Dates: October 24th-28th 2022-2023

WEEK 12

K-2nd Morning Meetings 22-23

ConnectED Scope & Sequence

Monday
Reading Writing Mathematics Science Social Studies Phonics, Grammar &
Handwriting

TEKS Addressed TEKS Addressed
I Can write sentences from I Can
my books!
Unit #Show and Tell
Shared Reading Book:
Session #15
Pick a Mrs. Wishy-washy
book from the coaches Connection
corner to read for the Show a note that you
week. We will rotate each received that was hard to
week. read because of the lack of
Barela→Miesowicz→Izh spaces between words.
ar→Deputy→McClement And, cut the words apart to
show that spaces make a
sentence easier to read.
Shared Reading Activity:
Teach Point
Day 1: Book Introduction, Today I want to teach you
Comprehension, and that when writers write
Word Solving books that others will read,
they help make their words
Introduce the new book:
easy to read by living
● Read the title.
spaces between their
● Take a sneak
words.
peek of the cover
and a few pages. Teaching
● Make Demonstrate writing a
TEKS Addressed TEKS Addressed TEKS Addressed TEKS Addressed
K.3(B) solve word (13) Organisms and K.9B
problems using objects environments. The Can you recite the I can
and drawings to find student knows that American pledge?
sums up to 10 and
organisms resemble their Phonics
differences within 10
parents and have I can recite the American M: Word Wall Words:
(Up to 10 is Assessed on
structures and undergo Pledge. play, up; Cheers and
Academic Checklist
processes that help them Chants
Starting in 2nd 9 weeks)
Teach Point T-Th: UOS in Phonics:
interact and survive Unit 2: Word Scientists
I can solve word problems within their (Session 10-12)
using objects and drawing environments. The F: Extensions from UOS
up to 10. student is expected to: in Phonics Sessions
(A) identify the structures Unit #
Number Sense Routine: of plants, including roots, Session #
Anchor Chart 10 stems, leaves, flowers, Teach Point
and fruits; Link
Active Engagement
Mini-Lesson Connect - Students will
I can describe the Grammar Talks
choose 3 different
Teach Point/Active pumpkin. https://docs.google.com/
people and say
Engagement the American presentation/d/
Teach Point 1jgdvDBYvu7fqXEOFoBfOe
Talk, Read, Talk, Pledge.
- Discuss about the HO8qS7KKy2ASlzVfWflZTc/
Write- Bean Bags: 5 senses.
edit#slide=id.p
Addition - Review Anchor
Lesson, Slides, Video
Chart K.10(D)(viii) edit drafts
Example, Seesaw
with adult assistance
using standard English
Link
 predictions. sentence, emphasizing - Today and conventions, including:
how you use fingers as a everyday we can punctuation marks at the
tool to help you leave solve word end of declarative
Unit #If Then spaces between words. problems up to 10. sentences
Mentor Text used: Creepy
Session #16 Active Engagement Stations Carrots
Pass out white boards and ● K.3B Seesaw Focus Phrase: I can write a
Read Aloud Title: challenge students to write Sequence sentence with spaces.
HARRY THE DIRTY a sentence with spaces Board
DOG Read Aloud Book between the words. Select Handwriting
for Kids a sentence for the whole Active Engagement: Letters S, A
class to try. - Students can Letters I, T
CONNECTION: Boys Letter J
describe the
and girls, reading and Link pumpkin using
writing go hand in Challenge writers to write Heggerty Week 11 p. 39-
their 5 senses 44
hand. In writing in ways that are easy to with their partner.
workshop you write, read. Support Riders and
naming the topic of their Link:
write, write and then
next book. - Today and
you read over your
everyday we can
work and become a
describe the
reader. pumpkin using
our 5 senses.
Name the teaching
point: “Today I want to
teach you that readers
are also writers! Just
like writers can use
everything they know
to write sentences, so
can readers. You can
write sentences that go
with what you see in
your books. Just like
writers sometimes
make patterns with
their sentences, so can
you.”

TEACHING: Use Mrs.

