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Morning MessageSeptember 6, 2012Kindergarten

1. The students will complete their morning work. a. Worksheet—Shapely Snake Square

2. Choose the daily helper3. When finished the students will come to the carpet and wait for all students to come in.

a. Attendance and bus sheet will be taken and all other administrative work completed

b. Check morning work and ask each student if they have something they would like to share with the group (Share time)

4. Rise and Shine song5. Calendar Work

a. Days of the Week songb. Find the day of the week and the datec. Find the patternd. Do every day counts. Count the number of days we have been in school.

6. Do the Shape song and have the helper point to each of the shapes on the board. 7. Do the ABC Song and have the helper point to the letters on the board.8. Write a sentence about the helper (talk about the lines) ________is the helper. I like

school. Have the helper use the counters to count the words and talk about spacing between each word and where to start a new sentence.

a. Have the helper use the pointer and read the sentences togetherb. Have the helper find his/her namec. Have other students find the word “I” d. Have another student find a letter (letter recognition)e. Ask students if it is at the beginning, middle, or end of the word.

9. Add that name/photo to the word walla. Ask students under which letter should we put the helpers name b. Go through all the letters of the alphabet and stop when we get to the letter that

the students name starts with.c. Use the word finder to find the words in color “I”d. Read all the names on the word wall

10. Do Alphabet Zoo

Morning MessageSeptember 7, 2012Kindergarten

1. The students will complete their morning work. a. Worksheet—Shapely Snake Rectangle

2. Choose the daily helper3. When finished the students will come to the carpet and wait for all students to come in.

a. Attendance and bus sheet will be taken and all other administrative work completed

b. Check morning work and ask each student if they have something they would like to share with the group (Share time)

4. Rise and Shine song5. Calendar Work

a. Days of the Week songb. Find the day of the week and the datec. Find the patternd. Do every day counts. Count the number of days we have been in school.

6. Do the Shape song and have the helper point to each of the shapes on the board. 7. Do the ABC Song and have the helper point to the letters on the board.8. Write a sentence about the helper (talk about the lines) ________is the helper. I like

school. Have the helper use the counters to count the words and talk about spacing between each word and where to start a new sentence.

a. Have the helper use the pointer and read the sentences togetherb. Have the helper find his/her namec. Have other students find the word “I” d. Have another student find a letter (letter recognition)e. Ask students if it is at the beginning, middle, or end of the word.

9. Add that name/photo to the word walla. Ask students under which letter should we put the helpers name b. Go through all the letters of the alphabet and stop when we get to the letter that

the students name starts with.c. Use the word finder to find the words in color “I”d. Read all the names on the word wall

10. Do Alphabet Zoo

Shannon KellyLesson PlansWeek #2—September 10-14Mrs. Heath’s Kindergarten

Weekly Objectives: The student will understand the difference between the words: in, under, behind,

between, and on top. The student will know the difference between letters and numbers The student will be able to recognize the next sequence in an AB, ABB, and ABC

pattern. The student will know the sequence of an apple seed and know how plants grow.

Monday September 10—Day 1

Remediation & Everyday Counts8:15-8:45SOL: Reading K.7—The student will develop an understanding of basic phonetic principles. Identify and name the uppercase and lowercase letters of the alphabet, match consonant short vowel, and initial consonant digraph sounds to appropriate letters. Demonstrate a speech-to-print

match through accurate finger-point reading in familiar text that includes words with more than one syllable. Identify the beginning consonant sounds in single-syllable words. History K.9—The student will recognize the American Flag and the Pledge of Allegiance and know that the president is the leader of the United States.

1. The students will complete their morning work. Say: Good Morning Class today we are going to be working on the location words we have been learning (in, under, behind, between, or on top). Show the students worksheet page 270, and ask them where is Mr. Wiggly Worm. (In the apple). Students will complete their Morning Work worksheet: In the Apple.

a. Materials: Worksheet—In the Appleb. Attendance, Bus Sheet, and Morning Announcements

2. Choose the daily helper and put yesterday’s helper as the cow’s tail.3. When finished the students will come to the carpet and wait for all students to come in

and complete their morning work. a. Assessment—Check morning work to see if students understand the word in, and

ask each student if they have something they would like to share with the group (Share time helps with oral language development)

4. Sing the Rise and Shine song with the hand motions5. Calendar Work

a. Sing the “Days of the Week “song. Point to each day of the week while singing the song

b. Find the day of the week and the date. Say: Now let’s see if we can figure out what todays date is. Go through the days of the week and stop when we get to the next day. Today is Monday, now let’s see what the date it. Count each date and let the students figure out what the date is. Today is Monday, September 10

c. Find the pattern Say: Now let’s see if you can figure out what comes next in our pattern. Start at the beginning and go through the color pattern.

d. Do “every day counts”. Count the number of days we have been in school and add straws to the chart.

6. Sing the Shape song and have the helper point to each of the shapes on the board. Tell the students to get their magic finger out and draw the shapes in the song.

7. Do the ABC Song and have the helper point to the letters on the board.8. All evaluations and assessments will be observational

Reading Whole Group8:45-9:15SOL: Reading K.7—The student will develop an understanding of basic phonetic principles. Identify and name the uppercase and lowercase letters of the alphabet, match consonant short vowel, and initial consonant digraph sounds to appropriate letters. Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that includes words with more than one syllable. Identify the beginning consonant sounds in single-syllable words

1. Introduce the word “like”. Say today we’re going to learn a new word “like” show the students the card with the word like on it.

2. Write a sentence about the helper. ________is the helper. I like _______. Have the helper use the counters to count the words as I write them and talk about spacing between each word and where to start a new sentence when you are out of room on the line.

a. Introduce the word “like” to the students.b. Have the helper use the pointer and read the sentences together as a class.c. Have the helper find his/her name and the word “like”. Ask the students if the

helpers name begins with a mommy letter (capital) or a baby letter. Ask students why it is a mommy letter (It starts the sentence and is a name).

d. Have students that are at the same table stand up and find a letter (letter recognition) in the sentences.

e. Ask students if it is at the beginning, middle, or end of the word. (guided practice will be provided as needed).

f. Assessment will be observational—can the student recognize the difference between a capital and lowercase, can the student find his/her name, can the student find the sight words, can the student recognize letters, and does the student know the difference between beginning, middle, and end.

3. Add the helpers name/photo to the word walla. Ask students under which letter should we put the helpers name b. Go through all the letters of the alphabet and stop when we get to the letter

that the helpers name starts with.c. Add the word “like” to the word wall. Ask the students which letter “like”

should be placed under.d. Use the word finder to find the words in color “I” and “like”e. Read all the names on the word wall

4. Do Alphabet Zoo5. Tell the students what we are going to be doing that day! 6. Read Alphabet Adventure. (Concepts of Print and Letter Recognition) Before

Reading: Discuss the cover and ask the students what they think the story will be about. During Reading: Discuss and clarify any unknown or unfamiliar words. After Reading: Students will complete Library Lounging. Say: I want to see if you guys know the difference between letters and numbers. We’re going to color all the squares that have a letter in them. Do the first two squares together to model for the students what is expected of them. Students will complete worksheet page 33. If there is time remaining, have the students write the letters they know on the back of their paper.

7. Assessment—the student’s papers will be checked for correctness and they will be provided with immediate feedback.

8. Tammi will do B. Tyner Lesson #1.

Reading Small Group9:15-10:15SOL: Reading K.7—The student will develop an understanding of basic phonetic principles. Identify and name the uppercase and lowercase letters of the alphabet, match consonant short vowel, and initial consonant digraph sounds to appropriate letters. Demonstrate a speech-to-print

match through accurate finger-point reading in familiar text that includes words with more than one syllable. Identify the beginning consonant sounds in single-syllable words.

The students will be grouping for the first time today!1. Do Rhyme Flash2. Do Sort

a. Group 1—Sort 3b. Group 2—Sort 8c. Group 3—Sort 9d. Group 4—Sort 10

3. Assessment—the students will be observed doing their sorts with me during their groups time.

4. For Homework the students will do the sort again.

Unit10:15-10:45SOL Life Processes: K.6—The student will investigate and understand the differences between living organisms and nonliving organisms. Key concepts include: all things can be classified as living or nonliving; and living organisms have certain characteristics that distinguish them from nonliving objects including growth, movement, response to the environment, having offspring, and the need for food, air, and water.K.7—The student will investigate and understand basic needs and life processes of plants and animals. Key concepts include: plants need nutrients, water, air, light, and a place to grow to survive; plants and animals change as they grow, have varied life cycles, and eventually die; and offspring of plants and animals are similar but not identical to their parents or to one another.

Materials: Johnny Goes a Planting, apples with students’ names on them, black and brown construction paper

1. Read Johnny Goes a Planting using the Prequestioning and Purpose Setting Strategy

Description: Ask the students a question or give them a topic to think about as they read.Procedure:

1. Examine the text and determine the story line or main ideas. Does anyone like apples? How do we get apples? They grow on trees

2. Decide what prior knowledge students will need for the text. Have any of you ever planted an apple seed? If you have what happened or if you haven’t what do you think might

happen? Discuss the children’s experiences with apples

3. Formulate a question or a statement of purpose for students to think about. How did we get so many apple trees?

4. After reading, return to the question to see if the students comprehended the story and discuss their answers. Ask: After reading the story who can tell me how we got so many apple trees? (Johnny Appleseed planted them!)

5. Teach students the song “Do You Know the Apple Man?” Sing it through a few times with the children.

6. Ask students if they remember what Johnny Appleseed wore on his head as his hat. Review page 20 in the book so students can see the pot Johnny wore on his head.

7. Show students my hat and tell them they are going to make their own hats. Give students the materials they need to make their own Appleseed hats. Each student’s hat will have their name on their apple, and create their own apple seed hat for their art work.

While students are working on their hats, they will be called by table to get ready for lunch.

Lunch and Recess (Before going out check to see which students have moved their horse and reward the ones who have five checks).10:50-12:00

Math12:00-1:00SOL: K.16—The student will identify, describe, and extend repeating patterns.

Materials: Cut-out shapes, All About Math CD, Button Parade

1. Do the Daily Math Chart2. Sing the “Make a pattern” song.3. Using the manipulatives review different types of patterns. Review color and shape

patterns and the AB pattern. Make each type of pattern with the manipulatives and have the students complete the pattern.

4. Tell students that we are going to continue working on the AB pattern5. Model for students how to cut out the buttons at the bottom that will be used to complete

the patterns. Do the first one for the students and make sure they understand what to do.6. Circulate the room and provide students with guided practice as needed.7. Assessment—After students are finished they will come to the carpet so their work can

be checked and feedback can be provided.Library1:00-1:30

Rest/Test 1:30-2:30

Pack & Snack2:30-2:50

Tuesday September 11—Day 2



1. The students will complete their morning work. Say: Good Morning Class today we are going to be working on the location words we have been learning (in, under, behind, between, or on top). Show the students worksheet page 272, and ask them where is Mr. Wiggly Worm. (Under the apple). Students will complete their Morning Work worksheet: Under the Apple.

a. Materials: Worksheet—Under the Appleb. Attendance, Bus Sheet, and Morning Announcements


and complete their morning work. a. Assessment—Check morning work and ask each student if they have something

they would like to share with the group (Share time helps with oral language development)



b. Find the day of the week and the date. Say: Now let’s see if we can figure out what todays date is. Go through the days of the week and stop when we get to the next day. Today is Tuesday, now let’s see what the date it. Count each date and let the students figure out what the date is. Today is Tuesday, September 11




7. Do the ABC Song and have the helper point to the letters on the board.



a. Have the helper use the pointer and read the sentences together as a class.b. Have the helper find his/her name and the word “like”. Ask the students if the


c. Have students that are at the same table stand up and find a letter (letter recognition) in the sentences.

d. Ask students if it is at the beginning, middle, or end of the word. (Guided practice will be provided as needed).




3. Do Alphabet Zoo4. Tell the students what we are going to be doing that day! 5. Students will complete the Words Their Way word sort cut n paste. 6. Assessment will be observational.

Reading Small Group9:15-10:15

SOL: Reading K.7—The student will develop an understanding of basic phonetic principles. Identify and name the uppercase and lowercase letters of the alphabet, match consonant short vowel, and initial consonant digraph sounds to appropriate letters. Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that includes words with more than one syllable. Identify the beginning consonant sounds in single-syllable words.

The students will continue to practice grouping!1. Do Rhyme Flash2. Work on handwriting skills

a. Group 1—writing their namesb. Group 2—Sort 8 handwriting practice with their lettersc. Group 3—Sort 9 handwriting practice with their lettersd. Group 4—Sort 10 handwriting practice with their letters

3. For Homework the students will continue to practice handwriting skills.4. Assessment—the students will be observed while they are in the small group with the

teacher.

Unit10:15-10:45SOL Life Processes: K.6—The student will investigate and understand the differences between living organisms and nonliving organisms. Key concepts include: all things can be classified as living or nonliving; and living organisms have certain characteristics that distinguish them from

nonliving objects including growth, movement, response to the environment, having offspring, and the need for food, air, and water.K.7—The student will investigate and understand basic needs and life processes of plants and animals. Key concepts include: plants need nutrients, water, air, light, and a place to grow to survive; plants and animals change as they grow, have varied life cycles, and eventually die; and offspring of plants and animals are similar but not identical to their parents or to one another.Materials: The Apple Pie Tree, small paper plates, red paint, wiggly eyes, ribbon, brown and green construction paper, paper stars.

1. Read The Apple Pie Tree using the Prequestioning and Purpose Setting Strategy


1. Examine the text and determine the story line or main ideas. Has anyone ever eaten apple pie? How do we make apple pie?

2. Decide what prior knowledge students will need for the text. Have any of you ever helped your momma make apple pie? Do you think that any other animals live in an apple tree or eat the apples

off of it? Discuss the children’s experiences with apples

3. Formulate a question or a statement of purpose for students to think about.i. What happens to an apple tree throughout the year? Does it always have

leaves and blossoms and apples?4. After reading, return to the question to see if the students comprehended the story and

discuss their answers. Ask: After reading the story who can tell me what happens to the apple tree during spring? Summer? Autumn/Fall? (In the spring leaves grow on the branches and pink flowers blossom. In the summer the apples get bigger and bigger. In the autumn we pick the apples.)

5. Tell students that we are going to be making our own apples. The students will paint their plates red, green, or yellow for apples on the bulletin board.

6. Show students my apple as a model for them to go by. Give them all the materials that they will need to make their own apple.



Math12:00-1:00SOL: K.16—The student will identify, describe, and extend repeating patterns.Materials: Cut-out shapes, All About Math CD, Block Party

1. Do the Daily Math Chart2. Sing the Make a pattern song.

3. Using the manipulatives review different types of patterns. Review color and shape patterns and the AB pattern. Make each type of pattern with the manipulatives and have the students complete the pattern.

4. Tell students that we are going to continue working on the AB pattern with shapes5. Model for students how to cut out the shapes at the bottom that will be used to complete

the patterns. Do the first one for the students and make sure they understand what to do.6. Circulate the room and provide students with guided practice as needed.7. Assessment--After students are finished they will come to the carpet so their work can be

checked and feedback can be provided.

Centers1:00-1:30

Rest/Test 1:30-2:30


Wednesday September 12—Day 3

Remediation & Everyday Counts8:15-8:45SOL: Reading K.7—The student will develop an understanding of basic phonetic principles. Identify and name the uppercase and lowercase letters of the alphabet, match consonant short vowel, and initial consonant digraph sounds to appropriate letters. Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that includes words with more than one syllable. Identify the beginning consonant sounds in single-syllable words. History K.9—The student will recognize the American Flag and the Pledge of Allegiance and know that the president is the leader of the United States.

1. The students will complete their morning work. Say: Good Morning Class today we are going to keep working on the location words we have been learning (in, under, behind, between, or on top). Show the students worksheet page 274, and ask them where is Mr. Wiggly Worm. (Behind the apple). Students will complete their Morning Work worksheet: Behind the Apple.

c. Materials: Worksheet—Behind the Appled. Attendance, Bus Sheet, and Morning Announcements






b. Find the day of the week and the date. Say: Now let’s see if we can figure out what todays date is. Go through the days of the week and stop when we get to the next day. Today is Wednesday, now let’s see what the date it. Count each date and let the students figure out what the date is. Today is Wednesday, September 12







e. Have the helper use the pointer and read the sentences together as a class.f. Have the helper find his/her name and the word “like”. Ask the students if the


g. Have students that are at the same table stand up and find a letter (letter recognition) in the sentences.

h. Ask students if it is at the beginning, middle, or end of the word. (guided practice will be provided as needed).




3. Do Alphabet Zoo4. Tell the students what we are going to be doing that day! 5. Tammi will continue to work on B. Tyner Lesson 1.

6. Assessment will be observational.



The students will continue to practice grouping!1. Flash/play sort game2. All groups will be doing a letter/word hunt in the Ready Reader

a. Group 1—rhyming sort –an, -atb. Group 2—Sort 8 Letters A, B, Tc. Group 3—Sort 9 Letters M, N, Hd. Group 4—Sort 10 Letters C, D, E

3. For Homework the students will complete their laptop with word study list.4. Assessment—the students will be observed while they are in the small group with the

teacher.

Unit10:15-10:45SOL Life Processes: K.6—The student will investigate and understand the differences between living organisms and nonliving organisms. Key concepts include: all things can be classified as living or nonliving; and living organisms have certain characteristics that distinguish them from nonliving objects including growth, movement, response to the environment, having offspring, and the need for food, air, and water.K.7—The student will investigate and understand basic needs and life processes of plants and animals. Key concepts include: plants need nutrients, water, air, light, and a place to grow to survive; plants and animals change as they grow, have varied life cycles, and eventually die; and offspring of plants and animals are similar but not identical to their parents or to one another.Materials: The Little Red House, small paper plates, red paint, wiggly eyes, ribbon, brown and green construction paper, paper stars.

