CHECKING for UNDERSTANDING (P3-3 3-4) Word Building: 1. Finger Blend: Dad Had Bad Mad

A TIME FOR GIVING THANKS – Native Americans (Introduction 1) 11-17-2014

Each student that keeps a green light for the day will be given 2 paper feathers daily to add to their headband. The students will wear their head bands on Friday. (NA symbols, headbands, feathers) CCS: SS 2.1.1(DOK 1), 3.3.1(DOK 2), 3.3.2, 5.1.1, 5.2.2(DOK 2), 5.2.3 A/H 1.4.1, 2.4.1

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

PROJECT READ UNIT 3 Lesson 1(d) DAY 1 Letter of the Day: Dd (TM p3-1--3-4)

CONCEPT Sound-symbol relationship

TEACHING OBJECTIVE 1. Read words with short [a] and [d] consonants 2. Spell words with short [a] and [d] consonants

ANTICIPATORY SET 1. Display letters: [a] [t] [s] [m] [b] [c] [f ] [r] [h] [n] [j] [p] [l] [g] 2. Introduce Dd and /d/ by saying the letters of the alphabet and stopping at Dd

INPUT (p3-5) 1. Teacher displays the letter [d] 2. Students clip sounds (3 times)

MODELING (p3-1--3-4) 1. Finger blend: [dad] [had] [bad] [mad] [dab] (3 times) 2. Use word in a written sentence

VAKT INPUT - STATIONS *Sky Write (Snap – Aim – Press – Do & Say) 1. Tactile Letters 2. Felt Forms 3. Memory Box 4. Dry Boards CHECKING FOR UNDERSTANDING (p3-3--3-4) Word Building: 1. Finger Blend: [dad] [had] [bad] [mad] [dab] ** Practice with students (3 times) ** Use each word in a sentence 2. Spell Tabs: [had] [dad] [mad] [bad] 3. Build words in pocket chart 4. Sentence Dictation (p3-5) Dad has the map.

GUIDED PRACTICE 1. Students read sentences: Student Practice Sheet 3A (p3-15) & (p3-7) 2. Student Story/Quiz: Rag’s

STUDENT PRACTICE 1. Word Web (Dd) 2. Write Words/Sentence Completion (d1) 3. Hi-lite – Hey Diddle, Diddle **PASS OUT AND DISCUSS SPELLING WORD LIST

SHARED STORY DAY 1 Title: Pocahontas Story Preview Story Introduction Story Vocabulary Interactive Reading

EAGER TO READ (Ten Little Indians) The teacher/students will discuss story conventions (front/back covers, spine, author, illustrator, pages, page numbers, illustrations, text, characters, setting). The teacher will read the story (1X). The teacher will pass out the student books. The t/s will read the story (1X). The t/s will review the story sequence. Choose students to CELEBRATE (T- F) (reading logs, st bks)

LARGE GROUP/PHONEMIC AWARENESS (high-frequency words) The teacher will roll dice using the doc camera. The students will color the sight words, using the color key. (st sht p8, dice, crayons) CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, RI.K.7, RI.K.10, 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.3d, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.1, L.K.1 L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4, L.K.4a, L.K.4b, L.K.6, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6

CALENDAR MATH /MATH (patterns/addition) The students will write 1-25, using given classroom charts. Next, the students will draw rows of shapes to show what comes next in a pattern. The students will then use the math webpage to review key concepts. The students will then complete each of the equations. (EV-3-7(R&P), st sht p45) CCS: K.MD.3, K.OA.1, K.OA.2 Calendar Daily Activities: *Months of Year/Day of Week *Addition/Subtraction *Money/Time *Tally Marks/Graphs *Patterns *Time Line *Counting by 2, 5, 10 *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.OA.5, K.MD.1, K.MD.2, K.MD.3, K.CC.1, K.CC.2, K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5, K.CC.6 SCI-K-ESS2-1 WRITING (sentence structure) The students will glue/write the sentence in the correct order I SEE THE INDIAN. (cut-up sentence, paper, glue) CCS: L.K. SL.K.5

THEME (ss/a&h) The class will read/review information about Native Americans. The students will then color, cut out and glue the Indian (brave and maiden). (Native American patterns) CCS: SS 2.1.1, 2.1.2 A&H 3.2.1

A TIME FOR GIVING THANKS – Native Americans (Communication) 11-18-2014

MORNING MESSAGE

SFA (p15-18) 1. Think, Pair, Share (students pair together to identify an item that begins with Dd) 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 erase boards) 2. Sentence Completion (d2)

