Tools of the MindMegan Gilbert Tools of the Mind Kindergarten Long Term Plan Aligned to Common Core State

Standards
Training 1: Weeks 1-5 Week 1: Back to School Week 2: Goldilocks Week 3: Three Little Pigs Week 4: Three Billy Goats Gruff Week 5: Little Red Riding Hood Training 1: Weeks 6-8 Week 6: MTH Dinosaur Background Week 7: MTH Dinosaur Ch. 1-5 Week 8: MTH Dinosaur Ch. 6-10 Training 2: Weeks 9-18 Week 9: MTH Knights Background Week 10: MTH Knights Ch. 1-5 Week 11: MTH Knights Ch. 6-10 Week 12: MTH Mummies Background Week 13: MTH Mummies Ch. 1-5 Week 14: MTH Mummies Ch. 6-10 Week 15: MTH Pirates Background Week 16: MTH Pirates Ch. 1-5 Week 17: MTH Pirates Ch. 6-10 Training 3: Weeks 19-30 Week 19: MTH Ninja Background Week 20: MTH Ninja Ch. 1-5 Week 21: MTH Ninja Ch. 6-10 Week 22: MTH Amazon Background Week 23: MTH Amazon Ch. 1-5 Week 24: MTH Amazon Ch. 6-10 Week 25: MTH Ice Age Background Week 26: MTH Ice Age Ch. 1-5 Week 27: MTH Ice Age Ch. 6-10 Week 28: MTH Space Background Week 29: MTH Space Ch. 1-5 Week 30: MTH Space Ch. 6-10 **Winter Break Week 19: Team- We have collective, ambitious goals that make sure we can achieve our dreams. - We are happy when we are learning together at school - We need each and every one of us to help us reach our goals; you are love and you belong in our classroom. - Role-Play and Looks Like, Sounds Like Training 4: Weeks 31-42 Week 31: MTH Ocean Background Week 32: MTH Ocean Ch. 1-5 Week 33: MTH Ocean Ch. 6-10 Week 34: MTH Cowboys Background Week 35: MTH Cowboys Ch. 1-5 Week 36: MTH Cowboys Ch. 6-10 Week 37: MTH Lions Background Week 38: MTH Lions Ch. 1-5 Week 39: MTH Lions Ch. 6-10 Week 40: MTH Polar Bear Background Week 41: MTH Polar Bear Ch. 1-5 Week 42: MTH Polar Bear Ch. 6-10 Week 31: Perseverance-We take risks. We know that all mistakes are opportunities to learn. **Spring Break Week 32: Goals- Reflection on goals at this point in school year; review urgently working towards goals and concept of best work - How do you know if youre close to reaching your goals?

Themes

Culture of Achievement

Week 1: Hopes and Dreams Week 2: Classroom Promises-choices and good choices vs. bad choices; we stop and think before we act because all of our actions have consequences Week 3: Learning to Listen - We listen and think about what our friends and teachers are saying

Week 6: Goals- What is a goal? Why are goals important? (So we can achieve our dreams) - Introduction of goals for yearquantitative and qualitative student friendly, visual tracker - We are empowered students, we can and want to learn, and we are on a mission! (no time to waste) - To reach our goals, we must do our best work. (Introduction of best

Week 9: EmpathySame or Different?/Caring and Helping--sounds like Week 10: Emotions ManagementManaging Frustration/Calming Down Strong Feelings Week 11: Emotions Management Managing Anger/Managing Disappointment Week 12: Emotions ManagementHandling

Tools of the MindMegan Gilbert

- Model Morning Meeting routines of sharing/listening Week 4: Focusing Attention/Following Directions Week 5: Fair Ways to Play work frames, definition of best workthought hard, excited and proud of what we learned, completed work Week 7: EmpathyFeelings/More Feelings/We Feel Feelings in Our Bodies Week 8: EmpathyIdentifying Anger/Distinction between Feelings and Actions Waiting/Handling Being Knocked Down Week 13: Solution Seeking- What is a problem? How big of a problem is it? Who is responsible for solving my problem? - Steps in Solution Seeking Week 14: Solution Seeking-Review Steps in Solution Seeking; Scenario Practice (sharing, group control, off-task behavior, aggression, mean words) Week 15: Goals- Reflection on goals at this point in school year; review urgently working towards goals and concept of best work - How do we set our own goals? - How do we know when we have reached our goal? - Concept of future and what it will take for us to achieve our goals in the futurelinking education to achieving our dreams Week 16: PerseveranceMalleable Intelligence; Working Hard; Process over Product Week 17: PerseveranceDefinition and Key Week 20: Team- We work in groups and with partners to help each other reach our goals. - Role of Team Captain - Role of Study Buddy Week 21: Team- We know how to speak to each other in a group setting that makes sure we are making other people feel great about themselves. - Dos and Donts of working in a group or with a partner - Review of Fair Ways to Play Week 22: Team- To make sure that we reach our goals, we need to help and encourage our friends with their work. - We love helping others and being helped by our friends in the class. - When we have a question or dont understand something, we ask our partner and our group members before we ask a teacher. We are independent. - We know how to Week 23: Active Listening-Accountable Talk Week 24: Active Listening-Accountable Talk Week 25: Active Week 33: Goals- We have big dreams and with a great education, we can do anything! Week 34: Goals- We have big dreams and with a great education, we can do anything! Week 35: TeamReview - To make sure that we reach our goals, we need to help and encourage our friends with their work. - We love helping others and being helped by our friends in the class. - When we have a question or dont understand something, we ask our partner and our group members before we ask a teacher. We are independent. Week 36: EmpathyAsset-based thinking Week 37: EmpathyBenefits of altruism Week 38: Solution Seeking- We work to solve the problems with the world outside of our classroom. We are innovative thinkers with ideas that society needs. Week 39: Solution Seeking - We work to solve the problems with the

