TuesdayFebruary 6, 20188:20-9:00 Free choice centers9:00-9:50 Literacy Centers/Intervention9:50-10:30 Music10:30-11:00 Calendar and Morning RoutinesGood Morning Song (on the ipod under playlists school calendar) -while this plays, children will get a board, marker and calendar paper for Calendar. (children may draw on board while they wait for the song to be over)K.1.R.4 Students will follow one and two step directions.

We will then sing The Days of the Week and the Months of the year. (on the ipod under playlists School calendarK.GM.3.1 Develop an awareness of simple time concepts using words such as yesterday, today, tomorrow, morning, afternoon, and night within his/her daily life.

Calendar: Children will first trace the word February. We will then look at the calendar and see the date. It is the 6th. Children will then write the number 6.Finally, they will write 2018.Next, we will write the digital date 2/6/18.

We will look at the 100’s day chart and see how many days we have been in school. days and write that in the designated spot. We will add a popsicle stick and count how many 100’s, 10’s and 1’s there are and write that in the designated spot. Then we will write the day--Tuesday. Finally, we will color in the season-Winter. We will then erase the papers and put them up. Next, we will write all of the sight words up until this point. K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have,

you, he, is, with, are). We will then count to 108.

We will count to 100’s by 10’s.K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s. I will flashcard Capital and lowercase letters and numbers 0-20.

Letter Can: Call up 4 children one at a time to draw either a letter out of the can. Sing:Letter says soundLetter says soundEvery letter makes a sound

Letter says soundStandard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

Morning Message: Dear Class, Good morning! Today we are going to begin to talk about dinosaurs. We are going to blend and segment phonemes. We have 6 new sight words—be, who, into, will, that and your. We will talk about the letter Rr. Love, Mrs. Lomangino11:00-11:20 Journeys Curriculum Lesson 18 Day 1Daily Phonemic Awareness--Blend Phonemes—I’m going to say some sounds. You will blend the sounds to say a word. Listen: /k/ /u/ /p/. What is the word? Cup.Have children blend the sounds to say wish, dot, hat, fed, and rug. --Segment Phonemes—I’m going to say a word. You will say the sounds you hear. Listen: cap, /k/ /a/ /p/ . How many sounds do you hear in cap? 3Have children segment the sounds in top, bag, lid, run, and net. K.2.PA.6 Students will blend and segment onset and rime in one syllable spoken words (e.g., Blending: /ch/ + at = chat; segmenting: cat = /c/+ at).

K.2.PA.7 Students will blend phonemes to form one syllable spoken words with 3 to 5 phonemes (e.g., /f/ /a/ /s/ /t/= fast).

K.2.PA.8 Students will segment phonemes in one syllable spoken words with 3 to 5 phonemes (e.g., “fast” = /f/ /a/ /s/ /t/).

Daily High Frequency Words--IntroduceOur words to know for this week are will, be, into, that, your, and who. K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have, you, he, is, with, are)

Phonemic Awareness/Phonics--Letters RrAlphabet Review- Sing the alphabet song and the alphabet sound song. Reggie RoosterTune Hush little babyReggie has a rocket that is red. Reggie keeps it right beside his bed. Reggie likes to listen to rock ‘n roll. Reggie plays it on his radio. --Teach/ModelSay Reggie Rooster with me: Reggie Rooster. Reggie’s letter is r. The letter r stands for the /r/ sound, the sound you hear at the beginning of Reggie and Rooster. You can hear /r/ at the beginning of these words: red, rain, run, room. Write the words and have children underline the letter r in each word. --Guided Practice

Compare and Review r, i, n. Write, r, i, n and review the sounds then say the word red. Have children repeat it say the beginning sound and say the correct letter. Repeat with igloo, nine rug nose, and ink. --ApplyChildren will write the letters Rr.Standard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

K.2.PC.1 Students will correctly form letters to write their first and last name and most uppercase and lowercase letters correctly.

11:25-12:15 Lunch/Recess Hot dog on bunChicken and Cheese QuesadillaCobb Salad12:15-1:00 Journeys Curriculum Lesson 18 Day 1Grammar: Verbs in the Future Tense--Teach/ModelRemind children that verbs are words that tell what people, animals, or things do. Give some examples, such as play, jump, and fly. Explain that you sometimes want to tell about something that will happen in the future. Write the words wagged and will wag on the board. Point to the words as you read them aloud.

Help children name verbs in the future tense that tell about other things animals could do. Write them on the board. K.5.R.1 Students will begin to understand the function of grammar through exposure to conversations, read-alouds, and interactive reading.

K.8.W Students will express their ideas through a combination of drawing and emergent writing with guidance and support.

