Monday

:: Tuesday :: Wednesday :: Thursday :: Friday Date: November 4st, 2013

IB Planner: How we organize ourselves. Central Idea: People come together to work, play, and learn.
8:35-8:50
Arrival/Attendance/Lunch Count
Special Helpers:
*Students put folders in create just inside the door, make a home lunch choice from
* 1 Hope Students
hallway area at clipboard and complete todays morning work. Teacher is to help put + Mrs G. and after her is Mrs.
nametag on each child to help with attendance. Call 6301 to report absences and
Upagraph Comes in to help with Daily
how many children are getting hot lunch. Cold lunch children # 26 in class-absent
5 /intervention
numbers.

The morning work is by the sink in a try. If they finish they are to a read book in the

book tray placed on their tables.
Mrs. Upagraph
Morning Work: Practice their writing lines with writing their names or Practice
8:45- 9:40
their reading or Dot to dot with numbers or a, b, c, writing with first sounds or do a
color page
Mrs. G
Fridays all show and tell items are to go into their cubbies for show and tell to start
10:35- 11:30
before Calendar time

8:50-9:10
INTERVENTION/TEACHER TIME
Independent Tasks:

___ Word Work
Whole group: Read aloud short story to students. Read the book three times and
___ Read to Self
have students follow along. Students may put book into book bins when done.
___ Work On Writing

___ Read to Someone
Mrs. McCormicks & Ms. Appells Groups:
___ Listen to Reading
Monday, Wednesday, and Friday: Begin with an easy reader to read together then K-

*During this time, the group with the
PALS game sheet and activity to support
teachers will be the most intensive

intervention. The children will do Core
Tuesday and Thursday: Begin with Teacher read aloud or a big book. Then go to
wordbook, then K-pals (black folder), and
sound sorts.
end with looking easiest leveled reader

only at Kidney Table Area.
Rest of the class will be:
Intensive Groups:
Working on Writing as journaling

They may write on a topic of their choosing
Mrs. McCormick:
Bryan

Jonah
Edita
Asiah
Delia

Mr. Westrate back room:
Andrea
Karmyne
Karina

Ms. Appell
Audrina
Rorie
Maurice
Valeria

9:10-9:40

Daily 5: Calendar
Daily Caf Lesson in the daily letter: Concept of Print, Frist sounds in words,
Listening to Understand, Lower and Upper Case letters

Starts with children on carpet after putting morning work away. Do Good
Morning Song and Dear Friends Daily letter.

DAILY 5 BREAK AWAY
Calendar Routine (Fridays begin show and tell first and no Handwriting Lessons on
Fridays)

1. Begin with morning song Good Morning to You and then start daily letter on
easel board. Dear Friends, Today is ________ etc. etc. etc.
2. Review periods, how many words by counting and underlining or clap each word
as you count and tally mark the, How many words in our sentence? etc. in Daily
Message
3. Pick a prince or princess from the rubber banded group of note cards. Give that
student a yellow crown with their name written on it. As you are stapling the crown,
ask the whole class questions like, how do you spell _____s name? or How many
letters does ______s name have?
4. Calendar (days of the week song, add new day (#) to calendar):
5. Zoo Phonics: Say name of letter, sound of Zoo Friend & motion SAY ZOO FRIENDS
NAME and sound and letter.
6. Word wall sentence review words and create a new sentence using interesting
words and word wall words.
7. Pledge of allegiance.

DAILY 5 MINI BREAK

AWAYS

DAILY 5 ROTATIONS

Blocks can be done by one 10
minute rotations and then stop and
do whole group BREAK AWAY
LESSON:

-Break Away lessons are 10
minutes or less (exception calendar
time). Do one between each
rotation of daily 5 centers.

-Break Aways are: 1. ELA calendar,
2. WORK ON WRITING with daily
sentence, 3. WORD WORK phonic
skills, and 4. Snack.

-Daily 5 BREAK AWAY: Mini Lesson
are 10 minutes or less each except
for calendar is 10 minutes or longer

-Groups are on the Daily 5 pocket chart. They

are based on academic skill

-Each group is assigned one Daily 5 rotation
at a time.

