Sherry Glidewell

Aug. 28th-Sept. 1st 2017

Monday Tuesday Wednesday Thursday Friday

7:35- 7:50 Arrival and Parent Reader
K-2 Assembly (Every other Friday - Check Lesson Plans)
Meet children in the cafeteria at 7:35 and sit in assigned area in 2 rows
7:35 First Bell Rings/Open Classroom Door/Greet Students
When they walk through the door, they need to:
Put take home folder in box by door(teacher removes any notes from parents)
lunch box/lunch money
Independent Reading on Green Rug/Morning Announcements
Read books independently on the rug
Everyone will stand for the pledge
During the announcements, students will sit on the rug and listen without talking.
After the announcements, invite the morning reader to read aloud to the children. If they did not brought a book, they may pick one
off the bookshelf by the door.
7:50-8:00 Morning Message/Calendar/ Attendance
On Wednesday take library books to library when you go for lesson
Count to # of days weve been in school on the 100s chart
Student updates calendar and guesses the next number and pattern
Teacher writes morning message: Dear Class, Today we will go to (PE,Art,or Music)
Student circles words in message and counts how many and writes number

8:00-9:40 Shared Reading/ Read Aloud/Reading Comprehension

Read Alouds: Small books and Anthology stories are in the M-F buckets behind my desk; big books & Big Book of Explorations on
easel on green rug
SR-Shared Reading: Poem hanging next to calendar. Teacher points to words and students read with you
RC Reading Comprehension: Use strategy or skill before, during, and/or after reading the story
PH Phonics: Introduce or review letter names and sounds; share letter poem; share objects in the alphabet bins, after about
February all letters have been learned so you will find worksheets with missing letter sounds in white buckets, this is completed by
January and will not be in the bucket when done. If you do not see any worksheets for letters/word work in buckets then we have
moved on to our Treasures workbooks that are located in chair bags and we do them together at our seats. Do four pages.

WW Word Wall: Add assigned word to word wall; Routine Say it, Spell it, Say it and play game in lesson plans, games on shelf
under calendar and the instructions are in bins or ask the kids how to play. I Spy is just the teacher giving clues about words on the
wall.
Guided Reading/Daily Five: Word Work, Journal Writing, Read to Self, Read to Partner, Stations
Students will write in their black and white writing journals(students pick topic from the Creative Writing bulletin board or free
choice)
Guided reading groups and lessons and books are in the white basket by fridge
The read to self and to partner is done in reading group
Centers pockets are located under to our morning calendar
Rotate partners pockets (names of students) to the right
Computer Login: gullettk2 Password: gullettk2

Language Arts and Reading TEKS on the last page of lesson plans

Essential Questions: How do readers use letters and letter sounds to read and write? How do different parts of a book help readers understand the text before and
during reading? What do you do before you read? As you read? After you read? What kinds of connections do readers make as they read?

Vocabulary: predict title non-fiction strategies upper-case lower-case

SR: Happy Birthday Song SR: Happy Birthday Song SR: Happy Birthday Song SR: Happy Birthday Song SR: Happy Birthday Song

RA: Animals in the Park
RC: Favorite Part
PH: Mm, letter writing
practice
PH: Mm, sound tub and
practice w.s.
RA: Big Book of RA: Book of Anthology:
Exploration: Rules Are
Important p.24 You Are Beautiful As You
Are p.9-11
RC: Information text:
Expository RC: What happens to the
crow when he tries to be
PH: Aa, letter writing a peacock?
practice
PH: Aa, sound tub and
practice w.s.
Put poem in poembook and
circle word wall words
Read all poems for reading
PH: Pp, letter writing practice
*Ongoing alphabet, word
wall words and DRA
assessments.

