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Teacher Notes

Nutty Scientist Labs are more open-ended this week. It is the intention that items leftover are used as Maker Lab materials. We suggest bringing in cardboard boxes or other “scrap” material to increase engagement.
Read Aloud 1 is Boxitects. Consider providing boxes/cardboard during workstations and/or let students build their own “boxitect” creations—individually or in teams.
Read Aloud 2 is the book students will take home, Ty’s Travels. Teachers do not have this book in their materials. Please use a student book to read or use the read aloud inserted in the Slide.

Consider inviting them to have the book in hand, too.

Please send home their guidebook, bags, and make the PARENT SURVEY accessible to parents.

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Day 1

Week 6

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Look at BRAVE Me!

How is the book in the picture feeling?

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Look at BRAVE Me!

How might the boy’s feelings have changed as he begins to climb the tall playground equipment?

Why do you think that?

Is there a time you have experienced a change in feelings about something?

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Math: Counting Collections

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Math: Counting Collections

Directions:

Choose a collection to count

Find a partner to count with

Record your counting

Share and compare with your partner

What was the same about how your recorded?
What was different about how you recorded?

Repeat with a new collection or count the same

collection a different way

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Math: Counting Collections

Let’s Show Off Our Counting!

I counted by…

My collection has…

I recorded my counting by…

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Math: Student Centered Problem Solving

Ella ends up with ___ crayons after finding some more in her desk.

If she started with ___ crayons, how many did she find?

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Expectations & Guidance During Student Exploration

Allow students time to think alone - then work with a partner or small group.
Circulate the room, looking for what strategies students are using

Direct modeling with objects
Counting strategies
Derived strategies

Ask students questions to prompt their thinking
Choose a few students who used different strategies to show their work. A graphic organizer is provided on the next slide if you choose to use it.

Observe students strategies as they develop over time

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Let’s Share Our Strategies!

Turn and Talk: What is the same? What is different?

Strategy

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Movement

Teachers: Please read the notes for “how-to”

Build Your Body Strength by moving like an animal.

Can you complete 1, 2, 3, 4, or more of each?

Bear Walk | Start in the standing position. Bend over and put both hands on the ground. Now, walk forward with the same leg and arm. So, move your right arm and right leg forward, then the left leg and arm at the same time, then repeat. For additional challenge, try keeping your legs and arms straight.

Crab Walk – Tell your child to sit down with their hands by their side and their fingers pointed towards their feet. Tell them to push up on their hands and feet so their body is like a table. Keep hips high to work on strengthening core muscles. If your child is ready for a balance challenge try touching right hand to left foot while in the crab walk position, then switch hands to work on balancing.

Frog Jumps | Start in the squatted position. Place your hands on the floor in between your knees. Using your feet, jump forward and land with your hands and feet on the ground.

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Movement: Inclusive Cross-Body Brain Break

Cross-Body Air Writing

Use your right hand to write across your body in the air (to the left)
Use your left hand to write across to the right
You can also try with both hands at once for extra challenge!

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Transition Slide

Materials Needed:

Corresponding slide

Instructional Routines:

Oral Language

On Deck

Foundations Routine

Phonics: Sound Drill

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Foundations Routine Letter & Digraph-Sound Drill

Nn

Vv

Zz

Yy

Ss

Ii

wh

Hh

Dd

Ff

Aa

Bb

th

ch

Oo

Qq

Rr

Ee

ph

Ll

Pp

Gg

Ww

Uu

sh

Kk

Tt

Cc

Mm

Xx

Jj

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Transition Slide

On Deck

Foundations Routine

Phonics: Final Sound

Materials Needed:

Corresponding slide
Teacher template script
Switchboards & dry erase markers

Instructional Routines:

Oral Language

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Foundations Routine Phonics-Rhyming

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Transition Slide

On Deck

Foundations Routine

Phonics:

Orthographic Mapping

Materials Needed:

Corresponding slide
Teacher template script
Magnetic Letters

Instructional Routines:

Oral Language
Encoding & Decoding

Onset-Rime

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Foundations Routine Phonics-

Orthographic Mapping

Prepare your board with letters:

o c k fl

m d p st

cl r

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Transition Slide

On Deck

Foundations Routine

Phonics:

Blending Board

Materials Needed:

Corresponding slide

Instructional Routines:

Oral Language

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Foundations Routine Phonics: Blending Board- LINK

Day 1

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STEM Lab

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STEM Lab 6A

Maker Lab

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Engage in the Phenomenon

What might these pictures be showing?