Tools of the MindMegan Gilbert

Points; Role-Play: trying and trying until best work, never giving up, Listening-HigherOrder Questioning Week 26: Active Listening-HigherOrder Questioning **After teaching Active Listening, can adjust sequence, based on student needs and common classroom problems. Week 27: EmpathyReview - Student-led roleplaying: Caring and Helping/Calming Down Week 28: Solution Seeking-Review steps in Solution Seeking and what makes a good or innovative solution Week 29: Solution Seeking-academic vs. social problems; differences in the two and solutions for each type Week 30: Perseverance-We are confident and assertive (definition, looks like/sounds like, application) Family Engagement - Home Visits - Parent Surveys - Homework/Folder system routines - Volunteer sign-up and interest meeting (1) Throughout year: send home each unit plan, - Goal-setting meetings: understanding academic data and sharing hopes and dreams - Mini-lesson: reading at home and key print concepts/put online - Mini-lesson: Scaffolded Writing at home/put online/send home Sound Map - Workshop 1: social/emotional and positive discipline - Volunteer sign-up and interest meeting (2) - Workshop 2 - Mini-lesson: Guided Reading/put online/send home mediators - Workshop 3 - Workshop 4 world outside of our classroom. We are innovative thinkers with ideas that society needs. Week 40: Goals-Final Reflection Week 41: TeamCelebrating our success! Week 42: TeamCelebrating our success!

Tools of the MindMegan Gilbert

consistently inform about weekly goals, consistently have weekly/monthly signups for volunteer times BY SEPTEMBER 30TH: Literacy Diagnostic Math Diagnostic TRC Assessment BOY DIBELS Assessment(Letter Fluency, Initial Sound Fluency) BOY

Assessments

Informal/Anecdotal DIBELS Progress Monitoring (ISF)

Informal/Anecdotal DIBELS Progress Monitoring (ISF)

BY JANUARY 20TH: Literacy MOY Math MOY TRC Assessment MOY DIBELS Assessment(Letter Fluency, Initial Sound Fluency, Phoneme Segmentation, Nonsense Word) MOY Informal/Anecdotal TRC Progress Monitoring DIBELS Progress Monitoring (PSF)

BEFORE SB: Literacy MOY 2 Math MOY 2 TRC Progress Monitoring DIBELS Progress Monitoring (PSF) BY JUNE 8TH: Literacy Summative Math Summative TRC Assessment EOY DIBELS Assessment(Letter Fluency, Initial Sound Fluency, Phoneme Segmentation, Nonsense Word) EOY Independent AP/WP: SW use word patterns to correctly spell words on the majority of their message. SW be correctly spelling all sight words in their message. SW write at least two sentences during every writing interaction. Cognitive selfregulation; academic focus; decoding; group collaboration; leadership within the classroom; math centers; editing work; learning conferences; scientific inquiry

Benchmarks for Scaffolded Writing (by end of training) NOTE: This varies widely according to student; this is meant to be a general pacing guide

Scaffolded Lines: SWBAT write one line for every one word in their message, with teacher support on no more than one line. SW know the writing procedure and will be consistently writing and checking their lines.

Primary Focus of Training

Physical and emotional self-regulation; procedures; dramatization; working memory; building executive function through private speech, mediators, and play; peer support structures and interactions; cleanup and transitions; number sense;

Independent Lines: SWBAT write one line for every one word in their message, without any teacher support. SW, with teacher support, be using the Sound Map to identify the first sound in each word in their message. SW know the procedure for using the Sound Map for support. Physical and emotional self-regulation; procedures; working memory; building executive function through private speech, mediators, and play; dramatization; peer support structures and interactions; clean-up and transitions; number sense; alphabet

Independent IS/ES: SW independently identify the first sound in every word in their message. SW identify all of the ending sounds in each word, with teacher support on no more than two words.

