MondayApril 16, 20188:20-9:00 Free Choice Centers9:00-9:50 Literacy Stations: Work with teacher: sentence work/reading9:50-10:30 Gym10:30-11:00 Calendar and Morning Routines--Good morning Song (on Ipod under Playlists, School, Calendar Songs) While this is playing children should get their white boards, erasers, markers and calendar papers.K.1.R.4 Students will follow one and two step directions.

--Complete the Calendar Paper together. I fill it out as I ask questions about the name of the month, the date, the year. We have been in school for 139 days. Add a popsicle stick to the ones cup below the calendar. Use these to fill out the ones, tens, and hundreds part of the sheet. Show children how to write the day, keeping in mind you may have to wait a bit for the slower writers. Finally, fill out the 10 frame with the date. Ask children to sit aside the paper. Count to 139 by ones and 10’s to 100.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.

K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s.

--Write the sight words on the board. Start with the most recent and write 12 total.

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). Erase everything and put away all supplies but have children stay on the carpet. --Flashcard the letters, numbers, and have children read all of the sight words. Standard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

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). K.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.

--Sing the money songs. (on the paper in the teal box under the ipod)K.N.4.1 Identify pennies, nickels, dimes, and quarters by name.

--Morning MessageDear Class,Good morning! I am so glad to see you after our long break. I missed you all! I would like to know what you all did during the break. We will draw a picture in our journal and write a sentence to describe our picture of what we did during the break. Love, LomanginoK.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.

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.

11:00-11:20 Journey’s Curriculum Lesson 25 Day 1--Daily Phonemic AwarenessBlend and Segment Phonemes: Listen egg. /e/ /g/. What is the word? eggListen tin. /t/ /i/ /n/. What sounds do you hear in tin?Flip chart pg. 32Substitute Phonemes:Listen: dish. I will change the /d/ in dish to /f/. What is the new word? fish.Have children change the /d/ in dish to /w/, /s/ in sub to /k/, and /l/ in let to /j/ to make new words. Then have them say the following words without the beginning sounds: fox, hata, win, hop, and set. 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/).

K.2.PA.9 Students will add, delete, and substitute phonemes in one syllable spoken words. (e.g., “add /c/ to the beginning of “at” to say “cat;” “remove the /p/ from “pin,” to say “in;” “change the /d/ in “dog” to /f/ /r/ to say “frog”)

--Daily High Frequency WordsReview: Some of the words to know from this unit are he, her, make, play, then and was. You have seen these words in your reading. Apply: Teachers Resource pg 118

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)

11:25-12:20 Lunch/Recess (lunch duty)Corn DogBeef BurritoTaco salad12:20-1:00 Journey’s Curriculum Lesson 25 Day 1--Phonemic Awareness/PhonicsReview Letters Oo, Xx, JjSing the ABC traditional song and ABC phonics songPhonemic 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: on. What sound do we hear at the beginning of on? /o/Now let’s do it together. Listen: jump. What sound do we hear at the beginning of jump? /j/ No you do it: jet? /j/ ox? /o/ odd? /o/

1.Teach/Model: Remind children that Ozzie and Octopus begin with /o/. Sing Ozzie Octopus’s song and have children clap each time they hear a word with /o/. Have children differentiate between words with initial and medial /o/. I’ll say some words. If you hear /o/ at the beginning of the word, hold up your hand. If you hear /o/ in the middle of the word, keep your hand down. Say the

following words: on, cot, hop, opera, top, and odd. Repeat with Mr. X-Ray and Jumping Jill. Have children differentiate between words with final /ks/ and other final consoant sounds. Use these words: six, hug, fit, mix, pop, ax, and Rex. Then have children differentiate between words with initial // and other initial consonant sounds. Use these words job, fan, joke, jam, sun, get, and jug.

2.Guided Practice: Compare and Review Write t, o, j, and review the sounds. Then say otter. Have children name the picture, say the beginning sound, and put an x under the correct letter. Repeat with ten, jeep, et, tag, top, and jug. Write the letters x and t and review the sounds. Then say six. Have children name the word, say the ending, sound, and put a x below the correct sounds. Repeat with fox, box, pot, cat, and net.