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This week STEM Labs will be done as teams and include Maker Lab challenges.

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What is a Maker Lab or Makerspace?

It’s a place to be creative!

�A Maker Lab is a fun space where you can build, invent, and create with your hands using simple, recyclable, or leftover materials.

Each team will get a small amount of each item—and you’ll have to plan and work together to make it count!

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Let’s imagine we have a Maker Lab corner with boxes, tape, string, and leftover STEM Lab stuff.

What would you make? How would you start?”

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Be a Maker Lab Inventor!

What is the problem he is trying to solve?

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Let’s meet the Maker Lab materials…

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Maker Lab Teams

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Problem: Your stuffed animal is sitting outside and needs shade.

Challenge: Build a small umbrella or shelter using straws, tape, and paper that can stand up on its own.

Problem: A pet needs a safe way to reach water without tipping the bowl.

Challenge: Create a spill-proof holder for a paper or plastic cup using straws, playdough, and tape.

Help Solve

Pet Problems

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Maker Lab Teams

Choose your challenge

Help Solve

Pet Problems

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Maker Lab Teams

Start to Build

You will have 2 days to build your challenge!

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Prepare for Workstations

Let’s get ready to work and play in our stations.

During this time students work in stations.

Teachers work closely with a few friends.

Introducing Workstations:

“Let’s get ready to work and play in our stations. Each of you has an important job to do!”

“During writing time, you may use your Guidebook to help you show your thinking—look for today’s page or follow what’s on the slide.”

“If the slide doesn’t show a specific page, I’ll help you decide what to work on.”

“At the dramatic play station, your job is to pretend, create, and use your words with others. What role will you play today?”

“During small group, I’ll be working closely with a few friends—so let’s show we can be independent in our other stations.”

“Ask yourself: What do I do first? What can I do if I finish early? Who can I ask if I need help?”

“Let’s remember—these stations are where you get to show what you know all by yourself!”

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Workstations Expectations

Teachers work with small groups
Students engage in various workstations

Keep stations in good working order

Offer new ideas

Honor each other’s time, space, and work

The classroom community works collaboratively to:

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Small Group & Choice Time

Rotation time increases to 15 minutes (per teacher discretion).

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Small Group & Choice Time

Rotation time increases to 15 minutes (per teacher discretion).

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Small Group & Choice Time

Rotation time increases to 15 minutes (per teacher discretion).

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How did it go?

Keep stations in good working order

Offer new ideas

Honor each other’s time, space, and work

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Transition Slide

On Deck

Foundations Routine

Phonics:

Dictated Sentences

Materials Needed:

Corresponding slide
Teacher template script
Switchboards & dry erase markers

Instructional Routines:

Oral Language
Encoding

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Foundations Routine Phonics-Dictated Sentences

1. I build a tower with my blocks. 2. I share my toys with friends. 3. I am wearing my favorite shirt.

Have students use their switchboards. Dictate the sentence to the students. Have students repeat the sentence while counting the number of words on their fingers. Have students draw a box in the upper right hand corner for each word in the sentence. For example: The cat sat on the mat has six words. Students would make six boxes. Have students repeat the sentence pointing to each box that represents each word. Students will then write the sentence. Monitor students and provide assistance as needed like, “What sound makes the / _ / sound, and “you wrote a spells /a/. Listen to the vowel sound again, /i/.

Prompt students to put a check mark after each word they write or after completing the sentence.

When ample time is given, direct students to have their sentence look like yours. Write the sentence on the board paying attention to capitalization and ending punctuation. Have students make corrections.

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Closing Circle: You Pick

“Today I learned…”

“A moment I was proud of…”

“I helped someone when…”

This is our time to think back on our day and share something important—about what we tried, learned, or noticed.