Independent MS/AP: SW identify the middle sound, including vowels, in each word in their message with teacher support on no more than two words. SW write at least two sentences during every writing interaction

Physical and emotional self-regulation; procedures; building executive function through private speech, mediators, and play; dramatization; peer support structures and interactions; comprehension strategies; phonological awareness; number

Cognitive selfregulation; academic focus; decoding; group collaboration; leadership within the classroom; math centers; learning conferences; scientific inquiry

Tools of the MindMegan Gilbert

alphabet recognition Phonics/Phonemic Awareness - Recognizing Names - Uppercase Letters - Writing Names recognition - Beginning Sounds - Uppercase and lowercase letters - Letter sounds - Hearing and making rhymes - Hearing, saying, and counting syllables sense; procedural math games 4 weeks: - Uppercase and lowercase letters (as needed) - Letter sounds (as needed) - Phoneme segmentation (orally and with manipulatives) - Vowels 5 weeks: - Word Building: 1-2 new word patterns/day; 5-10 new word patterns/week; 40 word patterns by end of 5 weeks; SWBAT read words with word patterns, create new words using word patterns, and identify word patterns in isolation Guided Reading N/A N/A N/A Review of print concepts for all students: - SWBAT match spoken words to printed words - SWBAT carry the pattern from page to page - Strategies: 1. Seen Word Before 2. Word Patterns 3. Make Sense - Comprehension checks: character traits, sequencing, connections, setting If by end of February, student is still reading - Strategies: 1. Seen Word Before 2. Word Patterns 3. Make Sense - Comprehension checks: character traits, sequencing, connections, setting

- Digraphs/blends (sh, wh, ch, th, ll, ss, tr) - Word endings (ed, s, es, re-, pre-, -ful, -less) - Phoneme segmentation (orally and with manipulatives) - Word Pattern fluency - Sight words

- Digraphs/blends (sh, wh, ch, th, ll, ss, tr) - Word endings (ed, s, es, re-, pre-, -ful, -less) - Phoneme segmentation (orally and with manipulatives) - Word Pattern fluency - Sight words

Tools of the MindMegan Gilbert

at A/B, use the following objectives: - SWBAT say a word that matches my mouth and the picture; get my mouth ready to make first letter sounds - SWBAT locate familiar and new words and sounds - SWBAT use ending and medial sounds to read unfamiliar words - SWBAT read CVC words - SWBAT use word patterns at the end of words while reading - SWBAT use word patterns in the middle of words to decode unfamiliar words - SWBAT to read known words combined with regular endings - Concept of sentence/word (as needed) - Spacing - Punctuation - Capitalization

Print Concepts

- Front/back cover - Title and location - Title page - Author/illustrator and location - Picture walks

- Directionality - Return Sweep - Page Sequence

- Vocabulary: first, last - 1:1 correspondence - Concept of sentence (identifying a sentence, counting words in a sentence, first and last word in a sentence) - Concept of word (identifying a word, counting letters in a word, first and last letter in a word) - Mystery Question Game: Mystery Shape, Mystery Word (initial, ending) Mystery Letter, Mystery Pattern, Mystery Numeral **use to reinforce skills, as needed - Message of the Day: model Sound Map for

- Concept of sentence/word (as needed) - Spacing (as needed) - Punctuation - Capitalization

Morning Meeting

- Mystery Question Game: Yes/No (2 days) **use to reinforce skills - Message of the Day; model use of Sound Map and procedure of Scaffolded Writing - Share the News: getting to know you questions

- Mystery Question Game: Mystery Shape, Mystery Word (initial consonant) **use to reinforce skills - Message of the Day, model Sound Map (3 days/week) - Write Along (We are going to stem; 2

- Mystery Rhyme, Mystery Word, Mystery Letter, Mystery Pattern, Mystery Numeral Game, Mystery Word (initial-to-ending, ending-to-initial) - Message of the Day model Sound Map for IS/ES/MS, introduce

- Mystery Word Pattern, Mystery Rhyme, Mystery Word, Mystery How Many Sounds?, Mystery Math Games - Editors Eyes: punctuation, capitalization, sight words (1 day/week) - Write Along: sight

Tools of the MindMegan Gilbert

- Attention-focusing activities: fingerplays - Community Building Activities - Syllable Clapping - Make a Rhyme days/week) - Share the News: getting to know you questions - Attention-focusing activities: fingerplays - Community Building Activities - Syllable Clapping - Make a Rhyme IS/ES/MS, introduce concept of word patterns, sight words, consonant blends, vowels, long and short lines, link of phoneme segmentation to writing (2 days/week) - Write Along: sight words, consonant blends, punctuation, capitalization, word spacing (no stem, 3 days/week) - Share the News - Attention-focusing activities: fingerplays - Community Building Activities - Syllable Clapping - Make a Rhyme concept of word patterns, sight words, consonant blends, vowels, long and short lines, link of phoneme segmentation to writing (1 day/week) - Write Along: sight words, consonant blends, punctuation, capitalization (silly sentences, jokes, riddles, tongue twisters, 4 days/week) - Editors Eyes: punctuation, capitalization, sight words (1 day/week, alternate with Message of the Day) - Share the News: MTH: focus around center procedures and problem solving; F: Friday Book Club - Attention-focusing activities: fingerplays - Community Building Activities MTH Message: Just like Jack, we read to learn about the world around us. Reading is exciting because it teaches us new things. 3-week rotations: 1 week of building background through non-fiction read-alouds, 2 weeks of MTH Week 1: Connections, Active Listening, or Vocabulary words, consonant blends, punctuation, capitalization, word patterns (silly sentences, jokes, riddles, tongue twisters, 4 days/week) - Share the News - Attention-focusing activities: fingerplays - Community Building Activities

