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Week 1
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Planning for the Week of Sept. 25-29Day of the WeekStudent Expectation Academic VocabularyLearning ActivitiesHomework (Yes or No)
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PK-RDGMondayInstructional Planning Day
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Ms. Folsom LA and ESL-II.A.1, II.A.2, II.A.3, II.B.6, II.C.2, II.D.1, II.D.2, II.D.4, II.D.5, II.D.6, II.E.1, II.E.6, II.E.7, II.E.8, III.A.2, III.E.2, III.B.1, III.B.4, III.C.1, III.D.2, III.D.3, II.B.1, II.B.2, II.B.3, II.B.4, II.B.5, II.C.1, II.D.3, II.E.2, II.E.3, II.E.4, III.A.1, III.B.6, III.D.1, IV.A.1, IV.B.1 SS-VII.A.2, VII.B.1, VII.A.1, VII.C.1, VII.C.2. TuesdayRecognize the letter "Ee" and objects that start with "Ee""Ee", 5, purple, star and objects that start with "Ee""Homes for Everyone" (book), Shape House art, rhyming lessonno
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WednesdayRecognize the letter "Ee" and objects that start with "Ee""Ee", 5, purple, star and objects that start with "Ee""My Noisey House" (book), A-E alphabet order, purple show and tellno
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ThursdayRecognize the letter "Ee" and objects that start with "Ee""Ee", 5, purple, star and objects that start with "Ee""Animal Habitats and Homes" (magnet story), match animal and home, popsicle star artno
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FridayRecognize the letter "Ee" and objects that start with "Ee""Ee", 5, purple, star and objects that start with "Ee""A Home for Hermit Crab" (youtibe), "Ee" craft, playdough numbersno
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PK-MathMondayInstructional Planning Day
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Ms. Sims Math-V.A.5, V,.C.1, V.C.2, V.C.3, V.C.4, V.E.1, V.A.1, V.A.3, V.D.1, V..E.2, V.E.3, Sci-VI.B.1, VI.B.3, IX.C.1, IX.C.2, IX.C.3, TuesdayRecognize the number "5", the color purple and the shape of a star"Ee", 5, purple, star and objects that start with "Ee""Homes for Everyone" (book), Shape House art, rhyming lessonno
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WednesdayRecognize the number "5", the color purple and the shape of a star"Ee", 5, purple, star and objects that start with "Ee""My Noisey House" (book), A-E alphabet order, purple show and tellno
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ThursdayRecognize the number "5", the color purple and the shape of a star"Ee", 5, purple, star and objects that start with "Ee""Animal Habitats and Homes" (magnet story), match animal and home, popsicle star artno
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FridayRecognize the number "5", the color purple and the shape of a star"Ee", 5, purple, star and objects that start with "Ee""A Home for Hermit Crab" (youtibe), "Ee" craft, playdough numbersno
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K-RDG MondayInstructional Planning Day
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Grissett & SmithTuesdayK.1B (R) identify upper- and lower-case letters
K.1E (P) recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries
K.2C (P) orally generate rhymes in response to spoken words
K.2H (P) isolate the initial sound in one-syllable spoken words
K.3A (P) identify the common sounds that letters represent
K.3D (P) identify and read at least 25 high-frequency words from a commonly used list
K.5B (S) recognize that compound words are made up of shorter words
K.16Aiii (S) understand and use descriptive words
K.16B (S) speak in complete sentences to communicate
K.17A (R) form upper- and lower-case letters legibly using the basic conventions of print
K.17B (S) capitalize the first letter in a sentence
K.17D (S) use punctuation at the end of a sentence
K.18C (R) write one's own name
Letter, Word, Vowel, Consonant, Descriptive Word (adjective), Compound Word-Phonemic Awareness Week 6
-Introduce Letter Hh- smartboard lesson, youtube song, whiteboard writing
-Compound Word Table Centers
-Sight Word "see"
-Read "I Like Myself"
-Centers
-Writing: Descriptive Words (adjectives)
Name Writing Practice
Grissett/Agapiou Istation		No
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Writing Student Expectaions in purple.WednesdayLetter, Word, Vowel, Consonant, Descriptive Word (adjective), Compound Word-Phonemic Awareness Week 6
-Review Letter Hh- youtube song, practice worksheet
-Compound Word Bingo
-Sight Word "see"
-Read "Stand Tall Molly Lou Melon"
-Centers
-Writing: Descriptive Words (adjectives)
Decodable "I See"
Smith/Theis Istation		No
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ThursdayLetter, Word, Vowel, Consonant, Descriptive Word (adjective), Compound Word-Phonemic Awareness Week 6
-Introduce Letter Rr- smartboard lesson, youtube song, practice worksheet
-Compound Word Table Centers
-Sight Word "see"
-Read "Maya Was Grumpy"
-Compound Word Assessment K.5B
-Centers
-Writing: Descriptive Words (adjectives)
Decodable "I See"
Grissett/Agapiou Istation		Yes
K.5B
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FridayLetter, Word, Vowel, Consonant, Descriptive Word (adjective), Compound Word-Phonemic Awareness Week 6
-Review letter Rr - youtube song, practice worksheet
-Compound Word Table Centers
-Sight Word "see"
-Read "Leo the Late Bloomer"
-Centers
-Writing: Descriptive Words (adjectives)
Name Writing Practice
Smith/Theis Istation		No
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K-MathMondayInstructional Planning Day
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Agapiou & TheisTuesdayK. 2B model and count 6Ten Frame & 6Distribute each student’s ACC Math paper. Students work these alone and as a new objective is introduced, the teacher explains it whole group to the class.
