Curriculum > Elementary > Kindergarten > Language Arts
Weekly Informational Knowledge Overview - (Students will know...)
Alphabet Review Using ABC Books. Students will be introduced to the Alphabet using Zoo Phonics Letter Cards.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be start to write Upper and Lowercase letters using correct letter formation.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will get to know each other. Students will be introduced
to zoo phonics letter cards a-f and learn the sounds that go with each animal.
Main Activity:
Students will learn the zoo phonics letter song throughout the week. Students will sing
the ABC song. Students will sing a hello song and each be able to recognize their names. Students
names will go on the word wall with a picture of them attached to it.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to recognize their peers and teacher’s names through playing name games.
Main Activity:
Students will continue to get to know each other throughout the week. Students will
create and formulate and agree upon a set of rules for the classroom. Students will say the alphabet
using the word wall and try and read each other’s names. Students will work on Zoo phonics song and
sound motions for the letters g-l and review a-g. Students will start to break up into small center groups
and work on very simple alphabet explore based centers.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will work in small groups as well as individually, in pairs, and in the whole group.
Main Activity:
Students will review zoo phonics sound and letter motions a-l and add the letters m-p.
Students will practice the letters whole group and use stamps of the letter symbols during small group
time. Other centers will include exploration objects.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to work regularly, play, and socialize in
structured, teacher-supervised activities with a range of classmates.
Main Activity:
Students will have a morning message and circle the letter Dd in it. Students will review
the zoo phonics letters a-p and add q-v. Students will have laminated letter cards a-d during center time
and use play dough to make the letters. Students will rainbow write their names and take them to the
word wall and s
Evaluation:
Teacher watches and monitors
Learning and Language Objectives:
Students will be able to work in a whole group setting as well as small group and in pairs.
Main Activity:
Teacher will have students find the upper and lower case letter Bb in the morning
message. Students will learn the remainder letters of the Zoo Phonics alphabet and sound and letter
motions. Students will watch a u-tube of the 26 letters and repeat several times. Students will work in
small center groups practicing stamping with zoo phonics letter stamps just exploring. Students will
write in their journals and try to write their names and or alphabet if they can. Students will use play
dough to and cookie cutter letters to explore with.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
Objects to sort and count, shapes, zoo-phonics cards, letter stamps, play-do, map globe, white boards, markers, crayons, paper
State of Minnesota Standards Covered
0.2.7.7
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
1.3.1.1
Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper-and lowercase letters of the alphabet.
Weekly Informational Knowledge Overview - (Students will know...)
Reading Street Unit 1 Volume 1: The Little School Bus Students will learn upper and lower case letters Aa, Bb, Cc, Dd, and Ee.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to say rhymes and repeat them.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will be work on phonemic awareness, rhyming words, and letter recognition.
Main Activity:
Students will play letter recognition games using cards that have upper case and lower
case letters on them. They will each get a card and find the partner with the matching card of the other
letter form. Teacher will start with the letters A-E.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will begin to know the difference between a letter and a printed word. Students will begin to add to the word wall using printed sight words of the week.
Main Activity:
Students will add the word 'the' to the word 'wall'. Students will work in small centers and
practice writing the letters Aa and Bb. Students will do a pocket chart activity putting together the letters
A-E upper and lower case. Students will use cookie sheets and magnetic letters and try to put together
the alphabet.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will describe characters in a story and discuss why they act the way they do.
Main Activity:
Teacher will have a daily read aloud and always focus on the characters in a story.
Students will help answer prompted questions about characters in various stories. Students will draw
pictures of characters in their journals and try and label them with words.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will learn the words first through sixth this week and play
games lining up in order to make sure they understand the concept of these words.
Main Activity:
During Morning message the teacher will use the words first through sixth and have the
students place various objects listed around the room to help them grasp concept. During centers
students will be able to use the calendar and say the days of the month practicing using the phrase
Today is Monday September 1st, all the way through September 6th. Students will all have chances to
take turns.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Complete review of letters Aa, Bb, Cc, Dd, Ee.
Main Activity:
Students will play memory during small group centers. Students will color the letters in
their alphabet book. Students will write the letters in their journals. Students will use play dough mats
with the letters Aa-Ee.
Evaluation:
Teacher will watch and monitor and take an assessment of each child.
Materials / Resources (including technology)
Objects to sort and count, shapes, zoo-phonics cards, letter stamps, play-do, map globe, white boards, markers, crayons, paper, farm animal toys, rubber duck, apples, pocket chart, magnetic letters
State of Minnesota Standards Covered
0.1.1.1 With prompting and support ask and answer questions about key details in a text.
0.2.3.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
1.3.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
1.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
0.8.2.2 Confirm understanding of a text read aloud or information presented orally or through other media (e.g., poems, rhymes, songs) by asking and answering questions about key details and requesting clarification if something is not understood.
Weekly Informational Knowledge Overview - (Students will know...)
Reading Street Unit 1: We are so Proud! Students will know that spoken words can be printed.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to point out the syllables, or parts in words.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will be able to point out the syllables, or parts
Main Activity:
Students will sit in a circle and say each other’s names. Students will then clap out each
other’s names using their hands. Later they will do their feet and other motions. After we practice
names, we will do the months of the year.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will learn to follow words from left to right and top to bottom, and page to page to page.
Main Activity:
Students will begin to use the pointer stick to take turns tracking the September poem of
the month. Students will start counting how many words are in a line and how many lines are in a poem
and how many letters in a word.
Evaluation:
Daily routine teacher watches and monitors.
Learning and Language Objectives:
Students will work on phonemic awareness syllable recognition
and begin to discriminate between spoken sentences, words, and syllables. This week students will
work on mastering letter recognition Ff, Gg, Hh, Ii, Jj, Kk, Ll, Mm, and Nn.
Main Activity:
Students will do Morning Message and all kinds of letter based activities during centers.
Students will look through newspapers and circle the letter Ff in words. Students will work on Writing
the letters Ff, Gg, and Hh.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will practice Letters Ff-Nn.
Main Activity:
Students will continue to circle upper case and lower case letters in Morning Message.
Students will do play dough activities helping to reinforce the letters of the alphabet. Students will glue
letter related objects to block letters this week throughout the week. Students will do pocket chart
activities using upper and lower case letters Aa-Nn.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will do Morning Message each day and practice to daily
fix –it examples in the book. Teacher will read aloud books each day and students will know what the
setting and characters in a story are.
Main Activity:
Teacher will read aloud a story and students will act out the characters in the story.
Students will fix daily sentences on the board using learned strategies such as capital letters and
periods.
Evaluation:
Teacher will watch and monitor.
Materials / Resources (including technology)
Objects to use for patterning, shapes, zoo-phonics cards, letter stamps, play-do, map globe, white boards, markers, crayons, paper, pictures of signs, pocket chart, magnetic letters
State of Minnesota Standards Covered
1.3.1.1 Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet
1.3.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
1.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
Weekly Informational Knowledge Overview - (Students will know...)
Unit 1 Volume 1 Platypus Lost. Students will recognize the initial sounds in a word.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to point out groups of spoken words that begin with the same sound.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will be able to say the sound of spoken words that begin
with the same sound. Students will be able to say the sound at the beginning of spoken one –syllable
words.
Main Activity:
During morning message teacher will introduce several words that begin with the same
sound and students will come up and read them and circle them and be able to blend out the initial
sounds in the first syllable of a word. Students will follow up and do a center small group teacher
guided activity where students sound out initial sound of word and break word up into syllables by
clapping.
Evaluation:
Teacher will assess each child.
Learning and Language Objectives:
Students will be able to tell in their own words the main event from a story read aloud. Students will write the letter Oo and understand the difference between upper case and lower case letters while writing.
Main Activity:
During whole group read aloud teacher will prompt and guide students to name details in
a story focusing on the main idea. Students will then write a story together while the teachers writes the
words and discuss the main event in the story. Students will work in groups during centers and practice
writing the Oo on white boards.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will draw and make their own book drawing and labeling different pictures of toys on each of the four pages.
Main Activity:
Students will be given a book that is blank. They will be prompted to write a toy story and
drawing and labeling each page with a different toy.
Evaluation:
Students will share stories with their peers and have questions and comments.
Learning and Language Objectives:
Students will practice and learn what it means to sequence. They
will retell stories both made up and read by sequencing them in order. Students will write high
frequency words during centers and match them to the word wall words.
Main Activity:
Students will paint the word wall words at a center and match them to the words on the
word wall. Students will use picture cards that follow the story The Little Pig and sequence them in
order.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will listen to stories and be able to recall and retell the story using pictures and cues.
Main Activity:
Students will listen to a story and then as a group chart all the different parts of the story.
