the classroom environment. -Participated in ongoing Professional Development. -Tutored First Grade students (Nov.-May) to help enhance English and Math skills. Pre-K Teacher. City of Highland Park School District, Highland Park, MI (2009). -Taught children by following Highscope and Everyday Math Curriculums. -Observed children daily by utilizing the COR observation method. -Directed and Supervised Teacher Aide. -Communicated daily with parents. -Conducted Home Visits. -Created bulletin boards. -Incorporated technology in the classroom. -Completed report cards for each student. -Responsible for providing children with breakfast, lunch and snack. *Provided afterschool tutoring to third, forth and fifth graders.

Substitute Teacher (grades K-12). Westwood Community School District, Dearborn Heights, MI (2005).

- Followed instructions/directions of lead teacher by providing students with assignments left by their original classroom teacher. - Implemented creative abilities and classroom management skills throughout the course of the day. - Followed school rules and regulations. - Presented frequent availability. - Completed each work day with leaving a general report for the lead teacher.

Student Teacher (4th grade). Westwood Community School district: Daly Elementary, Inkster MI (Aug. 2004- Dec. 2004). - Taught all subject areas, as well as gained valuable teaching experience while assisting the Lead Teacher. - Utilized planning and organizational skills by creating interesting and thorough lesson plans (with use of curriculum): as well as providing students with test-taking strategies.

- Gained greater insight on how to utilize the curriculum in daily activities. - Acknowledged the importance of team work and relationship building. - Acquired significant knowledge on how a "school year" should begin. - Applied active learning techniques (e.g. students interest, centers, manipulatives, differentiated

instruction, etc) while encouraging students to actively participate and open themselves to learning.

- Implemented positive classroom management strategies to encourage respect for others and proper behavior. - Maintained ongoing communication with parents and assisted Parent Teacher Conferences. - Displayed creativity and initiative in the development of informative bulletin boards.

Preschool Teacher. Crestwood School District (Highview Elementary), Dearborn Heights, MI (2003-2004).

- Instructed a diverse student population in preparing them for future educational endeavors.

- Developed age appropriate lesson plans that enhanced the social, emotional, physical and cognitive development of children.

- Respectfully supervised and directed Teacher Assistants in everyday activities/routines.- Provided students with safe, meaningful and enjoyable educational experience.- Created bulletin boards that displayed children’s work.

Teacher Assistant. University of Michigan Dearborn, Dearborn Heights, MI (2000-2003). Part-time position in helping to assist the classroom teacher. -Followed instructions by lead teacher. -Supervised and facilitated the learning of young children (ages 1 & walking to 5 yrs. old). -Ensured that children were safe and comfortable at all times. -Prepared lunch and snack. -Worked with children in small groups.

Preschool Teacher. Star the Bear Preschool, Detroit MI (1998-1999).- Team Teacher (Feb. 1998- June 1998)- Promoted to Lead Teacher (Sept. 1998- June 1999)- Taught basic Spanish (counting, colors, etc).- Many of the same responsibilities as Preschool Teacher experience as above.

SKILLS Typing: 40 wpmComputers: Microsoft Word, Power Point and basic Excel; e-mail and the Internet

PERSONAL Enjoy reading, acting, and dancing. Honored with two Certificates of Completion in "Children in Poverty" and "Classroom Management" Professional Development Series (December 2004). Have a reputation of being a multi-tasked individual, positively leading others, and positive attitude.

REFERENCESAvailable by request

REFERENCES

Dr. Gerald Dodd (Former Professor) Edsel Ford High School 20601 Rotunda Dearborn, MI 48124 (313)-827-1500

Jennifer Bauer (Internship Supervisor)School of Education19000 Hubbard Dr.Dearborn, MI 48128313-593-5090

Gayna Evans (Former Supervisor/ Principal)City of Highland Park School District20 BartlettHighland Park, MI313-957-3000

Brooke Parsons (Former Team Teacher)Barber Elementary School45 E. Buena Vista Highland Park, MI 48203313-957-3005

Linda Lapanese (Former Supervisor)U of M- Dearborn ECEC18501 Rotunda Dearborn, MI 48128313-593-5424

Ms. Ellis’s (Kindergarten) Lesson Plans

Week of: October 19-23ELAR.FL.00.01Students will be able to distinguish between the uppercase and lowercase (Ll), and write the letter (Ll).R.WS.00.02Students will understand that sounds blend together to make words.

Monday 10/19Skill: writing

Procedure:Teacher will model how to write the Upper and Lower case Ll.

Students will trace the uppercase and lowercase Ll.

Tuesday10/20Skill: writing

Procedure:Teacher will reinforce learning by remodeling how to write the letter Ll.

Students will write the letter Ll on worksheet.

Wednesday10/21Skill: Phonics

Procedure:Discuss the Ll sound and items that begin with the letter Ll.

In whole group, class will discuss each picture on worksheet and color pictures that begin with the /Ll/ sound.

Thursday 10/22Skill: reading/phonics

Procedure:Teacher will review sight words of the week during calendar time.

Teacher will point and state each word. Students will repeat.

Teacher will then restate each word by identifying each letter and blending the sounds.

Friday10/23Skill: reading

Procedure:Teacher will review Ll sound and items that begin with the /Ll/ sound. *Teacher will ask: What sound does /Ll/ make?

Teacher will review sight words of the week during calendar time.

Materials- white board, markers, worksheets, pencil, & crayonsAssessment- Ask questions & view worksheets

MathematicsN.ME.00.04 Student will read and write numbers and connect them to the quantity they represent. N.ME.00.05Students will orally count to 20.

MondaySkill: counting

Procedure: Teacher will point to numbers and count from 1 to 20.

Students

TuesdaySkill: counting and one-to-one correspondence

Procedure:Teacher and students will count objects and circle the number that represents the quantity.

WednesdaySkill: write

Procedure:Teacher will model how to write the number and word one.

Students

ThursdaySkill: counting and one-to-one correspondence

Procedure:Teacher and students will point to and identify number on worksheet.

Teacher and

FridaySkill: counting and one-to-one correspondence

Procedure:Teacher will review and model counting objects and circling the number that represents the quantity.Teacher will

will repeat. will trace and write the number and word one.

students will count and circle the number of objects that represents the quantity.

Students will then color the pictures that were circled in each row.

facilitate learning by working with children in small groups.

