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Week 4

Day 1

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Week 4, Day 1: Welcome & Opening Circle

Music is all around us.

Do you like music with a fast beat or slower rhythm? How can you show us using your hands and feet?

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Social Emotional Learning Week 4: What Do Friends Do?

Today we are going to work together to make a list of things that friends do when they are at school.

Can you think of anything that friends do?

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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

Ms Rodriguez bought cookies for the 1st graders. She bought ___ peanut butter cookies and ___ chocolate chip cookies.

How many cookies did she bring?

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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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Building Anchor Charts from Student Strategies

Begin to build anchor chart based on student strategies shared.

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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

Gg

Tt

Zz

Cc

Ee

Ii

th

Qq

Rr

Xx

Hh

Bb

Pp

Nn

Dd

Ss

wh

Yy

Uu

Vv

Oo

Ff

Ll

ph

Ww

ch

Jj

Kk

Aa

sh

Mm

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Transition Slide

On Deck

Foundations Routine

Phonics: Rhyming

Materials Needed:

Corresponding slide
Teacher template script

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 t c l m

n h r z b

sl d j pl

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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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Movement: Inclusive Cross-Body Brain Break

Tree Pose

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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STEM Lab

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STEM Lab 4A

Bridges

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Engage in the Phenomena

What do you see?

What do you wonder?

Talk to an elbow partner.

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STEM Lab: Explore and Plan

First, what did you notice?

Then, draw and write what you wonder

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Observe and Test Materials

Collect your STEM Lab materials

Observe each item with the magnifying glass

Test each item to find out what it can do

Think about how the items might be used alone and together

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Make a plan to x build a bridge that will cross the water and hold weight.

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Share and Compare

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Observe the design of these bridges in your Guidebook.

What do you notice about the:

-Shapes used

-Base

-Connecting Points

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Revise and Improve

Think Like an Engineer Before you rebuild, ask: What’s the purpose of each part?

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Rebuild It

Put your plan into action either now (or during Workstation time)

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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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At the Writing Station, you might keep working on:

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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. The spider spins a web 2. The cat wants food. 3. I wear my robe to bed.

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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Transition Slide

On Deck

Joke of the day

Materials Needed:

Corresponding slide

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Joke of the Day

What do frogs order at fast-food restaurants?

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Joke of the Day

French flies

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Week 2

Day 2

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Week 4, Day 3: Welcome & Opening Circle

I am grateful for the good things in my life.

I am grateful for _______

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Social Emotional Learning Week 4: What Do Friends Do?

The boy in the picture is upset because he’s been left out of the play. How do you feel when you’re not included by others around you?

Today we are going to work together to make a list of things that friends do when they notice someone is left out.

What are some things that you might say or do if you notice someone is left out?

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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

Zara has ___ pink candies. She has ____purple candies.

How many candies does Zara have?

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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: Inclusive Cross-Body Brain Break

Mountain to Volcano

Begin standing or sitting tall (Mountain)
Rise up on your toes and reach high with arms (Volcano erupting)
Repeat

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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

Gg

Tt

Zz

Cc

Ee

Ii

th

Qq

Rr

Xx

Hh

Bb

Pp

Nn

Dd

Ss

wh

Yy

Uu

Vv

Oo

Ff

Ll

ph

Ww

ch

Jj

Kk

Aa

sh

Mm

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Transition Slide

On Deck

Foundations Routine

Phonics: Syllabication

Materials Needed:

Corresponding slide
Teacher template script
Switchboards & dry erase markers

Instructional Routines:

Oral Language

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Foundations Routine Phonics-Syllabication

2

1

2

3

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Decodable Routine

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Bridge Set Up - Day 2

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Bridge Set Up - Day 2

Decodable High-Frequency Words

I a is it

and can with

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Bridge Set Up - Day 2

Non Decodable High-Frequency Words

make to my the

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Bridge Set Up - Day 2

Words With New Spelling Patterns

long strong

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Bridge Set Up - Day 2

Rebuses

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Bridge Set Up-Day 2

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Bridge Set Up-Day 2

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Bridge Set Up

PAGE 2

Say, “Our bridge should stop us from getting what?”
If children are stuck, you can begin providing them the beginning sounds of the word so they can guess the complete word. If children still do not know, give them the blue word.
Once children say wet, break the word apart by sounds. Ask what letter or letters spell each sound.
Write the word on the second line.
Say, “What type of punctuation do we need to add to our sentence?”
Allow children time to respond. Read the page together.
Using the timer, give children time to draw a picture to match the text.