Children will then act out the story and take turns doing it again and again until every child has had a
chance. Students will call out the parts of the story on their fingers.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
Musical instruments, objects to use for patterning, shapes, zoo-phonics cards, letter stamps, play-do, map globe, white boards, markers, crayons, paper, pocket chart, magnetic letters
State of Minnesota Standards Covered
0.1.1.1 With prompting and support ask and answer questions about key details in a text.
0.1.2.2 With prompting and support, retell familiar stories, including key details.
0.1.3.3 With prompting and support, identify characters, settings, and major events in a story.
0.2.2.2 With prompting and support, identify the main topic and retell key details of a text.
1.3.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
0.6.3.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
0.8.4.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
Weekly Informational Knowledge Overview - (Students will know...)
Unit 1 Volume 2 Miss Bindergarten Takes a Field Trip. Students will be focus on the letters Tt and Uu.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify rhymes and try to make rhymes.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will be able to recognize the letter Tt and Uu and write it.
Main Activity:
Students will read the morning message and locate the letters Tt and Uu and name the
words listed. After they will brainstorm words that start with these letters. In centers they will use play
dough mats and make the letter Tt and Uu following the alphabet letter mat.
Evaluation:
watch and monitor.
Learning and Language Objectives:
Students will practice identifying and make rhymes in words.
Main Activity:
Students will listen to a story that has rhymes and show that they know when a word
rhymes by putting their finger on their nose. Students will then make their own rhymes with the help of
the teacher.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to describe events of a story in order.
Students will be able to write and identify the letters Oo, Pp, Qq, Rr, and Ss.
Main Activity:
Students will work at the play dough center and practice writing the letters Oo-Ss on a
provided work sheet. Students will work at the Sand Table and trace the letters of the week using
laminated cut out letters. Students will use clipboards to write the room.
Evaluation:
teacher watches monitors and does general testing on each child.
Learning and Language Objectives:
Students will connect and blend words. An example is /s/-/it/.
Main Activity:
Students will work whole group and blend words using initial sound and rhymes.
Students will then work at the pocket chart center and make words in small groups.
Evaluation:
watch monitor continue to evaluate kids running records on ready reading kids.
Learning and Language Objectives:
Students will know that we can use words to tell us what to do.
They will be able to complete the following sentence: I can _____________.
Main Activity:
Students will make an I Can big book. Each child will either dictate or write a sentence
about something they can do. Students will each add a page to their book and read the book to the
class letting each child read their page.
Evaluation:
Teaches watches and monitors.
Materials / Resources (including technology)
Musical instruments, objects to use for counting, number cards, plants, pictures and books of plants, zoo-phonics cards, letter stamps, play-do, map globe, white boards, markers, crayons, paper, pocket chart, magnetic letters , chart paper
State of Minnesota Standards Covered
0.1.7.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
0.2.2.2 With prompting and support, identify the main topic and retell key details of a text.
1.3.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. * (This does not include CVCs ending with /l/, /r/, or /x/.)
1.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels
0.6.3.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Weekly Informational Knowledge Overview - (Students will know...)
Unit 1 Volume 2 Smash Crash
Weekly Procedural Knowledge Overview - (Students will be able to...)
In phonemic awareness students will be able to locate the initial sound /Mm/ in words.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will segment CVC words that start with Mm
Main Activity:
Teacher will blend and segment words as a whole group with students. They will hold up a finger for each sound they hear and make. In centers students will cut out dice boxes.
Evaluation:
teacher watches and monitors.
Learning and Language Objectives:
Students will practice writing the letter Mm throughout the week. Students will be able to write about what they like to do with a guided sentence I like to __________________, and draw a picture of it.
Main Activity:
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will read morning message and discuss the letter of the week, various rhymes they hear, and will come up to the board and do the daily fix-it to sentences that are not properly written.
Main Activity:
Students will have whole group morning message and then break into groups. They will paint the letter Mm at one center. At another center they will glue marsh mellows to the letter M. Students will look through magazines and find and cut out pictures that start with M and write the word under it.
Evaluation:
teacher watches and monitors
Learning and Language Objectives:
Students will continue to work on the letter M. Students will be able to make and identify rhymes. Students will paint the letter of the week.
Main Activity:
Students will continue to work in small group center based activities. These will include painting the letter Mm, writing the letter Mm, white board writing and drawing pictures of things that start with Mm. Students will play memory with upper case and lower case letters and match them.
Evaluation:
teacher watches and monitors.
Learning and Language Objectives:
Students will be able to identify the beginning, middle , and end of a story.
Main Activity:
Students will dictate a story that the teacher will write that has a beginning, middle, and end. They will stand up in front of the room and act out the various parts of the story using three different people to do each part. Each child in the class will get a turn to act out their part. The students sitting in the audience will use their fingers to show if it is the first (beginning), second (middle), or third (end) part of the story.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
objects to use for counting, number cards, plants, pictures and books of plants, plastic bags zoo-phonics cards, letter stamps, play-do, flag, white boards, markers, crayons, paper, pocket chart, magnetic letters , chart paper
State of Minnesota Standards Covered
0.1.3.3 With prompting and support, identify characters, settings, and major events in a story.
0.1.4.4. Ask and answer questions about unknown words in a text.
0.2.10.10 Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest,
1.3.1.1 Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
1.3.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. * (This does not include CVCs ending with /l/, /r/, or /x/.)
1.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to one letter-sound correspondence by producing the primary or many of the most frequent sound for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
Weekly Informational Knowledge Overview - (Students will know...)
Unit 1 Volume 2
Weekly Procedural Knowledge Overview - (Students will be able to...)
In phonemic awareness students will be able to locate the initial sound /Pp/ in words.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
– In phonemic awareness students will be able to locate the initial sound /Pp/ in words.
Main Activity:
Teacher will blend and segment words as a whole group with students. They will hold up a finger for each sound they hear and make. In centers students will cut out dice boxes.
Evaluation:
teacher watches and monitors.
Learning and Language Objectives:
Students will practice writing the letter Pp throughout the week. Students will be able to write about what they like to do with a guided sentence I like to __________________, and draw a picture of it.
Main Activity:
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will read morning message and discuss the letter of the week, various rhymes they hear, and will come up to the board and do the daily fix-it to sentences that are not properly written.
Main Activity:
Students will have whole group morning message and then break into groups. They will paint the letter Pp at one center. At another center they will glue marsh mellows to the letter P. Students will look through magazines and find and cut out pictures that start with P and write the word under it.
Evaluation:
teacher watches and monitors
Learning and Language Objectives:
Students will continue to work on the letter P. Students will be able to make and identify rhymes. Students will paint the letter of the week.
Main Activity:
Students will continue to work in small group center based activities. These will include painting the letter Pp, writing the letter Pp, white board writing and drawing pictures of things that start with Pp. Students will play memory with upper case and lower case letters and match them
Evaluation:
teacher watches and monitors.
Learning and Language Objectives:
Students will be able to identify the beginning, middle , and end of a story.
Main Activity:
Students will dictate a story that the teacher will write that has a beginning, middle, and end. They will stand up in front of the room and act out the various parts of the story using three different people to do each part. Each child in the class will get a turn to act out their part. The students sitting in the audience will use their fingers to show if it is the first (beginning), second (middle), or third (end) part of the story.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
songs such as Yankee Doodle and Our Flag , paints, seeds, magazines, objects to use for counting, number cards, plants, pictures and books of plants, plastic bags zoo-phonics cards, letter stamps, play-do, flag, white boards, markers, crayons, paper, pocket chart, magnetic letters , chart paper
State of Minnesota Standards Covered
0.1.10.10 Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks.
0.2.1.1 With prompting and support, ask and answer questions about key details in a text.
0.2.2.2 With prompting and support, identify the main topic and retell key details of a text.
1.3.1.1 Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
1.3.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. * (This does not include CVCs ending with /l/, /r/, or /x/.)
1.3.1.3Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to one letter-sound correspondence by producing the primary or many of the most frequent sound for each consonant.
Weekly Informational Knowledge Overview - (Students will know...)
Unit 1 Volume 2: Dig Dig Digging. Students will know the difference between upper and lower case letters.
Weekly Procedural Knowledge Overview - (Students will be able to...)
______________________.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Main Activity:
Brainstorm nouns for animals and people. Center activities using pocket chart, shaving cream writing the letter Mm and for higher leveled kids writing words that start with Mm. The students will know that a noun is a person place or thing. Students will know that words are segmented by different sounds CVC words.
Evaluation:
Learning and Language Objectives:
Students will know how to decode words in context and in isolation.
Main Activity:
Center activities all language art based following up with whole group lesson.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to locate nouns in a given sentence.
