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PS Unit Plan 5│Imagine That!

Common Assessment Roll Out Instructional Days │ Important Dates │ Unit Overview

27 Instructional Days
Unit Social January 28th - March 8th
Dates Week ELA Math Writing Skills

Non-Instructional Days
1/28 - 2/1 5.1 W.2 2/15 Data Day 3
NS.6 2/18-19 President's Day
(larger
2/4 - 2/8 5.2 PC.5 #'s) PS2.SS1

Unit Overview
2/11 - 2/15 5.3 PS4.SS1
In Unit 5, students are exposed to literature that will spark their imagination and connect to
their learning of being a good friend. The literature read during this unit include modern fiction
2/18 - 2/22 5.4 RC.10 NS.7 PS3.SS4 (Lola Loves Stories and The Adventures of Beekle) and traditional stories (Little Red Hen,
2/25 - 3/1 5.5 W.2 PS1.SS1 Goldilocks and the Three Bears, Little Red Riding Hood, and The Lion and The Little Red Bird).
In read aloud, students will ask and answer questions about the story elements (character,
3/4 - 3/8 5.6 RC.7 NS.9 PS2.SS1 setting, event) of these stories and retell these stories using sequencing vocabulary. In Shared
Reading, students will continue to build their skills in tracking print, specifically in predictable
pattern texts where students can gain more independence in reading. In addition to the sight
Assessment: words they already know (the, and), they will learn “see.” In Word Play, students will work on
letters and sounds as needed and continue to learn new high frequency words. They will also
1/28 to 2/1: CLASS Cycle 3 master identifying beginning sounds and matching words that have the same beginning sounds
out of sets of 3 and 4. In writing students will master writing their first name in order and
2/27 to 3/12: Junior/STEP Cycle 3
begin to apply their knowledge of letters to write letters (or letter-like symbols) to express their
ideas. In math, students will continue working towards mastery of recognizing and naming
numerals up to 10, and writing numerals through 5. The primary focus this unit will be
At-A-Glance exploring and comparing sets using the language of more, less, and equal. Students will use
these comparative words to identify differences between sets up to 10. In Math Meeting,
students will continue to strengthen their subitizing skills as well as practice number ID and
writing. Prep Skills will be practiced according to class needs and data.
Unit Morning Math Read Shared Word Writing
Week Meeting Aloud Reading Play

5.1 PS3.SS4 NS.7 RC.7 PC.5 PA.5 W.2


5.2 PS2.SS4 NS.7 RC.10 PC.4 PA.5 W.2

5.3 PS4.SS1 NS.7 RC.10 PC.4 PA.5 W.2

5.4 PS3.SS4 NS.7 RC.10, PC.4 PA.5 W.2


RC.8

5.5 PS1.SS1 NS.7, RC.7, PC.4 PA.5 W.2


NS.9 RC.10,
RC.8

5.6 PS2.SS3 NS.4, RC.7, PC.4 PA.5 W.2


NS.6 RC.10,
RC.8
Academic Routines Social Skills
What habits will need to be
taught and reinforced during this
unit?
Week Week of… Prep Skill Social Skill Taught Social Skills Assessed
Number
1 January Contributing to Plays Cooperatively with other children (not
U5W1 28, 2019 Group Activities sharing or taking turns). PS3.SS4
February 4, Persevering on Follows through on a plan or task made by Understand and follow classroom
U5W2 2019 Tasks and Projects self or others (not completing activities or routines and rules, and know what to do
tasks). PS2.SS4 during transitions (breaking classroom
rules). PS2.SS1

3 February Advocating for Uses negotiation to resolve conflicts (fighting Uses negotiation to resolve conflicts
U5W3 11, 2019 Oneself with friends, not talking it out). PS4.SS1 (fighting with friends, not talking it out).
PS4.SS1
4 February Contributing to Plays Cooperatively with other children (not Plays Cooperatively with other children
U5W4 20, 2019 Group Activities sharing or taking turns). PS3.SS4 (not sharing or taking turns). PS3.SS4
5 February Speaking and Respond positively to directions from the Respond positively to directions from the
U5W5 25, 2019 Listening to teacher (not following instructions and teacher (not following instructions and
Others accepting feedback – talking back, accepting feedback – talking back,
inappropriate tone, inappropriate body inappropriate tone, inappropriate body
language). PS1.SS1 language). PS1.SS1
6 March 4, Persevering on Is persistent and displays problem solving Understand and follow classroom
U5W6 2019 Tasks and Projects skills by trying one or more strategies routines and rules, and know what to do
(giving up too easily, lack of effort in during transitions (breaking classroom
learning tasks). PS2.SS3 rules). PS2.SS1
Weekly Goals and Materials

