LW 4 13 15

2014-2015
Mrs. Wilson
04/12/2015 - 04/18/2015
Week View
Monday
04/13/2015
Tuesday
04/14/2015
Wednesday
04/15/2015
Thursday
04/16/2015
Friday
04/17/2015
School Day 129
School Day 130
School Day 131
School Day 132
School Day 133
Breakfast 7:45am 8:10am
Special A 8:10am 8:50am
Calendar 9:00am 9:15am

Objective:
SWBAT name the
day's date, the day of
the week, what day is
today, yesterday, and
tomorrow, observe
and tell the current
weather and predict
the next days
weather, count days
of school, count by
1s, 10, 5, and 2s,
name the coins and
their value with at
least 80% of the
students with 100%
accuracy by the end
of kindergarten.
Vocabulary:
Vocabulary: days of
the week (Sunday,
Monday, Tuesday,
Wednesday,
Thursday, Friday,
Saturday); months of
the year (January,
February, March,
April, May, June,
July, August,
September, October,
November,
December);, base-ten
concepts (ones, tens,
hundreds); money/
coins (penny, nickel,
dime, quarter);
counting by (1s, 2s,
5s, 10s); weather
words such as sunny,
cloudy, partly cloudy,
snowy, rainy,
degrees
Standards:

Objective:
SWBAT name the
tomorrow, observe
weather and predict
the next days
weather, count days
of school, count by
1s, 10, 5, and 2s,
name the coins and
their value with at
least 80% of the
students with 100%
accuracy by the end
of kindergarten.
Vocabulary:
Vocabulary: days of
the week (Sunday,
Monday, Tuesday,
Wednesday,
Thursday, Friday,
the year (January,
February, March,
April, May, June,
July, August,
September, October,
November,
hundreds); money/
dime, quarter);
5s, 10s); weather
snowy, rainy,
degrees
Standards:

Objective:
SWBAT name the
tomorrow, observe
weather and predict
the next days
weather, count days
of school, count by
1s, 10, 5, and 2s,
name the coins and
their value with at
least 80% of the
students with 100%
accuracy by the end
of kindergarten.
Vocabulary:
Vocabulary: days of
the week (Sunday,
Monday, Tuesday,
Wednesday,
Thursday, Friday,
the year (January,
February, March,
April, May, June,
July, August,
September, October,
November,
hundreds); money/
dime, quarter);
5s, 10s); weather
snowy, rainy,
degrees
Standards:

Objective:
SWBAT name the
tomorrow, observe
weather and predict
the next days
weather, count days
of school, count by
1s, 10, 5, and 2s,
name the coins and
their value with at
least 80% of the
students with 100%
accuracy by the end
of kindergarten.
Vocabulary:
Vocabulary: days of
the week (Sunday,
Monday, Tuesday,
Wednesday,
Thursday, Friday,
the year (January,
February, March,
April, May, June,
July, August,
September, October,
November,
hundreds); money/
dime, quarter);
5s, 10s); weather
snowy, rainy,
degrees
Standards:

Objective:
SWBAT name the
tomorrow, observe
weather and predict
the next days
weather, count days
of school, count by
1s, 10, 5, and 2s,
name the coins and
their value with at
least 80% of the
students with 100%
accuracy by the end
of kindergarten.
Vocabulary:
Vocabulary: days of
the week (Sunday,
Monday, Tuesday,
Wednesday,
Thursday, Friday,
the year (January,
February, March,
April, May, June,
July, August,
September, October,
November,
hundreds); money/
dime, quarter);
5s, 10s); weather
snowy, rainy,
degrees
Standards:
Page 1 of 13
2014-2015
Mrs. Wilson
K.CC.1 Count to
100 by ones and by
tens.
K.CC.4 Understand
the relationship
between numbers
and quantities;
connect counting to
cardinality.
K.CC.4a When
counting objects,
say the number
names in the
standard order,
pairing each object
with one and only
one number name
and each number
name with one and
only one object.
E.ES.E.3 Weather
MeasurementScientists use tools
for observing,
recording, and
predicting weather
changes.
E.ES.E.2 WeatherWeather changes
from day to day and
over the seasons.
K-H2.0.1 Distinguish
among yesterday,
today, tomorrow.
L.CN.00.03 Listen to
or view
knowledgeably
while demonstrating
appropriate social
skills of audience
behaviors (e.g., eye
contact, attentive,
supportive) in small
and large group
settings; listen to
each other, interact,
and respond
appropriately.
S.CN.00.01 Explore
and use language to
communicate with a
variety of audiences
and for different
purposes including
problem-solving,
explaining, looking
04/12/2015 - 04/18/2015
Week View
K.CC.1 Count to
100 by ones and by
tens.
K.CC.4 Understand
the relationship
between numbers
and quantities;
connect counting to
cardinality.
K.CC.4a When
counting objects,
say the number
names in the
standard order,
pairing each object
with one and only
one number name
and each number
name with one and
only one object.
E.ES.E.3 Weather
for observing,
recording, and
predicting weather
changes.
from day to day and
over the seasons.
among yesterday,
today, tomorrow.
or view
knowledgeably
while demonstrating
appropriate social
skills of audience
contact, attentive,
and large group
settings; listen to
and respond
appropriately.
S.CN.00.01 Explore
and use language to
communicate with a
and for different
purposes including
problem-solving,
explaining, looking
K.CC.1 Count to
100 by ones and by
tens.
K.CC.4 Understand
the relationship
between numbers
and quantities;
connect counting to
cardinality.
K.CC.4a When
counting objects,
say the number
names in the
standard order,
pairing each object
with one and only
one number name
and each number
name with one and
only one object.
E.ES.E.3 Weather
for observing,
recording, and
predicting weather
changes.
from day to day and
over the seasons.
among yesterday,
today, tomorrow.
or view
knowledgeably
while demonstrating
appropriate social
skills of audience
contact, attentive,
and large group
settings; listen to
and respond
appropriately.
S.CN.00.01 Explore
and use language to
communicate with a
and for different
purposes including
problem-solving,
explaining, looking
Page 2 of 13
K.CC.1 Count to
100 by ones and by
tens.
K.CC.4 Understand
the relationship
between numbers
and quantities;
connect counting to
cardinality.
K.CC.4a When
counting objects,
say the number
names in the
standard order,
pairing each object
with one and only
one number name
and each number
name with one and
only one object.
E.ES.E.3 Weather
for observing,
recording, and
predicting weather
changes.
from day to day and
over the seasons.
among yesterday,
today, tomorrow.
or view
knowledgeably
while demonstrating
appropriate social
skills of audience
contact, attentive,
and large group
settings; listen to
and respond
appropriately.
S.CN.00.01 Explore
and use language to
communicate with a
and for different
purposes including
problem-solving,
explaining, looking
K.CC.1 Count to
100 by ones and by
tens.
K.CC.4 Understand
the relationship
between numbers
and quantities;
connect counting to
cardinality.
K.CC.4a When
counting objects,
say the number
names in the
standard order,
pairing each object
with one and only
one number name
and each number
name with one and
only one object.
E.ES.E.3 Weather
for observing,
recording, and
predicting weather
changes.
from day to day and
over the seasons.
among yesterday,
today, tomorrow.
or view
knowledgeably
while demonstrating
appropriate social
skills of audience
contact, attentive,
and large group
settings; listen to
and respond
appropriately.
S.CN.00.01 Explore
and use language to
communicate with a
and for different
purposes including
problem-solving,
explaining, looking
2014-2015
Mrs. Wilson
04/12/2015 - 04/18/2015
Week View
for solutions,
constructing
relationships, and
expressing
courtesies.
S.CN.00.02 Speak
clearly and audibly
in complete,
coherent sentences
and use sound
effects or
illustrations for
dramatic effect in
narrative and
informational
presentations.
for solutions,
constructing
relationships, and
expressing
courtesies.
S.CN.00.02 Speak
clearly and audibly
in complete,
coherent sentences
and use sound
effects or
illustrations for
dramatic effect in
narrative and
informational
presentations.
for solutions,
constructing
relationships, and
expressing
courtesies.
S.CN.00.02 Speak
clearly and audibly
in complete,
coherent sentences
and use sound
effects or
illustrations for
dramatic effect in
narrative and
informational
presentations.
for solutions,
constructing
relationships, and
expressing
courtesies.
S.CN.00.02 Speak
clearly and audibly
in complete,
coherent sentences
and use sound
effects or
illustrations for
dramatic effect in
narrative and
informational
presentations.
for solutions,
constructing
relationships, and
expressing
courtesies.
S.CN.00.02 Speak
clearly and audibly
in complete,
coherent sentences
and use sound
effects or
illustrations for
dramatic effect in
narrative and
informational
presentations.
Reader's Workshop
9:20am - 9:40am
Weather
Objective:
SWBAT listen and
respond to a
nonfiction book,
develop new
vocabulary. TW
establish and state
the essential
statement or
questions for the
week's focus.
introduce new
vocabulary.
Materials:
Storms (National
Geographic for Kids);
Facts About Fog by
Susan LaBella
(readworks.org); Stay
Safe From Lightening
by Kate Paixao
(readworks.org);
Spring (brainpop jr.
Weather Spring)
Procedures:
Reading and listening
for enjoyment and to
Introduce vocabulary
words. Encourage
students to listen
for vocabulary words
they hear within the
text. Have them
repeat the words they
hear. List them on
Reader's Workshop
9:20am - 9:40am
Weather
Objective:
SWBAT write and
illustrate vocabulary
words.
Materials:
Storms (National
Facts About Fog by
Susan LaBella
by Kate Paixao
(readworks.org);
Weather Spring),
vocabulary words,
pictures, interactive
notebooks,
vocabulary
worksheet, scissors,
glue
Procedures:
Introduce vocabulary
words. Display
photographs of each
vocabulary word.
Have students match
