Carter/Weston/Fricks Living and Nonliving September 30-October 4, 2013 Monday Large Group O: SWBAT identify the letter Xx and its sound. P: Use the puppet and basket items to introduce objects that begin with the letter Xx. Write object names on the board. Illustrate. Have students give additional words that begin or end with Xx. Teach Xx poem. Teach Heidi’s Xx song. Demonstrate how to write Xx’s. E: TO O: SWBAT determine if an object is living or nonliving. P: Show the “Is it Living?” PowerPoint. Have the children discuss if each object is living or non-living. Do not correct them right away. Stop at the stop sign. Lead the students in a discussion with the following questions: How can you tell if something is living or non-living? What are some things that all living things have in common? Write all of their ideas on a big chart entitled “How do we know if it is living?” Do not correct any misconceptions they have. Choose an object that all of the children agree is living (like a puppy). Go through each of the ideas on the chart. If it is true for the puppy, put a check. If it is not true, cross it out. Now choose an object that you know will get a few more misconceptions crossed off that list. Finish the PowerPoint and add the other criteria to the list. E: TO Small Groups O: SWBAT identify and label living and nonliving things. P: Select a different school site for each small group. While walking to the site, talk about the school and the route the students took to get there. Have students work together to color a “school map,” showing the route they took to get to their site. Then have students identify living and nonliving objects and choose one to draw on white paper. Have them make the picture large and label the object with phonics-based spelling. Have the students sort the pictures into living and nonliving categories, justifying their answers. E: Picture & TO *Add to Science Journal O: SWBAT identify numbers that are “one more.” P: Have students look at a group of connecting cubes. Then ask the children to make a group with “one more.” (Give all of the students connecting cubes so they can interact with each number you show.) Repeat at least five times. Have the students explain their work. E: TO and math workbook pages Volume 1, pages 145 and 146 Large Group O: SWBAT stretch words and hear letter sounds. P: Interview the “Beach Buddy of the Week.” Have students name known letter sounds. E: Interview and TO Story O: SWBAT state facts about the author Pat Hutchins and answer comprehension questions. P: The teacher will begin the author study of Pat Hutchins by introducing background information about her and showing the students some of the books she has written. Read Rosie’s Walk by Pat Hutchins. Ask questions. Discuss living and nonliving things in story. E: TO Small Groups O: SWBAT make “xylophone Xx’s”. P: Students read “I see xylophone Xx’s.” Glue xylophones on outline of Xx’s. E: “Xylophone Xx’s” card O: SWBAT write Xx’s . P: Have students write capital and lowercase Xx’s on paper. E: Handwriting pages 101 and 102 Transition: Sing letter and number songs from Jack Hartmann CD’s. Tuesday Large Group O: SWBAT recognize the letter Yy and its letter sound. P: Use the puppet and basket items to introduce objects that begin with the letter Yy. Write object names on the board. Illustrate. Have students give additional words beginning with Yy. Teach Yy poem. Sing Heidi’s Yy song. Demonstrate how to write Yy’s. E: TO O: SWBAT classify living and nonliving things. P: Read the story What’s Alive by Kathleen Zoehfeld and review the characteristics of living things. Have the students sort the “Science Classification Center’s” living and nonliving pictures into two groups. Have each student justify and explain his or her reasoning. E: TO Small Groups O: SWBAT sort objects into living and nonliving categories. P: The students will sort pictures into living and nonliving groups. They will glue the pictures on a recording sheet and add the sheet to their science journal. E: Science Journal page O: SWBAT make “Yarn Yy’s.” P: Students read “I see Yarn Yy’s.” Glue yarn on the outline of Yy’s. E: Letter page and “Yarn Yy’s” card Story O: SWBAT answer comprehension questions. P: Read Tidy Titch by Pat Hutchins. Ask questions. Review living and nonliving objects or things in the story. Also review what living things need to grow. E: TO and checklist Small Groups O: SWBAT write Yy’s. P: Students will make capital and lowercase Yy’s on paper. E: TO and Yy handwriting pages 95 and 96 O: SWBAT identify objects that are alike and different. P: Have students choose an object out of a bag filled with connecting cubes and crayons. Ask them to look at the object and stand beside someone who has an object that looks like their object. Ask: Why did you choose to stand by ___? How is your object like his or her object? (Use it to color, use it to draw, same color) Repeat the activity having students find someone whose object is not like their object. Ask: Why did you choose to stand by ___? How are your objects different? (Mine is used to color and hers is used to count, one is a crayon and one is a cube.) Have students sort pattern blocks into two groups (alike and different) using workbook pages. E: TO and math workbook Volume 2, pages 541 and 542 Transition: SWBAT review skills by singing the following songs: Five Senses, Four Seasons, Macarena Month, Days of the Week, etc. Wednesday Large Group O: SWBAT recognize the letter Zz and its letter sound. P: Use the puppet and basket items to introduce objects that begin with the letter Zz. Write object names on the board. Illustrate. Have students give additional words beginning with Zz. Teach Zz poem. Sing Heidi’s Zz song. Demonstrate how to write Zz’s. E: TO O: SWBAT collect data to determine if an object is living or not. P: Review the characteristics of living things. Finish the “Is it Living?” powerpoint which will address some of the tough items like seeds, eggs, and apples. Then select several objects and go through each of the characteristics for each one. Using the data, have the students determine whether or not the object is living. (At top of a chart, write: Does it move all by itself? Does it grow and change? Does it breathe? Does it need food and water to survive? Does it reproduce? Along the left side of the chart, draw and label objects.) E: TO Small Groups O: SWBAT make “Zipper Zz’s.” P: Students read “I see Zipper Zz’s.” Glue zipper on the outline of Zz’s. E: “Zipper Zz” card O: SWBAT gather and record scientific data. P: Students select a picture and answer questions listed on a recording sheet. Based on their answers, the students determine if the selected picture depicts a living or nonliving thing. They use phonics-based spelling to write their conclusion at the bottom of the page. E: Recording sheet Story O: SWBAT answer comprehension questions. P: Read Don’t Forget the Bacon by Pat Hutchins. Ask questions. Identify living and nonliving things in the story. Discuss what makes food healthy or unhealthy. Then sort food pictures into healthy and unhealthy categories. E: TO and “Grocery Bag” Small Groups O: SWBAT write Zz’s. P: Students will form Zz’s on paper. E: TO and workbook pages 105 and 106 O: SWBAT use logical thinking to determine which objects do not belong. P: Have students look at scenes (beach, snow, school, and yard). Then have students look at pictures below each scene and determine which pictures do not belong in those scenes. Students will color the objects that do not belong in the scenes. Have students explain their reasoning. E: TO and workbook pages Volume 2, pages 545, 546, 547, 548