3.Apply: Teacher Resource pg 120Standard 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.

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/)

1:00-1:35 Math Stations/SnackWrite the 3D shapes poem and read it with the children.

Work with Teacher for the week: 3D Shapes and LaddersK.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

1:35-2:05 Read: The Very Hungry CaterpillarWrite: What you would eat if you were the caterpillar? (TPT)K.3.W Students will use drawing, labeling, dictating, and writing to tell a story, share information, or express an opinion with guidance and support.

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.3 Students will demonstrate correct book orientation and identify the title, title page, and the front and back covers of a book.

K.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.

K.2.PC.5 Students will recognize that print moves from top to bottom, left to right, and front to back (does not have to be matched to voice).

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, backpacks, free choice read, exit TicketMaterials for Monday___Exit Ticket (Pinterest account Haskell Board)___Teacher Resource pg 118___Teacher Resource pg 120 ___Write 3D shapes Poem___3D shapes and ladder game___The Very Hungry Caterpillar

___The Very Hungry Caterpillar writing (TPT account)

TuesdayApril 17, 20188:20-9:00 Free Choice Centers9:00-9:50 Literacy StationsWork with teacher: sentence work/reading9:50-10:30 Computers10:30-11:00 Calendar and Morning Routines--Good morning Song (on Ipod under Playlists, School, Calendar Songs) While this is playing children should get their white boards, erasers, markers and calendar papers.K.1.R.4 Students will follow one and two step directions.

--Complete the Calendar Paper together. I fill it out as I ask questions about the name of the month, the date, the year. We have been in school for 140 days. Add a popsicle stick to the ones cup below the calendar. Use these to fill out the ones, tens, and hundreds part of the sheet. Show children how to write the day, keeping in mind you may have to wait a bit for the slower writers. Finally, fill out the 10 frame with the date. Ask children to sit aside the paper. Count to 140 by ones and 10’s to 100.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.

K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s. --Write the sight words on the board. Start with the most recent and write 12 total.

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). Erase everything and put away all supplies but have children stay on the carpet. --Flashcard the letters, numbers, and have children read all of the sight words. Standard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

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). K.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.

--Sing the money songs. (on the paper in the teal box under the ipod)K.N.4.1 Identify pennies, nickels, dimes, and quarters by name.

--Morning MessageDear Class,Good morning! Today we will write in our journal about our favorite thing about spring. It could be flowers, rain, warmer weather, or anything you can think is your favorite part. Have a great day! Love, LomanginoK.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.

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.

11:00-11:20 Journey’s Curriculum Lesson 25 Day 2--Daily Phonemic Awareness

Blend and Segment Phonemes: Blend the sounds you hear to say a word. Listen: /n/ /a/ /p/. What is the word? nap. Continue, having children blend the sounds in cup, hen, top, and jug.Repeat the words one at a time, asking children to say all the sounds in each word.Substitute Phonemes: Listen: mop. Change the /m/ in mop to /h/. What is the word? hopHave children change /g/ in gum to /h/ and /l/ in let to /s/ to make new words. Then challenge children to say the words kit, fan, and pen without the beginning sounds. 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/).

K.2.PA.9 Students will add, delete, and substitute phonemes in one syllable spoken words. (e.g., “add /c/ to the beginning of “at” to say “cat;” “remove the /p/ from “pin,” to say “in;” “change the /d/ in “dog” to /f/ /r/ to say “frog”)

--Daily High Frequency Words(Pass out white boards and markers.)Them, could, new, there, whenSay the word. themSpell the word. t-h-e-mWrite the word.Check the word.

Apply: Readers Notebook pg 58K.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)

11:25-12:20 Lunch/Recess (recess duty)BBQ Rib on a BunPepperoni CalzoneCobb Salad12:20-1:00 Journey’s Curriculum Lesson 25 Day 2--Phonemic Awareness/PhonicsReview letters Ee, Hh, Kk, OoPhonemic Awareness Warm-up: I’m going to say a word. Listen for the sound you hear at the beginning. I’ll do the first one. Listen: hammer. What sound do you hear at the beginning of hammer? /h/Now let’s do it together. Listen: kitten. What sound do you hear at the beginning of kitten? /k/ Now you do it. Egg? /e/ kite? /k/ hit? /h/

