· web viewwriting(journal) the students will be introduced to the word "oceanographer"....

SPLASHING IN THE OCEANApril 9-13, 2012

SPLASHING IN THE OCEAN - Oceans of the World4-9-2012

MORNING MESSAGE/STAR STUDENTDaily Skills:*Sentence Structure*Punctuation/Capitalization*Grammar/Spelling*Letter/Sound/RecognitionCCS: 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.3c, RF.K.3b, RF.K.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10,L.K.1, L.K.1a, L.K.1c, L.K.1f, L.K.2, L.K.2b, L.K.4b

PROJECT READUnit 12 Lesson 1 (Ee)Day 1Letter of the Week: Ee(TM p12-1--12-7)

OBJECTIVES1. To show knowledge and understanding of [e] as a vowel2. To show knowledge of and understand that [e] represents the short sound /e

ANTICIPATORY SET1. Display the vowels [a] [i] [o]2. (question): What is special about these three letters?3. (answer): They are vowels. INPUT1. Display the alphabet with the five vowels starred2. Display [e] from the large chart cards

TEACHING OBJECTIVE(state): In this lesson we will study the vowel [e].

INPUT(p12-1)1. (state): A TV star is going to help teach the sound this vowel captures. He is a horse. His name is Mr. Ed. 2. Teacher writes Mr. Ed on the board.

3. Mr. Ed greets the students (demonstrate how the reins pulling the corners of the mouth aid in making the vowel sound /e/).

MODELING1. The teacher pulls reins and says /e/.2. (state): Ed is a good name for a horse because the reins pull the corners of the mouth back to say /e/.3. Students and teacher use first finger of each hand and pull the corners of both sides of the mouth saying /e/.

VAKT INPUT(p12-2)1. Glued letter2. Felt paper3. Students skywrite4. Memory box

CHECKING FOR UNDERSTANDING1. Student Practice Sheet 12A (p12-5).2. Spell Tabs: [get] [path] [quick] [yell] [wish] [moth] [thing] [cash] [rich]

ORAL/GUIDED READINGStudent Story/Quiz - Doc Mel Ed The Shell Shop

STUDENT PRACTICE1. Word Web (Ee)2. HAR 9 - p17– 20**Pass out and discuss Spelling Words List 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.3b, RF.K.3c, RF.K.3d, RF.K.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2b, L.K.2c, L.K.2d STAR STORYTitle: Rainbow FishDay 1Story ConventionsTeacher/Interactive ReadingStory DiscussionCCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RF.K.4

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 students will color the 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)CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RF.K.1, RF.K.1b, RF.K.1c, RF.K.4

CALENDAR MATH/MATH(on-demand task) The students will write 1-100, using wall/desk charts. The students will then complete the on-demand task for addition.(wall/desk charts, OD task w/rubric)CCS: K.OA.1, K.OA.2

Calendar Daily Activities:*Months of Year/Day of Week*Addition/Subtraction*Money/Time*Tally Marks/Graphs*Patterns*Time Line*Counting by 2, 5, 10*Weather/Temperature*Number Sequencing*Odd/Even/Place Value*Measurement*Historical Events*Spanish*EstimationCCS: K.OA.1, K.OA.2, K.OA.3, K.OA.4, K.OA.5, K.MD.1, K.MD.2, K.MD.3, K.CC.1, K.CC.2, K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5, K.CC.6, K.NBT.1 SCI 2.3.2(DOK 2)

LARGE GROUP/PHONEMIC AWARENESS(or/for) The students will read the computer story MY HORSE GLORY. The students will then make a small book with the same title.(STARFALL.COM, st bk)CCS: RL.K.3, RL.K.7, RI.K.7

WRITING(journal) The students will be introduced to the word "Oceanographer". The students will then write and illustrate a short story about 2 things they might find in the ocean, if they were an oceanographer.(journals, ocean word bank)CCS: W.K.3, L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5 SCI 3.4.1(DOK 2), 3.4.2, 3.4.3(DOK 2)

THEME MATH (comparing numbers) The students will compare numbers and identify which is greater/less than the given numbers.(st sht p49)CCS: K.OA.1, K.OA.2

REVIEW(long vowels/listening comprehension) The students will identify the long vowel word that names each picture. The students will then complete the listening comprehension (following directions) activity.(st sht p53&26)CCS: RF.K.2e, RF.K.3