PAGE 3

Say, “Our plan will include five steps. What are the sounds in steps?”
Break the word hands apart by sounds. Ask what letter or letters spell each sound.
Write the word on the second line.
Say, “What should we add to the end of our sentence? ”
Read the page together.
Using the timer, give children time to draw a picture to match the text.Tell children to turn to page 4.

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Bridge Set Up-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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Teacher Background

Zaha Hadid (Little People, BIG DREAMS): This beautifully illustrated picture book tells the story of Zaha Hadid, an imaginative girl from Baghdad who saw shapes and possibilities everywhere. Inspired by her surroundings, she dreamed of becoming an architect—even though few believed a Muslim woman could lead in the field.

Through persistence and vision, Zaha became one of the most influential architects in the world, known for her bold, curvy, futuristic buildings. The story highlights creativity, courage, and breaking boundaries.

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What do you think an architect does?

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PreRead: Think. Sketch. Share.

🧠 Think: Take a quiet moment to think.

Think of a building that made you stop and look.

✏️ Sketch: Now draw your thinking.

Show what you imagine an architect doing.

💬 Share: Turn to a partner and describe your sketch.

“In my picture, I drew…”

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Read Aloud 1

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As we read, let’s take note of Zaha’s life, both important and challenging

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What’s something you would design if you were an architect?

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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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At the Writing Station, you might keep working on:

Illustrating the Decodable

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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

We go on hikes. 2. I eat fruit every Monday. 3. We have family movie nights.

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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Transition Slide

On Deck

Joke of the day

Materials Needed:

Corresponding slide

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Joke of the Day

What do you get from a pampered cow?

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Joke of the Day

Spoiled milk

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Week 2

Day 3

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Week 4, Day 3: Welcome & Opening Circle

We make choices everyday.

Let’s think about a silly choice now.

If you could only choose one food to eat, what would it be?

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Arm Stretch

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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

There are some pencils on the desk. ___ pencils are blue, and the rest are red.

If there are ___ pencils in total, how many pencils are red?

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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: Inclusive Cross-Body Brain Break

Cross and Clap

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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

Gg

Tt

Zz

Cc

Ee

Ii

th

Qq

Rr

Xx

Hh

Bb

Pp

Nn

Dd

Ss

wh

Yy

Uu

Vv

Oo

Ff

Ll

ph

Ww

ch

Jj

Kk

Aa

sh

Mm

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Transition Slide

On Deck

Foundations Routine

Phonics: Initial 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

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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 c k l d

tr m p h b

ch pl

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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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Decodable Routine

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Bridge Set Up - Day 3

Decodable High-Frequency Words

I a is it

and can with

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Bridge Set Up - Day 3

Non Decodable High-Frequency Words

make to my the

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Bridge Set Up - Day 3

Words With New Spelling Patterns

long strong

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Bridge Set Up - Day 3

Rebuses

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Bridge Set Up - Day 3

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Bridge Set Up-Day 3

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Bridge Set Up-Day 3

PAGE 6

Say, “What did we add to the water?”
If children are stuck, you can provide children the beginning sounds in the word for children to guess the complete word. If children still do not know, give children the blue word.
Once children select fish, break the word apart by sounds. Ask what letter(s) spell the sound.
Fill in the word on the second line. Read the page together. Using the timer, give children time to draw a picture to match the text.

PAGE 7

Say, “What did we do with all of the materials next?”
Allow children time to respond.
Say, “Did we set up the bridge?”
If children are stuck, you can provide children the beginning sounds in the word for children to guess the complete word. If children still do not know, give children the blue word.
Once children select set, break the word apart by sounds. Ask what letter(s) spell the sound.
Fill in the word on the first line.
Once children select up, break the word apart by sounds. Ask what letter(s) spell the sound.
Fill in the word on the second line.
Say, “If our bridge didn’t work, what did we have to do?”
Allow children time to respond.
Say, “Did we have to fix it?”
Once children select fix, break the word apart by sounds. Ask what letter(s) spell the sound.
Fill in the word on the third line. Read the page together.
Using the timer, give children time to draw a picture to match the text. Tell children to turn to page 8.