1. Read The Little Red House using the Prequestioning and Purpose Setting Strategy


1. Examine the text and determine the story line or main ideas. Have you ever seen the star on the inside of an apple?

2. Decide what prior knowledge students will need for the text. Discuss the children’s experiences with apples

3. Formulate a question or a statement of purpose for students to think about. Cut an apple and show the students the star in the middle.

4. After reading, return to the question to see if the students comprehended the story and discuss their answers. Ask: What happened to the boy in the story? What was the purpose of having the star in the middle of the house with no windows or doors?

5. Tell students that we are going to be finishing the apples that we started yesterday. We are going to put a star in the middle and rip black paper to put inside for the seeds.


While students are working on their apples, they will be called by table to get ready for lunch.


Math12:00-1:00SOL: K.16—The student will identify, describe, and extend repeating patterns.Materials: Cut-out shapes, All About Math CD, Bead Bonanza

1. Do the Daily Math Chart2. Sing the Make a pattern song.3. Using the manipulatives review different types of patterns. Review color and shape

patterns and the AB pattern. Make an ABB pattern with the manipulatives and have the students complete the pattern.

4. Tell students that we are going to begin working on the ABB pattern.5. Model for students how to cut out the shapes at the bottom that will be used to complete

the patterns. Do the first one for the students and make sure they understand what to do.6. Circulate the room and provide students with guided practice as needed.7. Assessment--After students are finished they will come to the carpet so their work can be


Guidance 1:00-1:30

Rest/Test 1:30-2:30


Thursday September 13—Day 4



1. The students will complete their morning work. Say: Good Morning Class today we are going to keep working on the location words we have been learning (in, under, behind, between, or on top). Show the students worksheet page 266, and ask them where is Mr. Wiggly Worm. (Between the apple). Students will complete their Morning Work worksheet: Between the Apple.

e. Materials: Worksheet—Between the Applef. Attendance, Bus Sheet, and Morning Announcements






b. Find the day of the week and the date. Say: Now let’s see if we can figure out what todays date is. Go through the days of the week and stop when we get to the next day. Today is Thursday, now let’s see what the date it. Count each date and let the students figure out what the date is. Today is Thursday, September 13







i. Have the helper use the pointer and read the sentences together as a class.j. Have the helper find his/her name and the word “like”. Ask the students if the


k. Have students that are at the same table stand up and find a letter (letter recognition) in the sentences.

l. Ask students if it is at the beginning, middle, or end of the word. (guided practice will be provided as needed).


that the helpers name starts with.c. Use the word finder to find the words in color “I” and “like”d. Read all the names on the word wall

3. Do Alphabet Zoo4. Tell the students what we are going to be doing that day! 5. Seatwork: Like cut and paste6. Assessment will be observational.



The students will continue to practice grouping!1. Flash/play sort game2. All groups will read/track the Ready Reader3. Play Mystery Sentence4. For Homework the students will complete the Ready Reader.5. Assessment—the students will be observed while they are in the small group with the

teacher and their homework will be checked.

Unit10:15-10:45SOL Life Processes: K.6—The student will investigate and understand the differences between living organisms and nonliving organisms. Key concepts include: all things can be classified as living or nonliving; and living organisms have certain characteristics that distinguish them from nonliving objects including growth, movement, response to the environment, having offspring, and the need for food, air, and water.K.7—The student will investigate and understand basic needs and life processes of plants and animals. Key concepts include: plants need nutrients, water, air, light, and a place to grow to

survive; plants and animals change as they grow, have varied life cycles, and eventually die; and offspring of plants and animals are similar but not identical to their parents or to one another.Materials: Apple Trouble, Black paint, read apple tops and bottoms, brown steams, green leaves.

1. Read Apple Trouble using the Prequestioning and Purpose Setting Strategy


7. Examine the text and determine the story line or main ideas. What is going to be the trouble with the apple? What do you think the hedgehog is going to do about it?

8. Decide what prior knowledge students will need for the text. Why did hedgehog want to go to sleep during the winter?

9. Formulate a question or a statement of purpose for students to think about. How did the hedgehog solve his problem (He had his friend to help

him).10. After reading, return to the question to see if the students comprehended the story and

discuss their answers. Ask: Did we figure out the answer to our questions? Did the hedgehog solve his problem and how? Why is the hedgehog going to sleep for the winter?

11. Tell students that we are going to be making apples to hang in the room. But instead of being a whole apple, it’s just going to be the core or the middle of the apple.


While students are working on their apples, they will be called by table to get ready for lunch.


Math12:00-1:00SOL: K.16—The student will identify, describe, and extend repeating patterns.Materials: Cut-out shapes, All About Math CD, Bead Bonanza


patterns and the AB pattern. Make an AABB pattern with the manipulatives and have the students complete the pattern.

4. Tell students that we are going to begin working on the AABB pattern.5. Model for students how to cut out the shapes at the bottom that will be used to

complete the patterns. Do the first one for the students and make sure they understand what to do.

6. Circulate the room and provide students with guided practice as needed.

7. Assessment--After students are finished they will come to the carpet so their work can be checked and feedback can be provided.

Centers1:00-1:30

Rest/Test 1:30-2:30


Friday September 14—Day 5


1. The students will complete their morning work. Say: Good Morning Class today we are going to keep working on the location words we have been learning (in, under, behind, between, or on top). Show the students worksheet page 258, and ask them where is Mr. Wiggly Worm. (On top of the apple). Students will complete their Morning Work worksheet: On top of the Apple.

g. Materials: Worksheet—On top of the Appleh. Attendance, Bus Sheet, and Morning Announcements






b. Find the day of the week and the date. Say: Now let’s see if we can figure out what todays date is. Go through the days of the week and stop when we get to the next day. Today is Friday, now let’s see what the date it. Count each date and let the students figure out what the date is. Today is Friday, September 14







m. Have the helper use the pointer and read the sentences together as a class.n. Have the helper find his/her name and the word “like”. Ask the students if the


o. Have students that are at the same table stand up and find a letter (letter recognition) in the sentences.

p. Ask students if it is at the beginning, middle, or end of the word. (guided practice will be provided as needed).


that the helpers name starts with.c. Use the word finder to find the words in color “I” and “like”d. Read all the names on the word wall

3. Do Alphabet Zoo4. Tell the students what we are going to be doing that day! 5. Seatwork: Do journals for I like _____.6. Assessment will be observational.


SOL: Reading K.7—The student will develop an understanding of basic phonetic principles. Identify and name the uppercase and lowercase letters of the alphabet, match consonant short vowel, and initial consonant digraph sounds to appropriate letters. Demonstrate a speech-to-print

match through accurate finger-point reading in familiar text that includes words with more than one syllable. Identify the beginning consonant sounds in single-syllable words.

The students will continue grouping!1. I-Stations

Unit10:15-10:45SOL Life Processes: K.6—The student will investigate and understand the differences between living organisms and nonliving organisms. Key concepts include: all things can be classified as living or nonliving; and living organisms have certain characteristics that distinguish them from nonliving objects including growth, movement, response to the environment, having offspring, and the need for food, air, and water.K.7—The student will investigate and understand basic needs and life processes of plants and animals. Key concepts include: plants need nutrients, water, air, light, and a place to grow to survive; plants and animals change as they grow, have varied life cycles, and eventually die; and offspring of plants and animals are similar but not identical to their parents or to one another.Materials: Big Red Apple, sequence strips and apple sequence paper.

1. Read Big Red Apple using the Prequestioning and Purpose Setting Strategy


1. Examine the text and determine the story line or main ideas. What do you think is going to happen to the apple on the front cover?

2. Decide what prior knowledge students will need for the text. What are some animals that eat apples?

3. Formulate a question or a statement of purpose for students to think about. What makes apple trees grow?

4. After reading, return to the question to see if the students comprehended the story and discuss their answers. Ask: Did we figure out the answer to our questions? What happened to the apple? What all ate the apple?

5. Tell students that we are going to be making the sequence of an apple tree. Make sure that the student know what a sequence is and tell them it’s a list of things that happen in order.

6. Show students my apple as a model for them to go by. Give them all the materials that they will need to make their own apple tree sequence.

While students are working on their sequencing, they will be called by table to get ready for lunch.


Math12:00-1:00

SOL: K.16—The student will identify, describe, and extend repeating patterns.Materials: Foam shapes, All About Math CD, Critter Counters


patterns and introduce the ABC pattern with the manipulatives and have the students complete the pattern.

4. Break the students into four groups and have one group make an AB pattern with the shapes. Have the second group make an ABB pattern. The third group will make an AABB. The fourth group will make an ABC pattern. The groups will switch until every group has made every type of pattern.

5. Tell students that we are going to continue working on the ABC pattern today.6. Model for students how to cut out the shapes at the bottom that will be used to

complete the patterns. Do the first one for the students and make sure they understand what to do.

7. Circulate the room and provide students with guided practice as needed.8. Assessment--After students are finished they will come to the carpet so their work

can be checked and feedback can be provided.

Computers1:00-1:30

Fun Friday! If the students have been good resters and have not had to move their crayon they will get to watch a movie instead of resting.1:30-2:30



Weekly Objectives: The student will understand beginning sounds in words. The student will know the sight word “the” and be able to recognize the word in a

sentence. The student will be able understand characters in a story, and be able to predict and infer. The student will be able to recognize, count, and write the numbers 1-5. The student will understand the seasons and what happens during each of them.



1. The students will complete their morning work. Say: Good Morning Class today we are going to begin working on finding words with the same beginning sounds. Show the students worksheet Rooftop Roost, and ask them what is in the first picture (duck). Emphasize the /d/ sound in duck and ask students what letter says /d/. Say the other words in the row and emphasize the beginning sounds. Ask the students which words sound the same in the beginning sound. Tell them to put an x on the one that doesn’t match and color the ones that do match. Students will work with the beginning sounds /d/, /j/, and /w/. Students will complete their morning work and sit on the carpet when they are finished and wait for the others to finish.

c. Materials: Worksheet—Rooftop Roost, Crayons.d. Attendance, Bus Sheet, and Morning Announcements


and complete their morning work. a. Assessment—Check morning work to see if students understand the different

beginning sounds, and ask each student if they have something they would like to share with the group (Share time helps with oral language development)



b. Find the day of the week and the date. Say: Now let’s see if we can figure out what todays date is. Go through the days of the week and stop when we get to the next day. Today is Monday, now let’s see what the date it. Count each date and let the students figure out what the date is. Today is Monday, September 17

c. Find the pattern Say: Now let’s see if you can figure out what comes next in our pattern. Start at the beginning and go through the color pattern. Ask the student what kind of pattern it is..AB.



7. Do the ABC Song and have the helper point to the letters on the board.8. All evaluations and assessments will be observational


1. Introduce the word “the”. Say today we’re going to learn a new word “the” show the students the card with the word the on it.


a. Introduce the word “the” to the students. Put the word on the board.b. Have the helper use the pointer and read the sentences together as a class.c. Have the helper find his/her name and the word “the”. Ask the students if the


d. Have students that are at the same table stand up and find a letter (letter recognition) in the sentences.

e. Ask students if it is at the beginning, middle, or end of the word. (guided practice will be provided as needed).



that the helpers name starts with.c. Add the word “the” to the word wall. Ask the students which letter “the”

should be placed under.d. Use the word finder to find the words in color “I” and “like” and “the”e. Read all the names on the word wall

4. Do Alphabet Zoo5. Tell the students what we are going to be doing that day! 6. Explain to the students what they will be doing for their seatwork—A Big Book

Worksheet p. 35. Tell them that they will be matching the letters. Model cutting out the letters and matching them. (letter recognition) This will be the students seatwork during their appointed time of group work.


8. Tammi will do B. Tyner Lesson #2.

Reading Small Group9:15-10:15SOL: Reading K.7—The student will develop an understanding of basic phonetic principles. Identify and name the uppercase and lowercase letters of the alphabet, match consonant short vowel, and initial consonant digraph sounds to appropriate letters. Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that includes words with more than one syllable. Identify the beginning consonant sounds in single-syllable words.

The students will be grouping for the first time today!1. Do Rhyme Flash2. Do Sort

a. Group 1—Sort 8 (a,b,t)b. Group 2—Sort 9 (m,n,h)c. Group 3—Sort 10 (c,d,e)d. Group 4—Sort 11 (e,f,g)

3. Assessment—the students will be observed doing their sorts with me during their groups time.

4. For Homework the students will do the sort.

Unit10:15-10:45SOL: K.7—Life Processes The students will investigate and understand basic needs and life processes of plants and animals. Key concepts include: plants need nutrients, water, air, light, and a place to grow to survive; plants and animals change as they grow, have varied life cycles, and eventually die. K.9—Earth patterns, cycles, and change. The student will investigate and understand that there are simple repeating patterns in his/her daily life. Key concepts include: weather observations; the shapes and forms of many common natural objects including seeds, cones, and leaves; and animal and plant growth. K.10—The student will investigate and understand that change occurs over time and rates may be fast or slow. Key concepts include: natural and human-made things may change over time; and changes can be observed and measured.

Materials: Four Seasons of Arnold’s Apple Tree, brown paint, green tissue paper

1. Read Four Seasons of Arnold’s Apple Tree using the Predicting and Inferencing Strategy2. Before reading—preview the cover of Four Seasons of Arnold’s Apple Tree and allow

students to make predictions about what they think will happen in the story. Model making predictions for the students.

3. Ask the students if they know what the word characters mean, and ask them if they can tell me who the characters are in the story.

4. Use a Think Aloud: When I look at the cover and read the title, I see a little boy who is climbing an apple tree and picking apples. I think this story is going to be about a boy who loves apples and takes care of apple trees. Let’s read to find out! (Comment:

Making predictions sets a purpose for reading and activates prior knowledge). Allow three students to share and write their predictions on the board.

5. Read the story to the children and stop periodically to see if our predictions are correct. As well as ask the students if there are any characters who we have read about so far.

6. Add the characters to the board and ask the students if they would like to change any of their predictions.

7. Discuss the different seasons with the students and talk about what the trees look like at different parts of the year.

8. The students have already pained their hands on the paper. Have them draw a tree trunk and tear green tissue paper. Students will glue the green tissue paper on the first tree to represent a summer tree. Tell the students we will have a tree for every season and finish it throughout the week.

9. Students will get ready for lunch while finishing their project.


Math12:00-1:00SOL: K.2—The student, given a set containing a set of 15 or fewer concrete objects, will: tell how many are in the set by counting the number of objects orally, write the numeral to tell how many are in the set; and select the corresponding numeral from a given set of numerals.

Materials: The Silly Scarecrow, something to crow about—Numbers book, Math CD

1. Do the Daily Math Chart2. Sing the “Numeral Song” song.3. Model writing the numeral one on the board.4. Distribute to students their scarecrow book and a brown strip of construction paper.

Have the students tear the construction paper so it looks like a trunk. 5. Recite the poem for the students “Strait line down, then we’re done. That’s the way to

make a 1.” Use manipulatives to show the students one thing.6. Have the students practice writing the numeral one and have them draw a tree, and then

have the students put that many apple stickers on the tree.7. Circulate the room and provide students with guided practice as needed.8. Assessment—After students are finished they will come to the carpet so their work can

be checked and feedback can be provided.

Library1:00-1:30

Rest/Test 1:30-2:30

Pack & Snack

2:30-2:50



1. The students will complete their morning work. Say: Good Morning Class today we are going to continue working on the beginning sounds /b/, /c/, and /l/.

a. Materials: Worksheet—Out on a Limbb. Attendance, Bus Sheet, and Morning Announcements






b. Find the day of the week and the date. Say: Now let’s see if we can figure out what todays date is. Go through the days of the week and stop when we get to the next day. Today is Tuesday, now let’s see what the date it. Count each date and let the students figure out what the date is. Today is Tuesday, September 18

c. Find the pattern Say: Now let’s see if you can figure out what comes next in our pattern. Start at the beginning and go through the color pattern. Ask the students what kind of pattern we are making (AB).

d. Do “every day counts”. Count the number of days we have been in school and add straws to the pocket chart.

6. Sing the Shape song and have the helper point to each of the shapes on the board. Tell the students to get their magic finger out and draw the shapes in the song. Students will fill in the words that rhyme.


Reading Whole Group8:45-9:15SOL: Reading K.7—The student will develop an understanding of basic phonetic principles. Identify and name the uppercase and lowercase letters of the alphabet, match consonant short

vowel, and initial consonant digraph sounds to appropriate letters. Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that includes words with more than one syllable. Identify the beginning consonant sounds in single-syllable words

1. Write a sentence about the helper. ________is the helper. I like _______. Let the helper choose what he/she likes from the bag of words/pictures or have the student fill in what he/she likes. Have the helper use the counters to count the words as I write them and talk about spacing between each word and where to start a new sentence when you are out of room on the line.

a. Have the helper use the pointer and read the sentences together as a class.b. Have the helper find his/her name and the word “the”. Ask the students if the


c. Have students that are at the same table stand up and find a letter (letter recognition) in the sentences and the words “I” and “like”.

d. Ask students if it is at the beginning, middle, or end of the word. (Guided practice will be provided as needed).