1:00-1:35 Math Stations/SnackK.N.1.6 Read, write, discuss, and represent whole numbers from 0 to at least 10. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives.

1:35-2:05 Book Study: How do Dinosaur…booksHow many of our shoes will fit in 1 dinosaur foot print?Estimate and then do an actuality. K.2.PC.1 Students will correctly form letters to write their first and last name and most uppercase and lowercase letters correctly.

K.2.PC.2 Students will demonstrate their understanding that print carries a message by recognizing labels, signs, and other print in the environment.

K.2.PC.6 Students will recognize the distinguishing features of a sentence. (e.g., capitalization of the first word, ending punctuation: period, exclamation mark, question mark) with guidance and support.

2:05-2:30 Recess 2:30-3:00 Folders, Get Ready for Home, Free choice readingMaterials for Tuesday___How do dinosaur book___Letter R paper___Sight word paper___Dinosaur foot print

WednesdayFebruary 7, 20188:20-9:00 Free choice centers9:00-9:50 Literacy Centers/Intervention9:50-10:30 Computers10:30-11:00 Calendar and Morning RoutinesGood Morning Song (ipod playlists school calendar song)-while this plays, children will get a board, marker and calendar paper for Calendar. (children may draw on board while they wait for the song to be over)K.1.R.4 Students will follow one and two step directions.

We will then sing The Days of the Week and the Months of the year. (Ipod, playlists, school, calendar song)K.GM.3.1 Develop an awareness of simple time concepts using words such as yesterday, today, tomorrow, morning, afternoon, and night within his/her daily life.

Calendar: Children will first trace the word February. We will then look at the calendar and see the date. It is the 7th. Children will then write the number 7.Finally, they will write 2018.Next, we will write the digital date 2/7/18.

We will look at the 100’s day chart and see how many days we have been in school. days and write that in the designated spot. We will add a popsicle stick and count how many 100’s, 10’s and 1’s there are and write that in the designated spot. Then we will write the day--Wednesday. Finally, we will color in the season-Winter. We will then erase the papers and put them up. Next, we will write all of the sight words up until this point. K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have,

you, he, is, with, are). We will then count to 108.

We will count to 100’s by 10’s.K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s. I will flashcard Capital and lowercase letters and numbers 0-20.

Letter Can: Call up 4 children one at a time to draw either a letter out of the can. Sing:Letter says soundLetter says soundEvery letter makes a sound

Letter says soundStandard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

Morning Message: Dear Class,Good morning! Today we will continue to work on blending and segmenting phonemes. We will read some words that begin with the letter Rr. We will talk about verbs in the future tense. We will continue talking about dinosaurs and think about what we would do if we had one of our own. Love, Mrs. Lomangino11:00-11:20 Journeys Curriculum Lesson 18 Day 2 Daily Phonemic Awareness--Blend PhonemesTell children you will say the sounds in a word. They will repeat and blend the sounds to say the word. Listen: /p/ /a/ /n/ What is the word? PanContinue with doll, red, yak, six, and hug. --Segment Phonemes Listen: Pan /p/ /a/ /n/. What are the sounds in pan? /p/ /a/ /n/.Have children raise one finger for each sound. How many sounds do you hear in pan? 3

Continue with doll, red, yak, six, and hug.K.2.PA.6 Students will blend and segment onset and rime in one syllable spoken words (e.g., Blending: /ch/ + at = chat; segmenting: cat = /c/+ at).

K.2.PA.7 Students will blend phonemes to form one syllable spoken words with 3 to 5 phonemes (e.g., /f/ /a/ /s/ /t/= fast).

K.2.PA.8 Students will segment phonemes in one syllable spoken words with 3 to 5 phonemes (e.g., “fast” = /f/ /a/ /s/ /t/).

Daily High Frequency Words--Introduce be, into, who, will, that, yourPoint to the High-Frequency Word Card find.Say the wordSpell the wordWrite the wordCheck the wordK.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have, you, he, is, with, are)

Phonemic Awareness/Phonics--Letters RrI’ll say a word. Listen for the sound you hear at the beginning. I’ll do it first Listen: rub. What sound do I hear at the beginning of rub? /r/.Now let’s do it together. Listen rip. What sound do you hear at the beginning of rip? /r/ Now you do it. red? /r/ rock?/r/--Teach/Model

Reggie and Rooster begin with the /r/ sound. Play or sing Reggie Rooster’s song and have children clap each time they hear a word with /r/.Write and read the following words: rat rip, rap, ran, rim. Have children underline the letter r in each word. Have children differentiate between words that begin with /r/ and words that begin with other sounds. I will say some words. If you hear /r/ at the beginning of the word, give me a thumbs up. Say the following words: real, pin, roll, red, foot, and ran.--Guided practice__ip__ag__im__am--ApplyReader’s notebook pg 15Standard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

K.2.PC.1 Students will correctly form letters to write their first and last name and most uppercase and lowercase letters correctly.