Materials- white board, number chart (1-20), markers, worksheets, pencil, & crayonsAssessment- Ask questions & view worksheets

Social StudiesK-P3.1.2Students will discuss classroom rules.K-C5.0.1Students will practice following school rules.

MondaySkill: follow school rules

Procedure: Teacher will observe children throughout the course of the day.

Teacher will ask: How should we stand in line?

TuesdaySkill: follow classroom rules

Procedure:Teacher will reinforce classroom rules by reminding students to raise their hand, keep hands on their own bodies, etc.

WednesdaySkill: follow school rules


Teacher will ask: Is it O.k. to run in the hallway?

ThursdaySkill: follow classroom rules

Procedure:Teacher will reinforce classroom rules by reminding students to make the right choices.

FridaySkill: follow classroom and school rules

Procedure:Teacher will be a role model for children. For example: demonstrating respect for others.

Assessment- Teacher will observe children throughout the course of the day. She will correct behavior when necessary.

Science- See Ms. Elkin’s plans: Senses

Ms. Ellis’s (Kindergarten) Lesson Plans

Week of: October 26-30ELAR.FL.00.01Students will be able to distinguish between the uppercase and lowercase (Mm).

W.HW.00.02Students will form the Upper and Lowercase Mm).

R.WS.00.02Students will understand that sounds blend together to make words.

Monday 10/26Skill: writing & reading

Procedure:Teacher will model how to write the Upper and Lower case Mm.

Students will trace the uppercase and lowercase Mm.

Procedure:Teacher will introduce new sight words for the week.

Teacher will point to and read each sight word.

Students will repeat.

Procedure:*Teacher will read I Brought a Worm aloud to class.

Tuesday10/27Skill: writing& reading

Procedure:Teacher will reinforce learning by remodeling how to write the letter Mm.

Students will write the letter Mm on worksheet.

Procedure:Teacher will review sight words.




Wednesday10/28Skill: Phonics

Procedure:Discuss the Mm sound and objects that begin with the letter Mm.

Teacher will write suggestions on the whiteboard.

Students will be given a worksheet and will identify each picture on worksheet.

Students will color pictures that begin with the /Mm/ sound.


Thursday 10/29

FIELD TRIP

Henry Ford Museum

Friday10/30Skill: reading

Procedure:Teacher will review Mm sound and objects that begin with the /Mm/ sound. *Teacher will ask: What sound does /Mm/ make?

Procedure:Teacher will review sight words.


Teacher will re-read each word identifying the letters and blending the sounds in each word.



MathematicsN.ME.00.04 Student will read and write numbers and connect them to the quantity they represent.

N.ME.00.05Students will orally count to 20.

MondaySkill: counting

Procedure: Teacher will point to numbers and count from 1 to 20.


Teacher will then start with one and randomly select students to count in order from 1 to 20.

TuesdaySkill: counting and one-to-one correspondence

Procedure:Teacher and students will point to and identify numbers on worksheet.

Students will color objects that match the identified number.

WednesdaySkill: write

Procedure:Teacher will demonstrate the quantity two on the white board.

Teacher will model how to write the number and word two.

Students will trace, and write the number and word two.

Thursday

FIELD TRIP

Henry Ford Museum

FridaySkill: counting and one-to-one correspondence

Procedure:Teacher will review the number two (demonstrate the quantity).

Students will identify and color groups of two.

Teacher & para-educator will facilitate learning by working with children in small groups.

Materials- white board, number chart (1-20), markers, worksheets, pencil, & crayonsAssessment- Ask questions & view worksheets

Social StudiesK-P3.1.2Students will discuss classroom rules.

K-C5.0.1Students will practice following school rules.



Teacher will ask: What are the rules in the lunchroom?


Procedure:Teacher will reinforce classroom rules by reminding students to raise their hand, keep hands on their own bodies, etc.

WednesdaySkill: follow school rules


Teacher will ask: How should we stand in the hall?

Thursday

FIELD TRIP

Henry Ford Museum


Procedure:Teacher will be a role model for children. For example: demonstrate respect for others (e.g using words such as: please, thank you, etc.)

Assessment- Teacher will observe children throughout the course of the day. She will correct behavior when necessary.

ScienceS.IP.00.11Students will be able to identify the usage for each of the Five Senses.

MondaySkill: Inquire

Procedure: Teacher will point to and identify each sense word.


Teacher will identify the two body parts that are presented.

Students will identify the body part that is used for each particular sense.

Teacher will circle the correct identified picture.

TuesdaySkill: Inquire

Procedure:Teacher will point to and identify the picture presented.

Teacher will point to and read the two sense words in each section.

Students will indicate the word that belongs with the picture.

Teacher will circle the correct identified sense word.

WednesdaySkill: Inquire

Procedure:Teacher will write the sense word taste on the white board.

Teacher will discuss the different ways in which foods can taste (emphasizing sweet and salty).

Teacher and students will identify the different foods on the worksheet.

Students will circle the sweet tasting foods and color the salty tasting foods.

Thursday

FIELD TRIP

Henry Ford Museum

FridaySkill: Inquire

Procedure:Teacher will write the sense word hear on the white board.

Teacher will ask: Name some things that make sounds.

Students will display thinking.

Teacher and students will discuss objects on worksheet.

Students will circle the objects that produce sound.

Students will color the objects that were circled.


Ms. Ellis’s (Kindergarten) Lesson PlansWeek of: November 2-November 6

ELAR.FL.00.01Students will be able to distinguish between the uppercase and lowercase (Nn), and write the letter (Nn).

R.NT.00.02Students will become familiar with and identify rhyming words in nursery rhymes.

R.WS.00.02Students will understand that sounds blend together to make words.


Procedure:-Teacher will discuss the /Nn/ sound with students.

Procedure:-Teacher will model how to write the Upper and Lower case Nn.-Students will trace the uppercase and lowercase Nn.

Procedure:-Teacher will introduce new sight words for the week.-Teacher will point to and read each sight word.-Students will repeat.

Tuesday11/03

PROFESSIONAL DEVELOPMENT

Wednesday11/04Skill: writing & reading

Procedure:-Teacher will point to the Uppercase N and ask: Is this the Upper or Lowercase N.-After the correct response has been displayed, students will circle all the Uppercase N’s on their worksheet.

Procedure:-Students will write the Uppercase N on their writing worksheet.

