K - Amerson-taylor - Language Arts Charts

Day 1 AT SOL E K.11 & K.12* Handwriting Skills R: The ABC Bunny W: The students will write the different letters in the shaving cream.

Day 2 AT SOL E K.11 & K.12* Handwriting Skills R: Nutty Noodles W: After forming the letters with the dotted lines, the students will write the letter.

Day 3 AT SOL E K.11 & K.12* Handwriting Skills R: The Most Amazing Hide - and - Seek Alphabet Book. W: Letters found on sheet

Day 4 AT SOL E K.11 & K.12* Handwriting Skills R: An Edward Lear Alphabet. W: First and Last Name

Day 5 AT SOL E K.11 & K.12* Handwriting Skills R: N/A W: Capital and Lowercase Letters/First and Last Name

AL/L/LI/VL The teacher will read The ABC Bunny to the class.

AL/L/LI/VL The teacher will read Nutty Noodles to the class.

AL/L/LI/VL The teacher will read The Most Amazing Hide – and – Seek Alphabet Book to the class.

AL/L/LI/VL The teacher will read An Edward Lear Alphabet to the class.

W The students will write the different letters in shaving cream.

A/AL/PH/VL The teacher will go over the letters and sounds of the alphabet with the students. In addition, the teacher will teach the students the short A sound with the students and have the students come up with words that contain the short A sound. The teacher will give each student several different lengths of yarn, a worksheet, and glue. The worksheet will have dotted lines forming the different letters of the alphabet.

E/W The students will be instructed to write out the capital letters of the alphabet in order. In addition, the students will be required to write their first name. This evaluation will be graded for neatness and completion of the alphabet.

AL/PH/T/VL/W The teacher will introduce the letters of the alphabet to the students. The teacher will point to each letter, say the letter, sound, and a word which starts with that letter. Specifically, the teacher will spend significant time on the long A sound. Then, the teacher will squirt a mound of shaving cream and the students will spread it out on their desk. The teacher will write the letter on the smartboard and the students will use their finger to write it in the shaving cream.

W The students will write the letters they find on the back of their worksheet. AL/PH/VL The teacher will review the letters and sounds of the alphabet with the students. In addition, the teacher will teach the long E sound. A/W The students will be given a worksheet and instructed to take a crayon and color the letters they find and write the letters. DA: For students with visual impairments, the hidden letters will be obvious. Also, the teacher can assist the students in finding the letters if needed.

W The students will write their first and last name on the sheet. A/MU/PH/W The teacher will lead the class in singing the “ABC song.” Additionally, the teacher will teach the students the short E sound. A/W The students will be instructed to write the first letter of their name and take the glue and carefully outline their letter. The students will take the marshmallows and place them on top of the glue and outline the first letter of their name.

Day 6 AT SOL E K.11 & K.12* Handwriting Skills R: Alphabet Mystery W: First and Last Name

Day 7 AT SOL E K.11 & K.12* Handwriting Skills R: The Alphabet Tree W: Letters from Worksheet

Day 8 AT SOL E K.11 & K.12* Handwriting Skills R: Alphabet Adventure W: Word with Selected Letter

Day 9 AT SOL E K.11 & K.12* Handwriting Skills R: Alphabet Rescue W: Words found on Worksheet

Day 10 AT SOL E K.11 & K.12* Handwriting Skills R: N/A W: Capital/Lowercase Letters and First/Last Name

AL/L/LI/VL The teacher will read Alphabet Mystery to the class.

AL/L/LI/VL The teacher will read The Alphabet Tree to the class.

AL/L/LI/VL The teacher will read Alphabet Adventure to the class.

AL/L/LI/VL The teacher will read Alphabet Rescue to the class.

W The students will write their first and last name on the worksheet.

W The students will write the letters found on the worksheet.

W The students will have to find an object around the classroom and write the word.

W The students will write the words found on the worksheet.

E/W The teacher will instruct the students to write the capital and lowercase letters of the alphabet in order. In addition, the students will be instructed to write their first and last name on the top of the paper. From this point on, the students will be required to legibly print their first and last name at the top of each worksheet/paper.

AL/PH The teacher will give the students different mystery letter scenarios. The students will guess the letter mystery. For example, Mr. Bug went to the Bear’s house and took some Berries. Also, the teacher will teach the students the long and short I sound. M/W The students will write their guesses. The students will keep a tally of the letters they get correct. DA: For students with hearing difficulties, the teacher will supply pictures of the story.

AL/PH/VL The teacher will review the letters of the alphabet with the students. The teacher will teach the students the long and short O sound with the students and have the students come up with words for the sound. The teacher will give the students a worksheet with a picture of a tree. A/W Around the tree there will be lined sections and the students will write each letter of the alphabet they see on the tree. After writing the letters, the students will color the worksheet.