Calendar time- the leader adds the date to the calendar for the day. Then the leader adds the number to the 100 chart for the number of days that we have been in school. The leader counts the days of school from the chart and the number of days of the month with the class. Next the leader changes the weather chart for the day and we discuss the weather for the day.
Vocabulary- six, ten frame
GO Math Interactive Student video Lesson 4.1.
Counting to 10 song, months of the year song, days of the week song, counting forward and backwards song, etc. (These songs are found on the teacher's computer desktop and should be displayed on the smartboard).
Distribute 6 counters to each student. Place a counter on each ticket using the worksheet. Count out loud with the students and then pull each one down to the ten frame, one at a time. Allow the students to draw the counters in the ten frame. Then model how to make 6 with various pairs of numbers. Give the students time to explore the various pairs.
W/S. p. 97-99
Math Centers at 9:15 and 10:45		No
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WednesdayK. 2B count and write 6Ten Frame & 6Distribute each student’s ACC Math paper. Students work these alone and as a new objective is introduced, the teacher explains it whole group to the class.
Calendar time- the leader adds the date to the calendar for the day. Then the leader adds the number to the 100 chart for the number of days that we have been in school. The leader counts the days of school from the chart and the number of days of the month with the class. Next the leader changes the weather chart for the day and we discuss the weather for the day.
Vocabulary- ten frame, 6
GO Math Interactive Student video Lesson 4.2.
Counting to 10 song, months of the year song, days of the week song, counting forward and backwards song, etc. (These songs are found on the teacher's computer desktop and should be displayed on the smartboard).
Model on the board how to write the number 6. Allow the students to write the number 6 in the air with you. Explain to the students how to count objects in a set on paper by making a line through each object as they count. Allow the students to practice counting and marking off objects on their worksheet.
W/S. p. 103-105
Math Centers at 9:15 and 10:45		No
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ThursdayK. 2B model and count 7Ten Frame & 7Distribute each student’s ACC Math paper. Students work these alone and as a new objective is introduced, the teacher explains it whole group to the class.
Calendar time- the leader adds the date to the calendar for the day. Then the leader adds the number to the 100 chart for the number of days that we have been in school. The leader counts the days of school from the chart and the number of days of the month with the class. Next the leader changes the weather chart for the day and we discuss the weather for the day.
Vocabulary- Ten Frame and seven
GO Math Interactive Student video Lesson 4.3.
Counting to 10 song, months of the year song, days of the week song, counting forward and backwards song, etc. (These songs are found on the teacher's computer desktop and should be displayed on the smartboard).
Remind students that we have studied numbers 0-6. If we add another number today, what will it be? Use the number line to represent the next number in order. Model counting 7 students in the room in a set. Have students count out loud with you. Using counters allow students to construct pairs of numbers to make various sets of 7.
W/S. p. 109-111
Math Centers at 9:15 and 10:45		No
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FridayK. 2B count and write 7Ten Frame & 7Distribute each student’s ACC Math paper. Students work these alone and as a new objective is introduced, the teacher explains it whole group to the class.
Calendar time- the leader adds the date to the calendar for the day. Then the leader adds the number to the 100 chart for the number of days that we have been in school. The leader counts the days of school from the chart and the number of days of the month with the class. Next the leader changes the weather chart for the day and we discuss the weather for the day.