Main Activity:
Students will have a morning message written focusing on nouns. They will circle all the nouns in the message and then brainstorm words that are nouns. Students will then break up into centers and draw pictures of nouns and label them, paint pictures of nouns and label them and cut out magazine pictures of nouns and label them.
Evaluation:
teacher watches and monitors
Learning and Language Objectives:
Students will be able to use their bodies to make the letters M and T.
Main Activity:
Students will sit in a big circle. Various pairs or more if needed of students will be chosen to use their bodies to make the letter M and T. Students sitting around the circle will have white boards and will also write and practice the letters on the white board.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will recognize and write the letters M and T. This week students will focus on the convention of identifying nouns for places and things.
Main Activity:
: Morning message will contain many letters T and M. Students will circle them. Students will underling nouns, count the lines in the morning message and the words on each line. Students will brain storm nouns and teacher will chart them. Students will draw pictures on post It notes for each of the nouns.
Evaluation:
Teacher will monitor and observe.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.2.4.4 With prompting and support, ask and answer questions about unknown words in a text. 0.2.10.10 Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks.
1.3.1.1 Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
1.3.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. * (This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Weekly Informational Knowledge Overview - (Students will know...)
Unit 2 Volume 1 Flowers. Students will know and read at least 25 often-used sight words.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Student will know how to say words with the initial sound of /t/.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will practice writing and be able to identify the upper and lower case Tt and sound.
Main Activity:
Students will practice writing the letter Tt. Students will brain storm words that start with Tt. Students will use shaving cream to practice writing the letter Tt.
Evaluation:
Teacher monitors and observes
Learning and Language Objectives:
Students will know how to blend words that have the short /a/ sound in the middle of them.
Main Activity:
Students will blend CVC words whole group with the letter sound of /a/ in the middle. Students will work in the pocket chart center and make words using letter tiles with the short a middle sound. Students will use alphabet stamps to make words with the short /a/ sound in the middle.
Evaluation:
Teacher watches and observes.
Learning and Language Objectives:
Students will know what a fable is.
Main Activity:
Teacher will read multiple fables throughout the week and discuss what they are. Students will then brainstorm a different ending for a fable read in class. Teacher will make a big book of it.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will review and make rhymes. Students will be able to point out the syllables, or parts, in words they say.
Main Activity:
Students will identify rhymes and make rhymes. Students will be able to describe the setting in a story. Students will create a class story brainstorming together and then everybody will go and draw the setting in their writing journals. They will label it or if they can write a sentence about it.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will master the letter Tt and review what a noun is.
Main Activity:
Students will review noun during the morning message and brainstorm nouns. Students will make tortillas with tamarind on them. Students will use toothpaste to fill in the letter T on a printable prepared page.
Evaluation:
Alphabet and sight word and noun test individually.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.3.3 With prompting and support, identify characters, settings, and major events in a story. 0.1.5.5 Recognize common types of texts (e.g., storybooks, poems).
0.2.10.10 Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks.
1.3.1.1 Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
1.3.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. * (This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
0.6.1.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...)
Weekly Informational Knowledge Overview - (Students will know...)
Unit 2 Volume 1: Nature Spy Students will know and read at least 25 often used words.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will know words that begin with the letter Ss.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will compare two numbers using sets of objects and one to one correspondence to determine which number is greater and which is less.
Main Activity:
Students will work in small groups and be able to choose objects from a table and describe two numbers by counting them one to one correspondence to show which number is greater and which is less than. Students will paint pictures showing greater than and less than and circle the picture that shows greater than and discuss why.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will understand that in a pair of numbers, the number that shows more is greater and the number that shows less is fewer.
Main Activity:
Students will sing Five little speckled frogs and discuss how as the song is sung the number becomes less not greater. Students will make a circle and teacher will have students place objects in two parts. Students will be able to discuss which part has a greater amount and which part has a lesser amount.
Evaluation:
Learning and Language Objectives:
Students will be able to make sets, count items in sets, and compare numbers in sets.
Main Activity:
Students will have a paper with two columns and will choose objects to put in each column. They will discuss which side has a greater amount and which side has a less amount. Students discuss and observe.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to model and compare to find numbers that are greater than and less than five. Students will be able to use 10 as a benchmark number to compare different numbers.
Main Activity:
Students will roll dice and compare which number is more or greater than and which number is less than and discuss. They will record answers on paper and write out the words greater and less than.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know that by using counters to identify a number that is 2 more than or 1 or 2 fewer than another number.
Main Activity:
Students will work in small guided math groups and use counters to show and discuss numbers using the counters to help grasp the concept of numbers. They will be able to say which numbers are more by one or two counters and which numbers are less.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.2.7.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). 1.3.1.1 Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
1.3.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. * (This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
1.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to one letter-sound correspondence by producing the primary or many of the most frequent sound for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
0.6.3.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Weekly Informational Knowledge Overview - (Students will know...)
Unit 2 Volume 2: Bears Snore On Students will know and be able to use the sight words we, my, and like in various contexts.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to point out groups of spoken words that begin with the same sound.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will know and be able to identify the sound /Kk/, and /Pp/
Main Activity:
Students will do a whole group lesson using a Morning Message and having kids circle all the words that have /Kk/ and /Pp/ sound. Students will then brainstorm and help write words with these sounds. During centers students will practice guided hand writing for upper and lower case Kk and Pp. Students will work in the sand center and trace and write the letters Kk and Pp. Students will draw pictures in the sand of these words.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know the adjectives for sizes, colors, and shapes and be able to use them in verbal sentences.
Main Activity:
Students will have examples of clothing such as a dress and have to brainstorm words to describe the size, color, and shape of the dress. This lesson will continue with various different nouns that students will use adjectives to describe.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know the difference between fiction and fantasy. Students will know and be able to identify the setting of a story.
Main Activity:
Teacher will read various short stories to the class and students will answer questions as to where the story takes place and if it is fiction or fantasy. Teacher will chart answers and stories that are read aloud stories will be charted using the class chart for fiction, non-fiction, setting, characters etc. Teacher will provide pictures cues on the chart in order to ensure each child understands.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to blend and segments three letter words. Students will be able to write upper and lower case Cc and Kk.
Main Activity:
During morning message each child will have their own white board and as a whole groups using upstairs, downstairs, basement cues be able to write the letters Cc and Kk properly. During centers students will do practice sheets for the letters of the week. Students will look through newspapers and circle all the words that start with Cc and Kk.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know how to blend words using sound by sound blending.
Main Activity:
Students will use the pocket chart to make words that are CVC. Students will be able to do so independently by having the middle letter be a pink paper and the consonant letters blue. Students will write down all the words that they make in their writing journals. Students will try and make as many CVC words as they can think of on their own and write them on a clip board.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.9.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
0.1.10.10 Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks. 0.2.3.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. 0.2.9.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
0.2.10.10 Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks.
1.3.1.1 Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
1.3.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. * (This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
1.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to one letter-sound correspondence by producing the primary or many of the most frequent sound for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Weekly Informational Knowledge Overview - (Students will know...)
Unit 2 Volume 2: A Bed For The Winter. Students will know the High Frequency words of the Week and be able to put them on the word wall.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify words with the initial /i/ sound.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will know and be able to identify the sound /Kk/, and /Pp/
Main Activity:
During Morning Message students will help write a story using three parts first, next, and last. Students will dictate and teacher will write down students responses. Students will use a finger for each part of the story. First (first finger) next (second finger) and last (third finger). The teacher will create an anchor chart to aid with the students in writing simple stories in the future.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know how to write the letter Ii properly. Students will know how to blend and identify words that begin with the initial Ii sound.
Main Activity:
Students will brainstorm words that start with Ii. Students will work in a center and brainstorm words that start like igloo. Students will work in the sand table station and practice writing upper and lower case Ii.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to blend CVC words with the middle sound as /i/.
Main Activity:
Students will brainstorm and make words with the medial sound of Ii.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know how to sequence read aloud stories by using the words first, next, and last.
Main Activity:
Students will have a read aloud and act out the three different parts of the story using first, next, and last as three different students in the classroom. Students will each have turns to act our various parts of the story. Students not acting out the stories will be using their fingers to show which part is being acted out.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Review of the week.
Main Activity:
Students will make words that start with Ii. Students will use play dough mats making CVC words with the medial sound of Ii. Students will paint words that start with Ii. Students will work in a center and make words that start with the letter Ii and write them in their journals.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.2.3.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
0.2.4.4 With prompting and support, ask and answer questions about unknown words in a text.
0.1.9.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
0.1.10.10 Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks.
1.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to one letter-sound correspondence by producing the primary or many of the most frequent sound for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Weekly Informational Knowledge Overview - (Students will know...)