PH/W The teacher will review capital letters with the students. Also, the teacher will teach the students the long and short U sound. The teacher will give the students a worksheet containing letters with blanks after it. The students will have to find an object around the classroom that begins with the selected letter. T Then, the class will play a game at (http://www.kinderplanet.c om matching upper and lowercase letters.

AL/LI/L/VL/W The teacher will review the lowercase letters with the students and give the students three worksheets to form a booklet of the adventures. A/W The students will color the worksheets and write the words displayed from the story. For example, the students will color the picture and write the word m-u-d. PH/T In the computer lab, the students will play www.readwritethink.org/m aterials/picturematch/.

Day 11 AT SOL E K.9 Phonemic Awareness R: Letters and Sounds: Timothy Goes to School W: First and Last Names

Day 12 AT SOL E K.9 Phonemic Awareness R: Hop on Pop W: The Letter A

AL/L/LI/VL The teacher will read Letters and Sounds: Timothy Goes to School to the class.

AL/L/LI/VL The teacher will read Hop on Pop to the class.

Day 13 AT SOL E K.9 Phonemic Awareness R: Letter Sounds (a video). W: Words Beginning with the Letter A AL/L/LI/VL The students will follow along with Letter Sounds.

Day 14 Day 15 AT SOL E K.9 AT SOL E K.9 Phonemic Awareness Phonemic Awareness R: Chicka Chicka Boom R: N/A Boom W: N/A W: Sentences Including the Letter A AL/L/LI/VL The teacher will read Chicka Chicka Boom Boom to the class.

AL/E/VL The teacher will give the students a worksheet reviewing short vowels. The teacher will A/AL/KL/MA/PH/VL/W W In their booklet, the W In their booklet, the instruct the students to look W The students will write The teacher will teach the students will practice students will write a at each picture, say its their name and the name of sounds of the letter A. The writing different words that sentence making sure to name, and circle the correct a fellow classmate teacher will give the begin with the letter A. For use a word with the letter A word. For example, when students 2 apple card stocks example, the students in the sentence. For given a picture of a wig, AL/MU/PH/VL The teacher to make the covers of their could write the words: example, the students the students will be given will gather the students booklet. Using reproducible apple, and, and Adam. could write the sentence: two words wag and wig. around and hold up a lined pages for handwriting The apple is good. The students will circle necklace. There will be a practice, the students will PH/T/VL The teacher will wig. name necklace for each practice single capital and instruct the students to visit PH/T/VL The teacher will student. The teacher will lower case A’s. each of the centers. In the allow students to use the DA: For students with hold up a name necklace, first center, the students classroom computer or visual impairments, the say the name while moving PH/VL The teacher will use will work together to name return to the computer lab teacher could tell the his/her hand under the index cards and place a each picture and identify to play "Chicken Stacker" student what the picture letters, and ask if anyone picture of a word containing the vowel sound. Students found at www.pbskids.org is of, then the student tell recognizes the name. The a short vowel on the left side can also create additional again as a self-selected the teacher the correct student will come forward to and write the short vowel on picture cards to add to the activity. This will help letter. place the Necklace around the right side. The teacher collection. In the second students apply and his/her neck. The teacher will cut each card in a center, the students will reinforce their knowledge will continue this until all jigsaw puzzle style so that it also practice the online, of short-vowel sounds. the Necklaces have been will have a unique match. interactive Picture Match. given out. Next, the teacher The teacher will hold the The students will be will lead the class in singing cards until those sounds are instructed to click on the “We’re So Glad You’re introduced. link for short-vowel Here.” sounds.

Day 16 AT SOL E K.9 Phonemic Awareness R: The Letters are Lost W: Write Words from Story

Day 17 AT SOL E K.9 Phonemic Awareness R: Shiver Me Letters: A Pirate ABC W: The Letter B

Day 18 AT SOL E K.9 Phonemic Awareness R: Twenty Six Letters and 99 Cents W: Words Beginning with the Letter B

Day 19 Day 20 AT SOL E K.9 AT SOL E K.9 Phonemic Awareness Phonemic Awareness R: Alphabet Soup R: N/A W: Sentences Including the W: The students will circle Letter B the correct word.

AL/L/LI/VL The teacher will read The Letters are Lost to the class.

AL/L/LI/VL The teacher will read Shiver Me Letters: A Pirate ABC to the class.

AL/L/LI/VL The teacher will read Twenty Six Letters and 99 Cents to the class.

AL/L/LI/VL The teacher will read Alphabet Soup to the class.