11:25-12:15 Lunch/Recess Chicken and WafflesMozzarella DunkersItalian Chef Salad

12:15-1:00 Journey’s Curriculum Lesson 18 Day 2Grammar: Verbs in the Future Tense--Teach/ModelRemind children that the learned about verbs that tell about the future. Write the following sentence on the board: Next year the ocean will grow two inches wider. Read it aloud for the children. Which words tell us what will happen in the future. Will grow. K.5.R.1 Students will begin to understand the function of grammar through exposure to conversations, read-alouds, and interactive reading.

K.8.W Students will express their ideas through a combination of drawing and emergent writing with guidance and support.

1:00-1:35 Math Stations/SnackK.N.1.6 Read, write, discuss, and represent whole numbers from 0 to at least 10. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives.

1:35-2:05 Book Study: How do dinosaurs….If I had a pet dinosaur….K.2.PC.1 Students will correctly form letters to write their first and last name and most uppercase and lowercase letters correctly.

K.2.PC.2 Students will demonstrate their understanding that print carries a message by recognizing labels, signs, and other print in the environment.

K.2.PC.6 Students will recognize the distinguishing features of a sentence. (e.g., capitalization of the first word, ending punctuation: period, exclamation mark, question mark) with guidance and support.

2:05-2:30 Recess 2:30-3:00 Folders, Get Ready for Home, Free choice readingMaterials for Wednesday___How do Dinosaurs….

___Letter Rr Paper___Sight word paper___If I had a pet dinosaur paper

FridayFebruary 9, 20189:00-9:50 Literacy Centers/Intervention9:50-10:30 Music10:30-11:00 Calendar and Morning RoutinesGood Morning Song (ipod, playlists, school, calendar)-while this plays, children will get a board, marker and calendar paper for Calendar. (children may draw on board while they wait for the song to be over)K.1.R.4 Students will follow one and two step directions.

We will then sing The Days of the Week and the Months of the year. (ipod playlists school calendar)K.GM.3.1 Develop an awareness of simple time concepts using words such as yesterday, today, tomorrow, morning, afternoon, and night within his/her daily life.

Calendar: Children will first trace the word February. We will then look at the calendar and see the date. It is the 7th. Children will then write the number 7.Finally, they will write 2018.Next, we will write the digital date 2/7/18.

We will look at the 100’s day chart and see how many days we have been in school. days and write that in the designated spot. We will add a popsicle stick and count how many 100’s, 10’s and 1’s there are and write that in the designated spot. Then we will write the day--Wednesday. Finally, we will color in the season-Winter. We will then erase the papers and put them up. Next, we will write all of the sight words up until this point. K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have,

you, he, is, with, are). We will then count to 111.

We will count to 100’s by 10’s.K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s. I will flashcard Capital and lowercase letters and numbers 0-20.

Letter Can: Call up 4 children one at a time to draw either a letter out of the can. Sing:Letter says soundLetter says soundEvery letter makes a sound

Letter says soundStandard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

Morning Message: Dear Class,

Love, Mrs. Lomangino11:00-11:20 Journey’s Curriculum Lesson 18 Day 3Daily Phonemic Awareness--Blend Phonemes—Tell children you will say the sounds in a word. They will repeat and blend the sounds to say the word. Listen: /l/ /u/ /k/. What is the word? LuckContinue with jam, mitt, rock, leg, and win. --Segment Phonemes—Say nut. Listen: nut. What are the sounds in nut? /n/ /u/ /t/. How many sounds do you hear in nut? 3Continue with hut, bed, sun, tag, hop and web. K.2.PA.6 Students will blend and segment onset and rime in one syllable spoken words (e.g., Blending: /ch/ + at = chat; segmenting: cat = /c/+ at).

K.2.PA.7 Students will blend phonemes to form one syllable spoken words with 3 to 5 phonemes (e.g., /f/ /a/ /s/ /t/= fast).

K.2.PA.8 Students will segment phonemes in one syllable spoken words with 3 to 5 phonemes (e.g., “fast” = /f/ /a/ /s/ /t/).

Daily High Frequency Words--Introduce be, into, who, will, that, your.

