Subject

Write from the Beginning

Reading Essentials

English/Language Arts

Math

Science

Social Studies

Enrichment

GLE

ELA :  07c, 11, 25, 37, 33, 34

02a

02b, 5, 35

15

3, 4, 15

9, 11, 13

Objective

(Book concepts, real-life connections, inventive spelling, discussion in complete sentences)

TSW identify uppercase and lowercase letters of the alphabet.

02b, 5, 35 (identify first name, read predictable text, follow one-step directions)

15, (comparing sizes using comparative and superlative voc.

3, 4, 15 (predict, describe using senses, create mixture)

9, 11, 13 (identify class/home rules, reasons for rules, and describe role)

Materials

Rigby small reader:  I Like…

Paper and pencils

ABC Songs, rhymes, letter flash cards

Book:  Chrysanthemum

Strips with students names

Large paper with - I  am  ________. , markers

Digital camera

Harcourt Math book

Various sized objects

Chex mix, sorting mats

Chart paper, Classroom behavior chart

Activity

(Activity #, Page)

M:  Modeling

GP:  Guided practice

IP:  Independent practice

R:  Review

C: Closure

TTW read I Like…

M: TTW model the journal process as she draws and writes about something she likes.  GP:  TSW complete a journal entry about something they like.

(Words under the  line, pictures above the line, details in drawing, beginning writing process)

 R and C

(ELA Act. # 2, p. 20)

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

M/GP:  Read aloud using the book Chrysanthemum.  Write her name on a sentence strip, cut up between the letters, and count the letters, place on pocket chart.  Give students strip with their own name.  Have them count the letters in their name.  TTW assist students in cutting the letters of their name.  Place names on pocket chart to make a graph.  Who has the longest, shortest name? IP: TSW then glue their name back in order on a worksheet with the words “I   am   _________.”  typed.  TTW use digital pictures of students to glue on the page.  Pages will be collected and made into a class book for students. R and C

(Act. # 1, p.18)

M/GP:  TT and TS will compare various sizes of objects in the classroom.  (pencils. Student heights, shoelaces, etc)  TTW introduce terms long, short, small, large etc.

 IP: Students will make links with colored chains or unifex cubes to compare links.

(Act. #3, p.13)  TSW complete workbook page 219-220.  R and C

M/GP:  TSW review the meaning of the word mixture.  TTW show a bag of chex mix and TSW identify that it is a mixture.  IP:  TSW sort the pieces of the mixture.  “What made up this mixture?”  TSW describe the ingredients.  “What other mixtures can be eaten?”  TSW eat the mixture.

(Act. #3, p. 14)

 R and C

M/GP:  TTW question TS to identify rules they have to follow at home and tell why it is important to have rules.  Discuss what happens when a rule is broken.  TTW explain the classroom behavior system.  TSW practice modeling the behaviors.

R and C

 (Act. #1, p. 11)

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.