Wishy Washy by Joy
Cowley to practice
writing patterned
sentences in a text. Ex:
I see the cow. I see the
pig. Cover up the
words in the big book
and model for the
students writing, “I see
the cow” On the next
page, model writing
again - with a think
aloud about the snap
words and phonemic
awareness, writing “I
see the pig”

ACTIVE
ENGAGEMENT: Allow
students to try this
with you as you move
through the next few
pages. Ex: I see the
duck. I see Mrs. Wishy
Washy. Using
whiteboards or sticky
notes, have students
try on the next two
pages with support
from the teacher as
needed. Remind them
to use the word wall
for snap words1!

LINK: Remember that

you can be a reader
and a writer. As you
are reading today and
every day, you can
practice writing
sentences that go with
what you see in your
books.

Tuesday
Reading Writing Mathematics Science Social Studies Phonics, Grammar &
Handwriting

TEKS Addressed TEKS Addressed
I Can I Can
Shared Reading Book: Unit #Show and Tell
Pick a Mrs. Wishy-washy Session #16
book from the coaches
corner to read for the Connection
week. We will rotate each reiterate the importance of
week. writing books that matter.
Barela→Miesowicz→Izh
ar→Deputy→McClement Teach Point
Today I want to teach you
that you needn't stop
Shared Reading Activity: writing after just one
sentence. You can write as
Day 2: Early Literacy many sentences as you
TEKS Addressed
I can solve word problems
using objects and drawing
up to 10.
Number Sense Routine
Splat
Mini-Lesson Connect
- Show your
partner 10 fingers.
- links and see who has the
Mini-Lesson Teach Point
- Explain the Roll
and Sum Game
TEKS Addressed TEKS Addressed TEKS Addressed
Possible Check for
I can measure the Understanding (Ideas) I can
pumpkin.
I can recite the American Phonics
Students will estimate how Pledge. Unit # 2
tall and how wide the
pumpkin is using cubes Teach Point Session # 10
and links.
Teach Point
Teacher will measure the
pumpkin using cubes and Today I want to remind
you that writers use letters
closest estimation. and pictures to put their
Active Engagement ideas on the page. Then
- Students will other people can read
record themselves what's on the page and
figure out what it says¨
 Concepts want on a page. The right saying the
Mark, it helps to reread a American Pledge Link
Reread the entire text page and ask, what else on Seesaw.
chorally .
could I say? Then you can Invite partners to write
write that sentence down, words that could be added
Select 1 or 2 of the
possible concepts to using all you know to one student's writing.
teach: Encourage them to use
● Identifying initial Teaching their alphabet charts only
and ending Emphasize how instead of if needed.
sounds of words moving on, writers think
(feet, cried, pig, about what else to write Grammar Talks
four, duck) and then write it. https://docs.google.com/
Active Engagement
● Locate these
Demonstrate rereading - Students will play presentation/d/
same words in
the text by having and adding another Roll and Sum with 1jgdvDBYvu7fqXEOFoBfOe
students come sentence to the Page by a math buddy. HO8qS7KKy2ASlzVfWflZTc/
up and frame the using snap words and - Student will write edit#slide=id.p
word or use a big stretching out words they the number Mentor Text used: Creepy
pointer. may not know. sentence and Carrots
represent the Focus Phrase: I can write a
Active Engagement problem to solve. sentence with spaces.
Unit #If Then Re-read the next page of Link
the class text. Invite - Today and Handwriting
Session #17 students to think with a everyday we can Letters S, A
partner about what other solve word Letters I, T
Read Aloud Title: sentences they could write problems up to 10. Letter J
HARRY THE DIRTY on the page. Quickly revise
DOG Read Aloud Book the page to include a new Stations
for Kids sentence. ● K.3A
Join/Separate [
CONNECTION: Boys Link
and girls, do you ever Remind students of their
find yourself getting growth, and challenge
tired of playing the them to use all they know
same games over and to do more.
over again? I’m sure
you probably try new
games or invent
different ones to play.
Did you know that we
can do that as readers,
too?!
Name the teaching
point: “Readers can
read with a partner
using everything they
know, in many different
ways. They can also
invent fun ways to
share their books
together! Readers
make a plan for partner
reading and can use
the anchor charts in
the room to help them
make plans.”