-The rotations will last 10 minutes ( see
below for Daily 5 rotation lessons)

-Once one rotation is complete a Mini Break
Away lesson will be done

-Once Break Away Lesson is complete
children will go back and do other Daily 5
rotations. (see above for breakaway lessons)

-There will be a total of 4 rotations and 4
mini break away

Prince or Princess duties:

Line leader

Use pointer for counting

during calendar and
reading daily sentence

Holds flag for pledge of

allegiance

Sit on the star for magic

carpet

*Once done rotate to Daily 5

First Break Away:

9:40-9:55

Daily 5 MINI LESSONS:

Daily 5: Word Work Rotation small

group

Work on Writing:
The students will write the daily
sentence from calendar time on the
paper from ELMO area. Teacher
will do an example on that paper
and place it on the easel so they can
look on word wall or easel. If they
finish the sentence, they are to
write all the word wall words and
word family words. Students can
write other students names or
another other words they can find
around the room. Students should
be doing their own work with little
to no talking.

Mini Phonic Lesson: 15 minutes

Daily Caf Lesson: Concept of Print, Frist
sounds in words, Listening to Understand,
Lower and Upper Case letters

Second Break
Away:
10:20-10:35

Daily 5 Break Away Mini

Phonic Lesson: 10 minutes
H.M. Phonic target skills:
WORD WORK
Daily Caf Lesson: Frist sounds in
words, Lower and Upper Case
letters

Working with picture cards and
alphabet letters
Instruction:
Whole Small Individual

Language Objective(s): Reading
Writing Listening Speaking

Content Objective(s):
TWL Find the first sound in each
word. Listen as I tell you a word.
What is the first sound you hear in
the word? B-AT What is the first
sound, b good! Do these for
about 10 cards.
AND/OR
Do A,B, C cards and ask , What
letter? and go fast for about 10
cards then switch and ask, What
sounds?

Assessment/Assignment(s): I can
read all my letters and say first
sounds in words.
Observation: Teacher listens and
observes students as they practice
their word work and letter

Mrs. McCormick or Ms. Appell

Activity 2: Word Work:

Objective: Students will:

Experiment with letters for learning and

practicing letter knowledge

Memorizing easy 1, 2, 3, and 4 letter

high frequency words

Generalizing patterns in words

Adding to our knowledge and curiosity

of words and letters.
REVIEW ANCHOR CHART At tables to learn how to
do Word Work.

Find baggies with word or letter games. Use one
bag for each group and have group work together
to finish the game.

Daily 5: WORK ON WRITING

Rotation IN Exploratory JOURNALS
small group

Launch Anchor chart for WORK ON WRITING

Objective:
TWL: Will become better writer
Learn to care about writing
Learn to read to others what we have been
writing
Learn writing is fun
Work on writing fluency

Lessons Ideas:
Work on:
Exploratory writing
Begin to model Chart:
Letters to others
Write the whole Time
Labeling
Stay in one spot
Writing List
Work Quietly
A, B, C, letter practice
Get Started Quickly
Writing sentences
Opinions
Write about every day events


Model: How to use notebook pages, how to hold
their pen, how to do their drawing above the line,
how to explore the pictures and objects in the
suitcases (a, b, c suitcases then words), how to
draw a detailed picture, how to make sounds on
their paper to be begin writing words, how to pick a
topic (show laminate charts) and how to build
stamina.

*Rotations will be different for each

group. Look at pocket charts for who
is in each of the groups.

*Break Aways are whole class
activities


Lesson for the week: Write a letter capital and
lower case. Then draw pictures of all the things in
the suitcase with the first sounds next to them. We
will go in a, b, c, and order.

Third Break
Away:
10:45-11:00

Daily 5 Break Away Mini

Lesson Snack

Daily 5: Listen to Reading Rotation

Mondays: Watch weekly update
from e-mail
Fridays: Listen to Mr. Loughrins
songs on CD or watch the videos of
his songs

*Snack can be given anytime during
this point. It should be a working
snack. The teacher gives Magic soap
as they enter the classroom from
recess. Prince or Princess pass out
paper towels, Teacher assist with
childs assigned snack person for
the day in passing snack out. They
eat while listening to CDs, doing
phonic review, or listening to a
story for Story Time. Time for the
children to get drinks as needed

Students will each get an iPod and a book to

use on their own. The iPod has the book on it
and will read it aloud to the student. The
student should follow along with the read
aloud (finger under each of the words).

