Download WEEK OF May 25-29,2915 Finish Words with – as, es, is, os, us y ya

WEEK OF May 25-29,2915
Finish
Words with – as, es, is, os, us y
ya, ye, yi, yo, yu
SIGHT WORD
OTHER:, Finish from last week
KINDERGARTEN
ELAR-Spanish
El hoyo Escondido y La rata y
el gato
TEKS:
K.1 Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are
expected to:
K.1B Identify upper- and lower-case letters;
K.2 Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:
K.2B Identify syllables in spoken words.
K.2E Recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound (e.g., "baby boy
bounces the ball").
K.2F Blend spoken phonemes to form syllables and words (e.g., /m/…./a/ says ma, ma-pa says “mapa”
K.2G Blend spoken phonemes to form one-syllable words (e.g., /pa/ta. /la/ta, /ra/ta: and
K.3g become familiar with the concept athat “ll” and “y” have the same sound (eg., llave, ya)
K.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and
morphological analysis to decode written English. Students are expected to:
K.3A Identify the common sounds that letters represent.
K.3B Use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC,
and CVCC words).
K.3C Recognize that new words are created when letters are changed, added, or deleted.
K.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students
are expected to:
K.4A Predict what might happen next in text
K5A identify and use words that name actions, directions, positions, sequences and locations;
K5C recognize that compound words are made by putting two words together (e.g., saca +Puntas = sacapuntas
K6A identify elements of a story including setting, character, and key events
K8A retell a main event from a story read aloud; and
K8B describe characters in a story and the reasons for their actions.
ELPS:
understanding of text.
Unit Performance Indicator:
MONDAY
Memorial Day
TUESDAY
Graduation Day
Work on Memory Books - Writing
MEANINGFUL CONVERSATION/FOCUSED WRITING/CLOSING PRODUCT
STATIONS:
1. syllable
2. READING
3. WRITING
4. Art
5.Tablets
THURSDAY
WEDNESDAY
I CAN…
I can read and list words in the – as, es, is, os, us - ya, ye, yi, yo, yu
I can read sight words
I can Blend phonemes to form one-syllable words.
I can write a story with three or more sentences.
LESSON:
Page 56 Palabras de uso frecuente
*Word Study:
Students continue to develop their foundational literacy skills by applying alphabetic
knowledge during decoding and encoding. Student’s vocabulary is expanded through
experiences with words that name actions and sequence. Students listen to and read
stories identifying story elements, and they engage in discussions by answering and
asking questions. Students apply understandings of the writing process by writing about
personal experiences.
*SHARED READING:
-Have kids read to each other – La rata y el gato
*INDEPENDENT READING:
- Sight word books: Teacher Made/Other “
*WRITING:
Lucy Calkins lesson 4 book 2
MEANINGFUL CONVERSATION/FOCUSED WRITING/CLOSING PRODUCT
STATIONS:
1. syllable
2. READING
3. WRITING
4. Art
5. Tablets
I CAN…
I can read and list words in the – as, es, is, os, us - ya, ye, yi, yo, yu
I can read sight words
I can Blend phonemes to form one-syllable words.
I can write a story with three or more sentences.
LESSON:
*Word Study:
Students continue to develop their foundational literacy skills by applying alphabetic
knowledge during decoding and encoding. Student’s vocabulary is expanded through
experiences with words that name actions and sequence. Students listen to and read
stories identifying story elements, and they engage in discussions by answering and
asking questions. Students apply understandings of the writing process by writing about
personal experiences.
*SHARED READING:
- read aloud with a partner: Read again- La rata y el gato
*INDEPENDENT READING:
- Sight word books: Let students read –
*WRITING: review page 57
-Buzz Writing
Writers workshop – Lucy Calkins lesson 4 book 2
Grammar –
Pre-spelling test
MEANINGFUL CONVERSATION/FOCUSED WRITING/CLOSING PRODUCT
STATIONS:
1. ABC
2. READING
3. WRITING
4. LISTENING
5. ART
High Freq. & Spelling Words
Ese, el, despues, ya, escuela,
yeso, payaso, mayonesa,
yema, desayuno, aves, nubes,
botes, isla, colores
RESOURCES
Scott Foresman Lectura
CSCOPE
Write words on white boards
to prepare for Thursday
pretest.
Homework – Write weekly
words 3 times by syllable and
math.
High Freq. & Spelling Words
Ese, el, despues, ya, escuela,
yeso, payaso, mayonesa,
yema, desayuno, aves, nubes,
botes, isla, colores
RESOURCES
CSCOPE
Scott Foresman Lectura
Review
If student makes 90 or higher
on spelling test – no homework
or test the next day.
If lower – write each word 4
times
FRIDAY
I CAN…
I can read and list words in the – as, es, is, os, us - ya, ye, yi, yo, yu
I can read sight words
I can Blend phonemes to form one-syllable words.
I can write a story with three or more sentences.
LESSON:
*Word Study:
Students continue to develop their foundational literacy skills by applying alphabetic
knowledge during decoding and encoding. Student’s vocabulary is expanded through
experiences with words that name actions and sequence. Students listen to and read
stories identifying story elements, and they engage in discussions by answering and
asking questions. Students apply understandings of the writing process by writing about
personal experiences.
*SHARED READING: Take Comprehension test and spelling test
- read aloud:
*INDEPENDENT READING:
- Sight word books: Teacher Made/Other
*WRITING:
Lucy Calkins Lesson 4
MEANINGFUL CONVERSATION/FOCUSED WRITING/CLOSING PRODUCT
STATIONS:
1. syllable
2. READING
3. WRITING
4. Art
5. Tablets
EXTENSIONS/INTERVENTIONS/RTI:
preferential seating, extra time, repeated directions, small group
MODIFICATIONS & ACCOMODATIONS:
preferential seating, extra time, repeated directions, small group
High Freq. & Spelling Words
Ese, el, despues, ya, escuela,
yeso, payaso, mayonesa,
yema, desayuno, aves, nubes,
botes, isla, colores
RESOURCES
Scott Foresman Lectura
CSCOPE
Page 58 complete the
sentences using spelling words