Procedure:-Teacher will read the Jack and Jill nursery rhyme aloud to class.-Students will identify

Thursday11/05Skill: writing & reading

Procedure:-Teacher will point to the Lowercase n and ask: Is this the Upper or Lowercase n.-After the correct response has been displayed, students will circle all the Lowercase n’s on their worksheet.

Procedure:-Students will write the Lowercase n on their writing worksheet.

Procedure:-Teacher will read the nursery rhyme:

Friday11/06Skill: Phonics and reading

Procedure:-Teacher will review the /Nn/ sound with students.*Teacher will ask: What sound does /Nn/ make?

Procedure:-Teacher will review sight words.-Teacher will point to and read each sight word.-Teacher will re-read each word identifying the letters and blending the sounds in each word.-Students will repeat.

Procedure:-Teacher will read the nursery rhyme:

Procedure:Teacher will read Bongo Gets Adopted aloud to the class.

words that rhyme.-Teacher will write the words on the board & point out the similarities in spelling.

Humpty Dumpty aloud to class.-Students will identify words that rhyme.-Teacher will write the words on the board & point out the similarities in spelling.

Hey Diddle Diddle aloud to class.-Students will identify words that rhyme.-Teacher will write the words on the board & point out the similarities in spelling.

Materials- white board, markers, worksheets & pencil Assessment- Ask questions & view worksheets

ScienceS.IP.00.11Students will be able to identify the usage for each of the Five Senses.

MondaySkill: Inquire

Procedure:(make-up from last week’s lessons)-Teacher will write the sense word taste on the white board.-Teacher will discuss the different ways in which foods can taste (emphasizing sweet and salty).-Teacher and students will identify the different foods on the worksheet.-Students will circle the sweet tasting foods and color the salty tasting foods.

Tuesday

PROFESSIONAL DEVELOPMENT

WednesdaySkill: Inquire

Procedure:-Teacher will write the sense word sight/see on the white board.-Teacher will discuss the fact that there things that we can see, but cannot touch.-Students will identify objects on worksheet.-They will decide if it is something that you can see, but cannot touch.-Students will circle objects that can be seen, but not touched. -Students will color the pictures that were circled.

ThursdaySkill: Inquire

Procedure:Review-Teacher will call on individual students to identify one of the senses and the body part that is used for it.-As each sense and body part is stated, the teacher will write and illustrate it on the small board.

Procedure:Teacher will review:Smell- discuss things that has a smell.Taste-discuss foods that tastes salty and sweet.Hearing- discuss things that makes sounds.

FridaySkill: Inquire

Procedure:Review-Teacher will call on individual students to identify one of the senses and the body part that is used for it.-As each sense and body part is stated, the teacher will write and illustrate it on the small board.

Procedure:Teacher will review:Smell- discuss things that has a smell.Taste-discuss foods that tastes salty and sweet.Hearing- discuss things that makes sounds.

Touch- discuss objects that feels soft and hard.Sight- discuss things that one can see, but cannot touch.

Touch- discuss objects that feels soft and hard.Sight- discuss things that one can see, but cannot touch.


Mathematics

N.ME.00.04 Student will read and write numbers and connect them to the quantity they represent.

N.ME.00.05Students will orally count to 20.

Monday

Skill: counting

Procedure: -Teacher will point to numbers and count from 1 to 20.-Students will repeat. -Teacher will then start with one and randomly select students to count in order from 1 to 20.

Procedure:-Teacher will demonstrate the quantity two on the white board. -Teacher will model how to write the number and word two.-Students will trace, and write the number and word two.

Procedure:-On worksheet, students will color the

Tuesday

ProfessionalDevelopment

Wednesday

Skill: counting & matching


Procedure:-Teacher and students will point to and identify each number on worksheet.-Students will color the number of objects that match the identified number.

Thursday



Procedure:-Teacher will show students number cards 1-5. -Students will identify each number.

Procedure:-Teacher and students will count objects and circle the number that represents the quantity.-Students will then complete the assignmentindependently.

Friday

Skill: counting and one-to-one correspondence & writing

Procedure: -Teacher will point to numbers and count from 1 to 20.-Students will repeat. -Teacher will then start at one and randomly select students to continue to 20.

Procedure:-Teacher will show students’ number cards 1-5. -Students will identify each number.

Procedure:-Teacher and students will count objects and circle the number that represents the quantity.

Procedure:-Students will practice

boxes that contain two shapes.

writing numbers 1 and 2.


Social Studies

K-C5.0.1Students will understand the concept of responsibility and how to be responsible.

MondaySkill: Responsibility

Procedure:-Teacher will discuss how responsibility is demonstrated in the classroom.For example: Cleaning up behind him/herself,pushing under his/her chair, turning in classwork in the appropriate area, etc.

TuesdayProfessional Development

WednesdaySkill: Responsibility

Procedure:-Students will discuss how he/she demonstrates responsibility at home.For example: taking care of a pet, cleaning his/her bedroom, etc.

ThursdaySkill: Responsibility

Procedure:-Teacher will observe children throughout the day.-Teacher will praise those that are demonstrating responsibility and reinforce the role of responsibility to those that are not being responsible.

FridaySkill: Responsibility

Procedure:-Teacher will ask:What are some ways that we demonstrate being responsible at school?-Teacher will write student responses on the whiteboard.

Materials- Whiteboard and markers.Assessment- Teacher will observe children throughout the course of the day. Teacher will reinforce the concept of being responsible.

REPORT CARD NEWS!Dear Parents,Report Cards are approaching soon. I wanted to verify exactly what your child will be graded on for each subject area.

Mathematics-Your child should be able to count in sequential order from 1 to 20.*We practice this every morning.-Your child should be able to identify numbers 1-5.-Your child should be able to count objects and identify the number that matches the quantity.

Science-Your child should be able to state all Five Senses.Smell, Taste, Touch, Hearing & Sight (see)-Your child should be able to identify the body part that is used for each sense (For example: nose to smell, tongue to taste, etc.)-Your child should also be able to name the following: *Smell- Name one thing that has a smell.*Taste- Name a food that has a sweet taste. Name a food that has a salty taste.*Touch- Name one thing that feels soft. Name one thing that feels hard.*Hearing- Name one thing that makes a sound.*Sight- Name one thing that can be seen, but not touched.

ELA-Your child should be able to state the alphabets in order from A-Z *We practice this every morning.-Your child should be able to write his/her name.-Your child should be able to write letters J, K, L & M (Upper and Lower case)*I have sent home extra writing paper- Practice, Practice, Practice!-Your child should be able to identify the sight words in this week’s Homework Packet.