Story Lab

(In order, by day): 1. Visualization 2. Character Empathy 3. Inference 4. Story Grammar 5. Story Comparison TW model dramatization with students by assigning groups of students to practice playing certain roles; introduce concept of a character, setting, author/illustrator

MTH Message: Just like Jack, we read to learn about the world around us. Reading is exciting because it teaches us new things. 3-week rotations: 1 week of building background through non-fiction read-alouds, 2 weeks of MTH; summarizing what has happened so far in book during each introduction

MTH Message: Just like Jack, we read to learn about the world around us. Reading is exciting because it teaches us new things. 3-week rotations: 1 week of building background through non-fiction read-alouds, 2 weeks of MTH; summarizing what has happened so far in book during each introduction

MTH Message: Just like Jack, we read to learn about the world around us. Reading is exciting because it teaches us new things. 3-week rotations: 1 week of building background through non-fiction read-alouds, 2 weeks of MTH Week 1: Connections, Active Listening, or Vocabulary

Tools of the MindMegan Gilbert

Week 1: Connections Week 2, 3: Visualization, Prediction, Character Empathy, Inference Week 1: Connections, Active Listening, or Vocabulary Week 2, 3: Visualization, Prediction, Character Empathy, Inference MTH Message: Just like Jack writes in his notebook, we write about the story and about new facts to help us remember. 3-week rotations: 1 week of fact writing, 2 weeks of MTH chapter summaries Week 1: RWL Fact Books Week 2,3: Chapter Summary Ch.10: RWL Comparison or Storyboard 3-week rotations: 1 week of prop-making, 2 weeks of MTH dramatization Teacher-scaffolded dramatization of MTH story; team captain; role cards; groups of students play the story at least twice; scaffolded clean-up and focus on transitions **stop use of role cards once students are selfregulated enough to decide on roles Week 2: - MW: Story Lab, 2 chapters of MTH; same strategies - TTH: Review chapters and strategies from previous day; write chapter summary MTH Message: Just like Jack writes in his notebook, we write about the story and about new facts to help us remember. 3-week rotations: 1 week of fact writing, 2 weeks of MTH chapter summaries Week 1: RWL Fact Books Week 2,3: Chapter Summary TTH Ch.10: RWL Comparison or Storyboard SW complete Learning Plans; rotate to all 8 centers throughout the week (2 centers/day) Listening Center: - Story Comprehension Scaffolded Writing (response to a specific prompt) Stories Center: - Prop-making - Story dramatization Sound Center: - Sound sorting - Word Bingo: IS Week 2: - MW: Story Lab, 2 chapters of MTH; same strategies - TTH: Review chapters and strategies from previous day; write chapter summary MTH Message: Just like Jack writes in his notebook, we write about the story and about new facts to help us remember. 3-week rotations: 1 week of fact writing, 2 weeks of MTH chapter summaries Week 1: RWL Fact Books Week 2,3: Chapter Summary TTH Ch.10: RWL Comparison or Storyboard SW complete Learning Plans; rotate to all 8 centers throughout the week (2 centers/day) **TW use Training 3 list as well as the following activities: Listening Center: - Rodari Exercises - Peanut Reads - Storyboards Stories Center: - Connection to specific comprehension strategy

Scaffolded Writing

Pick role, write I am going to be

MTH Message: Just like Jack writes in his notebook, we write about the story and about new facts to help us remember. 3-week rotations: 1 week of fact writing, 2 weeks of MTH chapter summaries Week 1: RWL Fact Books Week 2,3: Chapter Summary

Dramatization/Literacy Centers

Teacher-scaffolded dramatization of fairy tales; team captain; role cards; groups of students play the story at least twice; scaffolded clean-up and focus on transitions

3-week rotations: 1 week of prop-making, 2 weeks of MTH dramatization Teacher-scaffolded dramatization of MTH story; team captain; role cards; groups of students play the story at least twice; scaffolded clean-up and focus on transitions Learning Conferences: OPTIONAL for students struggling with socialemotional goals during

Tools of the MindMegan Gilbert

dramatization centers Learning Conferences: OPTIONAL for students struggling with socialemotional goals during dramatization centers - IHWH Sounds - Word Building - IHWH Word Patterns Penmanship: - Cards - MTH special sentences MAB: - Storyboard - Extension page - New book Word Puzzles: - Sentence puzzles - Word Search - Letter Dot-to-Dot Literacy Games: - Calling Base Camp - Letter Memory Game - IHWH Sight Words (4 sets) Investigations: - Science Journals - Collection Study - Venger Collage Learning Conferences (Friday or last day of week): set center goals for following week **Choose games according to student data and specific needs; note that these are games that Tools provides, but you may incorporate other games if you choose Small Group Literacy Instruction N/A N/A N/A M-TH Small Groups during Literacy Centers Sound Center: - How Many Sounds? Game - Word Bingo: ES - Word Pattern Match Card Game Penmanship: - Address Book - Writing Numerals MAB: - Invent-a-Story (Rodari) Word Puzzles: - Make 4 Words Game - Turn and Read - Tongue Twister, Riddle, Joke, Poem, Song, or Fingerplay Puzzle Literacy Games: - Sight Word Bingo - Word Pattern Bingo - Words that Rhyme Investigations: SAME Learning Conferences (Friday or last day of week): set center goals for following week **Choose games according to student data and specific needs; note that these are games that Tools provides, but you may incorporate other games if you choose M-TH Small Groups during Literacy Centers

