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____K____ Grade Lesson Plan Teacher Name: A. Conley, T. Dupin, E. Forch Week of May 11-15, 2015 Monday/Tuesday “Getting to the Core” Week 4.8 Essential Questions Connected Objective # 1 In what ways does creative choice impact an audience? (I can tell how the adventures and experiences of characters are alike and different.) RL.K.9 2 Why do the rules of language matter? (I can share my ideas and respond to questions, using complete sentences.) L.K.1 3 How can different strategies be helpful when solving a problem? ( I can add and subtract numbers within 10.) K. OA.2 Reading:

Bell Ringer: CC Daily Language/Math Skills 1-4, 7, 8 Anticipatory Set: TSW listen to Froggy goes to school and Froggy goes to Hawaii 1-5, 7 – 9 TTW display a sentence written incorrectly. TTW display a ten frame in various ways to show addition and subtraction.

Guided Practice: TTW guide TS in comparing and contrasting both stories. 1 – 6, 8, 10 TTW guide TS in correcting the sentence, using the sentence rule. TTW guide TS in manipulating numbers to make 10 using a ten frame. Independent Practice: In centers, TSW complete a Double Bubble Map to compare and contrast the stories showing likeness. In centers, TSW complete a sentence sort. TSW will complete an addition and subtraction ten frame activity sheet. Closure: TSW share with their group a likeness. TSW share with their group which sentence were correct and incorrect. TSW share their ten frame activity. Closure Assessment: TTW check Recording sheet for student comprehension. Formative Assessment: Entry/Exit Quiz, Peer/Teacher Questioning, and individual assessment in centers 1 – 4; 7 – 10 Speaking/Listening Activity: TSW present their drawing/writing to the partner/class. 1 – 4; 7 - 10 Homework Given daily on weekly skills Skill Center 1 Teacher- Skill Center 2/3 Skill Center 4 Technology Skill Center Math Led 2- TSW read and show -TSW complete a computer 1 Teacher-Led: TSW participate in “What’s comprehension of passage by activity (iReady and stMath) Next?” (identify number that becomes before Project Read- “r” answering questions or after a given number) controlled vowels 3- TSW complete beginning, 2. TSW complete addition and subtraction middle, and/or ending sounds activity activity 3. TSW complete an individualized lesson on iReady and stMath 4. TSW complete associative and commutative property math problems Reading Group Level: Book Title: Skill Center 1 Teacher-Led

Review Fry Word List/Phrases (Daily) 1. Content/Substance 7. Affirmation of Performance Monthly Review of AR Goals: Weekly conference with students on goals 2. Organization of Knowledge 8. Novelty/Variety 3. Protection from Adverse Consequences Fry Word List Monthly: set and met/not met in all areas 4. Clear & Compelling Standards 9. Choice Fluency Check Bi-Monthly (give to Rouse) 5. Product Focus 10. Authenticity Monthly AR Goal Review: 6. Affiliation

____K____ Grade Lesson Plan Teacher Name: A. Conley, T. Dupin, E. Forch Week of May 11-15, 2015 Wednesday/Thursday “Getting to the Core” Week 4.8 Essential Questions Connected Objective # 1 In what ways does creative choice impact an audience? (I can tell how the adventures and experiences of characters are alike and different.) RL.K.9 2 Why do the rules of language matter? (I can share my ideas and respond to questions, using complete sentences.) L.K.1 3 How does geometry better describe objects? (I can describe the equal parts of a circle and rectangle with words (halves, fourths, and quarters.) K.G.1 K.G.1 Reading:

Bell Ringer: CC Daily Language/Math Skills 1-4, 7, 8 Anticipatory Set: TSW listen to Froggy goes to school and Froggy goes to Hawaii 1-5, 7 – 9 TTW display a sentence written incorrectly. TTW display a ten frame in various ways to show addition and subtraction. Guided Practice:TTW guide TS in comparing and contrasting both stories. 1 – 6, 8, 10 TTW guide TS in correcting the sentence, using the sentence rule. TTW guide TS in manipulating numbers to make 10 using a ten frame. Independent Practice: In centers, TSW complete a Double Bubble Map to compare and contrast the stories showing differences. TSW determine if given statements are complete sentences. TSW discuss in groups, how they can separate the cookies to have equal parts. TTW model how write an equation, and explain how ½ (half-of) and ¼ (fourths and quarters) are divided. Closure: TSW share with their group a difference. TSW successfully complete activity stating if the statement is a complete sentence or not. TSW divide a paper circle to show ½ and ¼. Closure Assessment: TTW check Recording sheet for student comprehension. Formative Assessment: Entry/Exit Quiz, Peer/Teacher Questioning, and individual assessment in centers 1 – 4; 7 - 10 Speaking/Listening Activity: TSW present their drawing/writing to the partner/class. 1 – 4; 7 - 10 Homework Given daily on weekly skills Skill Center 1 Teacher- Skill Center 2/3 Skill Center 4 Technology Skill Center Math Led 2- TSW read and show -TSW complete a computer 1 Teacher-Led: TSW participate in “What’s comprehension of passage by activity (iReady and stMath) Next?” (identify number that becomes before Project Read-“r” answering questions or after a given number) 3- TSW complete beginning, 2. TSW complete addition and subtraction controlled vowels middle, and/or ending sounds activity activity 3. TSW complete an individualized lesson on iReady and stMath 4. TSW complete associative and commutative property math problems

Reading Group Level: Book Title: Elements of Working on the Work (WOW) Review Fry Word List/Phrases (Daily) 1. Content/Substance 7. Affirmation of Performance Monthly Review of AR Goals: Weekly conference with students on goals 2. Organization of Knowledge 8. Novelty/Variety 3. Protection from Adverse Consequences Fry Word List Monthly: set and met/not met in all areas 4. Clear & Compelling Standards 9. Choice Fluency Check Bi-Monthly (give to Rouse) 5. Product Focus 10. Authenticity Monthly AR Goal Review: 6. Affiliation

____K____ Grade Lesson Plan Teacher Name: A. Conley, T. Dupin, E. Forch Week of May 11-15, 2015 Friday “Getting to the Core” Week 4.8 Remediation: Skill(s) for Remediation: Reading: Beginning, middle, and endings sounds Asking and answering questions about key details in a text Describing the connection between two individuals, events, ideas, or pieces of information in a text Final consonant blends Math: Shapes Addition – add on Subtraction- counting down Shapes Associative and commutative properties Writing: Essential Question(s): What do good writers do? (I can determine my opinion or preference about a topic or a book.) W.K.1 Reading Text: The Very Hungry Caterpillar The Tiny Seed From Tadpole to Frog Chicks to Chicken Lesson: TSW write choose and sequence from one of the stories of the week.

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