– Unit 2 Volume 2: Jack and the Beanstalk. Students will know how to identify and practice words with /t/.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use the high frequency words, he as well as and both verbally and in written sentences.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will learn the oral vocabulary of the week and share ideas and information about the concept.
Main Activity:
Teacher will write beanstalk, lad, orgre, magic, naughty, and lend on the board. Students will brainstorm what words mean. Teacher will write down definitions and try to draw a quick picture of each word. Students will draw and write down the words and pictures in their journals during centers.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know the initial sound /i/ and be able to write Ii properly.
Main Activity:
During morning message, students will brainstorm words that start like Inny the inchworm. Teacher will jot them down on chart paper. Students will also discuss the proper ways to write Ii including upstairs, downstairs, and basement. Students will work in centers after morning circle. Students will work at the handwriting center, sand center (tracing Ii in the sand) also the painting center they will paint the letter Ii.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will blend and read words with /i/
Main Activity:
Teacher directed blend and sound out words. During centers students will use the pocket chart to make and blend CVC words and then write them in their journals.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will draft and write a story using the writing workshop process.
Main Activity:
Students will use story maps to make their own version of Jack and the Beanstalk. Students will use their writer workshop methods. They will write a story map and first draft version of their story. They will then meet with teacher to edit work.
Evaluation:
Teacher meets with students about their drafts.
Learning and Language Objectives:
Students will finish their story.
Main Activity:
Students will work on their final draft of their story and illustrate their pictures. They will then use post it notes to write comments and questions about their peers stories. Everybody will share their story upon finishing.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
1.3.1.1 Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet. 1.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to one letter-sound correspondence by producing the primary or many of the most frequent sound for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
0.1.9.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
0.1.10.10 Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks.
Weekly Informational Knowledge Overview - (Students will know...)
Unit 2 Volume 2 Little Panda. Students will know and practice how to build words wit the short /i/ sound. Students will be able to recognize and write the letter Nn.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to recall and retell read aloud stories of the week.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will write and recognize the sound of the letter /Nn/. Students will be able to read the sight words we, my and like.
Main Activity:
Students will sit during morning circle and come up and circle all the words that start with the letter Nn. Students will then brainstorm words that start like nice. Students will break up into centers and do their alphabet books letter Nn, and the sand table writing the letter Nn in sand. Students will work with the teacher writing upper and lower case Nn.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Teacher will review the sight words I, am, the, have, is, a, my, we, and like.
Main Activity:
During center activities students will write down all of the sight words in their journals. At the painting center they will paint the words with watercolors.
Evaluation:
Teacher watches and monitors
Learning and Language Objectives:
Students will know how to write the letter Cc. Students will brainstorm adjectives for animals.
Main Activity:
During Morning Message Students will circle all the words that start with Cc and count them. Teacher will model how to write the letters and students will each have a white board and practice independently whole group. Students will then return white boards. Teacher will draw a picture of a cat and ask for the students to describe it. Students will come up with adjectives to describe the cat such as furry, fat, black. Students will then draw a picture of their favorite animal and describe it using two words.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to locate the letter Cc in a newspaper.
Main Activity:
During center activities students will each receive a portion of a paper and will circle as many letter C’s as they can find. They will count how many they found and share it with their peers.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will review adjectives for colors.
Main Activity:
Teacher will write a morning message asking for adjectives for color. Students will brainstorm words to describe various nouns drawn on the white board. Students will then break up into centers and use adjectives to describe their own drawings. They will share!!
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.5.5 Recognize common types of texts (e.g., storybooks, poems). 0.1.6.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. 1.3.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words. 1.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to one letter-sound correspondence by producing the primary or many of the most frequent sound for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 0.6.1.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...)
Weekly Informational Knowledge Overview - (Students will know...)
(Unit 2 Volume 2) A Bed for the Winter. Students will learn the initial I.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to produce and identify rhymes in words.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will identify and describe a sequence of events.
Main Activity:
During whole group lesson the teacher will show various examples of stories using pictures that are not in order. Students will come up and choose what happens first, second, and last. Teacher will write first next and last on the board. Students will then take this to their journal and draw a sequence of events labeling them first, next, and last.
Evaluation:
Students will share their work with their peers.
Learning and Language Objectives:
Students will know the high frequency words he and for.
Main Activity:
Students will read page 97 in their readers and notice the frequency words. Students will add those words to the word wall. Students will break up into centers. One center will be writing the words in their journals rainbow style.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will identify syllables in words
Main Activity:
During morning message the teacher will have students use their bodies to create different ways to break apart syllables in words. For example instead of clap they will snap their fingers. Each student will get to have a chance to break apart a word.
Evaluation:
Teacher will be there to watch and monitor.
Learning and Language Objectives:
Students will read Story selection of the week and discuss.
Main Activity:
Students will read A Bed For Winter and discuss. Teacher will use the teachers guide to ask questions inferring and confirming predictions. Students will draw a picture about their favorite part of the story.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will use adjectives for sizes.
Main Activity:
During morning message students will discuss adjectives for sizes. Teacher will chart all ideas. During centers students will work in reader’s and writer’s notebook page 137 and 138 and share with their peers.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.2.2.2 With prompting and support, identify the main topic and retell key details of a text.
0.2.9.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
0.2.10.10 Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks.
1.3.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
1.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to one letter-sound correspondence by producing the primary or many of the most frequent sound for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
0.6.1.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...)
Weekly Informational Knowledge Overview - (Students will know...)
Unit 2 Volume 2 Jack and the Beanstalk. Students will know how to identify and practice words with /t/.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will read various versions of Jack and the Beanstalk and compare and contrast the differences and similarities in the stories.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will be able to build words with the /i/. Students will know how to write a caption for a picture and share it with their friends.
Main Activity:
: Students will use the pocket chart during literacy centers and make words with the letter /i/ in the medial part of the word. The letter for I will be pink and the other letters will be blue. Students will know that the pink /i/ goes in the center of the CVC word. They will write down the words in their journals.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know how to identify events in a story.
Main Activity:
Teacher will read aloud Jack and the Beanstalk and students will listen. After the story students will hold up a finger to ensure each part of the story beginning, middle, and end (123) Students will then take turns while the class watches and act out the different parts of the stories.
Evaluation:
Students watch and listen while students act out different events of the story.
Learning and Language Objectives:
Students will be able to locate the initial /i/, /a/, /s/, /p/ and /k/ in words and review and be able to identify the sounds in different parts of the word.
Main Activity:
Pocket chart activity. Students will make words using and be able to blend and sound them out.
Evaluation:
Teacher will be at this center to guide and assist.
Learning and Language Objectives:
Students will be able to hand write properly the letter Ii. Students will be able to blend simple three letter CVC words.
Main Activity:
Students will read the Morning Message with the class and circle all the letter Ii. Students will each get a white board for shared writing and write the upper and lower case Ii as the teacher models they will write it together. During centers students will make words in the pocket chard and blend them together.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to read and practice writing the sight words he, and for.
Main Activity:
During literacy centers students will write the sight words. Students will match the sight words using extra cards. Students will paint the sight words. Students will glue sparkles to the sight words of the week.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.3.3 With prompting and support, identify characters, settings, and major events in a story.
0.1.4.4. Ask and answer questions about unknown words in a text.
0.1.5.5 Recognize common types of texts (e.g., storybooks, poems). 0.2.7.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
1.3.1.1 Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
1.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to one letter-sound correspondence by producing the primary or many of the most frequent sound for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
0.6.1.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...)
Weekly Informational Knowledge Overview - (Students will know...)
Unit 3 Volume 1 – Little Panda. Students will know how to build words with the short /i/ sound.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will know the letter /n/ sound.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will know and practice how to build words with the short /i/ sound. Students will know the /Nn/ sound.
Main Activity:
During morning message today students will come up and circle all the the /n/ and /i/ sounds in words. Students will then during small group literacy centers make a puppet animals for the letter /n/.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will practice handwriting.
Main Activity:
Students will have a guided lesson on writing the letters N and I. Students will break up into centers and work on provided white boards practicing letters. Students will then paint the letters free style at a different center but noticing the sticks and curves of lines in the letters.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will review what an adjective is and practice identifying and use them in sentences verbally.
Main Activity:
Students will read the morning message during circle time and brainstorm adjectives. Students will be called to volunteer and come up to the front of the room so students can name adjectives about them. Students will continue this until every child has a chance to volunteer.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will brainstorm words that start with Mm and Bb.
Main Activity:
Teacher will chart words that start with Mm and Bb. During centers students will use post it notes to draw pictures about them and post them to match the written words we brainstormed earlier. Students in a different center will paint pictures that start with Bb and Mm.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will review Mm and Bb.