Tools of the MindMegan Gilbert

Week 19: Review Elkonin Boxes II/III, IHWH Word Patterns, Word Building Week 20-23: 2 days/week, add WP Secrete Decoder game and Word Building 2 days/week, add Buddy Reading^2 (decoding for A/B books) Week 24 or when student reaches Level C or higher, implement Individualized Reading (use Running Record to assess) MOVED TO CENTERS Level A/B: Buddy Reading^2 Level C or higher: Individualized Reading

Whole/Small Group Literacy Games

- Memory Game - Look and Remember - Forbidden Words - Listen and Remember (Do What I Do) - IHWH Names, Colors, Letters (uppercase to uppercase)

- Memory Game - Look and Remember - Forbidden Words - Listen and Remember (Do What I Do) - IHWH Names, Colors, Letters, Letter Sound** **Add in all IHWH games at own discretion based on skill levels and interest

4 weeks: - IHWH Letters - IHWH Letter Sounds - Elkonin 1: jumping phonemes - Elkonin 2: phonemes using manipulatives - Elkonin 3: number of phonemes 5 weeks: - Word Building and Word Pattern work; IHWH Word Patterns; Make a Word; Read a Word **Important to get through at least 40 word patterns by Winter Break (not for mastery, but for exposure)

MOVED TO CENTERS

Self-Regulation

- Fingerplays between

- Fingerplays between

- Fingerplays between

**Use at your discretion

**Use at your discretion

Tools of the MindMegan Gilbert

EVERY activity or for redirection of focus - Freeze Game (every day) - Freeze on the Number 1-10 (1-2 times/week) - Pattern Movement (12 times/week) - Graphics Practice (Levels 1-2, every day) Timeline Calendar: counting days into month, days of the week, months of the year, counting down to special days, days at school/not at school, how many days gone by/left in the school year Weather Graph: most, least, same, number of, data collection Math Centers Introduce Games: - Venger Drawings - Number Line Hopscotch - Patterns with Manipulatives - Guess My Number - Numerals Game (**beginning partner games, key procedure) SWBAT: shape names and attributes, numeral recognition, rote counting, pattern extension and creation, number sense, making sets, comparing numbers (clapping) EVERY activity or for redirection of focus - Freeze Game (every day) - Freeze on the Number 1-10 (1-2 times/week) - Pattern Movement (12 times/week) - Graphics Practice (Levels 1-2, every day) Timeline Calendar: counting days into month, days of the week, months of the year, counting down to special days, days at school/not at school, how many days gone by/left in the school year Weather Graph: most, least, same, number of, data collection Group or teacher-run center games; - Number Line Hopscotch - Guess My Number Centers: - Patterns with Manipulatives - Numerals Game (110) - Venger Drawing - Puzzles and Manipulatives SWBAT: shape names and attributes, numeral recognition, rote counting, pattern extension and creation, number sense, making sets, counting EVERY activity or for redirection of focus - Freeze Game - Freeze on the Number 1-10 - Pattern Movement - Graphics Practice (Levels 3-5, all letters by December, every day) Timeline Calendar: counting days into month, days of the week, months of the year, counting down to special days, days at school/not at school, how many days gone by/left in the school year Weather Graph: most, least, same, number of, data collection Introduce Games: - 100s Number Line - Pattern Guessing - Tallying - IHWH Numbers Group or teacher-run center games: - Number Line Hopscotch - Guess My Number - Pattern Guessing - 100s Number line Centers: - Numerals Game (1020) - Patterns with Manipulatives - Venger Drawing - Tallying - IHWH Numbers throughout transitions; optional to continue Graphics Practice throughout transitions; optional to continue Graphics Practice

Calendar Math

Timeline Calendar: counting days into month, days of the week, months of the year, counting down to special days, days at school/not at school, how many days gone by/left in the school year; skip counting Weather Graph: most, least, same, number of, data collection Introduce Games: - Market Farm - Stackers - Venger Drawing Collage - IHWH Shapes - IHWH Skip Counting - Guess My Number add/subtract and higher numbers Centers: - Guess My Number - Numerals Game - Market Farm - Pattern Guessing - Patterns with Manipulatives - IHWH Math - Stackers - Number Line Hopscotch

Conventional Calendar: counting days into month, days of the week, months of the year, counting down to special days, days at school/not at school, how many days gone by/left in the school year; skip counting Weather Graph: most, least, same, number of, data collection Introduce Games: - Time and Clocks - Architects Game - Find the Turtle - Venger Measurement Problem - Number Line Word Problems Centers: - Guess My Number - Numerals Game - Market Farm - Pattern Guessing - Patterns with Manipulatives - IHWH Math - Stackers - Number Line Hopscotch - 100s Number Line - Tallying

