<p> WEEKLY PLAN TEACHER Mrs. Janet Silmon THEME /UNIT January 5, 2015 </p><p>Martin Luther King Project Breakfast in the Classroom 7:30 – 8:00 Daily Happy New Year  MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 1/5/15 1/6/15 1/7/15 1/8/15 1/9/15 Pledge to the flags Pledge to the flags Pledge to the flags Pledge to the flags Pledge to the flags 8:00 SS.K.10A – Identify the flags of the US and SS.K.10A – Identify the flags of the US and SS.K.10A – Identify the flags of the US and SS.K.10A – Identify the flags of the US and SS.K.10A – Identify the flags of the US and Texas. K.10.B – Recite the Pledge of Texas. K.10.B – Recite the Pledge of Texas. K.10.B – Recite the Pledge of Texas. K.10.B – Recite the Pledge of Texas. K.10.B – Recite the Pledge of to Allegiance as a class. Allegiance as a class. Allegiance as a class. Allegiance as a class. Allegiance as a class. 8:45 Journal Writing Journal Writing Journal Writing Journal Writing Journal Writing Opening Attendance Attendance Attendance Attendance Attendance Activities Restroom Break Restroom Break Restroom Break Restroom Break Restroom Break Morning Message: Students will Morning Message: Students will Morning Message: Students will Morning Message: Students will Morning Message: Students will dictate dictate morning message to teacher and write dictate morning message to teacher and write dictate morning message to teacher and write dictate morning message to teacher and write morning message to teacher and write on on board. on board. on board. on board. board. </p><p>Professional Development Day </p><p>Read Aloud- Today is Monday Read Aloud – Read Aloud – The Wonderful Read Aloud – What the moon Read Aloud –Marvin Gets Mad! Book Sees Computer Lab 8:45 Music P.E. Music /Library Science To 12:25-1:20 9:30 PLC</p><p>Math Math Math Math Math 9:35 9:35 – 10:00 Math Whole Group 9:35 – 10:00 Math Whole Group 9:35 – 10:00 Math Whole Group 9:35 – 10:00 Math Whole Group 9:35 – 10:00 Math Whole Group to 10:00–10:45 Math Workstations 10:00–10:45 Math Workstations 10:00-10:45 Math Workstations 10:00-10:45 Math Workstations 10:00-10:45 Math Workstations 10:45 Whole Group: Calendar, Number talk, Whole Group: Calendar, Number talk, Whole Group: Calendar, Number talk, Whole Group: Calendar, Number talk, Whole Group: Calendar, Number talk, Number of the Day, Problem of the Day, Number of the Day, Problem of the Day, Number of the Day, Problem of the Day, Number of the Day, Problem of the Day, Number of the Day, Problem of the Day, Shape of the Day. Unit Shape of the Day. Unit : Shape of the Day. Unit : 16- Shape of the Day. Unit : Shape of the Day. Unit : Compare Uni16 – Students will be able to count Uni16 – Students will be able to count Uni16 – Students will be able to count Represent forward and backwards up to 20 with or forward and backwards up to 20 with or forward and backwards up to 20 with or Uni16 – Students will be able to count Generate without objects. without objects. without objects. forward and backwards up to 20 with or Match Key Concepts ; Representation Number without objects. Count Relationship Key Concepts ; Representation Number Key Concepts ; Representation Number Lesson Plans JSilmon More/Less Guiding Question; How can you represent Relationship Relationship Key Concepts ; Representation Number Set (show) a number? 16.1 count to 50 by Guiding Question; How can you represent Guiding Question; How can you represent Relationship Equal Professional ones. (show) a number? 16.1 count to 50 by (show) a number? 16.1 count to 50 by Guiding Question; How can you represent ones. ones. (show) a number? 