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Week: 5/9-5/13 Time 8:15-9:00 RTI 9:00-9:45 Math Kindergarten Monday Tuesday Wednesday Green Group: Letter Recognition Games, Reading 3D, Number Writing Practice Pink Group: Sight Word Practice, Addition Practice, Reading Early Readers Blue Group: Reading 3D Progress Monitoring, Reading Early Readers Purple Group: Sight Word Practice, Addition Practice, Reading Early Readers Review Week Review Week Review Week EQ: What are two dimensional EQ: What are two dimensional EQ: What are two dimensional shapes? What are three shapes? What are three shapes? What are three dimensional shapes? How can dimensional shapes? How can I dimensional shapes? How can I I classify them? How can I tell classify them? How can I tell the classify them? How can I tell the the difference? How can I sort difference? How can I sort shapes difference? How can I sort shapes shapes by color, size, and by color, size, and attributes? by color, size, and attributes? attributes? Objective: I can identify shapes Objective: I can identify shapes Objective: I can identify as two or three dimensional. I can as two or three dimensional. I can shapes as two or three sort them by color, size, and sort them by color, size, and dimensional. I can sort them attributes. attributes. by color, size, and attributes. Standards: K.G.3, K.G.4, K.G.5, Standards: K.G.3, K.G.4, K.G.5, Standards: K.G.3, K.G.4, K.G.6 K.G.6 K.G.5, K.G.6 Center 1: Addition/Subtraction Center 1: Addition/Subtraction Review Review Center 1: Addition/Subtraction Review Center 2: Measurement Review Center 2: Measurement Review Center 2: Measurement Center 3: Place Value Review Center 3: Place Value Review Review Center 4: (Teacher Center) Center 4: (Teacher Center) Center 3: Place Value Review Students will work with Students will work with Center 4: (Teacher Center) manipulatives to describe the manipulatives to describe the Students will work with measurable attributes of objects measurable attributes of objects manipulatives to describe the and to describe shapes and and to describe shapes and measurable attributes of identify them as two or three identify them as two or three objects and to describe shapes dimensional. dimensional. and identify them as two or three dimensional. 9:4510:30 10:3011:00 Math Morgan/Pressley Specials PARENT CONFERENCES Students will complete center activities. 11:0011:25 Lunch 11:2511:55 Recess/Bathrooms Students will complete center activities. 12:002:00 ELA Writing: Writing: EQ: Can I write about the EQ: Can I write about the connections in a text? What is connections in a text? What is the the relationship between relationship between illustrations illustrations and the text? Can I and the text? Can I write about it? write about it? What are plural What are plural nouns and verbs? nouns and verbs? Can I add an Can I add an “s” or “es” to make “s” or “es” to make a noun or a noun or verb plural? verb plural? Objective: I can Objective: I can write about the write about the connections in connections in a text. I can write a text. I can write about the about the relationship between relationship between illustrations and the text. I can illustrations and the text. I can identify a plural noun or verb and identify a plural noun or verb change a singular noun or verb and change a singular noun or into plural. Standards: RF.K.3c, verb into plural. Standards: L.K.1b-c, L.K.2d, L.K.4, L.K.5aRF.K.3c, L.K.1b-c, L.K.2d, d, L.K.6, W.K.1, W.K.2, W.K.3, L.K.4, L.K.5a-d, L.K.6, W.K.8, R.L.K.7 W.K.1, W.K.2, W.K.3, W.K.8, Writing Centers: R.L.K.7 Center 1: Vowel Activity Center 2: Sight Words Activity Writing Centers: Center 1: Vowel Activity Center 3: Blend Activity Center 2: Sight Words Center 4: (Teacher Center) Activity Plural/Singular Nouns/Verbs Center 3: Blend Activity Activity Center 4: (Teacher Center) Reading: Plural/Singular Nouns/Verbs EQ: What are the relationships in Activity a text? What are the reasons the author gives to support points in a text? What are the similarities and differences in texts about the same topic? Objective: I can use sight words and what I know about phonics and letter sounds to help me