2017
Ms. Hopper
Monday
03/20/2017
Assembly
Clarinet Assembly-
AM class: 9:30am
PM class:1:00pm
Math
Introduce Subtraction
1.TTW read the book Pete
the Cat and His Four Groovy
Buttons
2.TTW pause throughout to
ask the students questions....
If he started with four
buttons and lost one, how
many buttons does he
have now?
3.TTW ask the class at the
very end if Pete the Cat lost
buttons in the story or gained
buttons? TTW tell the
students that he lost buttons
so they used SUBTRACTION
in the story.
4.TTW return the students to
their seats.
Standards
MA.K.6 The student will
model adding and subtracting
whole numbers, using up to
10 concrete objects.
Reading
Shared Reading of Poem
1.TTW introduce the new
poem, Spring, during
calendar time.
Tuesday
03/21/2017
Assembly
Watch First Graders Sing-
AM: 9:00am
Math
Pete the Cat Illustration
1.TTW remind the students of
the book they read yesterday,
Pete the Cat
2.TTW pass out a Pete the
Cat worksheet, along with
buttons
3.TTW ask the students to
put all four buttons on Pete's
shirt
4.TTW guide the students in
taking off one button, just like
the story.
5.Each time, the teacher will
verbally use the subtraction
equation (ie:4-1=3). TTW
write the subtraction equation
on the back board for the
students to visually see.
6.TTW collect all the
materials from the students.
Standards
MA.K.6 The student will
model adding and subtracting
whole numbers, using up to
10 concrete objects.
Reading
Shared Reading of Poem
1.TTW review the poem and
ask the students, "What is the
title?"
Wednesday
03/22/2017
Assembly
Watch First Graders Sing-
PM Class Only: 1:15pm
Math
Subtraction with Equations
1.TTW give each student an
equation mat with buttons.
TTW use the document
camera to model how to use
the buttons on the subtraction
mat to create equations.
2.TTW create stories based
on the book, Pete the Cat
and His Four Groovy Buttons.
TTW ask the students to write
math equations based on the
manipulatives (buttons).
3.TTW walk around and
monitor the students as they
complete their subtraction
equations. TTW comment on
common errors and correct
them as a whole group.
4.TTW collect the materials
from the students.
Standards
MA.K.6 The student will
model adding and subtracting
whole numbers, using up to
10 concrete objects.
Reading
Shared Reading of the
Poem
Page 1 of 5
Thursday
03/23/2017
Pictures
AM pictures:
8:20-8:40am
9:00am Group Picture
PM pictures:
12:10 Group Picture
12:20-12:40pm
Math
Subtraction with Cookies
1.TTW read aloud a
subtraction book, Who Took
the Cookies from the Cookie
Jar?
2.TTW pass out a cookie jar
worksheet and counters.
3.TTW create stories and the
students will use the counters
to solve the subtraction
equations. TTW ask the
students how to write
subtraction equations.
4.TTW model the subtraction
equations on the back board
for the students to visually
see.
5. TTW collect the materials.
Standards
MA.K.6 The student will
model adding and subtracting
whole numbers, using up to
10 concrete objects.
Reading
03/19/2017 - 03/25/2017
Week View
Friday
03/24/2017
Tornado Drill 8:00am -
8:15am
Math
Subtraction equations and
manipulatives
1.TTW access the students
on subtraction verbally using
counters, white board slates,
and markers.
2.TTW put an equation up on
the document camera and
ask the students to copy it on
their white board slate. TTW
have the students
independently solve the
equation using the counters
at their desk.
3.When the students know
the answer they will write it
on their white board. When
the teacher says SHOW, they
will show the teacher their
white board slates.
4.TTW walk around and
document who is
understanding the concept of
subtraction and who needs
more remediation.
5.TTW collect all the
materials.
Standards
MA.K.6 The student will
model adding and subtracting
whole numbers, using up to
10 concrete objects.
Reading
2017
Ms. Hopper
2.TSW echo read the poem.
Science
Introduce Change Over
Time
1.TTW bring the students to
the carpet to introduce
different types of change.
2.TTW ask the students,
What types of things can
change?
3.TSW turn and talk to a
partner for 2 minutes. TTW
call on students to share
aloud what things change.
TTW create a small anchor
chart with the students.
4.TTW state that change
occurs over a period of time.
Changes can occur at a fast
or slow rate. TTW ask the
students...
Do people change?
Do seasons change?
Do plants change?
5.TTW review good listening
skills with the students and
then read, When Spring
Comes.
Standards
SC.K.10 The student will
investigate and understand
that change occurs over time
and rates may be fast or
slow. Key concepts include
SC.K.10.a natural and
human-made things may
change over time; and
2.TSW echo read the poem.
Science
Changing of Seasons
1.TTW bring the students to
the carpet.
2.TTW review the book they
read the day before, When
Spring Comes.
3.TTW bring props to put on
and ask the students which
season you would wear it.
4.TTW ask the students what
types of things they notice
during different seasons and
write them down on the
board.
Notes
Props:
-Coat and Hat (Winter)
glue their sort on a piece of
-Umbrella (Spring)
construction paper.
