PROJECT READ UNIT 1 Lesson1(A) DAY 1 Letter of the Day: Short Vowel Aa (TM P1-1 1-4) CONCEPT

SAFETY IN OUR SCHOOL AND COMMUNITY August 10 - 15, 2015

SAFETY – Bus Safety 2 8-10-2015

MORNING MESSAGE/STAR STUDENT Daily Skills: *Sentence Structure *Punctuation/Capitalization *Grammar/Spelling *Letter/Sound Recognition

CALENDAR MATH/MATH (spatial relationships/graphing) The students will use class charts to write 1-10. (GP&IP) Next the students will identify animals that are inside and outside. Next, the students will write their names on an index card. The students will then place their name on a graph, showing how they came to school today. The graph will then be discussed (the teacher will use the terms "more" and "less"). (EV–15-1, index cards, class graph, tape) CCS: K.G.1, K.MD.1

Calendar Daily Activities: *Months of Year/Day of Week *Addition/Subtraction *Money/Time *Tally Marks/Graphs *Patterns *Time Line *Counting by 1s & 10s *Weather/Temperature *Number Sequencing *Odd/Even/Place Value *Measurement *Historical Events *Spanish *Estimation CCS: K.OA.1, K.OA.2, K.OA.3, K.OA.4, K.MD.1, K.CC.1, K.CC.2, K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5 PROJECT READ UNIT 1 Lesson 1(a) DAY 1 Letter of the Day: short vowel "Aa" (TM p1-1--1-4)

CONCEPT 1. To understand that every word must have a vowel 2. To understand that [a] is a vowel 3. To understanding that [a] represents the short sound /a/ like in the word [at] ANTICIPATORY SET (p1-1) 1. Display alphabet with stars over vowels 2. Ask question from manual OBJECTIVE (say): We will build words with the vowel [a] (display a from large cart cards) INPUT /a/ Hand signal – pull sound gently from mouth and slowly chew apple

MODELING (teacher gently pulls vowel sound out of mouth (hand signal)

CHECKING FOR UNDERSTANDING (p1-2) 1. Do and Say (refer to MANUAL p1-2) 2. Finger blend and sweep sounds [at] [am] 3. Sentence strips and word list: [at] [am] (I don’t do the word cat because we have not taught “c”) * We are at school. * I am so happy to be your teacher.

VAKT INPUT - STATIONS (p1-3) *Sky Write (Snap – Aim – Press – Do & Say) 1. Tactile Letters 2. Felt Forms 3. Memory Box 4. Dry Erase Boards

MODELING (p1-4) (place green dot in start position on letter card) 1. Skywrite [a] 2. Do and Say

CHECK FOR UNDERSTANDING 1. Skywriting [a] 2. (say): Aim, Press, Do and Say

STUDENT PRACTICE 1. Word Web (Aa) 2.Find the Letter (a1)

STAR STORY DAY 1 Title: Franklin Goes to School Story Introduction Interactive Reading Story Structure (HAR 1 - p23&24)

EAGER TO READ (To School) The teacher will discuss story conventions (front/back covers and spine). The teacher will introduce the story. The teacher will discuss spaces between the words and review reading top to bottom and left to right. The teacher will read the story (1X). The students will begin to take their yellow SFA book home on Thursday. (st books)

LARGE GROUP/PHONEMIC AWARENESS (colors) The students will identify YELLOW items. The students will then assist in singing the song I LIKE YELLOW. They will then find a small yellow circle in the room. If time permits, the students will identify the number of letters in their own names (How Many Letters in My Name?). (HAR 1- p12, song chart, yellow items, sm yellow circles chart w/student name on it.) CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c RF.K.4, RL.K.1, RL.K.2, RL.K.3, ,RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10, L.K.1, L.K.1a, L.K.1b, L.k.1c, L.K.1f, L.K.2c, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6, K.G.2

WRITING (journal) The students will attempt to write the color word "yellow” with a yellow crayon and then draw a picture of a yellow bus. (journal entry with I see a ______(yellow) bus. CCS: SL.K.5, L.K.1f

THEME (open response/health/ss) The students will discuss bus safety. The students will then color a bus with safety rules printed on it. The teacher will read the rules to the students. The students will sign the rules stating that they do understand the rules (the students will take the rules home and return them, signed by the parent). The students will complete an open response question concerning bus safety rules. (st sht, drawing paper, OR question w/rubric) CCS: PL/VS 1.1.1(DOK 1), 1.1.7(DOK 1), 1.1.9(DOK 1), 1.3.1 SS 1.1.2(DOK 2)