Student:
-Listen the whole time
-Follow along
-Eyes on the book
-Headphones on
-Teacher and other students should not be
able to hear the book when the headphones
are on

Daily 4 should be
done around
11:10

Daily 5: Read to Self with Book Bins

IB THEME TEXT: 5 Senses Hearing the sounds
in words and the first sounds of our ZOO
FRIENDS and teaching how to tell a story from
the pictures we see

Instruction:
Whole Small Individual

Language Objective(s): Reading Writing
Listening Speaking

Content Objective(s): READ TO SELF
TWL Listen to the reading and recite. Child
will reread and read. Then place it into their
book bins.

Assessment/Assignment(s):
Observation, reading, and listening to
students read.

Read To Self: (review anchor chart) Purple
book bins are to be laid out by the teacher
calling the names of the children to come and
get them. Each child is to read each book
three times and to keep eyes on the books
the whole time. LOTS OF PRACTICE STILL
WHOLE GROUP. They are to read from those
books. NO TALKING at this station

Read to Someone (EEKK):

Students should sit elbow to elbow and knee to

knee.
Students should be reading or listening the whole
time.
Students should be following along with the reader.

11:10-11:20

Wake-Me-Up Walk; Brain Break; Yoga for kids Cards

-Brain Gym

11:20-11:35

Daily 5 FOCUS ON LISTENING TO READING

Mini Lesson: 15 minutes
IB Unit: My 5 Sense

Use informational textbook reader: Read 10 for Dinner and CAP etc.
ELA (Integrated with IB)
Read and interact with the children about the characters, sequence of events, problem and solution to the problem.
Discussion: How does it make you feel to work together? What were the events in the beginning of the story? What were the
events in the middle of the story? What were the events at the end of the story? What would you do if you were in this book?
Etc.
Assessments: Writing times will be assessment as they write and draw about what they know about after we read the book.
The students will refer back to anchor charts for writing in this unit. Students will discuss what they saw and heard about in
this book.
CCSS: K.RL3: K:RL.10
Instruction:
Whole Small Individual

Language Objective(s): Reading Writing Listening Speaking

Content Objective(s): TLW
The students will listen to the story; discuss what sharing is They will talk with shoulder partners to discuss the information,
and the teacher will ask questions about activities they like for the children to answer to check for understanding. We will
also discuss characters, moods, what would you do, details, retell of story, relating it to every ones real life, picture talk skill,
and setting of a story.

Assessment/Assignment(s):
Observation, discussion, prior knowledge, and sequencing. What happened first, next, and last?

11:25-11:35

I.B. How We Organize ourselves.

Central Idea: People come together to work, play, and learn.

Lines of Inquiry

Fairness

Collaboration

Problem Solving

Key Concepts:

Responsibility

Reflection

Connection

Relationships

Objective: Students will understand how to work together and plan an event.

11:35-11:38

TWL: Each group will be given a part to plan for a part. Students must work together to make the event great! Students talk
about the important parts of a party.
o Table 1: makes plan for invitations
o Table 2: makes the food
o Table 3: makes the gifts
o Table 4: makes the games
o Table 5: make the party hats

Focus: Working together to plan an event. How important working together is. Why is each group's part important? If one
person did not do their job what would happen?

TWL assessment: The students will explain the story. They will explain it by telling in writing how they use their senses to
know what they like and dislike.
Prep for Lunch:
Pass out lunch boxes, children line up, pass out lunch cards, children line up, sing a song while passing our magic soap, ask for
any bathroom breaks needed, and walk children down to lunch room. PLEASE assist the children with all hot items. We
prefer they do not touch the hot items. Remind them through the line to get lots of fruits and veggies. COLORFUL PLATE!