the word to the
picture and add in a
small movement or
gesture for better
understanding. Using
the laminated
vocabulary poster,
have students write
Reader's Workshop
9:20am - 9:40am
Weather
Objective:
SWBAT work in
groups to discuss the
essential statement/
question and look for
support in the story
for their answers.
Materials:
Storms (National
Facts About Fog by
Susan LaBella
by Kate Paixao
(readworks.org);
Weather Spring),
essential question/
statement
Procedures:
Essential Question/
Statement: How do
storms affect us?
Turn to pages 4-5
and think out loud:
"When I think of
storms I
sometimes get
scared or worried.
However, are
storms always
bad?" What
evidence from the
text tells us
Reader's Workshop
9:20am - 9:40am
Weather
Objective:
SWBAT work in
collaborative learning
groups to ponder and
resolve the following
activity: What is the
author's purpose of
this book? What does
the author want me to
know and
understand?
Students must
com to a decision
on what they
believe the
author's purpose
is of the text.
Support their
answer with
FACTS from the
text.
Possible Outcomes:
The author wants
us to know and
understand the
different types of
storms.
The author wants
us to know and
understand that
storms are not
always a bad
thing...they bring
us fresh water and
help to heat and
cool the Earth.
Reader's Workshop
9:20am - 9:40am
Weather
Objective:
SWBAT demonstrate
their understanding of
the story through
writing.
Materials:
Storms (National
Facts About Fog by
Susan LaBella
by Kate Paixao
(readworks.org);
Weather Spring);
writing paper with
prompt, highlighters,
pencils, crayons
Procedures:
Assess students'
comprehension and
understanding of the
story by taking it to
writing. Students will
use their own choice
of words to define
and explain the word
weather using
evidence from at
least one of the
week's texts and/or
videos.
Vocabulary:
Page 3 of 13
2014-2015
Mrs. Wilson
the board. Establish
and state the
essential question(s)
for the week's focus.
Vocabulary:
Robust Vocabulary:
weather, crystal,
electricity, funnel,
lightening, fog
Sight Words: look,
out
Standards:
K.RL.10 Actively
engage in group
reading activities
with purpose and
understanding.
K.RL.4 Ask and
answer questions
about unknown
words in a text.
CCRA.R.1 Read
closely to determine
what the text says
explicitly and to
make logical
inferences from it;
cite specific textual
evidence when
writing or speaking
to support
conclusions drawn
from the text.
CCRA.R.2
Determine central
ideas or themes of a
text and analyze
their development;
summarize the key
supporting details
and ideas.
CCRA.R.10 Read
and comprehend
complex literary and
informational texts
independently and
proficiently.
Daily 5/Guided
Reading 9:45am 10:45am
Daily 5 - Read to
Self, Work on Writing,
Word Work, Read to
04/12/2015 - 04/18/2015
Week View
the vocabulary words
on their own sheets,
draw a picture, and
write a condensed
definition. Students
will glue sheets into
vocabulary
notebooks.
Vocabulary:
Robust Vocabulary:
weather, crystal,
lightening, fog
Sight Words: look,
out
Standards:
K.L.4 Determine or
clarify the meaning
of unknown and
multiple-meaning
words and phrases
based on
kindergarten
reading and
content.
K.L.6 Use words
and phrases
acquired through
conversations,
reading and being
read to, and
responding to texts.
CCRA.L.4
Determine or clarify
the meaning of
unknown and
multiple-meaning
words and phrases
by using context
clues, analyzing
meaningful word
parts, and
consulting general
and specialized
reference materials,
as appropriate.
Daily 5/Guided
Daily 5 - Read to
Word Work, Read to
otherwise?
(Storms bring us
fresh water, clean
our air, and keep
the Earth at a
stable
temperature.)
How does the
illustration on
page 11 help you
understand the
meaning of the
word electricity?
What does the
author tell us
about tornados?
(pg. 14)
Turn to pages
20-21 and think
out loud: "When
we first look at the
illustration we
would think the
people of India
would not like all
this rain." What
evidence from the
text tells us
otherwise? (The
text states
everyone cheers
because the rain
helps the food
grow.)
Compare and
contrast storms on
Earth compared to
other planets.
(pages 24-25)
How did the
people in our text
prepare their
homes for storms?
(pages 28-20)
What evidence
does the author
provide on pages
30-31 to show us
how animals stay
safe during a
storm?
Vocabulary:
Robust Vocabulary:
weather, crystal,
lightening, fog
Page 4 of 13
Materials:
Storms (National
Facts About Fog by
Susan LaBella
by Kate Paixao
(readworks.org);
Weather Spring)
Procedures:
Essential
Question: Describe in
detail the events of a
monarch's life. Use
specific evidence
from the story to
support your answer.
Use evidence from
the story to support
your answer.
Students must
work together to
list the events of a
monarch's life.
Support their
answer with
FACTS from the
text.
Students will work
together to record
their answers on
index cards.
Vocabulary:
Robust Vocabulary:
weather, crystal,
lightening, fog
Sight Words: look,
out
Standards:
K.RL.2 With
prompting and
support, retell
familiar stories,
including key
details.
K.RL.10 Actively
engage in group
reading activities
with purpose and
understanding.
Robust Vocabulary:
weather, crystal,
lightening, fog
Sight Words: look,
out
Standards:
K.RL.10 Actively
engage in group
reading activities
with purpose and
understanding.
K.RL.2 With
prompting and
support, retell
familiar stories,
including key
details.
CCRA.R.3 Analyze
how and why
individuals, events,
or ideas develop
and interact over
the course of a text.
K.W.8 With
guidance and
support from adults,
recall information
from experiences or
gather information
from provided
sources to answer a
question.
CCRA.W.10 Write
routinely over
extended time
frames (time for
research, reflection,
and revision) and
shorter time frames
(a single sitting or a
day or two) for a
range of tasks,
purposes, and
audiences.
Daily 5/Guided
Daily 5 - Read to
Word Work, Read to
Someone, Listen to
Reading
Objective:
2014-2015
Mrs. Wilson
04/12/2015 - 04/18/2015
Week View
Someone, Listen to
Reading
Objective:
SWBAT actively
participate in each of
the Daily 5 during the
week.
Materials:
book boxes, anchor
charts, writing
materials, play-dough
sight word mats, write
the room sheets and
cards, recording
sheet for Daily 5,
computers, tag
readers, listeners
(Mrs. G., Sloane and
myself)
Procedures:
Create a sense of
urgency - We want to
become better
readers and writers.
We care about our
writing and the
people who read it.
We have choice in
what to read and
what to write, and it is
fun.
Someone, Listen to
Reading
Objective:
SWBAT actively
week.
Materials:
book boxes, anchor
charts, writing
the room sheets and
cards, recording
sheet for Daily 5,
computers, tag
readers, listeners
myself)
Procedures:
Create a sense of
become better
We care about our
writing and the
people who read it.
We have choice in
what to read and
fun.
Review all I charts,

