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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