1. Teach/Model: Say Edna Elephant. Remind children that Edna and Elephant begin with /e/. Sing Edna Elephant’s song and have children clap each time they hear a word that begins with /e/.Have children differentiate between words with initial /e/ and medial /e/. I’ll say some words. If you hear /e/ at the beginning of the word, hold up your card. If you hear /e/ in the middle of the word raise your hand. If you hear /e/ at the

end of the word keep your hand down. Say the following words: set, egg, mess, get, Ed, and tell.Repeat with Hattie Horse and Keely Kangaroo. Use the words hose, hug, kite, hat, king, kiss, hill, and kit.

2. Guided Practice: Write Ee, Hh, Kk, and Oo on the board. Point to each letter and have children name it. Then have the children “write” the letter on a friend’s back.Identify /o/, /j/, /ks/, /e/, /h/ and /k/ using Flip chart pg 34

3.Apply: Reader’s Notebook pg 61Standard 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.

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/)

1:00-1:35 Math Stations/SnackRead the 3D shape poem with the children

Work with Teacher for the week: 3D Shapes and LaddersK.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

1:35-2:05 Read: The Very Hungry CaterpillarThe Very Hungry Caterpillar Book (Days of the week)

K.3.W Students will use drawing, labeling, dictating, and writing to tell a story, share information, or express an opinion with guidance and support.

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.3 Students will demonstrate correct book orientation and identify the title, title page, and the front and back covers of a book.

K.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.

K.2.PC.5 Students will recognize that print moves from top to bottom, left to right, and front to back (does not have to be matched to voice).

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 Recess2:30-3:00 folders, backpacks, free choice read, exit ticketMaterials for Tuesday___Exit Ticket (Pinterest account on Haskell Board)___Readers Notebook pg 58___Readers Notebook pg 61___ The Very Hungry Caterpillar Days of the Week Book

WednesdayApril 18, 20188:20-9:00 Free choice Centers9:00-9:50 Literacy StationsWork with teacher: sentence work/reading9:50-10:30 Music

10:30-11:00 Calendar and Morning Routines--Good morning Song (on Ipod under Playlists, School, Calendar Songs) While this is playing children should get their white boards, erasers, markers and calendar papers.K.1.R.4 Students will follow one and two step directions.

--Complete the Calendar Paper together. I fill it out as I ask questions about the name of the month, the date, the year. We have been in school for 141 days. Add a popsicle stick to the ones cup below the calendar. Use these to fill out the ones, tens, and hundreds part of the sheet. Show children how to write the day, keeping in mind you may have to wait a bit for the slower writers. Finally, fill out the 10 frame with the date. Ask children to sit aside the paper. Count to 141 by ones and 10’s to 100.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.

K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s. --Write the sight words on the board. Start with the most recent and write 12 total. 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). Erase everything and put away all supplies but have children stay on the carpet. --Flashcard the letters, numbers, and have children read all of the sight words. Standard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

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). K.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.

--Sing the money songs. (on the paper in the teal box under the ipod)K.N.4.1 Identify pennies, nickels, dimes, and quarters by name.

--Morning MessageDear Class,Good morning! Today we will write in our journal a sentence with one of our sight words for today. Then we will draw a picture to go with it. Your choices for sentences are give, ate, must, say, and said. Love, LomanginoK.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.

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.

11:00-11:20 Journey’s Curriculum Lesson 25 Day 3--Daily Phonemic AwarenessBlend and segment phonemes: Say fan, six, bell. Have children blend the sounds to say the word and then draw a fan. After they blend the sounds to say the word then they will draw the picture. Substitute Phonemes: Listen: leg. Change the /l/ in leg to /p/ to make a new word. What is the new

word? peg Have children change /j/ in jam to /h/ and /b/ in bet to /g/ to make new words.Have children say these words without the beginning sounds: man, bus, and win.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/).