Vocabulary- Ten Frame, 7
GO Math Interactive Student video Lesson 4.4.
Counting to 10 song, months of the year song, days of the week song, counting forward and backwards song, etc. (These songs are found on the teacher's computer desktop and should be displayed on the smartboard).
Using connecting cubes, allow students to use 2 colors and represent pairs of numbers of 7 in each set. Give students enough time to construct a few pairs of sets of 7 each.
W/S. p. 115-117
Math Centers at 9:15 and 10:45		Yes ACC Math Obj. 7 & 8 (K. 2B)
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1st-Reading & WritingMondayInstructional Planning Day
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Henson & TaylorTuesday9A: plot: retell the beginning, middle and end (sequence of events.) 3Aiii: decode words in context and isolation including consonant blends. (s blends) 3Aiv: decode words in context and isolation including consonant digraphs. (ck) Writing: 6A: identify words that name actions (verbs) and words that name persons, places, or things (nouns)plot, retell, sequence, beginning, middle, end, blends, decode, digraph, verbs, nouns1. Intro. new story Gus Takes the Train. Sequence of events. Smartboard read 2. Introduce consonant s blends. Playdough and whiteboards Handwriting: practice handwriting in folders.
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Phonics stations: 1. s blend mats 2. ck-trace, highlight, write 3. primary phonics 4. computer Language Arts stations: 1. computer 2. Gus sequence train 3. fix it sentence 4. listening sequenceWednesday9A: plot: retell the beginning, middle and end (sequence of events.) 3Aiii: decode words in context and isolation including consonant blends. (s blends) 3Aiv: decode words in context and isolation including consonant digraphs. (ck) Writing: 6A: identify words that name actions (verbs) and words that name persons, places, or things (nouns)plot, retell, sequence, beginning, middle, end, blends, decode, digraph, verbs, nouns1. Review plot. Read Room on the Broom.. Discuss vocabulary. Sequence pictures. 2. Review s blends. 3. phonics stations.
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Writing Student Expectaions in purple.Thursday9A: plot: retell the beginning, middle and end (sequence of events.) 3Aiii: decode words in context and isolation including consonant blends. (s blends) 3Aiv: decode words in context and isolation including consonant digraphs. (ck) Writing: 6A: identify words that name actions (verbs) and words that name persons, places, or things (nouns)plot, retell, sequence, beginning, middle, end, blends, decode, digraph, verbs, nouns1. Read story Gus Takes the Train. sequence activity. 2. s blend activity.
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Friday9A: plot: retell the beginning, middle and end (sequence of events.) 3Aiii: decode words in context and isolation including consonant blends. (s blends) 3Aiv: decode words in context and isolation including consonant digraphs. (ck) Writing: 6A: identify words that name actions (verbs) and words that name persons, places, or things (nouns)plot, retell, sequence, beginning, middle, end, blends, decode, digraph, verbs, nounsApple life cycle: comprehension. Read Seasons of Arnold's Apple Tree.
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1st-MathMondayInstructional Planning Day
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Gaskins & KimballTuesday1.8(A)* collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts 1.8(B) use data to create picture and bar-type graphs 1.8(C)* draw conclusions and generate and answer questions using information from picture and bar-type graphsgraphs; collect; sort; organize; data; tally marks; tally chart; bar graph; picture graph; generate questions; "Tune-Up" Daily Warm Up/ Review; Calendar/ Number of the day; Apple Tastin' Graphing Activity; Workstations; Skills Practice #1 (Graded Assignment)YES
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Wednesday1.2(G)* represent the comparison of two numbers to 100 using the symbols >,<,or = 1.2(E) use place value to compare whole numbers up to 120 using comparative languagerepresent; compare; symbols; greater than; less than; equal too; place value; comparitive language"Tune-Up" Daily Warm Up/ Review; Calendar/ Number of the day; GO MATH 2.3; Play-Doh Gators Activity; Workstations; NO
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Thursday1.2(G)* represent the comparison of two numbers to 100 using the symbols >,<,or = 1.2(E) use place value to compare whole numbers up to 120 using comparative languagerepresent; compare; symbols; greater than; less than; equal too; place value; comparitive language"Tune-Up" Daily Warm Up/ Review; Calendar/ Number of the day; MAKING APPLE SAUCE; Review skills for TEST #3; Workstations; Skills Practice #2 (Graded Assignment)YES
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Friday1.2(G)* represent the comparison of two numbers to 100 using the symbols >,<,or = 1.2(E) use place value to compare whole numbers up to 120 using comparative languagerepresent; compare; symbols; greater than; less than; equal too; place value; comparitive language"Tune-Up" Daily Warm Up/ Review; Calendar/ Number of the day; TEST #3; WorkstationsYES
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2nd-RDG & WritingMondayInstructional Planning Day
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Ryder & Suits Writing Student Expectaions in purple.Tuesday14(D) use text features (e.g., table of contents, index, headings) to locate specific information in
text.