Read Aloud Shared Reading Word Play Writing Math Social Skills

I know that the I know the difference I can isolate beginning I can use words and I will be able to Follows through on a
characters, setting, between letters and sounds and select pictures to write compare sets of plan or task made by
and events come words and knowing picture cards that about a story that I am concrete items that self or others (not
reading.(W.2) completing activities
together to create a this helps me track begin with the sound are alike in size and
or tasks).
story. (RC.7) words from left to my teacher produces. color using “more”
Days 1 – 5

Materials: KWL chart right. (PC.5) (PA.5) and “equal.” PS.NS.7


(letter and sound
Anchor Text: Lola Focus Text: The Itsy focus: S, A, T, I) Materials: Math
Manipulatives Toolbox
Loves Stories, Anna Bitsy Spider (nursery
McQuinn rhyme big book) Materials: picture
cards

I can retell a story by Noticing parts of a I can select picture I can use pictures and I will be able to Uses negotiation to
sharing the events book that repeat can cards that begin with words to retell a story compare sets of resolve conflicts
that happened in help me read those the sound my teacher that I have read. (W.2) concrete items that (fighting with friends,
not talking it out).
order. (RC.10) parts. (PC.4) produces. (PA.5) are alike in size and
(letter and sound Project: book report color using “more,”
Days 6 – 10

Anchor Text: Little Red Focus Text: What If? focus: P, N, H) “less,” and “equal.”
Hen, Byron Barton (poem on Sharepoint) PS.NS.7
Materials: picture
cards Materials: Math
Manipulatives Toolbox
When I retell a story I Knowing the repeating I can identify the I can write to show I will be able to Plays Cooperatively
am able to share what pattern in a text can beginning sounds of what happens first compare sets of with other children
happened in the order help me read it on my words and select a and last in a story. concrete items that (not sharing or taking
turns).
it took place and use own. (PC.4) picture card with the (W.2) are different in size
key words to describe same beginning and color using
the order. (RC.10) Focus Text: The sound. (PA.5) Materials: pictures of “more,” “less,” and
Days 11– 14

Napping House by (letter and sound events from “equal.” PK.NS.7


Anchor Text: Audrey Wood focus: E, R, M) Goldilocks
Goldilocks and the (modified big book - Materials: Math
Three Bears, James on Sharepoint) Materials: picture Manipulatives Toolbox
Marshall cards (one characteristic of
manipulatives are
different each day)

I know that I can make When we listen to a I can match words SWBAT create their I will be able to Respond positively to
predictions about pattern book, we start that have the same own imaginary friend compare sets of items directions from the
what I think might to hear the part that beginning sound. and write to tell about on paper using teacher (not following
instructions and
happen next. (RC.8) I repeats over and over (PA.5) him/her. (W.2) “more,” “less,” and
accepting feedback –
can use what I know again. This helps us to (letter and sound “equal.” PS.NS.7 talking back,
about a story to tell it read the story so we focus: d, g, l, o) Materials: templates
Days 15 -17

inappropriate tone,
to a friend. (RC.10) know what comes (in plans) Materials: Planner
inappropriate body
note: worksheet language).
next. (PC.4) Materials: picture
Anchor Text: The cards (Monday-Friday)
Adventures of Beekle, Focus Text: Polar Bear,
Dan Santat Polar Bear, What do
you Hear? by Bill
Martin, Jr. (big book)
When I understand I can use what I know I can match pictures of I can write and draw I will be able to label Is persistent and
the story elements, I about the pattern to words that have the to tell how I would the number of items displays problem
can make predictions help me track and same beginning sound respond to events in in each set and then solving skills by trying
one or more strategies
about what might read the book on my (digraphs). (PA.5) Little Red Riding Hood compare the sets
(giving up too easily,
happen. (RC.7, RC.8) I own. (PC.4) (digraphs: ch, sh) (W.2) using “more” and lack of effort in
can retell a story using “less.” PS.NS.7/9 learning tasks).
Days 18-22

story elements. Focus Text: Panda Materials: sets of Project: plan your trip
(RC.10) Bear, Panda Bear, pictures with the to your sick grandma Materials: Planner
same beginning who is not feeling note: worksheet
What do You See? by
sound. well. (Monday-Friday)
Anchor Text: The Little Bill Martin Jr. (big
Mouse, The Red Ripe book)
Strawberry, and The
Big Read Hungry Bear
by Don and Audrey
Wood
I can use what I know I can use what I know I can match pictures I can write and draw I will be able to Displays empathy;
about story elements about the pattern to that have the same to create my own fairy identify numerals 1-10 recognizes the
to make predictions help me track and beginning sound tale. (W.2) and create a set to feelings and rights of
others and respond
and retell a story to a read the book on my (digraphs). (PA.5) represent that
appropriately (making
friend. (RC.7, RC.8, own. (PC.4) (digraphs: ch, sh, th) Project: students numeral. PS.NS.4/6
Days 23-27

fun of others)
RC.10) create their own fairy
Focus Text: It Looked Materials: sets of tale (class fairy tale is Materials: cube “dice”
pictures with the created during the with written numerals
Anchor Text: The Lion Like Spilt Milk by
same beginning model each day) (can be made out of
and the Little Red Bird, Charles G. Shaw (big
sound. paper)
Elisa Kleven book)