Main Activity:
Students will look through magazines and cut out pictures of items that begin with Mm and Bb. They will try to label the picture. Students will look through newspapers and circle every Mm and Bb they can find. They will count how many they found and write the number on top of their newspaper to take home and share.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.10.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
0.10.5.5 With guidance and support from adults, explore word relationships and nuances in word meanings to develop word consciousness.
a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
Weekly Informational Knowledge Overview - (Students will know...)
George Washington Visits. Students will know the high frequency words of the story.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will know how to write an invitation.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will know how to understand and build words with /i/.
Main Activity:
During morning message students will work on blending words that have the medial /i/ sound. They will hold up a finger for each sound in the word. Students will be able to locate which finger has the /i/ sound.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know how to identify and say words that start with /r/.
Main Activity:
Students will be asked to brainstorm words that start with /r/ like rabbit during morning message. During center activities students will write and draw pictures of things that start like rabbit. Another center students will paint words that start like rabbit.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to identify an use action words in sentences.
Main Activity:
Students will have circle time in a circle. They will be asked to locate the action words in a given sentence by acting them out. Students will then take turns to come up with a verbal sentence using and action word. The class will follow the action.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will practice writing the letters Dd, Kk, and Nn
Main Activity:
Students will have a whole group review on writing the letters Dd, Kk, and Nn. During centers students will rainbow write the letters, at a different center they will sponge paint them. At another center students will glue items to large block letters.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will review.
Main Activity:
Students will work in centers writing and drawing verbs pictures. Students will read books and write comments on post it notes about the story. Students will use white boards to practice the letters of the week.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.3.0.4 Read emergent-reader texts with purpose and understanding. 1.8.1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.
c. Listen to others and name emotions by observing facial expression and other nonverbal cues.
d. Follow basic oral directions
1.10.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Print many upper- and lowercase letters.
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
d. Understand and use question words (Interrogatives) (e.g., who, what, where, when, why, how).
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
f. Produce and expand complete sentences in shared language activities.
0.10.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Weekly Informational Knowledge Overview - (Students will know...)
Students will learn the sight words of the week and write the letter Ff.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to brainstorm words that start with /Ff/.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will know how to understand and build words with /i/.
Main Activity:
During morning circle students will write the letter Ff on small white boards while the teacher is modeling the way to do it on the big white board. Students will break up into centers and practice writing Ff on a given handwriting sheet.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will brainstorm words that start like fish.
Main Activity:
Students will brainstorm words that start like fish during morning message. Students will break up into centers. Small student groups will work on painting pictures of words that start like fish. Students will use the white boards to draw pictures of words that start like fish. Students will practice writing Ff using shaving cream on a table.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will practice daily grammar skills.
Main Activity:
Daily fix it.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to brainstorm words that start like fancy.
Main Activity:
Teacher will read a book that focuses on the letter Ff. Teacher will read a poem that also focuses on the letter Ff. Students will do a pocket chart activity making words that start and end with Ff using letters.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will review Ff. Students will begin to grasp the concepts and meanings of the words retell, plot character, fable, verb for future, and caption.
Main Activity:
During morning message teacher will touch base on many concepts such as meanings of words, retelling, plot character, and verb for future. Students will make a big book all about the letter Ff. They will work in groups to create pages that have sentences about Ff words. Students will share book pages whole group to the class.
Evaluation:
Teacher will assist while students read the books.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.4.4. Ask and answer questions about unknown words in a text.
0.1.5.5 Recognize common types of texts (e.g., storybooks, poems).
0.1.6.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. 1.3.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. * (This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
1.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to one letter-sound correspondence by producing the primary or many of the most frequent sound for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Weekly Informational Knowledge Overview - (Students will know...)
Reading Street Unit 3 Then and Now. Students will know how read and draw a very large fish shape.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use the oral vocabulary words and understand what they mean verbally.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
: Students will learn the high frequency words of the week.
Main Activity:
During Morning message students will be showed the high frequency words of the week. They will take turns volunteering to place them on the word wall. Students will then have the words written and prepared for them in the pocket chart. Tiles of letters matching all the words will be prepared. Students will work together to make the sight words and then rainbow write them in their journals.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know how to write the letter Oo, and recognize its sound.
Main Activity:
Teacher will have a prepared cut out of a large letter Oo. Students will trace it and cut it out and paint it and write or dictate as many words that have the /o/ sound in them.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will brainstorm and review words that start with /f/ and practice writing words that start with Ff.
Main Activity:
Students will practice writing Oo and Ff using shaving cream at one center, sand box writing, and painting of the letters Oo and Ff.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to use the /o/ sound initially, medially, and at the end of words.
Main Activity:
During morning message teacher will work blend words that start with the /o/ sound, and have it in the middle, and end. Students will then write in their journals words that have the /o/ sound in the beginning, middle, and end sound.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will make a big book with things that start with the letter Oo.
Main Activity:
Students will work in groups to brainstorm words that start with Oo. They will illustrate pictures. Teacher will assemble book when it is finished and the class will read it outloud in the author's chair.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
1.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to one letter-sound correspondence by producing the primary or many of the most frequent sound for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
0.6.3.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
0.8.4.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
0.8.5.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
0.10.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
0.10.5.5 With guidance and support from adults, explore word relationships and nuances in word meanings to develop word consciousness.
a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
Weekly Informational Knowledge Overview - (Students will know...)
Unit 3: The Lion and the Mouse.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will practice and be able to write the letter Oo.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will know that a poem can be made up of rhymes and be able to identify it.
Main Activity:
Students read various poems and discuss the rhymes in them. Students will be encouraged to make their own rhymes.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know and review the sounds /o/,/n/,/r/, /d/, /k/, and /f/. Students will be able to discriminate initial, medial, and ending sounds and blend words.
Main Activity:
Teacher will use teacher manual to blend and read many words with the letters above.
Evaluation:
teacher watches and monitors.
Learning and Language Objectives:
Students will be able to recall and retell what the main idea of a story is.
Main Activity:
Teacher will read story of the week with students and discuss. Children will draw and write about the main idea of the story. Students will share their work with peers and discuss.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know and review the sounds /o/, /n/, /r/, /d/, /k/, and /f/. Students will be able to discriminate initial, medial, and ending sounds and blend these sounds into words.
Main Activity:
Students will work in various centers each focusing on a different letter sound above. They will do pocket chart activities, shaving cream writing words on tables, play dough activities, and painting the letters.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to read the high frequency words of the week.
Main Activity:
Students will rainbow write high frequency words of the week, paint them, use letter tiles to make them, and verbally tell the teacher sentences using them.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.2.1.1 With prompting and support, ask and answer questions about key details in a text.
0.2.2.2 With prompting and support, identify the main topic and retell key details of a text. 0.2.10.10 Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks.
1.3.1.1 Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
1.3.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. * (This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
0.6.3.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Weekly Informational Knowledge Overview - (Students will know...)
Volume 4 Unit 1 Rooster’s Off to see the World. Students will know the sound /h/, and know that it is spelled Hh
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will understand the concept of writer’s workshop and work on sentences that follow a specific sequence.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will be able to use naming parts of a sentence.
Main Activity:
During morning message students will focus on conventions of how to write a proper sentence. They will have fix it sentences on the board and use white boards to practice writing and fixing them on their individual boards.
Evaluation:
Teacher will watch and monitor.
Learning and Language Objectives:
Students will use picture cards with the short /o/ sound and match them to words on a pocket chart.
Main Activity:
Students will use pocket chart to do objective for today. Students will also paint short /o/ pictures at the painting center, and students will write short /o/ words at the sand table.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will work on a writer’s workshop story about a rooster off to see the world or a different animal of their choice.
Main Activity:
Students will have a class lesson modeled brainstorming, story mapping a story about an animal. Then students will create their own story and teacher will watch and monitor.
Evaluation:
Students will show teacher their work.
Learning and Language Objectives:
Writers Workshop Story.
Main Activity:
Students will work on rough draft and edit their story.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will finish their Writer’s Workshop story.
Main Activity:
Students will edit and illustrate story. Each student will get a chance to share their story with peers. Students will write comments and questions on their stories.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
1.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to one letter-sound correspondence by producing the primary or many of the most frequent sound for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
0.3.0.4 Read emergent-reader texts with purpose and understanding.
0.6.3.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
0.6.5.5 With guidance and support from adults, respond to questions and suggestions from adults and peers and add details to strengthen writing as needed.
Weekly Informational Knowledge Overview - (Students will know...)
Unit 4 Volume 1 My Lucky Day. Students will learn the initial sound /i/ and be able to brainstorm words that start with /i/
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will work in small groups and read books and fill out text to self connection.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will practice comparing and contrasting using a Venn Diagram.