21(ii) nouns (singular/plural)		text features, title, title page, table of contents, bold print, italics, photographs, maps, captions, labels, glossary, index
singular, plural, nouns		Nonfiction L6 Animals Building Homes-Echo read, decodables, white boards, partner read, text features scavenger huntn
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Wednesday14(D) use text features (e.g., table of contents, index, headings) to locate specific information in
text.
21(ii) nouns (singular/plural)
text features, title, title page,
table of contents, bold print,
italics, photographs, maps,
captions, labels, glossary, index
singular, plural, nouns
Nonfiction L6 Animals Building Homes-Echo read, decodables, white boards, partner read, text features scavenger huntn
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Thursday14(D) use text features (e.g., table of contents, index, headings) to locate specific information in
text.
21(ii) nouns (singular/plural)		text features, title, title page, table of contents, bold print, italics, photographs, maps, captions, labels, glossary, index
singular, plural, nouns		Nonfiction L6 Animals Building Homes-Echo read, decodables, white boards, partner read, text features scavenger hunty
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Friday14(D) use text features (e.g., table of contents, index, headings) to locate specific information in
text.
21(ii) nouns (singular/plural)
text features, title, title page,
table of contents, bold print,
italics, photographs, maps,
captions, labels, glossary, index
singular, plural, nouns
Nonfiction L6 Animals Building Homes-Echo read, decodables, white boards, partner read, text features scavenger hunty
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2nd-MathMondayInstructional Planning Day
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Mrs. HardwickTuesday2.2B Use standard, word, and expanded forms to represent numbers up to 1,200 2.2A Use concrete and pictorial numbers to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, humdreds tens and ones thousands, hundreds, tens and ones, compose, decompose, pictorial, concrete, sumwarm ups with building blocks, Module 3 testyes
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Wednesday2.3A Partition objects into equal parts and name the parts including halves, fouths, and eighths using wordspartition , equal, whole, halves fourths,eighthswarm -ups from building blocks , then lesson openers, share and show, problem solving and daily assessment task as well as evaluate pages for lesson 4.1 in go math yes
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Thursday2.3A Partition objects into equal parts and name the parts including halves, fouths, and eighths using words 2.3c Use concrete modules to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole.partition , equal, whole, halves fourths,eighthswarm -ups from building blocks , then lesson openers, share and show, problem solving and daily assessment task as well as evaluate pages for lesson 4.2 in go math yes
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Friday2.3B Explain that the more fractional parts used to make a whole , the smaller the part; and the fewer fractional parts , the larger the part.partition , equal, whole, halves fourths,eighthswarm -ups from building blocks , then lesson openers, share and show, problem solving and daily assessment task as well as evaluate pages for lesson 4.3 in go math no
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Week 2
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Planning for the Week of Oct. 2-6Day of the WeekStudent Expectation Academic VocabularyLearning ActivitiesHomework (Yes or No)
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PK-ReadingMondayRecognize the letter "Ff" and objects that start with "Ff"."Ff" and "Ff" objects, 6, pink and rhombus"A to Z Helping Hands" (big book), Friends puzzle pieces, rhombus comparisonno
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Ms. Folsom LA and ESL-II.A.2, II.A.3, II.B.3, II.B.6, II.D.1, II.D.2, II.D.3, II.D.4, II.D.5, II.D.6, II.E.5, II.D.6, II.E.7, II.E.8, III.B.1, III.B.2, II.B.4, III.B.6, III.B.7, III.C.1, III.D.3, II.A.1, II.B.1, II.B.2, II.B.4, II.B.5, II.C.1, II.C.2, II.E.1, II.E.2, II.E.3, II.A.1, III.D.1, II.D.2, II.E.2, III.E.3, IV.A.1, IV.B.1, IV.B.2, IV.C.1, IV.C.2, IV.C.3 SS-VII.A.1, VII.A.2TuesdayRecognize the letter "Ff" and objects that start with "Ff"."Ff" and "Ff" objects, 6, pink and rhombus"Shubert's New Friends" (book), What do you like to do with your friend? (picture and dictation, shape tracing with stencilsno
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WednesdayRecognize the letter "Ff" and objects that start with "Ff"."Ff" and "Ff" objects, 6, pink and rhombus"Sarah Sydney's Runaway Adventure" (big book), graph favorite pet, positional vocabularyno