Unit Texts
Read Aloud Text Vocabulary Words Shared Reading Text HFW Focus

Lola Loves Stories, 1. Library- a place where people are able to The Itsy Bitsy Spider (nursery rhyme the
Days 1 – 5

Anna McQuinn borrow books. big book) and


2. Fierce – very powerful
3. Busy – full of people, things, or activity
Days 6 – Little Red Hen, Byron 1. Hen – a female chicken What If? (poem on Sharepoint) and
Barton 2. Thresh – to separate seeds from the plant the
3. Grind – to crush or break into very small pieces
10

Goldilocks and the 1. Naughty – a child who does not behave or The Napping House by Audrey Wood the
Days 11 –

Three Bears, James listen to adults (modified big book - on Sharepoint) and
Marshall 2. Porridge - oatmeal see
14

3. Parlor – a room in a house, like a living room


The Adventures of 1. Imaginary – not real; existing only in your mind Polar Bear, Polar Bear, What do you And
Days 15 -17

Beekle, Dan Santat 2. Courage – the ability to do something that you Hear? by Bill Martin, Jr. (big book)
know is difficult or scary
3. Familiar – something that you have seen or
heard frequently
The Little Mouse, The 1. Ripe: fully grown and developed and ready to Panda Bear, Panda Bear, What do You And
Days 18 – 22

Red Ripe Strawberry, be eaten pg. 4 See? by Bill Martin Jr. (big book) See
and The Big Read 2. Tromp: walking heavily pg. 13
3. Disguised: cover up or hide in appearance pg.
Hungry Bear by Don
19
and Audrey Wood
The Lion and the Little 1. Unusual- different or strange It Looked Like Spilt Milk by Charles G. the
Day 23-27

Red Bird, Elisa Kleven 2. Magician – a person who performs tricks Shaw (big book)
3. Wondered – to think about something with
curiosity

Unit 5 Objectives Calendar


Read Aloud Shared Reading Word Play Writing Math
SWBAT define character, SWBAT identify where to SWBAT select the SWBAT write their Objective: SWBAT define
setting, and events. start reading and show the picture card that has name. equal as having the
SWBAT use illustrations correct way to read (left to the beginning sound /s/ (offer levels of same amount and that
from Lola Loves Stories right). when shown a series of differentiation on name they need to count to
Day 1

(during a picture walk) to cards and isolate the writing: trace all the determine it. PS.NS.7
letters in their first
tell what they know and Connection question: What beginning sound of the
name, trace the letters SMP Focus: #1 "When
want to know about the do you know about word. that they do not know
characters, setting, and spiders? given a problem, I can
in their first name,
illustration. model: ID HFWs, tracking trace the letters in their
1:1, ID letters versus words
(1 master KWL chart, three (letter and sound focus: last name, write their make a plan to solve it
sections: characters, S) last name) and check my answer.”
setting, events; fill out K
and W on Monday for Assessment Stem:
each story element) Students name whether
two sets are equal.

Read Aloud Shared Reading Word Play Writing Math


SWBAT tell what they SWBAT explain the SWBAT select the SWBAT use words and Objective: SWBAT count
learned about the difference between letters picture card that has pictures to tell about two sets of like items
characters and setting and words and point to the beginning sound /a/ the character Lola. less than 5 and name if
(related to what they said the first and last letter of a when shown a series of (use three step the sets are equal.
they wanted to know word. cards and isolate the process) PS.NS.7
yesterday) after hearing beginning sound of the
SMP Focus: #1 "When
Day 2

Lola Loves Stories Connection question: word.


Who is the character in (use short /a/ - apple, given a problem, I can
make a plan to solve it
(L of characters and this nursery rhyme? alligator, ant,
setting) supported at-bats: echo astronaut, antler, ax) and check my answer.”
read (letter and sound focus: Assessment Stem:
A) Students name whether
two sets are equal or not
equal.

Read Aloud Shared Reading Word Play Writing Math


SWBAT tell what they SWBAT count the number SWBAT select the SWBAT use words and Objective: SWBAT name
learned about the events of letters in a word. picture card that has pictures to tell about that two sets are not
Day 3

(related to what they said the beginning sound /t/ the library that Lola equal when they do not
they wanted to know Connection question: when shown a series of goes to with her Dad. have the same amount
yesterday) after hearing cards and isolate the (use three step
Lola Loves Stories process)
Imagine you were a spider, beginning sound of the and that they need to
(L of events) how would you feel this word. count to check. PS.NS.7
happened to you?
student heavy lifting and (letter and sound focus: SMP Focus: #1 "When
at-bats: choral read after T) given a problem, I can
teacher model make a plan to solve it
and check my answer.”

