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# 2017 03/19/2017 - 03/25/2017

## Monday Tuesday Wednesday Thursday Friday

03/20/2017 03/21/2017 03/22/2017 03/23/2017 03/24/2017

## Assembly Assembly Assembly Pictures Tornado Drill 8:00am -

Clarinet Assembly- Watch First Graders Sing- Watch First Graders Sing- AM pictures: 8:15am
AM class: 9:30am AM: 9:00am PM Class Only: 1:15pm 8:20-8:40am Math
PM class:1:00pm 9:00am Group Picture
Math Math Subtraction equations and
Pete the Cat Illustration Subtraction with Equations manipulatives
PM pictures:
Math 12:10 Group Picture 1.TTW access the students
1.TTW remind the students of 1.TTW give each student an
Introduce Subtraction 12:20-12:40pm on subtraction verbally using
the book they read yesterday, equation mat with buttons.
1.TTW read the book Pete Pete the Cat TTW use the document counters, white board slates,
the Cat and His Four Groovy 2.TTW pass out a Pete the camera to model how to use and markers.
Math 2.TTW put an equation up on
Buttons Cat worksheet, along with the buttons on the subtraction
Subtraction with Cookies the document camera and
2.TTW pause throughout to buttons mat to create equations.
ask the students questions.... 3.TTW ask the students to 2.TTW create stories based 1.TTW read aloud a ask the students to copy it on
If he started with four put all four buttons on Pete's on the book, Pete the Cat subtraction book, Who Took their white board slate. TTW
buttons and lost one, how shirt and His Four Groovy Buttons. the Cookies from the Cookie have the students
many buttons does he 4.TTW guide the students in TTW ask the students to write Jar? independently solve the
have now? taking off one button, just like math equations based on the 2.TTW pass out a cookie jar equation using the counters
3.TTW ask the class at the the story. manipulatives (buttons). worksheet and counters. at their desk.
very end if Pete the Cat lost 5.Each time, the teacher will 3.TTW walk around and 3.TTW create stories and the 3.When the students know
buttons in the story or gained verbally use the subtraction monitor the students as they students will use the counters the answer they will write it
buttons? TTW tell the equation (ie:4-1=3). TTW complete their subtraction to solve the subtraction on their white board. When
students that he lost buttons write the subtraction equation equations. TTW comment on equations. TTW ask the the teacher says SHOW, they
so they used SUBTRACTION on the back board for the common errors and correct students how to write will show the teacher their
in the story. students to visually see. them as a whole group. subtraction equations. white board slates.
4.TTW return the students to 6.TTW collect all the 4.TTW collect the materials 4.TTW model the subtraction 4.TTW walk around and
their seats. materials from the students. from the students. equations on the back board document who is
for the students to visually understanding the concept of
Standards Standards Standards subtraction and who needs
see.
MA.K.6 The student will MA.K.6 The student will MA.K.6 The student will more remediation.
5. TTW collect the materials.
whole numbers, using up to whole numbers, using up to whole numbers, using up to Standards materials.
10 concrete objects. 10 concrete objects. 10 concrete objects. MA.K.6 The student will
Standards
whole numbers, using up to MA.K.6 The student will
10 concrete objects. model adding and subtracting
Shared Reading of Poem Shared Reading of Poem Shared Reading of the whole numbers, using up to
Poem 10 concrete objects.
1.TTW introduce the new 1.TTW review the poem and Reading
poem, Spring, during ask the students, "What is the

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2017 03/19/2017 - 03/25/2017
Ms. Hopper Week View

