MondayApril 30, 20188:20-9:00 Free Choice Centers—While this is happening make sure that the children have signed in and chosen their lunch. After everyone has their lunch chosen write down the number of children that have chosen 1, 2, and 3. Then have the two helpers on the calendar take the notecard to the cafeteria.9:00-9:50 Literacy Stations: see attached paper.Work with teacher: Dibels assessment9:50-10:30 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 149 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, do your incredible equation for the day. Ask children to sit aside the paper. Count to 144 by ones, 10’s to 100 and 5’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. Have, one, ask, help, every, walk.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 talk about the letter Ll. We will make bread…since we did not get to try it on Friday. We will practice our lines for graduation and the songs also. Have a wonderful day!Love, Mrs. Lomangino

K.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 27 Day 1Substitute Phonemes:I will say a word. You change the sound you hear at the end of the word to make a new word. I’ll do the first one. Listen: late. I will change the /t/ in late to /k/: late, lake. The new word is lake. What is the new word? lake. Have children try it with soap/soak, read/reach, pin/pit, hut/hug.Display flip chart pg. 52 Follow the directions on the chart to have children substitute phonemes.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 WordsIntroduce: Our words to know for this week are do, down, just, little, only, and went. You are going to see these words in your readings this week.Apply: Teachers Resource pg 128K.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)Hot dog on a bunChicken and cheese quesadillasCobb Salad12:20-1:00 Journey’s Curriculum Lesson 27 Day 1--Phonemic Awareness/PhonicsLetters UuSing the ABC traditional song and ABC phonics songPhonemic Awareness Warm-up: Say Larry Lion. Read or sing the lyrics to Larry Lion’s song, and have children echo it line-for-line. Have them listen for the /l/ words and clap their hands when they hear each one. Larry Lion(tune: twinkle twinkle little star) Larry Lion likes lollipops. Larry Lion likes lemon drops.Larry Lion likes lentil stew.Larry Lion likes lasagna too.Larry Lion likes liver for lunch, Topped with lettuce, crunch, crunch, crunch!

1.Teach/Model: Say Larry Lion with me. Larry Lion. Larry’s letter is the consonant Ll. The

letter Ll stands for the /l/ sound, the sound you hear at the beginning of Larry and Lion. You can hear /l/ at the beginning of these words: leg, long, look, like. Write the words on the board. Have children underline the letter l in each word.

2.Guided Practice: Compare and review l, k, h. Write L, K, and H on the bard. Then have the children say the beginning sounds of each. Then say the word leaf. Have a volunteer make a X under the letter the word begins with. Repeat with lemon, key, horse, king, and hat.

3.Apply: Teachers Resource pg 130Standard 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/SnackSubtractionWorking on Subtraction with small groups. K.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

1:35-2:05 Practice for graduation. 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

2:00-2:30 Recess 2:30-3:00 Folders (Have children put them in their backpacks), free choiceMaterials for Monday___Teacher Resource pg. 128___Teacher Resource pg 130___Subtraction paper in small group (Pinterest in math stations)

TuesdayMay 1, 20188:20-9:00 Free Choice Centers9:00-9:50 Literacy StationsWork with teacher: Dibels with teacher9:50-10:30 Music10:30-11:00 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 150 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 150 by ones, 10’s to 100 and 5’s by 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. do, went, down, just, little and only

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 beside the teacher’s chair) K.N.4.1 Identify pennies, nickels, dimes, and quarters by name.

--Morning MessageDear Class, Good morning! Today we will go to the park for a picnic and play! We will also practice our graduation songs and lines. When we get back we will do some of our “regular work”. Be on your 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.

11:00-1:00 Picnic at the Park Fieldtrip

1:00-1:20Journey’s Curriculum Lesson 26 Day 2--Daily Phonemic AwarenessSubstitute PhonemesTell children you will say a word. They should change the sound they hear at the end of the word to make a new word. I’ll do the first one. Listen: pin. I will change the /n/ in pin to /g/; pin, pig. The new word is pig. What is the new word? pigHave children change /n/ in sun to /b/, /sh/ in wish to /n/, /k/ in back to /d/, and /t/ in net to /k/ to make new words.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.)Have, one, ask, help, every, walkSay the word: haveSpell the word: h-a-v-eWrite the word.Check the word

Repeat the process for ask, every, help, one, and walk.Apply: Readers Notebook pg 73K.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)

1:20-2:05 Journey’s Curriculum Lesson 27 Day 2--Phonemic Awareness/PhonicsLetters Ww

1. Teach/Model: Say Willy Worm with me. Willy Worm. Willy Worm’s letter is the consonant Ww. The letter w stands for the /w/ sound, the sound you hear at the beginning of Willy and Worm.You can hear /w/ at the beginning of these words: we, wig, with, will. Write the words on the board. Have children underline the letter w in each word.