2. All the helpers name/photo is on the word walla. Go through all the letters of the alphabet and stop when we get to the letter

that the helpers name starts with.b. Find the word “the” to the word wall. Ask the students which letter “the” is

placed under.c. Use the word finder to find the words in color “I” and “like”d. Read all the names on the word wall




1. Do Rhyme Flash2. Work on handwriting skills—do handwriting on dry erase boards

a. Group 1—writing their namesb. Group 2—Sort 8 handwriting practice with their lettersc. Group 3—Sort 9 handwriting practice with their lettersd. Group 4—Sort 10 handwriting practice with their letters

3. For Homework the students will continue to practice handwriting skills.

4. Assessment—the students will be observed while they are in the small group with the teacher.


Read The Leaves are Falling One by One using the Predicting and Inferencing Strategy1. Before reading—preview the cover of The Leaves are Falling One by One and allow

students to make predictions about what they think will happen in the story. Model making predictions for the students.

2. Ask the students if they remember what the word characters mean, and ask them if they can tell me who the characters are in the story.

3. Use a Think Aloud: “When I look at the cover and read the title I see children and a dog playing in the leaves. I think this story is going to be about fall and the leaves falling from the trees and children playing in the leaves. Let’s read to find out! (Comment: Making predictions sets a purpose for reading and activates prior knowledge). Allow three students to share and write their predictions on the board.

4. Ask the children if they have ever played in the leaves.5. Read the story to the children and stop periodically to see if our predictions are correct.

As well as ask the students if there are any characters who we have read about so far.6. Add the characters to the board and ask the students if they would like to change any of

their predictions. 7. Discuss the different seasons with the students and talk about what the trees look like at

different parts of the year. 8. The students have already pained their hands on the paper. Have them draw a tree trunk

and tear green tissue paper. Students will glue the brown, yellow, and red construction paper on the second tree to represent a fall tree.



Lunch and Recess (Before going out check to see which students have moved their horse and reward the ones who have five checks by letting them draw from the treasure chest).10:50-12:00


Materials: Numeral Song, paint brushes, water, Scarecrow book.

1. Do the Daily Math Chart2. Sing the Numeral Song.3. Model for students how to write the numeral 2 on the board with chalk, then with a

paintbrush and water, and use manipulatives to show the students 2 things. Have several paint brushes and let the students come up a few at a time and practice writing the numeral 1 and 2 on the board with their paint brush.

4. The students will then finish page 2 in their scarecrow book. Say the rhyme for the students: “Around and back on the railroad track, two, two, two, two.” Give the students time to color their book and illustrate their tree and put two stickers on it.

5. Circulate the room and provide students with guided practice as needed.6. Assessment--After students are finished they will come to the carpet so their work can be


Centers1:00-1:30

Rest/Test 1:30-2:30




1. The students will complete their morning work. Say: Good Morning class today we are going to continue working on the beginning sounds of words. Today we’ll be looking at the sounds /f/, /g/, and /h/

e. Materials: Worksheet—Crunch, Munch! f. Attendance, Bus Sheet, and Morning Announcements






b. Find the day of the week and the date. Say: Now let’s see if we can figure out what todays date is. Go through the days of the week and stop when we get to the next day. Today is Wednesday, now let’s see what the date it. Count each date and let the students figure out what the date is. Today is Wednesday, September 19






1. Write a sentence about the helper. ________is the helper. I like _______. Allow the helper to choose what he/she likes from the bag of words/pictures or let them choose something that they like. Have the helper use the counters to count the words as I write them and talk about spacing between each word and where to start a new sentence when you are out of room on the line.

a. Have the helper use the pointer and read the sentences together as a class.b. Have the helper find his/her name and the word “the”. Ask the students if the



d. Ask students if it is at the beginning, middle, or end of the word. (guided practice will be provided as needed).

2. All the helpers name/photo to the word walla. Ask students which letter his/her name is under b. Use the word finder to find the words in color “I” and “like” and “the”c. Read all the names on the word wall

3. Do Alphabet Zoo4. Tell the students what we are going to be doing that day! 5. Tammi will continue to work on B. Tyner Lesson #2. 6. Assessment will be observational.



1. Flash/play sort game2. All groups will be doing a letter/word hunt in the Ready Reader

a. Group 1—Sort 8 Letters A, B, Tb. Group 2—Sort 9 Letters M, N, Hc. Group 3—Sort 10 Letters C, D, Ed. Group 4—Sort 11 Letters E, F, G

3. For Homework the students will complete their laptop with word study list.4. Assessment—the students will be observed while they are in the small group with the

teacher.


Materials: Winter: Signs of the Season Around North America, and Let’s Look at Winter, cotton balls, students hand printed foldout paper.

1. Read Winter: Signs of the Season Around North America using Preview and Inferencing Strategy

Description: Students make predictions and read to find out if they are correct. (Gives them a purpose for reading).Procedure:

2. Before reading—preview the cover of Winter: Signs of the Season Around North America and allow students to make predictions about what they think will happen in the story. Take a picture walk with the students so they can get a better idea of the stoy. Model making predictions for the students.


4. Use a Think Aloud: “When I look at the cover and read the title and see some of the illustrations I see a lot of snow and everyone is dressed warmly with a lot of clothes so it must be cold. The title says winter so it must be all about winter. Let’s read to find out! (Comment: Making predictions sets a purpose for reading and activates prior knowledge). Allow three students to share and write their predictions on the board.

5. Ask the children if they have ever played in the snow. Review the topic of hibernation. Ask the students if they remember what it was called when animals sleep during the winter. (Hibernation) Give them the list that I promised to look up of what animals hibernate (badgers, bats, squirrels, chipmunks, prairie dogs, groundhogs, raccoons, skunks, bears, bees, earthworms, lizards, and snakes).

6. Read the story to the children and stop periodically to see if our predictions are correct. As well as ask the students if there are any characters who we have read about so far.


8. Discuss the different seasons with the students and talk about what the trees look like at different parts of the year. Review the trees we have already made and what seasons they represent.

9. The students have already pained their hands on the paper. Have them draw a tree trunk and glue cotton balls on their tree to represent the snow.


While students are working on their trees, they will be called by table to get ready for lunch.



Materials: Numeral Song, Scarecrow book, shaving cream

1. Do the Daily Math Chart2. Sing the Numeral Song.3. Model writing the numeral three for the students and use manipulatives to show them 3

things. Recite the rhyme: “Around the tree, around the tree. That’s the way you make a 3.

4. Give each student some shaving cream on their tables and let them practice making the numerals 1-3.

5. The students will do page 3 in their scarecrow book. They will practice writing the number 3 and draw their tree and wait to be given 3 apple stickers .



Guidance 1:00-1:30

Rest/Test 1:30-2:30




1. The students will complete their morning work. Say: Good Morning Class today we are going to keep working on beginning sounds of words /n/, /s/, /t/. Show the students Mr. Twitchy Tail, and go through and name all the pictures so the students know what they are. Students will complete their Morning Work worksheet: Mr. Twitchy Tail.

a. Materials: Worksheet—Mr. Twitchy Tailb. Attendance, Bus Sheet, and Morning Announcements


and complete their morning work.

a. Assessment—Check morning work and ask each student if they have something they would like to share with the group (Share time helps with oral language development)









1. Write a sentence about the helper. ________is the helper. I like _______. Ask the student what he/she likes and let them draw from the bag of words/illustrations if they can’t think of anything. Have the helper use the counters to count the words as I write them and talk about spacing between each word and where to start a new sentence when you are out of room on the line.

a. Have the helper use the pointer and read the sentences together as a class.b. Have the helper find his/her name and the word “like”. Ask the students if the




2. All the helpers name/photo are on the word wall a. Use the word finder to find the words in color “I” and “like” and “the”b. Read all the names on the word wall

3. Do Alphabet Zoo4. Tell the students what we are going to be doing that day! 5. Seatwork: “The” cut and paste—have students cut out the word “the” and spell it

correctly.6. Assessment will be observational



1. Flash/play sort game2. All groups will read/track the Ready Reader3. Play Mystery Sentence4. For Homework the students will complete the Ready Reader.5. Assessment—the students will be observed while they are in the small group with the



Materials: Let’s Look at Spring, light green and pink tissue paper, students hand printed papers.

1. Read Let’s Look at Spring using the Predicting and Inferencing Strategy


2. Before reading—preview the cover of Let’s Look at Spring and allow students to make predictions about what they think will happen in the story. Take a picture

walk with the students so they can get a better idea of the story. Model making predictions for the students.

a. Ask the students if they remember what the word characters mean, and ask them if they can tell me who the characters are in the story.

b. Use a Think Aloud: “When I look at the cover and read the title and see some trees blooming, and I see some pictures of baby animals and a lot of flowers. I think this story is going to be an informative text about spring. Let’s read to find out! (Comment: Making predictions sets a purpose for reading and activates prior knowledge). Allow three students to share and write their predictions on the board.

c. Ask the children if they have ever helped their parents or grandparents plant a garden.

d. Read the story to the children and stop periodically to see if our predictions are correct. As well as ask the students if there are any characters who we have read about so far.

e. Add the characters to the board and ask the students if they would like to change any of their predictions.

f. Discuss the different seasons with the students and talk about what the trees look like at different parts of the year. Review the trees we have already made and what seasons they represent.

g. The students have already pained their hands on the paper. Have them draw a tree trunk and glue pink and light green tissue paper on their trees to represent spring.

While students are working on their trees, they will be called by table to get ready for lunch.



Materials: Numeral Song, Scarecrow book, Count and Link Elephants, One Duck Stuck

1. Do the Daily Math Chart2. Sing the Numeral Song.3. Model for students how to play the Count and Link Elephant game and put it in the

area to use for a center during puzzles and games center.4. Model for students how to make the numeral 4 on the board and recite the rhyme:

“Down and over and down once more. That’s the way you make a 4.”5. Give the students their scarecrow book and let them practice writing the numeral 4.

Have them draw the tree top and give them 4 apple stickers for their tree.6. Circulate the room and provide students with guided practice as needed.

7. Assessment--After students are finished they will come to the carpet so their work can be checked and feedback can be provided.

Centers1:00-1:30

Rest/Test 1:30-2:30




1. The students will complete their morning work. Say: Good Morning Class today we are going to keep working on the beginning sounds of words that sound the same. Scurry Flurry worksheet and work on the beginning sounds /m/, /p/, /r/. Students will cut and paste words with the same beginning sounds.

a. Materials: Worksheet—Scurry, Flurry!b. Attendance, Bus Sheet, and Morning Announcements






b. Find the day of the week and the date. Say: Now let’s see if we can figure out what todays date is. Go through the days of the week and stop when we get to the next day. Today is Friday, now let’s see what the date it. Count each date and let the students figure out what the date is. Today is Friday, September 21






1. Write a sentence about the helper. ________is the helper. I like _______. Let the students choose something they like or choose words/pictures out of the bag. Have the helper use the counters to count the words as I write them and talk about spacing between each word and where to start a new sentence when you are out of room on the line. a. Have the helper use the pointer and read the sentences together as a class.b. Have the helper find his/her name and the word “the”. Ask the students if the




2. All the students names are on the word wall a. Use the word finder to find the words in color “I” and “like” and “the”b. Read all the names on the word wall

3. Do Alphabet Zoo4. Tell the students what we are going to be doing that day! 5. Seatwork: Do journals for “The _____”.6. Assessment will be observational.



1. I-Stations in the computer lab


Materials: I Am a Leaf, Graph paper.

1. Read I Am a Leaf using the Previewing and Inferencing Strategy


2. Before reading—preview the cover of I Am a Leaf and allow students to make predictions about what they think will happen in the story. Take a picture walk with the students so they can get a better idea of the story. Model making predictions for the students.


4. Use a Think Aloud: “When I look at the cover and read the title I see a boy with some leaves. He has a sweater on so it might be cold…but I’m not sure so let’s read to find out. (Comment: Making predictions sets a purpose for reading and activates prior knowledge). Allow three students to share and write their predictions on the board.

5. Ask the children what happens to leaves through each of the seasons. 6. Read the story to the children and stop periodically to see if our predictions are correct.

As well as ask the students if there are any characters who we have read about so far.7. Add the characters to the board and ask the students if they would like to change any of

their predictions. 8. Discuss the different seasons with the students and talk about what the trees look like at

different parts of the year. Review the trees we have already made and what seasons they represent.

9. Ask each student what their favorite season is and graph it on graph paper to hang in the hallway.



Materials: Numeral Song, Scarecrow book, Giant tracing numbers

1. Do the Daily Math Chart2. Sing the Make a pattern song.3. Read the 1,2,3 To the Zoo. 4. Use the big Elephant tracing letters and model for students how to write on them

to practice their numbers. Let the students practice with the big trace numbers. Put the big numbers in a center.



Computers1:00-1:30




Weekly Objectives: The student will understand beginning sounds in words. The student will know the sight word “and” and be able to recognize the word in a

sentence. The student will be able understand what actions characters do in a story, and be able to

analyze a story to figure out the main ideas. The students will understand the different jobs and what each worker does. The student will be able to recognize, count, and write the numbers 1-5. The student will understand Fire safety and know what to do when there is a fire.



1. The students will complete their morning work. Say: Good Morning Class today we are going to keep working on finding words with the same beginning sounds. Show the students worksheet Sunny Scarecrow, and ask them what is in the first picture (mouse). Emphasize the /m/ sound in mouse and ask students what letter says /m/. Say the other words at the beginning of each row and emphasize the beginning sounds /t/ and /f/. Go through all the pictures and tell the students what each picture is of. Model for students how to cut out their pictures and glue them beside the pictures that sound the same in the beginning. Students will work with the beginning sounds /m/, /t/, and /f/. Students will complete their morning work and sit on the carpet when they are finished and wait for the others to finish.

a. Materials: Worksheet—Sunny Scarecrow, scissors, glue.b. Attendance, Bus Sheet, and Morning Announcements

2. Choose the daily helper and put yesterday’s helper as the cow’s tail. Give any lunch money or paperwork that needs to be sent to the office to the helper and cow’s tail and send them to the office.

3. When finished the students will come to the carpet and wait for all students to come in and complete their morning work. The ones who are finished first can color their paper until everyone is finished.

a. Assessment—Check morning work to see if students understand the different beginning sounds.

4. Ask each student if they have something they would like to share with the group (Share time helps with oral language development)



b. Find the day of the week and the date. Say: Now let’s see if we can figure out what todays date is. Go through the days of the week and stop when we get to the next day. Today is Monday, now let’s see what the date is. Count each date and let the students figure out what the date is. Today is Monday, September 24


d. Assessment: See if students can tell you what yesterday was and what tomorrow will be.

e. Do “every day counts”. Count the number of days we have been in school and add straws to the chart for each day we have been in school.


8. Do the ABC Song and have the helper point to the letters on the board. This helps students with letter recognition and letter sounds.

9. All evaluations and assessments will be observational


1. Introduce the letter “m” show students the m card with the mouse and put it on the board. Discuss the chart on page 24. There are different pictures that have different beginning sounds. Students will be randomly chosen to come up and write the letter “m” beside the pictures that begin with the sound /m/.

2. Read the “M Muffins” Book and emphasize the letter /m/ in the beginning of each word.

3. Introduce the word “and”. Say: today we’re going to learn a new word “and”. Show the students the card with the word “and” on it. The card: “The worker has a saw and a hammer and add it to the list on the board.

4. Write a sentence about the helper. ________is the helper. I like the m_______ and the ________. Students will choose words from the bag or pictures and words. Have the helper use the counters to count the words as I write them. Talk about spacing between each word and where to start a new sentence when you are out of room on the line.

a. Introduce the word “and” to the students. Put the word on the board.b. Have the helper use the pointer and read the sentences together as a class.c. Have the helper find the word “and”. Have the helper find his/her name and

ask the students if the helpers name begins with a mommy letter (capital) or a baby letter. Ask students why it is a mommy letter (It starts the sentence and is a name). Ask students what every sentence ends with (period).

d. Have students that are at the same table stand up and find the words “the”, “like”, “I”, and a letter (letter recognition) in the sentences.

e. Ask students if the letter is at the beginning, middle, or end of the word. (guided practice will be provided as needed).


5. Word Wall Worka. Ask students under which letter the helpers name begins with and see if they

can find the helpers name.b. Add the word “and” to the word wall. Ask the students which letter “and”

should be placed under.c. Use the word finder to find the words in color “I” and “like” and “the” and

“and”d. Read all the names on the word wall

6. Do Alphabet Zoo7. Read informational text Everybody Works and discuss what each character does.

-Read aloud the title of the book, the names of the authors, and the name of the photographer. Help children identify the person on the cover. Ask: What kind of job does the woman on the cover do? Discuss the work a fire fighter does. Tell children that this selection tells about other kinds of work people do. -Model setting a purpose. Think Aloud: I wonder what other kinds of workers we will read about. I’ll read to find out who they are. -Concepts of Print: Capitalization—Read aloud p. 5. Then point to the word “Work”. Does this word begin with a capital or small letter? [capital] Explain to children that the first word in a sentence always begins with a capital letter. Have children identify the sentence as starting with a capital letter and ending with a period. -Identify the main idea—What is this selection about? [different kinds of work].-Develop oral Vocabulary: customers. Point out the fruit vendor on p. 7. The point out the person buying fruit. “Are customers the people who buy fruit or the people who sell fruit? [the people who buy fruit]. -Analyze and Evaluate Strategy: Teacher Modeling—Remind children that readers stop and think about how they feel about what they are reading. Model the Analyze/Evaluate Strategy for children. Think Aloud: “I think about how much I like what I’m reading. I like this book because it gives me so much information about different jobs. -Text and Graphic Features: Display pp. 10-11. “What information do we get from the photos that tell us about people who build and fix things?” [People work on tractors to build things; people fix bicycles; people fix buildings.]-Identify Detail: “Name two kinds of work that people do.” [play a violin, knit]-Scaffolded Instruction: Beginners—Show pictures of different jobs in the selection. Identify them and have children repeat. Intermediate—act out the different jobs in the photographs as they are identified. Have children follow along and repeat. Advanced—Help children make sentences about jobs using the verbs in the selection. Advanced High—Ask questions to help children describe different jobs. -Text and Graphic Features: “What information do the photos give us about people who work at home?” [people clean, work on tires, and make art].-Analyze/Evaluate Strategy: Help children apply the strategy. Think Aloud: “We have read about lots of different kinds of work. How do you like this book so far?”Identify Details: Name two more kinds of work that people do. [collect train tickets, bus driver].