K.2.PA.9 Students will add, delete, and substitute phonemes in one syllable spoken words. (e.g., “add /c/ to the beginning of “at” to say “cat;” “remove the /p/ from “pin,” to say “in;” “change the /d/ in “dog” to /f/ /r/ to say “frog”)

--Daily High Frequency Words(Pass out white boards and markers.)Give, ate, must, say, saidSay the word. giveSpell the word. g-i-v-eWrite the word.Check the word.Apply: Readers Notebook pg 59K.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)

11:25-12:20 Lunch/Recess Roast PorkChicken PattyMandarin Orange Chicken Salad

12:20-1:00 Journey’s Curriculum Lesson 25 Day 3--Phonemic Awareness/Phonics: Review words with o, x, j, e, h, kPhonemic Awareness Warm-up: I’m going to say a word. Listen for the sound you hear at the end. I’ll do the first one. Listen: fix What sounds do you hear at the end of fix? /ks/Now let’s do it together. Listen: ax. What sounds do you hear at the end of ax? /ks/ Now you do it. Job? /b/ ham? /m/ box? /ks/ wax? /ks?

1. Teach/Model: Write the letters o, x, j, e, h, and k. Then go one by one and have the children repeat them and their sounds. Remember, knowing these letters stands for their sounds can help you read words. Write h. Listen: h /h/. Now you say /h/. Write o. Point to h and have children say the sound. Point to o and tell children to say the sound.Blend the sounds. Listen: /h/, /o/, ho. Write t. Point to h and have children say the sound. Point to o and tell children to say the sound. Point to t and tell children to say the sound.Blend the sounds. Listen /h/, /o/, /t/, hotRepeat with jet, kit, and ox

2. Guided Practice: Blend:

Net, set, get, pet, met, jetPop, pot, pod, tap, tan, tag, tabPet, pat, pit, pot, ten, tin, tanPen, ox, him, get, hen, jet, jobBox, den, fox, gat, net, not, hasOn, had, is box, rip, kinKiss, mist, hogs, mill, stop, missSix pigs sit in a pen. Jen can see pigs in the pen.

3.Apply: Readers Notebook pg 64Standard 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.

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.PA.9 Students will add, delete, and substitute phonemes in one syllable spoken words. (e.g., “add /c/ to the beginning of “at” to say “cat;” “remove the /p/ from “pin,” to say “in;” “change the /d/ in “dog” to /f/ /r/ to say “frog”)

--Phonics and Fluency: Vowels Oo, Ee1. Teach/Model: Remind children that o and e are vowels, special letters that can stand for both long and short sounds. Remind children of the long and short sounds for o. Listen to these words: mop, fog. I hear the short o in these words. Now listen: oak, home. I hear the long o sound in these words. Ask children to suggest long and short o words that they know. 2. Guided Practice: Listen for long/short o and e. Model how to listen for the long and short

sounds in the letter o at the beginning and the middle of words.Listen to these words: open, model. I hear long o at the beginning of the word open. I hear short o in the middle of model.Tell children if they hear the long o they should open their eyes wide and say o. If they hear short o they should put their hands on their laps and say o.Rope, old, robModel how to listen for the long and short e in words. Listen to these words: meet, set. I hear the long e in the middle of the word e and the short e in the middle of set. Tell children that you are going to say some words. If they hear long e they should touch their knees and say e. If they hear short e they should shake their head and say e.Steel, feet, met3 Tell children you are going to say some words and they are to say the vowel sound they hear. Nose, bed, bead, nest, meat, send, drop, odd, soap

K.2.PA.9 Students will add, delete, and substitute phonemes in one syllable spoken words. (e.g., “add /c/ to the beginning of “at” to say “cat;” “remove the /p/ from “pin,” to say “in;” “change the /d/ in “dog” to /f/ /r/ to say “frog”)

Student Book: “Six Pigs Hop” (will be read throughout the week during Literacy Stations.Students will read and comprehend increasingly complex literary and informational texts.

1:00-1:35 Math Stations/SnackRead the 3D shape poemWork with Teacher for the week: 3D shape and laddersK.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

1:35-2:05 Read: The Hungry CaterpillarLife Cycle: Life Cycle of the ButterflyK.3.W Students will use drawing, labeling, dictating, and writing to tell a story, share information, or express an opinion with guidance and support.

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.3 Students will demonstrate correct book orientation and identify the title, title page, and the front and back covers of a book.

K.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.