Social Studies-Your child will be graded on how well he/she follows school and classroom rules.*Follow directions *Show respect for others*Walks in the hall *Stays in his/her seat*Pay attention*Participate in class*Raise hand before speaking*How he/she behaves in the lunchroomThere will be an EXTENSIVE review this week (Nov. 2- Nov. 6). I will be testing students on Nov. 9 & Nov. 10.***Please make sure that your child is at school and on time.Thanks- Ms. Ellis / Any questions or comments please contact me- 869-1000 ext: 110 or [email protected]

Dear Parents and/or Guardians,Hello! My name is Ms. Ellis and it is a pleasure to introduce myself as your child’s new Kindergarten teacher. I am a certified teacher with an undergraduate degree in Elementary Education from the University of Michigan-Dearborn. I have worked with young children for several years and enjoy watching them to develop and grow.

The past two weeks have been an adjustment for your kindergartner. It has been a “getting to know you” period for all of us. Although the routine have been slightly altered from the previous teacher, one main goal is to help each child learn to work in a group, learn to be independent, and gain self-confidence in making decisions for himself/herself.

I am looking forward to meeting all of you! If you have any questions, feel free to contact me. My email is [email protected] and the school phone number is 313-869-1000 ext: 110. Thank you for this opportunity to participate in your child’s learning.

THINGS TO KNOW:

mailto:[email protected]

Homework- A Homework Packet will be sent home on most Friday’s and not expected to be returned until the following Friday. The material in the packet will reinforce learning that was taught in the classroom.

Snack- Snack time is apart of our everyday schedule. Please try to send your child to school with a healthy snack each day. Unfortunately, I will not have snacks for students on a daily basis. *Parents are welcome to donate snacks. There are 24 children in the class.

Nap- Naptime is also apart of our daily schedule. Each child will need a blanket. Blankets will be sent home on Friday’s to be washed and expected to return to school the following Monday.

Outdoor Play- As the weather is getting colder; we will go outside as much as the weather permits. Please make sure that your child is dressed according to the weather conditions (e.g. coat, hat, gloves, scarf, boots, etc).

Kindergarten is such a fun and exciting year of school. I look forward to sharing the experience with your family.

Educationally Yours,Takeshia Ellis

Ms. Ellis’s (Kindergarten) Lesson PlansWeek of: November 9 -November 13

Daily ActivityCalendar Time*Discuss Days of the Week*Discuss Months of the Year*Identify letters of the Alphabet (A-Z)*Identify letter sounds (A-Z)*Count in sequential order 1-30 (November) *Review Sight words*Review Shapes & Colors*Sing songs, etc.-Story of the Week: Annabelle Swift, KindergartnerELA Note: Assignments from last week will be made up this week due to Report Card Assessments.ELAR.FL.00.01Students will associate the letter Nn with its sound and be able to recognize the uppercase and lowercase (Nn).


W.HW.00.01Students will form Upper and Lowercase



Procedure:-Teacher will model how to write the Upper and Lower case Nn.-Students will trace the uppercase and lowercase Nn.

Tuesday11/10Skill: Writing, reading & phonics


Procedure:-Teacher will re-model how to write the Upper and Lower case Nn.-Students will write the uppercase and lowercase Nn’s on the dots.

Procedure:-Teacher will read the nursery rhyme: Humpty Dumpty aloud to class.-Students will identify words that

Wednesday11/11Skill: letter recognition & reading

Procedure:-Teacher will point to the Uppercase N and ask: Is this the Upper or Lowercase N/n.

-Teacher will point to the Lowercase n and ask: Is this the Upper or Lowercase N/n.

-After the correct response has been displayed,

Thursday11/12

NO SCHOOL!

Parent Teacher Conference


Procedure:-Teacher will review the /Nn/ sound with students.-Teacher will ask: What sound does /Nn/ make?-Teacher will ask students to name objects that begin with the /Nn/ sound.-After responses, students will observe & identify pictures on

Nn. rhyme.-Teacher will write the words on the board & point out the similarities in spelling.

students will circle all the Upper and Lowercase Nn’s on their worksheet.

Procedure:-Teacher will read the Jack and Jill nursery rhyme aloud to class.-Students will identify words that rhyme.-Teacher will write the words on the board & point out the similarities in spelling.

worksheet.-Students will circle the pictures that begin with the /Nn/ sound.-Students will then color the pictures.

Procedure:-Teacher will read the nursery rhyme: Hey Diddle Diddle aloud to class.-Students will identify words that rhyme.-Teacher will write the words on the board & point out the similarities in spelling.

Materials- white board & markers, worksheets, Nursery Rhymes & writing utensils Assessment- Ask questions & view worksheets

ScienceS.IP.00.11-Students will be able to identify the usage for each of the Five Senses.

Monday

Skill: Inquiry

Procedure:-Teacher will call on individual students to identify one of the senses and the body part that is used for it.-As each sense and body part is stated, the teacher will write and illustrate it on the small board.

Procedure:Teacher will review:Smell- discuss things that has a smell.Taste-discuss foods that tastes salty and sweet.Hearing- discuss things that makes sounds.Touch- discuss objects that feels soft and hard.

Tuesday

Skill: Inquiry

Procedure:-Teacher will review the Five Senses with students by naming characteristics of each sense(e.g. Bar-b-q, flower, garbage).-Students will identify the sense that goes with the characteristics stated.

Wednesday

Skill: Inquiry

Procedure:-Students will observe worksheets.-Teacher will identify each row of pictures.-Students will identify the sense that goes with each row of pictures. -Students will cut and paste the sense word that best fits each set of pictures.-Teacher will model on the white board.

Thursday

NO SCHOOL!


Friday

Skill: Inquiry

Procedure:-Students will identify the Five Senses.-Students will select their favorite sense.-Students will draw a picture/(s) ofObject/(s) that characterize the sense selected. -Students will write the sense word at the bottom of the page.

Sight- discuss things that one can see, but cannot touch.

Materials- white board & markers, worksheets, writing utensils, paste, & scissorsAssessment- Ask questions & view worksheets

Mathematics


G.GS.00.03Students will describe and extend simple patterns.

Monday


Procedure:-Teacher and students will point to and identify each number on worksheet.-Students will color the number of objects that match the identified number.