THEME(social studies) The class will discuss how water is identified on a map. The students will then identify the oceans on Earth. The students will color the water blue and the land green on the world map. The students will then color code and follow the ocean key to locate, identify and label the oceans of the world.(world map w/oceans labeled, st map) CCS: SS 4.1.1, 4.1.2, 4.2.1

SPLASHING IN THE OCEAN - Why is the Ocean So Salty?4-10-2012

MORNING MESSAGE

THINK LINK TESTING (READING – Day 1)


OBJECTIVES

1. To show knowledge and understanding of [e] as a vowel2. To show knowledge of and understand that [e] represents the short sound /e/


TEACHING OBJECTIVE (state): In this lesson we will study the vowel [e].

INPUT(p12-1)1. (state): A TV star is going to help teach the sound this vowel captures. He is a horse. His name is Mr. Ed.2. Teacher writes Mr. Ed on the board3. Mr. Ed greets the students (demonstrate how the reins pulling the corners of the mouth aid in making the vowel sound /e/)

MODELING1. The teacher pulls reins and says /e/.2. (state): Ed is a good name for a horse because the reins pull the corners of the mouth back to say /e/.3. Students and teacher use first finger of each hand and pull the corners of both sides of the mouth saying /e/

VAKT INPUT(p12-2)1. Glued letter2. Felt paper3. Students skywrite4. Memory box5. Writing Notebook



STUDENT PRACTICE1. Write the Word/Sentence Correction (e1)2. HAR 9 – p21-24CCS: 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.3b, RF.K.3c, RF.K.3d, RF.K.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2b, L.K.2c, L.K.2d

STAR STORYTitle: Rainbow FishDay 2Story ConventionsTeacher/Interactive ReadingCCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RF.K.4

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)CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RF.K.1, RF.K.1b, RF.K.1c, RF.K.4

CALENDAR MATH/MATH(double-digit addition) The students will complete each of the addition problems on the handout.(st sht p23 - Ocean Addition)CCS: K.OA.1, K.OA.2

LARGE GROUP/PHONEMIC AWARENESS(or) The students will read the computer story MY HORSE GLORY. The students will then use "or" to complete each word. (STARFALL.COM, wkbk p73)CCS: RL.K.3, RL.K.7, RI.K.7

WRITING(portfolio - draft) The students will rewrite and illustrate their portfolio piece A VISIT TO THE FARM (Literary Piece).(writing folder, portfolio draft piece) CCS: W.K.3, L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5

THEME MATH (skip counting/odd-even) The students will skip count by 2's and 5's. The students will identify which of the numbers are even and odd.(st sht p57)CCS: K.MD.1, K.MD.2

REVIEW(sentence correction/story comprehension) The students will complete the sentence, identifying the correct word/punctuation mark that best completes each sentence.(SCH p33&34)CCS: RF.K.2e, RF.K.3

THEME (science) The students will discuss and depict why the ocean is so salty. The teacher will draw the water flow, starting at the top of the mountain and traveling through various waterways to the ocean. The students will assist the teacher by adding salt to a cup of water each time a new tributary is described. The students will then taste the water and complete the observation sheet, describing the activity.(salt, cups w/water, st observation sht, water cycle chart, st sht p121)CCS: SCI 1.1.1(DOK 3), 1.1.2, 1.1.3(DOK 2), 2.3.1(DOK 2), 2.3.2(DOK 2), 2.3.3(DOK 2)

OCEANS OF FUN - The Water Cycle4-11-2012

MORNING MESSAGE

THINK LINK TESTING (READING – Day 2)


OBJECTIVES1. To show knowledge and understanding of [e] as a vowel2. To show knowledge of and understand that [e] represents the short sound /e/

ANTICIPATORY SET1. Display the vowels [a] [i] [o]2. (question): What is special about these three letters?3. (answer): They are vowels.

INPUT1. Display the alphabet with the five vowels starred2. Display [e] from the large chart cards


INPUT(p12-1)1. (state): A TV star is going to help teach the sound this vowel captures. He is a horse. His name is Mr. Ed.2. Teacher writes Mr. Ed on the board3. Mr. Ed greets the students (demonstrate how the reins pulling the corners of the mouth aid in making the vowel sound /e/).