K.2.PC.5 Students will recognize that print moves from top to bottom, left to right, and front to back (does not have to be matched to voice).

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 (recess duty)2:30-3:00 folders, backpacks, free choice read, exit ticket

Materials for Wednesday___Readers Notebook pg 64___Readers Notebook pg 59___The Life Cycle of the Butterfly (Spring Board)___Exit Ticket (Pinterest account on Haskell board)

ThursdayApril 19, 20188:20-9:00 Free Choice Centers9:00-9:50 Literacy StationsWork with teacher: sentence work/reading 9:50-10:30 Gym10:30-11:00 Calendar and Morning Routines--Good morning Song (on Ipod under Playlists, School, Calendar Songs) While this is playing children should get their white boards, erasers, markers and calendar papers.K.1.R.4 Students will follow one and two step directions.

--Complete the Calendar Paper together. I fill it out as I ask questions about the name of the month, the date, the year. We have been in school for 142 days. Add a popsicle stick to the ones cup below the calendar. Use these to fill out the ones, tens, and hundreds part of the sheet. Show children how to write the day, keeping in mind you may have to wait a bit for the slower writers. Finally, fill out the 10 frame with the date. Ask children to sit aside the paper. Count to 142 by ones and 10’s to 100.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.

K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s. --Write the sight words on the board. Start with the most recent and write 12 total.

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). Erase everything and put away all supplies but have children stay on the carpet. --Flashcard the letters, numbers, and have children read all of the sight words. Standard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

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). K.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.

--Sing the money songs. (on the paper in the teal box under the ipod)K.N.4.1 Identify pennies, nickels, dimes, and quarters by name.

--Morning MessageDear Class,Good morning! Today we will decide which we would rather have for a pet, a butterfly or a worm. We will draw a picture and we will write the word. We will also go to Library today. We will be on our best behavior. Love, LomanginoK.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.

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.

11:00-11:20 Journey’s Curriculum Lesson 25 Day 4

--Daily Phonemic AwarenessBlend and Segment Phonemes:Have children blend the sounds to say a word. Listen. /f/ /i/ /ks/. What is the word? fix. Continue with pad, top, mud, den, pig.Repeat the words one at a time asking children to say all the sounds in the word. Substitute Phonemes:Listen: Say wig, zip, and lock. Listen: sock. Change the /s/ in sock. To /l/ What is the new word? lockHave children change /d/ in dig to /w/ and /r/ in rip to /z/ to make words. Ask children to say the words tab, pin, box, and leg without the beginning sounds.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/).

K.2.PA.9 Students will add, delete, and substitute phonemes in one syllable spoken words. (e.g., “add /c/ to the beginning of “at” to say “cat;” “remove the /p/ from “pin,” to say “in;” “change the /d/ in “dog” to /f/ /r/ to say “frog”)

--Daily High Frequency Words(Pass out white boards and markers.)Good, all, away, new, sheSay the word. goodSpell the word. g-o-o-d

Write the word.Check the word.Apply: Blackline Masters Weekly Lesson Lesson 25 pg 5K.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)

11:25-12:20 Lunch/Recess (lunch duty)Ham and Cheese SandwichChicken nuggetsStrawberry Chicken Salad12:20-1:00 Literacy WorkLetter Work:Teachers Resource pg 122K.2.PC.1 Students will correctly form letters to write their first and last name and most uppercase and lowercase letters correctly.

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/)

Read: The Hungry CaterpillarMake: The Very Hungry Patterned Caterpillar (The children will make a patterned caterpillar with beads.K.3.W Students will use drawing, labeling, dictating, and writing to tell a story, share information, or express an opinion with guidance and support.

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.3 Students will demonstrate correct book orientation and identify the title, title page, and the front and back covers of a book.

K.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.

K.2.PC.5 Students will recognize that print moves from top to bottom, left to right, and front to back (does not have to be matched to voice).