Practice with check-in
between each
practice. Check-in
questions - how did it
go? which way to
read a book did you
choose? was their
spot a safe and
productive spot?
what did you write
about? did you like
the activity you
chose? did you stay
in the same place?
were we at the
appropriate level/ are
we building stamina,
or do we need to
practice again at
building up our
stamina?

between each
practice. Check-in
go? which way to
read a book did you
choose? was their
spot a safe and
productive spot?
what did you write
about? did you like
the activity you
chose? did you stay
in the same place?
were we at the
or do we need to
practice again at
building up our
stamina?
Sight Words: look,

out
Standards:
K.RL.10 Actively
engage in group
reading activities
with purpose and
understanding.
K.RL.2 With
prompting and
support, retell
familiar stories,
including key
details.
K.RL.7 With
prompting and
support, describe
the relationship
between illustrations
and the story in
which they appear
(e.g., what moment
in a story an
illustration depicts).
Daily 5/Guided
Daily 5 - Read to
Word Work, Read to
Someone, Listen to
Reading
Objective:
SWBAT actively
week.
Materials:
book boxes, anchor
charts, writing
the room sheets and
cards, recording
sheet for Daily 5,
computers, tag
readers, listeners
myself)
Procedures:
Create a sense of
Page 5 of 13
CCRA.R.2
Determine central
ideas or themes of a
text and analyze
their development;
summarize the key
supporting details
and ideas.
Daily 5/Guided
Daily 5 - Read to
Word Work, Read to
Someone, Listen to
Reading
Objective:
SWBAT actively
week.
Materials:
book boxes, anchor
charts, writing
the room sheets and
cards, recording
sheet for Daily 5,
computers, tag
readers, listeners
myself)
Procedures:
Create a sense of
become better
We care about our
writing and the
people who read it.
We have choice in
what to read and
fun.
between each
practice. Check-in
go? which way to
read a book did you
choose? was their
SWBAT actively
week.
Materials:
book boxes, anchor
charts, writing
the room sheets and
cards, recording
sheet for Daily 5,
computers, tag
readers, listeners
myself)
Procedures:
Create a sense of
become better
We care about our
writing and the
people who read it.
We have choice in
what to read and
fun.
between each
practice. Check-in
go? which way to
read a book did you
choose? was their
spot a safe and
productive spot?
what did you write
about? did you like
the activity you
chose? did you stay
in the same place?
were we at the
or do we need to
practice again at
building up our
stamina?
Work on Writing Mixed-up Sight Word
Sentences
2014-2015
Mrs. Wilson
04/12/2015 - 04/18/2015
Week View

Sentences
Word Work Magnetic letters,
letter beads,
bananas, play dough
sight word mats
Read to Self - Book
Boxes (need to
update)
Listen to Reading Computer abcmouse; tag
readers
Read to Someone Reading to Mrs. G,
Mrs. Wilson, learning
service student
Notes:
Lesson Plan
Outline(Plan for
Implementing Daily 5
1st 20 days - K2,
Adapted from the
Daily 5 by Boushey
and Moser, AISE
Language Arts
Department,
http://www.heatherwood.org/uploads/5/
0/5/4/5054080/
daily_5.pdf

Sentences
letter beads,
bananas, play dough
sight word mats
Read to Self - Book
Boxes (need to
update)
readers
service student
Notes:
Lesson Plan
Outline(Plan for
1st 20 days - K2,
Adapted from the
Daily 5 by Boushey
and Moser, AISE
Language Arts
Department,
0/5/4/5054080/
daily_5.pdf
Standards:
K.RF.1 Demonstrate
understanding of
the organization and
basic features of
print.
K.RF.1a Follow
words from left to
right, top to bottom,
and page by page.
K.RF.1b Recognize
that spoken words
are represented in
written language by
specific sequences
of letters.
K.RF.1c Understand
that words are
separated by
spaces in print.
Standards:
K.RF.1 Demonstrate
understanding of
basic features of
print.
K.RF.1a Follow
words from left to
and page by page.
K.RF.1b Recognize
that spoken words
are represented in
written language by
specific sequences
of letters.
K.RF.1c Understand
that words are
separated by
spaces in print.
become better
We care about our
writing and the
people who read it.
We have choice in
what to read and
fun.
between each
practice. Check-in
go? which way to
read a book did you
choose? was their
spot a safe and
productive spot?
what did you write
about? did you like
the activity you
chose? did you stay
in the same place?
were we at the
or do we need to
practice again at
building up our
stamina?
Sentences
letter beads,
bananas, play dough
sight word mats
Read to Self - Book
Boxes (need to
update)
readers
service student
Notes:
Lesson Plan
Outline(Plan for
Page 6 of 13
spot a safe and

productive spot?
what did you write
about? did you like
the activity you
chose? did you stay
in the same place?
were we at the
or do we need to
practice again at
building up our
stamina?
Sentences
letter beads,
bananas, play dough
sight word mats
Read to Self - Book
Boxes (need to
update)
readers
service student
Notes:
Lesson Plan
Outline(Plan for
1st 20 days - K2,
Adapted from the
Daily 5 by Boushey
and Moser, AISE
Language Arts
Department,
0/5/4/5054080/
daily_5.pdf
Standards:
K.RF.1 Demonstrate
understanding of
basic features of
print.

letter beads,
bananas, play dough
sight word mats
Read to Self - Book
Boxes (need to
update)
readers
service student
Notes:
Lesson Plan
Outline(Plan for
1st 20 days - K2,
Adapted from the
Daily 5 by Boushey
and Moser, AISE
Language Arts
Department,
0/5/4/5054080/
daily_5.pdf
Standards:
K.RF.1 Demonstrate
understanding of
basic features of
print.
K.RF.1a Follow
words from left to
and page by page.
K.RF.1b Recognize
that spoken words
are represented in
written language by
specific sequences
of letters.
K.RF.1c Understand
that words are
separated by
spaces in print.
K.RF.1d Recognize
and name all upperand lowercase
2014-2015
Mrs. Wilson
K.RF.1d Recognize
letters of the
alphabet.
K.RF.2 Demonstrate
understanding of
spoken words,
syllables, and
sounds
(phonemes).
K.RF.3c Read
common highfrequency words by
sight (e.g., the, of,
to, you, she, my, is,
are, do, does).
K.RF.4 Read
emergent-reader
texts with purpose
and understanding.
W.AT.00.01 Be
enthusiastic about
writing and learning
to write.
04/12/2015 - 04/18/2015
Week View
K.RF.1d Recognize
letters of the
alphabet.
K.RF.2 Demonstrate
understanding of
spoken words,
syllables, and
sounds
(phonemes).
K.RF.3c Read
are, do, does).
K.RF.4 Read
emergent-reader
texts with purpose
and understanding.
W.AT.00.01 Be
enthusiastic about
to write.
Lunch 10:55am 11:25am
Recess 11:35am 11:45am
Special B 11:55am 12:35pm
EBLI 12:45pm 1:10pm