Gather students together in a circle or shared space. Begin by reminding them, “This is our time to think back on our day and share something important—about what we tried, learned, or noticed.”

Present the day’s reflection prompt aloud. Give students a moment to think quietly, then invite them to share their response with a partner or with the whole group, depending on your classroom culture and time available.

Celebrate effort and voice by acknowledging responses (“Thank you for sharing your brave moment,” or “That was a great example of teamwork!”).

End with a unifying statement such as, “We showed up as readers, writers, and thinkers today—and tomorrow, we’ll keep growing!”

If students used switchboards, writing tools, or drawing prompts, remind them to clean up with the familiar phrase:� “Click, wipe, and tuck—our tools are ready to ride!”

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Transition Slide

On Deck

Joke of the day

Materials Needed:

Corresponding slide

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Joke of the Day

Which vegetable do sailors hate the most?

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Joke of the Day

Leeks!

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Day 2

Week 6

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Math: Counting Collections

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Math: Counting Collections

Directions:

Choose a collection to count

Find a partner to count with

Record your counting

Share and compare with your partner

What was the same about how your recorded?
What was different about how you recorded?

Repeat with a new collection or count the same

collection a different way

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Math: Counting Collections

Let’s Show Off Our Counting!

I counted by…

My collection has…

I recorded my counting by…

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Math: Student Centered Problem Solving

Zainab collected ___ sticks on her walk. Niko collected ___ sticks on his walk.

How many more sticks did Zainab collect than Niko?

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Expectations & Guidance During Student Exploration

Allow students time to think alone - then work with a partner or small group.
Circulate the room, looking for what strategies students are using

Direct modeling with objects
Counting strategies
Derived strategies

Ask students questions to prompt their thinking
Choose a few students who used different strategies to show their work. A graphic organizer is provided on the next slide if you choose to use it.

Observe students strategies as they develop over time

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Let’s Share Our Strategies!

Turn and Talk: What is the same? What is different?

Strategy

52 of 174

Movement

Teachers: Please read the notes for “how-to”

Build Your Body Strength by moving like an animal.

Can you complete 1, 2, 3, 4, or more of each?

Bear Walk | Start in the standing position. Bend over and put both hands on the ground. Now, walk forward with the same leg and arm. So, move your right arm and right leg forward, then the left leg and arm at the same time, then repeat. For additional challenge, try keeping your legs and arms straight.

Crab Walk – Tell your child to sit down with their hands by their side and their fingers pointed towards their feet. Tell them to push up on their hands and feet so their body is like a table. Keep hips high to work on strengthening core muscles. If your child is ready for a balance challenge try touching right hand to left foot while in the crab walk position, then switch hands to work on balancing.

Frog Jumps | Start in the squatted position. Place your hands on the floor in between your knees. Using your feet, jump forward and land with your hands and feet on the ground.

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Movement: Inclusive Cross-Body Brain Break

Cross-Body Air Writing

Use your right hand to write across your body in the air (to the left)
Use your left hand to write across to the right
You can also try with both hands at once for extra challenge!

54 of 174

Transition Slide

Materials Needed:

Corresponding slide

Instructional Routines:

Oral Language

On Deck

Foundations Routine

Phonics: Sound Drill

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Foundations Routine Letter & Digraph-Sound Drill

Nn

Vv

Zz

Yy

Ss

Ii

wh

Hh

Dd

Ff

Aa

Bb

th

ch

Oo

Qq

Rr

Ee

ph

Ll

Pp

Gg

Ww

Uu

sh

Kk

Tt

Cc

Mm

Xx

Jj

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Transition Slide

On Deck

Foundations Routine

Phonics: Final Sound

Materials Needed:

Corresponding slide
Teacher template script
Switchboards & dry erase markers

Instructional Routines:

Oral Language

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Foundations Routine Phonics-Syllabication

1

2

1

2

4

3

1

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Transition Slide

On Deck

Foundations Routine

Phonics:

Orthographic Mapping

Materials Needed:

Corresponding slide
Teacher template script
Magnetic Letters

Instructional Routines:

Oral Language
Encoding & Decoding

Onset-Rime

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Foundations Routine Phonics-