SHARED STORY Title: Pocahontas Day 2

EAGER TO READ Title: Ten Little Indians Day 2 CELEBRATE (st bks, certificates)

LARGE GROUP/PHONEMIC AWARENESS (initial phonemes) The students will identify the beginning letter of each Native American word (on a feather) and write it (on a dry board). (NA words on feathers, dry boards, markers, cleaners) CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, RI.K.7, RI.K.10, 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.3d, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.1, L.K.1 L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4, L.K.4a, L.K.4b, L.K.6, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6

MATH/CALENDAR MATH (review/number/color recognition) The students will write 1-25, using given classroom charts. Next, the students will review 7, 8, 9, 10 and patterns. If time permits, the students will color the Native American/Indian using the color key. (EV- Unit 3 - `Reteach), st sht 32) CCS: K.CC.1, K.CC.3, K.CC.4, K.OA.1, K.OA.2

WRITING (native American symbol writing) The teacher/students will show/discuss different symbols used by Native Americans as communication symbols using animal hides (torn, crumpled, brown paper) to write and illustrate traditional Native American symbols. The students will then choose 3 symbols, draw and write the meaning of each on the skins. The students will then glue their work on a large Native American hut. (NA symbols, lg NA hut, torn brown paper - bags or construction paper) CCS: L.K.1f, SL.K.5 SS 2.2.1(DOK 1), 3.3.1(DOK 2), 3.3.2 THEME (social studies) The student will use a Venn Diagram to compare early Native American children and children of today. (Venn Diagram) CCS: SS 2.1.1, 2.1.2

A TIME FOR GIVING THANKS – Native Americans (Homes) 11-19-2014

MORNING MESSAGE

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

STUDENT PRACTICE 1. Fill in the word/word Find (d2) 2. Review (Dd) – p85

STAR STORY Title: Pocahontas Day 3

EAGER TO READ Title: Ten Little Indians Day 3 The students will Popcorn Read. CELEBRATE

LARGE GROUP/PHONEMIC AWARENESS (initial letter identification) The students will color the letters on the corn using the color key. If time permits, the students will write partner letters (Aa) for each alphabet letter. (st sht p35 & 36) CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, RI.K.7, RI.K.10, 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.3d, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.1, L.K.1 L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4, L.K.4a, L.K.4b, L.K.6, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6

CALENDAR MATH /MATH (assessment/number identification) The students will write the numbers 1 to 25, using classroom charts. Next, the students will be assessed on their knowledge of the numbers 7-10 and completion of patterns. If time permits, the students will color each number on the 100s chart the color as identified by the teacher to identify the mystery picture. (EV – Assessment 3, 100s chart, mystery picture) CCS: K.CC.1, K.CC.3, K.CC.4, K.OA.1, K.OA.2

WRITING (journal) The students will write and illustrate a short story about where Indians live. (journal) CCS: L.K.1f, SL.K.5

THEME (art/humanities) The students will discuss types of Indian homes and where they were basically located, using computer pictures. Then the students will make a tee-pee, decorating it with Native American symbols. The students will also design an Indian head band, using Native American symbols. The students will then add their good listening feathers. (tee-pee outline, NA symbols chart, head band strips, paper feathers) CCS: A/H 3.4.1

A TIME FOR GIVING THANKS – Native Americans (Food/Hunting) 11-20-2014

MORNING MESSAGE

VAKT INPUT 1. Skywrite (Snap fingers - Aim – Press - Do & Say) 2. Writing Notebook – Dd

HARCOURT (TM - p530-545) 1. Phonemic Awareness (p531 & 541) 2. Active Beginning (p544) 3. Practice/Apply (p545)

STUDENT PRACTICE 1. HAR 4 – p11-13 2. Word Boxes – p14

SHARED STORY Title: There WasaAn Old Lady That Swallowed a Pie Day 1 Review Story/Vocabulary Story Sequence Interactive Reading Story Extensions

EAGER TO READ Title: Ten Little Indians Day 4 The students will Partner Read. CELEBRATE

LARGE GROUP/PHONEMIC AWARENESS (assessment/initial phonemes/syllabication) The students will identify the beginning sound of each Thanksgiving word. If time permits, the students will name each Thanksgiving picture. They will then identify how many syllables each word has and circle that number. (st assessment, st sht p28) CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, RI.K.7, RI.K.10, 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.3d, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.1, L.K.1 L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4, L.K.4a, L.K.4b, L.K.6, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6