Week 11, Friday
Objective:
SWBAT segment and
blend to read words;
write high frequency
words
Materials:
whiteboards,
whiteboard pens,
reading passages,
highlighters
Procedures:
Introduction to
Sound Lines with
High Frequency
Words
Morning Message
I know that this
class likes to
show me how
EBLI 12:45pm 1:10pm

Week 12
Objective:
SWBAT segment and
words
Materials:
whiteboards,
whiteboard pens,
reading passages,
highlighters
Procedures:
Two most
common spellings
for /ow/ (ou, ow)
'ow' Same
Spelling/Different
Sound
Reading Practice
1st 20 days - K2,

Adapted from the
Daily 5 by Boushey
and Moser, AISE
Language Arts
Department,
0/5/4/5054080/
daily_5.pdf
Standards:
K.RF.1 Demonstrate
understanding of
basic features of
print.
K.RF.1a Follow
words from left to
and page by page.
K.RF.1b Recognize
that spoken words
are represented in
written language by
specific sequences
of letters.
K.RF.1c Understand
that words are
separated by
spaces in print.
K.RF.1d Recognize
letters of the
alphabet.
K.RF.2 Demonstrate
understanding of
spoken words,
syllables, and
sounds
(phonemes).
K.RF.3c Read
are, do, does).
K.RF.4 Read
emergent-reader
texts with purpose
and understanding.
W.AT.00.01 Be
enthusiastic about
to write.
Page 7 of 13
K.RF.1a Follow
words from left to
and page by page.
K.RF.1b Recognize
that spoken words
are represented in
written language by
specific sequences
of letters.
K.RF.1c Understand
that words are
separated by
spaces in print.
K.RF.1d Recognize
letters of the
alphabet.
K.RF.2 Demonstrate
understanding of
spoken words,
syllables, and
sounds
(phonemes).
K.RF.3c Read
are, do, does).
K.RF.4 Read
emergent-reader
texts with purpose
and understanding.
W.AT.00.01 Be
enthusiastic about
to write.
EBLI 12:45pm 1:10pm
Week 13
Objective:
SWBAT segment and
words
letters of the
alphabet.
K.RF.2 Demonstrate
understanding of
spoken words,
syllables, and
sounds
(phonemes).
K.RF.3c Read
are, do, does).
K.RF.4 Read
emergent-reader
texts with purpose
and understanding.
W.AT.00.01 Be
enthusiastic about
to write.
EBLI 12:45pm 1:10pm
Continue Week 13
Objective:
SWBAT segment and
words
Materials:
whiteboards,
whiteboard pens,
reading passages,
highlighters
Standards:
K.RF.1 Demonstrate
understanding of
basic features of
print.
K.RF.1a Follow
words from left to
and page by page.
K.RF.1b Recognize
that spoken words
2014-2015
Mrs. Wilson
well they can
read? From
float and yellow
to spoke and
most, you know
the ways to
spell /oa/. It is
great fun
working with
you as you
learn how to be
fantastic
readers.
Standards:
K.RF.1 Demonstrate
understanding of
basic features of
print.
K.RF.1a Follow
words from left to
and page by page.
K.RF.1b Recognize
that spoken words
are represented in
written language by
specific sequences
of letters.
K.RF.1c Understand
that words are
separated by
spaces in print.
K.RF.3 Know and
apply grade-level
phonics and word
analysis skills in
decoding words.
K.RF.3c Read
are, do, does).
Math 1:15pm 2:00pm
Chapter 6 Lesson 1
Subtraction Stories
Objective:
SWBAT model
subtractions as taking
away from or
separating groups of
objects.
04/12/2015 - 04/18/2015
Week View
Dictated Sentence
Writing with
Immediate
Correction
Introduction Same
Spelling/Different
Sound: 'ow'
High Frequency
Words with Sound
Lines
Same Spelling
Discovery
Morning Message
Wow! Do you
know how
proud I am of
all you
students? I
know you can
sound out a lot
of words and
that you can
read books.
Every day I am
amazed at how
you have
grown as
readers. Be
sure and show
your family how
well you read
when you get
home today!
High Frequency/
Sound Detective
Introduction to
Homophones
Standards:
K.RF.1 Demonstrate
understanding of
basic features of
print.
K.RF.1a Follow
words from left to
and page by page.
K.RF.1b Recognize
that spoken words
are represented in
written language by
specific sequences
of letters.
K.RF.1c Understand
that words are