Assessment Stem:
Students name whether
two sets are not equal.

Read Aloud Shared Reading Word Play Writing Math


SWBAT answer questions SWBAT count the number SWBAT identify the SWBAT use words and Objective: SWBAT define
to show understanding of of words in a line of text beginning sounds of pictures to tell about more as having a greater
the story elements. while tracking in the air picture cards and select one of the books that amount and that they
(questions specified in from left to right and top the picture card that has Lola reads. need to count to
lesson plan; variety of to bottom. the beginning sound /i/ (use three step determine it. PS.NS.7
levels – factual, critical and isolate the process)
thinking, inferential) SMP Focus: #1 "When
Connection question: beginning sound of the
Day 4

Where do spiders live? word. given a problem, I can


student heavy lifting and (use short /i/ -insect, make a plan to solve it
at-bats: choral read itch, iguana, igloo, and check my answer.”
invitation) Assessment Stem:
Students define more as
(letter and sound focus: having a greater
I) amount.
Read Aloud Shared Reading Word Play Writing Math
SWBAT talk about the SWBAT use their own copy of a SWBAT select the picture card Objective: SWBAT name
story with a friend and page in The Itsy Bitsy Spider to that has the target beginning which set of like items has
tell them about the point to each word as they sound. more. PS.NS.7
characters, setting, and at
choral read. (pictures that begin with /s/,
least one thing that SMP Focus: #1 "When given a
/t/, /a/, and /i/ shown, teacher
Day 5

happened. problem, I can make a plan to


Connection question: produces sound and students
What kinds of things do you select appropriate card) solve it and check my
think spiders like to do? (letter and sound focus: S, A) answer.”
independent application and Assessment Stem: Students
practice name which of two sets has
more.

Read Aloud Shared Reading Word Play Writing Math


SWBAT use the SWBAT define a pattern text as SWBAT isolate the beginning SWBAT write their first Objective: SWBAT define less
illustrations and what one that has words that repeat sounds of words that begin name on the cover of their as having a smaller amount
they hear to identify the over and over. with /p/ and select a picture book report. and that they need to count
characters in the story.
card that has the same SWBAT draw a picture of to determine it. PS.NS.7
Connection question: What beginning sound when shown the characters in The Little
familiar characters do you hear a series of cards (representing Red Hen and label them SMP Focus: #1 "When given a
in this poem? many beginning sounds). with words (pig, duck, cat, problem, I can make a plan to
model: ID and repeat pattern, hen, chicks). solve it and check my
ID HFWs, using pics as clues (letter and sound focus: p) (1st page of book report) answer.”
Day 6

Assessment Stem: Students


(offer levels of define less as having a smaller
differentiation on name amount.
writing: trace all the
letters in their first name,
trace the letters that they
do not know in their first
name, trace the letters in
their last name, write their
last name)
Read Aloud Shared Reading Word Play Writing Math
SWBAT define the SWBAT identify the parts in SWBAT isolate the beginning SWBAT draw a picture and Objective: SWBAT name
beginning of the story as the story that they hear repeat sounds of words that begin use words to show the which set of like items has
what comes first. SWBAT (the pattern). with /n/ and select a picture setting of The Little Red less. PS.NS.7
identify and record
card that has the same Hen.
events of the beginning SMP Focus: #1 "When given
Connection question: beginning sound when shown (2nd page of book report)
Day 7

of the story on chart a problem, I can make a plan


paper. How do the characters named a series of cards (representing (use 3 step process)
in this story feel about each many beginning sounds). to solve it and check my
other? answer.”
supported at-bats: echo read (letter and sound focus: n) Assessment Stem: Students
name which of two sets has
less.

Read Aloud Shared Reading Word Play Writing Math


SWBAT define the end of SWBAT choral read the pattern SWBAT isolate the beginning SWBAT draw a picture and Objective: SWBAT count two
the story as what comes parts of the story. sounds of words that begin use words to show an event sets of like items less than 5
last. SWBAT identify and with /h/ and select a picture from The Little Red Hen. and name if the sets are or
record events of the end
Connection question: card that has the same (3rd page of book report) are not equal. If they are not
of the story on chart
paper. How would you feel if you beginning sound when shown (use 3 step process) equal, they will name which
were characters? a series of cards (representing set has more. PS.NS.7
scaffolded at-bats: choral read many beginning sounds).
Day 8

after teacher model SMP Focus: #1 "When given


a problem, I can make a plan
(letter and sound focus: h)
to solve it and check my
answer.”