Phonemic Awareness: Heggerty: One week is on two pages, instructions are by the day of the week. Lessons are all oral. T.E. is a black
spiral bound book on the little table by teachers teaching chair

Heggerty Week: Heggerty Week: Heggerty Week: Heggerty Week: Heggerty Week:

Word Wall Activities: Add assigned word to word wall; Routine Say it, Spell it, Say it and play game in lesson plans, games on shelf
under calendar and the instructions are in bins or ask the kids how to play. I Spy is just the teacher giving clues about words on the wall.
Add I Add can Add we
Pull a game out of word Pull a game out of word Look for word wall words Pull a game out of word Pull a game out of word
wall words game bag wall words game bag in library books wall words game bag wall words game bag

1. ABC Center Alphabet: one set of capital and one set of lowercase letters-match plastic letter to correct box
2. Science Explore science materials, observe fish
3. Word Work Look at little alphabet books and make one
4. Math glue numbers 1-5 in order, color
5. Social Studies Write friends and cut out two pictures of friends
6. Art- playdough
7. Writing plastic letters in a cup with letters to trace w.s.
8. Handwriting-writing wizards.com name writing
9. Computers
10. Library
11. Listening
12. Poetry
13. IPADS

9:40-10:25 Essential Areas (A=Music B=Art C=P.E.)

Music Rm. 302 with Ms. Grill
Art Rm. With Mrs. Leatherwood
P.E. Drop off at Gym with Ms. Henderson
While the students are at special areas:
o Put a happy face on their behavior calendar in their take home folder if they have followed all classroom rules
o If they lost their happy face, write a note on the calendar day stating why they lost it (i.e. Had difficulty keeping
his/her hands to himself/herself)
o On Thursdays -the office will have papers to send home as well (check my box in the office during planning)

P.E. Music Art P.E. Music

10:37-11:07 Lunch
Lunch Box kids go straight to table
Students buying lunch
o Go through the line with them
o Hand them their lunch card from the blue boxif they need it
Pick up students promptly at 11:07
Return lunch boxes to their backpacks after lunch and go to restroom

11:20-11:40 WOW (Work out for wellness)

( If it is raining you can do Go Noodle or some kind of indoor movement) Walk the track for Marathon Kids or do outdoor stations. On
P.E. days we will have an extra recess.

11:40-12:10 Writers Workshop

Read Aloud whole group on the rug and discuss how the author/illustrator used the skill in their writing or illustrations
Students return to their desk to write independently
TEKS:(13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students (with adult assistance) are expected
to: (A) plan a first draft by generating ideas for writing through class discussion; (B) develop drafts by sequencing the action or details in the story; (C) revise drafts by adding details or sentences; (D)
edit drafts by leaving spaces between letters and words; and (E) share writing with others. (14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or
imagined people, events, and ideas. Students are expected to: (A) dictate or write sentences to tell a story and put the sentences in chronological sequence; and (B) write short poems. (15)
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students
are expected to dictate or write information for lists, captions, or invitations. (16) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic
language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) understand and use the following parts of speech in the
context of reading, writing, and speaking (with adult assistance): (i) past and future tenses when speaking; (ii) nouns (singular/plural); (iii) descriptive words; (iv) prepositions and simple prepositional
phrases appropriately when speaking or writing (e.g., in, on, under, over); and (v) pronouns (e.g., I, me); (B) speak in complete sentences to communicate; and(C) use complete simple sentences.
(17) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students
are expected to: (A) form upper- and lower-case letters legibly using the basic conventions of print (left-to-right and top-to-bottom progression); (B) capitalize the first letter in a sentence; and (C) use
punctuation at the end of a sentence. (18) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (A) use phonological knowledge to match sounds to letters; (B)
use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g., "cut"); and (C) write one's own name

Essential Questions: Why is it important to know the top and bottom of the page? How do I use my journal and
what is it used for? Why do I need to plan my writing? How can I add details to my work? Why do I need to do my
best work? Why is sharing my story with others important?
Vocabulary: Writers Workshop, journals, top, bottom, date, name, partners, authors, conferencing, details, labels,
spaces
My journal is for writing Journal writing ideas Journal writing ideas Journal writing ideas

Adding the code date Review adding the code date Review adding the code date Review adding the code date

Read aloud Diary of a Fly Teacher will choose a
topic(add to ideas board)
on TumbleBooks
Model where to write the
Login:austinisd words and where to draw
Password:books the pictures
Students will write the
Teacher will choose a
topic(add to ideas board)
Computer
Model where to write the
words and where to draw
s the pictures
Students will write the
Teacher will choose a
topic(add to ideas board)
Model where to write the
words and where to draw
the pictures
Students will write the

