Objectives
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Reading |
Language Arts/Writing |
Math |
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Reading Objectives: Identify and produce rhyming words in response to oral prompt, recognize the beginning, final and some medial sounds in spoken words, match all consonant and short vowel sounds to the appropriate letters, recognize and read high frequency/sight words, use pictures and context to understand the meaning of a word, make connections between self and text after shared reading Daily Schedule: 7:15-7:30- begin carpet time/math meeting board/story time (whole group) 7:30-7:50- breakfast 7:50-9:00- complete carpet time; math/math centers (math meeting board, estimation, counting, Drops in the Bucket) 9:00-9:15- recess 9:20-10:40- Language Arts centers, Math centers, independent centers using skills of the week, computer centers 10:45-11:15- lunch 11:20-12:20- cont. and complete centers 12:20-12:40- review of skills/story time 12:40-1:10- rest, AR, individualized tutorial, snack 1:15-2:00- activity time/planning period 2:00-2:20- review of skills/dismissal
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Lang. Arts/Writing: Begin to recognize the use of nouns, verbs and adjectives; begin to recognize the use of articles and conjunctions, begin to edit for capitalization and end punctuation in written compositions, share compositions with others by displaying and retelling ideas |
Math Objectives: 1f Develop multiple representations for addition (combining of sets) and subtraction (take-away, missing addend, comparison). GSD 6: Sort and name coins (penny, nickel, dime, quarter) by physical characteristics.
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Monday-Friday: review Project Read word families; student will learn that every word has a vowel sound (star letters A E I O U) and a review of letters, story for the week is “Bud and His Hot Rod” from Project Read, cont. AR testing, make April artwork/activities
*additional strategies include one on one tutoring or small group, Compass Learning, starfall.com learning games for high support, enrichment activities will include a review of all letters/sounds and sight word lists to begin building fluency.
*SCIENCE Spring related act.
*SOCIAL STUDIES TSW listen to stories about Spring
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TSW distinguish between uppercase and lowercase letters; TSW identify word family “-ug”and finger spell words correctly such as “mug”; after reading “Bud’s Hot Rod”, TSW recognize the beginning, middle and ending of the story, students may illustrate the beg, mid and end of the book; TSW review verbs as action words or something the student can do
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Monday
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Tuesday |
Wednesday |
Thursday |
Friday |
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Reading |
Whole group: TTW review the sound of short o according to Project Read, a circle map will be reviewed and more words will be added with word families –in, -it, -ip, -op, -ug ; students will choral/echo read “Bud’s Hot Rod” from project read using finger spelling to help with sounding out words, as well as read Proj Read stories (enrichment activities) Centers: students will use words from circle map to finger spell words with short u (use flash cards); complete comp. act with Bud’s Hot Rod; TSW review blends sc, br, sl,fl, bl, gl, cl and cr Enrichment- students will create his or her own sent. using short u Remediation- students will listen to a story with short u to remember and identify the sound it makes
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Whole group: TTW review the sound of short o according to Project Read, a circle map will be reviewed and more words will be added with word families –in, -it, -ip, -op, -ug ; students will choral/echo read “Bud’s Hot Rod” from project read using finger spelling to help with sounding out words, as well as read Proj Read stories (enrichment activities) Centers: students will use words from circle map to finger spell words with short u (use flash cards); complete comp. act with Bud’s Hot Rod; TSW review blends sc, br, sl,fl, bl, gl, cl and cr Enrichment- students will create his or her own sent. using short u Remediation- students will listen to a story with short u to remember and identify the sound it makes
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Whole group: TSW will review list of words with short u and add new words if necessary, students will finger spell words for a review, students will choral/echo read “Bud’s Hot Rod” for fluency; Centers: students will complete an activity with short u, use flash cards for a review of words; students will complete a comp. act. with Ducks; TSW review blends br, sc, sl,fl, bl, gl, cl and cr
Enrichment- students will complete Spring act. |
Whole group: TSW review list of words with short u from circle map, students will have a partner to review words using flash cards, students will choral/echo read “Bud’s Hot Rod” for fluency; review blends br, sc, sl, fl, bl, gl, cl and cr Centers: students will complete an activity for short u Enrichment- students will create his or her own sent. using short u Remediation- students will listen to a story with short u to remember and identify the sound it makes , TSW use flash cards for practice
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Whole group: students will enjoy completing April artwork ; for a review of letters, TSW play musical chairs, when the music stops, TSW name the letter on the back of his/her chair
Fine Motor Skills: students will use Play Dough to make shapes of letters/ numbers
Buccaneer Bungalow: TSW enjoy free play with building blocks, music, kitchen, etc. |
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Lang. Arts/Writing
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Project Read: students will read jewel box sentences and identify adj. within the sent and then highlight those adj., students will identify capitalization and punctuation within each of the sentences
Students will complete activities with adj. as describing words
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Project Read: students will read jewel box sentences and identify adj. within the sent and then highlight those adj., students will identify capitalization and punctuation within each of the sentences
Students will complete activities with adj. as describing words
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TSW use jewel box sentences to identify adj. to highlight (use a yellow highlighter), then draw a red box around any sight words
Students will complete adj. activities
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TSW use jewel box sentences to show capitalization and punc. by drawing the sentence diagram (every sentence begins with a capital letter and ends with a stop sign) to be reminded of capitalization and punc. Rules
Students will review adj. as describing words
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With a partner, students will read jewel box sentences to each other
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Writing |
Students will continue writing about spring and related topics |
Students will continue writing about spring and related topics |
Spring/egg writing (ex. The weather is warm in spring.) and make an illus |
Students will write asking and telling sentences about April/Spring/Eggs
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TSW write in journals about April |
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