Assessment Stem: Students


name whether two sets are
equal or not equal. If not
equal, they will name which
set has more.
Read Aloud Shared Reading Word Play Writing Math
SWBAT talk about the SWBAT track the pattern text SWBAT select the picture card SWBAT write the title of the Objective: SWBAT count
story with their friend, independently. that has the target beginning front cover and share their two sets of like items less
including the character, sound. book report with a friend. than 5 and name if the sets
setting, and an event Connection question: (pictures that begin with /p/, are equal or not equal. If
from the beginning and How do you think these stories /n/, /h/ shown, teacher they are not equal, they will
end. would change? produces sound and students name which set has less.
independent application and select appropriate card) PS.NS.7
practice
Day 9

(letter and sound focus: p, n, SMP Focus: #1 "When given


h) a problem, I can make a
plan to solve it and check
my answer.”

Assessment Stem: Students


name whether two sets are
equal or not equal. If not
equal, they will name which
set has less.

Read Aloud Shared Reading Word Play Writing Math


SWBAT identify the SWBAT define a pattern text as SWBAT select a picture card SWBAT draw and write Objective: SWBAT explain
characters in the story one that has words that repeat that begins with the sound /e/ (using the three step why size/color doesn’t
and identify/record all of over and over and explain that when shown a series and process) to convey one thing affect quantity. PS.NS.7
the events that happen in it helps you read the words. skywrite an E. that Goldilocks did in the
SMP Focus: #1 "When given
Day 10

the story. Note: read entire story (focus on words that begin story.
with short /e/: egg, elephant, a problem, I can make a
(chart events Connection question: What elk, engine, eggplant, elevator) plan to solve it and check
connections can you make to my answer.”
this story? (letter and sound focus: e ) Assessment Stem: Student
model: ID and repeat pattern, pairs given two sets (1-3)
ID HFWs, using pics as clues with items varying in
size/color. Students name if
their sets are equal or which
has more/less.

Read Aloud Shared Reading Word Play Writing Math


SWBAT listen to the story SWBAT identify the words that SWBAT select a picture card SWBAT select the picture Objective: SWBAT look at
and use the list of events repeat (the pattern) in the story that begins with the sound /r/ from Goldilocks that two sets (of under 3) of
from the previous lesson and which words change. when shown a series and happened first and and concrete items different in
to say which of 2 events Note: up to pg. 16 skywrite an R. label it as first. size/color and name if the
in a story happened set is equal to, more than, or
first/in the beginning, and Connection question: What less than the other. PS.NS.7
respond by saying “First, happens in the beginning of this (letter and sound focus: r)
Day 11

____.” story? SMP Focus: #1 "When given


a problem, I can make a plan
(sort events charted supported at-bats: echo read to solve it and check my
yesterday, use answer.”
beginning/middle/end
heading as headers) Assessment Stem: Student
pairs given two sets (1-3).
Students name if their sets
are equal or which has
more/less.

Read Aloud Shared Reading Word Play Writing Math


SWBAT listen to an event SWBAT identify the words that SWBAT select a picture card SWBAT select the picture Objective: SWBAT look at
from the beginning of the repeat (the pattern) in the that begins with the sound /m/ from Goldilocks that two sets (of 1-5 items) of
story and answer “what story and which words change. when shown a series and happened last and and label concrete items different in
Day 12

happened next” to retell Note: rest of the book skywrite an M. it as last. size/color and name if the
2 events from middle of set is equal to, more than,
the story in order, and Connection question: What (letter and sound focus: m ) or less than the other.
respond by saying “Next, happens at the end of this PS.NS.7
____.” story?
(sort events scaffolded at-bats: voice fade SMP Focus: #1 "When given
charted yesterday, use a problem, I can make a
beginning/middle/end plan to solve it and check
heading as headers)
my answer.”

Assessment Stem: Student


pairs given two sets (1-5).
Students name if their sets
are equal or which has
more/less.

Read Aloud Shared Reading Word Play Writing Math


SWBAT listen to an event SWBAT listen and repeat lines SWBAT select the picture card Objective: SWBAT create a
from the middle of the from a pattern text after being that has the target beginning set with mixed concrete
story and tell what read aloud. sound. manipulatives and name
happened last/at the end (pictures that begin with who has more/less and how
of the story by saying Connection question: /e/,/r/,/m / shown, teacher they know (1-5). PS.NS.7
“Last, ___.” Can you imagine what it would produces sound and students
SMP Focus: #1 "When given
Day 13

be like to sleep like that? select appropriate card)


(sort events charted a problem, I can make a
yesterday, use independent application and (letter and sound focus: e, r, plan to solve it and check
beginning/middle/end practice m) my answer.”
heading as headers)
Assessment Stem: Student
works with partner. Both
creates their own set
between 1-5. Students
name whose set has more.