-Text and Graphic Features: Display pp.24-25. “What information do we get from the photos that tell us about people who have hobbies?” [People build things from wood, play piano, and referee soccer games].-Scaffolded Instruction: Beginning—Point to the photograph on p. 21. “This person is a bus driver. She works. She drives a bus.” Have children repeat the sentences after you. Continue for other workers. Intermediate—Point to the photograph of the dog walker on p. 22. “What is the woman’s job?” [walk dogs]. Point to p. 29 “What is the dog’s job?” [help the woman]. “Do you like dogs?” Advanced—“What jobs do you do at home? What jobs do you do at school? What is your favorite job to do?” Advanced high—have children think of other jobs people do. Guide them to use complete sentence to share their ideas about these jobs. -Concepts of Print—Punctuation—read aloud p. 30. Have children point to the period at the end of the first sentence. Then explain that some sentences have question marks at the end of them. Point out the question mark. “Question marks always come at the end of sentences that ask questions.”-Analyze and Evaluate Strategy—Student modeling: Have children tell a partner how they feel about the book. Encourage them to speak clearly as they explain why they feel that way. Remind children to take turns and speak one at a time as they share their ideas.

a. Model pausing for punctuation and point out different kinds of punctuation throughout the text.

b. Targeted Skill: Text and Graphic Featuresc. Target Strategy: Analyze and Evaluated. Vocabulary Strategies: Environmental Printe. Fluency: Pause for Punctuationf. Phonics: Letter/Sound—mg. Research Skill: Ask Questionsh. Grammar: Action Verbs in Present Tensei. Writing: Class Story (Telling Details)

8. Tell the students what we are going to be doing that day! 9. Explain to the students what they will be doing for their seatwork—M cut and paste:

Begins Like Mouse. Tell students what each picture is of and model how to cut out and glue the pictures that belong and where to put the ones that do not. Have them only put their name on their papers and get ready for small group work.


11. Tammi will do B. Tyner Lesson #3 during small group instruction.


1. Do Rhyme Flash2. Do Sort. Introduce the new letters to students and the letter sounds. Give each student a

letter and have them put it in the category that it goes in. Provide guided practice as needed by asking students which letter their letter looks like and sounds like.

a. Group 1—Sort 9 (m,n,h)b. Group 2—Sort 10 (c,d,e)c. Group 3—Sort 11 (e,f,g)d. Group 4—Sort 12 (I,j,k)

3. Play the sort game with the students.4. Assessment—the students will be observed doing their sorts with me during their groups

time. Their homework assignment of doing the sort independently will also be checked.5. For Homework the students will do the sort independently and it will be checked for

assessment.

Unit10:15-10:45SOL: K.6—The student will match simple descriptions of work that people do with the names of those jobs.

Materials: Firefighter Ted, red, white, yellow, and black construction paper, scissors, glue

1. Read Firefighter Ted using the Analyze and Evaluating Strategy2. Before reading—preview the cover of Firefighter Ted and allow students to make

predictions about what they think will happen in the story. Model making predictions for the students.

3. Use a Think Aloud: When I look at the cover and read the title, I see a little boy who is climbing an apple tree and picking apples. I think this story is going to be about a boy who loves apples and takes care of apple trees. Let’s read to find out! (Comment: Making predictions sets a purpose for reading and activates prior knowledge). Allow three students to share and write their predictions on the board.

4. Ask the students if they remember what the word characters mean, and ask them if they can tell me who the characters are in the story and what they are doing.

5. Read the story to the children and stop periodically to see if they know what is happening in the story and if we have any new characters.


7. Discuss the story and ask students what Ted was trying to do throughout the story, and if he was really helping people. Discuss what firefighters do and need to do their job successfully.

8. Sing The Wheels on the Fire Truck song. 9. Use pictures to match sentence strips and put it out as a center.10. Have the students make a fire truck. The trucks and wheels will already be cut out. Have

students construct their own fire truck for their art project.11. Students will get ready for lunch while finishing their project.



Materials: mat page 51-52, counters, This Old Man, countersObjective: Children will use objects to represent and count the quantities 1,2,3

1. Do the Daily Math Chart2. Sing the “This Old Man” song.3. Set the purpose for the lesson: “Today we will learn about three numbers. We can use

numbers in many ways. What number do you use to tell how old you are? What number do you use to tell how you’re getting home? What number do you use to tell when your birthday is?”

4. Pose the problem: “Peeps the bird found some worms for her little babies. How can you find out how many worms she found?” Put two counters in the nest and have children share ideas about how to find out how many worms Peeps found.

5. Using Academic Vocabulary: Point out to children that the number words one, two, and three tell how many. Have children hold up one finger and say the number 1; hold up two fingers and say the number 2; and so on. Have children count with you as you hold up 1, 2, and 3 fingers.

6. Model: “I will use my counters to show how many worms Peeps found.” Move one counter onto the workmat as children do the same. “Let’s count and find out how many worms”. Point and count 1 counter. “Peeps found 1 worm. Say the number one with me.” Have children touch the counter as they count aloud. After children say the number, have them look at the shaded box that matches one. “Now let’s color over the shaded box to show 1.” Repeat with Peeps finding 2 worms and 3 worms by adding additional counters to the workmat.

7. Use math maniculatives: Make sure children use the correct number of counter to show each number you say.

8. Small Group Interaction: have pairs of children work together and complete the student page as I tell stories. “Peeps found three worms. Show three counters on your mat. How many boxes will you color in? Peeps found 1 worm. Peeps found 2 worms.”

9. Visual Learning: p. 52. “In this lesson, you will learn how to count to 3. I see worms wiggling up from the ground. How many worms are there?” Let’s point and count together to see how many worms there are. [3]. How do you know you have not left something out? [we can touch each worm as we count]. How can we find out how many counters there are? [we can count the counters]. Does it matter which counter you count first? [no.] Why do you think there are 3 counters? [because there are 3 worms]. How does this picture go with the 3 counters? [there are 3 boxes]. What else does it go with? [3 worms] What are all the boxes shaded? [to show the number 3].

10. Put a counter on number one. How many worms are there? Color in two boxes. Put your counter on number 2. How many worms are there? Put a counter on each worm. Color in a box to represent each counter.

11. Circulate the room and provide students with guided practice as needed. Students who do not understand will put a counter on each worm and take a counter away each time they color in a box.

12. Assessment—After students are finished they will come to the carpet so their work can be checked and feedback can be provided.

Library1:00-1:30

Rest/Test 1:30-2:30




1. The students will complete their morning work. Say: Good Morning Class today we are going to continue working on the beginning sounds /b/, /s/, and /g/.

a. Materials: Worksheet—Pumpkin Pickingb. Attendance, Bus Sheet, and Morning Announcements






b. Find the day of the week and the date. Say: Now let’s see if we can figure out what todays date is. Go through the days of the week and stop when we get to the

next day. Today is Tuesday, now let’s see what the date is. Count each date and let the students figure out what the date is. Today is Tuesday, September 18

c. Find the pattern Say: Now let’s see if you can figure out what comes next in our pattern. Start at the beginning and go through the color pattern. Ask the students what kind of pattern we are making (AB).





1. Ask the students what our letter of the week is: [m]. Read the Mm big book. Emphasize the /m/ at the beginning of each word and discuss the story.

2. Phonemic Awareness Warm-up—“I’m going to say a word. If the word begins with the /m/ sound, raise your hand. If the word does not begin with the /m/ sound, cover your ears. I’ll do the first one. Listen: ship. I do not hear /m/ at the beginning of ship, so I’m going to cover my ears. Now let’s do it together. Listen: mud. We hear /m/ at the beginning of mud, so we raise our hands. Now you do it. Say the words: count, mug, more, rain, mad, hat, and mice.

3. Write a sentence about the helper. ________is the helper. I like the m_______ and the mop. Let the helper choose what he/she likes from the words/pictures on the board. The word “mop” is our word for the week that students will be able to recognize. Students must learn 15 words plus sight words. Have the helper use the counters to count the words as I write them and talk about spacing between each word and where to start a new sentence when you are out of room on the line.

a. Have the helper use the pointer and read the sentences together as a class.b. Have the helper find his/her name and the word “and”. Ask the students if the


c. Have students that are at the same table stand up and find a letter [m] (letter recognition) in the sentences and the words “I” and “like” and “the” and “and”.

d. Ask students to find the letter [m] and if it is at the beginning, middle, or end of the word. (Guided practice will be provided as needed).

4. All the helpers name/photo is on the word walla. Go through all the letters of the alphabet and stop when we get to the letter

that the helpers name starts with.

b. Use the word finder to find the words in color “I” and “like” and “the” and “and”

c. Read all the names on the word wall5. Do chart p. 25 in the Journeys chart book. Retelling: Children will retell the

selection from Everybody Works. Read the numbers on the cards as I point out the order of the pictures. Ask students if they remember what each person does. Have children take turns pointing to each picture in order and retelling important facts from the selection. Have students act out jobs that people do. Display Retelling Cards 1-4 and read aloud the prompts on the back to the children. Have them use the Retelling Cards to retell important facts from the Big Book




The students will continue to practice grouping!2. Do Rhyme Flash3. Work on handwriting skills—do handwriting on dry erase boards

a. Group 1—Sort 8—Handwriting practice with their lettersb. Group 2—Sort 9 handwriting practice with their lettersc. Group 3—Sort 10 handwriting practice with their lettersd. Group 4—Sort 11 handwriting practice with their letters


teacher.


Read I Want to be a Fire Fighter using the Analyzing and Evaluating Strategy1. Before reading—preview the cover of I Want to be a Fire Fighter and allow students to

make predictions about what they think will happen in the story. Model making predictions for the students. This will set a purpose for reading.

2. Use a Think Aloud: “When I look at the cover and read the title, I see Grover and I think that he wants to be a fire fighter because he has a fire hose and a fireman’s outfit on.

Let’s read to find out! (Comment: Making predictions sets a purpose for reading and activates prior knowledge). Ask students what they want to be when they grow up.


4. Read the story to the children and stop periodically to use think alouds to tell children what you like about the book. “As I read this book, I really like what I am reading. Grover understands what he needs to do to become a fire fighter.” As well as ask the students if there are any characters who we have read about so far.

5. Discuss the jobs that a fire fighter has and discuss what jobs the children will have to do on their “dream jobs” when they grow up.

6. Sing the Wheels on the fire truck song and use pictures to match sentence strips to put out as a station.

7. Do p. 1 in Flame’s Fire Safety Booklet. Students will cut out pictures and paste them to what is safe and what is not safe.


While students are working on their Safety books, they will be called by table to get ready for lunch.



Materials: This Old Man song, fireman matching game, pencil, counters.

1. Do the Daily Math Chart2. Sing This Old Man and have students put their pictures on the board with the correct

number. 3. Set the Purpose: Remind the children that they practiced counting to 3. “You will learn

how to read and write some numbers in this lesson.”4. Connect: Hold up one finger. “How many fingers do I have up?” Count each finger and

repeat with numbers 2 and 3. 5. Give students map page 53-54.6. Pose the problem: “Tess sees 1 sun shining brightly in the sky. She draws one sun. How

can she show how many suns in another way?” Have children share their ideas before modeling the solution.

7. Academic Vocabulary: Explain that the word number tells how many. Show 1,2, and 3 groups of classroom objects. Have children hold up the number card and say the number that tells how many.

8. Model: How up the number card for one. “Tess can use this number card to show how many suns she sees in the sky. Say the number with me.” Place one counter on your mat. “Now you place one counter on your mat. Let’s try writing the number one with our magic fingers in the air.” Hold up the number card for one again and trace over the number as the children watch. Then skywrite the number one with the children, facing the same direction as the children. “Now let’s trace the number one on your page.” Have children trace the number one on the left side of the student page. Continue in the same manner to introduce the number 2 (planets) and 3 (stars).

9. Using manipulatives—Make sure children place the correct number of counters to show each number.

10. Peer questioning: Have pairs of children complete the right sides of the student page as the stories are continued about Tess. Have children ask each other questions about what they did. “How many counters did you show? What number is this?”

11. Visual Learning: Set the purpose—“In this lesson you will learn how to read and write 1, 2, and 3. How can you tell how many stars you see? [I can count.] What objects do you see? [counters] How can you tell how many counters you see? [Count them.] How many counters are there? [3]. How is this box like the first box? [There are 3 counters and three stars]. When do you think this number will be if you trace it? [3]. Where do you start to trace it? [At the top dot]. Now trace the number. What number do you see? [3]. Why do you think this number is in this box? [Because there are 3 stars and 3 counters].

12. Guided Practice—remind children that there is a special symbol for each number 1, 2, and 3. If children have difficulty writing the numbers then children can practice by using a finger to trace over the numbers on the number cards. “How can you use numbers to tell about groups of objects?”

13. Have students trace all the numbers where the stars are and count each star. 14. Independent Practice—have the students count each smiley face and write the number for

each.15. Circulate the room and provide students with guided practice as needed.16. Assessment--After students are finished they will come to the carpet so their work can be


Centers1:00-1:30

Rest/Test 1:30-2:30

Pack & Snack—send a note home with the students telling the parents that we will be doing a letter box and the students can bring in an object that begins with the letter m to place in our letter box. Items will be returned on Friday after they have been discussed.2:30-2:50


Remediation & Everyday Counts

8:15-8:45SOL: Reading K.7—The student will develop an understanding of basic phonetic principles. Identify and name the uppercase and lowercase letters of the alphabet, match consonant short vowel, and initial consonant digraph sounds to appropriate letters. Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that includes words with more than one syllable. Identify the beginning consonant sounds in single-syllable words. History K.9—The student will recognize the American Flag and the Pledge of Allegiance and know that the president is the leader of the United States.

1. The students will complete their morning work. Say: Good Morning class today we are going to continue working on the beginning sounds of words. Today we’ll be looking at the sounds /p/, /n/, /c/.

c. Materials: Worksheet—Funny Friends d. Attendance, Bus Sheet, and Morning Announcements






b. Find the day of the week and the date. Say: Now let’s see if we can figure out what todays date is. Go through the days of the week and stop when we get to the next day. Today is Wednesday, now let’s see what the date is. Count each date and let the students figure out what the date is. Today is Wednesday, September 26






1. Do the Mm ring sort.

2. Write a sentence about the helper. ________is the helper. I like the m _______ and the mop. Allow the helper to choose what he/she likes from the list of words/pictures that begins with /m/ on the board. Have the helper use the counters to count the words as I write them and talk about spacing between each word and where to start a new sentence when you are out of room on the line.

e. Have the helper use the pointer and read the sentences together as a class.f. Have the helper find his/her name and the word “and”. Ask the students if the


g. Have students that are at the same table stand up and find the letter [m] (letter recognition) in the sentences.


3. All the helpers name/photo are on the word walla. Ask students which letter his/her name is under b. Use the word finder to find the words in color “I” and “like” and “the” and

“and”c. Read all the names on the word wall

4. Do Alphabet Zoo5. Read The Elves and the Shoemaker. Tell children that today we are going to be

reading a traditional tale. A traditional tale is a story that has been told by many people for many years. Display p. 31 and read aloud the title. Ask children to name the imaginary characters that help us know that this is a fairy tale [elves—the people do not look real]. Have children identify this tale as a fairy tale. Point out the phrase “Once upon a time” at the beginning of the tale. Have you ever heard a story start with these words before? Which ones? Tell children that fairy tales often begin with this phrase. Then ask them where they have heard other recurring phrases, such as lived happily ever after. Ask: What was the elves job? What did the shoemaker and his wife learn? {it is good to help others}. Do you think we should help others? [yes].

6. Tell the students what we are going to be doing that day! 7. Explain the seatwork—Students will complete their WTW drawing page to continue

to work on handwriting skills.8. Tammi will continue to work on B. Tyner Lesson #2. 9. Assessment will be observational.



The students will continue to practice grouping!2. Flash/play sort game

3. All groups will be doing a letter/word hunt in the Ready Reader. They will use their magic stones to find the letters.

a. Group —Sort 9 Letters : M, N, Hb. Group 2—Sort 10 Letters: C, D, Ec. Group 3—Sort 11 Letters: E, F, Gd. Group 4—Sort 12 Letters: I, J, Ke. For Homework the students will complete their laptop with word study list.



Materials: Computer, sheet, Flame’s Fire Safety Booklet, YouTube link: http://www.youtube.com/watch?v=P0FWxMo80TM&feature=related

1. Students will watch the Stop, Drop, and Roll video on YouTube to introduce stop, drop, and roll if their clothes catch on fire.

2. We will go outside and use the sheet to practice how to stop, drop, and roll. Sing Stop, Drop, and Roll to the tune of Farmer and the Dell.

3. Do page 2 in Flame’s Safety Booklet. Trace the words: stop, drop, and roll and color the picture.

While students are working on their booklets, they will be called by table to get ready for lunch.



Materials: This Old Man with numbers and pictures, mat page 55-56, counters

1. Do the Daily Math Chart2. Sing This Old Man have students match the numbers with the pictures on the board when

their number is called in the song. Each student will have a chance to match a picture with a number.

3. Set the purpose—Remind children that they counted to the number 3. “You will learn to count to numbers after 3 in this lesson.”