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Bridge Set Up-Day 3

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Bridge Set Up-Day 3

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STEM Lab 4B: Animal Adaptations

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Engage in the Phenomena

What do you see?

What do you wonder?

Talk to an elbow partner.

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Think about what saw and discussed.

Sketch (draw) and label (write) some of what you saw.

Write a question you still have about bird feet.

Step 2

Step 1

Step 2

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Observe and Test Materials

Collect your STEM Lab materials

Think about how the items might be used alone and together to hold up something heavy.

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Make a plan . . .

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Tell (write) about how much it held up.

Show (sketch) your model.

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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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What’s something you would design if you were an architect?

At the Writing Station, you might keep working on:

Illustrating the Decodable

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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 sing songs in school. 2. I write to my mom and dad. 3. I play on the swings 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.

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Transition Slide

On Deck

Joke of the day

Materials Needed:

Corresponding slide

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Joke of the Day

What do you call

an alligator who solves mysteries?

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Joke of the Day

An investigator!

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Week 2

Day 4

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Week 4, Day 4: Welcome & Opening Circle

What are some ways that you calm down when things are feeling hard or just don’t seem to be going your way?

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Bees Breath

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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: End of Week Investigation

Choose your materials and make a pattern

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Expectations & Guidance During Student Exploration

Allow students time to create a pattern using materials that you have provided for them to choose from
Ask students questions about their patterns as they are working
Notice the different types of patterns students have created.
Choose a few different pattern types to be shared during the share and compare

abcabcabc
ababab
Abbabbabb

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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: Inclusive Cross-Body Brain Break

Cross and Clap

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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

Gg

Tt

Zz

Cc

Ee

Ii

th

Qq

Rr

Xx

Hh

Bb

Pp

Nn

Dd

Ss

wh

Yy

Uu

Vv

Oo

Ff

Ll

ph

Ww

ch

Jj

Kk

Aa

sh

Mm

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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

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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:

a n k b

s pl pr r

cr y

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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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Decodable Routine

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Bridge Set Up - Day 4

Decodable High-Frequency Words

I a is it

and can with

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Bridge Set Up - Day 4

Non Decodable High-Frequency Words

make to my the

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Bridge Set Up - Day 4

Words With New Spelling Patterns

long strong

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Bridge Set Up - Day 4

Rebuses

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Bridge Set Up-Day 4

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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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Digging Deeper Moment: Animal Adaptation Camouflage

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Camouflage is one way animals defend themselves. Here’s another:

What do you think a “stink fight” could be?

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Teacher Background

Introduces biological adaptation with a fun twist—haiku, lively text, and engaging narration. Shows how lemurs settle disputes with “stink fights” and how whales use earwax to fine-tune hearing—plus 12 more unique mammal traits, from elephants to star-nosed moles. Each two-page spread offers a concise topic sentence, supplemental info, and vivid visuals

Haiku introduces poetic thinking linked to science.
Activity section prompts students to explore human adaptations.
Glossary defines key terms like “adaptation” and species names.

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Read Aloud 2

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Read Aloud 2

Marvelous Adaptations

Animal

Adaptation

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What were you surprised to learn about?

If you were an animal, which adaptation would you hope to have?

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Prepare for Outdoor Exploration

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Outdoor Exploration

Think Like a Nature Scientists!�Look Low and Look High�Look near the ground for tiny tracks or holes, and look up in the trees for nests or webs.

Move Slowly and Silently�If you walk quietly and slow down, you might spot something special—like a bug hiding or a bird building.

Use All Your Senses (Except Taste!)�Listen for chirps or rustling, feel the texture of leaves or bark on a tree.

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Share and Compare Protocol

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Dig Deeper

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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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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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At the Writing Station, you might keep working on:

Illustrating the Decodable

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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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Foundations Routine Phonics-Dictated Sentences

1. I fly my kite on windy days. 2. We build forts for fun. 3. My cat’s name is Snowball.

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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Transition Slide

On Deck

Joke of the day

Materials Needed:

Corresponding slide

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Joke of the Day

What kind of socks do grizzlies wear?

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Joke of the Day

None, they have bear feet!