Read Aloud Shared Reading Word Play Writing Math


SWBAT define a SWBAT identify the words that SWBAT identify the beginning SWBAT write their first name Objective: SWBAT look at
Day 14

prediction as what repeat (the pattern) in the sound of a word produced by on the cover of their book. two sets of like items on a
someone thinks might story and where the words the teacher (/d/) and select a SWBAT draw a picture of piece of paper (1-3) and
happen in a story using change. word with the same beginning their imaginary friend.
the pictures, words and sound when the teacher says (1st page of book report) name which set has more.
what they know; and use Connection question: two more words. PS.NS.7
the title and front cover What kinds of animals are in (offer levels of
to make predictions this book? (letter and sound focus: d ) differentiation on name SMP Focus: #1 "When given
about the book. model: ID and repeat pattern, writing: trace all the letters a problem, I can make a
(DO NOT OPEN BOOK) ID HFWs, using pics as clues in their first name, trace the plan to solve it and check
letters that they do not my answer.”
know in their first name, Assessment Stem: Students
trace the letters in their last use worksheet name which
name, write their last name) set has more/less or if it’s
equal.

Read Aloud Shared Reading Word Play Writing Math


SWBAT make predictions SWBAT listen and repeat lines SWBAT identify the beginning SWBAT draw a picture and Objective: SWBAT look at
about what Beekle will do from a pattern text after being sound of a word produced by use words to show where two sets of different items
when he decides to take read aloud. the teacher (/g/) and select a they go with their imaginary that are the same size but
action, rather than word with the same beginning friend. different objects on a piece
waiting. Connection question: sound when the teacher says (2nd page of book report) of paper (1-3) and name
(make prediction based Which animal comes first __ or two more words. (use 3 step process) which set has less. PS.NS.7
Day 15

on what they have heard __?


so far and what they scaffolded at-bats: echo read (letter and sound focus: g) SMP Focus: #1 "When given
know) a problem, I can make a
plan to solve it and check
(stop reading at page 8) my answer.”

Assessment Stem: Students


use worksheet name which
set has more/less or if it’s
equal.

Read Aloud Shared Reading Word Play Writing Math


SWBAT make a prediction SWBAT choral read the pattern SWBAT identify the beginning SWBAT draw a picture and Objective: SWBAT look at
Day 16

about what Beekle will do aloud while the teacher reads. sound of a word produced by use words to show what two sets of like items that
and see when he gets to the teacher (/o/) and select a they do with their imaginary are different in size on a
the real world. Connection question: Which word with the same beginning friend. piece of paper (1-5) and
animal do you like best? (3rd page of book report)
(make prediction based student heavy lifting and at- sound when the teacher says (use 3 step process) name which set has more.
on what they have heard bats: choral read two more words. PS.NS.7
so far and what they
know) (letter and sound focus: o) SMP Focus: #1 "When given
a problem, I can make a
(stop reading at page 14) (use words that begin with plan to solve it and check
short /o/: octopus, ostrich, my answer.”
otter, October, octagon) Assessment Stem: Students
use worksheet name which
set has more/less or if it’s
equal.

Read Aloud Shared Reading Word Play Writing Math


SWBAT identify the SWBAT read the pattern in a SWBAT identify the beginning SWBAT write the title of the Objective: SWBAT look at
characters, setting and text independently. sound of a word produced by front cover and share their two sets of like items that
event. the teacher (/l/) and select a book report with a friend. are different in size and
Connection question: Which word with the same beginning type on a piece of paper (1-
(read whole book) animal do you like the least? sound when the teacher says 5) and name which set has
independent application and two more words. less. PK.NS.7
Day 17

practice
(letter and sound focus: l) SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”

Assessment Stem: Students


use worksheet name which
set has more/less or if it’s
equal.

Read Aloud Shared Reading Word Play Writing Math


SWBAT talk about the SWBAT track and read using Objective: SWBAT look at
Day 18

story with their friend, copies of pages of the pattern SWBAT identify the beginning three sets of items on a
including the character, text. sound of a word produced by paper and name which has
setting, and an event the teacher (/o/, /d/, /g/, /l/) more, which has less, and if
and select a word with the
from the beginning and Connection question: Let’s same beginning sound when any sets are equal (1-5).
end. pretend to be these animals. the teacher says two more PK.NS.7
(act out) words.
independent application and SMP Focus: #1 "When given
practice (letter and sound focus: d, g, l, a problem, I can make a
o) plan to solve it and check
my answer.”

Assessment Stem: Students


use worksheet to name
which set has more, less, or
which two are equal to one
another.

