Subject

Write from the Beginning

Reading Essentials

English/Language Arts

Math

Science

Social Studies

Enrichment

GLE

ELA:  34

02a

4, 22, 23, 35, 37

15

3,4,15

11

Objective

34 (expresses complete sentences)

TSW identify uppercase and lowercase letters of the alphabet.

(environmental print, inventive spelling, use classroom resources to write, describing, follow directions)

15 (using superlative and comparative language)

3,4, 15 (predict, use senses to describe, create mixtures)

11 (Identify reasons for rules)

Materials

Journal paper and pencils

ABC Songs, rhymes, letter flash cards

Book:  Who Likes Ice Cream?  Small Rigby book, milk  

Ice cream, Chocolate syrup

Cups, blender, spoon, chart, marker, blank sentence strips

______   _______    _______.

Harcourt Math book

Pictures and sorting mat of the Three Bears

Book:  Goldilocks and the Three Bears

See ELA lesson

Book about school buses

Die-cut shape of bus

Digital pictures of students

Activity

(Activity #, Page)

M:  Modeling

GP:  Guided practice

IP:  Independent practice

R:  Review

C: Closure

M:  TTW model a journal entry about a time when she ate ice cream.  IP:  TSW complete a journal entry picture about a time they ate ice cream.

TSW review letters of the alphabet through songs, rhymes, and letter flash cards.

M/GP:  Read aloud using the book Who Likes Ice Cream?.   Show the containers of ice cream and chocolate and milk and have students identify the words. (Taste Test milkshakes as part of science lesson.)  Take survey of which milkshake students liked the best (choc or van).  IP:  TSW copy the environmental print into the blank strip to read  I  like  vanilla.  TT may need to assist in the writing.

 (Act. #4, p. 23) R and C

M/GP:  Read a Goldilocks and the Three Bears.  Discuss the different sizes the bears used.  IP:  TSW cut out and sort the pictures to the correct bear according to size.  (Act #5, p. 3)

R and C

During ELA lesson, TSW predict what will happen when each milkshake ingredient is added.  TSW describe what happens as they help blend the ingredients.  TSW taste the milkshake.

(Act. #3, p. 14)

M/GP:  TSW read a book about school buses.  TT and TS will discuss rules for bus safety and why they are important.

IP:  TSW glue a digital picture of themselves on a school bus and pin it on their shirt for a safety badge. (Act. #6, p.13) R and C

Review new Dolch words

I

Like

Am

Sing The Wheels on the Bus

Use several die-cut shaped buses on a pocket chart to place buses in positions by following teacher directions.

Assessment is done daily through teacher observation, questioning, and monitoring.  Any formal assessment activities are marked with an “ * ” and is kept in the student portfolio.