Main Activity:
Students will sign into a Venn Diagram each day this week and discuss.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will brainstorm words that start with /I/.
Main Activity:
Morning message will ask students to brainstorm words that start with I. Students will write and paint words during centers that start with Ii. Students will make a puppet of an iguana using a paper bag.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will use pocket chart to make words wit the medial sound of /i/.
Main Activity:
Morning message will consist of students blending words with the initial /i/ sound. Pocket chart center will have three letter CVC words with initial /i/ sound. Students will do play dough mats making the letter Ii.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will understand what action parts are and be able to identify them in sentences.
Main Activity:
Students will read morning message and be able to name action parts of sentences. They will then brainstorm action words. Students will then draw pictures of action words and share with their peers.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will make an action class big book.
Main Activity:
Students will work whole group to brainstorm sentences with funny actions in them. Students will break into groups and each work on a funny action sentence. They will illustrate and make it into a class book.
Evaluation:
Students will sit in author chair and have questions and comments as students share their page of the book.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.9.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
0.1.10.10 Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks.
1.3.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. * (This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
0.6.1.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...)
0.6.8.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
1.8.1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.
c. Listen to others and name emotions by observing facial expression and other nonverbal cues.
d. Follow basic oral directions
Weekly Informational Knowledge Overview - (Students will know...)
Unit 4 Volume 1 One Little Mouse. Students will understand the concept and make a word web for the week discussing what kinds of adventures animals can have.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will understand the term sequence and be able to put a story in order of first, middle, and last.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will choose a simple How to activity and write and draw the steps
Main Activity:
Students will choose a how do to something activity and map it out and write and draw about it.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know how to blend and spell words with the short o and i sound in the middle.
Main Activity:
Students will use the pocket chart and tiles to make CVC words with the short /o/ and /i/ medial sounds. When they make the words they will write them in their ELA notebooks.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will understand what the term directions stands for and be able to identify steps in directions.
Main Activity:
Students will listen as the teacher reads directions on how to make pancakes. Students will make a sequential picture folding a paper into four squares and draw the directions in order.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will use a word hunt page and look for all the words that begin with the /i/ sound and write them down.
Main Activity:
Students will do above activity. Students will brainstorm /i/ words and add them to a chart on the front board. they will write words on post it notes and draw pictures of their words. They may look through provided alphabet books provided at this center.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will make collages of pictures that start with /Ii/ sound.
Main Activity:
Students will use magazines to cut out pictures of things that start with /Ii/. They will paste them and write the word. Students will use pocket chart to make short /i/ words.
Evaluation:
Teacher will watch and monitor.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.6.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
0.1.7.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). 0.2.10.10 Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks.
1.3.1.1 Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
0.6.7.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
0.6.8.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
1.10.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Print many upper- and lowercase letters.
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
d. Understand and use question words (Interrogatives) (e.g., who, what, where, when, why, how).
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
f. Produce and expand complete sentences in shared language activities.
Weekly Informational Knowledge Overview - (Students will know...)
Unit 4 Volume 2 Goldilocks and the Three Bears. Students will discuss and learn the sound /g/.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will learn what a folktale is and discuss.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will learn and practice the letter /g/ sound.
Main Activity:
Morning message will include brainstorming words that begin and end with the /g/ sound. During center activities students will use the sand box to write the letter g. Students will paint with watercolors the letter g. Students will draw pictures of words that begin with the /g/.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will understand and know what a folktale is.
Main Activity:
Teacher will read the story The Three Little Bears and tell children how this is a folktale. Students will sequence the story and know what happened in the beginning, middle, and end of the story. Students will draw pictures of what happens at the end of the story.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will look at look at various versions of Goldilocks and contrast and compare them.
Main Activity:
Teacher will read another version of Goldilocks and watch another version on utube.Teacher will set up a Venn Diagram and students will compare and contrast the various different stories.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will make a different version of the Three Little Bears and make a class book about it.
Main Activity:
During centers students will make a class book about The Three Little Bears and make up different parts of the story.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will finish big book.
Main Activity:
Students will illustrate and write and work on their class big book. Each center group will work in a different part of the story. Teacher will help assemble the story. Students will all have a chance to share and act out the new version of Goldilocks and the Three Bears.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.9.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
0.1.10.10 Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks.
0.2.1.1 With prompting and support, ask and answer questions about key details in a text.
0.2.9.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
1.3.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. * (This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
1.10.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Print many upper- and lowercase letters.
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
d. Understand and use question words (Interrogatives) (e.g., who, what, where, when, why, how).
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
f. Produce and expand complete sentences in shared language activities.
0.10.5.5 With guidance and support from adults, explore word relationships and nuances in word meanings to develop word consciousness.
a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
0.10.6.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Weekly Informational Knowledge Overview - (Students will know...)
– Unit 4, Volume 2 If I could go to Antarctica. Students will review and make compound words.
Weekly Procedural Knowledge Overview - (Students will be able to...)
– Students will learn the initial /e/ and be able to segment and blend it into words.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will know how to make compound words.
Main Activity:
Teacher will write the morning message using as many compound words as possible. Students will then come up and circle all compound words. Students will brainstorm their own compound words. Students will be given a list of words and they will circle the two words inside one word.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know and brainstorm words that start with the initial /e/.
Main Activity:
Students will brainstorm words that start with /e/ during morning message. During centers students will paint pictures that start with the /e/ sound. Students will cut out magazine pictures that start with the /e/ sound.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will review and know the initial blends for /e/, /h/, /l/, and /g/.
Main Activity:
Students will do all sorts of centers focusing on reviewing the letters listed in the above objective.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know simple conventions of a sentence.
Main Activity:
During fix it students will fix sentences using capital letters and periods. They will be given five more sentences during centers. Each student will use a mini white board and do the fix it sentences. They will double check with their peers to make sure it is done properly.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to identify and describe a story and the characters in it.
Main Activity:
Teacher will read aloud a story and have students describe the characters in it. They will take turn acting out various characters. They will then draw and write about that character in their ELA journal.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.2.2.2 With prompting and support, identify the main topic and retell key details of a text.
0.2.3.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
0.2.4.4 With prompting and support, ask and answer questions about unknown words in a text.
0.2.10.10 Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks.
1.3.1.1 Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
1.3.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. * (This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
0.6.1.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...)
1.8.1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.
c. Listen to others and name emotions by observing facial expression and other nonverbal cues.
d. Follow basic oral directions
Weekly Informational Knowledge Overview - (Students will know...)
Volume 4: Abuela. Students will know and discuss what pronouns are and be able to name some.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will identify capital letter and period in sentences.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will listen to a story and be able to tell the characters and setting of the story.
Main Activity:
Teacher will read aloud a story and have chart paper set up to list setting and characters of a story. Students will use yellow post it notes to write about characters and comments they have about them. On another area students will use pink post it notes to draw and write about setting of the story.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will pocket chart of calendar and practice being the teacher naming different days of the week.
Main Activity:
During literacy centers students will pretend to be teachers and make up a calendar date and have students practice coming up and doing morning made up calendar.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
: Students will use dress up box to pretend to act like Grandma in the story of the week.
Main Activity:
Students will use dress up box to act out characters in the story Abuela. Students will then draw a picture and write about it.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to blend words.
Main Activity:
Teacher will set up letter tiles for CVC words to use during literacy centers. Students will have a different color for the vowel so that students will know how to make and blend CVC words.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know setting and characters in a story
Main Activity:
Students will brainstorm their own class story. Teacher will write down all the ideas. Students will then during centers illustrate different parts of the class book.
Evaluation:
Teacher watches and monitors
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.3.3 With prompting and support, identify characters, settings, and major events in a story.
0.1.4.4. Ask and answer questions about unknown words in a text.
0.1.5.5 Recognize common types of texts (e.g., storybooks, poems). 0.2.10.10 Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks.
1.3.1.1 Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
1.3.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. * (This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
1.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to one letter-sound correspondence by producing the primary or many of the most frequent sound for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
0.3.0.4 Read emergent-reader texts with purpose and understanding. 0.6.3.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
0.8.4.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
0.8.5.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
Weekly Informational Knowledge Overview - (Students will know...)
Unit 5. Max Takes the Train. Students will be able to discuss and talk about different places they can go to.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will use chart paper to make words using letter tiles that start with Ww.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will brainstorm different places they can go.
Main Activity:
Students will be asked during Morning Message different places they have gone and different places they would like to go. Teacher will chart all places. During centers students will write where they can go and draw pictures of it.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know the letter Ww and be able to brainstorm words that start with Ww.