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ThursdayRecognize the letter "Ff" and objects that start with "Ff"."Ff" and "Ff" objects, 6, pink and rhombus"Forest Friends" (magnet story), name puzzle and name writing, pattern block designsno
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FridayRecognize the letter "Ff" and objects that start with "Ff"."Ff" and "Ff" objects, 6, pink and rhombus"Silly Nellie" (magnet story), tear and paste pumpkin, friendship bracletno
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PK-MathMondayRecognize the #6, color pink and the shape of a rhombus."Ff" and "Ff" objects, 6, pink and rhombus"A to Z Helping Hands" (big book), Friends puzzle pieces, rhombus comparisonno
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Ms. Sims Math-V.A.5, V.C.1, V.C.3, V.C.4, V.E.1, V.E.2, V.A.1, V.A.3, V.D.1, SCI-VI.A.1, VI.A.2, VI.B.1, VI.C.2, VI.C.3, IX.C.1, IX.C.2, IX.C.3TuesdayRecognize the #6, color pink and the shape of a rhombus."Ff" and "Ff" objects, 6, pink and rhombus"Shubert's New Friends" (book), What do you like to do with your friend? (picture and dictation, shape tracing with stencilsno
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WednesdayRecognize the #6, color pink and the shape of a rhombus."Ff" and "Ff" objects, 6, pink and rhombus"Sarah Sydney's Runaway Adventure" (big book), graph favorite pet, positional vocabularyno
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ThursdayRecognize the #6, color pink and the shape of a rhombus."Ff" and "Ff" objects, 6, pink and rhombus"Forest Friends" (magnet story), name puzzle and name writing, pattern block designsno
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FridayRecognize the #6, color pink and the shape of a rhombus."Ff" and "Ff" objects, 6, pink and rhombus"Silly Nellie" (magnet story), tear and paste pumpkin, friendship bracletno
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K-Reading & WritingMondayK.1B (R) identify upper- and lower-case letters
K.1E (P) recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries
K.2C (P) orally generate rhymes in response to spoken words
K.2F (P) blend spoken onsets and rimes to form simple words
K.2H (P) isolate the initial sound in one-syllable spoken words
K.3A (P) identify the common sounds that letters represent
K.3D (P) identify and read at least 25 high-frequency words from a commonly used list
K.5B (S) recognize that compound words are made up of shorter words
K.16Aiii (S) understand and use descriptive words
K.16B (S) speak in complete sentences to communicate
K.17A (R) form upper- and lower-case letters legibly using the basic conventions of print
K.17B (S) capitalize the first letter in a sentence
K.17D (S) use punctuation at the end of a sentence
K.18C (R) write one's own name
Letter, Word, Vowel, Consonant, Descriptive Word (adjective), initial sound, blend-Phonemic Awareness Week 7; initial sounds & blend onset and rime
-Introduce Letter Mm- smartboard lesson, youtube song, whiteboard writing
-Sight Word "we"
-Read "Astonishing Animal ABCs"- have students identify the initial sounds of words
-Centers
-Writing: Descriptive Words (adjectives)
Sentence Writing: "We see a brown dog." Have students circle the adjective.
Smith/Theis Istation		No
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Grissett & SmithTuesdayLetter, Word, Vowel, Consonant, Descriptive Word (adjective), initial sound, blend-Phonemic Awareness Week 7; initial sounds & blend onset and rime
-Review Letter Mm- youtube song, practice worksheet
-Sight Word "we"
-Read "While the World is Sleeping"- identify initial sounds of words
-Initial Sound Assessment K.2H
-Centers
-Writing: Descriptive Words (adjectives)
Decodable "We Like Toys"
Grissett/Agapiou Istation		Yes
K.2H
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Writing Student Expectaions in purple.WednesdayLetter, Word, Vowel, Consonant, Descriptive Word (adjective), initial sound, blend-Phonemic Awareness Week 7; initial sounds & blend onset and rime
-Introduce Letter Dd- smartboard lesson, youtube song, practice worksheet
-Sight Word "we"
-Read "If you Ever Want to Bring an Alligator to School, DON'T"- identify initial sounds
-Centers
-Writing: Descriptive Words (adjectives)
Decodable "We Like Toys"
Smith/Theis Istation		No
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ThursdayLetter, Word, Vowel, Consonant, Descriptive Word (adjective), initial sound, blend-Phonemic Awareness Week 7; initial sounds & blend onset and rime
-Review letter Dd - youtube song, practice worksheet
-Sight Word "we"
-Read "The Very Sleepy Sloth"- identify initial sounds
-Centers
-Writing: Descriptive Words (adjectives)
Sentence Writing: "We see a brown dog." Have students circle the adjective.