4. Connect—Hold up one finger. Point to it. How many fingers are there? Ask a volunteer to count and write the number one on the board. Repeat for 2 and 3 fingers.

http://www.youtube.com/watch?v=P0FWxMo80TM&feature=related

5. Pose the problem—Chips the chipmunk sees some oranges on a tree. How can you find how many oranges Chips sees? Put four counters on the tree and have children share ideas about how to find out how many oranges are on the tree.

6. Academic Vocabulary—remind children that they learned that the words one, two, and three are words that tell how many and that one, two and three are number words. Have children tell what they think the word four tells about. Call on volunteers to hold up four fingers and say the number 4. Children can then clap the number as they sat the name aloud. Repeat the same activity for the word five and the number five.

7. We can use numbers to count the oranges. First I will use my counters to show how many oranges Chip the chipmunk sees. Move 4 counters onto the workmat and have children do the same. Let’s count to find out how many oranges there are. Point and count four counters. Chips sees four oranges on a tree. Say the number words four with me. Have children touch each counter as they count aloud. After children say the number, have them look at the shaded boxes on the left that match 4. Now let’s color over the shaded boxes to show 4. Repeat the story with Chips seeing 5 oranges on another tree. Continue to model and have children show and count 5 counters and color over 5 shaded boxes in the bottom rectangle on the left.

8. Use math manipulatives—make sure children use the correct number of counters to show the numbers 4 and 5.

9. Small Group Interaction—Have pairs of children work together to listen as you tell a story about Chips the chipmunk. Partners show the counters and color the boxes on the right side of the student page as you tell each story. Chips the chipmunk sees 4 apples on a tree. Show 4 counters on your mat. How many boxes will you color? [4] Sow me. Now color. Continue in the same manner with a story about 5 pears. Give partners time to take turns showing counters, counting aloud, and coloring the boxes after you tell the story. Chips the chipmunk sees 5 pears on a tree.

10. Visual Learning: Set the purpose—call children’s attention to the Visual Learning Bridge at the top of the page. In this lesson, you will learn about counting 4 and 5. Tell a counting story about what you see in the box. Model telling a story and ten have volunteers tell their own stories to the class. I see oranges on a branch. How many oranges are there? Let’s point and count together to see how many oranges there are. [4]. How do you know you have not left something out? [we can touch each orange as we count]. How can we find out how many counters there are? [we can count them]. Does it matter which counter you count first? [no] Why do you think there are 4 counters? [because there are 4 oranges]. How does this picture go with 4 counters? [4 boxes are shaded to match 4 counters]. What else does it go with? [4 oranges]. Why are the boxes shaded? [to show the number 4]. What if there were 5 counters and 5 oranges? How many boxes would be shaded? [5] why? [to show the number 5]

11. Guided Practice—we are going to count the objects to see how many. If children lose track of the oranges they have counted, then children can place a counter on each orange as they color a box.

12. Check for understanding—children will complete page 56 and color boxes to match the number of fruit in each row.



Guidance 1:00-1:30

Rest/Test 1:30-2:30




1. The students will complete their morning work. Say: Good Morning Class today we are going to keep working on beginning sounds of words /d/, /l/, /v/. Show the students Starlight Snooze, and go through and name all the pictures so the students know what they are. Students will complete their Morning Work worksheet: Starlight Snooze.

e. Materials: Worksheet—Starlight Snoozef. Attendance, Bus Sheet, and Morning Announcements












1. Do the Mm magnet sort.2. Write a sentence about the helper. ________is the helper. I like the m _______ and

the mop. Ask the student what he/she likes and let them pick from the words/illustrations on the board. Have the helper use the counters to count the words as I write them and talk about spacing between each word and where to start a new sentence when you are out of room on the line.



c. Have students that are at the same table stand up and find the letter m (letter recognition) in the sentences.


3. All the helpers name/photo are on the word wall a. Use the word finder to find the words in color “I” and “like” and “the” and

“and”b. Read all the names on the word wall

4. Do Alphabet Zoo5. Read the Lion and the Mouse . Review what a fable is. After reading, talk about the

lesson of the fable. What does the fable teach us? [You don’t have to be big to help others]. Discuss—the little mouse surprised the lion when she showed that she could help him. Tell about a time you helped someone who was bigger or older that you. Yesterday we read a story called The Elves and the Shoemaker. Both tales have characters that help others. Compare the way the elves and the mouse help others. [The elves help the shoemaker and his wife do work; the mouse helps the lion get out of trouble].

6. Tell the students what we are going to be doing that day! 7. Seatwork: “And” cut and paste—have students cut out the word “and” and spell it

correctly.8. Assessment will be observational



The students will continue to practice grouping!1. Flash/play sort game2. All groups will read/track the Ready Reader3. Play Mystery Sentence4. For Homework the students will complete the Ready Reader.5. Assessment—the students will be observed while they are in the small group with the



Materials: Dot the Fire Dog, dog hats, Flame’s Fie Safety Booklet.

1. Read Dot the Fire Dog using the Analyze and Evaluating Strategy

Procedure:2. Before reading—preview the cover of Dot the Fire Dog and allow students to make

predictions about what they think will happen in the story. Take a picture walk with the students so they can get a better idea of the story. Model making predictions for the students.

3. Use a Think Aloud: “When I look at the cover and read the title I see a dog and a fireman in a truck. I think this story is going to be about a fire dog. Let’s read to find out! (Comment: Making predictions sets a purpose for reading and activates prior knowledge). Allow three students to share and write their predictions on the board.

4. Ask the children if they have ever seen a fire dog before. 5. Read the story to the children and stop periodically to see if our predictions are correct.

Stop periodically to model the analyzing and evaluating strategy. Use a think aloud: I really like what I am reading so far. I am learning a lot about the job of a fire dog.


7. Discuss the job of Dot the fire dog and what the fireman and the firedog does.8. The students will do page 3 in their Flame’s Safety Booklet. Discuss with the children

what they should do if their house is on fire. Talk about the sequence of events and what you should do.




Materials: This Old Man, Flame’s Fire Safety Booklet, scissors, glue, bone game, counters, matbook page 57-58

1. Do the This Old Man song and have students match the numbers with the pictures. Each student will get a turn.

2. Play the bone game to match the number of bones with the number on the fireman.3. Set the Purpose—Remind children that they practiced counting to 4 and 5. You will

learn how to read and write 4 and 5 in this lesson.4. Connect—Display a stack of 4 books. How many books are there? Let’s count.

Count aloud with children. Ask a volunteer to add one more book to the stack. Have the child point to each book as the class counts aloud.

5. Pose the Problem—Tess sees 4 dragonflies. She draws 4 dragonflies. What other way can she use to show the total number of dragonflies? Have children share their ideas.

6. Model—Hold up the number card for 4. Tess can use this number card to show how many dragonflies there are. Say the number with me. Place 4 counters on your workmat and have children do the same. Let’s try writing the number 4 in the air. Hold up the number card for 4 again and trace over the number as children watch. Then skywrite the number 4 on the left side of the student page. Later Tess sees 5 frogs. Continue in the same manner to introduce the number 5.

7. Using math manipulatives—make sure children place the correct number of counters to show each number.

8. Peer questioning—have pairs of children work together to show the correct number of counters on each mat of the student page and trace their corresponding numbers as you repeat the stories about dragonflies and frogs. As they show their counters, have children ask each other questions about what they are doing. How many counters did you show? What number will you trace? Finally, have children practice writing 4 and 5 at the bottom of each side of the page.

9. Visual Learning: Set the purpose—call children’s attention to the visual learning at the top of the page. In this lesson, you will learn how to read and write 4 and 5.

10. How can you tell how many butterflies you see? [I can count each one]. How many butterflies are there? [4]. Let’s count them together. What objects do you see? [counters] How can you tell how many counters you see? [count them]. How many counters are there? [4]. How is this box like the first one? [there are 4 counters and 4

butterflies]. What do you think this number will be if you trace it? [4] Where do you start to trace the number? [at the first dot]. Trace the number. What number do you see? [4]. Why do you think this number is in this box? [Because there are 4 counters and 4 butterflies].

11. Guided Practice—remind children that there is a special symbol for the number 4 and the number 5. If children have difficulty writing the numbers 4 and 5 then children can practice by using a finger to trace over numbers 4 and 5 on the number cards.

12. Tell students to put a counter on the number 4 with the star on it. Ask them how many butterflies they see. Have them trace the number 4. Students will complete the remainder of the worksheet independently with guided practice as needed.

13. Circulate the room to see if students understand.

Centers1:00-1:30

Rest/Test 1:30-2:30




1. The students will complete their morning work. Say: Good Morning Class today we are going to keep working on the beginning sounds of words that sound the same. Show students Fall Feast Worksheet and tell them we are going to work on the beginning sounds /j/, /k/, /r/. Students will cut and paste words with the same beginning sounds.

g. Materials: Worksheet—Fall Feasth. Attendance, Bus Sheet, and Morning Announcements




4. Sing the Rise and Shine song with the hand motions

5. Calendar Worka. Sing the “Days of the Week “song. Point to each day of the week while singing

the songb. Find the day of the week and the date. Say: Now let’s see if we can figure out

what todays date is. Go through the days of the week and stop when we get to the next day. Today is Friday, now let’s see what the date is. Count each date and let the students figure out what the date is. Today is Friday, September 28






1. Read My M Book emphasize the /m/ beginning sound in each word. 2. Write a sentence about the helper. ________is the helper. I like the m _______ and

the ______. Let the students choose something they like or choose words/pictures out of the bag. Have the helper use the counters to count the words as I write them and talk about spacing between each word and where to start a new sentence when you are out of room on the line.



c. Have students that are at the same table stand up and find the letter m (letter recognition) in the sentences.


3. All the students names are on the word wall a. Use the word finder to find the words in color “I” and “like” and “the” and

“and”b. Read all the names on the word wall

4. Do Alphabet Zoo5. Tell the students what we are going to be doing that day! 6. Discuss the letter box. Have students give the class clue about what they brought in

their bag. All items must begin with the /m/ sound. Students will guess what the items are in the bag and we will discuss whether or not they begin with the /m/ sound.

7. Seatwork: Do journals for “and _____”.8. Assessment will be observational.





Materials: Firefighter, Flame’s Fire Safety Booklet, computer, YouTubehttp://www.youtube.com/watch?v=-fltEmbUm_8&feature=related

1. Read Firefighter using the Analyze and Evaluating Strategy.2. Before reading—preview the cover of Firefighter and allow students to make predictions

about what they think will happen in the story. Model making predictions for the students. This will set a purpose for reading.

3. Use a Think Aloud: “When I look at the cover and read the title, I see a fire truck and fire dogs dressed in fire fighter outfits. I think this story is going to be about firedogs pretending to be firefighters. Let’s read to find out! (Comment: Making predictions sets a purpose for reading and activates prior knowledge). Ask students what they want to be when they grow up.

4. Read the story to the children and stop periodically to use think alouds to tell children what you like about the book. “As I read this book, I really like what I am reading. I am learning about what a fire fighter does and all the good things they do. As well as ask the students if there are any characters who we have read about so far.

5. Discuss the jobs that a fire fighter does.6. Watch the Firefighting video: http://www.youtube.com/watch?v=-

fltEmbUm_8&feature=related7. Do pp. 4-5 in Flame’s Fire Safety Booklet. Talk about calling 911 if there is a fire or any

type of emergency and have students color in the numbers 911 on the phone and trace the numbers.




Materials: This Old Man, number/picture cards, mat p. 59-60, cubes

1. Do the Daily Math Chart2. Sing This Old Man have students match their pictures to the numbers when their

number is called in the song.3. Set the Purpose—remind children that they learn about the numbers 1-5. You will

learn a new number in this lesson.4. Connect—display the number cards for 1-5 in order along the chalkboard ledge. Pont

to each number and have children identify it. Then reorder the numbers from 5 to 1 and have children say each number aloud as I point to it.

5. Pose the problem—James is in kindergarten class. He doesn’t see any pencils. How can he use a number to show no pencils, or none? Have children share their ideas before modeling the solution.

6. Academic Vocabulary—Explain to children that the number word zero is used to talk about none. If you have no crayons or none, what number would you use to tell how many crayons you have?

7. Model—James sees 2 crayons in the classroom. Move that many cubes onto your workmat. Let’s count the cubes together. Then James sees one eraser. Continue to model one. Then remind children that James didn’t see any pencils. Hold up the number card for 0 and say the word zero aloud. Have children repeat the word. James can use this number to show how many pencils he sees in the classroom. Say the number with me. How many cubes should I place on my mat? [None]. You are right. Zero means none. Lets try writing the number 0 in the air with our magic fingers. Hold up the number card for 0 again and trace over the number as children watch. Then skywrite the number 0 with children. Now let’s trace the number 0 on your page. Remind children to start on the dot. Have children trace the 0’s on the left side of the page.

8. Peer Questioning—have pairs of children work together to show the correct number of cubes on the student page and then practice writing the number 0 on the right side of the page. Guide children to start writing 0 on the dot. As they write, have children ask each other questions about what they are doing. How many cubes do you have for zero? What number will you write?

9. Visual Learning—Set the Purpose: Call attention to the Visual Learning Bridge at the top of page 60. In this lesson you will learn to read and write 0. How many pencils are in the holder? [1]. What number would you write to show how many pencils there are? [1]. How many pencils are in the pencil holder now? [zero]. What do you think this number will be if you trace it? [0]. Where do you start to trace the number? [at the dot]. Trace the number. What number do you see? [0]. Why do you

think this number is in this box? [because there are no pencils in the pencil holder and zero means none].

10. Guided Practice—Remind children that there is a special symbol for the number 0. If children have difficulty writing the numbers, then have children practice by using a finger to trace over the numbers on the number cards.

11. Check for understanding—if there aren’t any trucks on the shelf, what number would you write to show how many? [0].

12. Begin with number one. Ask students how many pencils are in the holder? [3] have students draw the number 3. Students will complete the page independently with guided practice provided as needed.



Computers1:00-1:30



Shannon KellyLesson PlansWeek #5—October 1-5Mrs. Heath’s Kindergarten

Weekly Objectives: The student will understand what people do in different jobs. They will understand

different occupations and what community helpers do when helping people. The student will know the sight words “and”, “the”, “I”, “like” and be able to recognize

the words in a sentence. The student will be able understand what actions characters do in a story, and be able to

ask questions to figure out the main ideas and the action verbs. The student will be able to distinguish between more, fewer, and same as; 1 and 2 more;

one and 2 fewer; and how to make an organized list.

Monday October 1—Day 1



1. The students will complete their morning work. Say: Good Morning Class today we are going to look at people who have different jobs. All the people in these pictures have some type of job they do and they all help people. Let’s color the pictures and then we will talk about what each of these people do. Show the students the worksheet “What do They Do”, and have them color the pictures. Students can then share what they want to be when they grow up. Students will complete their morning work and sit on the carpet when they are finished and wait for the others to finish.

a. Materials: Worksheet—What do They Do, crayons.b. Attendance, Bus Sheet, and Morning Announcements







b. Find the day of the week and the date. Say: Now let’s see if we can figure out what todays date is. Go through the days of the week and stop when we get to the next day. Today is Monday, now let’s see what the date is. Count each date and let the students figure out what the date is. Today is Monday, October 1. We started a new month. What was yesterday? Sunday September 30. What will tomorrow be? Tuesday October 2





8. Do the ABC Song and have the helper point to the letters on the board. This helps students with letter recognition and letter sounds.

9. All evaluations and assessments will be observational


1. Introduce the letter “s” show students the s card with the seal and put it on the board. Discuss the chart on page 29. There are different pictures that have different beginning sounds. Students will be randomly chosen to come up and write the letter “s” beside the pictures that begin with the sound /s/.

2. Review all of our sight words. “and”, “the”, “I”, “like”. Point to each of them on the board and have children tell you what each word is.

3. Introduce the s words and pictures to write the sentence in the morning message. We will also work on color words and write them every day in the morning message.

4. Write a sentence about the helper. I like the red s_______ and the yellow s ________. Students will choose words from the bag or pictures and words. Have the helper use the counters to count the words as I write them. Talk about spacing between each word and where to start a new sentence when you are out of room on the line.

a. Have the helper use the pointer and read the sentences together as a class.b. Have the helper find one of the sight words. Ask the students what the first

letter of the sentence begins with. Ask students why it is a mommy letter (It starts the sentence and is a name). Ask students what every sentence ends with (period).

c. Have students that are at the same table stand up and find other sight words “the”, “like”, “I”, and the letter s (letter recognition) in the sentences.

d. Ask students if the letter is at the beginning, middle, or end of the word. (guided practice will be provided as needed).

e. Assessment will be observational—can the student recognize the difference between a capital and lowercase, can the student find his/her name, can the student find the sight words, can the student recognize letters, and does the student know the difference between beginning, middle, and end.

5. Word Wall Worka. Use the word finder to find the words in color “I” and “like” and “the” and

“and”b. Add the /m/ words and the /s/ words to the word wallc. Read all the names on the word wall

6. Do Alphabet Zoo7. Tell the students what we are going to be doing that day! 8. Explain to the students what they will be doing for their seatwork—s cut and paste:

Begins Like Seal. Tell students what each picture is of and model how to cut out and glue the pictures that belong and where to put the ones that do not. Have them only put their name on their papers and get ready for small group work.


10. Tammi will do B. Tyner Lesson #3 during small group instruction.


1. Do Rhyme Flash2. Do Sort. Introduce the new letters to students and the letter sounds. Give each student a

letter and have them put it in the category that it goes in. Provide guided practice as needed by asking students which letter their letter looks like and sounds like.

a. Group 1—Sort 10 (c.d.e)b. Group 2—Sort 11 (e,f,g)c. Group 3—Sort 12 (I,j,k)d. Group 4—Sort 13

3. Play the sort game with the students.4. Assessment—the students will be observed doing their sorts with me during their groups

time. Their homework assignment of doing the sort independently will also be checked.5. For Homework the students will do the sort independently and it will be checked for

assessment.