CHECKING FOR UNDERSTANDING1. Student Practice Sheet 12A (p12-5)2. Spell Tabs: [get] [path] [quick] [yell] [wish] [moth] [thing] [cash] [rich]


STUDENT PRACTICE1. Word/Sentence Completion (e2)2. HAR 10 – p15-18 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.3b, RF.K.3c, RF.K.3d, RF.K.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2b, L.K.2c, L.K.2d

STAR STORYTitle: Rainbow FishDay 3Story ConventionsTeacher/Interactive ReadingStory Extension: The students will make a rainbow fish.CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RF.K.4

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)CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RF.K.1, RF.K.1b, RF.K.1c, RF.K.4

CALENDAR MATH/MATH (review/assessment - number patterns/odd-even) The students will review odd/even numbers and number patterns.(HM p179 -188)CCS: K.MD.1, K.MD.2

LARGE GROUP/PHONEMIC AWARENESS (sentence writing/th) The students will read the computer story MY HORSE GLORY. The students will then write sentences and use "th" to complete each word.(STARFALL.COM, wkbk p74&75)CCS: RL.K.3, RL.K.7, RI.K.7

WRITING(portfolio - publish) The students will rewrite and illustrate their portfolio piece A VISIT TO THE FARM (Literary piece).(writing folder, portfolio draft piece) CCS: W.K.3, L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5

THEME MATH (story problems) The teacher and student will read the story problems and then draw and write the correct equation to each problem.(st sht p1)CCS: K.OA.1, K.OA.2

REVIEW(phonemic analysis/vocabulary/verbs) The students will identify the initial/final phoneme and match words to given pictures. The students will then identify the action that each ocean animals makes.(SCH p35&36, HAR 12 - p14)CCS: RF.K.2e, RF.K.3

THEME(science) The class will look at different objects (paper clip, scissors, penny, pencil, soap, sponge, leaf) and predict whether or not it will float or sink when put in a pan of water. Next, students will color, cut out, and glue the objects in the correct column. The teacher will then ask students to speculate as to why the items sink or float. The students will sing THE WATER CYCLE SONG. The class will observe and discuss the picture of the water cycle, how it works, and why it is important to us. We will discuss the meaning of the terms precipitation, evaporation, and condensation. The students will color and complete a picture of the water cycle process. (st float/sink sht, paper clip, scissors, penny, pencil, soap, sponge, leaf, st sht p119, water cycle song chart)CCS: SCI 1.1.1(DOK 3), 1.1.2, 1.1.3(DOK 2), 2.3.1(DOK 2), 2.3.2(DOK 2), 2.3.3(DOK 2)

SPLASHING IN THE OCEAN - Fish4-12-2012

MORNING MESSAGE

THINK LINK TESTING (MATH)


OBJECTIVES1. To show knowledge and understanding of [e] as a vowel2. To show knowledge of and understand that [e] represents the short sound /e/



INPUT(p12-1)1. (state): A TV star is going to help teach the sound this vowel captures. He is a horse. His name is Mr. Ed.2. Teacher writes Mr. Ed on the board.3. Mr. Ed greets the students (demonstrate how the reins pulling the corners of the mouth aid in making the vowel sound /e/).


VAKT INPUT(p12-2)1. Glued letter2. Felt paper3. Skywrite4. Memory box

CHECKING FOR UNDERSTANDING1. Student Practice Sheet 12A (p12-5).

2. Spell Tabs: [get] [path] [quick] [yell] [wish] [moth] [thing] [cash] [rich]


STUDENT PRACTICE1. Write/Illustrate the Sentences (e3)2. HAR 10 – p19-22CCS: 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.3b, RF.K.3c, RF.K.3d, RF.K.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2b, L.K.2c, L.K.2d

SHARED STORYTitle: Fish Is FishDay 1Story ConventionsTeacher/Interactive ReadingStory DiscussionCCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RF.K.4

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 Partner Read.CELEBRATE(story)CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RF.K.1, RF.K.1b, RF.K.1c, RF.K.4

CALENDAR MATH/MATH(assessment - two-digit subtraction) The students will complete each of the two-digit subtraction problems on the handout.(st sht p25 - Fishy Subtraction)CCS: K.OA.1, K.OA.2

LARGE GROUP/PHONEMIC AWARENESS(or/word search) The students will read the computer story MY HORSE GLORY. The students will look at the word bank/picture, then circle the things that have the or sound. The students will then search for the hidden pictures in the puzzle. (STARFALL.COM, wkbk p76)CCS: RL.K.3, RL.K.7, RI.K.7