11:55-
same topic in their journal same topic in their journal same topic in their journal
Teacher will choose a
topic(add to ideas board)
Model where to write the
words and where to draw 12:35
the pictures
Students will write the
same topic in their journal
12:10-12:35 Social Studies- Follow lesson plans below. All materials should be in the M-F buckets

TEKS: K.8 Government: The student understands the purpose for rules. K.8A: IDENTIFY purposes for having rules. K.8B: IDENTIFY rules that provide order, security, and safety in the home and school. K.8B: IDENTIFY
rules that provide order, security, and safety in the home and school. K.9: Government. The student understands the role of authority figures. K.9A: IDENTIFY authority figures in the home, school, and community.
K.9B: EXPLAIN how authority figures make and enforce rules. K.10: Citizenship. The student understands important symbols, customs, and responsibilities that represent American beliefs and principles and contribute
to our national identity. K.10D: USE voting as a method for group decision making

Essential Questions: Why it is important to take responsibility for your actions? How have beliefs, ideas, and philosophies shaped our history? What is the
significance of national holidays, historical events, and traditions?

Vocabulary: rules, safe, fair

Rules Rules Rules Rules Rules
Talk about rules and why Read following The Rules Classroom rules Review Classroom rules
we need them Review community Who needs rules w.s Texas Studies Weekly
agreements THINK and Handout: Follow The Rules Rules assessment-
Teach Classroom Rules class rules TSW-3 students draw five
What rules do we need? United Streaming: Why We rules and tell the
1.Do your work Have Rules purpose of each
2. Keep your body to Review classroom rules
yourself Review classroom rules Review classroom rules
3. Listen carefully Take home a copy of the
4. Talk quietly classroom rules with a
5. Speak kindly picture of you doing
something that was
United Streaming Ready learned
Set Learn with Paz: rules

12:35-1:05 Science Follow lesson plans below. All materials should be in the M-F buckets

TEKS:(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and uses
environmentally appropriate and responsible practices. The student is expected to: (A) identify and demonstrate safe practices as described in the Texas Safety Standards
during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately; (B) discuss the importance of safe practices
to keep self and others safe and healthy; and (C) demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reusing or
recycling paper, plastic, and metal. (2) Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor
investigations. The student is expected to: (A) ask questions about organisms, objects, and events observed in the natural world; (B) plan and conduct simple descriptive
investigations such as ways objects move; (C) collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard
measurement tools; (D) record and organize data and observations using pictures, numbers, and words; and (E) communicate observations with others about simple descriptive
investigations. (3) Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected
to: (A) identify and explain a problem such as the impact of littering on the playground and propose a solution in his/her own words; (B) make predictions based on observable
patterns in nature such as the shapes of leaves; and (C) explore that scientists investigate different things in the natural world and use tools to help in their investigations. (4)
Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to: (A) collect information
using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, and notebooks; timing devices, including clocks and timers; non-
standard measuring items such as paper clips and clothespins; weather instruments such as demonstration thermometers and wind socks; and materials to support
observations of habitats of organisms such as terrariums and aquariums; and (B) use senses as a tool of observation to identify properties and patterns of organisms, objects,
and events in the environment.

Essential Questions What is science? How do we raise questions and seek answers about the world around us? How do we record and share our observations,
thinking, and conclusions in science? What tools and safety measures do scientists use to investigate the natural world?