-Sunglasses and beach toy
4.TTW collect the season
(Summer)
-Pumpkin and Rake (Fall)
Standards
SC.K.10 The student will
investigate and understand
that change occurs over time
and rates may be fast or
slow. Key concepts include
SC.K.10.a natural and
human-made things may
change over time; and
SC.K.10.b changes can be
observed and measured.
Social Studies
1.TTW ask for one student to
be the teacher and introduce
the poem.
2.TSW lead the students and
the rest of the students will
echo read the poem.
3.TTW ask,"What types of
things do we see in the
season Spring based on the
poem?"
Science
Seasons Sort
1.TTW first model the
directions for the seasons
sort.
2.TTW model a few with the
students and then guide them
through the rest.
3.TSW complete this along
with the teacher and then
sorts to hang up in the
classroom.
Extension Questions:
1.How many seasons do we
have?
2.Do the seasons change?
How?
3.Do they occur over a short
or long period of time?
4.Is this a change made my
humans or does it happen on
its own?
Standards
Page 2 of 5
Shared Reading of the
Poem
1.TSW read the poem,
Spring.
2.TTW call students to the
board to find sight and/or
word walls in the poem. TSW
come to the smartboard and
circle the words.
Science
Human Changes
1.TTW bring the students to
the carpet and ask the
question: Do humans
change? How?
2.TTW read aloud the book,
The Giving Tree. TTW stop
periodically and ask the
students questions to see if
they notice changes.
Standards
SC.K.10 The student will
investigate and understand
that change occurs over time
and rates may be fast or
slow. Key concepts include
SC.K.10.a natural and
human-made things may
change over time; and
SC.K.10.b changes can be
observed and measured.
Social Studies
Writing
03/19/2017 - 03/25/2017
Week View
Shared Reading of the
Poem
1.TTW have the students fill
in the missing words to the
poem.
2.TTW have the students
come and write the missing
words on the smartboard.
3.TSW choral read the poem
at the end to see if it makes
sense.
Science
Human Changes Continued
1.TTW tell the students that
humans change over a period
of time. They get older, taller,
heavier, and can change by
appearance. They also
develop and grow smarter.
2.TTW pass out a worksheet,
Then and Now.
3.TTW ask the students to
draw a picture of what they
looked like when they were
younger and what they look
like now. TTW ask the
students to write a sentence
of the change that has
occurred.
Standards
SC.K.10 The student will
investigate and understand
that change occurs over time
and rates may be fast or
slow. Key concepts include
SC.K.10.a natural and
human-made things may
change over time; and
2017
Ms. Hopper
SC.K.10.b changes can be
observed and measured.
Social Studies
Writing
Editing Sentences
1.TTW call the students to
the carpet to practice editing
sentences using shared
writing.
2.TTW tell the students that,
"Sometimes when we write
we make mistakes. One way
to catch mistakes when we
write is to edit our writing. We
are going to practice editing
sentences together so you
can then do it on your own
when you are writing."
3.TTW have a premade
sentence on the chart paper
on the easel. TTW tell the
students that they are going
to edit the sentence to make
it "Five Star Ready." TTW
state, "We are going to be
sentence detectives. You
must think like a writer."
(TTW put on big fake glasses
to grab the students
attention)
4.TTW ask the
students...what does it mean
to have 5 star writing?"
Capital letter
Punctuation
Spaces
Neat handwriting
Sentence makes sense
Writing
Editing Sentences
Shared Writing:
1.TTW remind the students
about being sentence
detectives. TTW put on the
big fake glasses to begin the
lesson.
2.TTW present the sentence
that needs to be edited. TTW
call students up to the easel
to help her create a sentence
that is 5 star writing.
3.TTW review the changes
and ask the students if it is 5
star ready?
4.TTW remind the students of
the diagraph "sh" they started
learning last week. TTW read
the words they wrote down
and ask the students...
What do they all have in
common?
What two letters make up
the "sh" sound?
5.TTW introduce the anchor
chart using "sh" at the end of
a word.
6.TTW use the premade
words from the continuum
and ask the students to add
on. TTW glue a picture and
ask the students what is
missing at the end? TSW
come up and write the "sh" at
2.TTW remind the students of
the end of the word. (only
the words they came up with
complete 2-3 words)
the day before. TTW add 2-3
Notes
SC.K.10 The student will
investigate and understand
that change occurs over time
and rates may be fast or
slow. Key concepts include
SC.K.10.a natural and
human-made things may
change over time; and
SC.K.10.b changes can be
observed and measured.
Social Studies
Writing
Editing Sentences & "Sh"
Digraph
Shared Writing:
1.TTW ask the student to
come up and coach the class
on what 5 star writing is.
2.TTW present a new
that begin with this same
sentence for the students to
detect and edit.
continuum to use premade
3.TSW share the pen with the
teacher as they edit the
sentence.
4.TSW choral read the new
sentence to make sure it
makes sense.
SH Diagraph:
1.TTW ask, "What digraph
have we been looking at this
week?"