16.1 count to 50 by Development ones. Workstations: rotate daily Workstations: rotate daily Workstations: rotate daily Assessment Module1 Workstations: rotate daily 1. Counting 1-10 1. Counting 1-10 1. Counting Workstations: rotate daily Counting 1-10 2. Writing 1-10 2. Writing 1-10 2. Writing 1-20 1. Decomposing numbers to 6&7 3. Independent Work 3. Independent Work 3. Independent Numbers 1-20 1. Counting 1-10</p><p>Independent Work 4. Representing Numbers 1-10 4. Representing Numbers 1-10 4. Representing Numbers 1-20 2. Writing 1-10 2. Representing Numbers Different ways of making the number 9&10 5. Counting Mats 5. Counting Mats 3. Independent Work</p><p>3. Different ways of making the 5. Ten Frame Counting 6. Ten Frame Counting 6. Ten Frame Counting 4. Representing Numbers 1-10 number 10 5. Counting Mats 4. Math games 6. Ten Frame Counting</p><p>10:55 to 11:25 L U N C H</p><p>11:25 to Recess/Water-RR Break Recess/Water-RR Break Recess/Water-RR Break Recess/Water-RR Break Recess/Water-RR Break 11:55</p><p>11:55 to Quite Time Quite Time Quite Time Quite Time Quite Time 12:25</p><p>THEME GENRE Type of Writing</p><p>Guided Can you give me a rhyming pair for the following words? Questions Can you separate the spoken syllables found in the following words? Can you retell the events in a story in your own words? Can you identify the characters as a person or animal in a story? When writing a sentence what are two important rules to remember? Lesson Plans JSilmon</p><p>Word Study: Read Alouds : 2-3 Books Reading Mini-Lesson Writing Small Group – Teacher work in (PA/Phonics/Vocabulary/Spelling) K.1F-Students will identify (Comprehension Strategies) K.16A.ii-Students will understand pairs of students to review K.2C-Students will orally different parts of a book. *What was the problem in the and use nouns (people and animals targeted skills mini lessons, generate rhyming words. story? and places and things). reinforce or assess student’s *Who are the important K.2A-Students will practice understanding of the writing K.10-D-Students will use titles characters in the story? writing a sentence. process K.3A-Students will identify and illustrations to make *What could you hear, see, feel, common sounds that letters predictions about text. or smell as you read/heard the K.16A-Understand and use represent: Short vowel sound story? personal pronouns (e.g. I =, me in Evidence of Learning: ELAK.17B- :/Ii/ onset rime –ib-id-it-ip the context of reading and writing Capitalize the first letter in a ,and speaking Resources : Reading sentence. K.10B-Students will retell Street Unit 5 ,Vol. 2, ELA-7C; Use punctuation at the K.3D-Students will identify at K.LA.k.6A Identify elements of a important facts in a text, heard. T.E.Page:436,453,480,494,508 end of a sentence. least 25 HFW- short /e/ words. story including the setting, or read (graphic organizer –what character, and key events. happened in the beginning, middle Assessment: Writing Use rubric Big Idea (theme) of a well-known and end) to assess students writing. folk tale, fable, and other genre) Grammar / Research connect to personal experience. K.19B-Students will research the Effective Practices: Students are life cycle of pumpkins actively engaged. K.5D-Students will identify and Fables: Give students an example Exit Ticket sort different words relating to of a list of fables .animals are the Graphic Organizer Response pumpkins main characters that act and signals speak like humans. Structure Peer Conversation. </p><p>Resources: Reading Street- A Bed For Reading Street- A Bed For Reading Street – Abed For Reading Street – Abed For Reading Street – A bed For HISD Winter Winter Winter Winter Winter Adoptions Neuhaus House – Alphabet Arc Neuhaus House= Alphabet Arg Neuhaus House= Alphabet Arc Etc. Saxon Phonics – Letter activities Neuhaus House – Alphabet Arc Saxon Phonics Saxon Phonics High Frequency Words Lesson Plans JSilmon Saxon Phonics Neuhaus House- Alphabet Arc Saxon Phonics</p><p>Workstations /Small Group Workstations /Small Group Workstations /Small Group Workstations /Small Group Workstations /Small Group 12:30 Instruction /Guided Reading Instruction /Guided Reading Instruction /Guided Reading Instruction /Guided Reading Instruction /Guided Reading to 1:00 Read to Self- Students reading Read to Self- students reading Read to Self-Students reading Read to Self-Students reading Read to Self-Students reading independently. independently. independently. independently independently Language Arts Work with Words-Students Work with Words -Students Work with Words- Students Work with Words- Students Work with Words- Students Phonics working on beginning sounds, working on beginning sounds , working on beginning sounds , working on beginning