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TuesdayFebruary 20, 20188:20-9:00 Free Choice Centers9:00-9:50 Literacy Stations9:50-10:30 Music10:30-11:00 Calendar and Morning Routines--Good morning Song (on Ipod under Playlists, School, Calendar Songs) While this is playing children should get their white boards, erasers, markers and calendar papers.K.1.R.4 Students will follow one and two step directions.

--Complete the Calendar Paper together. I fill it out as I ask questions about the name of the month, the date, the year. We have been in school for 117 days. Add a popsicle stick to the ones cup below the calendar. Use these to fill out the ones, tens, and hundreds part of the sheet. Show children how to write the day, keeping in mind you may have to wait a bit for the slower writers. Finally, fill out the 10 frame with the date. Ask children to sit aside the paper. Count to 117 by ones and 10’s to 100.K.GM.3.1 Develop an awareness of simple time concepts using words such as yesterday, today, tomorrow, morning, afternoon, and night within his/her daily life.

K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s.

--Write the sight words on the board. Start with the most recent and write 12 total.

K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have,

you, he, is, with, are). Erase everything and put away all supplies but have children stay on the carpet. --Flashcard the letters, numbers, and have children read all of the sight words. Standard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.


you, he, is, with, are). K.N.1.6 Read, write, discuss, and represent whole numbers from 0 to at least 10. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives.

--Sing the money songs. (on the paper in the teal box under the ipod)K.N.4.1 Identify pennies, nickels, dimes, and quarters by name.

--Morning MessageDear Class,Good morning! Today we will talk about President’s Day. We will read a book called “President Squid.” We will write a paper that tells what you would do if you were president. We will review 6 of our sight words and the letter Gg and Ii.Love, LomanginoK.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.

K.2.PC.6 Students will recognize the distinguishing features of a sentence. (e.g., capitalization of the first word, ending punctuation: period, exclamation mark, question mark) with guidance and support.

11:00-11:20 Journey’s Curriculum Lesson 20 Day 1--Daily Phonemic AwarenessAdd Phonemes: /b/ /e/ /l/-bellRepeat for rake, pan, rope, pin, lock, cup, topSay rake. Tell children you will add a b to the beginning of rake and make brake. Then tell children you will add s to the beginning of top to make stop. Segment Phonemes: Now I will say a word, and you say the sounds you hear. Listen: bat. What sounds do you hear? /b/ /a/ /t/. Hold up 3 fingers for each sound. How many sounds do you hear in bat? 3Continue with tub, bell, ran, mad and bib.K.2.PA.6 Students will blend and segment onset and rime in one syllable spoken words (e.g., Blending: /ch/ + at = chat; segmenting: cat = /c/+ at).

K.2.PA.7 Students will blend phonemes to form one syllable spoken words with 3 to 5 phonemes (e.g., /f/ /a/ /s/ /t/= fast).

K.2.PA.8 Students will segment phonemes in one syllable spoken words with 3 to 5 phonemes (e.g., “fast” = /f/ /a/ /s/ /t/).

K.2.PA.9 Students will add, delete, and substitute phonemes in one syllable spoken words. (e.g., “add /c/ to the beginning of “at” to say “cat;” “remove the /p/ from “pin,” to say “in;” “change the /d/ in “dog” to /f/ /r/ to say “frog”)

--Daily High Frequency WordsIntroduce: Some of our words to know from this unit are be, for, how, is this, and will. You have seen these words in your reading. Apply: Reader’s Notebook pg 25K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have, you, he, is, with, are)

11:25-12:20 Lunch/Recess 3 Grilled CheeseChiliTaco Salad12:20-1:00 Journey’s Curriculum Lesson 19 Day 1--Phonemic Awareness/PhonicsReview Letters Gg and IiSing the ABC traditional song and ABC phonics songPhonemic Awareness Warm-up: I’ll say a word. Listen for the sound you hear at the beginning. I’ll do the first one. Listen: inch. What sound do we hear at the beginning of inch? /i/Now lets do it together. Listen gave. What sound do you hear at the beginning of gave? /g/. Now you do it: itch? /i/ ill? /i/ get? /g/ if? /i/ gold /g/

1.Teach/Model: Say Iggy Iguana with me: Iggy Iguana. Iggy’s letter is the vowel Ii. Have children differentiate between words with initial /i/ and words with medial /i/. One of the i stands for is /i/, short i. I’ll say some words. If you hear /i/ at the beginning of the word hold your hand up. If you hear /i/ in the middle of the word keep your hand down. Listen: in, itch, pin, zip, is, hill, if, lid, and kiss.Repeat with Gertie Goose and the letter g. Have children differentiate between words with initial /g/ and words with final /g/ using the

following words: goose, bag, fig, give, gold, log, get, gum and dig.