2. Guided Practice: Display Flip chart pg 54. Follow the directions on the Flip chart to help children identify pictures whose names have /l/ or /w/ as the beginning sound.

3.Apply: Reader’s Notebook pg 75Standard 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/)

2:05-2:30 Recess (duty)2:30-3:00 Math Stations/Snack

Read the 3D shape poem with the childrenWork with Teacher for the week: Sort 3d Shapes. When done have children name the shapes. K.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

Materials for Tuesday___Readers Notebook pg 73___Readers Notebook pg 75

WednesdayMay 2, 20188:20-9:00 Free choice Centers9:00-9:50 Literacy StationsWork with teacher: Dibels9:50-10:30 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 151 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 incredible equation. Ask children to sit aside the paper. Count to 151 by ones, 10’s to 100 and 5’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 after lunch we will go to the high school to practice for graduation. We will want to work hard to make sure our graduation is ready for the 10th. 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 27 Day 3--Daily Phonemic Awareness

Substitute PhonemesHave children change the sound at the end of a word to make a new word.I’m going to say a word. You change the sound you hear at the end of the word to make a new word. Listen: pen. Change the /n/ in pen to /t/. What is the new word? petFor practice, have children change /p/ in cup to /t/, /n/ in fan to /t/; /sh/ in dish to /g/; and /p/ in map to /n/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.)Ask, every, have, help, one, walkSay the word. askSpell the word. a-s-kWrite the word.Check the word.Apply: Readers Notebook pg 74

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)MeatloafChicken pattyMandarin chicken salad12:20-1:30 Graduation Practice at the High School1:30-2:05 Math Stations/SnackRead the 3D shape poemWork with Teacher for the week: subtractionK.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

2:05-2:30 Recess 2:30-3:00 folders, free choice centersMaterials for Wednesday___Readers Notebook pg 74

ThursdayMay 3, 20188:20-9:00 Free Choice Centers9:00-9:50 Literacy StationsWork with teacher: Dibels 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 152 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 147 by ones, 10’s to 100 and 5’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 once again work on our graduation after lunch. We will keep the schedule we had yesterday for today. 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 27 Day 4--Substitute Phonemes

Say rug, log, bed, jam, and mix. Tell children you will say a word. They should change the sound they hear at the end of the word to make a new word. Listen: run. Change the /n/ to run to /g/. What is the new word? rug Change the /t/ in lot to /g/; /n/ in ben to /d/; /k/ in jack to /m/; and /t/ in mitt to /ks.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.)Ask, every, have, help, one, walkSay the word. haveSpell the word. h-a-v-eWrite the word.Check the word.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 Super NachosChicken Alfredo

Taco Salad12:20-1:30 Graduation Practice at the High School1:30-2:05 Math Stations/SnackRead 3D shape poemWork with Teacher subtractionK.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

2:05-2:30 Recess 2:30-3:00 folders, free choice

FridayMay 4, 20188:20-9:00 Free Choice Centers9:00-9:50 Literacy StationsWork with teacher: Dibels 9:50-10:30 music10:30-11:00 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 153 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 153 by ones, 10’s to 100, 5’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,Happy Friday! We will once again go to the High School for graduation. I am so proud of you all! Let’s continue to work hard! 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 26 Day 5--Daily Phonemic Awareness

Substitute Phonemes:Say wig, hop, kit, sun, ten. Tell children you will say a word. They should change the sound they hear at the end of the word to make a word that names a picture. Listen wish. Change the /sh/ in wish to /g/. What is the enw word? wig.Have children change /t/ in hot to /p/; /s/ in kiss to /t/; /b/ in sub to /n/; and /l/ in tell to /n/. 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.)Have, one, ask, help, every, walkSay the word. helpSpell the word. h-e-l-pWrite the word.Check the word.Apply: Lesson #27 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

Pepperoni pizzaFish SandwichChicken Bacon Ranch Salad12:20-1:30 Practice Graduation at High School1:30-2:05 Math Stations/Snack3D Shape PoemWork with Teacher for the week: SubtractionK.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.

2:05-2:30 Recess 2:30-3:00 folders, free choiceMaterials for Friday___Lesson 27 Sentence