sounds , working on beginning sounds , Whole middle sounds, and CVC words. middle sounds ,CVC words middle sounds ,CVC words middle sounds ,CVC words middle sounds ,CVC words Group Read to Someone - Students Read to Someone - Students Read to Someone- Students Read to Someone - Students Read to Someone- Students partner read Knee to Knee Elbow partner read Knee to Knee Elbow partner read Knee to Knee Elbow partner read Knee to Knee Elbow partner read Knee to Knee Elbow to Elbow in their reading area to Elbow in their reading area to Elbow in their reading area. to Elbow in their reading area to Elbow in their reading area 1:00 Listen to Reading- Students Listen to Reading- Reading Listen to Reading- Reading to Listen to Reading- students listen Listen to Reading- Students listen to reading on IPAD, students listen to reading on students listen to reading on 1:45 to reading on IPAD, Computer, or listen to reading on IPAD, Computer, or Listening center IPAD, Computer, or Listening IPAD, Computer, or Listening Listening center. Computer, or Listening center. center. center. Work on Writing :Journal Writing Work on Writing - Work on Writing- Journal writing Writing Center , Alphabet writing Journal writing Work on Writing : Work on Writing- Work on Work on Writing- Work on , Writing Center , Alphabet Writing Center , Alphabet writing Writing Writing writing Work with Teacher-Work with Journal writing Work on Writing : Journal writing Work on Writing : Teacher- Guide Reading /Small Work with Teacher-Guide Writing Center , Alphabet writing Writing Center , Alphabet writing Work with Teacher- Guide Group Reading /Small group Work with Teacher-Guide Work with Teacher-Guide Reading /Small Group Reading /Small group Reading /Small group Assessments: will use Reading Street assessments at the end of week unit. Lesson Plans JSilmon Science Social Studies Science .Social Studies Science ; Weather and the Objective; Students will be able Science ; Weather and the Objective: Students will be able Seasons to use maps and describe location. Seasons to use maps and describe location. 1:45 Essential Question: What is the Essential Question: What is the to weather? Guided Questions: -How can weather? Guided Questions: -How can 2:30 Vocabulary – thermometer, someone tell where you are? Vocabulary – thermometer, someone tell where you are? Professional windsock windsock Graphic Organizer: (Art Activity) Science What are the seasons? Graphic Organizer: (Art Activity) What are the seasons? – Students are given a house and Development Vocabulary; spring, fall winter, – Students are given a house and Vocabulary; spring, fall winter, students will need to label and Social summer. students will need to label and summer. create a map showing how to get Studies Day Objective; Identify and describe create a map showing how to get Objective; Identify and describe to their house. They may add the weather conditions. Observe and to their house. They may add the weather conditions. Observe and living room bedrooms, kitchen determine the effects of the living room bedrooms, kitchen determine the effects of the etc... weather on human activities. etc... weather on human activities Vocabulary: Over, under, near, Vocabulary: Over, under, near, far, left right. far, left right. </p><p>Enrichments Centers Enrichment Centers Enrichment Centers Enrichment Centers Enrichment Centers 2:30 Free Choice Free Choice Free Choice Free Choice Free Choice Reading Games Writing Reading Games Writing Reading Games Writing Reading Games Writing Reading Games Writing to Drama Computer Drama Computer Drama Computer Drama Computer Drama Computer 2:45 Math Tubs Science Math Tubs Science Math Tubs Science Math Tubs Science Math Tubs Science Block Blocks IPad Blocks Blocks Blocks Painting Easel IPad Lego Blocks Lego Blocks Lego Blocks Lego Blocks Lego Blocks Puzzles Puzzles Puzzles Puzzles Puzzles Painting Easel Painting Easel IPad Panting Easel IPad Painting Easel IPad Lesson Plans JSilmon</p><p>2:45 Dismissal Preparations Dismissal Preparations Dismissal Preparations Dismissal Preparations Dismissal Preparations to Dismissal Dismissal Dismissal Dismissal Dismissal 3:00</p>