Read Aloud Shared Reading Word Play Writing Math


SWBAT read the first half SWBAT identify the pattern in SWBAT identify the beginning SWBAT write their name. Objective: SWBAT look at
of the story (up to pg. 8) the story and track the pattern sound of a word shown on a (Options: trace all the letters sets on a paper (of 1-2
and identify the as it is read aloud by the picture card (/ch/) when the in their first name, trace the items) and label the sets
character, setting, and
teacher. teacher says the word first and letters that they do not with the correct numeral.
events.
select another picture card know in their first name, PS.NS.9
Connection question: with the same beginning trace the letters in their last
Day 19

SMP Focus: #1 "When given


What kinds of animals are in sound when the teacher name, write their last name)
this book? shows two more cards. a problem, I can make a
model: ID and repeat pattern, Focus: following the lines plan to solve it and check
ID HFWs, using pics as clues (letter and sound focus: ch ) and curves to form letters my answer.”
correctly; keep letters on the Assessment Stem: Students
line use worksheet to label
quantity of given sets (focus
on sets of 1 and 2)

Read Aloud Shared Reading Word Play Writing Math


SWBAT make a prediction SWBAT identify the words that SWBAT identify the beginning SWBAT “pack” the basket Objective: SWBAT look at
about what will happen in change and use the sound of a word shown on a that they would take to their sets on a paper (of 3-4
Day 20

the second half of the illustrations to solve for those picture card (/ch/) (teacher grandma by writing and items) and label the sets
story and check their
words. does not say the word first) drawing using the 3 step with the correct numeral.
predictions after reading.
and select another picture process. PS.NS.9
Connection question: card with the same beginning SMP Focus: #1 "When given
What are some of the things sound when the teacher (picture of basket on a problem, I can make a
the animals are doing? shows two more cards. students’ papers) plan to solve it and check
supported at-bats: echo read my answer.”
(letter and sound focus: ch )
Assessment Stem: Students
use worksheet to label
quantity of given sets (focus
on sets of 3 and 4)

Read Aloud Shared Reading Word Play Writing Math


SWBAT chart events of SWBAT choral read the pattern SWBAT identify the beginning SWBAT write and draw to Objective: SWBAT look at
the beginning, middle, text and track in the air. sound of a word shown on a show what they would do if sets on a paper (of 1-5
and end of the story. picture card (/sh/) when the they came across a wolf on items) and label the sets
Connection question: teacher says the word first and their way to Grandma’s. with the correct numeral.
Which animal came first __ or select another picture card PS.NS.9
___? with the same beginning (use 3 step process)
Day 21

scaffolded at-bats: choral read. sound when the teacher SMP Focus: #1 "When given
shows two more cards. (OR: write and draw to show a problem, I can make a
plan to solve it and check
what they would do if a
(letter and sound focus: sh) stranger talked to them) my answer.”

Assessment Stem: Students


use worksheet to label
quantity of given sets (focus
on sets of 1-5)

Read Aloud Shared Reading Word Play Writing Math


SWBAT retell 3 events in SWBAT use photocopies of SWBAT identify the beginning SWBAT write and draw to Objective: SWBAT look at
order using sequencing pages of the book to track the sound of a word shown on a show how they would take their sheet from Tuesday
language. words while choral reading. picture card (/sh/) (teacher care of their grandma who is and determine which set
Day 22

does not say the word first) not feeling well. has more by circling the
Connection question: and select another picture numeral and name how
Which animal do you like the card with the same beginning (use 3 step process) they knew. PS.NS.7
most/least? sound when the teacher
SMP Focus: #1 "When given
independent application and shows two more cards.
practice a problem, I can make a
(letter and sound focus: sh ) plan to solve it and check
my answer.”

Assessment Stem: Students


use worksheet from earlier
in the week, naming which
set has more and how they
knew.

Read Aloud Shared Reading Word Play Writing Math


SWBAT retell 3 events in SWBAT use photocopies of SWBAT identify the beginning Objective: SWBAT look at
order by acting it out. pages of the book to track the sound of a word shown on a their sheet from
words while reading picture card (/sh/, /ch/) and Wednesday and determine
independently. select another picture card which set has less by
with the same beginning circling the numeral and
Connection question: sound when the teacher name how they knew.
Let’s pretend to be these shows two more cards. PS.NS.7
Day 23

animals (act out).


independent application and (letter and sound focus: ch, sh) SMP Focus: #1 "When given
practice a problem, I can make a
plan to solve it and check
my answer.”

Assessment Stem: Students


use worksheet from earlier
in the week, naming which
set has less and how they
knew.