Transition: SWBAT recite “Katie Magnolia” or “Safari Sam” wants a treat. What kind of banana will she eat?” (Each student has a letter on a banana shape and feeds the monkey puppet. The student will identify the correct letter sound. Thursday Large Group O: SWBAT match offspring to their parents. P: Discuss how offspring look similar to their parents. Then have children match pictures of plants and animals to their offspring. (One child will have a picture of the “parent” and one will have a picture of the offspring. As music plays, the children find their partner. Have the students discuss the similarities and differences of their “match” with their partner.) The teacher listens in on the conversations of the children to hear their reasoning. E: TO O: SWBAT answer comprehension questions. P: Read The Surprise Party by Pat Hutchins. Discuss who has birthdays and what happens as you age (Your body changes, you grow taller, you can do more things, etc.) Find living and nonliving items in the story. Ask questions. E: TO Small Groups O: SWBAT review and write words. P: Students will sing Heidi songs to review words. Then have them identify which word fits into a sentence and write that word. E: TO and word paper O: SWBAT dictate a sentence and illustrate. P: The students will complete the sentence “My best surprise was _____.” Illustrate the sentence. Writing will be on a gift shape. Add curly ribbon to the top of the writing. E: TO and writing Story O: SWBAT answer comprehension questions. P: Read Little Pink Pig by Pat Hutchins. Find living and nonliving objects in the story. E: TO Small Groups O: SWBAT use vertical and horizontal lines to write capital and lowercase letters. P: Students will write the letters Ii, Tt, and Ll using vertical and horizontal lines. They will write missing uppercase letters to complete the alphabet. E: TO and handwriting workbook pages 47 and 48 O: SWBAT sort objects by size and by shape. P: Have students sort bears by size and then sort shapes by shape. Then have them sort objects by size using math pages 553 and 554. Next, have the students demonstrate their understanding of sorting by shape by completing math pages 561 and 562. E: TO and workbook pages Volume 2, pages 553, 554, 561, and 562