TEACHING: Review
Anchor Chart-
Readers Read with a
Partner:
-Sit side by side
-Put one book in the
middle
-See-saw read
-Share Wow! pages
-Reread to learn more
-Add a pinch of you

Select a student to
help you model partner
reading and having
conversations about
books. Practice sitting
side by side, putting a
book in the middle, and
then suddenly get
bored and off task.
Then, remember the
Readers Read with a
Partner anchor chart to
make a plan and pick a
new way to read the
book together.
Perhaps, See-saw read.
Then, with your partner
model how to See-saw
read and get back on
track and into books
together.

ACTIVE
ENGAGEMENT: Have
students act this out.
First, allow partners to
sit side by side with a
book in the middle.
Have them pretend to
read the book with
their partner and
suddenly get bored or
off task. Then, pause
the readers and ask
them, what’s another
way we can read with
partners? (students will
look to the Readers
Read with a Partner
anchor chart and
select a new way.
Praise partnerships for
their plan and for
reading with their
partner.
LINK: Remind the
students to make a
plan with their partner
during partner reading
time. They can use
charts around the
room to help them
invent fun ways to
share their books.

Link

Wednesday
Reading Writing Mathematics Science Social Studies Phonics, Grammar &
Handwriting

TEKS Addressed TEKS Addressed TEKS Addressed TEKS Addressed TEKS Addressed TEKS Addressed
K.1A, K.1B
I Can I Can I can solve word problems I can predict if the Why do we celebrate I can
using objects and drawing pumpkin will sink or float. Independence Day?
Shared Reading Book: Unit #Show and Tell up to 10. Phonics
I can understand the Unit # 2
Pick a Mrs. Wishy-washy Session #17 Number Sense Routine importance of Session # 11
book from the coaches Counting Song Independence Day.
corner to read for the Connection Teach Point
week. We will rotate each Build excitement for the Mini-Lesson Connect Teach Point
week. upcoming book store Jordan had 5 cookies and K.1A Independence ¨Today I want to teach you
Barela→Miesowicz→Izh celebration at the end of then she got 3 more. How Day Hyperdoc that anytime, you can
ar→Deputy→McClement the bend and unit. many cookies does Jordan Engage and Explore decide to learn some new
Compare the way people have now? words, and if you learn
say goodbye to each other them really well, then when
Shared Reading Activity: at the end of the day to the Mini-Lesson Teach Point other kids write those
way authors and their words, you can read them
Day 3: Word Study books. Active Engagement in a snap–and you can
https://app.seesaw.me/ read and write with them,
Reread the entire text Teach Point #/activities/library? too. Your reading and
chorally. Writers today I want to community&promptId=pro writing goes faster when
teach you that endings of mpt.f6135fe5-417f-44aa- you know words in a snap.
After reading, select 1 or
books matter. Writers think 9733-4b31f61b73f6 Teacher will create a bar Link
2 of the possible
concepts to teach: carefully about how the graph as students vote
● Generate new last pages of their book Link whether or not the Support your kids to
CVC words using could go. They make sure - Today and pumpkin will sink or float progress through the steps
the word had (- every book they write has everyday we can when you place it in a detailed in their ¨How to
ad) an ending. solve word bucket of water. Learn a Word¨ chart,
● Say and clap the problems up to 10. referring to the chart to
syllables of Teaching Take the pumpkin to the help them eventually do so
words from print
Emphasize how most of Stations pod to place in a bucket of independently.
and pictures
(Wishy, Washy, the book follows the same ● K.3A Join water. See whose
house, kitchen, pattern, and then highlight predictions were correct! Grammar Talks
duck, etc.) how the author ends the https://docs.google.com/
book by naming a big presentation/d/
idea. 1jgdvDBYvu7fqXEOFoBfOe
Unit #If Then Channel children to think HO8qS7KKy2ASlzVfWflZTc/
with you as you consider edit#slide=id.p
Session #18 and write an ending with a Mentor Text used: Creepy
demonstration text. Carrots
Read Aloud Title: Focus Phrase: I can write a
HARRY THE DIRTY Active Engagement sentence with spaces.
DOG Read Aloud Book Invite children to reread
for Kids one of their books and Handwriting
Read Aloud Pages: think about how the next Letters S, A
page could go. After they Letters I, T
CONNECTION: Oh my read and think, ask them to Letter J
goodness, I was share their ending with a
reading a book partner.
yesterday and I found
Link
this cool part I wanted
Encourage students to
to share with my friend write endings for each of
but she was really their books. Explain how
busy. I decided to wait they can use tools to add
and show her later, but new pages to their books.
then I totally forgot
what it was I was going
to show her! Touch
your nose if this has
ever happened to you,