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)CCS: W.K.3, L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5

THEME MATH (tallying/graphing) The students will 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.(st sht p195, colored goldfish crackers, color organizers, chart paper)CCS: K.CC.5

REVIEW(compound words/comprehension) 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.)(SCH p37&38, fish compound word chart, book cover w/5 pages for each child)CCS: RF.K.2e, RF.K.3

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 "An Ocean 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 3.4.1(DOK 2), 3.4.2, 3.4.3(DOK 2) A/H 3.4.1

SPLASHING IN THE OCEAN - Whales4-13-2012

MORNING MESSAGE


OBJECTIVES

1. To show knowledge and understanding of [e] as a vowel2. To show knowledge of and understand that [e] represents the short sound /e/



INPUT(p12-1)1. (state): A TV star is going to help teach the sound this vowel captures. He is a horse. His name is Mr. Ed.2. Teacher writes Mr. Ed on the board3. Mr. Ed greets the students (demonstrate how the reins pulling the corners of the mouth aid in making the vowel sound /e/).





STUDENT PRACTICE1. HAR 10 – p23-24 **SPELLING TESTCCS: 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.3b, RF.K.3c, RF.K.3d, RF.K.3e, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, L.K.2b, L.K.2c, L.K.2d

SHARED STORYTitle: Fish is FishDay 2Story ConventionsTeacher/Interactive ReadingStory DiscussionCCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RF.K.4

KINDERROOTS (A Fin in the Water)The t/s will review story conventions.The t/s will review the vocabulary list.The t/s will read the story (1X) – Guided ReadingThe students will complete the quiz to assess student comprehension.CELEBRATE(story, quiz) CCS: RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RF.K.1, RF.K.1b, RF.K.1c, RF.K.4

CALENDAR MATH/MATH(review/quantity) The students will review the concepts of money, time, and measurement. Next, the students will identify the greater/less of two given numbers. If time permits, the students will use whale/goldfish crackers to identify how long each ocean animal is. (HMC p63-70, st sht p 28, whale/goldfish crackers)CCS: K.MD.1 K.MD.2

LARGE GROUP/PHONEMIC AWARENESS (sentences/compound words) The students will read the computer story MY HORSE GLORY. The students will use words from the word bank to write/draw pic of silly sentences. Next, students will combine two words to make a new, compound word. (STARFALL.COM, wkbk p77&78) CCS: RL.K.3, RL.K.7, RI.K.7

WRITING(portfolio -draft) The students will write a rough draft, telling how one animal goes through its life-cycle (chicken, frog, butterfly - student choice – Transactive piece). (writing paper w/chosen animal pics)CCS: W.K.3, L.K.1, L.K.2, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4a, SL.K.5 SCI 3.4.1(DOK 2), 3.4.2, 3.4.3(DOK 2)

THEME MATH(measurement) The students will compare lengths of different whales. The students will then put the whales in order from shortest to longest. (st sht, paper)CCS: K.MD.1, K.MD.2

REVIEW(adjectives) The teacher will discuss the term "adjective". The students will then cut out a large whale picture. Next, the students will assist the teacher in writing adjectives that describe a whale (to be written on the whale). If time permits, the students will write the whale sentences in the correct order.(whale cutouts, st sht p39)CCS: L.K.5c

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), 3.4.2, 3.4.3(DOK 2) A/H 3.4.1, 4.4.2

LEARNING TARGETS April 9-13, 2012

Monday, April 9, 2012 Reading: I can read and write words with the letter ‘Ee”. Math: I can complete the addition equations using manipulatives.

Tuesday, April 10, 2012Reading: I can identify and write words that have the letter ‘Ee”. Math: I can complete the addition equations using manipulatives. Wednesday, April 11, 2012Reading: I can identify and write words that have the letter ‘Ee”. Math: I can identify odd and even numbers and I can complete number patterns.

Thursday, April 12, 2012Reading: I can identify and write words that have the letter ‘Ee”. Math: I can complete the subtraction equations using manipulatives.

Friday, April 13, 2012Reading: I can identify and write words that have the letter ‘Ee”. Math: I can demonstrate my knowledge of money concepts. I can tell time by the hour.

· web viewwriting(journal) the students will be introduced to the word "oceanographer"....

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