2.Guided Practice: Compare and Review i and g. Write i and g on the board and review their sounds. Say the word ink. Have children say the beginning sound and put a x below the correct letter. Repeat with gate, guitar, igloo, goat, and game.

3.Apply: Reader’s Notebook pg 28. Standard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

K.2.PC.1 Students will correctly form letters to write their first and last name and most uppercase and lowercase letters correctly.

K.2.PWS.3 Students will produce the primary or most common sound for each consonant, short and long vowel sound (e.g., c = /k/, c = /s/, s = /s/, s = /z/, x = /ks/, x = /z/)

1:00-1:35 Math Stations/SnackWork with Teacher for the week: Coins and Coin CountingK.N.4 Identify coins by name. K.N.4.1 Identify pennies, nickels, dimes, and quarters by name.

1:35-2:05 Read President Squid and write the paper If I was PresidentK.3.W Students will use drawing, labeling, dictating, and writing to tell a story, share information, or express an opinion with guidance and support.

K.2.PC.2 Students will demonstrate their understanding that print carries a message by recognizing labels, signs, and other print in the environment.

K.2.PC.3 Students will demonstrate correct book orientation and identify the title, title page, and the front and back covers of a book.

K.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.

K.2.PC.5 Students will recognize that print moves from top to bottom, left to right, and front to back (does not have to be matched to voice).

K.2.PC.6 Students will recognize the distinguishing features of a sentence. (e.g., capitalization of the first word, ending punctuation: period, exclamation mark, question mark) with guidance and support

2:05-2:30 Recess (Recess Duty)2:30-3:00 folders, backpacks, free choice readMaterials for Tuesday___Reader’s notebook pg 25___Reader’s notebook pg 28___Coin match and counting coins (Pinterest account Haskell Board)___If I was President paper (TPT account)

WednesdayFebruary 21, 20189:00-9:50 Literacy Stations9:50-10:30 Gym10:30-11:00 Calendar and Morning Routines

--Good morning Song (on Ipod under Playlists, School, Calendar Songs) While this is playing children should get their white boards, erasers, markers and calendar papers.K.1.R.4 Students will follow one and two step directions.


K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s. --Write the sight words on the board. Start with the most recent and write 12 total. K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have,



you, he, is, with, are).

K.N.1.6 Read, write, discuss, and represent whole numbers from 0 to at least 10. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives.


--Morning MessageDear Class,Good morning! Today we will officially begin an author study on Aaron Reynolds. He wrote the book we read yesterday. Who remembers what it is called? Today we will make a list of questions we want answered about this author. We will read another one of his books, Creepy Carrots. We will review 6 more sight words and the letters Dd, Gg, Ii and Rr.Love, LomanginoK.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.


11:00-11:20 Journey’s Curriculum Lesson 20 Day 2--Daily Phonemic AwarenessAdd Phonemes: Blend the sounds you hear to say my word. Listen: /p/ /i/ /n/. What is the word? pinTell children you will add /s/ to the beginning of pin to make a new word. Listen /s/, pin. Spin.

Have children add /s/ to the beginning of these words to make new words: lap, pit, lip, nap, and pot. Segment Phonemes: Write the words kiss, vet, red, fan, net, pot, jam and place in a bag. Draw out one and read the word. I will say a word. Listen: kiss. What sounds do you hear in kiss? /k/ /i/ /s/. How many sounds do you hear in kiss? 3Continue will all the words in the bag. K.2.PA.6 Students will blend and segment onset and rime in one syllable spoken words (e.g., Blending: /ch/ + at = chat; segmenting: cat = /c/+ at).