Edit:
-capital letter
-space between with and me
more words with the students
and glue them onto the
anchor chart.
Page 3 of 5
Editing Sentences and Ch
Digraph
Shared Writing:
1.TTW ask the students to be
sentence detectives again to
form 5 star writing.
2.TTW present the sentence
to the students and call
students to the easel to help
edit the sentence.
3.TSW choral read the
sentence after editing it to
make sure it makes sense.
"Ch" Digraph Anchor Chart:
1.TTW introduce the new
digraph "ch"
2.TTW ask "What letters
make up the "ch" sound?
3.TTW ask the students to
help her think of some words
sound. TTW use the
words to glue onto the anchor
chart. (2-3 words)
4.TSW read all the words
aloud with the teacher to
review the common
beginning sound.
Notes
Thursday Sentence:
can you play withME
together at the end.
-lowercase ME
-question mark at the end
03/19/2017 - 03/25/2017
Week View
SC.K.10.b changes can be
observed and measured.
Social Studies
Writing
Editing Sentences and Ch
Digraph Anchor Chart
Shared Writing:
1.TTW present the sentence
to the students on the easel.
TSW be sitting on the carpet.
2.TTW ask the students to
review the sentence and give
them think time for how they
would edit the sentence.
3.TTW ask the students to
turn and talk with a partner on
how they think the sentence
needs to be edited.
4.TTW allow the students to
facilitate the discussion and
share the pen to make it 5
star ready.
Ch Digraph Anchor Chart:
1.TTW review the digraph ch
and ask the students what
sound it makes.
2.TSW continue
brainstorming words that
begin with "ch" and will glue
additional words onto the
anchor chart.
3.TSW choral read the words
Notes
Friday Sentence:
we can paly tAG
2017
Ms. Hopper
5.TTW present the sentence
and ask for volunteers to
come up and correct the
sentence. TSW share the pen
with the teacher as they
pretend to be sentence
detectives.
6.At the very end, they will
review it to make sure it is 5
star writing.
Notes
Monday Sentence:
i cna run and juMp
Edit:
-capital letter
-spell sight word can correctly
-lowercase M in jump
-punctuation at the end
Standards
EL.K.11 The student will
print in manuscript.
EL.K.12.a Differentiate
pictures from writing.
EL.K.12.b Draw pictures
and/or use letters and
phonetically spelled words to
write about experiences.
EL.K.12.c Use letters and
beginning consonant sounds
to spell phonetically words to
describe pictures or write
about experiences.
EL.K.12.d Write left to right
and top to bottom.
Tuesday Sentence:
tHe pot si filled with golD
Edit:
-capital letter
-lowercase H
-spell sight word is correctly
-lowercase D in gold
-punctuation at the end
Examples of Words Using
"Sh" at the end:
trash
brush
crash
bush
cash
fish
dish
push
wash
leash
splash
squash
Standards
EL.K.11.a Print uppercase
and lowercase letters of the
alphabet independently.
EL.K.12.a Differentiate
pictures from writing.
EL.K.12.b Draw pictures
and/or use letters and
phonetically spelled words to
write about experiences.
EL.K.12.c Use letters and
beginning consonant sounds
to spell phonetically words to
describe pictures or write
about experiences.
Notes
Wednesday Sentence:
she can go oT thepark
Edit:
-capital letter
-spelling of sight word to
-lowercase T
-space between the and park
-punctuation at the end
Standards
EL.K.11.a Print uppercase
and lowercase letters of the
alphabet independently.
EL.K.12.a Differentiate
pictures from writing.
EL.K.12.b Draw pictures
and/or use letters and
phonetically spelled words to
write about experiences.
EL.K.12.c Use letters and
beginning consonant sounds
to spell phonetically words to
describe pictures or write
about experiences.
EL.K.12.d Write left to right
and top to bottom.
Page 4 of 5
Ch Digraph Words:
cherry
chair
chips
chest
cheese
chat
chain
chick
check
Standards
EL.K.11.a Print uppercase
and lowercase letters of the
alphabet independently.
EL.K.12.a Differentiate
pictures from writing.
EL.K.12.b Draw pictures
and/or use letters and
phonetically spelled words to
write about experiences.
EL.K.12.c Use letters and
beginning consonant sounds
to spell phonetically words to
describe pictures or write
about experiences.
EL.K.12.d Write left to right
and top to bottom.
03/19/2017 - 03/25/2017
Week View
Edit:
-capital letter
-spell sight word play
correctly
-lowercase A and G
-punctuation at the end
Standards
EL.K.11.a Print uppercase
and lowercase letters of the
alphabet independently.
EL.K.12.a Differentiate
pictures from writing.
EL.K.12.b Draw pictures
and/or use letters and
phonetically spelled words to
write about experiences.
EL.K.12.c Use letters and
beginning consonant sounds
to spell phonetically words to
describe pictures or write
about experiences.
EL.K.12.d Write left to right
and top to bottom.
2017 03/19/2017 - 03/25/2017
Ms. Hopper Week View

EL.K.12.d Write left to right

and top to bottom.

Page 5 of 5