Tools of the MindMegan Gilbert

backwards, comparing written numerals SWBAT: sorting, tallying, making sets, writing numerals, rote counting, skip counting (number patterns), pattern extension, counting backwards, comparing written numerals, counting from a number other than 1 Supplemental math standards: money (identification) - 100s Number Line - Tallying SWBAT: writing numerals, making sets, number recognition, positional words, shape names and attributes Supplemental math standards: money (identification), adding/subtracting (using manipulatives, word problems), 3D shape names - Time and Clocks - Architects Game - Find the Turtle - Venger Measurement Problem - Number Line Word Problems SWBAT: time to the half hour on digital/analog, writing numerals, number recognition, shape names and attributes, positional words Supplemental math standards: money (value), measurement (length, weight, comparison), addition/subtraction (equations, place value) MTH Message: Just like Jack and Annie, we are interested in science and social studies because it helps us better understand the world around us. **see RWL planning document for specific lesson topics and standards for each book/theme

Theme-related Science/Social Studies (including Observation Station)

MTH Message: Just like Jack and Annie, we are interested in science and social studies because it helps us better understand the world around us. SCIENCE K.1.1 K.1.2 K.1.3 SOCIAL STUDIES K.1.4 K.1.5 K.3.1 K.3.2 K.6 Introduction to procedures of lip and ear mediators

MTH Message: Just like Jack and Annie, we are interested in science and social studies because it helps us better understand the world around us. **see RWL planning document for specific lesson topics and standards for each book/theme

MTH Message: Just like Jack and Annie, we are interested in science and social studies because it helps us better understand the world around us. **see RWL planning document for specific lesson topics and standards for each book/theme

MTH Message: Just like Jack and Annie, we are interested in science and social studies because it helps us better understand the world around us. **see RWL planning document for specific lesson topics and standards for each book/theme

Buddy Reading

Add Story Lab question cards: Active Listening, Connections; SW ask buddy a question about the story

Story Lab question cards: Active Listening, Connections; SW ask buddy a question about the story

Week 19-21: Story Lab question cards: Active Listening, Connections; SW ask buddy a question about the

M-TH: Paired Buddy Reading F: Friday Book Club and MAB Story Share

Tools of the MindMegan Gilbert

story Print Concepts: - Directionality - Return Sweep - Page Sequence Print Concepts: - Directionality - Return Sweep - Page Sequence Week 22-: Paired Buddy Reading** **By this time, students should have read at least 10 books during Buddy Reading^2 in order to begin Paired Buddy Reading

Tools Kindergarten Long Term Plan Calendar By Common Core Standard

Training 1: Weeks 1-5 Week 1: Back to School Week 2: Goldilocks Week 3: Three Little Pigs Week 4: Three Billy Goats Gruff Week 5: Little Red Riding Hood Training 1: Weeks 6-8 Week 6: MTH Dinosaur Background Week 7: MTH Dinosaur Ch. 1-5 Week 8: MTH Dinosaur Ch. 6-10 Training 2: Weeks 9-18 Week 9: MTH Knights Background Week 10: MTH Knights Ch. 1-5 Week 11: MTH Knights Ch. 6-10 Week 12: MTH Mummies Background Week 13: MTH Mummies Ch. 1-5 Week 14: MTH Mummies Ch. 6-10 Week 15: MTH Pirates Background Week 16: MTH Pirates Ch. 1-5 Week 17: MTH Pirates Ch. 6-10 Training 3: Weeks 19-30 Week 19: MTH Ninja Background Week 20: MTH Ninja Ch. 1-5 Week 21: MTH Ninja Ch. 6-10 Week 22: MTH Amazon Background Week 23: MTH Amazon Ch. 1-5 Week 24: MTH Amazon Ch. 6-10 Week 25: MTH Ice Age Background Week 26: MTH Ice Age Ch. 1-5 Week 27: MTH Ice Age Ch. 6-10 Week 28: MTH Space Background Week 29: MTH Space Ch. 1-5 Week 30: MTH Space Ch. 6-10 FOUNDATIONAL SKILLS RF.K.1 RF.K.3 RF.K.2 SPEAKING AND Training 4: Weeks 31-42 Week 31: MTH Ocean Background Week 32: MTH Ocean Ch. 1-5 Week 33: MTH Ocean Ch. 6-10 Week 34: MTH Cowboys Background Week 35: MTH Cowboys Ch. 1-5 Week 36: MTH Cowboys Ch. 6-10 Week 37: MTH Lions Background Week 38: MTH Lions Ch. 1-5 Week 39: MTH Lions Ch. 6-10 Week 40: MTH Polar Bear Background Week 41: MTH Polar Bear Ch. 1-5 Week 42: MTH Polar Bear Ch. 6-10 FOUNDATIONAL SKILLS RF.K.1 RF.K.3 RF.K.2 SPEAKING AND