Orthographic Mapping

Prepare your board with letters:

i t h m p

d w y z

qu b k f

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Transition Slide

On Deck

Foundations Routine

Phonics:

Blending Board

Materials Needed:

Corresponding slide

Instructional Routines:

Oral Language

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Foundations Routine Phonics: Blending Board- LINK

Day 1

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In STEM Lab - Day 2

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In STEM Lab- Day 2

Decodable High-Frequency Words

I a in it

and can on as

with this that

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In STEM Lab- Day 2

Non Decodable High-Frequency Words

my of the make

to

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In STEM Lab- Day 2

Words With New Spelling Patterns

maker made all

about scientist engineer

architect

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In STEM Lab- Day 2

Rebuses

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In STEM Lab-Day 2

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In STEM Lab-Day 2

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In STEM Lab

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In STEM Lab-Day 2

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Read Aloud 1

Students are encouraged to use switchboard and markers to respond to the read aloud text.

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Have you ever had to work with someone you didn’t agree with at first?

What did you learn?

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Teacher Background

Boxitects tells the story of Meg, a creative young inventor who loves building things out of cardboard. When she joins a Maker School full of other imaginative kids—like “blanketeers” and “spaghetti-tects”—she’s excited, until she has to work with a fellow boxitect named Simone. The two compete, clash, and eventually learn that collaboration is more powerful than competition.

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Read Aloud 1

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As we read Boxitects, pay close attention to the different things Meg and Simone build.

You might like how something looks, what it’s made of, or how it solves a problem.

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�

What helped Meg and Simone become a stronger team?�

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Maker Lab Teams

Keep Building

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Prepare for Workstations

Let’s get ready to work and play in our stations.

During this time students work in stations.

Teachers work closely with a few friends.

Introducing Workstations:

“Let’s get ready to work and play in our stations. Each of you has an important job to do!”

“During writing time, you may use your Guidebook to help you show your thinking—look for today’s page or follow what’s on the slide.”

“If the slide doesn’t show a specific page, I’ll help you decide what to work on.”

“At the dramatic play station, your job is to pretend, create, and use your words with others. What role will you play today?”

“During small group, I’ll be working closely with a few friends—so let’s show we can be independent in our other stations.”

“Ask yourself: What do I do first? What can I do if I finish early? Who can I ask if I need help?”

“Let’s remember—these stations are where you get to show what you know all by yourself!”

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Workstations Expectations

Teachers work with small groups
Students engage in various workstations

Keep stations in good working order

Offer new ideas

Honor each other’s time, space, and work

The classroom community works collaboratively to:

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Small Group & Choice Time

Rotation time increases to 15 minutes (per teacher discretion).

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Small Group & Choice Time

Rotation time increases to 15 minutes (per teacher discretion).

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Small Group & Choice Time

Rotation time increases to 15 minutes (per teacher discretion).

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How did it go?

Keep stations in good working order

Offer new ideas

Honor each other’s time, space, and work

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Transition Slide

On Deck

Foundations Routine

Phonics:

Dictated Sentences

Materials Needed:

Corresponding slide
Teacher template script
Switchboards & dry erase markers

Instructional Routines:

Oral Language
Encoding

85 of 174

Foundations Routine Phonics-Dictated Sentences

1.The cat sat on the mat. 2. The mouse squeaks softly. 3. I like to eat a sandwich.

Have students use their switchboards. Dictate the sentence to the students. Have students repeat the sentence while counting the number of words on their fingers. Have students draw a box in the upper right hand corner for each word in the sentence. For example: The cat sat on the mat has six words. Students would make six boxes. Have students repeat the sentence pointing to each box that represents each word. Students will then write the sentence. Monitor students and provide assistance as needed like, “What sound makes the / _ / sound, and “you wrote a spells /a/. Listen to the vowel sound again, /i/.

Prompt students to put a check mark after each word they write or after completing the sentence.

When ample time is given, direct students to have their sentence look like yours. Write the sentence on the board paying attention to capitalization and ending punctuation. Have students make corrections.