Name the teaching

point: “Today I want to
teach you that when
readers are reading by
themselves, they often
have thoughts like, ‘Oh,
this is so cool!’ or
‘Huh? I don’t get this!’
These are exactly the
kinds of things readers
share with a partner.
So when you notice
something that you
want to share, put a
sticky note on the page
to save it for partner
time.”

TEACHING: Explain
that sometimes during
independent reading
they might find
something really cool
or even something they
are confused about in
their book. The teacher
or a partner might not
be available right then
to talk to or share your
finding. Select a text of
your choice from the
additional mentor text
list. Read through the
first few pages of your
selected text with the
class and model
labeling “cool” parts or
“huh?” parts with a
blank sticky note.

ACTIVE
ENGAGEMENT:
Continue reading
another page of the
text and allow Think
Time for the children to
discover something
they might find “cool”
or “confusing”. After
allowing some time to
think, have students
turn and share with a
partner.

Sentence Stems:
I think ______ was cool!
I think ______ was cool
because _______.
I think ______ was
confusing.
I think ______ was
confusing because
______.

Listen in to students'
conversations and
share out a few great
things that you heard.

LINK: “Today and

everyday, when you
notice something that
you want to share, put
a sticky note on the
page to save it for
partner time.”

CHARACTER PARADE

Thursday
Reading Writing Mathematics Science Social Studies Phonics, Grammar &
Handwriting

TEKS Addressed TEKS Addressed TEKS Addressed TEKS Addressed TEKS Addressed TEKS Addressed
K.1A, K.1B
I Can I Can I can solve word problems I can understand the Why do we celebrate I can
using objects and drawing pumpkin life cycle. Independence Day?
Shared Reading Book: Unit #Show and Tell up to 10. Phonics
Create the lifecycle of a I can understand the Unit # 2
Pick a Mrs. Wishy-washy Session #18 Number Sense Routine pumpkin craft. importance of Session # 12
book from the coaches Subitize Independence Day.
corner to read for the Connection Active Engagement: Teach Point
week. We will rotate each Remind students of the Mini-Lesson Connect Students will turn and talk
week. upcoming celebration: a and share the lifecycle of a Teach Point ¨Today I want to teach you
Barela→Miesowicz→Izh bookstore. Explain that
ar→Deputy→McClement when writers get ready to
share their riding with the
world, they take time to
Shared Reading Activity: make their stories
beautiful.
Day 4: Fluency
Teach Point
Reread the entire text Today I want to teach you
chorally. that before writers share
their books with the world,
Select 1 of the possible
they spend time making
fluency concepts to
their writing the best I can
model and practice:
● Punctuation be. To do this, you can
(question mark reread and make sure your
on p.7) sentences look like a book,
● Dialogue that you have lots of
sentences on each page,
and finally, that your books
Unit #If Then have endings. If
something is missing, you
Session #19 can add it in or revise it!
Read Aloud Title: Active Engagement
HARRY THE DIRTY Use the chart from the unit
DOG Read Aloud Book to remind students how to
for Kids fix up their writing. Then
recruit them to help you
CONNECTION: revise the book to make it
Remember our lesson ready to share with the
yesterday when we world.
added Post-its and
labels to parts that we Link
thought were cool or Invite children to reread 1
book they've written,
parts that we were
considering what they
confused about? Then, need to do to fancy it up.
when it was partner Then, send them all to
time we were able to fancy up several books
share? I was practicing during writing time. And
that in one of my my brother is to put
books last night and finished books in a ready
Mini-Lesson Teach Point
K.3B Lesson: Using
Pictures to Model
Sums
Active Engagement
Students will draw the
word problem as you read
it above.
Link
- Today and
everyday we can
solve word
problems up to 10.
Stations
● K.3A Separate
pumpkin. K.1A Independence that when you want to
Day Hyperdoc write a word, you need to
Explain and Apply listen not only for the first
sound, but also for the
other sounds you hear.
Sometimes people don't
hear the last sound,
because they don't listen
to it. It helps to really listen
for the last sound, so you
can write the last sound.¨
Link
Rally the kids to roam the
classroom, looking at
objects as they did earlier
in the year, but this time
saying and hearing at
least the first and final
sounds.
Grammar Talks
https://docs.google.com/
presentation/d/
1jgdvDBYvu7fqXEOFoBfOe
HO8qS7KKy2ASlzVfWflZTc/
edit#slide=id.p
Mentor Text used: Creepy
Carrots
Focus Phrase: I can write a
sentence with spaces.
Handwriting
Letters S, A
Letters I, T
Letter J
then I came to a part for the bookstore basket.
that was REALLY funny
and I wanted to share it
with my friend. I told
my friend all about
what made it so funny
and she laughed just
like I did! It was
hilarious.