Themes

Morning Meeting

FOUNDATIONAL SKILLS RF.K.1 RF.K.3 SPEAKING AND LISTENING

FOUNDATIONAL SKILLS RF.K.1 RF.K.3 RF.K.2 SPEAKING AND

FOUNDATIONAL SKILLS RF.K.1 RF.K.3 RF.K.2 SPEAKING AND

Tools of the MindMegan Gilbert

SL.K.1 SL.K.3 SL.K.4 SL.K.6 LANGUAGE L.K.1 L.K.4 L.K.5 L.K.6 LISTENING SL.K.1 SL.K.3 SL.K.4 SL.K.6 LANGUAGE L.K.1 L.K.2 L.K.4 L.K.5 L.K.6. LISTENING SL.K.1 SL.K.3 SL.K.4 SL.K.6 LANGUAGE L.K.1 L.K.2 L.K.4 L.K.5 L.K.6 LISTENING SL.K.1 SL.K.3 SL.K.4 SL.K.6 LANGUAGE L.K.1 L.K.2 L.K.4 L.K.5 L.K.6 LISTENING SL.K.1 SL.K.3 SL.K.4 SL.K.6 LANGUAGE L.K.1 L.K.2 L.K.4 L.K.5 L.K.6

Story Lab

READING: LITERATURE RL.K.1 RL.K.2 RL.K.3 RL.K.4 RL.K.6 RL.K.7 RL.K.9 READING: INFORMATIONAL RI.K.5 SPEAKING AND LISTENING SL.K.1 SL.K.2 LANGUAGE L.K.5 WRITING W.K.2 W.K.3 W.K.5 W.K.7 W.K.8 SPEAKING AND LISTENING SL.K.4

READING: LITERATURE RL.K.1 RL.K.2 RL.K.3 RL.K.4 RL.K.6 RL.K.9 READING: INFORMATIONAL RI.K.5 SPEAKING AND LISTENING SL.K.1 SL.K.2 LANGUAGE L.K.5 WRITING W.K.2 W.K.3 W.K.5 W.K.7 W.K.8 SPEAKING AND LISTENING SL.K.4

READING: LITERATURE RL.K.1 RL.K.2 RL.K.3 RL.K.4 RL.K.6 RL.K.9 READING: INFORMATIONAL RI.K.5 SPEAKING AND LISTENING SL.K.1 SL.K.2 LANGUAGE L.K.5 WRITING W.K.2 W.K.3 W.K.5 W.K.7 W.K.8 SPEAKING AND LISTENING SL.K.4

READING: LITERATURE RL.K.1 RL.K.2 RL.K.3 RL.K.4 RL.K.6 RL.K.9 READING: INFORMATIONAL RI.K.5 SPEAKING AND LISTENING SL.K.1 SL.K.2 LANGUAGE L.K.5 WRITING W.K.2 W.K.3 W.K.5 W.K.7 W.K.8 SPEAKING AND LISTENING SL.K.4

READING: LITERATURE RL.K.1 RL.K.2 RL.K.3 RL.K.4 RL.K.6 RL.K.9 READING: INFORMATIONAL RI.K.5 SPEAKING AND LISTENING SL.K.1 SL.K.2 LANGUAGE L.K.5 WRITING W.K.1 W.K.2 W.K.3 W.K.5 W.K.7 W.K.8 SPEAKING AND LISTENING

Scaffolded Writing (Fact Book and Chapter Summary)

Tools of the MindMegan Gilbert

SL.K.5 LANGUAGE L.K.1 L.K.2 FOUNDATIONAL SKILLS RF.K.1
Dramatization/Literacy Centers

SL.K.5 LANGUAGE L.K.1 L.K.2 FOUNDATIONAL SKILLS RF.K.1 READING: LITERATURE RL.K.2 RL.K.3 RL.K.9 SPEAKING AND LISTENING SL.K.1 SL.K.6 LANGUAGE L.K.1 L.K.6

SL.K.5 LANGUAGE L.K.1 L.K.2 FOUNDATIONAL SKILLS RF.K.1 RF.K.2 READING: LITERATURE RL.K.2 RL.K.3 RL.K.9 SPEAKING AND LISTENING SL.K.1 SL.K.6 LANGUAGE L.K.1 L.K.6

SL.K.5 LANGUAGE L.K.1 L.K.2 FOUNDATIONAL SKILLS RF.K.1 RF.K.2

READING: LITERATURE RL.K.1 RL.K.2 RL.K.3 RL.K.9 FOUNDATIONAL SKILLS RF.K.1 RF.K.2 RF.K.3 WRITING W.K.1 W.K.3 W.K.5 SPEAKING AND LISTENING SL.K.1 LANGUAGE L.K.1 L.K.2 L.K.5

SL.K.4 SL.K.5 LANGUAGE L.K.1 L.K.2 FOUNDATIONAL SKILLS RF.K.1 RF.K.2

READING: LITERATURE RL.K.1 RL.K.2 RL.K.3 RL.K.9 FOUNDATIONAL SKILLS RF.K.1 RF.K.2 RF.K.3 WRITING W.K.1 W.K.3 W.K.5 SPEAKING AND LISTENING SL.K.1 LANGUAGE L.K.1 L.K.2 L.K.5 ****ADD SCIENCE READING: LITERATURE RL.K.1 RL.K.2 RL.K.3 RL.K.4 RL.K.7 READING: INFORMATIONAL RI.K.1