CALENDAR MATH/MATH (greater/less/estimation) The students will use given charts to write the numbers 1-25. (GP) Next, the students will compare the group of objects in each row. (IP) Then, the students will use one-to-one correspondence to compare the two groups and circle the group that greater/less than. Then, the students will use a small ear of Indian corn to estimate the number of kernels on the cob, with the teacher writing their name and the number on a chart. (EV- 4-1 chart, marker, small ear of Indian corn) CCS: K.CC.5, K.CC.6, K.CC.7, K.OA.1, K.OA.2

WRITING (sentence structure) The students will re-arrange and glue the sentence (The Indian is hunting.) in the correct order onto torn-paper animal skins. (torn-paper animal skins, cut-up sentence, glue) CCS: L.K.1f, SL.K.5

THEME (s. studies) The class will discuss Native Americans and their role in the first Thanksgiving. The class will discuss how Indians grew and hunted for food. The students will then make bowls using home-made clay or play dough. The students may use a sharp pencil or tooth pick to make traditional Native American designs on the bowl. The students will then make Indian Pudding. (home-made clay/play dough, paper plate, toothpicks, paint, brushes, paint, symbols chart, pan for baking, head band strips) CCS: SS 2.1.1(DOK 1), 3.3.1(DOK 2), 3.3.2, 5.1.1, 5.2.2(DOK 2), 5.2.3 A/H 1.4.1, 2.4.1

A TIME FOR GIVING THANKS – Pilgrims 11-21-2014

MORNING MESSAGE

PROJECT READ UNIT 3 Lesson 1(Dd) DAY 5 Letter of the Day: Dd (TM p3-1--3-3)

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

STUDENT PRACTCE 1. Write/Illustrate Sentences (d3) 2. Shape Book (with words and pictures) *SPELLING TEST

SHARED STORY Title: There Was An Old Lady That Swallowed a Pie Day 2

EAGER TO READ Title: Ten Little Indians Day 5

LARGE GROUP/PHONEMIC AWARENESS (listening comprehension) The students will color the picture, using the cues given by the teacher. (st sht p30, teacher directions) CCS: RI.K.1, RI.K.2, RI.K.5, RI.K.6, RI.K.7, RI.K.10, 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.3d, RF.K.4, RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7, RL.K.10, L.K.1, L.K.1 L.K.1a, L.K.1b, L.K.1c, L.K.1d, L.K.1e, L.K.1f, L.K.2a, L.K.2b, L.K.2c, L.K.2d, L.K.4, L.K.4a, L.K.4b, L.K.6, SL.K.1, SL.K.1a, SL.K.1b, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6

CALENDAR MATH /MATH

(greater/less/addition) Using charts, the students will practice writing the numbers 1-25. (R) Next, the students count the number of objects in each group and circle the group that is greater/less than. (P) Then, the students will use one-one correspondence to match the number of objects and circle the group of objects with less. (EV-4-1(R&P) CCS: K.CC.6, K.CC.7, K.OA.1, K.OA.2

WRITING (journal) The students will write and illustrate a sort story about the Pilgrims. (journal) CCS: L.K.1f, SL.K.5

THEME (social studies) The students will assist in re-telling the story of the first Thanksgiving by reading the story and adding beads to a pipe cleaner (bracelet). (story, pipe cleaner for each child, beads (w, bl, g, pu, r, o, y, br)) CCS: SS 2.1.1(DOK 1), 2.1.2

LEARNING TARGETS November 17– 21, 2014

Monday, November 17, 2014 Reading: I can identify Dd and /d/. Math: I can identify and extend a pattern and count, write and identify sets of 7-10.

Tuesday, November 18, 2014 Reading: I can identify and write Dd and /d/. Math I can review how to identify and extend a pattern and count, write and identify sets of 7-10.

Wednesday, November 19, 2014 Reading: I can identify and write Dd and /d/. Math: I can demonstrate my knowledge of the numbers 7, 8, 9 and 10 and identify the next part of a given pattern.

Thursday, November 20, 2014 Reading: I can identify and write words beginning with Dd and /d/. Math: I can use counters to compare numbers greater/less than 10.

Friday, November 21, 2014 Reading: I can identify and write words beginning with Dd and /d/. Math: I can use counters to compare numbers greater/less than 10.