--Daily High Frequency Words(Pass out white boards and markers.)So, came, find, from, go, ofSay the word. soSpell the word. s-oWrite the word.Check the word.Apply: Readers Notebook pg 26

K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have, you, he, is, with, are)

11:25-12:20 Lunch/Recess (Lunch Duty)Chicken PattyRoast TurkeyChicken Caesar Salad12:20-1:00 Journey’s Curriculum Lesson 20 Day 2--Phonemic Awareness/PhonicsLetters Dd, Gg, Ii, RrPhonemic Awareness Warm-up: I’ll say a word. Listen for the sound you hear at the beginning. I’ll do the first one. Listen: rib. What sound do you hear at the beginning of rib? /r/ Now let’s do it together. Listen: dug. What sound do we hear at the beginning of dug? /d/ Now you do it: dish? /d/ road? /r/ rib? /r/ duck? /d/ run? /r/ deck? /d/

1. Teach/Model: Who remembers the letters we reviewed yesterday? Ii, Gg. Today we will review some more letters. Dd-Dudley Duck. Remember that Dudley and Duck begin with the /d/ sound.Have children differentiate between words with initial /d/ and words with final /d/.I will say some words. If you hear /d/ at the beginning of the word put your hands in front of you. If you hear /d/ at the end of the word, put your hands in behind of you. Say the

following words: deer, bed, dip, dog, mad, lid, and Dan.Repeat with Reggie Rooster and /r/. Have children listen for the /r/ sound at the beginning of these words: rose, rug, fit, hat, rope, bin, rim, run.

2. Guided Practice: We are going to complete some words in a sentence with the letters we are working on today. The ba__ is big.(g) I can ___ig.(d)We see a ___ip. (r)The pi___ can nap. (g)My da___ is at bat. (d)

3.Apply: Readers Notebook pg 31Standard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.




1:35-2:05 Author Study Aaron ReynoldsWhat would we like to know about Author Aaron Reynolds?Read: Creepy Carrots

2:05-2:30 Recess2:30-3:00 folders, backpacks, free choice readMaterials for Wednesday___Readers Notebook pg 26___Readers Notebook pg 31___Paper for KWL chart about Aaron Reynolds

ThursdayFebruary 22, 20188:20-9:00 Free Choice Centers9:00-9:50 Literacy Stations (1 Rotation and pass out Valentine’s)9:50-10:30 Computers10:30-11:00 Calendar and Morning Routines--Good morning Song (on Ipod under Playlists, School, Calendar Songs) While this is playing children should get their white boards, erasers, markers and calendar papers.K.1.R.4 Students will follow one and two step directions.


K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s. --Write the sight words on the board. Start with the most recent and write 12 total.






--Morning MessageDear Class,Good morning! Today we will continue our study of the Author Aaron Reynolds. We will write about the story Creepy Carrots. We have 5 sight words to review and we will review the letters Dd, Gg, Ii and Rr. We will build and read some words with these letters. Love, LomanginoK.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.


11:00-11:20 Journey’s Curriculum Lesson 20 Day 3--Daily Phonemic AwarenessAdd Phonemes: Blend these sounds to say the word. Listen: /l/ /o/ /k/. What is the word? lockNow I will add the /b/ to the beginning of lock to make a new word: /b/, lock, block.Have children add /s/ to ink, /t/ to rip, /b/ to ring, /m/ to ad, and /f/ to ox. Segment Phonemes: Now I will say a word and you say the sounds in it. Listen: sat. What are the sounds in sat? /s/ /a/ /t/. Have children hold up a finger for each sound. How many sounds do you hear in sat? 3Continue Segmenting and counting sounds with rock, den, mit, wig, and hut.K.2.PA.6 Students will blend and segment onset and rime in one syllable spoken words (e.g., Blending: /ch/ + at = chat; segmenting: cat = /c/+ at).




--Daily High Frequency Words(Pass out white boards and markers.)Many, here, they, into, whereSay the word. Here

Spell the word. H-e-r-eWrite the word.Check the word.Apply: Teaching Resource pg 93K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have, you, he, is, with, are)

11:25-12:20 Lunch/Recess (recess duty)CheeseburgerChicken soft tacoCobb Salad12:20-1:00 Journey’s Curriculum Lesson 20 Day 3--Phonemic Awareness/Phonics: Review Words with d, g, i, rPhonemic Awareness Warm-up: Have children identify the beginning sound in if, get, dog, and rope. Now listen for the sound you hear at the end of a word. word. Listen: bug. What sound do you hear at the end of bug? /g/.Now let’s do it together. Listen: sad. What sound do we hear at the end of sad? /d/. Now you do it. mud? /d/ mug? /g/ tag? /g/ lid? /d/.