EBLI 12:45pm 1:45pm
Continue Week 12
Objective:
SWBAT segment and
words
Materials:
whiteboards,
whiteboard pens,
reading passages,
highlighters
Standards:
K.RF.1 Demonstrate
understanding of
basic features of
print.
K.RF.1a Follow
words from left to
and page by page.
K.RF.1b Recognize
that spoken words
are represented in
written language by
specific sequences
of letters.
K.RF.1c Understand
that words are
separated by
spaces in print.
K.RF.3 Know and
apply grade-level
phonics and word
analysis skills in
decoding words.
K.RF.3c Read
are, do, does).
Pack-up/Dismissal
1:45pm - 2:00pm
Page 8 of 13
Materials:
whiteboards,
whiteboard pens,
reading passages,
highlighters
Procedures:
Most common
spellings for /ee/
(ee, ea, ie, e, y)
Reading Practice
Dictated Sentence
Writing with
Immediate
Correction
Introduction to
Reading Split
Multi-Syllable
Words
Draw a Picture
Write a Word or
Sentence
High Frequency
words with Sound
Lines
Split Word
Reading
Read Sound
Sensitive Story
Introduction to
Fluency
Standards:
K.RF.1 Demonstrate
understanding of
basic features of
print.
K.RF.1a Follow
words from left to
and page by page.
K.RF.1b Recognize
that spoken words
are represented in
written language by
specific sequences
of letters.
K.RF.1c Understand
that words are
separated by
spaces in print.
K.RF.3 Know and
apply grade-level
phonics and word
analysis skills in
decoding words.
are represented in
written language by
specific sequences
of letters.
K.RF.1c Understand
that words are
separated by
spaces in print.
K.RF.3 Know and
apply grade-level
phonics and word
analysis skills in
decoding words.
K.RF.3c Read
are, do, does).
Math 1:15pm 2:00pm
Chapter 6 Lesson 4
Use the = Symbol
Objective:
SWBAT use the (=)
symbol in subtraction
sentences.
Materials:
connecting cubes,
counters, color tiles
Procedures:
Developing
Vocabulary
Write the review
vocabulary word and
symbol on the board
(equals sign =). Read
it aloud. Ask: What
do you know about
symbols? (the plus
sign and minus sign
are symbols. Have
students take a look
at the lesson pages,
then turn to the page
with the stuffed
animals. Tell students
that the numbers
below the stuffed
animals tell a story
about the stuffed
animals above. MP8
Repeated Reasoning
- Lead students to tell
2014-2015
Mrs. Wilson
Materials:
connecting cubes,
counters, counting
bears
Procedures:
Developing
Vocabulary
Write the words (are
left, take away) on
the boards. Say each
word aloud and point
to each letter in the
word and have
students say the
sounds with you.
Draw a wooded
scene on chart
paper with five deer
in the scene. Tell
student that two deer
return to the woods.
Cross out two deer.
Ask: How many deer
are not marked out?
3 Explain that this
story shows how
taking away two from
five leaves three.
Three deer are left in
in the field.
Problem of the Day
What group joins with
a group of 10 to
make 10. Use
counters to show the
two groups.
Common Core Quick
Check
MP7 Use Structure Have students use
counters to
demonstrate zero
joining with other
groups such as 3, 6,
and 9.
Investigate the Math
Take 4 objects away
from a group of 6
objects and find how
many are left.
Teach the Lesson
04/12/2015 - 04/18/2015
Week View
separated by
spaces in print.
K.RF.3 Know and
apply grade-level
phonics and word
analysis skills in
decoding words.
K.RF.3c Read
are, do, does).
K.RF.3c Read
are, do, does).
Math 1:15pm 2:00pm
Chapter 6 Lesson 3
Use the - Symbol
Objective:
SWBAT use the
minus symbol (-) to
show subtraction.
Materials:
counters, connecting
cubes
Procedures:
Developing
Vocabulary
Write "minus sign -'
on the board. Point to
the symbol and ask:
Whne have we used
symbols in math?
(We used the
symbols plus and
equals in additions
stories.) Refer to our
deer scene. Write 5 2 on the board. Read
it aloud and have the
class repeat it
together. Relate 5 - 2
to the subtraction
story. Point to the
minus sign as you
read minus. Tell
students that the
minus sign is used to
tell us to subtract in
the same way the
plus sign tells us to
add. MP1 Make
Sense of Problems Write 5-1 on the
board. Have student
identify the minus
sign. Ask: What do
you think the
problems is asking us
to do? Have students
tell the partner. Then
Math 1:15pm 2:00pm

Chapter 6 Lesson 2
Use Objects to
Subtract
Objective:
SWBAT use concrete
objects to solve
subtraction problems.
Materials:
buttons, paper,
crayons, counters
Procedures:
Developing
Vocabulary
Write "subtract" on
the board. Say it
aloud, have students
say the sounds as
you point and then
read the word.
Display the deer
scene from Monday.
Show five deer and
cross out two. Ask:
How many deer are
left? Explain that
when two deer are
taken away, they are
subtracted. Explain
that subtract mean
taking from or taking
away. MP6: How is
subtraction different
from addition?
(Subtraction takes
away from a group
and addition puts
groups together.)
Problem of the Day
Page 9 of 13
how the exercises on

this page is similar to
exercises they have
done before.
Problem of the Day
3 = 4 + 7 Is this
addition story wrong?
Tell how you know.
Common Core Quick
Check
MP1 Make Sense of
Problems - What do
the symbols tell us in
the number
sentence? (The plus
sign tells us to join
the numbers. The
equals sign tells us
that the amount on
one side of the sign is
the same as the
amount on the other
side.) Does it make
sense that 3 = 4 + 7?
Explain. (No,
because three is not
the same amount as
four plus seven.)
Explore - What
symbols do you
use with
subtraction?
Model - Students
investigate ways
to model with
math.
Extend - Students
come together to
discuss their
results and reason
abstractly.
Teach the Lesson
Students will work in
pairs. Each pair will
have 8 connecting
cubes. Lead one
student to take three
cubes from the group
of eight cubes. Have
the other partner hold
the cubes that are
left. Ask: How many
2014-2015
Mrs. Wilson
Have five, six, or
seven students line
up in front of the
class. Tap three
students on the
shoulder and tell
them to "walk away".
Have the students at
their seats model the
separating story with
connecting cubes.
Ask: How many
students are left?
Repeat until every
student has had a
chance to "walk
away".
On My Own & My
Homework
Below - Mrs. G. and
myself will assist as
needed.
On Level - Students
will work
independently.
Above - Students will
complete work
independently, then
tell show another way
to make 8 and 9.
Vocabulary:
take away, are left
Standards:
K.OA.1 Represent
addition and
subtraction with
objects, fingers,
mental images,
drawings, sounds
(e.g., claps), acting
out situations,
verbal explanations,
expressions, or
equations.
CC.K-12.MP.1 Make
sense of problems
and persevere in
solving them.
CC.K-12.MP.2
Reason abstractly
and quantitatively.
CC.K-12.MP.4
Model with
mathematics.
04/12/2015 - 04/18/2015
Week View
A barn has two pigs
in it. Four more pigs
go into the barn. How
many pigs in all?
Write a way to join
groups of pigs to
have 7 in all.
have one or two

groups share.
Problem of the Day
Write a plus sign in
your interactive
notebook. Put 8
counters before the
plus sign and 2 after
the plus sign. Use
counters to model ad
addition story. Tell
how many in all.
Common Core Quick

Check
MP2 Reason
Quantitatively - What
do the numbers in the
addition story tell
you? (the number two
tell me how many
pigs are in the barn.
The number four tells
me how many more
pigs go into the barn.)
Common Core Quick

Check
MP4 Model with
Mathematics - What
symbol could be used
after the two counters
to show that the
number of counters
on one side is the
same number as the
10 on the other side?