Name the teaching

point: “When readers
come across a part
that makes them laugh
out loud, or go Wow!,
they stop and think,
‘What makes this part
so funny or cool?’ Then
they can say more
about those parts
when they share them
with a partner.”

TEACHING: Use the

mentor text-Caps for
Sale by Esphyr
Slobodkina. Begin
reading on page 1.
Model saying “wow!”
at the fact that he has
so many caps on his
head. Stop and model
as you think out loud.
State what you thought
was cool and why you
thought that. Continue
reading and modeling
identifying “wow!” or
funny moments, as
needed.

ACTIVE
ENGAGEMENT:
Continue reading the
text. When the
children laugh at a
page in Caps for Sale,
you can ask them to
think and talk about
what made them laugh
and why. You might
say, “ I heard you
laughing on this page.
Tell me about this
funny part!” The
student might simply
respond, “It’s funny.”
You can ask them to
say more. “Tell me
more! What makes this
part so funny?”
Students could turn
and talk with a partner,
as you linger on the
page for a bit.

Sentence Stem: This

part is funny because
_______.

Students might
respond, “The
monkeys. They’re
funny because they’re
copying the peddler,
and look at his face.
He’s so mad!”

You are taking the

stance of a proficient
partner in this
conversation. You are
nudging the student’s
thinking forward in a
natural, comfortable
way, getting him/her to
say more about
something he/she
noticed or reacted to in
the illustrations. This
work will help the
students read well
beyond this unit.

LINK: Readers,
remember that today
and every day you
might find parts in your
books that are cool or
funny. It is important to
stop and think about
what makes that part
cool or funny. Then,
you can share with a
partner.
 Friday
Reading Writing Mathematics Science Social Studies Phonics, Grammar &
Handwriting