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

1:00-1:30 Library1:30-2:05 Math Stations/SnackRead 3D shape poemWork with Teacher for the week: 3D Shapes and LaddersK.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

2:05-2:30 Recess 2:30-3:00 folders, backpacks, free choice read, exit ticketMaterials for Thursday___Teacher Resource pg 122___patterns with the Hungry Caterpillar___Exit Ticket (Pinterest on Haskell board)___Blackline Masters Weekly Lesson 25 pg 5

FridayApril 19, 20188:20-9:00 Free Choice Centers9:00-9:50 Literacy StationsWork with teacher: sentence work/reading 9:50-10:30 Computers10:30-11:00 Calendar and Morning Routines--Good morning Song (on Ipod under Playlists, School, Calendar Songs) While this is playing children should get their white boards, erasers, markers and calendar papers.K.1.R.4 Students will follow one and two step directions.

--Complete the Calendar Paper together. I fill it out as I ask questions about the name of the month, the date, the year. We have been in school for 143 days. Add a popsicle stick to the ones cup below the calendar. Use these to fill out the ones, tens, and hundreds part of the sheet. Show children how to write the day, keeping in mind you may have to wait a bit for the slower writers. Finally, fill out the 10 frame with the date. Ask children to sit aside the paper. Count to 143 by ones and 10’s to 100.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.

K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s. --Write the sight words on the board. Start with the most recent and write 12 total.

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). Erase everything and put away all supplies but have children stay on the carpet. --Flashcard the letters, numbers, and have children read all of the sight words. Standard 2: Reading Foundations Students will develop foundational skills for future reading success by working with sounds, letters, and text.

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). K.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.

--Sing the money songs. (on the paper in the teal box under the ipod)K.N.4.1 Identify pennies, nickels, dimes, and quarters by name.

--Morning MessageDear Class,Good morning! Today we will write about our favorite thing we did in class during the week. You can choose anything that we have done in the classroom. Then you will write a sentence about the picture you will draw. Love, LomanginoK.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.

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.

11:00-11:20 Journey’s Curriculum Lesson 25 Day 5

--Daily Phonemic AwarenessBlend and Segment Phonemes: Write the words bug, doll, yak, bed, mix, sun, and log. Blend the sounds you hear to say a word. Listen: /b/ /u/ /g/. What is the word? bug. Have children point to the word. Continue with the remaining words. Then have the children tell you the sounds in each word that you have written. Substitute Phonemes:Listen: Change the /j/ in jack to /p/. What is the new word? pack.Have children change /y/ in yet to /m/, /d/ in dot to /k/, /d/ in dig to /w/, and /k/ in can to /r/ to make new words.Ask children to say the words mad, pit, his, and ram without the beginning sounds.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/).

K.2.PA.9 Students will add, delete, and substitute phonemes in one syllable spoken words. (e.g., “add /c/ to the beginning of “at” to say “cat;” “remove the /p/ from “pin,” to say “in;” “change the /d/ in “dog” to /f/ /r/ to say “frog”)

--Daily High Frequency Words(Pass out white boards and markers.)By, over, some, them, thenSay the word. by

Spell the word. b-yWrite the word.Check the word.Apply: Lesson #25 SentenceK.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)

11:25-12:20 Lunch/Recess (recess duty)Sweet and Sour Chicken with RiceCheese PizzaChicken Bacon Ranch Salad12:20-1:00 Literacy WorkLetter Work:Teacher’s Resource pg 121K.2.PC.1 Students will correctly form letters to write their first and last name and most uppercase and lowercase letters correctly.

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/)

Read: The Very Hungry CaterpillarRetell the Story: The Very Hungry CaterpillarK.3.W Students will use drawing, labeling, dictating, and writing to tell a story, share information, or express an opinion with guidance and support.

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.3 Students will demonstrate correct book orientation and identify the title, title page, and the front and back covers of a book.

K.2.PC.4 Students will recognize that written words are made up of letters and are separated by spaces.

K.2.PC.5 Students will recognize that print moves from top to bottom, left to right, and front to back (does not have to be matched to voice).

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

1:00-1:30 Math Stations/Snack3D Shape PoemWork with Teacher for the week: 3D Shape and LaddersK.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

Friday Cooking: Rice Krispy Treats made with Trix 2:05-2:30 Recess 2:30-3:00 folders, backpacks, free choice read, exit ticketMaterials for Thursday___Teacher Resource pg 121___Retelling The Very Hungry Caterpillar (TPT)___Exit Ticket (Pinterest on Haskell board)___Lesson 25 Sentence