Tuesday

Skill:Patterns

Procedure:-Teacher will ask: What is a pattern?(Teacher will make sure that students understand that a pattern “repeats” itself).-Teacher will draw several patterns on the whiteboard. -Students will describe the pattern and extend the end of each pattern.-Teacher will input the ending of each pattern.

Wednesday

Skill: Number recognition & counting

Procedure:-Teacher will demonstrate the quantity three on the white board. -Teacher will model how to write the number and word three.-Students will trace, and write the number and word three.

Procedure:-On worksheet, students will color the boxes that contain three dots.

Thursday

NO SCHOOL!


Friday

Skill: counting and one-to-one correspondence

Procedure:-Teacher and students will count objects in each box.-Students will identify the number of objects in each box.-Students will color the pictures (on the side) that matches the number of objects in each box.

Materials- white board, markers, worksheets, & writing utensilsAssessment- Ask questions & view worksheets

Social Studies

K-C5.0.1Students will understand the concept of responsibility and how to be responsible.

K-P3.1.2Teacher and students will identify and discuss classroom issues.

MondaySkill: Responsibility

Procedure:-Teacher will ask: What is “responsibility”?How can we show responsibility at school?-Teacher will list students’ ideas on the white board.

TuesdaySkill: Decision Making

Procedure:-Teacher will have a discussion with students’ about making the correct decisions at at school.-Teacher will provide students with different scenarios and students will discuss how one could make the correct decision.

WednesdaySkill: Responsibility

Procedure:-Students will discuss how he/she demonstrates responsibility at home.For example: taking care of a pet, cleaning his/her bedroom, etc.-Students will draw a picture of him/her demonstrating responsibility at home.-Teacher will document on each child’s paper the type of responsibility that was illustrated.

Thursday NO SCHOOL!


FridaySkill: Responsibility

Procedure:-Teacher will ask:What are some ways that you showed responsibility this week?-Teacher will write student responses on the whiteboard.-Teacher will ask: What are some ways that you showed good decision making skills.-Teacher will write student responses on the whiteboard.

Materials- White board & markers, paper and writing utensilsAssessment- Teacher will observe children throughout the course of the day. Teacher will reinforce the concept of being responsible and making the correct decisions, as well as praise students that demonstrates responsibility and great decision making.

Ms. Ellis’s (Kindergarten) Lesson PlansWeek of: November 16 -November 20

Daily ActivityCalendar Time*Discuss Days of the Week*Discuss Months of the Year*Identify letters of the Alphabet (A-Z)*Identify letter sounds (A-Z)*Count in sequential order 1-30 (November) *Review Sight words*Review Shapes & Colors*Sing songs, etc.ELAR.FL.00.01Students will associate the letter Oo with its sound and be able to recognize the uppercase and lowercase (Oo).


W.HW.00.01Students will form Upper and Lowercase Oo.


Procedure:-Teacher will discuss the /Oo/ sound with students.

Procedure:-Teacher will model how to write the Upper and Lower case Oo.-Students will trace the uppercase and lowercase Oo.

Tuesday11/17Skill: Writing, reading & phonics

Procedure:-Teacher will discuss the /Oo/ sound with students.

Procedure:-Teacher will re-model how to write the Upper and Lower case Oo.-Students will write the uppercase and lowercase Oo’s on the dots.

Procedure:-Teacher will read a nursery rhyme aloud to class.-Students will identify words that rhyme.-Teacher will write the words on the board & point out

Wednesday11/18Skill: letter recognition & reading

Procedure:-Teacher will point to the Uppercase O and ask: Is this the Upper or Lowercase O/o.

-Teacher will point to the Lowercase o and ask: Is this the Upper or Lowercase O/o.

-After the correct response has been displayed, students will circle all the Upper and

Thursday11/19Skill: Reading

Procedure:-Teacher will ask students to identify the Letter of the Week.-After the correct response has been displayed, teacher will ask students to identify the sound that begins with owl.-Students will then receive their worksheet. –Students will color the Upper case O’s purple and


Procedure:-Teacher will review the /Oo/ sound with students.-Teacher will ask: What sound does /Oo/ make?-Teacher will ask students to name objects that begin with the /Oo/ sound.-After responses, students will observe & identify pictures on worksheet.-Students will circle

the similarities in spelling.

Lowercase Oo’s on their worksheet.

Procedure:-Teacher will read a nursery rhyme aloud to class.-Students will identify words that rhyme.-Teacher will write the words on the board & point out the similarities in spelling.

the Lowercase o’s yellow.

the pictures that begin with the /Oo/ sound.-Students will then color the pictures.

Procedure:-Teacher will read a nursery rhyme aloud to class.-Students will identify words that rhyme.-Teacher will write the words on the board & point out the similarities in spelling.

Materials- white board & markers, worksheets, Nursery Rhymes & writing utensils (e.g. purple and yellow crayon). Assessment- Ask questions & view worksheets

ScienceS.RS.00.11Demonstrate scientific concept of Seasons through exhibits and illustration.

Monday

Skill: Reflection and Social Implication

Procedure:-Teacher will write the four Seasons on the board.-Teacher will point to each season and say its name and students will repeat.-Teacher and students will discuss the characteristicsof each season (e.g. In the winter, it snows).-Teacher will draw an illustration to represent each season.

Tuesday


Procedure:-Teacher will write the four Seasons on the board.-Teacher will point to each season and say its name and students will repeat.-Teacher and students will discuss the characteristicsof each season (e.g. In the spring, it rains).-Teacher will draw an illustration to represent each season.

Wednesday


Procedure:-Teacher will write the four Seasons on the board.-Teacher will point to each season and say its name and students will repeat.-Teacher and students will discuss the characteristicsof each season (e.g. In the summer, there’s a lot of sun).-Teacher will draw an illustration to represent each season.

Thursday

Skill:Reflection and Social Implication

Procedure:-Teacher will write the four Seasons on the board.-Teacher will point to each season and say its name and students will repeat.-Teacher and students will discuss the characteristicsof each season (e.g. In the fall, the leaves fall from the tree).-Teacher will draw an illustration to represent each season.

Friday


Procedure:-Teacher will write the four Seasons on the board.-Teacher will point to each season and say its name and students will repeat.-Teacher and students will discuss the characteristicsof each season. -Teacher will draw an illustration to represent each season.

Materials: White board and markers. Assessment: Ask questions.

Mathematics



Monday

Skill: Identify and write

Procedure:Review (Students need more practice)-Teacher will point to the number three. -Students will identify the number.-Teacher will model on the board how to write the number three by using a chant (Curve in and around again.)-Students will trace the three’s on the worksheet.

