Dr.

Seuss Monday Tuesday Wednesday Thursday Friday

Week
Math
Calendar
Review Laminated
Classroom Procedures
Paint their feet & make
footprints
Read “The Foot Book”
Discuss how the King’s
foot was used to create
the foot measurement
Compare their feet, baby
feet, and king’s feet (use
vocabulary like longer,
shorter, bigger, smaller
etc)
Predict whether which it’ll
take the most of when
measuring (least too)
Complete Activity
Measuring Classroom
Items
K.G.2: Compare two- and
three-dimensional shapes
in different sizes and
orientations, using
informal language to
describe their similarities,
differences, parts (e.g.,
number of sides and
vertices/"corners") and
other attributes (e.g.,
having sides of equal
length).
1.M.1: Use direct
comparison or a
Calendar HAPPY BIRTHDAY DR. Calendar Calendar
Review Laminated SEUSS! Review Laminated Review Laminated
Classroom Procedures Calendar Classroom Classroom
Read “One Fish, Two Review Laminated Procedures Procedures
Fish…” Classroom Procedures Count by 10s Video Read “Mr. Brown
Sorting & Graphing Read “Green Eggs and Read “Ten Apples Up Can Moo! Can You?”
Different Colored Ham” on Top” Barnyard Addition
Goldfish Activity Measure Ingredients Count by 10s to find Activity
K.NS.5: Count up to 20 for Green Eggs and how many apples are K.NS.1: Count to at
objects arranged in a Ham on the final page of least 100 by ones
line, a rectangular Make, Eat, Enjoy! the story and tens and count
array, or a circle. K.M.1: Make direct Complete counting on by one from any
Count up to 10 objects comparisons of the by 10s Activity number.
in a scattered length, capacity, K.NS.1: Count to at K.CA.4: Find the
configuration. Count weight, and least 100 by ones number that makes
out the number of temperature of and tens and count 10 when added to
objects, given a objects, and recognize on by one from any the given number for
number from 1 to 20. which object is number. any number from 1
K.NS.7: Identify shorter, longer, taller, K.CA.4: Find the to 9 (e.g., by using
whether the number lighter, heavier, number that makes objects or drawings),
of objects in one warmer, cooler, or 10 when added to and record the
group is greater than, holds more. the given number for answer with a
less than, or equal to 1.M.1: Use direct any number from 1 drawing or an
the number of objects comparison or a to 9 (e.g., by using equation.
in another group (e.g., nonstandard unit to objects or drawings), 1.NS.1: Count to at
by using matching and compare and order and record the least 120 by ones,
counting strategies). objects according to answer with a fives, and tens from
1.G.1: Classify and sort length, area, capacity, drawing or an any given number. In
two-dimensional and weight, and equation. this range, read and
three-dimensional temperature. 1.NS.1: Count to at write numerals and
objects by shape, size, 2.M.4: Estimate and least 120 by ones, represent a number
roundness and other measure volume fives, and tens from of objects with a
attributes. (capacity) any given number. In written numeral.
1.DA.1: Organize and this range, read and 1.NS.2: Understand
Reading
Make cat in the hat hats
Read “The Cat in the Hat”
Read the shoebox left
from the cat & scholastic
script
Complete magnetic letter
rhyming word activity
K.RN.1
Actively engage in group
reading activities with
purpose and
understanding.
K.RF.3.5
Add, delete, or substitute
sounds to change words.
K.RF.3.1
Identify and produce
rhyming words.
K.RF.4.5
Identify similarities and
differences in words (e.g.,
word endings, onset and
rime) when spoken or
written.
1.RF.3.2
Blend sounds, including
consonant blends, to
produce single- and multi-
syllable words.
1.RF.3.3
Add, delete, or substitute
sounds to change single-
syllable words.
1.RF.4.5
Read words in common
word families (e.g., -at, -
ate).
Talk about how Dr.
Read “Dr. Seuss’s Seuss was born March You Read Special Guest Cat
ABC” 2, 1904 which means They Read Reader to read “The
Classroom ABC book he would be 112 if he “Hop on Pop” Cat in the Hat Comes
Activity were still living and Encourage them to Back”
K.RF.2.2 share other sound out words Graphic Organizer
Recognize that written background Have them draw a Compare “The Cat in
words are made up of information on his life picture of their the Hat” to “The Cat
sequences of letters. & career family and write a in the Hat Comes
K.RF.2.3 (seussville.com author sentence about each Back”
Recognize that words tab *then click member…”My dad Watch Cat in the Hat
are combined to form timeline/display can_____. My mom “Show me the
sentences information on can_______. My Honey”
K.W.2.1 overhead) sister can_____. My Social Group
Write most uppercase Rhyming word egg brother can_____.” K.RL.2.4
(capital) and Spinners etc. K.NS.1: Count to Make predictions
lowercase letters of K.RL.1 at least 100 by ones about what will
the alphabet, correctly Actively engage in and tens and count happen in a story.
shaping and spacing group reading on by one from any 2.RL.4.2
the letters of the activities with purpose number. Compare and
words. and understanding. K.CA.4: Find the contrast versions of
K.W.2.2 K.RF.4.5 number that makes the same stories
Write by moving from Identify similarities 10 when added to from different
left to right and top to and differences in the given number for authors, time
bottom. words (e.g., word any number from 1 periods, or cultures
1.RF.2.4 endings, onset and to 9 (e.g., by using from around the
Learn and apply rime) when spoken or objects or drawings), world.
knowledge of written. and record the 2.RN.4.2
alphabetical order. K.RF.3.1 answer with a Compare and
2.W.2.1 Identify and produce drawing or an contrast the most
Form letters correctly rhyming words. equation. important points
and space words and 1.NS.1: Count to at presented by two
sentences properly so least 120 by ones, texts on the same
that writing can be fives, and tens from topic.
read easily by another any given number. In
person. this range, read and
2.W.6.2c Spelling –  write numerals and
Correctly spelling represent a number
For reading the books, please display book on the overhead using the document camera and point to the words as you read. For the shorter books like “The Foot
Book,” read it to them and then have them read it to you. Encourage them to fill in the second rhyming word when reading. (ex: “But our fish said No! No!, Make
that cat go AWAY, Tell that Cat in the Hat, You do NOT want to ________” *pause hoping for a correct response; praise the first to say PLAY, or help them fill in
the blank)

If they complete lessons, they may go on Seussville.com to explore interactive games and activities.