SAFETY - Classroom Safety 8-11-2015

MORNING MESSAGE

CALENDAR MATH/MATH (spatial relationships/graphing) The students will write 1-10. Next the students will identify items that are inside and outside. Then, the students will illustrate a small cut-out of themselves. The students will then assist the teacher in graphing the number of boys/girls in the classroom. (EV–15-1(R&P), paper cutouts, graph, tape) CCS: K.G.1, K.MD.2 PROJECT READ UNIT 1 Lesson 1(a) DAY 2 Letter of the Day: short vowel "Aa" (TM p1-1--1-4)

SFA (p7-8) 1. Think, Pair, Share (students pair together to identify an item that begins with Aa. 2. Hear Sound 3. Say It Fast 4. Break It Down 5. Stretch and Read 6. Quick Erase

STUDENT PRACTICE 1. Write It (use dry boards) 2. Learning Page - Aa (dry boards/markers, newspaper, hi-liters)

STAR STORY Day 2 Title: Franklin Goes to School (HAR 1 - p19)

EAGER TO READ Title: To School Day 2

LARGE GROUP/PHONEMIC AWARENESS (colors - red) The teacher will show RED items. The t/s will sing the song I LIKE RED. The students will then find a red circle in the classroom. Next, using the poem BAA, BAA BLACK SHEEP, the students will use a hi-liter to mark the letters Aa. (red items, song chart, sm red circles, poem, hi-liters) CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c RF.K.4, RL.K.1, RL.K.2, RL.K.3, ,RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10, L.K.1, L.K.1a, L.K.1b, L.k.1c, L.K.1f, L.K.2c, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6, K.G.2

WRITING (journal) The students will attempt to write the color word "red” with a yellow crayon and then draw a picture of a red stop sign. (journal entry with I see a ______(red) stop sign. CCS: SL.K.5, L.K.1f THEME (health) The teacher/students will discuss the 5 basic rules (SFA) in the room. The students will then help discuss other safety rules used in the classroom. The students will then draw a picture of one way to stay safe in the classroom, as the teacher dictates their stories. (paper) CCS: PL/VS 1.1.1(DOK 1), 1.1.7(DOK 1), 1.1.9(DOK 1), 1.3.1 SS 1.1.2(DOK 2)

SAFETY - Stranger Safety 8-12-2015

MORNING MESSAGE

CALENDAR MATH/MATH (spatial relationships) The students will write 1-10. (GP&IP) Next, the students will identify items as being above, below and on other items. (EV-15-2) CCS: K.G.1

PROJECT READ UNIT 1 Lesson 1(a) DAY 3 Letter of the Day: short vowel "Aa" (TM p1-1--1-4)

STUDENT PRACTICE 1. Rhyming (a2/7) 2. Review (Aa) – p81

STAR STORY Title: Franklin Goes to School Day 3

LARGE GROUP/PHONEMIC AWARENESS (colors) The students will identify GREEN items. The students will then assist in singing the song I LIKE GREEN. They will then find a small green square in the room. (song chart, green items, sm green squares) CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c RF.K.4, RL.K.1, RL.K.2, RL.K.3, ,RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10, L.K.1, L.K.1a, L.K.1b, L.k.1c, L.K.1f, L.K.2c, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6, K.G.2

WRITING (journal) The students will attempt to write the color word "green” with a green crayon and then draw a picture of a green car. (journal entry with I see a ______(green) car. CCS: SL.K.5, L.K.1f PL/VS 1.3.1, 1.3.2(DOK 2)

THEME (health/ss) The students will discuss stranger safety - Who is /is not a stranger. The teacher will read the story NEVER TALK TO STRANGERS. Students will then color a picture of Patch the Pony as a reminder to stay away from strangers. If time permits, the students will draw a picture of someone they can be safe with. The teacher will then write the students' response to I AM SAFE WITH ______. (story, st sht) CCS: PL/VS 1.1.1(DOK 1), 1.1.9(DOK 1), 1.3.1 SS 1.1.2(DOK 2)

SAFETY - Traffic Lights 8-13-2015

MORNING MESSAGE

CALENDAR MATH/MATH (spatial relationships) The students will write 1-10. Next, the students will identify items above, below and on other objects. (EV-15-2(R&P)) CCS: K.G.1

HARCOURT (p400 - 410) 1. Phoneme Isolation (p405) 2. Active beginning (p408) 3. Practice/Apply (p409)

STUDENT PRACTICE 1. HAR 3 - p15&16 2. Writing Notebook (Aa)

SHARED STORY Title: I Read Signs Day 1

EAGER TO READ Title: To School Day 4 **THE STUDENTS WILL START TAKING HOME THEIR YELLOW BOOK.