Materials: Little Red Hen, pepperoni, cheese, crust

1. Read Little Red Hen using the Questioning Strategy 2. Before reading—preview the cover of Little Red Hen and allow students to make


3. Use a Think Aloud: When I look at the cover and read the title, I see a hen mixing something up. Maybe the hen is going to cook something. Let’s read to find out! (Comment: Making predictions sets a purpose for reading and activates prior knowledge). Allow three students to share.

4. Ask the students if they remember what the word characters mean, and ask them if they can tell me who the characters are in the story and what they are doing.

5. Read the story to the children and stop periodically to see if they know what is happening in the story and if we have any new characters.

6. Discuss the story and ask students what the hen was doing throughout the story, and why no one wanted to help her. Discuss what bakers do and tell them that they are going to be bakers today.

7. Some of the students were asked to bring in materials to make pizza muffins. All the students have brought in the materials that they were assigned.

8. We will make our own pizza muffins and take them to the cafeteria to bake. Students will get to be bakers today!!



Math12:00-1:00SOL: K.1—The student, given two sets, each containing 10 or fewer concrete objects, will identify and describe one set as having more, fewer, or the same number of members as the other set, using the concept of one-to-one correspondence. Materials: mat page 63-64, connecting cubesObjective: Children will use connecting cubes to represent more, fewer, and same as.

1. Do the Daily Math Chart2. Set the purpose for the lesson: “Today we will learn about the comparing groups that

have more, fewer, and same as. 3. Connect: Do we have a chair for every child in our class? Do we have extra chairs, or

chairs left over? How could we find out?

4. Pose the problem: “Anna is very happy. She is having a party in her Kindergarten class today. She sees boys and girls. Are there more boys than girls in her class? Have children share ideas about how to find the answer. Find out if there are more boys or girls in our class. Have the boys stand up and count them. Do the same for the girls. Write the numbers on the board. Ask the students if there are more boys or more girls.

5. Using Academic Vocabulary: Pont out to children that the words more, fewer, and same as are often used to compare two groups of objects. Hold up 4 cubes. Then ask: Who can show me a group of cubes that has more than this group? The same as this group? Fewer than this group?

6. Model: Move 5 yellow cubes onto the column on the workmat to show the girls Anna sees in her Kindergarten class. Have children do the same. Anna sees boys in the room. Place 4 blue cubes on your mat. Now trace the top line from your yellow cube on the left. Place a blue cube next to the line from you traced. Now trace the next line and place another cube next to that line. Continue until children have placed two more cubes. Point to the row of 5 yellow cubes. Look at the cubes you placed for the girls on the left. Now look at the blue cubes you placed for the boys on the right. Which group has more? [yellow] how do you know? [there is 1 cube left over]

7. Use math maniculatives: Make sure children use the correct number of connecting cubes to show each number you say to compare the two groups.

8. Small Group Interaction: have pairs of children work together and complete the student page as I tell the story. “Anna now sees plates on a table. She sees cups too. Which group shows fewer objects? Anna sees balloons. Anna sees noisemakers.

9. Visual Learning: p. 64. “In this lesson, you will learn about when to use math words more, fewer, and same as. What objects are show in this group? [there are plates]. What groups of objects are in box 2? [plates and forks] Have students put a connecting cube on each plate then tell them to build a tower with those blocks. Do the same with the forks. Ask students which tower is taller. Are there more plates or more forks? How do you know? In box 3 what objects are in each group? [plates and forks] are there more plates, more forks, or the same number of each? If you need to put a connecting cube on each plate and build a tower, and put one on each fork and build a separate tower, that’s ok. [there are the same number of plates and forks]. How do you know? [they match up one to one]. In box 4, are there more of fewer forks? Let’s build our towers to find out. Put a cube on each plate and build a plate tower. Then put a cube on each fork and build a fork tower. [there are fewer forks because there is one plate left over].

10. Go to number one and put a cube on each plate. Now put a cube on each napkin. Trace the line to match up the number of plates and napkins. Circle the group that has more.

11. Check for Understanding: How can you find our which group of objects has more? [match the objects one to one and if one group has some left over, it has more]. What do you find out about the other group if one group has more? [the other group has fewer].

12. Circulate the room and provide students with guided practice as needed. Students who do not understand will put a counter on each worm and take a counter away each time they color in a box.

13. Assessment—After students are finished they will come to the carpet so their work can be checked and feedback can be provided.

Library1:00-1:30

Rest/Test 1:30-2:30


Tuesday October 2—Day 2


1. The students will complete their morning work. Say: Good Morning Class today we are going to continue to look at our Community Helpers. We have some Community Helpers but they are missing the top half of their body. Can you help them by matching up their heads and hats to their clothes? Pay attention to what action each person does and we will discuss the action or job each person has when you put them back together.

a. Materials: Worksheet—Community Helpersb. Attendance, Bus Sheet, and Morning Announcements






b. Find the day of the week and the date. Say: Now let’s see if we can figure out what todays date is. Go through the days of the week and stop when we get to the next day. Today is Tuesday, now let’s see what the date is. Count each date and let the students figure out what the date is. Today is Tuesday, October 2.

c. Find the pattern Say: Now let’s see if you can make a pattern. What color should come next in our pattern? Start at the beginning and go through the color pattern.





1. Ask the students what our letter of the week is: [s]. Read the Ss book. Emphasize the /s/ at the beginning of each word and discuss the story.

2. Do chart p. 29 & p. 31. P. 29—Point to the first group of pictures. Tell students to listen to the beginning sounds as I name the pictures. Key, kite, dish. Circle the pictures that have the same beginning sounds. Can you think of another word that has the same beginning sound as key and kite? Repeat the activity for all four kites.

a. Words in Oral Sentences—Listen: I am going to say a sentence and I want you to hold up one finger for each word I say. We are going to count the words in each sentence. Say: My friend is fun. How many words? A bird sings. The grass is green. I play.

b. Corrective Feedback: If the child does not identify picture names with the same beginning sound. Model the task. The names are log, rose, leaf. What sound do you hear at the beginning of l-o-g? Repeat for rose and leaf. Log and leaf have the same beginning sounds. Have children do it with you before doing it on their own. Back up and continue the activity.

3. Write a sentence about the helper. I like the red s_______ and the blue s______. Let the helper choose what he/she likes from the words/pictures on the board. Have the helper use the counters to count the words as I write them and talk about spacing between each word and where to start a new sentence when you are out of room on the line.

a. Have the helper use the pointer and read the sentences together as a class.b. Have the helper find one of the sight words. Ask the students if the sentence

begins with a mommy letter (capital) or a baby letter. Ask students why it is a mommy letter (It starts the sentence).

c. Have students that are at the same table stand up and find a letter [s] (letter recognition) in the sentences and the words “I” and “like” and “the” and “and”.

d. Ask students to find the letter [s] and if it is at the beginning, middle, or end of the word. (Guided practice will be provided as needed).

4. All the helpers name/photo is on the word walla. Add the new /s/ words to the word wall.b. Use the word finder to find the words in color “I” and “like” and “the” and

“and”c. Read all the names on the word wall

5. Do chart p. 31 in the Journeys chart book. Phonics—Letters m and s. Remind children that Mini and Mouse begin with the /m/ sound, and that Sammy and Seal begin with the /s/ sound. Tell them to help Mini Mouse and Sammy Seal find things on the kites that begin with the /s/ or the /m/ sound. Name the pictures: moon, sandwich, mitten, scissors, mouse, sock. Have children circle the letter that stands for the sound they hear at the beginning of each picture name.

a. Corrective Feedback: Phonics error—if a child does not relate the letter s to the /s/ sound, work with the whole group to correct errors.

b. Correct the error: The letter s stands for the /s/ sound. c. Model—the correct sound/spelling as you hold up a letter card. What the

beginning sound in soup? /s/ The letter s stands for the /s/ sound, the sound you hear at the beginning of soup.

d. Guide—what is the beginning sound in soup? Say it with me /s/ What letter stands for the /s/ sound.

e. Check—say the sound you hear at the beginning of soup. Now say the letter that stands for /s/.

6. Do Alphabet Zoo7. Tell the students what we are going to be doing that day!

8. Students will complete the Words Their Way word sort cut n paste. 9. Assessment will be observational.



2. Do Rhyme Flash3. Work on handwriting skills—do handwriting on dry erase boards

a. Group 1—Sort 9—Handwriting practice with their lettersb. Group 2—Sort 10— handwriting practice with their lettersc. Group 3—Sort 11— handwriting practice with their lettersd. Group 4—Sort 12— handwriting practice with their letters


teacher.


Read I Want to be a Cowboy using the Questioning Strategy1. Before reading—preview the cover of I Want to be a Cowboy and allow students to make

predictions about what they think will happen in the story. Model making predictions for the students. This will set a purpose for reading.

2. Use a Think Aloud: “When I look at the cover and read the title, I see Elmo riding a horse with a big cowboy hat. I think that Elmo is dreaming about wanting to be a cowboy. Let’s read to find out! (Comment: Making predictions sets a purpose for reading and activates prior knowledge). Ask students what they want to be when they grow up.


4. Read the story to the children and stop periodically to use think alouds to see if there are any questions about the book and model asking my own questions. Do they have events like these in a real rodeo? I’m not sure I would like doing some of this stuff…would you?” As well as ask the students if there are any characters who we have read about so far.

5. Discuss the jobs that a cowboy has and discuss why we need cowboys.6. Make cowboy hats and let the children be cowboys/cowgirls for the day!7. Students will get ready for lunch while finishing their project.



Math12:00-1:00SOL: K.1—The student, given two sets, each containing 10 or fewer concrete objects, will identify and describe one set as having more, fewer, or the same number of members as the other set, using the concept of one-to-one correspondence.

Materials: mat page 65-66, connecting cubes

1. Do the Daily Math Chart2. Model for children using the connecting cubes the idea of one and two more comparing

two groups of cubes.3. Set the Purpose: Remind children that they learned how to compare groups of objects. In

this lesson you will learn how to decide whether a group has one or two more than another group.

4. Connect: Display a group of 3 cubes and a group of 4 cubes. Which group has more cubes? How many more? Show a group of 2 cubes and a group of 4 cubes. Which group has more? How many more?

5. Give students map page 65-66.6. Pose the problem: “Anna’s teacher puts 5 toy cars in a row on a table. Then she puts 4

toy airplanes in another row on the table. Which group has more, the cars or the airplanes? How many more?

7. Academic Vocabulary: Explain that the terms 1 more and 2 more can be used when comparing two groups of objects. If I had 2 red crayons and 3 blue crayons, would I have 1 more blue crayon or 2 more blue crayons? Use cubes to model.

8. Model: move 5 blue cubes onto the workmat to show a row of toy cars. Have children do the same. Now I will show the group of toy airplanes by putting 4 red cubes in the row below the row of blue cubes. Have children do the same. Which group of cubes shows one more? [blue] how many more? [1] How do you know? [There is one blue cube left over]. Now trace and color blue in each square for each blue cube you have on the work mat. Trace and color red in one square for each red cube you have. Which row shows 1 more? Now Anna’s teacher puts 5 tow cars and 3 toy airplanes on a table. Continue modeling as above for 2 more.

9. Using manipulatives—Make sure children place their cubes directly below one another for one-to-one correspondence.

10. Small Group Interaction—Have pairs of children complete the student page as they listen to more stories about Anna’s teacher. Anna’s teacher puts 3 books on the table and 4 crayons. Anna’s teacher puts 3 balls on the table and 1 stuffed bear.

11. Visual Learning: Set the purpose—“In this lesson you will learn when you can use the words 1 more and 2 more to describe groups of objects. Let’s look at the first box on visual learning. How many cubes do you see? Make up a story about Anna and 1 cube.

Anna wanted to make a row of cubes. She started with one cube. Look at picture 2. What is going on in this picture? [Anna is making a row of 2 cubes]. How many more cubes is she holding? [1 more] In the next picture, how many cubes are in this row? [2] What is going on in the last picture? [Anna is making a row of 4 cubes]. Which row has 2 more cubes? [the one that Anna is making] How do you know? [there is more cubes] What would you do to find out which croup has more? [count or match up each cube one-to-one.]

12. Guided Practice—remind children they can match up objects to decide which group has one more or two more objects. If children have difficulty comparing groups of objects, then have them draw lines to match objects one to one. Do you have to count to know which group has one more or two more? [no you can match each object up then tell].

13. Have children color in 4 yoyos and ask is it one more or two more. 14. Independent Practice—have the students draw five sandwiches and 5 apples to show one

and two more on page 66.15. Circulate the room and provide students with guided practice as needed.16. Assessment--After students are finished they will come to the carpet so their work can be


Centers1:00-1:30

Rest/Test 1:30-2:30

Pack & Snack—Send home Ss bags so students can find an object from home to bring and put in our letter box to discuss on Friday. 2:30-2:50

Wednesday October 3—Day 3


1. The students will complete their morning work. Say: Good Morning class today we are going to continue to look at Community Helpers. Show students the worksheet What Do They Need? Explain to students that each worker needs tools to do their job successfully. We are going to match their tools to the person that uses them.

c. Materials: Worksheet—What Do They Need? d. Attendance, Bus Sheet, and Morning Announcements






b. Find the day of the week and the date. Say: Now let’s see if we can figure out what todays date is. Go through the days of the week and stop when we get to the next day. Today is Wednesday, now let’s see what the date is. Count each date and let the students figure out what the date is. Today is Wednesday, October 3

c. Find the pattern Say: Now let’s see if you can make a pattern with our numbers. Start at the beginning and go through the color pattern.





1. Do the Mm ring sort.2. Write a sentence about the helper. I like the red s _______ and the mug. Allow the

helper to choose what he/she likes from the list of words/pictures that begins with /s/ on the board. Have the helper use the counters to count the words as I write them and talk about spacing between each word and where to start a new sentence when you are out of room on the line.

e. Have the helper use the pointer and read the sentences together as a class.f. Have the helper find the word “and”. Ask the students if the sentence begins

with a mommy letter (capital) or a baby letter. Ask students why it is a mommy letter (It starts the sentence and every sentence begins with a capital letter).

g. Have students that are at the same table stand up and find the letters [m and s] (letter recognition) in the sentences.


3. All the helpers name/photo are on the word wall

a. Use the word finder to find the words in color “I” and “like” and “the” and “and”

b. Add the new /s/ words to the word wallc. Read all the names and words on the word wall

4. Do Alphabet Zoo5. Tell the students what we are going to be doing that day! 6. Explain the seatwork—Students will complete their WTW drawing page to continue

to work on handwriting skills.7. Tammi will continue to work on B. Tyner Lesson #2. 8. Assessment will be observational.



The students will continue to practice grouping!2. Flash/play sort game3. All groups will be doing a letter/word hunt in the Ready Reader. They will use their

magic stones to find the letters.a. Group —Sort 10 Letters : C, D, Eb. Group 2—Sort 11 Letters: E, F, Gc. Group 3—Sort 12 Letters: I, J, Kd. Group 4—Sort 13 Letters: L, P, Rf. For Homework the students will complete their laptop with word study list.



Materials: I Want to be a Doctor, make doctors bags.

1. Show students the play doctors’ kit and talk about what each item is used for and discuss what a doctor does.

2. Read I Want to be a Doctor using the Questioning Strategy3. Before reading—preview the cover of I Want to be a Doctor and allow students to make


4. Use a Think Aloud: “When I look at the cover and read the title, I see Big Bird with a doctor’s kit and a stethoscope and a bandaged teddy bear. Maybe he wants to be a doctor. Let’s read to find out! (Comment: Making predictions sets a purpose for reading and activates prior knowledge).


6. Read the story to the children and stop periodically to use think alouds to see if there are any questions about the book and model asking my own questions. Have you ever been to the doctors office and see all the things that Big Bird is getting to use with his grandma. I remember when my grandma got sick and I had to help take care of her. I think it would be cool to get to use the doctors tools all day. Why didn’t Granny go to the doctor sooner? As well as ask the students if there are any characters who we have read about so far.

7. Discuss the jobs that a doctor has and discuss why we need doctors. How are doctors community helpers?




Materials: mat page 67-68, connecting cubes, computer, overhead

1. Do the Daily Math Chart2. Set the purpose—Remind children that they learned how to compare groups of objects.

In this lesson you will learn how to decide whether a group has one or two fewer than another group.

3. Connect—Show children a group of 5 cubes and a group of 4 cubes. Ask which group has fewer cubes. Then show a group of 3 cubes and 5 cubes. Ask which group has fewer cubes. What did you do to find out which group has fewer? [count them or match them up one-to-one]

4. Pose the problem—George’s teacher puts 4 paintbrushes in a row on the table. Then she puts 5 paint jars in another row on a table. Are there fewer paintbrushes or pain jars? How many fewer? Have children share their ideas.

5. Academic Vocabulary—explain that the terms 1 fewer and 2 fewer comparing two groups of objects. If I had 1 red crayon and 3 blue crayons, would I have 2 fewer blue crayons or 2 fewer red crayons? Use cubes to model.

6. Model—Move 4 green cubes in a horizontal row onto the work mat to show the paintbrushes. Have children do the same. Now I will show the group of paint jars by

putting 5 yellow cubes in the row below the green cubes. Have children do the same. Which group of cubes has fewer? [green group]. How many fewer? [1]. How do you know? [The green cubes get used up before the yellow ones, and then 1 yellow cube is left]. Now trace and color each square green for each green cube you have on the work mat. Trace and color in each square yellow for each yellow cube you have? Which row has 1 fewer? Now George’s teacher puts 2 paintbrushes in a row and 4 paint jars on a table. Continue to model as above to teach 2 fewer.