If there are 9 objects
in a group and you
take away 3 objects,
how many are left?

What does it mean to
subtract?
Teach the Lesson

Count out 9 objects
for each student
(counters, buttons,
bears, etc.) How
many objects do you
have?(9) Have
students write the
number nine. (9) Ask:
What does subtract
mean? (to take some
objects away from a
larger group). Tell
students to take away
one object. Ask: How
many objects are
left? (8 Write the
number 8) Have
students count the
objects in this new
group. (8). Ask: If we
take away two
objects how many
are left? (6 Write the
number 6) Have
students create a
group of 7 objects.
Then have students
tell a subtraction
Teach the Lesson

Have 5 students
stand in front of the
class. Ask: How
many students are in
front of the class? (5)
Write the number on
the board. Have two
students return to
their seats. Count the
students. Model the
subtraction example
again using five
students and having
2 sit down. Have
student repeat, "Five
take away two is
three." Write 5 take
away 2 is 3 on the
board. Erase take
away and replace it
with -. erase 'is' and
replace it with = sign.
Read the number
sentence 5 - 2 = 3.
Identify the minus
Page 10 of 13
cubes are left? (5).

Write " 8 take away 3
is 5' on the board.
Have students read
the sentence aloud.
Erase 'take away'
and replace with the
minus sign. Erase 'is'
and replace it with
the equals sign.
Repeat this process
with a few more
problems. Ex. 7
connecting cubes
take away one; 7
take away 1 is 6; 7 6 = 1.
On My Own & My
Homework
Below - Mrs. G. and
needed.
On Level - Students
will work
independently.
complete work
independently, then
to make 8 and 9.
Vocabulary:
equals =
Standards:
K.OA.1 Represent
addition and
subtraction with
objects, fingers,
mental images,
drawings, sounds
out situations,
expressions, or
equations.
CC.K-12.MP.1 Make
sense of problems
and persevere in
solving them.
CC.K-12.MP.2
Reason abstractly
and quantitatively.
CC.K-12.MP.3
Construct viable
arguments and
2014-2015
Mrs. Wilson
CC.K-12.MP.5 Use
appropriate tools
strategically.
CC.K-12.MP.6
Attend to precision.
CC.K-12.MP.7 Look
for and make use of
structure.
04/12/2015 - 04/18/2015
Week View
story to their partner
taking away groups
of objects that have
six or less. Let
several students
share their stories
with the whole class.
sign that shows us to