Vocabulary: investigate, observe, predict, problem, question, record, scientist, sort, tools
Inquiry: Scientists use Inquiry: Scientists use
Library
Inquiry: Scientists use Inquiry: Scientists use
their Senses their senses their senses their senses

Read Aloud: Brown Bear,
Brown Bear, What Do You
See?
Discuss your sense of
sight
Draw something Brown
Bear saw in the story in
your science journal
1:00-1:30
Read Aloud: Polar Bear, United Streaming Sense of touch-
Polar Bear, What Do You Our Sense of Smell discussion
Hear? Smell extracts on a
Draw something polar cotton ball and guess Taste and describe: salty,
bear heard in your what each one is Sweet, sour
science journal (pretzel, fruit chew, sour
Draw and label some patch kid)
scents you smelled in
science journal Draw and label some
things you tasted as
salty, sweet, sour

1:05-2:00 Math
Follow lesson plans the unit, investigation, and page number are written at the top the teacher edition (TE) can be found on
my desk or on the shelf in the buckets behind my desk if you need further explanation of the lesson for that day
Activities are labeled on the math shelf directions are on the bucket
 Most math materials needed are in the buckets behind my desk or on the math shelf bins by windows

TEKS: K.2 Number and Operations: The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude
of whole numbers, and relationships within the numeration system. K.2A count forward and backward to at least 20 with and without objects K.2B read, write, and represent whole numbers
from 0 to at least 20 with and without objects or pictures; K.2C count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set
regardless of their arrangement or order; K.5 Algebraic reasoning. The student applies mathematical process standards to identify the pattern in the number word list. K.5A recite
numbers up to at least 100 by ones and tens beginning with any given numbeK.8 Data analysis. The student applies mathematical process standards to collect and organize data to make it
useful for interpreting information. K.8A collect, sort, and organize data into two or three categories; K.8B use data to create real-object and picture graphs; and K.8C draw conclusions
from real-object and picture graphs

Essential Questions : What does it mean to do and use mathematics? What do numbers tell you/ not tell you? How do you determine how many things or people there
are? Is it always necessary to count to figure out how many? How are you able to tell if something is alike or different?

Unit Vocabulary: mathematics, set, number, strategy, counting, attributes, sorting, alike, different
Investigations: Investigations: Investigations: Investigations: Investigations:
Rote Counting to
Rote Counting to 30/counting and sorting Rote Counting to Rote Counting to
30/counting and sorting collections 30/counting and sorting 30/counting and sorting Rote Counting to
collections collections collections 30/counting and sorting
collections
Investigations: Investigations: Investigations: Investigations:
Read Buttons, Buttons Students will be sorting
Sort buttons Sort buttons Counting Jar p,24 September Calendar: around rug as teacher
Sorting w.s. Read The Button Box -Students count items in a Students trace numbers and comes by to record
Sorting w.s jar and represent that color pictures
amount in the math Sorting assessment-
Put in it the math journal
journal using numbers Student will use
and pictures manipulative and sort
and explain
Teacher reads Mouse
Count (use a jar, rock,
snake and little rubber
mice and act out book) *Ongoing teacher
observation of math
skills

2:00-2:20 Recess
Recess@kinder Playground

2:20-2:50 Centers/Tutorials//DRAs Students complete any work not done, then go to choice of centers
 Put a happy face on their behavior calendar in their take home folder if they have followed all classroom rules
If they lost their happy face, write a note on the calendar day stating why they lost it (i.e. Had difficulty keeping his/her hands
to
himself/herself)
On Thursdays -the office will have papers to send home as well (check my box in the office during planning)

Cooking lessons on Friday (begin immediately after coming back from recess) ingredients should have been brought by a
student on Friday morning, cold items in fridge, directions/recipe card can be found in the Friday bucket, students fill out recipe
card like example, call students 4-5 at a time to my reading lesson table to assemble their snack

2:50-2:57 Prepare for Dismissal

Clean-up; students clean centers and table areas and put up their chairs and sit on green rug until called to get their take-home
folder (I spread them out across the floor so everyone can get them and put work in at the same time)and pack-up for the day
Dismissal changes daily due to After-school Classes refer to dismissal sheet-these students walk to cafeteria with the Creative
Action kids
Students are dismissed from classroom as you see parents at gate
The kids that go to black top(Beverly, JCC, Faith, Elsass) for after-school busses will go to picnic
Cooking 2:20
table, some adult will be there to take them
All other after school classes are sent to the cafeteria
Any students left at 3:05 are taken to the office and office personnel are notified