7. Small group interaction—have partners complete the student page as they listen to more stories about George’s teacher. George’s teacher puts 1 book on a table and 2 crayons. George’s teacher puts 5 milk cartons on a table and 3 cups.

8. Use math manipulatives—make sure children use the correct number of connecting cubes to show each object.

9. Visual Learning: [this portion of the lesson will be completed online using the SmartBoard and computer. Set the purpose—call children’s attention to the Visual Learning Bridge at the top of the page. In this lesson, you will lean when you can see the words 1 fewer and 2 fewer to describe groups of objects. Model telling a story and ten have volunteers tell their own stories to the class. What objects do you see in the picture? [cubes]. How many cubes do you see? [4] How many fewer cubes is George holding? [1 fewer]. How do you know? [by matching the cubes one to one or by counting]. How many cubes are in this group? [there are 3 cubes]. What would you do to find out which group has fewer? [count or match up each cube one to one] Have students come up and count the items on the SmartBoard.

10. Guided Practice—Remind children that they can match up objects to decide which group has one fewer or two fewer objects. If children have difficulty comparing groups of objects, then have them draw lines to match objects one to one.

11. Check for understanding—Do you have to count to know which group has one fewer or two fewer? No you can match up each object and tell. Students will complete mat page 68.



Guidance 1:00-1:30

Rest/Test 1:30-2:30


Thursday October 4—Day 4

Field Trip to the Pumpkin Patch!!!!



1. The students will complete their morning work. Say: Good Morning Class today we are going to help our community helpers find the tools that they need to do their jobs. Show students the worksheet page 55 and model how to cut them and paste them to the correct person.

e. Materials: Worksheet—Give Us a Hand!f. Attendance, Bus Sheet, and Morning Announcements






b. Find the day of the week and the date. Say: Now let’s see if we can figure out what todays date is. Go through the days of the week and stop when we get to the next day. Today is Friday, now let’s see what the date is. Count each date and let the students figure out what the date is. Today is Friday, October 5. What was yesterday? What will tomorrow be?





Reading Whole Group8:45-9:15SOL: Reading K.7—The student will develop an understanding of basic phonetic principles. Identify and name the uppercase and lowercase letters of the alphabet, match consonant short vowel, and initial consonant digraph sounds to appropriate letters. Demonstrate a speech-to-print

match through accurate finger-point reading in familiar text that includes words with more than one syllable. Identify the beginning consonant sounds in single-syllable words

1. Read My S Book emphasize the /s/ beginning sound in each word. 2. Write a sentence about the helper. I like the red s _______ and the mug. Let the

students choose something they like or choose words/pictures out of the bag. Have the helper use the counters to count the words as I write them and talk about spacing between each word and where to start a new sentence when you are out of room on the line.

e. Have the helper use the pointer and read the sentences together as a class.f. Have the helper find one of the sight words. Ask the students if the sentence

begins with a mommy letter (capital) or a baby letter. Ask students why it is a mommy letter (It starts the sentence and all sentences begin with a capital letter).

g. Have students that are at the same table stand up and find the letter s (letter recognition) in the sentences.



“and”b. Add all /s/ words to the word wall and read them togetherc. Read all the names on the word wall

4. Do Alphabet Zoo5. Tell the students what we are going to be doing that day! 6. Read S Big Book, and discuss the letter box7. Have students give the class clues about what is in their bag. Students will then guess

what is in the bag. Each student who has brought in an item will get to participate. I will bring in some objects in case some students forget so every student will get to participate.

8. Assessment will be observational.





Materials: When I Grow Up I Want to Be…, paper, crayons.

1. Read When I Grow Up I Want to Be… using the Questioning Strategy2. Before reading—preview the cover of When I Grow Up I Want to Be… and allow

students to make predictions about what they think will happen in the story. Model making predictions for the students. This will set a purpose for reading.

3. Use a Think Aloud: “When I look at the cover and read the title, I see a child’s face in an astronaut outfit. Maybe that child wants to be an astronaut, but I don’t know. Let’s read to find out! (Comment: Making predictions sets a purpose for reading and activates prior knowledge).

4. Read the story to the children and stop periodically to use think alouds to see if there are any questions about the book and model asking my own questions. Have any of you ever wanted to be any of these things we have talked about? Is there anything in the book that you don’t understand?

5. Review rhyming and ask students to tell you which words rhyme on each page.6. Have students draw and write what they want to be when they grow up.7. Students will then share their writings and drawings.



Materials: Topic 4 test

1. Students will complete topic 4 test in the computer lab using the new 2. Assessment—the tests will be graded and scored to see what the students have

obtained.

Computers1:00-1:30



Shannon KellyLesson PlansWeek #6—October 8-12Mrs. Heath’s Kindergarten

Weekly Objectives: The student will be assessed using the PALS test. The student will know and understand that they have 5 senses and be able to describe

each of them. The student will understand pumpkins: how pumpkins grow, how to take care of a

pumpkin, and the life cycle of a pumpkin. The student will be able to recognize, count, and write the numbers 0-10.

Monday October 8—Day 1


1. The students will complete their morning work. Say: Good Morning Class today we are going to be reviewing rhyming. Show the students worksheet Pumpkin Rhymes, and ask them what is in the first picture (tree). Ask them which of the pictures on the left rhyme with tree (bee). Look at the next picture. What is that? (fox) Which of the pictures on the left rhyme with fox? (box) Go through all the pictures and tell the students what each picture is of. Model for students how to cut out their pictures and glue them beside the pictures that rhyme. Students will complete their morning work and color when they are finished to give everyone time to finish their work, and then sit on the carpet when they are finished and wait for the others to finish.

a. Materials: Worksheet—Pumpkin Rhymes, scissors, glue.b. Attendance, Bus Sheet, and Morning Announcements



a. Assessment—Check morning work to see if students understand rhyming words.


5. Sing “Twinkle Friends” with hand motions.6. Calendar Work

a. Sing the “Macarena Month Time” song. b. Find the day of the week and the date. Say: Now let’s see if we can figure out

what todays date is. Go through the days of the week and stop when we get to the next day. Today is Monday, now let’s see what the date is. Count each date and let the students figure out what the date is. Today is Monday, October 8

c. Find the pattern Say: Now let’s see if you can figure out what comes next in our pattern. Start at the beginning and go through the color pattern. Ask the student what kind of pattern it is..ABC.



7. Sing the “A-Z Phonics Song” and have the helper point to the letters on the board. This helps students with letter recognition and letter sounds.

8. Do Alphabet Zoo9. All evaluations and assessments will be observational


PALS TESTINGWe will test the students on rhyming words, letter recognition, and letter sounds today. While we are testing some students, the others will go to the team teachers’ classroom to watch a movie. After I have observed the PALS procedure I will do a writing lesson with the students at this time.


PALS TESTING

We will test the students on rhyming words today. While we are testing some students, the others will go to the team teachers classroom to watch a movie. After I have observed the PALS procedure I will do a writing lesson with the students at this time.

Unit10:15-10:45SOL: K.7—The student will investigate and understand basic needs and life processes of plants and animals. Key concepts include: animals need adequate food, water, shelter, air, and space to survive; plants need nutrients, water, air, light and a place to grow to survive; palnts and animals change as they grow, have varied life cycles, and eventually die; and offspring from palnts and animals are similar but not identical to their parents or to one another. All About Pumpkins

Materials: The Legend of Spookley the Square Pumpkin, small pumpkins with blue and pink ribbons, each child needs a shoe box or basket

1. Read The Legend of Spookley the Square Pumpkin using the Preview and Predicting Strategy

2. Before reading—preview the cover of The Legend of Spookley the Square Pumpkin and allow students to make predictions about what they think will happen in the story. Model making predictions for the students.

3. Use a Think Aloud: When I look at the cover and read the title, I a square pumpkin. I know that pumpkins are all different shapes and sizes but I’ve never seen a square pumpkin. As I look through the first few pages, the square pumpkin looks sad. I think the other pumpkins make fun of him for being different. It looks like there’s going to be a bad storm and something is going to happen to the pumpkins. Let’s read to find out! (Comment: Making predictions sets a purpose for reading and activates prior knowledge). Allow three students to share and write their predictions on the board.

4. Read the story to the children and stop periodically to see if they know what is happening in the story and if they want to change any of the predictions.

5. Discuss the story and ask students what Spookley did. Did he help his friends even though they made fun of him? What do you do if someone makes fun of you like that?

6. We will go outside for students to find their own pumpkin. This is designed like an Easter Egg Hunt. There are blue and pink ribbons tied around each pumpkin. The students were asked to bring in a shoe box or basket to be their pumpkin nursery. The pumpkin will be like their child that they will take care of.


Math12:00-1:00SOL: K.2—The students will investigate and understand that humans have senses that allow them to seek, find, take in, and react or respond to information in order to learn about their

surroundings. Key concepts include: the five senses and corresponding sensing organs; and sensory descriptors used to describe common objects and phenomena.

Materials: numeral song, pumpkins, orange paintObjective: Children will understand sense of touch

1. Do the Daily Math Chart while students get a drink2. Sing the “The Numeral Song”.3. Read “The Little Orange House”. Discuss jack-o-lanterns.4. Fingerpaint Jack-o-Lanterns for bulletin board. Discuss the sense of touch. Tell students

that we have five senses. They include touch, smell, sight, taste, and hearing. Ask students which of these senses they think we are using when we fingerpaint. Guide them as needed. We can feel the paint and it must be the sense of touch.

Library1:00-1:30

Rest/Test 1:30-2:30


Tuesday October 9—Day 2


1. The students will complete their morning work. Say: Good Morning Class today we are going to be reviewing beginning sounds /f/, /t/, and /m/. Show the students worksheet Pumpkin Convoy, and ask them what is in the first picture (mouse). Ask them which of the pictures on the bottom begin like mouse (monkey). Look at the next picture. What is that? (turtle) Which of the pictures at the bottom begin the same as turtle? (tent) Go through all the pictures and tell the students what each picture is of. Model for students how to cut out their pictures and glue them beside the pictures that sound the same in the beginning. Students will complete their morning work and color when they are finished to give everyone time to finish their work, and then sit on the carpet when they are finished and wait for the others to finish.

a. Materials: Worksheet—Pumpkin Convoy, scissors, glue.b. Attendance, Bus Sheet, and Morning Announcements







what todays date is. Go through the days of the week and stop when we get to the next day. Today is Tuesday; now let’s see what the date is. Count each date and let the students figure out what the date is. Today is Tuesday, October 9

c. Find the pattern Say: Now let’s see if you can figure out what comes next in our pattern. Start at the beginning and go through the color pattern. Ask the student what kind of pattern it is…ABC.






PALS TESTINGWe will continue to test the students on letter recognition, letter sounds, beginning sounds, and concept of print. While we are testing some students, the others will go to the team teachers’ classroom to watch a movie. After I have observed the PALS procedure I will do a writing lesson with the students at this time.



PALS TESTINGWe will continue to test the students on letter recognition, letter sounds, beginning sounds and concept of print. While we are testing some students, the others will go to the team teachers’ classroom to watch a movie. After I have observed the PALS procedure I will do a writing lesson with the students at this time.

Unit10:15-10:45SOL: K.7—The student will investigate and understand basic needs and life processes of plants and animals. Key concepts include: animals need adequate food, water, shelter, air, and space to survive; plants need nutrients, water, air, light and a place to grow to survive; plants and animals change as they grow, have varied life cycles, and eventually die; and offspring from plants and animals are similar but not identical to their parents or to one another. All About Pumpkins

Materials: Pumpkin Pumpkin, small pumpkins with blue and pink ribbons, each child needs a shoe box or basket

1. Read Pumpkin Pumpkin using the Sequence of events2. Before reading—preview the cover of Pumpkin Pumpkin and allow students to make


3. Use a Think Aloud: When I look at the cover and read the title, I see a boy sitting on a pumpkin with some ducks around him. I think that the boy helps his dad or grandfather raise pumpkins. Let’s read to find out! (Comment: Making predictions sets a purpose for reading and activates prior knowledge). Allow three students to share and write their predictions on the board.

4. Before Reading—discuss what a sequence of events is. A sequence of events is something that happens in order. For example, this morning I got up took a shower, got dressed, dried my hair, put on makeup, and drove to school. Pay attention to the events that happen in this story and see if you can tell me the order that things happen.

5. Read the story to the children and stop periodically to see if they know what is happening in the story and if they want to change any of the predictions. Also, to discuss each new event that happens.

6. Discuss the story and ask students what happened in the story. Were our predictions correct? In which order did things happen in the story? What was our sequence of events?

7. Explore sink and float by giving their baby pumpkins a bath to see if they sink or float. Allow students to make predictions about if their pumpkin will sink or float.

a. Extend the lesson: Using different materials (sailboat, pencil, chalk, marble, rock, sponge, toy airplane, toy shark, etc.) ask student to make a prediction about what they think will happen and record their predictions. Allow students to do the experiment to see if they were correct. Do worksheet page 53—Will It Float. Model for students how to cut and paste the correct pictures to the correct column. Discuss other items that will sink or float.


Math12:00-1:00SOL: K.2—The students will investigate and understand that humans have senses that allow them to seek, find, take in, and react or respond to information in order to learn about their surroundings. Key concepts include: the five senses and corresponding sensing organs; and sensory descriptors used to describe common objects and phenomena.

Materials: numeral song, seeds, bucket, computer, overhead, matpage 75-76Objective: Children will understand sense of hearing

1. Do the Daily Math Chart while students get a drink2. Sing the “The Numeral Song”.3. Play “This Old Man” with number cards. Students will come up and put their cards on

the board when their number is called in the song.4. Play “Listen and Count” We will drop seeds into a bucket and the students are not

allowed to look. They have to rely on their sense of hearing in order to tell us how many seeds were dropped into the bucket.

5. Lesson 5—1 onlinea. Set the Purpose: Remind children what they learned about numbers 0 to 5. You

will learn to count to number 7 in this lesson. b. Connect: How do you use counting to tell how many objects are in a set? Have

children think of objects that come in sets of 5, such as points on a star or finder on a hand. How many fingers are there? How do you know? Count aloud with children to confirm 5.

c. Pose the problem: Rex the puppy has toys to chew. How can we use counters to find out how many toys Rex has? Have children share their ideas.

d. Academic Vocabulary: Point out to children that the word six is a word that tells how many. Six is a number word. Have children hold up six fingers and say the number 6. Children can also clap the number 6 and say the word aloud. Repeat for the number 7.

e. Model: First I will use my counters to show how many toys Rex has. Move 5 counters onto the five-frame and 1 just below. Have children do the same on their workmat. Let’s count to find out how many toys there are. Point and count to 6. Rex has 6 toys. Say the number word six with me. Have children touch each counter as they count aloud. After children say the number, have them look at the shaded counters in the five-frame on the left that matches six. Now let’s color

over the shaded counters to show 6. Repeat with Rex chewing on 7 toys later that day. Model how to show 7 counters in a five-frame and have children follow along on their five-frame. Then have children count and color over 7 shaded counters on the five-frame on the bottom left.

f. Use math manipulatives: Make sure children use the correct number of counters to show each number you say.

g. Small Group Interaction: Have pairs of children work together to listen as you tell another story about Rex. Rex the puppy played with six toys the next day. Show 6 counters on your top five-frame. How many counters will you color in? [6] Show me. Now color. Continue in the same manner with the story: Later in the day Rex played with 7 toys.

6. Do the Visual Learning with Pearson online. Students will be able to see what to do by watching the screen and I will be able to model for them.

7. Guided Practice: Remind children that they can count objects to tell how many there are. Error Intervention—IF children lose track of the doges that counted, then have children place a counter on a dog before they color or draw a counter. Do you understand?—How do you know if there are 6 objects in a group? [I can count each object. If the last number I say is 6, then I know there are 6 objects.] What is the last number you say if there are 7 objects in a group? [7]

8. Students will complete the remainder of the page with guided practice provided as needed.

9. Assessment—Students will complete workmat page 76 independently and it will be checked.

Centers1:00-1:30

Rest/Test—Assembly for the school fundraiser1:30-2:30


Wednesday October 10—Day 3


1. The students will complete their morning work. Say: Good Morning Class today we are going to be reviewing beginning sounds /b/, /g/, and /s/. Show the students worksheet Hide-n-Seek, and ask them what is in the first picture (bear). You are going to find the pictures at the bottom that begin like /b//b/ bear. Look at the next picture. What is that? (goat) Find the pictures at the bottom that begin like /g//g/ goat. The last picture is a sock. You are going to find the words that begin the same as /s//s/ sock. Go through all the pictures at the bottom and tell the students what each picture is of. Model for students how to cut out their pictures and glue them beside the pictures that sound the same in the beginning. Students will complete their morning work and color when they are finished to give everyone time to finish their work, and then sit on the carpet when they are finished and wait for the others to finish.

c. Materials: Worksheet—Hide-n-Seek, scissors, glue.d. Attendance, Bus Sheet, and Morning Announcements







what todays date is. Go through the days of the week and stop when we get to the next day. Today is Wednesday; now let’s see what the date is. Count each date and let the students figure out what the date is. Today is Wednesday, October 10






Reading Whole Group8:45-9:15SOL: Reading K.7—The student will develop an understanding of basic phonetic principles. Identify and name the uppercase and lowercase letters of the alphabet, match consonant short

vowel, and initial consonant digraph sounds to appropriate letters. Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that includes words with more than one syllable. Identify the beginning consonant sounds in single-syllable words

PALS TESTINGWe will continue to test the students on concept of print. While we are testing some students, the others will go to the team teachers’ classroom to watch a movie. After I have observed the PALS procedure I will do a writing lesson with the students at this time.