take away from a
group whereas the
plus sign show us to
add or join two
groups.
On My Own & My
Homework
Below - Mrs. G. and
needed.
On Level - Students
will work
independently.
complete work
independently, then
to make 8 and 9.
Vocabulary:
minus sign (-)
Standards:
K.OA.1 Represent
addition and
subtraction with
objects, fingers,
mental images,
drawings, sounds
out situations,
expressions, or
equations.
CC.K-12.MP.1 Make
sense of problems
and persevere in
solving them.
CC.K-12.MP.2
Reason abstractly
and quantitatively.
CC.K-12.MP.4
Model with
mathematics.
CC.K-12.MP.5 Use
appropriate tools
strategically.
CC.K-12.MP.8 Look
for and express
regularity in
repeated reasoning.
On My Own & My
Rest 1:35pm Homework
2:05pm
Below - Mrs. G. and
Social Studies/
needed.
Science 2:45pm On Level - Students
3:30pm
will work
Soil
independently.
Objective:
SWBAT explain how
complete work
soil is useful,
independently, then
discover what
products come from
to make 8 and 9.
soil and how we use
Vocabulary:
these products; sort
subtract
pictures of items that
grow in the soil or live Standards:
in the soil; observe
K.OA.1 Represent
and participate in
addition and
three science
subtraction with
experiments
objects, fingers,
regarding soil.
mental images,
drawings, sounds
Materials:
Soil (video on
out situations,
brainpop jr); Science
Flip Books by
expressions, or
Amanda Richardson;
equations.
If You Find a Rock by
CC.K-12.MP.1 Make
Peggy Christian;
sense of problems
http://www.kindergartenkindergarten.com/
and persevere in
rocks-and-soil/;
solving them.
http://www.brighthubeducation.com/
CC.K-12.MP.2
pre-k-and-k-lessonReason abstractly
plans/118693-threeand quantitatively.
soil-experiements-forCC.K-12.MP.5 Use
kindergarteners/
appropriate tools
Procedures:
strategically.
Students will view the
CC.K-12.MP.6
video found at
brainpop jr, complete
Rest 1:35pm the online quiz and
2:05pm
the cut and paste
activities; start
Social Studies/
Science Experiment
Science 2:45pm 1
3:30pm
Vocabulary:
Rocks
Rest 1:35pm 2:05pm
Objective:
Page 11 of 13
critique the
reasoning of others.
CC.K-12.MP.6
CC.K-12.MP.7 Look
for and make use of
structure.
Rest 1:35pm 2:05pm
Social Studies/
Science 2:45pm 3:30pm
Needs and Wants
(continued)
Objective:
SWBAT discover
that all
organisms have basic
needs and determine
the
difference between a
need and a want.
Materials:
Wants and Needs
emergent reader by
Casey Hallett; Needs
and Wants (brainpop
jr video; cut and
paste wants and
needs activity
Procedures:
brainpop jr video;
complete the online
quiz; read the Wants
and Needs emergent
booklet and complete
the cut and paste
activity.
Vocabulary:
need, want,
consumer, producer,
goods, services, job,
choices, save. spend
Standards:
L.OL.E.1 Life
RequirementsOrganisms have
basic needs.
Animals and plants
need air, water, and
food. Plants also
require light. Plants
2014-2015
Mrs. Wilson
topsoil, subsoil,
humus, bedrock,
decompose
Standards:
E.SE.E.1 Earth
Materials- Earth
materials that occur
in nature include
rocks, minerals,
soils, water, and the
gases of the
atmosphere. Some
Earth materials
have properties
which sustain plant
and animal life.
E.SE.00.11 Identify
Earth materials that
occur in nature
(sand, rocks, soil,
water).
E.SE.00.12
Describe how Earth
materials contribute
to the growth of
plant and animal
life.
L.OL.E.1 Life
basic needs.
Animals and plants
food. Plants also
and animals use
food as a source of
energy and as a
source of building
material for growth
and repair.
L.OL.00.12 Identify
and compare living
and nonliving
things.
L.OL.00.11 Identify
that living things
have basic needs.
Snack 2:50pm 3:00pm
Pack-up/Dismissal
3:30pm - 3:45pm
04/12/2015 - 04/18/2015
Week View
SWBAT discover
what are rocks made
out of; how to
describe rocks by its
properties, like color,
luster, texture, and
hardness; how
geologists and other
scientists study rocks
to learn about Earth
and what our planet
was like long ago;
how we use rocks
and minerals
everyday.
Materials:
Rocks and Minerals
(video on brainpop
jr); Science Flip
Books by Amanda
Richardson; If You
Find a Rock by
Peggy Christian;
http://www.kindergartenkindergarten.com/
rocks-and-soil/
Procedures:
video found on
brainpop jr, complete
the online quiz; and
the cut and paste
activities; Experiment
2 and 3
Vocabulary:
rock, property, luster,
texture, geologist
Standards:
E.SE.E.1 Earth
Materials- Earth
materials that occur
in nature include
rocks, minerals,
soils, water, and the
gases of the
atmosphere. Some
Earth materials
have properties
which sustain plant
and animal life.
E.SE.E.3 Using
Earth MaterialsSome Earth
materials have
properties that
Page 12 of 13
Social Studies/
Science 2:45pm 3:30pm
Needs and Wants
Objective:
SWBAT discover
that all
organisms have basic
needs and determine
the
difference between a
need and a want.
Materials:
Wants and Needs
emergent reader by
Casey Hallett; Needs
and Wants (brainpop
jr video; cut and
paste wants and
needs activity
Procedures:
brainpop jr video;
complete the online
quiz; read the Wants
and Needs emergent
booklet and complete
the cut and paste
activity.
Vocabulary:
need, want,
consumer, producer,
goods, services, job,
choices, save. spend
Standards:
L.OL.E.1 Life
basic needs.
Animals and plants
food. Plants also
and animals use
food as a source of
energy and as a
source of building
material for growth
and repair.
L.OL.00.11 Identify
that living things
have basic needs.
and animals use

food as a source of
energy and as a
source of building
material for growth
and repair.
L.OL.00.11 Identify
that living things
have basic needs.
Snack 2:50pm 3:00pm
Pack-up/Dismissal
3:30pm - 3:45pm
2014-2015
Mrs. Wilson
04/12/2015 - 04/18/2015
Week View
Snack 2:50pm 3:00pm
make them useful

either in their
present form or
designed and
modified to solve
human problems.
They can enhance
the quality of life as
in the case of
materials used for
building or fuels
used for heating
and transportation.
E.ST.E.3 FossilsFossils provide
evidence about the
plants and animals
that lived long ago
and the nature of
the environment at
that time.
E.SE.00.11 Identify
Earth materials that
occur in nature
(sand, rocks, soil,
water).
Pack-up/Dismissal
3:30pm - 3:45pm
Snack 2:50pm 3:00pm

Pack-up/Dismissal
3:30pm - 3:45pm
Page 13 of 13

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2014-2015

School Day 129

School Day 130

School Day 131

School Day 132

School Day 133

Breakfast 7:45am 8:10am

Breakfast 7:45am 8:10am

Breakfast 7:45am 8:10am

Breakfast 7:45am 8:10am

Breakfast 7:45am 8:10am

Special A 8:10am 8:50am

Special A 8:10am 8:50am

Special A 8:10am 8:50am

Special A 8:10am 8:50am

Special A 8:10am 8:50am

Calendar 9:00am 9:15am

Calendar 9:00am 9:15am

Calendar 9:00am 9:15am

Calendar 9:00am 9:15am

Calendar 9:00am 9:15am

Review all I charts,

Review all I charts,

Sight Words: look,

Work on Writing Mixed-up Sight Word

Work on Writing Mixed-up Sight Word

spot a safe and

Word Work Magnetic letters,

Lunch 10:55am 11:25am

Lunch 10:55am 11:25am

Recess 11:35am 11:45am

Recess 11:35am 11:45am

Special B 11:55am 12:35pm

Special B 11:55am 12:35pm

EBLI 12:45pm 1:10pm

EBLI 12:45pm 1:10pm

1st 20 days - K2,

Lunch 10:55am 11:25am

Math 1:15pm 2:00pm

how the exercises on

have one or two

Common Core Quick

Common Core Quick

Investigate the Math

Investigate the Math

Teach the Lesson

Teach the Lesson

cubes are left? (5).

sign that shows us to

Rest 1:35pm 2:05pm

and animals use

make them useful

Snack 2:50pm 3:00pm

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