TEKS Addressed TEKS Addressed K.3B TEKS Addressed TEKS Addressed TEKS Addressed
Addition Problem K.1A, K.1B
I Can I Can Solving I can learn about a Why do we celebrate I can
Shared Reading Book: Using objects to pumpkin! Independence Day?
Buffer day to slot as represent Phonics
Pick a Mrs. Wishy-washy needed joining/addition word Carve pumpkins with I can understand the Unit # 2
book from the coaches problems class! importance of Session # 10
corner to read for the Reference Within Unit: Independence Day.
week. We will rotate each Mid-Workshop I can solve word problems Count seeds that come out Extension: Give kids
week. Teaching, Conferring using objects and of pumpkin with class! additional practice in
and Small-Group Work, drawings to 10. Describe the texture of the Teach Point writing snap words with a
Barela→Miesowicz→Izh
and Share K.1A Independence
ar→Deputy→McClement inside of the pumpkin. game of ¨Simon Says¨
Number Sense Routine Day Hyperdoc
Move and Add, Add Extend Extension: Channel
https:// and Move | Jack
Shared Reading Activity: students to use snap
www.teacherspayteachers Hartmann Addition words to extend their
.com/Product/Candy-Corn- Song
Day 5: writing.
Writing-Craft-FREEBIE-
Orchestration/Comprehe
nsion 2811980? K.3B Lesson: Using Extension: Help Mabel
st=194fdab80d9cecbd2b4 Number Sentences to Write a Letter
Reread the entire text c9977b578555c Solve Word Problems
chorally. 0-5
https://
Interactive Writing: Teach Point
www.teacherspayteachers
Create an Link
.com/Product/FREE- https://lovethosekinders-
interactive/shared story
Halloween-Craft- kinderkay.blogspot.com/
about what you think Grammar Talks
Mrs. Wishy Washy might Interactive-Halloween- 2013/10/looking-for-last- https://docs.google.com/
do next to solve her Candy-Corn-Writing- minute-halloween- presentation/d/
problem. Craftivity-3803594? math.html 1jgdvDBYvu7fqXEOFoBfOe
st=194fdab80d9cecbd2b4
HO8qS7KKy2ASlzVfWflZTc/
c9977b578555c
Unit #If Then edit#slide=id.p
Mentor Text used: Creepy
Session #20 Cute Candy Corn writing Carrots
activities Focus Phrase: I can write a
Read Aloud Title: sentence with spaces.
HARRY THE DIRTY
DOG Read Aloud Book Handwriting
for Kids Letters S, A
Letters I, T
CONNECTION: Give Letter J
me a thumbs up if you
like to listen to a family
member read books to
you. When you are
listening to a book, do
you ask a lot of
questions? I know I do
because it helps me
understand what is
happening.

Name the teaching

point: “Today I want to
teach you that reading
partners can ask each
other questions and
discuss what they are
reading. They can ask
questions like, ‘I
wonder why they are
doing that?’ or ‘Why do
you think he feels that
way?’ or ‘What do you
think she will do next?’
to make their book talk
stronger and become
better thinkers and
readers.”
TEACHING: You may
find that many children
continue to story-tell,
retell, or read their
texts to one another
instead of actually
sharing ideas and
questions. With
another teacher as
your partner, or a
student that you have
prepared ahead of
time, model storytelling
without stopping to
discuss (not reading
word for word, but
storytelling like the
students do). Next,
explain the importance
of stopping to have
discussions and ask
questions while
storytelling. Model this
for the students saying,
“I wonder _____ . . .”, “I
think ______. . .” . “I
noticed ______. . .” as
you storytell the first
few pages of the same
text again with your
chosen partner.

Then turn to the class

and say, “ did you
notice that we started
to ask questions like, ‘I
wonder why they are
doing that?’ or ‘Why do
you think he feels that
way?’ or ‘What do you
think she will do next?
Did it make our book
talk even stronger? We
became better thinkers
AND better readers.

ACTIVE
ENGAGEMENT:
Continue with the text
and have students turn
and talk to their partner
about what other ideas
or questions they could
ask about this story.

Sentence Stems:
I wonder _______?
I notice ________
I think _________.
Why do you think
_______?

Listen in to students'
conversations and
share out a few great
ideas that you hear.

LINK: “Today I want to

teach you that reading
partners can ask each
other questions and
discuss what they are
reading.
 Planning by Teacher

Reading Mini Lesson Writing Mini Lesson Shared Reading & Phonics Grammar & Science
Read Aloud Handwriting

Barela Miesowicz Izhar Deputy McClement ALL

*Please have ELAR plans in by Wednesday BEFORE our planning period.
*If you are leading science planning, please hyperlink a copy of the science plans in this document and read over the lessons the district provided before
Monday’s planning.