be the teacher and introduce Poem Poem
Science Science the poem.
1.TSW read the poem, 1.TTW have the students fill
Introduce Change Over Changing of Seasons 2.TSW lead the students and
Spring. in the missing words to the
Time the rest of the students will
1.TTW bring the students to 2.TTW call students to the poem.
1.TTW bring the students to the carpet. echo read the poem.
board to find sight and/or 2.TTW have the students
the carpet to introduce 2.TTW review the book they 3.TTW ask,"What types of
word walls in the poem. TSW come and write the missing
different types of change. read the day before, When things do we see in the
come to the smartboard and words on the smartboard.
2.TTW ask the students, Spring Comes. season Spring based on the
circle the words. 3.TSW choral read the poem
What types of things can 3.TTW bring props to put on poem?"
at the end to see if it makes
change? and ask the students which sense.
3.TSW turn and talk to a season you would wear it. Science
Science
partner for 2 minutes. TTW 4.TTW ask the students what Human Changes Science
Seasons Sort
call on students to share types of things they notice Human Changes Continued
1.TTW bring the students to
aloud what things change. during different seasons and 1.TTW first model the
the carpet and ask the 1.TTW tell the students that
TTW create a small anchor write them down on the directions for the seasons
question: Do humans humans change over a period
chart with the students. board. sort.
change? How? of time. They get older, taller,
4.TTW state that change 2.TTW model a few with the
2.TTW read aloud the book, heavier, and can change by
occurs over a period of time. students and then guide them
The Giving Tree. TTW stop appearance. They also
Changes can occur at a fast Notes through the rest.
periodically and ask the develop and grow smarter.
or slow rate. TTW ask the 3.TSW complete this along
Props: students questions to see if 2.TTW pass out a worksheet,
students... with the teacher and then
-Coat and Hat (Winter) they notice changes. Then and Now.
Do people change? glue their sort on a piece of
-Umbrella (Spring) 3.TTW ask the students to
Do seasons change? construction paper.
-Sunglasses and beach toy Standards draw a picture of what they
Do plants change? 4.TTW collect the season
(Summer) looked like when they were
5.TTW review good listening sorts to hang up in the SC.K.10 The student will
-Pumpkin and Rake (Fall) younger and what they look
skills with the students and classroom. investigate and understand
Standards like now. TTW ask the
then read, When Spring that change occurs over time
students to write a sentence
Comes. SC.K.10 The student will Extension Questions: and rates may be fast or
of the change that has
Standards investigate and understand 1.How many seasons do we slow. Key concepts include
occurred.
that change occurs over time have? SC.K.10.a natural and
SC.K.10 The student will Standards
and rates may be fast or 2.Do the seasons change? human-made things may
investigate and understand
slow. Key concepts include How? change over time; and SC.K.10 The student will
that change occurs over time
SC.K.10.a natural and 3.Do they occur over a short investigate and understand
and rates may be fast or SC.K.10.b changes can be
human-made things may or long period of time? that change occurs over time
slow. Key concepts include observed and measured.
change over time; and 4.Is this a change made my and rates may be fast or
SC.K.10.a natural and humans or does it happen on slow. Key concepts include
human-made things may SC.K.10.b changes can be Social Studies
its own? SC.K.10.a natural and
change over time; and observed and measured.
Social Studies change over time; and

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Ms. Hopper Week View

SC.K.10.b changes can be Writing SC.K.10 The student will Editing Sentences and Ch SC.K.10.b changes can be
observed and measured. Editing Sentences investigate and understand Digraph observed and measured.
that change occurs over time
Shared Writing: Shared Writing:
Social Studies and rates may be fast or Social Studies
1.TTW remind the students 1.TTW ask the students to be
slow. Key concepts include
Writing about being sentence sentence detectives again to Writing
detectives. TTW put on the SC.K.10.a natural and form 5 star writing.
Editing Sentences Editing Sentences and Ch
big fake glasses to begin the human-made things may 2.TTW present the sentence Digraph Anchor Chart
1.TTW call the students to lesson. change over time; and to the students and call
the carpet to practice editing 2.TTW present the sentence SC.K.10.b changes can be students to the easel to help Shared Writing:
sentences using shared that needs to be edited. TTW observed and measured. edit the sentence. 1.TTW present the sentence
writing. call students up to the easel 3.TSW choral read the to the students on the easel.
2.TTW tell the students that, to help her create a sentence sentence after editing it to TSW be sitting on the carpet.
Social Studies
"Sometimes when we write that is 5 star writing. make sure it makes sense. 2.TTW ask the students to
we make mistakes. One way 3.TTW review the changes Writing review the sentence and give
to catch mistakes when we and ask the students if it is 5 Editing Sentences & "Sh" "Ch" Digraph Anchor Chart: them think time for how they
write is to edit our writing. We star ready? Digraph 1.TTW introduce the new would edit the sentence.
are going to practice editing 4.TTW remind the students of digraph "ch" 3.TTW ask the students to
sentences together so you Shared Writing: turn and talk with a partner on
the diagraph "sh" they started 2.TTW ask "What letters
can then do it on your own 1.TTW ask the student to how they think the sentence
learning last week. TTW read make up the "ch" sound?
when you are writing." come up and coach the class needs to be edited.
the words they wrote down 3.TTW ask the students to
3.TTW have a premade on what 5 star writing is. 4.TTW allow the students to
and ask the students... help her think of some words
sentence on the chart paper 2.TTW present a new facilitate the discussion and
What do they all have in that begin with this same
on the easel. TTW tell the sentence for the students to share the pen to make it 5
common? sound. TTW use the
students that they are going detect and edit. star ready.
What two letters make up continuum to use premade
to edit the sentence to make 3.TSW share the pen with the
the "sh" sound? words to glue onto the anchor
it "Five Star Ready." TTW teacher as they edit the Ch Digraph Anchor Chart:
5.TTW introduce the anchor chart. (2-3 words)
state, "We are going to be sentence. 1.TTW review the digraph ch
chart using "sh" at the end of 4.TSW read all the words
sentence detectives. You 4.TSW choral read the new and ask the students what
a word. aloud with the teacher to
must think like a writer." sentence to make sure it sound it makes.
6.TTW use the premade review the common
(TTW put on big fake glasses makes sense. 2.TSW continue
words from the continuum beginning sound.
to grab the students and ask the students to add brainstorming words that
SH Diagraph: Notes
attention) on. TTW glue a picture and begin with "ch" and will glue
students...what does it mean have we been looking at this can you play withME anchor chart.
missing at the end? TSW
to have 5 star writing?" week?" 3.TSW choral read the words
come up and write the "sh" at
Capital letter 2.TTW remind the students of Edit: together at the end.
the end of the word. (only
Punctuation the words they came up with -capital letter
complete 2-3 words) Notes
Spaces the day before. TTW add 2-3 -space between with and me
more words with the students -lowercase ME Friday Sentence:
Neat handwriting
and glue them onto the -question mark at the end we can paly tAG
Sentence makes sense
anchor chart.
Notes

