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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