Tuesday

Skill:Identify and write

Procedure:Review (Students need more practice)-Teacher will point to the number three. -Students will identify the number.-Teacher will model on the board how to write the number three by using a chant (Curve in and around again.)-Students will write the three’s on the worksheet.

Wednesday

Skill: Patterns

Procedure:-Teacher will ask: What is a pattern?(Teacher will make sure that students understand that a pattern “repeats” itself).-Teacher will draw several patterns on the whiteboard. -Students will describe the pattern and extend the end of each pattern.-Teacher will input the ending of each pattern.

Thursday

Skill:Patterns

Procedure:-Teacher will ask: What is a pattern?(Teacher will make sure that students understand that a pattern “repeats” itself).-Teacher will display a pattern on the whiteboard. -Students will describe the pattern and extend the end of each pattern.-Students will receive worksheet, and complete the pattern on each row.

Friday

Skill: Read & identify

Procedure:-Teacher will display numbers 1-3 on whiteboard. *Each number will indicate the written word for each number.- Students will circle the word that identifies each number.


Social Studies

K-C5.0.1Students will understand the concept of Compassion and how to show compassion to others.

MondaySkill: Compassion

Procedure:-Teacher will ask: What is “Compassion”?How can we show compassion to others?-Teacher will list students’ ideas on the white board.

TuesdaySkill: Compassion

Procedure:-Students will discuss how he/she demonstrates compassion at home.For example: hugging a sibling when he/she gets hurt.

WednesdaySkill: Compassion

Procedure:-Students will discuss how he/she demonstrates compassion at school.For example: helping a friend on the school playground.

ThursdaySkill: Compassion Procedure:-Students will draw a picture demonstrating compassion at home.

FridaySkill: Compassion

Procedure:-Students will draw a picture demonstrating compassion at school.

Materials- White board & markers, paper and writing utensilsAssessment- Teacher will observe children throughout the course of the day. Teacher will reinforce the concept of showing compassion. Teacher will praise students that demonstrate compassion.

Ms. Ellis’s (Kindergarten) Lesson PlansWeek of: November 30 –December 4

Daily ActivityCalendar Time*Discuss Days of the Week*Discuss Months of the Year*Identify letters of the Alphabet (A-Z)*Identify letter sounds (A-Z)*Count in sequential order 1-40 (December) *Review Sight words*Review Shapes & Colors*Sing songs, etc.Note: Dibel Testing ELAR.FL.00.01Students will recognize letters of the alphabet and beginning letter sounds.

W.HW.00.01Students will form Upper and Lowercase Pp.

Monday 11/30Skill: letter identification

Procedure:-Teacher will point to and state each letter of the alphabet. -Students will repeat.-Teacher will randomly point to letters and call on students to identify them.

Procedure: -Teacher will call students individually.-Teacher will point to

Tuesday12/1Skill: letter identification


Procedure: -Teacher will call students individually.-Teacher will point to letters on Dibel’s Assessment sheet and students will identify each letter (if capable).

Wednesday12/2Skill: beginning sounds

Procedure:-Teacher will state each letter of the alphabet and its sound. -Students will repeat.-Teacher will then show students a picture. -Students will identify the picture.-Teacher will ask: What sound does the picture begin with?-After responses,

Thursday12/3Skill: beginning sounds

Procedure: -Teacher will state each letter of the alphabet and its sound. -Students will repeat.-Teacher will then show students a picture. -Students will identify the picture.-Teacher will ask: What sound does the picture begin with?-After responses,

Friday12/4Skill: writing

Procedure:

Skill: writing & reading

Procedure:-Teacher will discuss the letter Pp and its sound.

Procedure:-Teacher will model how to write the Upper and Lower case Pp.-Students will trace and write the uppercase and lowercase

letters on Dibel’s Assessment sheet and student’s will identify each letter (if capable).

teacher will tell students the sound if they stated the incorrect answer.

teacher will tell students the sound if they stated the incorrect answer.

Pp.

Materials- Alphabet chart, white board & markers, worksheets, picture cards & Dibel’s Assessment formsAssessment- Ask questions and view worksheets & Assessment forms


Monday


Procedure:-Teacher will write the four Seasons on the board.-Teacher will point to each season and say its name and students will repeat.-Teacher and students will discuss the characteristicsof each season (e.g. In the winter, it snows, In the summer it is very hot, etc).-Teacher will draw an illustration to represent each season.

Tuesday


Procedure:-Teacher will write the four Seasons on the board.-Teacher will point to each season and say its name and students will repeat.-Teacher and students will discuss the characteristicsof each season. -Students will draw an illustration to represent the season- Winter.

Wednesday


Procedure:-Teacher will write the four Seasons on the board.-Teacher will point to each season and say its name and students will repeat.-Teacher and students will discuss the characteristicsof each season.-Students will draw an illustration to represent the season- Spring.

Thursday


Procedure:-Teacher will write the four Seasons on the board.-Teacher will point to each season and say its name and students will repeat.-Teacher and students will discuss the characteristicsof each season -Students will draw an illustration to represent the season- Summer.

Friday


Procedure:-Teacher will write the four Seasons on the board.-Teacher will point to each season and say its name and students will repeat.-Teacher and students will discuss the characteristicsof each season. - Students will draw an illustration to represent the season- Fall.

Materials: White board and markers, drawing paper and writing utensils. Assessment: Ask questions and illustrations.

Mathematics

N.ME.00.04 Student will read and write numbers.


Monday

Skill: Identify numbers and words

Procedure:-Teacher will display numbers 1-3 on whiteboard. *Each number will indicate the written number word.- On worksheets, students will draw a line from the number to the number word.

Tuesday


Procedure:-Teacher will point to the number four. -Students will identify the number.-Teacher will model on the board how to write the number four by using a chant (Down-Cross and down again.)-Students will trace the fours on their worksheet.

Wednesday

Skill: Patterns

Procedure:-Teacher will point to the number four. -Students will identify the number.-Teacher will model on the board how to write the number four by using a chant (Down-Cross and down again.)-Students will write the fours on their worksheet.

Thursday

Skill:Patterns

Procedure:-Teacher will ask: What is a pattern?(Teacher will make sure that students understand that a pattern “repeats” itself).-Teacher will display a pattern on the whiteboard. -Teacher will randomly select students to come up and extend the end of each pattern.