LARGE GROUP/PHONEMIC AWARENESS (colors) The students will identify BLUE items The students will then assist in singing the song I LIKE BLUE. They will then find a small blue square in the room. The teacher may read the story BLUE BUG. (song chart, blue items, sm blue squares, story) CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c RF.K.4, RL.K.1, RL.K.2, RL.K.3, ,RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10, L.K.1, L.K.1a, L.K.1b, L.k.1c, L.K.1f, L.K.2c, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6, K.G.2

WRITING (journal) The students will attempt to write the color word "blue” with a blue crayon and then draw a picture of a blue bike. (journal entry with I see a ______(blue) bike. CCS: SL.K.5, L.K.1f PL/VS 1.3.1, 1.3.2(DOK 2)

THEME (health) The class will discuss the colors on a traffic light and what we should do when the light is red, yellow, and green. The students can play RED LIGHT, GREEN LIGHT. The students will then cut and color a traffic light using the correct colors. (st sht) CCS: PL/VS 1.1.1(DOK 1), 1.1.9(DOK 1), 1.3.1 SS 1.1.2(DOK 2)

SAFETY - Safety Signs 8-15-2014

MORNING MESSAGE

CALENDAR MATH/MATH (spatial relationships/counting) The students will write 1-10. (GP&IP)Next, the students will identify items that are in front of and behind other objects. Then, the students will be put into three groups (red, yellow, green). The teacher will ask each group to count a different number of traffic lights (1-5). (EV-15-3, 10 traffic lights, doc camera) CCSS: K.G.1, K.CC.2, K.CC4a, K.CC.4b, K.CC.4c, K.CC.5

STUDENT PRACTICE 1. Beginning Sounds (a3) 2. Shape Book (with words and pictures) 3. (assessment) The students will then identify, mark and write the letters that make the beginning sound of Aa.

SHARED STORY Title: I Read Signs Day 2

LARGE GROUP/PHONEMIC AWARENESS (colors) The students will identify ORANGE items. The students will then assist in singing the song I LIKE ORANGE. They will then find a small orange triangle in the room. (song chart, orange items, sm orange triangles) CCS: RF.K.1, RF.K.1a, RF.K.1b, RF.K.1c, RF.K.2, RF.K.2a, RF.K.2c, RF.K.2d, RF.K.2e, RF.K.3, RF.K.3a, RF.K.3c RF.K.4, RL.K.1, RL.K.2, RL.K.3, ,RL.K.4, RL.K.6, RL.K.7, RL.K.10, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.10, L.K.1, L.K.1a, L.K.1b, L.k.1c, L.K.1f, L.K.2c, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6, K.G.2

WRITING (journal) The students will attempt to write the color word "orange” with an orange crayon and then draw a picture of an orange sign. (journal entry with I see an ______(orange) sign. CCS: SL.K.5, L.K.1f PL/VS 1.3.1, 1.3.2(DOK 2)

THEME (health) The students will assist in discussing different safety/traffic signs. The students will cut out and match each safety sign to its shadow. (HAR 1 - p18, safety signs sheets) CCS: PL/VS 1.1.1(DOK 1), 1.3.1

LEARNING TARGETS August 11-15, 2015

Monday, August 11, 2015 Reading: I can identify the letters A and a. Math: I can demonstrate the terms inside and outside. Tuesday, August 12, 2015 Reading: I can identify the letters Aa and /a/. Math: I can demonstrate the terms inside and outside. Wednesday, August 13, 2015 Reading: I can identify and write the letters Aa and /a/. Math: I can demonstrate the terms in front of and behind.

Thursday, August 14, 2015 Reading: I can identify and write words that begin with Aa and /a/. Math: I can I can demonstrate the terms in front of and behind.

Friday, August 15, 2015 Reading: I can identify and write words that begin with Aa and /a/. Math: I can