86 of 174

Closing Circle: You Pick

“Today I learned…”

“A moment I was proud of…”

“I helped someone when…”

This is our time to think back on our day and share something important—about what we tried, learned, or noticed.

Gather students together in a circle or shared space. Begin by reminding them, “This is our time to think back on our day and share something important—about what we tried, learned, or noticed.”

Present the day’s reflection prompt aloud. Give students a moment to think quietly, then invite them to share their response with a partner or with the whole group, depending on your classroom culture and time available.

Celebrate effort and voice by acknowledging responses (“Thank you for sharing your brave moment,” or “That was a great example of teamwork!”).

End with a unifying statement such as, “We showed up as readers, writers, and thinkers today—and tomorrow, we’ll keep growing!”

If students used switchboards, writing tools, or drawing prompts, remind them to clean up with the familiar phrase:� “Click, wipe, and tuck—our tools are ready to ride!”

87 of 174

Transition Slide

On Deck

Joke of the day

Materials Needed:

Corresponding slide

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Joke of the Day

What kind of key opens a banana?

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Joke of the Day

A mon-key!

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Day 3

Week 6

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Math: Counting Collections

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Math: Counting Collections

Directions:

Choose a collection to count

Find a partner to count with

Record your counting

Share and compare with your partner

What was the same about how your recorded?
What was different about how you recorded?

Repeat with a new collection or count the same

collection a different way

93 of 174

Math: Counting Collections

Let’s Show Off Our Counting!

I counted by…

My collection has…

I recorded my counting by…

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Math: Student Centered Problem Solving

Harper ends with ___ Lego people after giving some to her brother.

If she gave away ___ Lego people, how many did she have to start with?

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Expectations & Guidance During Student Exploration

Allow students time to think alone - then work with a partner or small group.
Circulate the room, looking for what strategies students are using

Direct modeling with objects
Counting strategies
Derived strategies

Ask students questions to prompt their thinking
Choose a few students who used different strategies to show their work. A graphic organizer is provided on the next slide if you choose to use it.

Observe students strategies as they develop over time

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Let’s Share Our Strategies!

Turn and Talk: What is the same? What is different?

Strategy

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Let’s Play: Green Light - Red Light

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Transition Slide

Materials Needed:

Corresponding slide

Instructional Routines:

Oral Language

On Deck

Foundations Routine

Phonics: Sound Drill

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Foundations Routine Letter & Digraph-Sound Drill

Nn

Vv

Zz

Yy

Ss

Ii

wh

Hh

Dd

Ff

Aa

Bb

th

ch

Oo

Qq

Rr

Ee

ph

Ll

Pp

Gg

Ww

Uu

sh

Kk

Tt

Cc

Mm

Xx

Jj

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Transition Slide

On Deck

Foundations Routine

Phonics: Final Sound

Materials Needed:

Corresponding slide
Teacher template script
Switchboards & dry erase markers

Instructional Routines:

Oral Language

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Foundations Routine Phonics- Initial Sound

/f/

/t/

/d/

/k/

/t/

/m/

/t/

/d/

/f/

/k/

/d/

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Transition Slide

On Deck

Foundations Routine

Phonics:

Orthographic Mapping

Materials Needed:

Corresponding slide
Teacher template script
Magnetic Letters

Instructional Routines:

Oral Language
Encoding & Decoding

Onset-Rime

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Foundations Routine Phonics-

Orthographic Mapping

Prepare your board with letters:

u m p d r

st f b z h

s j sl cl

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Transition Slide

On Deck

Foundations Routine

Phonics:

Blending Board

Materials Needed:

Corresponding slide

Instructional Routines:

Oral Language

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Nature CVC Blending Board- LINK

Stretch out the vowel sound

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In STEM Lab- Day 3

Decodable High-Frequency Words

I a in it

and can on as

with this that

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In STEM Lab- Day 3

Non Decodable High-Frequency Words

my of the make

to

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In STEM Lab- Day 3

Words With New Spelling Patterns

maker made all

about scientist engineer

architect

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In STEM Lab- Day 3

Rebuses

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In STEM Lab - Day 3

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In STEM Lab-Day 3

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In STEM Lab-Day 3

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In STEM Lab-Day 3

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In STEM Lab-Day 3

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STEM Lab

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STEM Lab 6A

Maker Lab

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Maker Lab Teams

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STEM Lab

Draw and write about what your team made.