Grissett/Agapiou Istation		No
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FridayField Trip to Cameron Park Zoo in WacoNo
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K-MathMondayK. 2B Model, Count and Write 88Distribute each student’s ACC Math paper. Students work these alone and as a new objective is introduced, the teacher explains it whole group to the class.
Calendar time- the leader adds the date to the calendar for the day. Then the leader adds the number to the 100 chart for the number of days that we have been in school. The leader counts the days of school from the chart and the number of days of the month with the class. Next the leader changes the weather chart for the day and we discuss the weather for the day.
Vocabulary 8
GO Math Interactive Student video Lesson 4.5.
Counting to 10 song, months of the year song, days of the week song, counting forward and backwards song, etc. (These songs are found on the teacher's computer desktop and should be displayed on the smartboard).
Practice making sets of 8 using various objects.
W/S. p. 121-123
Math Centers at 9:15 and 10:45		No
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Agapiou & TheisTuesdayK. 2B Model, Count and Write numbers up to 88Distribute each student’s ACC Math paper. Students work these alone and as a new objective is introduced, the teacher explains it whole group to the class.
Calendar time- the leader adds the date to the calendar for the day. Then the leader adds the number to the 100 chart for the number of days that we have been in school. The leader counts the days of school from the chart and the number of days of the month with the class. Next the leader changes the weather chart for the day and we discuss the weather for the day. Last, the leader and the students read the vocabulary words on the wall together.
Vocabulary- 8
GO Math Interactive Student Video Lesson 4.6
Counting to 10 song, months of the year song, days of the week song, counting forward and backwards song, etc. (These songs are found on the teacher’s computer desktop and should be displayed on the smartboard).
Using various manipulatives (counters and cubes), together as a whole group work the word problem on page 129-130. Discuss that putting these groups together is adding/composing.
W/S. p. 127/129
Math Centers at 9:15 and 10:45
No
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WednesdayK. 2B Model, Count and Write numbers up to 86,7,8Distribute each student’s ACC Math paper. Students work these alone and as a new objective is introduced, the teacher explains it whole group to the class.
Calendar time- the leader adds the date to the calendar for the day. Then the leader adds the number to the 100 chart for the number of days that we have been in school. The leader counts the days of school from the chart and the number of days of the month with the class. Next the leader changes the weather chart for the day and we discuss the weather for the day. Last, the leader and the students read the vocabulary words on the wall together.
Vocabulary- 6,7,8
Counting to 10 song, months of the year song, days of the week song, counting forward and backwards song, etc. (These songs are found on the teacher’s computer desktop and should be displayed on the smartboard).
Module 4 Test (Assess each student individually) Other students reveiw using Go Math Homework Sheets W/S. p. 133
Math Centers at 9:15 and 10:45
Yes Module 4 Test K. 2B
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ThursdayK. 2B Model, Count and Write numbers up to 86,7,8Distribute each student’s ACC Math paper. Students work these alone and as a new objective is introduced, the teacher explains it whole group to the class.
Calendar time- the leader adds the date to the calendar for the day. Then the leader adds the number to the 100 chart for the number of days that we have been in school. The leader counts the days of school from the chart and the number of days of the month with the class. Next the leader changes the weather chart for the day and we discuss the weather for the day. Last, the leader and the students read the vocabulary words on the wall together.
Vocabulary- 6,7,8
Counting to 10 song, months of the year song, days of the week song, counting forward and backwards song, etc. (These songs are found on the teacher’s computer desktop and should be displayed on the smartboard).