1. Teach/Model: Listen Iggy Iguana. /i/ Now you say it. Iggy and Iguana begin with the /i/ sound. The letter i stands for the /i/ sound short i. Repeat with Gertie Goose, Dudley Duck, and Reggie Rooster. Write d. Listen: d /d/. Now you say /d/.

Write i. Point to d and have children say the sound. Point to i and tell children to say the sound.Blend the sounds. Listen: /d/, /i/, di. Write g. Point to d and have children say the sound. Point to i and have children say the sound. Then point to g and tell children to say the sound. Blend the sounds. Listen /d/ /i/ /g/. dig. Have children blend with you. Now you blend the sounds. /d/ /i/ /g/, dig. This word is always spelled d, i, g because those letters stand for the sounds in the word. Repeat with rig.

2. Guided Practice: Blend: rip, dip, sip, dig, rig, bigdig, dim, dip, ran, rag, ratrip, rap, bid, bad, dim, damrid, big, did, dig, rip, tipsit, ran, it, if, man, fatam, in, fin, dim, big, digpast, pigs, rips, trip, trap, StanTim can dig with Pip. Tim and Pip dig and dig.

3.Apply: Teachers Resource pg 94Standard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.




--Phonics and Fluency: Word Building1. Teach/Model: Write pits on the board. Name the letters and the sounds. Listen p /p/, i /i/, t /t/ s /s/. Blend the words by enunciating the sounds: /p/ /i/ /t/ /s/ pits. Tell children that when letters in words change, so do the sounds. Tell them that you can make a new word by changing one letter in the word. Have children watch as you model the process. I made the word pits with p, i, t, s. If I take away the s, I have a new word. Blend the sounds with me. /p/ /i/ /t/ pit. What letters are different in pit and pits? Pits has s at the end.Repeat with pig, pigs. Explain that when s is at the end of a word, it sometimes stands for the /z/ sound. Have children read pigs and tell whether the s stands for /s/ or /z/ in that word. 2. Guided Practice: Write the word rid on the board. Read the word: /r/ /i/ /d/. bad.Change the r to d. What is the new word? didChange the final d to g What is the new word? digAdd s. What’s the new word? digs. Right! Remember when s is at the end it sometimes stands for /z/.

Change d to r. What is the new word? rigs.K.2.PA.9 Students will add, delete, and substitute phonemes in one syllable spoken words. (e.g., “add /c/ to the beginning of “at” to say “cat;” “remove the /p/ from “pin,” to say “in;” “change the /d/ in “dog” to /f/ /r/ to say “frog”)

Student Book: “The Big Dig!” and “We Fit!” (will be read throughout the week during Literacy Stations.Students will read and comprehend increasingly complex literary and informational texts.


1:35-2:05 Author Study Aaron ReynoldsCreepy Carrots WritingRead: Creepy Carrots 2:05-2:30 Recess 2:30-3:00 folders, backpacks, free choice readMaterials for Thursday___Teachers Resource pg 93___Teachers Resource pg 94___Creepy Carrots Writing page (TPT account)

FridayFebruary 23, 20188:20-9:00 Free Choice Centers9:00-9:50 Literacy Stations 9:50-10:30 Music10:30-11:00 Calendar and Morning Routines--Good morning Song (on Ipod under Playlists, School, Calendar Songs) While this is playing children should get their white boards, erasers, markers and calendar papers.K.1.R.4 Students will follow one and two step directions.


K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s. --Write the sight words on the board. Start with the most recent and write 12 total. K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have,

you, he, is, with, are).

Erase everything and put away all supplies but have children stay on the carpet. --Flashcard the letters, numbers, and have children read all of the sight words. Standard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.




--Morning MessageDear Class,Good morning! Today we will continue writing about Creepy Carrots and make some of our own Creepy Carrots. We will review 6 more sight words. I hope you have been practicing your sight words at home! Have a great day! Love, LomanginoK.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.