READING: LITERATURE RL.K.2 RL.K.3 RL.K.9 SPEAKING AND LISTENING SL.K.1 SL.K.6 LANGUAGE L.K.1 L.K.6

Small Group Literacy Instruction

N/A

N/A

N/A

***ADD SCIENCE READING: LITERATURE RL.K.1 RL.K.2 RL.K.3 RL.K.4 RL.K.7 READING: INFORMATIONAL RI.K.1

Tools of the MindMegan Gilbert

RI.K.2 RI.K.3 RI.K.4 RI.K.5 RI.K.7 FOUNDATIONAL SKILLS RF.K.1 RF.K.3 RF.K.4 LANGUAGE L.K.4 L.K.5 Moved to Literacy Centers RI.K.2 RI.K.3 RI.K.4 RI.K.5 RI.K.7 FOUNDATIONAL SKILLS RF.K.1 RF.K.3 RF.K.4 LANGUAGE L.K.4 L.K.5 Moved to Literacy Centers

Whole/Small Group Literacy Games Self-Regulation Calendar Math

FOUNDATIONAL SKILLS RF.K.1

FOUNDATIONAL SKILLS RF.K.1 RF.K.3 COUNTING AND CARDINALITY K.CC.1 K.CC.2 K.CC.4 K.CC.5 K.CC.6 K.CC.7 MEASUREMENT AND DATA K.MD.2 GEOMETRY K.G.2 K.G.5 K.G.6 COUNTING AND CARDINALTIY K.CC.1 K.CC.2 K.CC.4 K.CC.5 K.CC.6 PATTERNS (NO CC STANDARD)

FOUNDATIONAL SKILLS RF.K.1 RF.K.2 RF.K.3 COUNTING AND CARDINALITY K.CC.1 K.CC.2 K.CC.4 K.CC.5 K.CC.6 K.CC.7 MEASUREMENT AND DATA K.MD.2 COUNTING AND CARDINALITY K.CC.7 MEASUREMENT AND DATA K.MD.2 K.MD..3

COUNTING AND CARDINALITY K.CC.1 K.CC.2 K.CC.4 K.CC.5 K.CC.6 K.CC.7 MEASUREMENT AND DATA K.MD.2 GEOMETRY K.G.2 K.G.5 K.G.6 COUNTING AND CARDINALTIY K.CC.1 K.CC.2 K.CC.4 K.CC.5 K.CC.6 PATTERNS (NO CC STANDARD)

COUNTING AND CARDINALITY K.CC.1 K.CC.2 K.CC.4 K.CC.5 K.CC.6 K.CC.7 MEASUREMENT AND DATA K.MD.2 COUNTING AND CARDINALITY K.CC.3 OPERATIONS AND ALGEBRAIC THINKING K.OA.1 K.OA.5 NUMBER AND OPERATIONS IN BASE TEN K.NBT.1 GEOMETRY K.G.1 MONEY (NO CC

COUNTING AND CARDINALITY K.CC.1 K.CC.2 K.CC.4 K.CC.5 K.CC.6 K.CC.7 MEASUREMENT AND DATA K.MD.2 OPERATIONS AND ALGEBRAIC THINKING K.OA.2 K.OA.3 K.OA.4 MEASUREMENT AND DATA K.MD.1 GEOMETRY K.G.3 K.G.4

Math Centers (this includes standards introduced during the training, not all potential standards covered in centers)

Tools of the MindMegan Gilbert

Theme-related Science/Social Studies SCIENCE K.1.1 K.1.2 K.1.3 SOCIAL STUDIES K.1.4 K.1.5 K.3.1 K.3.2 K.6 READING: LITERATURE RL.K.1 RL.K.7 READING: INFORMATIOINAL TEXT RL.K.1 RL.K.5 RL.K.7 SPEAKING AND LISTENING SL.K.1 SL.K.6 **see RWL planning document for specific lesson topics and standards for each book/theme **see RWL planning document for specific lesson topics and standards for each book/theme STANDARD) **see RWL planning document for specific lesson topics and standards for each book/theme **see RWL planning document for specific lesson topics and standards for each book/theme

Buddy Reading

READING: LITERATURE RL.K.1 RL.K.7 READING: INFORMATIOINAL TEXT RL.K.1 RL.K.5 RL.K.7 READING: FOUNDATIONAL SKILLS RF.K.1 LANGUAGE L.K.1

READING: LITERATURE RL.K.1 RL.K.7 READING: INFORMATIOINAL TEXT RL.K.1 RL.K.5 RL.K.7 READING: FOUNDATIONAL SKILLS RF.K.1 LANGUAGE L.K.1

READING: LITERATURE RL.K.1 RL.K.7 READING: INFORMATIOINAL TEXT RL.K.1 RL.K.5 RL.K.7 READING: FOUNDATIONAL SKILLS RF.K.1 RF.K.3 RF.K.4 LANGUAGE L.K.1

READING: LITERATURE RL.K.1 RL.K.7 READING: INFORMATIOINAL TEXT RL.K.1 RL.K.5 RL.K.7 READING: FOUNDATIONAL SKILLS RF.K.1 RF.K.3 RF.K.4 LANGUAGE L.K.1