Main Activity:
Students will make a puppet of a weasel and write words that start like weasel on it.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will brainstorm words that start like weasel.
Main Activity:
Students will use letter tiles provided by the teacher to make words that start with Ww. Teacher will put pictures of Ww words and students will have to match the word to the picture in the pocket chart.
Evaluation:
Teacher
Learning and Language Objectives:
Students will make a big book of different places they can go and how they can get there.
Main Activity:
During centers students will work in groups to make a large page for a big book. They will write about where they will go and how they will get there.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will finish big book.
Main Activity:
Students will finish big book on places to go. The teacher will help assemble it and make a title page and cover. Students will all work together to assemble the book. Students will come up on groups to share their page of the story in the authors chair.
Evaluation:
comments and questions.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.7.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
0.1.9.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
1.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to one letter-sound correspondence by producing the primary or many of the most frequent sound for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
0.6.1.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...) 0.8.2.2 Confirm understanding of a text read aloud or information presented orally or through other media (e.g., poems, rhymes, songs) by asking and answering questions about key details and requesting clarification if something is not understood.
0.8.3.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Weekly Informational Knowledge Overview - (Students will know...)
Unit 5 Mayday! Mayday! Students will learn the final /ks/.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will know final /x/ sound.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will be able to segment and blend words
Main Activity:
Students will have morning message with lots of blending words. Students will blend and segment words whole group. During literacy centers students will use provided tiles with a different color for the vowel and make and blend CVC words.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will learn upper and lower case Xx.
Main Activity:
Students will learn the letter Xx. Students will make puppets of Xavier the fox. They will brainstorm words that start and end with Xx.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to use position words in sentences.
Main Activity:
Students will write sentences using position words. They will illustrate the sentences and share the position words with their peers.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will do pocket chart activities blending and segmenting words.
Main Activity:
Students will use many left over letter tiles to make and segment words in the pocket chart.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will blend and segment words.
Main Activity:
Teacher will model to students how to blend and segment words. Students will work during literacy centers and pretend they are teachers to small groups of students. Students will take turns being the teacher. At another center students will play BINGO with CVC words.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.2.4.4 With prompting and support, ask and answer questions about unknown words in a text.
0.2.5.5 Identify the front cover, back cover, and title page of a book.
0.2.6.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
0.3.0.4 Read emergent-reader texts with purpose and understanding.
0.6.1.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...)
1.8.1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.
c. Listen to others and name emotions by observing facial expression and other nonverbal cues.
d. Follow basic oral directions
0.8.2.2 Confirm understanding of a text read aloud or information presented orally or through other media (e.g., poems, rhymes, songs) by asking and answering questions about key details and requesting clarification if something is not understood.
0.10.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
1.10.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-,
un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
Weekly Informational Knowledge Overview - (Students will know...)
– Unit 5 Trucks Roll. Students will know and be able to use the initial and medial /u/.
Weekly Procedural Knowledge Overview - (Students will be able to...)
– Students will draw pictures and write vivid words for them.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will know how to use the initial and medial sound for /u/.
Main Activity:
Students will do Morning Message brainstorm different kinds of words. Some will have the initial /u/ and some will have the medial /u/.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will decorate cookies with the letter Uu.
Main Activity:
Students will each get a cookie and will use frosting to make the letter Uu. Students will each get an umbrella on it and it will be brainstorming of words that have /u/ in the beginning and medial part of the word.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Objectives: Students will read a text and be able to make predictions.
Main Activity:
Students will read a story and make predictions on it. They will draw pictures of it and share with the peers in their group.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will name vivid words.
Main Activity:
Students will draw pictures and brainstorm vivid words about their picture.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will read two text and compare them.
Main Activity:
The teacher will read different stories of Little Red Riding hood and describe them how they are different and alike. Students will draw a picture of their favorite version.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.7.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
0.1.9.9 With prompting and support compare and contrast the adventures and experiences of characters in familiar stories.
0.1.10.10 Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks.
0.2.9.9 With prompting and support identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
0.2.10.10 Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks.
1.3.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. * (This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Weekly Informational Knowledge Overview - (Students will know...)
The Engine That Could. Students will know the medial /u/ and be able to brainstorm words.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to segment and blend CVC words.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will read books and be able to locate nouns in them.
Main Activity:
During Morning Message students will brainstorm words that are nouns. When they break up into centers students will work at a center painting nouns. Another center will be looking through books and using post it notes to write down what noun they see in the books. They can label it and draw their own version of a picture of the noun.s
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will make and blend CVC words.
Main Activity:
Teacher will prepare letter tiles with U as a different color. Students will make and blend CVC words.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know what a noun is.
Main Activity:
Morning message will continue brainstorming various nouns. Students will add these to the chart and during centers do post it notes of pictures of nouns.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will make a big book of nouns underlined in a sentence on each page and illustrated by the students.
Main Activity:
Students will work in groups to create a page for a class big book that has a noun in it. They will brainstorm, write, edit (with the teacher) and illustrate the page.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will finish Big class book about nouns.
Main Activity:
Same as Thursday. When book is finished they will assemble as a class, add title page, book cover . Students will read pages to class as a group upon completion of the book.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
1.3.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. * (This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. 1.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to one letter-sound correspondence by producing the primary or many of the most frequent sound for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. 1.8.1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.
c. Listen to others and name emotions by observing facial expression and other nonverbal cues.
d. Follow basic oral directions 0.8.2.2 Confirm understanding of a text read aloud or information presented orally or through other media (e.g., poems, rhymes, songs) by asking and answering questions about key details and requesting clarification if something is not understood.
Weekly Informational Knowledge Overview - (Students will know...)
Unit 5 On The Move! Students will know the letters /v/v and /z/z.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to write sentences using proper nouns.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will know and recognize the letters /v/ and /z/.
Main Activity:
Students will have Morning Message with many Vv and Zz words listed. They will be aske to brainstorm word that start like vampire and zebra. Teacher will help stretch out and write all their words for them on a chart paper. Students will paint pictures during literacy centers. Students will located words that have V and Z in newspapers and circle them. Students will practice writing V and Z rainbow style.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to brainstorm vivid adjectives.
Main Activity:
Students will be given a noun such as a cat. They will be asked to brainstorm words that can describe the cat. Students will then be shown a picture of a dog on a large chart paper. They will be asked to brainstorm adjectives and to write them on post it notes and place on the chart paper. At the end of class teacher will have students come up and tell what their adjective was.
Evaluation:
Learning and Language Objectives:
Students will make a big book of words that start like vampire and zebra.
Main Activity:
Students will work in groups to brainstorm pictures that start like above objectives. They will write words in a sentence and illustrate it.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will finish big book activity on letters V and Z.
Main Activity:
Students will finish yesterday's activity, and will share in author’s chair.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know letters V and Z.
Main Activity:
Students will make V and Z crazy puppets using cut and paste box and a paper bag and write words on it of what they drew.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.3.0.4 Read emergent-reader texts with purpose and understanding.
0.6.1.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...) 1.10.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Print many upper- and lowercase letters.
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
d. Understand and use question words (Interrogatives) (e.g., who, what, where, when, why, how).
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
f. Produce and expand complete sentences in shared language activities.
0.10.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
0.10.5.5 With guidance and support from adults, explore word relationships and nuances in word meanings to develop word consciousness.
a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
Weekly Informational Knowledge Overview - (Students will know...)
Unit 5, This is the Way to School. Students will learn the sound for /kw/.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will know and make words that have the /kw/ sound.
Main Activity:
Students will brainstorm and make words that have the /kw/ sound in them.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will write down vivid words to describe a peer in their class.
Main Activity:
Students will draw a picture of their friend and brainstorm as many words as they can to describe that friend. They will then use sparkles and glue to show which word is their favorite.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will make and blend CVC words.
Main Activity:
Students will use pocket chart and prepared tiles with different Vowel colors to make and blend CVC words.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will read books about maps and communities.
Main Activity:
Students will have a table of books and they will write post it notes about what they see. They will then draw a map of our school and community.
Evaluation:
Students will share with peers their maps.
Learning and Language Objectives:
Teacher and students will make a class book of maps.
Main Activity:
Students will each draw and write about their community map. Teacher will make a class book so all the kids can be aware of where they live.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
1.3.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. * (This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
1.8.1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.
c. Listen to others and name emotions by observing facial expression and other nonverbal cues.
d. Follow basic oral directions
0.8.2.2 Confirm understanding of a text read aloud or information presented orally or through other media (e.g., poems, rhymes, songs) by asking and answering questions about key details and requesting clarification if something is not understood.
0.8.3.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
0.8.4.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
0.8.5.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
Weekly Informational Knowledge Overview - (Students will know...)
