Monday November 10th

8:05-8:30: Morning Activity: Weekend News

8:30-9:00: Morning Meeting: Greeting, Calendar, Schedule, Song/Game
9:00-9:30: Comprehension I Am A Leaf
OBJ: SW identify the characters and the setting of the book. SW ask & answer questions to show understanding and active
listening.
PRO: Review the parts of a book with the students. Complete a book walk and have students make predictions about what is
going to happen. When finished discuss the importance of how pictures tell the story. Discuss what they remember from the
"characters" and "setting" lesson. Review the words and visuals on the anchor chart. Students' job while listening is to listen for
and remember the characters and the setting. Model fluent reading (stopping to review rhyming words) and ask questions to
assess active listening. To close the lesson, have student's pair and share to discuss their favorite part.
EVAL: SW ask & answer 1 question to show understanding. SW converse with a peer to discuss elements of the story.
CCS: RL.K.3, RL.K.7, RI.K.5, SL.K.1, SL.K.2
9:30-9:40: Phonemic Awareness
OBJ: SW recognize beginning sounds and identify the letters that represent the sounds.
PRO: Display a few items that are placed around the classroom. Take each item and hold it up for students to see. Say the word that
describes the item, emphasizing the beginning sound. Ask a volunteer to name the letter that makes the beginning sound in each
word. Repeat this exercise for the rest of the items. Make sure students understand that the first letter of each word represents its
beginning sound. Assess a couple of students each day, so that by Friday all students have received a "check."
EVAL: By Friday, each student will have correctly identified the beginning sound of a word.
CCSS:
9:40-10:00: Handwriting
OBJ: SW correctly write P & p using proper formation and stroke using various materials and support.
PRO: Play "Guess My Letter" to have students identify the letter. Introduce the "All About Pp" chart and then model how to
write both the uppercase and lowercase Pp. Have all students practice writing Pp's on the carpet, calling on below level students
to model it for the class. Next, group students who need assistance with a teacher and white boards to work intensively with
guidance. On & above level students will complete the Pp handwriting page 79 & 80. Above level students will additionally
write 2 words that begin with /p/. When finished, students will correct each other’s work noting improvements that need to be
made and highlighting any errors or "perfect Pp's." To close, have students pair and share, discussing the strokes needed to
make Pp's and talking a partner through the directions.
EVAL: Students will correctly form and write Pp 9/11 times using proper stroke and formation on the lines.
CCS: L.K.1a
10:00-10:30: Phonics/Word Work
OBJ: SW recognize & read the sight words: here & we.
PRO: To review, begin by rolling a ball that has each sight word on it. Students will read the first word they see. Use the game
hangman to intro both words. Discuss the letter sizes & model how to write them both. Play both songs and demonstrate both
SNAP cards. Act: Students will have to "find" the words around the room, sort themselves into two groups, and read their word
on their card. They will then go back to their seats and find their word in a book and read it to a partner. Students will choose
their own activity page based on their interests and learning style. To close, review both SNAP cards and songs.
EVAL: By Friday, students will read the words here & we.
CCS: L.K.2d, RF.K.3c
10:10-10:30: Writing
OBJ: SW build a sentence starter, reading it multiple times with a teacher, and finish it with their own word, with assistance
sounding out their word (highlighter if necessary).
PRO: Review what a sentence is by having students chant the definition. Discuss the "stars" students can earn when sentence
writing. These are our writing rules. Student will be broken up into small groups. Within each group, Popso, Montanez and
Hagadorn will model different sentences for the students. Each modeled sentence will be built using the students guidance, having
them remember the 5 stars that each sentence needs. Next, model how to build a sight word sentence starter and complete it,
implementing and checking for all the rules. Model how to copy it as well.
EVAL: Students will recall in detail the rules for a 5 star sentence and be able to describe faults in sentences that have errors.