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Ms. Hopper Week View

## 5.TTW present the sentence Tuesday Sentence: Ch Digraph Words: Edit:

and ask for volunteers to tHe pot si filled with golD Notes cherry -capital letter
come up and correct the chair -spell sight word play
Wednesday Sentence:
sentence. TSW share the pen Edit: chips correctly
she can go oT thepark
with the teacher as they -capital letter chest -lowercase A and G
pretend to be sentence -lowercase H cheese -punctuation at the end
Edit:
detectives. -spell sight word is correctly chat Standards
-capital letter
6.At the very end, they will -lowercase D in gold chain
-spelling of sight word to EL.K.11.a Print uppercase
review it to make sure it is 5 -punctuation at the end chick
-lowercase T and lowercase letters of the
star writing. check
-space between the and park alphabet independently.
Notes Examples of Words Using Standards
-punctuation at the end EL.K.12.a Differentiate
"Sh" at the end:
Monday Sentence: Standards EL.K.11.a Print uppercase pictures from writing.
trash
i cna run and juMp and lowercase letters of the
brush EL.K.11.a Print uppercase EL.K.12.b Draw pictures
alphabet independently.
crash and lowercase letters of the and/or use letters and
Edit: EL.K.12.a Differentiate
bush alphabet independently. phonetically spelled words to
-capital letter pictures from writing.
cash EL.K.12.a Differentiate write about experiences.
-spell sight word can correctly
fish pictures from writing. EL.K.12.b Draw pictures EL.K.12.c Use letters and
-lowercase M in jump
dish and/or use letters and beginning consonant sounds
-punctuation at the end EL.K.12.b Draw pictures
push phonetically spelled words to to spell phonetically words to
Standards and/or use letters and
wash write about experiences. describe pictures or write
EL.K.11 The student will phonetically spelled words to
leash EL.K.12.c Use letters and about experiences.
print in manuscript. write about experiences.
splash beginning consonant sounds
squash EL.K.12.c Use letters and EL.K.12.d Write left to right
EL.K.12.a Differentiate to spell phonetically words to
beginning consonant sounds and top to bottom.
pictures from writing. Standards describe pictures or write
to spell phonetically words to
EL.K.12.b Draw pictures EL.K.11.a Print uppercase about experiences.
describe pictures or write
and/or use letters and and lowercase letters of the about experiences. EL.K.12.d Write left to right
phonetically spelled words to alphabet independently. and top to bottom.
write about experiences. EL.K.12.d Write left to right
EL.K.12.a Differentiate and top to bottom.
EL.K.12.c Use letters and pictures from writing.
beginning consonant sounds EL.K.12.b Draw pictures
to spell phonetically words to and/or use letters and
describe pictures or write phonetically spelled words to
EL.K.12.d Write left to right EL.K.12.c Use letters and
and top to bottom. beginning consonant sounds
to spell phonetically words to
describe pictures or write