Module 4 Test (Assess each student individually) Other students reveiw using Go Math Homework Sheets W/S. p. 133
Math Centers at 9:15 and 10:45
Yes Module 4 Test K. 2B
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FridayK. 2B Model and Count 99Distribute each student’s ACC Math paper. Students work these alone and as a new objective is introduced, the teacher explains it whole group to the class.
Calendar time- the leader adds the date to the calendar for the day. Then the leader adds the number to the 100 chart for the number of days that we have been in school. The leader counts the days of school from the chart and the number of days of the month with the class. Next the leader changes the weather chart for the day and we discuss the weather for the day. Last, the leader and the students read the vocabulary words on the wall together.
Vocabulary- 9
GO Math Interactive Student video Lesson 5.1
Counting to 10 song, months of the year song, days of the week song, counting forward and backwards song, etc. (These songs are found on the teacher’s computer desktop and should be displayed on the smartboard).
Using cubes, have students construct trains of nine. Challenge the students to make other cube trains showing different pairs to make 9.
W/S. p. 135/137
Math Centers at 9:15 and 10:45
Yes ACC Obj. 9 K.2C
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1st-Reading & WritingMonday9A: plot: retell the beginning, middle and end (sequence of events.) 3Aiii: decode words in context and isolation including consonant blends. (s blends) 3Aiv: decode words in context and isolation including consonant digraphs. (ck) Writing: 20Aii: understand and use adjectivesdplot, retell, sequence, beginning, middle, end, blends, decode, digraph, verbs, nouns, adjectives1. Phonics strips, white board sentences rotation 2. circle sort, spin and color
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Henson & TaylorTuesday9A: plot: retell the beginning, middle and end (sequence of events.) 3Aiii: decode words in context and isolation including consonant blends. (s blends) 3Aiv: decode words in context and isolation including consonant digraphs. (ck) Writing: 20Aii: understand and use adjectivesdplot, retell, sequence, beginning, middle, end, blends, decode, digraph, verbs, nouns, adjectives1. Phonics stations 2. Gus Takes the train story mapdaily grade
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Phonics stations: 1. s blend mats 2. ck-trace, highlight, write 3. primary phonics 4. computer Language Arts stations: 1. computer 2. Gus sequence train 3. fix it sentence 4. listening sequenceWednesday9A: plot: retell the beginning, middle and end (sequence of events.) 3Aiii: decode words in context and isolation including consonant blends. (s blends) 3Aiv: decode words in context and isolation including consonant digraphs. (ck) Writing: 20Aii: understand and use adjectivesdplot, retell, sequence, beginning, middle, end, blends, decode, digraph, verbs, nouns, adjectives1. Room on broom story map 2. Where sight word practice
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Thursday9A: plot: retell the beginning, middle and end (sequence of events.) 3Aiii: decode words in context and isolation including consonant blends. (s blends) 3Aiv: decode words in context and isolation including consonant digraphs. (ck) Writing: 20Aii: understand and use adjectivesdplot, retell, sequence, beginning, middle, end, blends, decode, digraph, verbs, nouns1, spelling test 2. phonics stationspelling test stations daily grade
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Friday9A: plot: retell the beginning, middle and end (sequence of events.) 3Aiii: decode words in context and isolation including consonant blends. (s blends) 3Aiv: decode words in context and isolation including consonant digraphs. (ck) Writing: 20Aii: understand and use adjectivesdplot, retell, sequence, beginning, middle, end, blends, decode, digraph, verbs, nouns, adjectivesGus takes the train test Room on the Broom class bookComp. test
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1st-MathMonday1.2(G)* represent the comparison of two numbers to 100 using the symbols >,<,or = 1.2(E) use place value to compare whole numbers up to 120 using comparative language 1.2(D)  generate a number that is greater than or less than a given whole number up to 120 represent; compare; symbols; greater than; less than; equal too; place value; comparitive language; generate
"Tune-Up" Daily Warm Up/ Review; Calendar/ Number of the day; GO MATH 2.4; Workstations;
NO
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Gaskins & KimballTuesday1.2(G)* represent the comparison of two numbers to 100 using the symbols >,<,or = 1.2(E) use place value to compare whole numbers up to 120 using comparative languagerepresent; compare; symbols; greater than; less than; equal too; place value; comparitive language
"Tune-Up" Daily Warm Up/ Review; Calendar/ Number of the day; Play-Doh Gators Activity; Workstations; Skills Practice #3 (Graded Assignment)
YES
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Wednesday1.2(G)* represent the comparison of two numbers to 100 using the symbols >,<,or = 1.2(E) use place value to compare whole numbers up to 120 using comparative language 1.2(D)  generate a number that is greater than or less than a given whole number up to 120 represent; compare; symbols; greater than; less than; equal too; place value; comparitive language