Reading TEKS: (1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to: (A) recognize that spoken words can be
represented by print for communication; (B) identify upper- and lower-case letters; (C) demonstrate the one-to-one correspondence between a spoken word and a printed word in text; (D)
recognize the difference between a letter and a printed word; (E) recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries
(e.g., through kinesthetic or tactile actions such as clapping and jumping); (F) hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to
right; and (G) identify different parts of a book (e.g., front and back covers, title page). (2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological
awareness. Students are expected to:(A) identify a sentence made up of a group of words; (B) identify syllables in spoken words; (C) orally generate rhymes in response to spoken words
(e.g."What rhymes with hat?"); (D) distinguish orally presented rhyming pairs of words from non-rhyming pairs; (E) recognize spoken alliteration or groups of words that begin with the same
spoken onset or initial sound (e.g., "baby boy bounces the ball"); (F) blend spoken onsets and rimes to form simple words (e.g., onset/c/ and rime/at/ make cat); (G) blend spoken phonemes
to form one-syllable words (e.g.,/m/ /a/ /n/ says man); (H) isolate the initial sound in one-syllable spoken words; and (I) segment spoken one-syllable words into two to three phonemes
(e.g., dog:/d/ /o/ /g/). (3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode
written English. Students are expected to: (A) identify the common sounds that letters represent; (B) use knowledge of letter-sound relationships to decode regular words in text and
independent of content (e.g., VC, CVC, CCVC, and CVCC words); (C) recognize that new words are created when letters are changed, added, or deleted; and (D) identify and read at least 25
high-frequency words from a commonly used list. (4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are
expected to: (A) predict what might happen next in text based on the cover, title, and illustrations; and (B) ask and respond to questions about texts read aloud. (5) Reading/Vocabulary
Development. Students understand new vocabulary and use it correctly when reading and writing. Students are expected to: (A) identify and use words that name actions, directions,
positions, sequences, and locations; (B) recognize that compound words are made up of shorter words; (C) identify and sort pictures of objects into conceptual categories (e.g., colors,
shapes, textures); and (D) use a picture dictionary to find words.(6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions
about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) identify
elements of a story including setting, character, and key events; (B) discuss the big idea (theme) of a well-known folktale or fable and connect it to personal experience; (C) recognize
sensory details; and (D) recognize recurring phrases and characters in traditional fairy tales, lullabies, and folktales from various cultures. (7) Reading/Comprehension of Literary Text/Poetry.
Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are
expected to respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds. (8) Reading/Comprehension of Literary Text/Fiction. Students
understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A)
retell a main event from a story read aloud; and (B) describe characters in a story and the reasons for their actions. (9) Reading/Comprehension of Informational Text/Culture and History.
Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their
 understanding. Students are expected to identify the topic of an informational text heard. (10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make
inferences and draw conclusions about expository text, and provide evidence from text to support their understanding. Students are expected to: (A) identify the topic and details in
expository text heard or read, referring to the words and/or illustrations; (B) retell important facts in a text, heard or read; (C) discuss the ways authors group information in text; and (D)
use titles and illustrations to make predictions about text. (11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in
procedural texts and documents. Students are expected to: (A) follow pictorial directions (e.g., recipes, science experiments); and (B) identify the meaning of specific signs (e.g., traffic
signs, warning signs).

I.K.

Other Accommodations
Assistive Technology Devices/Services
picture schedule, first/then board, choice board, touch screen computer
Language
*limit verbal instructions, use sign/gesture when student is attending to adult giving instructions, encourage imitation of simple language models, provide visual
aids and supports, accept approximations of words as deliberate communication,

Behavioral Accommodations
*clearly define behavioral limits, attend to and reinforce appropriate behavior, provide a predictable/structured environment and apply behavioral consequences
( positive and negative) consistently, behavior cue cards, choice boards, first-then boards

M.L.

Behavioral Accommodations
Access to a calming area, individualized attention, minimal transitions and a predictable sensory experiences, direct teaching of expectations and replacement
behaviors, close monitoring, proximity control, attention signals, praise for engaging in positive behavior, use of social stories, Behavior chart

A.Q.

Other Accommodations
Language
Check for understanding, rephrasing, visuals
Other Accommodations
Check for understanding, rephrasing of questions and instructions, additional time for response