PALS TESTINGWe will continue to test the students on concept of print. While we are testing some students, the others will go to the team teachers’ classroom to watch a movie. After I have observed the PALS procedure I will do a writing lesson with the students at this time.


Materials: The Biggest Pumpkin Ever, yarn, graph, scissors.

1. Read The Biggest Pumpkin Ever using the Preview and Predict and review sequence of events and characters.

2. Before reading—preview the cover of The Biggest Pumpkin Ever and allow students to make predictions about what they think will happen in the story. Model making predictions for the students.

3. Use a Think Aloud: When I look at the cover and read the title, I see some mice dancing around and a huge pumpkin. I think that the mice are going to live on a pumpkin farm and raise pumpkins. Let’s read to find out! (Comment: Making predictions sets a purpose for reading and activates prior knowledge). Allow three students to share and write their predictions on the board.

4. Before Reading—review what a sequence of events is. A sequence of events is something that happens in order. For example, to raise a pumpkin you must plow the field, plant the seeds, fertilize, water it, then you see sprouts, then blooms, then the baby

pumpkin, and that pumpkin grows bigger and bigger. Pay attention to the events that happen in this story and see if you can tell me the order that things happen when we’re done reading.


6. Discuss the story and ask students what happened in the story. Were our predictions correct? In which order did things happen in the story? What was our sequence of events?

7. We made predictions about what would happen in our story, now we’re going to make another kind of prediction. We are going to guess, or estimate, or predict what the circumference of our baby pumpkin is. Does anyone know what a circumference is? The circumference is the distance around a circle.

8. Model for students how to estimate what the circumference of the pumpkin is using yarn. Then show them how to accurately measure the pumpkin and see if my prediction is too short, too long, or just right.

9. Graph the students’ estimations on the graph paper. 10. Discuss the sense of sight.

a. We have been learning about something this week. On Monday we fingerpainted Jack-o-Lanterns and used our sense of…what?, and yesterday we played Listen and Count and had to use our sense of …what? Who can tell me what the other senses are? [taste, smell, and sight]. What sense are we using to measure our pumpkin? We have to be able to see how big it is right? So we are using our sense of sight.



Materials: numeral song, Big Fat Hen, seeds, bucketObjective: Children will understand sense of hearing

1. Do the Daily Math Chart while students get a drink2. Sing the “The Numeral Song”.3. Play “This Old Man” with number cards. Students will come up and put their cards on

the board when their number is called in the song.4. Read “Big Fat Hen”. Review counting.5. Play “Listen and Count” We will drop seeds into a bucket and the students are not


6. Lesson 5—3 onlinea. Set the Purpose: Remind children that they have practiced counting 6 and 7. This

time you will learn how to read and write these numbers in this lesson. b. Connect: Hold up the number cards for 4. Ask: What number is this? Sow me 4

fingers. Repeat for 5. Ask volunteers to count aloud from 1 to 5. c. Pose the problem: Snappy Crab sees 6 seashells. How can he show how many

seashells he sees? Have children share their ideas before modeling the solution.d. Model: Hold up the number card for 6. Snappy Crab can use this number card to

show how many seashells he sees. Say the number with me. Place 6 counters on your workmat and have children do the same. Let’s try writing the number 6 in the air. Hold up the number card for 6 again and trace over the number as children watch. Then skywrite the number 6 with children. Now let’s trace the number 6 on your page. Have children trace the number 6 on the left side of the student page. Now Snappy Crab sees 7 beach balls. Continue in the same manner to introduce the number 7.

e. Use math manipulatives: Make sure children use the correct number of counters to show each number.

f. Peer Questioning: Have pairs of children work together to show the correct number of counters on each mat of the student page and trace the corresponding numbers as you repeat the stories about the seashells and the beach balls. As they show their counters have children ask each other questions about what they are doing. For example, “How many counters did you show? What number will you trace?” Have children practice writing 6 and 7 at the bottom of each side of the page.


8. Guided Practice: Remind children that there is a special symbol for the number 6 and 7. Error Intervention—If children have difficulty writing the numbers 6 and 7, then children can practice tracing over numbers 6 and 7 on number cards. Do you understand?—Hold up the number card for 6. What number is this? [6]. Repeat for 7. Show both number cards. Which number has curves? [6] Which has straight lines? [7]



Guidance 1:00-1:30

Rest/Test 1:30-2:30


Thursday October 11—Day 4


1. The students will complete their morning work. Say: Good Morning Class today we are going to be reviewing beginning sounds /d/, /h/, and /r/. Show the students worksheet Perfect Pie, and ask them what is in the first picture (ring). You are going to find the pictures at the bottom that begin like /r//r/ ring. Look at the next picture. What is that? (dog) Find the pictures at the bottom that begin like /d//d/ dog. The last picture is a hammer. You are going to find the words that begin the same as /h//h/ hammer. Go through all the pictures at the bottom and tell the students what each picture is of. Model for students how to cut out their pictures and glue them beside the pictures that sound the same in the beginning. Students will complete their morning work and color when they are finished to give everyone time to finish their work, and then sit on the carpet when they are finished and wait for the others to finish.

e. Materials: Worksheet—Perfect Pie, scissors, glue.f. Attendance, Bus Sheet, and Morning Announcements







what todays date is. Go through the days of the week and stop when we get to the next day. Today is Thursday; now let’s see what the date is. Count each date and let the students figure out what the date is. Today is Thursday, October 11







PALS TESTINGWe will make-up any tests that students have missed due to absences and obtain a writing sample from the students. The writing sample is…I like my family because…and students have to write something about it.


PALS TESTINGWe will make-up any tests that students have missed due to absences and obtain a writing sample from the students. The writing sample is…I like my family because…and students have to write something about it.


Materials: It’s Pumpkin Time, chalk, chalkboard, “How a Pumpkin Grows” booklet, scissors, glue

1. Make a KWL chart on the board. Students have went on a field trip to the pumpkin patch so they have some background knowledge about how a pumpkin grows. We have been talking about pumpkins all week, and I want to see how smart you are. We are going to make something called a KWL chart. Does anyone know what that is? The K stands for what I know, so in this column we are going to write down what you know. The W stands for what you want to know, so in this column we are going to write what you want to learn about pumpkins. The L stands for what I learned, so in this column what do you think we are going to write? What we learned. So before we read I want to know what you guys know about pumpkins. And where am I going to write that? [under the K]. Allow students to respond. Now I want to know what you want to learn. What do you want to know about pumpkins? [if we don’t find the answers to some of our questions then I’ll look up the answers tomorrow while you guys are doing I-stations and we’ll discuss them.

2. Read It’s Pumpkin Time using the Preview and Predict and review sequence of events and characters.

3. Before reading—preview the cover of It’s Pumpkin Time and allow students to make predictions about what they think will happen in the story. Model making predictions for the students.

4. Use a Think Aloud: When I look at the cover and read the title, I see a dog and a big pumpkin, but when I read the title It’s Pumpkin Time, I think of Halloween so maybe this story will be about Halloween and pumpkins. Let’s read to find out! (Comment: Making predictions sets a purpose for reading and activates prior knowledge). Allow three students to share and write their predictions on the board.

5. Before Reading—review what a sequence of events is. A sequence of events is something that happens in order. For example, to raise a pumpkin you must plow the field, plant the seeds, fertilize, water it, then you see sprouts, then blooms, then the baby pumpkin, and that pumpkin grows bigger and bigger. Pay attention to the events that happen in this story and see if you can tell me the order that things happen when we’re done reading.


7. Discuss the story and ask students what happened in the story. Were our predictions correct? In which order did things happen in the story? What was our sequence of events? Record the sequence of events on the board.

8. Now it’s time to see what you’ve learned from our story. Did we find the answer to any of our questions? We learned how to grow pumpkins. Did we learn anything else? Allow students to share what they have learned about pumpkins and record it on the board.

9. Complete the “How a Pumpkin Grows” booklet and make discuss the life cycle of pumpkins.

10. Discuss the sense of sight.a. We have been learning about something this week. On Monday we fingerpainted

Jack-o-Lanterns and used our sense of…what?, and yesterday we played Listen and Count and had to use our sense of …what? Who can tell me what the other senses are? [taste, smell, and sight]. What sense are we using to grow a

pumpkin? We have to use our sense of sight to see where to plant the pumpkin and how much water and to see how big its growing. We use our sense of touch to plant the pumpkin, carve it, and get the weeds out of our garden. Do we smell anything? What about hear or taste?



Materials: numeral song, This Old Man, number cards, Count on Clifford seeds, bucket1. Do the Daily Math Chart while students get a drink2. Sing the “The Numeral Song”.3. Play “This Old Man” with number cards. Students will come up and put their cards on

the board when their number is called in the song.4. Read Count on Clifford to review counting.5. Play “Listen and Count” We will drop seeds into a bucket and the students are not


6. Lesson 5—4 onlinea. Set the Purpose: Remind children that they have learned about numbers up to 7.

You will learn to count to the number 9 in this lesson. b. Connect: Have children place 5 counts in a five-frame and 2 more below it.

Count aloud with the children and pint to each counter together. How many counters are there? How do you know? [7 because 7 is the last number we said]. Move your counters onto a ten-frame and have children follow along on their own ten-frames. How many counters are there now? Count one at a time to confirm 7.

c. Pose the problem: Lily made some sandwiches for lunch at the beach. How many sandwiches did she make? Have children share ideas about how to find out how many sandwiches Lily made.

d. Academic Vocabulary: Remind children that the word seven is a number word that tells how many. Have children tell what they think the word 8 means. Have volunteers show different numbers of counters from 1 to 8, and then count aloud to tell them how many. Repeat for the word 9.

e. Model: First, I will use my counters and a ten-frame to show how many sandwiches Lily made. Move 8 counters onto the ten-frame in the center of the student page and have children do the same on their student pages. Let’s count to find out how many sandwiches there are. Point and count 8 counters. Lily made 8 sandwiches. Say the number word 8 with me. Have children touch each counter as they count aloud. After children say the number, have them look at the shaded counters in the ten-frame on the top left. Now let’s color over the shaded

counters to show 8. Repeat with Lily making 9 sandwiches the next day. Continue to model and have children show and count 9 counters and color over 9 shaded counters on the ten-frame on the bottom left of the student page.

f. Small Group Interaction: Have pairs of children work together and listen as I tell stories: Lily has 8 apples in a basket. Have children show 8 counters on the ten-frame in the center of their student page and color in 8 counters on the ten-frame on the top right side of the student page. Repeat for the number 9.

7. Do the Visual Learning with Pearson online. Students will be able to see what to do by watching the screen and I will be able to model for them. Have students come up and count objects on the screen.

8. Guided Practice: Remind children that they can count objects to tell how many there are. Error Intervention—If children do not show the correct number of counters, then children can count them aloud before coloring in the ten-frames. Remind children that the last number they say tells how many counters there are. Then have children count their colored counters aloud to confirm 8 and 9.

9. Do you understand—how can you use counters to show a group of 8 objects? [count out 8 counters]. How can you find out if there are 9 objects in a group? [I count each object and if the last number I count is 9, then there are 9 objects in the group].



Centers 1:00-1:30

Rest/Test 1:30-2:30


Friday October 12—Day 5


1. The students will complete their morning work. Say: Good Morning Class today we are going keep matching our beginning sounds. Show students the worksheet page 21 and

ask them what they see in the first picture. A jar. What do you hear at the beginning of /j/j/ jar? [j] so all the words that sound like /j//j/ jar in the beginning will go there. What is the next picture of? A /l//l/ leaf. What letter do you think /l/ leaf starts with? [l] so all the pictures that sound like /l//l/leaf in the beginning will go there. The last picture is of a…[wagon]. What do you hear at the beginning of /w//w/ wagon? [w] so all the ones that sound like wagon in the beginning will go there. Now let’s look at the pictures at the bottom. Tell students what each picture is of before they begin.

g. Materials: Worksheet—Pecking of Pumpkings.h. Attendance, Bus Sheet, and Morning Announcements






b. Find the day of the week and the date. Say: Now let’s see if we can figure out what todays date is. Go through the days of the week and stop when we get to the next day. Today is Friday; now let’s see what the date is. Count each date and let the students figure out what the date is. Today is Friday, October 12. What was yesterday? What will tomorrow be?

c. Find the pattern Say: Now let’s see if you can figure out what comes next in our pattern. Start at the beginning and go through the color pattern. What kind of pattern are we making? [ABC]





1. Write a sentence about the helper. I like the [have students pick a color and something off our word wall] and the pumpkin. Let the students choose something they like off of the word wall. Have the helper use the counters to count the words as I write them and talk about spacing between each word and where to start a new sentence when you are out of room on the line.

i. Have the helper use the pointer and read the sentences together as a class.j. Have the helper find one of the sight words. Ask the students if the sentence

begins with a mommy letter (capital) or a baby letter (lowercase). Ask students why it is a mommy letter (It starts the sentence and all sentences begin with a capital letter).

k. Have students that are at the same table stand up and find the letter s or m (letter recognition) in the sentences.

l. Ask students if it is at the beginning, middle, or end of the word. (guided practice will be provided as needed).


“and”b. Read all the names and words on the word wall

3. Do Alphabet Zoo4. Journal writing—Students will write in their journals about what they are going to be

for Halloween. They will draw a detailed picture and use their best spelling (independently) to spell the words. After all students are finished I will show them how to spell things correctly and they will share their work with the class.

a. Comment: Most students will use invented spellings. 5. Tell the students what we are going to be doing that day! 6. Assessment will be observational.




Unit10:15-10:45SOL: K.2—The students will investigate and understand that humans have senses that allow them to seek, find, take in, and react or respond to information in order to learn about their surroundings. Key concepts include: the five senses and corresponding sensing organs; and sensory descriptors used to describe common objects and phenomena.

Materials: My Five Senses by Aliki, paper, crayons, scissors.

1. Read My Five Senses 2. Before reading—preview the cover of My Five Senses and allow students to make


3. Use a Think Aloud: “When I look at the cover and read the title, I think this story is going to give us information about how we use each of our 5 senses. I know my senses are sight, hearing, tasting, smelling, and touching. Let’s read to find out all we can about our senses! (Comment: Making predictions sets a purpose for reading and activates prior knowledge).

4. Read the story to the children and stop periodically to use think alouds to see if there are any questions about the book and model asking my own questions. What senses are the children using? What are some ways that I have used each of my senses? Have I ever experienced what these people are experiencing?

5. Students will complete “My Five Senses” booklet. For example, I see with my ____students will have to glue the correct word/picture that goes in the blank. Then “I can see _______. Students will fill in the blank by writing something they can see and drawing a picture. They will continue in the same manner for all 5 senses/pages.

6. Students will then share their writings and drawings.7. We will have a popcorn party during Fun Friday while we watch the movie and discuss

our five senses.


Math12:00-1:00SOL: K.2—The student, given a set containing 15 or fewer concrete objects will:

a. Tell how many are in the set by counting the number of objects orallyb. Write the numeral to tell how many are in the set andc. Select the corresponding numeral from a given set of numerals

Materials: counters, mat page 85-86, This Old Man, number cards, Numeral Song

1. Read One, Two, Three, Count With Me to get the students thinking about counting.2. Sing the numeral song.3. Play This Old Man and have students put their person/number up in the correct order.4. Do Lesson 5-6 online

a. Set the Purpose: Remind children that they have learned the numbers 8 and 9. You will learn how to read and write these numbers in this lesson.

b. Connect: Hold up the number card for 6 and ask: What number is this? Show 6 counters. Repeat for 7. Ask volunteers to arrange number cards in order from 1-7 then point and count aloud from 1 to 7.

c. Pose the problem: Peter watched 8 whales swim in the ocean. He draws 8 whales. What other way can he use to show the number of whales he saw? Have children share their ideas before modeling the solution.

d. Model: Hold up the number card for 8. Peter can use this number card to show how many whales he saw. Say the number with me. Place 8 counters on the workmat. Now place 8 counters on your left workmat. Let’s try writing the number 8 in the air. Hold up the number card for 8 again and trace

over the number as children watch. Then skywrite the number 8 with children. Now let’s trace the number 8 on your page. Have children trace the number 8 on the left side of the student page. Later Peter saw 9 seals. Continue in the same manner to introduce the number 9.

e. Use Math Manipulatives—Make sure children place the correct number of counters to show each number

f. Peer Questioning—Have pairs of children work together to complete the student page. Have children ask each other questions about what they are doing. For example: “How many counters did you show? What number will you trace?”

Comment: This portion of the lesson will be done collaboratively using the ELMO.


Comment: This portion of the lesson will be done using the smartboard.6. Guided Practice: Remind children that there is a special symbol for the number 8 and

the number 9. Error Intervention—If children get confused reading the numbers 8 and 9, then show them pairs of numbers with 8 as one of the numbers each time. Have them choose the number 8. For example: Show children number cards for 8 and 2; 8 and 4; 8 and 9. Each time have the children identify 8. Repeat with 9 counters and number card 9.

7. Do you understand—Show children 8 counters. Which number card can you hold up to show how many? Have children hold up the number card for 8. Repeat for 9 counters and the number 9.



Carve the Class Pumpkin! Children will get to help me carve the class pumpkin into any style they wish. Every child will have an opportunity to get their hands in the “goo” to help pull out the pumpkin pulp. Discuss the 5 senses.1:00-1:30

Fun Friday! If the students have been good resters and have not had to move their crayon they will get to watch a movie instead of resting. Popcorn Party to discuss the 5 senses!!!1:30-2:30


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