"Tune-Up" Daily Warm Up/ Review; Calendar/ Number of the day; GO MATH 2.5; Workstations;
NO
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Thursday1.8(A)* collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts 1.8(B) use data to create picture and bar-type graphs 1.8(C)* draw conclusions and generate and answer questions using information from picture and bar-type graphsgraphs; collect; sort; organize; data; tally marks; tally chart; bar graph; picture graph; generate questions;
"Tune-Up" Daily Warm Up/ Review; Calendar/ Number of the day; Fruit Loop Graphing Activity; Workstations;
NO
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Friday1.2(G)* represent the comparison of two numbers to 100 using the symbols >,<,or = 1.2(E) use place value to compare whole numbers up to 120 using comparative language; 1.2(D) generate a number that is greater than or less than a given whole number up to 120 represent; compare; symbols; greater than; less than; equal too; place value; comparitive language
"Tune-Up" Daily Warm Up/ Review; Calendar/ Number of the day; GO MATH Module 2 Assessment (Skills Practice #4- Graded Assignment); Workstations;
YES
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2nd-Reading & WritingMonday(A) identify the main idea in a text and
distinguish it from the topic;
(10) distinguish between fiction and
nonfiction		main idea, supporting detail, topic, visualize, fiction, nonfictionInformational Text L8 Super Storms-Echo read, decodables, white boards, partner read, graphic organizern
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Ryder & Suits Writing Student Expectaions in purple.Tuesday(A) identify the main idea in a text and
distinguish it from the topic;
(10) distinguish between fiction and
nonfiction		main idea, supporting detail, topic, visualize, fiction, nonfictionInformational Text L8 Super Storms-Echo read, decodables, white boards, partner read, graphic organizern
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Wednesday(A) identify the main idea in a text and
distinguish it from the topic;
(10) distinguish between fiction and
nonfiction		main idea, supporting detail, topic, visualize, fiction, nonfictionInformational Text L8 Super Storms-Echo read, decodables, white boards, partner read, graphic organizern
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Thursday(A) identify the main idea in a text and
distinguish it from the topic;
(10) distinguish between fiction and
nonfiction		main idea, supporting detail, topic, visualize, fiction, nonfictionInformational Text L8 Super Storms-Echo read, decodables, white boards, partner read, graphic organizery
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Friday(A) identify the main idea in a text and
distinguish it from the topic;
(10) distinguish between fiction and
nonfiction		main idea, supporting detail, topic, visualize, fiction, nonfictionInformational Text L8 Super Storms-Echo read, decodables, white boards, partner read, graphic organizery
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2nd-MathMonday 2.3c Use concrete modules to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole. 2.3D Identify examples and non- examples of halves, fourths, and eightths.partition , equal, whole, halves fourths,eighths, fewer, larger, greater, lesswarm -ups from building blocks , then lesson openers, share and show, problem solving and daily assessment task as well as evaluate pages for lesson 4.4 in go math yes
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Mrs. HardwickTuesday 2.3c Use concrete modules to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole.partition , equal, whole, halves fourths,eighths, fewer, larger, greater, lesswarm -ups from building blocks , then lesson openers, share and show, problem solving and daily assessment task as well as evaluate pages for lesson 4.5 in go math yes
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Wednesday 2.3c Use concrete modules to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole. 2.3D Identify examples and non- examples of halves, fourths, and eightths.2.3A Partition objects into equal parts, including halves,fourths and eighths using words, 2.3B Explain that the more fractionsl parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part.partition , equal, whole, halves fourths,eighths, fewer, larger, greater, lesswarm- ups from building blocks, review for Module 4 test using Assessment pages 145-146 in Go Math
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Thursday 2.3c Use concrete modules to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole. 2.3D Identify examples and non- examples of halves, fourths, and eightths.2.3A Partition objects into equal parts, including halves,fourths and eighths using words, 2.3B Explain that the more fractionsl parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part.partition , equal, whole, halves fourths,eighths, fewer, larger, greater, lesswarm- ups from building blocks, Module 4 test yes
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FridayField Trip
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Week 3
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Planning for the Week of Oct. 9-13Day of the WeekStudent Expectation Academic VocabularyLearning ActivitiesHomework (Yes or No)