Transition: SWBAT review rhyming words by singing “Rhyming Rhino” and “That Rhymes.” (Jack Hartmann)

Friday Large Group O: SWBAT review high-frequency words. P: Review words by singing “Heidi” songs. Then have the children manipulate magnetic letters on the SmartBoard to form the words. Have the children use the words in sentences. E: TO O: SWBAT answer comprehension questions. P: Read You’ll Soon Grow into Them Titch by Pat Hutchins. Ask questions. Discuss living and non-living characteristics and how they knew that Titch was a living being. Discuss main idea, characters, and what type of book it is (made up or informational). E: TO and questions Small Groups O: SWBAT classify objects as living or nonliving. P: Student sort 6-8 pictures into living and nonliving categories. This will be placed in their science journals. (Ask each student for their reasoning behind their choices.) E: Living and nonliving recording sheet. O: SWBAT dictate a sentence. P: The students will dictate a sentence about the “Beach Buddy of the Week.” The student will complete the sentence and illustrate. Pages will be bound into a book for the “Beach Buddy.” E: “Beach Buddy” book Story O: SWBAT answer comprehension questions. P: Read The Shrinking Mouse by Pat Hutchins. Find living and nonliving objects in the story. Ask questions. Discuss the reasons why the animals and objects in the story appear larger or smaller. E: TO Small Groups O: SWBAT use forward curved lines to write letters. P: Students will write the letters Oo, Aa, and Dd using forward curved lines. They will write missing lowercase letters to complete the alphabet. E: TO and handwriting workbook pages 55 and 56 O: SWBAT sort by count. P: Have students connect cubes (up to five) to make “trains.” Then have them compare the lengths of the “trains” and group the “trains” with the same lengths together. Have them verbalize the results (Ex. There are three groups of four, two groups of three, and one group of five.) Repeat. Then have the students show their understanding of grouping by count using math workbook pages. E: TO and workbook pages Volume 2, pages 567 and 568

Transition: SWBAT count to 25 while exercising. Review left and right by singing Jack Hartmann’s song about animals moving.

Reading Literature: RL.K.1, RL.K.2, RL.K.3, RL.K.5, RL.K.10 Informational Text: RI.K.7, RI.K.10 Foundational Skills: RF.K.1a, RF.K.1b, RF.K.1d Phonological Awareness: RF.K.2d, RF.K.3c RF.K.4 Speaking and Listening: SL.K.1a, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6 Language: L.K.1b, L.K.6

Writing CCR2 Math K.MD.3

Science K-2.1, K-2.2, K-2.3, K-2.4, K-2.5

Acceleration Activities

SWBAT identify shapes. Play “Shape Sorting” game. Discuss the different shapes and review descriptions for circle, square, triangle, hexagon, and rectangle.

SWBAT sort bugs by size. Use the size sorting mat, to sort bugs by size. Repeat with color.

SWBAT match sets to 10 and corresponding numbers. (Apples and Worms)

SWBAT match coin sets to numbers 0-10. Play “Coin Concentration” using pictures of pennies in sets from 0-10 and number cards 0-10.

SWBAT identify body parts. Play “Bubble Gum, Bubble Gum.”

SWBAT identify letters. Play “Alphabet Bingo.” Centers

Drama: SWBAT develop pretend themes and implement them.

Blocks: SWBAT design a building and construct it using a variety of large and small blocks.

Books: SWBAT read a variety of books from the classroom library.

Writing: SWBAT brainstorm their writing topic, illustrate a picture, and write.

Science: SWBAT sort pictures into living and nonliving groups.

Math: SWBAT draw a number and make a corresponding number of unifix cubes.