CCS: L.K.1a, W.K.3
 Tuesday November 11th
8:05-8:30: Morning Activity: Pp handwriting practice
8:30-9:10: Gym
9:00-9:30: Comprehension Feast For 10
OBJ: SW identify the characters and the setting of the book. SW ask & answer questions to show understanding and active
listening.
PRO: Review the parts of a book with the students. Complete a book walk and have students make predictions about what is
going to happen. When finished discuss the importance of how pictures tell the story. Discuss what they remember from the
"characters" and "setting" lesson. Review the words and visuals on the anchor chart. Students' job while listening is to listen for
and remember the characters and the setting. Model fluent reading (stopping to review rhyming words) and ask questions to
assess active listening. To close the lesson, have student's pair and share to discuss their favorite part.
EVAL: SW ask & answer 1 question to show understanding. SW converse with a peer to discuss elements of the story.
CCS: RL.K.3, RL.K.7, RI.K.5, SL.K.1, SL.K.2
9:30-9:40: Phonemic Awareness
OBJ: SW recognize beginning sounds and identify the letters that represent the sounds.
PRO: Display a few items that are placed around the classroom. Take each item and hold it up for students to see. Say the word that
describes the item, emphasizing the beginning sound. Ask a volunteer to name the letter that makes the beginning sound in each
word. Repeat this exercise for the rest of the items. Make sure students understand that the first letter of each word represents its
beginning sound. Assess a couple of students each day, so that by Friday all students have received a "check."
EVAL: By Friday, each student will have correctly identified the beginning sound of a word.
CCS:
9:40-10:10: Handwriting
OBJ: SWBAT match the letter Pp to its sound /p/ at the beginning of words.
PRO: Review the letter Pp and how to write it and where it begins on the line using the "All About Pp" poster. Show the Pp letter
card and discuss the picture on it to identify its sound. Sing the letter song using a hand motions to show a kinesthetic aid for
remembering the letter sound. When finished, make an list of Pp /p/ words. Call on students to identify words that begin with the
/p/ sound. Record them on the chart and tack pictures on for a visual representation. Use highlighter tape to highlight the Pp's in
green to show the beginning of the word.
ACT: Students will complete the /p/ sound activity page. When finished, have students check a classmates' work. To close, have
them find something in the room that begins with the /p/ sound.
EVAL: Students will correctly color 5/5 pictures that begin with the /p/ sound. Students will correctly write Pp 6/6 times on the
lines using proper formation.
CCS: L.K.1a
10:00-10:30: Word Work
OBJ: SW recognize & read the sight words: here & we.
PRO: To review, begin by rolling a ball that has each sight word on it. Students will read the first word they see. Discuss both
words and the letter sizes & model how to write them both. Play the here song and model the SNAP card.
ACT: Students will be grouped according to their activities and will work with a teacher for any additional support. We are
working towards independence with all sight word activities so teachers will take students step by step with the directions and
expectations.
EVAL: By Friday, students will read the words here & we.
CCS: L.K.2d, RF.K.3c
10:10 -10:30: Writing
OBJ: SW build a sentence starter, reading it multiple times with a teacher, and finish it with their own word, with assistance
sounding out their word (highlighter if necessary).
PRO: Review what a sentence is by having students chant the definition. Discuss the "stars" students can earn when sentence
writing. These are our writing rules. Student will be broken up into small groups. Within each group, Popso, Montanez and
Hagadorn will model different sentences for the students. Each modeled sentence will be built using the students guidence, having
them remember the 5 stars that each sentence needs. Next, model how to build a sight word sentence starter and complete it,
implementing and checking for all the rules. Model how to copy it as well.
EVAL: Students will recall in detail the rules for a 5 star sentence and be able to describe faults in sentences that have errors.
CCS: L.K.1a, W.K.3
 Wednesday November 12th
8:05-8:30: Morning Activity: sight word “dot” page
8:30-9:10: Gym