Read Aloud Shared Reading Word Play Writing Math


SWBAT use the SWBAT identify and repeat the SWBAT identify the beginning SWBAT create the cover of Objective: SWBAT role a
illustrations during a pattern in the story as it is sound of a word produced by their fairy tale. die, name the numeral, and
picture walk to identify
Day 24

read aloud by the teacher. the teacher (/ch/) and select a (include student’s name, create a corresponding set
and ask/answer questions
word with the same beginning picture of character) from concrete items (focus
about the characters in
the story. Connection question: sound when the teacher says on 1-6). PS.NS.4/6
Have you ever spilt your milk? two more words.
What did it look like?
model: ID and repeat pattern, (letter and sound focus: ch ) (during shared writing, SMP Focus: #1 "When given
ID HFWs, using pics as clues create list of characters to a problem, I can make a
be in class fairy tale) plan to solve it and check
my answer.”

Assessment Stem: Teacher


roles the die for the class.
Students create the set with
concrete items as teachers
rotate to inquire what
numeral was rolled.
Numerals on dice should be
1-5.

Read Aloud Shared Reading Word Play Writing Math


SWBAT make predictions SWBAT identify the words that SWBAT identify the beginning SWBAT write and draw Objective: SWBAT role a
about characters and do not repeat and use the sound of a word produced by about an event in the die, name the numeral, and
events as they read the pictures as clues to world solve the teacher (/th/) and select a beginning of their fairy tale. create a corresponding set
first half of the story, and for the change in a pattern word with the same beginning (use 3 step process) from concrete items (focus
check their predictions as text. sound when the teacher says on 6-10). PS.NS.4/6
they read. two more words.
(stop on pg. 14) Connection question: SMP Focus: #1 "When given
Have you ever looked up in the (letter and sound focus: th ) a problem, I can make a
Day 25

sky at the different shaped plan to solve it and check


clouds? my answer.”
supported at-bats: echo read Assessment Stem: Teacher
roles the die for the class.
Students create the set with
concrete items as teachers
rotate to inquire what
numeral was rolled.
Numerals on dice should be
6-10.
D

Read Aloud Shared Reading Word Play Writing Math


2
6
a
y
SWBAT make predictions SWBAT track a pattern text as SWBAT identify the beginning SWBAT write and draw Objective: SWBAT work
about characters and the teacher reads and identify sound of a word produced by about an event in the middle with a partner. One partner
events as they read the the pattern break on the last the teacher (/sh/) and select a of their fairy tale. will role a die. The other
second half of the story, page as the teacher reads it word with the same beginning (use 3 step process) partner must then name
and check their aloud. sound when the teacher says the numeral. Both students
predictions as they read. two more words. create a corresponding set
(start on pg. 15) Connection question: on paper (focus on 1-5) and
What kinds of things have you (letter and sound focus: sh) check that their sets are
noticed in the sky? equal. PS.NS.4/6
scaffolded at-bats: echo read
after teacher model SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”

Assessment Stem: Students


work in partners with one
die per pair. Students create
the set on paper as teachers
rotate to inquire what
numeral was rolled.
Numerals on dice should be
1-5 but can be
differentiated depending on
students paired together.

Read Aloud Shared Reading Word Play Writing Math


SWBAT identify events in SWBAT track and choral read a SWBAT identify the beginning SWBAT write and draw Objective: SWBAT work
the beginning middle, pattern text. sound of a word produced by about an event at the end of with a partner. One partner
and end of the story. the teacher (/ch/ /sh/ /th/) their fairy tale. will role a die. The other
Day 27

Connection question: and select a word with the SWBAT share their fairy tale partner must then name
What kinds of things have you same beginning sound when with a friend. the numeral. Both students
seen a cloud look like? the teacher says two more (use 3 step process) create a corresponding set
student heavy lifting and at- words. on paper (focus on 6-10)
bats: choral read
(letter and sound focus: ch, sh, and check that their sets
th) are equal. PS.NS.4/6

SMP Focus: #1 "When given


a problem, I can make a
plan to solve it and check
my answer.”

Assessment Stem: Students


work in partners with one
die per pair. Students create
the set on paper as teachers
rotate to inquire what
numeral was rolled.
Numerals on dice should be
6-10 but can be
differentiated depending on
students paired together.

Read Aloud Shared Reading Word Play Writing Math


SWBAT retell 3 events SWBAT track a pattern text SWBAT identify the beginning Objective: SWBAT work
from the story to a friend and pattern break as they read sound of a word produced by with a partner. Each will roll
in order. it independently. the teacher (/ch/ /sh/) and their own die and complete
select a word with the same their own set with like
Connection question: beginning sound when the concrete items. Students
What do you think would be teacher says two more words. name who has more and
really cool to see a cloud who has less in their set (1-
Day 28

shaped like? (letter and sound focus: ch, sh) 10). PS.NS.4/6
independent application and
practice SMP Focus: #1 "When given
a problem, I can make a
plan to solve it and check
my answer.”

Assessment Stem: Students


work in partners, but each
student has their own die.
Students create the set with
like concrete items as
teachers rotate to inquire
what numerals were rolled.
Students will then use
comparative language to
name whose set has
more/less.