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Prepare for Workstations

Let’s get ready to work and play in our stations.

During this time students work in stations.

Teachers work closely with a few friends.

Introducing Workstations:

“Let’s get ready to work and play in our stations. Each of you has an important job to do!”

“During writing time, you may use your Guidebook to help you show your thinking—look for today’s page or follow what’s on the slide.”

“If the slide doesn’t show a specific page, I’ll help you decide what to work on.”

“At the dramatic play station, your job is to pretend, create, and use your words with others. What role will you play today?”

“During small group, I’ll be working closely with a few friends—so let’s show we can be independent in our other stations.”

“Ask yourself: What do I do first? What can I do if I finish early? Who can I ask if I need help?”

“Let’s remember—these stations are where you get to show what you know all by yourself!”

120 of 174

Workstations Expectations

Teachers work with small groups
Students engage in various workstations

Keep stations in good working order

Offer new ideas

Honor each other’s time, space, and work

The classroom community works collaboratively to:

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Small Group & Choice Time

Rotation time increases to 15 minutes (per teacher discretion).

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Small Group & Choice Time

Rotation time increases to 15 minutes (per teacher discretion).

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Small Group & Choice Time

Rotation time increases to 15 minutes (per teacher discretion).

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How did it go?

Keep stations in good working order

Offer new ideas

Honor each other’s time, space, and work

125 of 174

Transition Slide

On Deck

Foundations Routine

Phonics:

Dictated Sentences

Materials Needed:

Corresponding slide
Teacher template script
Switchboards & dry erase markers

Instructional Routines:

Oral Language
Encoding

126 of 174

Foundations Routine Phonics-Dictated Sentences

1. I am having pizza tonight. 2. The bird builds a nest in the tree. 3. My mom is here at school.

Have students use their switchboards. Dictate the sentence to the students. Have students repeat the sentence while counting the number of words on their fingers. Have students draw a box in the upper right hand corner for each word in the sentence. For example: The cat sat on the mat has six words. Students would make six boxes. Have students repeat the sentence pointing to each box that represents each word. Students will then write the sentence. Monitor students and provide assistance as needed like, “What sound makes the / _ / sound, and “you wrote a spells /a/. Listen to the vowel sound again, /i/.

Prompt students to put a check mark after each word they write or after completing the sentence.

When ample time is given, direct students to have their sentence look like yours. Write the sentence on the board paying attention to capitalization and ending punctuation. Have students make corrections.

127 of 174

Closing Circle: You Pick

“Today I learned…”

“A moment I was proud of…”

“I helped someone when…”

This is our time to think back on our day and share something important—about what we tried, learned, or noticed.

Gather students together in a circle or shared space. Begin by reminding them, “This is our time to think back on our day and share something important—about what we tried, learned, or noticed.”

Present the day’s reflection prompt aloud. Give students a moment to think quietly, then invite them to share their response with a partner or with the whole group, depending on your classroom culture and time available.

Celebrate effort and voice by acknowledging responses (“Thank you for sharing your brave moment,” or “That was a great example of teamwork!”).

End with a unifying statement such as, “We showed up as readers, writers, and thinkers today—and tomorrow, we’ll keep growing!”

If students used switchboards, writing tools, or drawing prompts, remind them to clean up with the familiar phrase:� “Click, wipe, and tuck—our tools are ready to ride!”

128 of 174

Transition Slide

On Deck

Joke of the day

Materials Needed:

Corresponding slide

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Joke of the Day

What kind of fruit do scarecrows love the most?

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Joke of the Day

Straw-berries!

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Day 4

Week 6

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Math: Counting Collections

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Math: Counting Collections

Directions:

Choose a collection to count

Find a partner to count with

Record your counting

Share and compare with your partner

What was the same about how your recorded?
What was different about how you recorded?

Repeat with a new collection or count the same

collection a different way

134 of 174

Math: Counting Collections

Let’s Show Off Our Counting!