9:10-9:30: Comprehension The Wild Leaf Ride

OBJ: SW identify the characters and the setting of the book. SW ask & answer questions to show understanding and active
listening.
PRO: Review the parts of a book with the students. Complete a book walk and have students make predictions about what is
going to happen. When finished discuss the importance of how pictures tell the story. Discuss what they remember from the
"characters" and "setting" lesson. Review the words and visuals on the anchor chart. Students' job while listening is to listen for
and remember the characters and the setting. Model fluent reading (stopping to review rhyming words) and ask questions to
assess active listening. To close the lesson, have student's pair and share to discuss their favorite part.
EVAL: SW ask & answer 1 question to show understanding. SW converse with a peer to discuss elements of the story.
CCS: RL.K.3, RL.K.7, RI.K.5, SL.K.1, SL.K.2
9:30-9:40: Phonemic Awareness
OBJ: SW recognize beginning sounds and identify the letters that represent the sounds.
PRO: Display a few items that are placed around the classroom. Take each item and hold it up for students to see. Say the word that
describes the item, emphasizing the beginning sound. Ask a volunteer to name the letter that makes the beginning sound in each
word. Repeat this exercise for the rest of the items. Make sure students understand that the first letter of each word represents its
beginning sound. Assess a couple of students each day, so that by Friday all students have received a "check."
EVAL: By Friday, each student will have correctly identified the beginning sound of a word.
CCS:
9:40-10:10: Handwriting
OBJ: SWBAT match the letter Pp to its sound /p/ at the end of words.
PRO: Review the letter Pp and how to write it and where it begins on the line using the "All About Pp" poster. Show the Pp letter
card and discuss the picture on it to identify its sound. Sing the letter song using a hand motions to show a kinesthetic aid for
remembering the letter sound. When finished, review the list of Pp /p/ words. Explain that we are going to go over words that END
with the /p/ sound. Call on students to identify words that end with the /p/ sound. Record them on the board. Use bright colored
marker to highlight the Pp's to show the end of the word.
ACT: Students will complete the /p/ sound activity page. When finished, have students check a classmates' work. To close, have
them find something in the room that ends with the /p/ sound.
EVAL: Students will correctly color 5/5 pictures that end with the /p/ sound. Students will correctly write Pp 6/6 times on the lines
using proper formation.
CCS: L.K.1a
10:00-10:30: Word Work
OBJ: SW recognize & read the sight words: here & we.
PRO: To review, begin by rolling a ball that has each sight word on it. Students will read the first word they see. Discuss both
words and the letter sizes & model how to write them both. Play the here song and model the SNAP card.
ACT: Students will be grouped according to their activities and will work with a teacher for any additional support. We are
working towards independence with all sight word activities so teachers will take students step by step with the directions and
expectations.
EVAL: By Friday, students will read the words here & we.
CCS: L.K.2d, RF.K.3c
10:10-10:30: Writing
OBJ: SW build a sentence starter, reading it multiple times with a teacher, and finish it with their own word, with assistance
sounding out their word (highlighter if necessary).
PRO: Review what a sentence is by having students chant the definition. Discuss the "stars" students can earn when sentence
writing. These are our writing rules. Student will be broken up into small groups. Within each group, Popso, Montanez and
Hagadorn will model different sentences for the students. Each modeled sentence will be built using the students guidance, having
them remember the 5 stars that each sentence needs. Next, model how to build a sight word sentence starter and complete it,
implementing and checking for all the rules. Model how to copy it as well.
EVAL: Students will recall in detail the rules for a 5 star sentence and be able to describe faults in sentences that have errors.
CCS: L.K.1a, W.K.3
 Thursday November 13th
8:05-8:30: Morning Activity: Cornucopia Color
8:30-9:00: Morning Meeting: Greeting, Calendar, Schedule, Song/Game