learn how to read. I can tell what the relationships in a text are. I can tell what the reasons an author gives to support points in a text are. I can find the similarities and differences in texts about the same topic. Standards: R.F.K.2a-e, R.F.K.3c, R.I.K.2, R.I.K.7, R.I.K.8, R.I.K.9, R.L.K.2, R.L.K.5, R.I.K.4, R.L.K.4 Reading Centers: Center 1: CVC Words Activity Center 2: Connections/Relationships Activity Center 3: Comprehension Activity Center 4: Guided Reading *Differentiation: Higher level sight words, working on Writing: EQ: Can I write about the connections in a text? What is the relationship between illustrations and the text? Can I write about it? What are plural nouns and verbs? Can I add an “s” or “es” to make a noun or verb plural? Objective: I can write about the connections in a text. I can write about the relationship between illustrations and the text. I can identify a plural noun or verb and change a singular noun or verb into plural. Standards: RF.K.3c, L.K.1b-c, L.K.2d, L.K.4, L.K.5ad, L.K.6, W.K.1, W.K.2, W.K.3, W.K.8, R.L.K.7 Writing Centers: Center 1: Vowel Activity Center 2: Sight Words Activity Center 3: Blend Activity Center 4: (Teacher Center) Plural/Singular Nouns/Verbs Activity Reading: EQ: What are the relationships in a text? What are the reasons the author gives to support points in a text? What are the similarities and differences in texts about the same topic? Objective: I can use sight words and what I know about phonics and letter sounds to help me learn how to read. I can tell what the relationships in a text are. I can tell what the reasons an author gives to support points in a text are. I can find the similarities and differences in texts about the same topic. Standards: R.F.K.2a-e, R.F.K.3c, R.I.K.2, R.I.K.7, R.I.K.8, R.I.K.9, R.L.K.2, R.L.K.5, R.I.K.4, R.L.K.4 Reading Centers: Center 1: CVC Words Activity Center 2: Connections/Relationships Activity Center 3: Comprehension Activity Center 4: Guided Reading *Differentiation: Higher level sight words, working on 2:00-2:20 2:20-3:20 Science/ Social Studies Snack/Bathrooms EQ: What are physical features (i.e. mountains, hills, rivers, lakes, roads, etc.)? Can I identify them? Objective: I can identify what physical features are. Standard: K.G.1.3 Students will complete an activity to identify what physical features are. 3:20-3:30 Time 8:159:00 RTI 9:009:45 Math 9:4510:30 10:3011:00 Math EQ: What are physical features (i.e. mountains, hills, rivers, lakes, roads, etc.)? Can I identify them? Objective: I can identify what physical features are. Standard: K.G.1.3 Students will complete an activity to identify what physical features are. EQ: What are physical features (i.e. mountains, hills, rivers, lakes, roads, etc.)? Can I identify them? Objective: I can identify what physical features are. Standard: K.G.1.3 Students will complete an activity to identify what physical features are. Pack Up/Dismissal Thursday Friday Green Group: Letter Recognition Games, Reading 3D, Number Writing Practice Pink Group: Sight Word Practice, Addition Practice, Reading Early Readers Blue Group: Reading 3D Progress Monitoring, Reading Early Readers Purple Group: Sight Word Practice, Addition Practice, Reading Early Readers Review Week Review Week EQ: What are two dimensional shapes? What are EQ: What are two dimensional shapes? What are three dimensional shapes? How can I classify three dimensional shapes? How can I classify them? How can I tell the difference? How can I them? How can I tell the difference? How can I sort sort shapes by color, size, and attributes? shapes by color, size, and attributes? Standards: K.G.3, K.G.4, K.G.5, K.G.6 Standards: K.G.3, K.G.4, K.G.5, K.G.6 Objective: I can identify shapes as two or three Objective: I can identify shapes as two or three dimensional. I can sort them by color, size, and dimensional. I can sort them by color, size, and attributes. attributes. Center 1: Addition/Subtraction Review Center 1: Addition/Subtraction Review Center 2: Measurement Review Center 2: Measurement Review Center 3: Place Value Review Center 3: Place Value Review Center 4: (Teacher Center) Students will work Center 4: (Teacher Center) Students will work with manipulatives to describe the measurable with manipulatives to describe the measurable attributes of objects and to describe shapes and attributes of objects and to describe shapes and identify them as two or three dimensional. identify them as two or three dimensional. Specials Students will complete center activities. Students will complete center activities. 