Friday


Procedure:-Teacher will ask: What is a pattern?(Teacher will make sure that students understand that a pattern “repeats” itself).-Teacher will randomly select students to state a pattern.-Students will complete a worksheet in which one should circle the picture that extends the end of a pattern.


Ms. Ellis’s (Kindergarten) Lesson PlansWeek of: December 7 –December 11

Daily ActivityCalendar Time*Discuss Days of the Week*Discuss Months of the Year*Identify letters of the Alphabet (A-Z)*Identify letter sounds (A-Z)*Count in sequential order 1-40 (December) *Review Sight words*Review Shapes & Colors*Sing songs, etc.Art- Santa Claus, Christmas Tree & Candy Cane

Fine Motor Skills: Cutting, coloring, pasting, etc.Note: Completion of Dibel Testing ELAR.FL.00.01Students will recognize letters of the alphabet and beginning letter sounds.

W.HW.00.01Students will form Upper and Lowercase Qq.



Procedure:



Procedure:

Wednesday12/9

Field Trip!

Thursday12/10Skill: phonics& writing

Procedure:-Teacher will state each letter of the alphabet and its sound. -Students will repeat.-Teacher will then give students a word (emphasizing the beginning sound).-Students will give the beginning letter of the word.

Procedure:

Friday12/11Skill: phonics & writing

Procedure:-Teacher will model how to write the Upper and Lower case Qq.-Students will write the uppercase and lowercase Qq.

Procedure:Teacher will discuss the letter Qq sound.-Teacher and students will discuss

*Dibel’s Assessment-Teacher will call students individually.-Teacher will give students a word.-Students will put the word in a sentence.

*Dibel’s Assessment-Teacher will call students individually.-Teacher will give students a word.-Students will put the word in a sentence.

-Teacher will discuss the letter Qq and its sound.-Teacher will model how to write the Upper and Lower case Qq.-Students will trace the uppercase and lowercase Qq.

pictures on worksheet.-Students will circle and color the pictures that begin with the /Qq/ sound.

Materials- Alphabet chart, white board & markers, worksheets, & Dibel’s Assessment formsAssessment- Ask questions and view worksheets & Dibel’s Assessment forms

Science Monday Tuesday Wednesday Thursday Friday

S.RS.00.11Demonstrate scientific concept of Seasons through exhibits and illustration.


Procedure:-Teacher will write the four Seasons on the board.-Teacher will point to each season and say its name and students will repeat.-Teacher and students will discuss the characteristicsof each season. -Students will draw an illustration to represent the season- Summer.




Field Trip!


Procedure:-Teacher willrandomly call on students.-Teacher will ask each student to identify a season.-After each correct response, teacher will write the indicated season on the board.-Students will identify the characteristics of each season that was stated.-Teacher will draw an illustration on the board.



Materials: White board and markers, drawing paper and writing utensils. Assessment: Ask questions and view illustrations.

Mathematics



Monday


Procedure: -Teacher will point to the number four. -Students will identify the number.-Teacher will model on the board how to write the number four by using a chant (Down-Cross and down again.)-Students will write “fours” on their worksheet.

Tuesday


Procedure:-Teacher will display numbers 1, 2, 3, & 4 on the board.-Students will identify each number.-Students will trace each number on worksheet.

Procedure:-Teacher will ask: What is a pattern?(Teacher will make sure students understand that a pattern “repeats” itself).-Teacher will display a pattern on the whiteboard. -Teacher will randomly select students to come up and extend the end of each pattern.

Wednesday

Skill: Patterns

Field Trip!

Thursday

Skill:Patterns

Procedure:-Teacher will point to the number five. -Students will identify the number.-Teacher will model on the board how to write the number five by using a chant (Back-Down and around).-Students will trace fives on their worksheet.

Friday


Procedure:-Teacher will point to the number five. -Students will identify the number.-Teacher will model on the board how to write the number five by using a chant (Back-Down and around).-Students will write fives on their worksheet.

Procedure:-Teacher will ask: What is a pattern?(Teacher will make sure that students understand that a pattern “repeats” itself).-Teacher will randomly select students to state a pattern.-Students will complete a worksheet in

which one should circle the picture that extends the end of a pattern.


Social Studies

K-C5.0.1Students will understand the concept of Good Judgement and how to use this concept in their daily lives.

MondaySkill: Good Judgement

Procedure:-Teacher will ask: What is “Good Judgement”?How can we show Good Judgement toward others?-Teacher will list students’ ideas on the white board.

TuesdaySkill: Good Judgement

Procedure:-Teacher and students will discuss how one could demonstrate Good Judgement at home.

For example: listening to parents.*staying in front of the house while playing outside.

WednesdaySkill: Good Judgement

Procedure:-Teacher and students will discuss how one could demonstrate Good Judgementat school.

For example: following school and classroom rules.*walking in the halls.

ThursdaySkill: Responsibility

Procedure:Review: Responsibility-At the end of the day, students will discuss how one displayed the characteristics of Responsibility throughout the school day.

FridaySkill: Compassion

Procedure:Review:Cooperation- At the end of the day, students will discuss how one displayed the characteristics of Compassion throughout the school day.

Materials- White board & markersAssessment- Teacher will observe children throughout the course of the day. Teacher will reinforce the concept of showing Good Judgement, Responsibility and Compassion. Teacher will praise students that demonstrate these qualities.



Fine Motor Skills: Cutting, coloring, pasting, etc.Note: Completion of Dibel Testing ELAR.FL.00.01Students will recognize

Monday 12/7Skill: letter


Wednesday12/9

Field Trip!

Thursday12/10Skill: phonics&

Friday12/11Skill: phonics &

letters of the alphabet and beginning letter sounds.


identification


Procedure: *Dibel’s Assessment-Teacher will call students individually.-Teacher will give students a word.-Students will put the word in a sentence.



writing


Procedure:-Teacher will discuss the letter Qq and its sound.-Teacher will model how to write the Upper and Lower case Qq.-Students will trace the uppercase and lowercase Qq.

writing


Procedure:Teacher will discuss the letter Qq sound.-Teacher and students will discuss pictures on worksheet.-Students will circle and color the pictures that begin with the /Qq/ sound.