Say the word. Spell the word.Write the word. Check the word. K.2.F.2 Students will read common high frequency grade-level words by sight (e.g., not, was, to, have, you, he, is, with, are)

Phonemic Awareness/PhonicsWords with Rr--Phonemic Awareness Warm up—I am going to say a word. Listen for the sound you hear at the beginning. I’ll do the first one. Listen rag. What sound do you hear at the beginning of rag? /r/Now let’s do it together. Listen: sit. What sound do you hear at the beginning of sit? /s/ Now you do it. tan? /t/ rim? /r/ rap? /r/-Teach/ModelListen: Reggie /r/. Now you say it. Repeat with Rooster /r/.Reggie and Rooster begin with the /r/ sound. The letter r stands for the /r/ sound in a word.Knowing the letter r stands for the /r/ sound can help you read words. Write r. name the letter. Listen r. say the sound /r/. Have children repeat it. Now you say /r/.Write a. Point to g and a and have children say each sound. Blend the sounds and then have children blend the sounds with you. /r/ /a/, ra

Write n. Point to r and a and n and have children blend the sounds with you. /r/ /a/ /n/ ran.Repeat with rib. --Guided PracticeBlending Lines. Repeat the blending routine with rat, bat, pat, sat, mat, cat. Have the children read the word together and provide corrective feedback as necessary. Continue reading together ran, rat, ram, rag, rap, rig, bag, big, sat, sit, ran, ram, rip, rib, rig.Then have the children read chorally big, at, rim, man, if, it, rip, sit, in, Sam, an, cat.Finally challenge the children with spin, scan, rims, trim, grin, brim. Who is the big pig? It is Tim Pig --ApplyReader’s notebook Volume 2 page 16K.2.PWS.3 Students will produce the primary or most common sound for each consonant, short and long vowel sound (e.g., c = /k/, c = /s/, s = /s/, s = /z/, x = /ks/, x = /z/).

11:25-12:15 Lunch/Recess Chicken PattyMeatloafChicken Caesar Salad12:15-1:00 Journeys Curriculum Lesson 18 Day 3Phonics and Fluency: Vowel Ii--Teach/Model

Remind children that Ii is a vowel. Remind them that vowels are special because they can stand for both long and short sounds. Explain to children that they can hear the name of the letter in the middle of words with the long sound for Ii. Say: Listen to these words: high, like, pie. I can hear /i/ the long sound for Ii in each of these words. --Guided PracticeListen for /i/ Model how to listen for the long vowel sound /i/ in the middle of words. Listen as I say this word: kite. I hear /i/ in the middle of kite. I am going to say some words. If you hear the /i/ sound you should point to your eyes and say /i/. If not you should shake your head and say no. Nine, wise, rip, life, mis, pine.--ApplyTell children that you are going to say some more words. If they hear /i/ in a word they raise they hands high and say /i/. If they hear /i/ they should sit still and say /i/.K.2.PWS.3 Students will produce the primary or most common sound for each consonant, short and long vowel sound (e.g., c = /k/, c = /s/, s = /s/, s = /z/, x = /ks/, x = /z/).

K.2.PWS.4 Students will blend letter sounds to decode simple Vowel / Consonant (VC) and Consonant / Vowel / Consonant (CVC) words (e.g., VC words= at, in, up; CVC words = pat, hen, lot).

Read “Nat, Tim, and Tan Sam?” and “Rip is it” (will read in small groups)Students will read independently for a variety of purposes and for extended periods of time. Students will select appropriate texts for specific purposes.

K.8.R Students will demonstrate interest in books during read-alouds and shared reading, and interact independently with books.

Grammar: Verbs in the Future Tense--Teach/ModelRemind children that some verb tell about things that will happen in the future. Tell children that you are going to tell about something they will do later in the week. We will draw. Write the verb will draw on the board and read it aloud. Explain that it tells something you will do in the future. Call on children to name other things they will do later in the week. K.5.R.1 Students will begin to understand the function of grammar through exposure to conversations, read-alouds, and interactive reading.

K.8.W Students will express their ideas through a combination of drawing and emergent writing with guidance and support

K.2.R.3 Students will sequence the events/plot (i.e., beginning, middle, and end) of a story or text with guidance and support.

1:00-1:35 Math Stations/SnackK.N.1.6 Read, write, discuss, and represent whole numbers from 0 to at least 10. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives.

1:35-2:05 Book study: How do dinosaurs….Draw a picture of the children’s pet dinosaur.K.2.PC.1 Students will correctly form letters to write their first and last name and most uppercase and lowercase letters correctly.

K.2.PC.2 Students will demonstrate their understanding that print carries a message by recognizing labels, signs, and other print in the environment.

K.2.PC.6 Students will recognize the distinguishing features of a sentence. (e.g., capitalization of the first word, ending punctuation: period, exclamation mark, question mark) with guidance and support.

2:00-2:30 Petting Zoo

2:30-3:00 Folders, Get Ready for Home, Free choice readingMaterials for Wednesday___Paper for dinosaur___Readers notebook volume pg 16