I counted by…

My collection has…

I recorded my counting by…

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Math: End of Week Investigation

Create a different shape using 2 or more pattern blocks.

Draw the new shapes in your math journal.

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Expectations & Guidance During Student Exploration

Allow students time to think alone - then work with a partner or small group.
Circulate the room, looking for what strategies students are using

Direct modeling with objects
Counting strategies
Derived strategies

Ask students questions to prompt their thinking
Choose a few students who used different strategies to show their work. A graphic organizer is provided on the next slide if you choose to use it.

Observe students strategies as they develop over time

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Let’s Share Our Strategies!

Turn and Talk: What is the same? What is different?

Strategy

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Let’s Play: Green Light - Red Light

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Transition Slide

Materials Needed:

Corresponding slide

Instructional Routines:

Oral Language

On Deck

Foundations Routine

Phonics: Sound Drill

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Foundations Routine Letter & Digraph-Sound Drill

Nn

Vv

Zz

Yy

Ss

Ii

wh

Hh

Dd

Ff

Aa

Bb

th

ch

Oo

Qq

Rr

Ee

ph

Ll

Pp

Gg

Ww

Uu

sh

Kk

Tt

Cc

Mm

Xx

Jj

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Transition Slide

On Deck

Foundations Routine

Phonics: Final Sound

Materials Needed:

Corresponding slide
Teacher template script
Switchboards & dry erase markers

Instructional Routines:

Oral Language

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Foundations Routine Phonics-Final Sound

/r/

/nk/

/r/

/m/

/t/

/v/

/r/

/p/

/z/

/n/

/p/

/ch/

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Transition Slide

On Deck

Foundations Routine

Phonics:

Orthographic Mapping

Materials Needed:

Corresponding slide
Teacher template script
Magnetic Letters

Instructional Routines:

Oral Language
Encoding & Decoding

Onset-Rime

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Foundations Routine Phonics-

Orthographic Mapping

Prepare your board with letters:

o r e b c

sp s m sc

st sh ch

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Transition Slide

On Deck

Foundations Routine

Phonics:

Blending Board

Materials Needed:

Corresponding slide

Instructional Routines:

Oral Language

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Stretch out the vowel sound

Digraph & Blends Blending Board- LINK

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In STEM Lab- Day 4

Decodable High-Frequency Words

I a in it

and can on as

with this that

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In STEM Lab- Day 4

Non Decodable High-Frequency Words

my of the make

to

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In STEM Lab- Day 4

Words With New Spelling Patterns

maker made all

about scientist engineer

architect

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In STEM Lab- Day 4

Rebuses

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Read Aloud 2

Students are encouraged to use switchboard and markers to respond to the read aloud text.

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Teacher Background

In Ty’s Travels: All Aboard!, young Ty uses his imagination to turn an ordinary day into a grand adventure. While others are too busy to play, Ty grabs his cardboard box and turns it into a train, welcoming readers along for the ride. His solo pretend-play soon attracts a new friend who joins in the fun.

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How do you use your imagination when you play?

Imagination is when you use your mind to picture something that isn’t really there—yet!� You can imagine places, stories, ideas, or things you want to make or do.

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Read Aloud 2

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Read Aloud 2

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As we read, let’s keep track of how Ty uses his imagination.

Object	Ty’s Idea

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Outdoor STEM Lab

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Outdoors Study Anchor Chart

Teacher Talk: Let’s look over what you drew in your lab book for what you saw.

Take this time to add more detail to your drawings. (point to the area and give time for completion).

We are going to write about one thing you saw. (point to the writing area and give time for completion).

We will be making our last anchor chart.

This anchor chart will look differently from our other charts.

We are going to make an I Am Poem from your observations today.

I am poems name something we see in nature and tells what it is doing.

For example, something I saw today during outdoor study time was a butterfly.

I am going to pretend that I am the butterfly I saw today.

I could start the poem like this, I am a beautiful butterfly. Or I could say I am a colorful butterfly, a playful butterfly, or even a graceful butterfly.

Then I think about what I am doing as a butterfly.