Materials- Alphabet chart, white board & markers, worksheets, & Dibel’s Assessment forms

Assessment- Ask questions and view worksheets & Dibel’s Assessment forms


Monday


Procedure:-Teacher will write the four Seasons on the board.-Teacher will point to each season and say its name and students will repeat.-Teacher and students will

Tuesday


Procedure:-Teacher will write the four Seasons on the board.-Teacher will point to each season and say its name and students will repeat.-Teacher and students will

Wednesday


Field Trip!

Thursday


Procedure:-Teacher willrandomly call on students.-Teacher will ask each student to identify a season.-After each correct response, teacher will

Friday


Procedure:-Teacher willrandomly call on students.-Teacher will ask each student to identify a season.-After each correct response, teacher will

discuss the characteristicsof each season. -Students will draw an illustration to represent the season- Summer.

discuss the characteristicsof each season (e.g. In the winter, it snows, In the summer it is very hot, etc).-Teacher will draw an illustration to represent each season.

write the indicated season on the board.-Students will identify the characteristics of each season that was stated.-Teacher will draw an illustration on the board.

write the indicated season on the board.-Students will identify the characteristics of each season that was stated.-Teacher will draw an illustration on the board.


Mathematics



Monday


Procedure: -Teacher will point to the number four. -Students will identify the number.-Teacher will

Tuesday


Procedure:-Teacher will display numbers 1, 2, 3, & 4 on the board.-Students will identify each number.-Students will

Wednesday

Skill: Patterns

Field Trip!

Thursday

Skill:Patterns

Procedure:-Teacher will point to the number five. -Students will identify the number.-Teacher will model on the

Friday


Procedure:-Teacher will point to the number five. -Students will identify the number.-Teacher will model on the

model on the board how to write the number four by using a chant (Down-Cross and down again.)-Students will write “fours” on their worksheet.

trace each number on worksheet.


board how to write the number five by using a chant (Back-Down and around).-Students will trace fives on their worksheet.

board how to write the number five by using a chant (Back-Down and around).-Students will write fives on their worksheet.

Procedure:-Teacher will ask: What is a pattern?(Teacher will make sure that students understand that a pattern “repeats” itself).-Teacher will randomly select students to state a pattern.-Students will complete a worksheet in which one should circle the picture that extends the end of a pattern.




Fine Motor Skills: Cutting, coloring, pasting, etc.Note: Completion of Dibel Testing ELAR.FL.00.01Students will recognize letters of the alphabet and beginning letter sounds.






Wednesday12/9

Field Trip!

Thursday12/10Skill: phonics& writing


Friday12/11Skill: phonics & writing


Procedure:Teacher will discuss the letter Qq sound.-Teacher and students will discuss



Procedure:-Teacher will discuss the letter Qq and its sound.-Teacher will model how to write the Upper and Lower case Qq.-Students will trace the uppercase and lowercase Qq.

pictures on worksheet.-Students will circle and color the pictures that begin with the /Qq/ sound.

Materials- Alphabet chart, white board & markers, worksheets, & Dibel’s Assessment formsAssessment- Ask questions and view worksheets & Dibel’s Assessment forms


Monday


Procedure:-Teacher will write the four Seasons on the board.-Teacher will point to each season and say its name and students will repeat.-Teacher and students will discuss the characteristicsof each season. -Students will draw an illustration to represent the season- Summer.

Tuesday



Wednesday


Field Trip!

Thursday



Friday




Mathematics



Monday

Skill: Identify and write

Procedure: -Teacher will point to the number four. -Students will identify the number.-Teacher will model on the board how to write the number four by using a chant (Down-Cross and down again.)-Students will write “fours” on their worksheet.

Tuesday


Procedure:-Teacher will display numbers 1, 2, 3, & 4 on the board.-Students will identify each number.-Students will trace each number on worksheet.


Wednesday

Skill: Patterns

Field Trip!

Thursday


Procedure:-Teacher will point to the number five. -Students will identify the number.-Teacher will model on the board how to write the number five by using a chant (Back-Down and around).-Students will trace fives on their worksheet.

Friday

Skill: Writing & patterns

Procedure:-Teacher will point to the number five. -Students will identify the number.-Teacher will model on the board how to write the number five by using a chant (Back-Down and around).-Students will write fives on their worksheet.

Procedure:-Teacher will ask: What is a pattern?(Teacher will make sure that students understand that a pattern “repeats” itself).-Teacher will randomly select students to state a pattern.-Students will complete a

worksheet in which one should circle the picture that extends the end of a pattern.


Social StudiesK-P3.1.2Students will discuss classroom rules.K-C5.0.1Students will practice following school rules.


Procedure: Teacher will discuss restroom procedures and cleanliness.

Teacher will ask: How should we stand in line?


Procedure:Teacher will reinforce classroom rules by reminding students to follow directions the first time they’re given.

Wednesday

Field Trip!

ThursdaySkill: follow classroom rules

Procedure:Teacher will reinforce classroom rules by discussing with student the proper way to stand in line.


Procedure:Teacher will be a role model for children. For example: demonstrating respect for others.

Assessment- Teacher will observe children throughout the course of the day. She will correct and praise behavior when necessary.

PLC Meeting (Kindergarten)

Wednesday 3/24/2010 1:30 pm

AgendaI. Field TripII. Graduation (Performance/Music)III. Lesson Plans (ELA)IV. Progress Reports

ATTENDANCEMs. EllisMs. Elkins

Recorder: Ms. Ellis

Notes:I. Field Trip- Teachers will research other places for a spring field trip since we have

yet to receive a response from the Ann Arbor-Hands on Museum. Other ideas include: Greenfield Village, Zoo (Detroit or Toledo), Science Center, etc. -We would like for our field trip to focus on the subject area-science. -We plan to arrange our field trip for the month of May.

II. Graduation (Performance/Music)- Teachers’ ideas for Music include: Tevin Campbell’s- A Better You/A Better Me Quincy Jones’s- We are the World The Sounds of Blackness**Students will perform movement from the song that is chosen.

Other Ideas: Ms. Elkins would like to present a Power Point Presentation for her students’ parents to

view their child’s experiences throughout the school year. Ms. Ellis would like for students to perform a Poem (e.g. I am Black) in which a reliable

student from each class to perform/state. The other students will chant the verses.

III. Lesson Plans (ELA)- Teachers would like to start focusing on the writing aspect of ELA. We would like for students to start writing words and sentences, and most importantly understand the writing process. Upcoming ELA lesson plans will help to enhance the writing skills of students.

IV. Progress Reports- We need to make adjustments to the Progress Report grading system. It needs to coincide with the kindergarten report cards.

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