9:00-9:30: Comprehension The Wild Leaf Ride

OBJ: SW identify the characters and the setting of the book. SW ask & answer questions to show understanding and active
listening.
PRO: Review the parts of a book with the students. Complete a book walk and have students make predictions about what is
going to happen. When finished discuss the importance of how pictures tell the story. Discuss what they remember from the
"characters" and "setting" lesson. Review the words and visuals on the anchor chart. Students' job while listening is to listen for
and remember the characters and the setting. Model fluent reading (stopping to review rhyming words) and ask questions to
assess active listening. To close the lesson, have student's pair and share to discuss their favorite part.
EVAL: SW ask & answer 1 question to show understanding. SW converse with a peer to discuss elements of the story.
CCS: RL.K.3, RL.K.7, RI.K.5, SL.K.1, SL.K.2
9:30-9:40: Phonemic Awareness
OBJ: SW recognize beginning sounds and identify the letters that represent the sounds.
PRO: Display a few items that are placed around the classroom. Take each item and hold it up for students to see. Say the worrd
that describes the item, emphasizing the beginning sound. Ask a volunteer to name the letter that makes the beginning sound in
each word. Repeat this exercise for the rest of the items. Make sure students understand that the first letter of each word represents
its beginning sound. Assess a couple of students each day, so that by Friday all students have received a "check."
EVAL: By Friday, each student will have correctly identified the beginning sound of a word.
CCS: RF.K.2a

CENTER: Listening beg sound/rhyming

9:40-10:10: Phonics
CENTER: Pp Begin vs Ending Sound Sort

10:00-10:30: Phonics/Word Work

OBJ: SW recognize & read the sight words: here & we.
PRO: To review, begin by rolling a ball that has each sight word on it. Students will read the first word they see. Discuss both
words and the letter sizes & model how to write them both. Play the we song and model the SNAP card.
ACT: Students will be grouped according to their activities and will work with a teacher for any additional support. We are
working towards independence with all sight word activities so teachers will take students step by step with the directions and
expectations.
EVAL: By Friday, students will read the words here & we.
CCS: L.K.2d, RF.K.3c

CENTER: Tree and leaf craft center

10:10-10:30: Writing
CENTER: Character and setting listening center
 Friday November 14th
8:05-8:30: Morning Activity: like “dot” page
8:30-9:00: Morning Meeting: Greeting, Calendar, Schedule, Song/Game
9:00-9:30: Comprehension ___________________
OBJ: SW identify the characters and the setting of the book. SW ask & answer questions to show understanding and active
listening.
PRO: Review the parts of a book with the students. Complete a book walk and have students make predictions about what is
going to happen. When finished discuss the importance of how pictures tell the story. Discuss what they remember from the
"characters" and "setting" lesson. Review the words and visuals on the anchor chart. Students' job while listening is to listen for
and remember the characters and the setting. Model fluent reading (stopping to review rhyming words) and ask questions to
assess active listening. To close the lesson, have student's pair and share to discuss their favorite part.
EVAL: SW ask & answer 1 question to show understanding. SW converse with a peer to discuss elements of the story.
CCS: RL.K.3, RL.K.7, RI.K.5, SL.K.1, SL.K.2
9:30-9:40: Phonemic Awareness *REVIEW WEEK*
OBJ: SW recognize beginning sounds and identify the letters that represent the sounds.
PRO: Display a few items that are placed around the classroom. Take each item and hold it up for students to see. Say the word that
describes the item, emphasizing the beginning sound. Ask a volunteer to name the letter that makes the beginning sound in each
word. Repeat this exercise for the rest of the items. Make sure students understand that the first letter of each word represents its
beginning sound. Assess a couple of students each day, so that by Friday all students have received a "check."
EVAL: By Friday, each student will have correctly identified the beginning sound of a word.
CCS:

CENTER: Listening beg sound/rhyming

9:40-10:10: Phonics
CENTER: Pp Begin vs Ending Sound Sort

10:00-10:30: Phonics/Word Work

OBJ: SW recognize & read the sight words: here & we.
PRO: To review, begin by rolling a ball that has each sight word on it. Students will read the first word they see. Discuss both
words and the letter sizes & model how to write them both. Play the we song and model the SNAP card.
ACT: Students will be grouped according to their activities and will work with a teacher for any additional support. We are
working towards independence with all sight word activities so teachers will take students step by step with the directions and
expectations.
EVAL: By Friday, students will read the words here & we.
CCS: L.K.2d, RF.K.3c

CENTER: Tree and leaf craft center

10:10-10:30: Writing
CENTER: Character and setting listening center