I could write about flapping my wings. Or I could say sipping nectar, migrating on a long journey, or even dancing in the sky.

Watch me start our poem

I will write the title: I am

I am a beautiful butterfly flapping my wings. (write the first line)

I will pass the pen and you can write your I am statement.

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Share and Compare Protocol

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Prepare for Workstations

Let’s get ready to work and play in our stations.

During this time students work in stations.

Teachers work closely with a few friends.

Introducing Workstations:

“Let’s get ready to work and play in our stations. Each of you has an important job to do!”

“During writing time, you may use your Guidebook to help you show your thinking—look for today’s page or follow what’s on the slide.”

“If the slide doesn’t show a specific page, I’ll help you decide what to work on.”

“At the dramatic play station, your job is to pretend, create, and use your words with others. What role will you play today?”

“During small group, I’ll be working closely with a few friends—so let’s show we can be independent in our other stations.”

“Ask yourself: What do I do first? What can I do if I finish early? Who can I ask if I need help?”

“Let’s remember—these stations are where you get to show what you know all by yourself!”

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Workstations Expectations

Teachers work with small groups
Students engage in various workstations

Keep stations in good working order

Offer new ideas

Honor each other’s time, space, and work

The classroom community works collaboratively to:

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Small Group & Choice Time

Rotation time increases to 15 minutes (per teacher discretion).

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Small Group & Choice Time

Rotation time increases to 15 minutes (per teacher discretion).

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Small Group & Choice Time

Rotation time increases to 15 minutes (per teacher discretion).

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How did it go?

Keep stations in good working order

Offer new ideas

Honor each other’s time, space, and work

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Transition Slide

On Deck

Foundations Routine

Phonics:

Dictated Sentences

Materials Needed:

Corresponding slide
Teacher template script
Switchboards & dry erase markers

Instructional Routines:

Oral Language
Encoding

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Foundations Routine Phonics-Dictated Sentences

1. My sister is six. 2. The bird is red and black. 3. My name is ____________.

Have students use their switchboards. Dictate the sentence to the students. Have students repeat the sentence while counting the number of words on their fingers. Have students draw a box in the upper right hand corner for each word in the sentence. For example: The cat sat on the mat has six words. Students would make six boxes. Have students repeat the sentence pointing to each box that represents each word. Students will then write the sentence. Monitor students and provide assistance as needed like, “What sound makes the / _ / sound, and “you wrote a spells /a/. Listen to the vowel sound again, /i/.

Prompt students to put a check mark after each word they write or after completing the sentence.

When ample time is given, direct students to have their sentence look like yours. Write the sentence on the board paying attention to capitalization and ending punctuation. Have students make corrections.

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Closing Circle: You Pick

“Today I learned…”

“A moment I was proud of…”

“I helped someone when…”

This is our time to think back on our day and share something important—about what we tried, learned, or noticed.

Gather students together in a circle or shared space. Begin by reminding them, “This is our time to think back on our day and share something important—about what we tried, learned, or noticed.”

Present the day’s reflection prompt aloud. Give students a moment to think quietly, then invite them to share their response with a partner or with the whole group, depending on your classroom culture and time available.

Celebrate effort and voice by acknowledging responses (“Thank you for sharing your brave moment,” or “That was a great example of teamwork!”).

End with a unifying statement such as, “We showed up as readers, writers, and thinkers today—and tomorrow, we’ll keep growing!”

If students used switchboards, writing tools, or drawing prompts, remind them to clean up with the familiar phrase:� “Click, wipe, and tuck—our tools are ready to ride!”

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Transition Slide

On Deck

Joke of the day

Materials Needed:

Corresponding slide

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Joke of the Day

Where do roses

Sleep at night?

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Joke of the Day

A flower bed

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Additional Day 5

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Problem: A chair in your pretend classroom wobbles because the legs are uneven.

Challenge: Use cups, paper, and tape to design a base that helps it sit level and strong.

Problem: You need to carry small items (like beads, beans, or blocks) from one place to another without dropping them.

Challenge: Design and build a small container or basket with a handle using paper, cups, tape, and string.

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As we join together, greet your elbow partner.

Read Aloud Link (HERE)