11:35-12:30

Planning time/ Teacher lunch

Circle Ready to Learn and date in communication folder now or while children are at special

12:30-12:35

Bathroom/Drinks/Look at books at Carpet time

Math Lessons In Math Calendar Time
Objectives and COMMON CORE STANDARDS
TWL The students will subitize to see that numbers from 6-10 are composed of a 5-group and more ones.
TWL The students will order and identify numbers from 1- 10 and use the information to create amounts with objects.
(Fingers).
TWL The students will learn and identify shapes
Math Calendar Time with Prince or Princess:
The prince or princess will help lead the math calendar with the counting of school days on the 120 chart by ones and by tens.
Circle the new day number. The penny chart will need a sticky note taken off and 1 cent written by the penny. A chant will be
said of, A penny is worth 1 cent and A nickel is work 5 cents. The number train will be done by counting up 1, 12,
1 23, etc. until you get to 5 and then it changes to 56, 56...7, 56...7 8, etc. until you get to 10. Then go back
and show 6=5+1, 7=5+2, 7=5+3 etc Do this with* 6 is 5(show hand) and 1(show 1 finger on other hand) and do this all the
way to 10-5+5 showing them with fingers. Pick a number from the number line/train and ask the question, What comes
before ___? What comes after ___? Repeat with about two more numbers. Pick a shape on the shape chart to review and
sing a shape song with it. Finish with, What is the weather outside today? Do weather graph and Mon- Friday cold, hot or
just right chart.

Handwriting Without Tears (DO NOT DO ON FRIDAYS DUE TO SHOW AND TELL TIME)
Instruction: Small Whole Individual

12:35-1:00

1:00-1:25

Language Objective(s): Reading Writing. Listening Speaking

Content Objective(s): TWL will reflect on review letter penmanship with Letter and word review book located in their Dog
Houses.
Teacher Lesson: Teach the letter by using ____ by using the words from handwriting without tears purple paper. Use Mat
Man to help find the letter in his body pieces. Show the body pieces with the wooden pieces that match (all this is in the
cabinet next to the Elmo). The children then can practice writing the letter in the air, write the letter on a partners back and
switch, using shaving cream with the white tray, using string pieces, using play dough with white trays, using dry ease boards,
using streamer wands)
With Elmo the children will follow the teachers directions and complete a 2-sided practice writing page in their

ABC/penmanship booklet. The teacher and students practice the letter, practice the lower, and do the other side of the paper
to continue to practice the letter. After all the letter practice is done they can end by coloring the animal that goes with that
letter and the other side of the letter paper.

1:30-1:45

Assessment(s)/Assignment(s): Teacher meets with each child at their table to review paper, make adjustments and
suggestions, and once children are done put a smelly marker star on their papers. Booklets go back on shelf

Daily 5: WORK ON WRITING MAISA C.C. Launching the writing workshop lessons: Unit Title: Oral Language in our writing.
(Using a combination of drawing, dictations, and writing)

Type: Oral Language Writing / writing after the touch/feel activities _________________ and reading or another
Informational text of feelings, Fairness, collaboration, and problem solving.

Theme for today: Things we know about and we can do.
Instruction: Whole Small Individual
Language Objective(s): Reading Writing Listening Speaking
Content Objective(s): TWL will learn to write and work effectively within a community of writers. TWL will actively listen when others tell a
story and then tell their own story verbal and in their picture drawings.

TEACHER GUIDED: It is important to share with the people around us and to include others.

TWL: Students will write about a time when someone shared with you. How did that make you feel? What
happened?

The students will write a page that will go into our writing folders. The writing will show a story that they choose to write
about. They are to support their writing with a picture that matches. Teacher is to teach the stages of
1.

Think in your head 2. Picture it happening in your head 3. Say your story using your fingers to help what happened
first second next in your story to a partner. 4. Sketch your story on your paper. 5. Write first sounds on the line below
and/ or next to the picture. They may NOT color their pictures and they should only take about 15 minutes or less to
work on their picture.

Other prompts to say as they write:

1.
2.
3.
4.
5.
6.

1:45-1:48 Walk to
special

1:48- 2:36

What do you remember?