Unit 6 Building With Dad. Students will recognize the uppercase A and I and lowercase a and i.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will recognize and identify an expository text.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will know uppercase and lower case Aa and Ii.
Main Activity:
Students will use the cut and paste box to make block letters uppercase and lowercase Aa. Students will brainstorm words that start like animal and iguana.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to make and identify compound words.
Main Activity:
Students will learn about compound words and review. They will brainstorm words that are compound. Teacher will write the words on chart paper using a different color marker for each part of the word. Students will break into centers and make their own compound words.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will read a text and be able to name the characters in it.
Main Activity:
Students will have a read aloud and will then follow up and write the characters of the story on a page. They will use one adjective to describe each character.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know and be able to use pronouns.
Main Activity:
Teacher will review what a pronoun is. Teacher will have sentences written on the white board and students will volunteer to come up and circle the pronoun. During centers students will write three sentences using a pronoun and underline the pronoun.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will read a story and be able to predict and confirm predictions.
Main Activity:
Teacher will read a story to students. Teacher will ask guided questions to help the students predict what will happen. Students will confirm predictions at the end of the story and make comments about it.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.10.10 Actively engage in group reading activities with purpose and understanding, including the appropriate selection of texts for personal enjoyment, interest, and academic tasks.
0.2.1.1 With prompting and support, ask and answer questions about key details in a text.
0.2.2.2 With prompting and support, identify the main topic and retell key details of a text.
0.2.3.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. 1.3.1.1 Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
1.3.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. * (This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. 0.6.3.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
0.6.5.5 With guidance and support from adults, respond to questions and suggestions from adults and peers and add details to strengthen writing as needed.
Weekly Informational Knowledge Overview - (Students will know...)
Unit 6, Old MacDonald had a Woodshop. Students will learn the initial /o/ and medial sound in a word
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will know fact and opinion and be able to identify them.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will discover how objects move.
Main Activity:
Students will read flipbook page 53 and discuss. Students will look at toy cars. Tape will be placed a few inches
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will sort geometric solids that role and slide.
Main Activity:
Students will look at flipbook page G1 and discuss. Students will then look at a set of geometric solids. They will be asked to find a block that will roll. Teacher will create a ramp and have a student come and test the block. Students will notice that a block will both slide and roll. After several modeled attempts students will break into groups using a collection of modeled solid figures and explore and sort them into slider, rollers, and both. Students will make a Venn diagram of their finds.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know how many different ways gerbils can move.
Main Activity:
Using flipbook 54-55 students will be asked to come up and trace with their fingers one tunnel pathway a gerbil could follow, and describe the route. Students will be asked to come up and repeat finding different routes. Students will then be asked which routes would take less efforts for a gerbil and why. Students will use the words up, down, around, and across to describe how gerbils move. Students will draw their own gerbil route in their science journal and share with peers.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will know what makes toys move.
Main Activity:
Reading flipbook page 56 students will be asked to point to toys they have seen before. Students will notice which toys move and what puts a toy in motion. Students will be asked to use the words push, pull, and drop in their explanations. Teacher will chart ideas and disucss.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will explore things that slide and roll.
Main Activity:
Students will use objects around the classroom to make ramps to slide and move, and roll other objects. They will record all their findings.
Evaluation:
Teacher watch and monitor.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.2.7.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
0.2.8.8 With prompting and support, identify the reasons an author gives to support points in a text.
1.10.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-,
un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
0.10.5.5 With guidance and support from adults, explore word relationships and nuances in word meanings to develop word consciousness.
a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
0.10.6.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Weekly Informational Knowledge Overview - (Students will know...)
Unit 6 Alistair and Kip’s Great Adventure. Students will work on the /u/ spelled Uu and /e/ spelled Ee.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will identify and practice questions.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will practice writing the Uu and Ee.
Main Activity:
Students will use whiteboards and play dough mats and the sand box and paint station to make upper and lower case Uu and Ee. At the end of the day students will have a proper work sheet page and a small guided lesson on hand writing the letters Uu and Ee.
Evaluation:
Worksheet will be evaluated by the teacher.
Learning and Language Objectives:
Students will understand the concept of plot and be able to draw conclusions from it.
Main Activity:
Throughout the week the teacher will read aloud books and focus on plot and drawing conclusions from it. Twice this week students will be asked to draw a picture of plot and write about it.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will work on the Letter Ee and Uu and brainstorm words that start with them.
Main Activity:
Center based activities including cut and paste box making crazy upper and lower free hand letter Ee and Uu and naming them a name that starts with the letter.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will identify and make questions.
Main Activity:
Students will review the body language class symbol for a question. Teacher will write a bunch of sentences on the board and students will show if it ends with a period or question mark. Students will then be asked to write sentences for Who, What, Where, Why, and How.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will make a big book of Questions and Answers.
Main Activity:
Each group will work on two pages. One page will be the question. The other page will be the answer. Students will work on groups to write and illustrate. Students will share their work with the class.
Evaluation:
Author share chair while teacher monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
0.1.4.4. Ask and answer questions about unknown words in a text.
0.1.5.5 Recognize common types of texts (e.g., storybooks, poems).
0.1.6.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
0.1.7.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). 1.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to one letter-sound correspondence by producing the primary or many of the most frequent sound for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. 0.8.2.2 Confirm understanding of a text read aloud or information presented orally or through other media (e.g., poems, rhymes, songs) by asking and answering questions about key details and requesting clarification if something is not understood. 0.8.3.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Weekly Informational Knowledge Overview - (Students will know...)
Unit 6 The House That Tony Lives In. Students will identify and describe setting in a story.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will understand short vowel sounds and be able to write short vowel sounds in the middle of the word.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will identify and describe setting in a story.
Main Activity:
Students will work in centers with a table full of just right books for them to choose from. Students will read the book and draw and write about the setting of the story. They will share with their peers.
Evaluation:
Students will watch and monitor.
Learning and Language Objectives:
Students will understand short vowels in CVC words.
Main Activity:
Students will be given a bunch or small pieces of paper cut in small squares. They will be asked to make CVC words. They will then glue the vowel letter and put glitter on it.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will read a book and be able to tell three sentences about it.
Main Activity:
Students will read a book and retell three sentences about it. They will illustrate and share their work with their peers.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will practice learning and using words to describe their feelings.
Main Activity:
Students will discuss how they feel using words. Teacher will chart the words and later during centers students will illustrate the words. Students will then write a sentence about how they feel and illustrate.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will be able to isolate initial, medial, and final sounds in words.
Main Activity:
Students will be given a variety of words and will be asked to isolate various parts of the word. Students will continue to take turns until all students have a chance to isolate various parts of a word.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Writer’s Workshop. Students will know the process and sequential words.
Weekly Procedural Knowledge Overview - (Students will be able to...)
– Students will use conventions while writing sentences.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Students will brain storm and make a story map about an animal.
Main Activity:
Students will work during literacy centers and brainstorm and work on a story map. They will share their story maps with peers.
Evaluation:
teacher watches and monitors.
Learning and Language Objectives:
Students will write rough draft.
Main Activity:
Students will work on rough draft and then meet the teacher to go over their work.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will write final draft.
Main Activity:
Students will write their final draft. Student start to draw and paint their illustration.
Evaluation:
Teacher will watch and monitor.
Learning and Language Objectives:
Students will finish final draft and share with peers.
Main Activity:
Students will finish final draft and share with their peers. Students will write post it comments on peers work. Teacher will hang all work in the hallway.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will read just right book box books.
Main Activity:
Students will pair up and read just right book box books silently for 40 minutes.
Evaluation:
Teacher watches and monitors.
Materials / Resources (including technology)
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
End of year story. Students will write about their favorite experiences at school.
Weekly Procedural Knowledge Overview - (Students will be able to...)
–Students will write end of year favorite experiences.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning and Language Objectives:
Writer’s Workshop
Main Activity:
Students will brainstorm all the different things they did in school this year. The teacher will list them on the board. Students will then decide on a favorite topic to write about.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will write about their favorite things they did this year on a story map page.
Main Activity:
Students will work on story map page.
Evaluation:
Teacher watches and monitors.
Learning and Language Objectives:
Students will write first draft of favorite parts of the year.
Main Activity:
Students will take their story maps and write a first draft.
Evaluation:
Teacher will meet and help child self edit.
Learning and Language Objectives:
Students will write final draft of Writer’s Workshop story.
Main Activity:
Students will write final drafts of their story about their favorite parts of the year.
Evaluation:
Teacher will meet with student and student will read aloud to teacher and self- edit one last time.
Learning and Language Objectives:
Students will Illustrate their work.
Main Activity:
Students will use all sort of art materials to create an illustration for their story.