11:00-11:20 Journey’s Curriculum Lesson 20 Day 4--Daily Phonemic Awareness

Add Phonemes: Blend the sounds you hear to say my word. Listen: /r/ /i/ /p/. What is the word? ripTell children now you will add /t/ to the beginning of rip to make a new word: /t/, rip, trip.Have children add /t/ to win, /p/ to ant, /s/ to lip, /t/ to rot, and /s/ to pot.Segment Phonemes: Now I will say a word, and you can say the sounds. Listen: log. What sounds do you hear in log? /l/ /o/ /g/.Have children continue segmenting sounds with cub, cat, sat, sock, win, top, and web. K.2.PA.6 Students will blend and segment onset and rime in one syllable spoken words (e.g., Blending: /ch/ + at = chat; segmenting: cat = /c/+ at).




--Daily High Frequency Words(Pass out white boards and markers.)On, up, soon, who, that, yourSay the word. onSpell the word. O-nWrite the word.Check the word.Apply: Teachers Resource pg 96

K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have, you, he, is, with, are)

11:25-12:20 Lunch/Recess Tony’s PizzaPB and JPopcorn Chicken Salad12:20-1:00 Literacy WordCreate a Sentence: Students will create a sentence that compliments the sight words and curriculum content that we have been studying this week. K.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.

K.2.PC.5 Students will recognize that print moves from top to bottom, left to right, and front to back (does not have to be matched to voice).


Letter Work:Teachers Resource pg 97K.2.PC.1 Students will correctly form letters to write their first and last name and most uppercase and lowercase letters correctly.



1:35-2:05 Author Study Aaron ReynoldsCreepy Carrots Writing/Create Creepy CarrotsRead: Creepy Carrots

2:05-2:30 Recess (duty)2:30-3:00 folders, backpacks, free choice readMaterials for Thursday___Teachers Resource pg 96___Teachers Resource pg. 97___Sentence from Lesson 20___Creepy Carrot Materials

FridayFebruary 16, 20188:20-9:00 Free Choice Centers9:00-9:50 Literacy Stations (1 Rotation and pass out Valentine’s)9:50-10:30 Music10:30-11:00 Calendar and Morning Routines--Good morning Song (on Ipod under Playlists, School, Calendar Songs) While this is playing children should get their white boards, erasers, markers and calendar papers.K.1.R.4 Students will follow one and two step directions.


K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s. --Write the sight words on the board. Start with the most recent and write 12 total.






--Morning MessageDear Class,Happy Friday! Today we will write our sight words in shaving cream. We will practice the letter Dd sound. We will read a new dinosaur book and make edible dinosaur eggs! Love, LomanginoK.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.


11:00-11:20 Journey’s Curriculum Lesson 19 Day 5--Daily Phonemic Awareness

Blend Phonemes: Blend these sounds to say the word. Listen: /p/ /i/ /g/. What is the word? pig.Model adding the /z/ sound to the end of pig to make a new word: pig /z/ pigs.Continue Blending with ham, leg, lid, bug, and pin. After each one, tell children to add /z/ at the end for a new word. Segment Phonemes: Now I will say a word, and you can say the sounds you hear. Listen: Doll. What sounds do you hear in doll? /d/ /o/ /l/Continue with these words: jug, pan, fin, tip, wag, hog, and tap. K.2.PA.6 Students will blend and segment onset and rime in one syllable spoken words (e.g., Blending: /ch/ + at = chat; segmenting: cat = /c/+ at).




--Daily High Frequency Words(Pass out white boards and markers.)For, soon, go, the, here, upSay the word. HereSpell the word. H-e-r-eWrite the word.Check the word.

Apply: Write words in shaving cream on the table.K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have, you, he, is, with, are)

11:25-12:20 Lunch/Recess (Recess duty)Cheese pizzaChicken and BiscuitsPopcorn Chicken SaladLetter Dd Work:Teachers Resource pg 9012:20-1:00 Friday Art!Creating Dinosaurs from Crayons and PaintK.2.PC.1 Students will correctly form letters to write their first and last name and most uppercase and lowercase letters correctly.


1:00-1:35 Math Stations/SnackWork with Teacher for the week: Number Bingo 1-20K.N.1.6 Read, write, discuss, and represent whole numbers from 0 to at least 10. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives.

1:35-2:05 Read How Do Dinosaurs stay safeMake Rice Krispy Dino eggs. 2:05-2:30 Recess2:30-3:00 folders, backpacks, free choice read

Materials for Friday

___Teachers Resource pg. 91___Materials to make Rice Krispy eggs___Painting Dazzling Dinosaurs (Pinterest Haskell Board)

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