Draw and write about what you and what you know
Remember if you are writing a word say all the sounds that you hear and make sure you have all those sounds down
on your paper.
You may talk about your picture while drawing it.
Write what you know and like.
Write the first sound of objects in your pictures on the line below

The teacher will tell her own story using her fingers to help her go through her thoughts of what happened first then next and
so on. She will discuss how she is writing her picture and what she needs. Once she is done the children can retell their own
stories one more time to their partners around them. Then their paper can be passed out for them to begin with their own
picture story. The teacher can dictate what the children said under their writing. It will be added to their writing folders. We
will read it and share it if there is time in the class day. The teacher will observe and make positive comments on students
work and ideas. The teacher will assist with spelling only by saying the word slowly and asking the child what sounds do they
hear.
Special
Computers (M), Gym(T), Art (W), Music (Thurs.), Spanish (F)
Write in their folders if they have clipped up or down to show their movement throughout the day

2:40-2:55

Math Lesson: Instruction: Whole Small Individual

Math Objective(s): Reading Writing Listening Speaking Math Calculations
CC.K.-12.MP. 1 and 2 CC.K.-12.MP.6 C.C.K.C.C.4a CC.K.OA.1 CC. K.CC.1

CC.K.CC.3

CC.K.CC.4b

I can compare add and subtract using story of my everyday life. Knowledge/ Comprehension/ Analysis

TWL the students will use practice writing the number 10. TWL understand number order and number recognition. They will
learn number order, numbers, and writing of their numbers.

Understand amounts in groups of 5 +

Understand concept in a visual and memorable way using manipulatives.
Working to add on to make number group with addition
Understanding number amounts.
Number recognition
Understand what comes before a number and after a number
Writing the numbers 0-10

TALK: Lets talk about the number ten! Get your workbooks out and turn to the page of tens. Show me ten with your fingers
(5+5= 10). Now look at your workbook. First we will write the number 10. Make sure you start at the top. Draw 10 objects.
Anything you want but make sure it is 10. Now draw 10 circles in the next box. Show the person next to you your drawing. Flip
to the next page with the fish. I want you to circle 10 fish. Only circle 10 and check your answer. Lets practice writing our 10s
again.
Monster Math Journals: Draw 10 objects on the next clean page. Show your monster partner your objects. Write the number
10 next to it so I know how many objects you did.
Next is Math Practice Book: Page 70 and 71. They will be at their seats and guided through instruction with the ELMO... (See T
170 to T 172). The teacher will read directions with the ELMO and they are to follow along.
Teacher Math Lesson: Unit 2, Lesson: T 170 to T 172
Using ELMO to help teach the lesson. The workbook pages pg. X and X: to guide the lesson as you teach it.
Assessment(s)/Assignment(s): Observation, workbook page, Formative Assessment, and class discussion

2:55-3:20

3:20-3:25

Math Stations: Drink and Bathroom Time during this time

Table __: Objective: NUMBER RECOGNITION/ AMOUNTS> Students will have math problems on a card. Then students will use
colored blocks to show the problem. For example, 2+3 would be two red blocks added to three blue blocks. Students can
count the blocks to find answer to equation.
Table __: Objective: COLOR PATTERNS> Students will be given strips of paper (purple, blue, and yellow). Students will glue
the strips of paper into rings to make a chain. On this chain students should make a pattern (purple, blue, yellow, purple,
blue).
Table __: Objective: NUMBER RECOGNITION > Number Zap- Students will pull a popsicle stick out of the jar. The student will
say the number aloud that is written on stick. If the student gets it right then he or she keeps the stick. If the student gets it
wrong, the other students will nicely correct the student and the stick will be put back. The student with the most will win!
Table __: Objective: SHAPE Recognition> Students will get pattern blocks. Students will investigate the different shapes and
how putting together the blocks can make new shapes. Students will trace the shapes and new larger shape. While doing this
students should talk about the shapes (this is a circle or this is a triangle).
Table __: Objective: NUMBER AMOUNTS> number battle: students will be given number cards. Each student will lay a card
face down in front of himself or herself. Once everyone has placed one down, students will flip the card over. The student
with the highest number gets to take all of the cards on the table. Once one student runs out of cards the cards get mixed up
again and students start over.
Read aloud: have students go their forever stops on the carpet. Pick one student who is quietly sitting to pick a book. The
teacher will read this book aloud to students.

3:25-3:30
3:30-3:35

th

Clean-up/Dismissal: 5 graders come down to assist with getting kids ready and then take their colored bus chain out.

Teacher takes the last chain which is purple parents to pick up area all together holding on to chain

Outside for parent pick up- have students hold on to red rope and stay on the rope until their parent or sibling picks them up.