11:0011:25 Lunch 11:2511:55 Recess/Bathrooms 12:002:00 ELA 2:002:20 2:203:20 Science/ Social Studies Writing: EQ: Can I write about the connections in a text? What is the relationship between illustrations and the text? Can I write about it? What are plural nouns and verbs? Can I add an “s” or “es” to make a noun or verb plural? Objective: I can write about the connections in a text. I can write about the relationship between illustrations and the text. I can identify a plural noun or verb and change a singular noun or verb into plural. Standards: RF.K.3c, L.K.1b-c, L.K.2d, L.K.4, L.K.5a-d, L.K.6, W.K.1, W.K.2, W.K.3, W.K.8, R.L.K.7 Writing Centers: Center 1: Vowel Activity Center 2: Sight Words Activity Center 3: Blend Activity Center 4: (Teacher Center) Plural/Singular Nouns/Verbs Activity Reading: EQ: What are the relationships in a text? What are the reasons the author gives to support points in a text? What are the similarities and differences in texts about the same topic? Objective: I can use sight words and what I know about phonics and letter sounds to help me learn how to read. I can tell what the relationships in a text are. I can tell what the reasons an author gives to support points in a text are. I can find the similarities and differences in texts about the same topic. Standards: R.F.K.2a-e, R.F.K.3c, R.I.K.2, R.I.K.7, R.I.K.8, R.I.K.9, R.L.K.2, R.L.K.5, R.I.K.4, R.L.K.4 Reading Centers: Center 1: CVC Words Activity Center 2: Connections/Relationships Activity Center 3: Comprehension Activity Center 4: Guided Reading *Differentiation: Higher level sight words, working on identifying letters, writing letters instead of words, buddy reading Writing: EQ: Can I write about the connections in a text? What is the relationship between illustrations and the text? Can I write about it? What are plural nouns and verbs? Can I add an “s” or “es” to make a noun or verb plural? Objective: I can write about the connections in a text. I can write about the relationship between illustrations and the text. I can identify a plural noun or verb and change a singular noun or verb into plural. Standards: RF.K.3c, L.K.1b-c, L.K.2d, L.K.4, L.K.5a-d, L.K.6, W.K.1, W.K.2, W.K.3, W.K.8, R.L.K.7 Writing Centers: Center 1: Vowel Activity Center 2: Sight Words Activity Center 3: Blend Activity Center 4: (Teacher Center) Plural/Singular Nouns/Verbs Activity Reading: EQ: What are the relationships in a text? What are the reasons the author gives to support points in a text? What are the similarities and differences in texts about the same topic? Objective: I can use sight words and what I know about phonics and letter sounds to help me learn how to read. I can tell what the relationships in a text are. I can tell what the reasons an author gives to support points in a text are. I can find the similarities and differences in texts about the same topic. Standards: R.F.K.2a-e, R.F.K.3c, R.I.K.2, R.I.K.7, R.I.K.8, R.I.K.9, R.L.K.2, R.L.K.5, R.I.K.4, R.L.K.4 Reading Centers: Center 1: CVC Words Activity Center 2: Connections/Relationships Activity Center 3: Comprehension Activity Center 4: Guided Reading *Differentiation: Higher level sight words, working on identifying letters, writing letters instead of words, buddy reading Snack/Bathrooms EQ: What are physical features (i.e. mountains, hills, rivers, lakes, roads, etc.)? Can I identify them? Objective: I can identify what physical features are. Standard: K.G.1.3 Students will complete an activity to identify what physical features are. EQ: What are physical features (i.e. mountains, hills, rivers, lakes, roads, etc.)? Can I identify them? Objective: I can identify what physical features are. Standard: K.G.1.3 Students will complete an activity to identify what physical features are. 3:203:35 Pack Up/Dismissal