W Given lined sheets of paper, the students will write the words Monkey, Bear, and Seal.

A/AL/KL/MA/PH/VL/W The teacher will teach the sounds of the letter B. The teacher will give the students 2 bear card stocks to make the booklet. The students will practice single capital and lower case B’s.

AL/MO/PH/VL The teacher will teach the consonant letters and sounds of S, M, and B. The teacher will call up six children at a time to play a game. Two students will stand apart and hold up big cards: Monkey, Bear, and Seal. The teacher will ask the students to say the names of their animals, emphasizing the beginning sounds. Then, the teacher will call out a series of words beginning with s, m, and b. The remaining four children will run to stand beside the animal whose name begins with the same sound.

AL/MO/PH The teacher will teach the consonants N, R, and F. The teacher will lead the students in playing Simon Says. After the teacher gives the command, he/she will ask the students to identify the consonant. For example, for the letter S the teacher could say “Simon says, Sit down, etc. DA: Students with mobility issues will help the teacher think of commands.

W In their booklets, the students will practice writing different words that begin with the letter B. For example, the students could write: bear, ball, and book. AL/VL The teacher will teach the consonants D, H, and L to the class. A/M/PH/VL The students will be instructed to make their own picture cards using letters. The students will look through magazines for objects that begin with certain letters. The students will paste the pictures onto the index cards and number the index cards to see which student found the most pictures.

W In their booklets, the students will write a sentence using a word with the letter B in the sentence. For example, the students could write the sentence: The bear is soft. AL/PH/VL The teacher will duplicate and cut out carnival tickets for the students and label the top line on each ticket with a consonant. The teacher will distribute a carnival ticket to each student. W The students will be instructed to write a word on the ticket that begins with the letter shown. The teacher will have the students write a word on the board under the correct consonant.

L/PH/VL The teacher will instruct the students to listen as he/she names each picture. The students are to circle the letter for the beginning sound. For example, the teacher will say the word milk. The students have the choice of M or S. The students would circle the M to show that Milk begins with the letter M.

Day 21 AT SOL E K.6 Word Recognition Strategies R: Silly Sally W: Words that Rhyme

Day 22 AT SOL E K.6 Word Recognition Strategies R: Llama Llama Red Pajama W: The Letter C

Day 23 AT SOL E K.6 Word Recognition Strategies R: Is Your Mama A Llama? W: Words Beginning with the Letter C

Day 24 Day 25 AT SOL E K.6 AT SOL E K.6 Word Recognition Word Recognition Strategies Strategies R: Mr. Brown Can Moo, R: N/A Can You? W: N/A W: Sentences Including the Letter C

AL/L/LI/VL The teacher will read Silly Sally to the class.

AL/L/LI/VL The teacher will read Llama Llama Red Pajama to the class.

AL/L/LI/VL The teacher will read Is Your Mama a Llama? to the class.

AL/L/LI/VL The teacher will read Mr. Brown Can Moo, Can You? to the class.

A/PHW The students will be instructed to draw a picture of two things that rhyme and write the words underneath. For example, a student could draw a picture of a cat and a hat and write the words underneath the pictures. AL/PH/VL The teacher will discuss rhyming words with the students. The teacher will show that by switching the first letter in a word, the words rhyme.

AL/E/PH/T/VL The teacher will take the students to the computer lab to an online interactive A/AL/KL/MA/PH/VL/W W In their booklets, the game at The teacher will teach the students will practice W In their booklets, the www.getreadytoread.org. sounds of the letter C. The writing different words that students will write a At this website, the teacher will give the begin with the letter C. For sentence making sure to students will be instructed students 2 cow card stocks example, the students use a word with the letter C to click on the pictures that to make their booklet. Using could write the words: cow, in the sentence. For rhyme with a given word. reproducible lined pages for car, and cookie. example, the students This website orally handwriting practice, the could write the sentence: announces each word with students will practice single AL/M/PH/VL Five lily The cow is black. a corresponding picture. At capital and lower case C’s. pads will be on the board the end of the game, the with the following words: AL/PH The teacher will students will be instructed PH/VL The teacher will cat, sit, fan, rake, and be. discuss the students the to print out their score and give the students a list of different suffixes the teacher can see how the words and instruct them to PH/VL The students will mentioned in the story such students are doing with walk around the classroom be instructed to think of as: -ip and –izzle, etc. rhyming words. and write/draw a picture of a rhyming words for the list word that rhymes. on the board. If the word GA/PH/VL The students rhymes, the teacher will will be given cut outs of DA: For students with write the word under the different consonants and mobility issues, the student correct lily pad. After place them in front of the will point to an object and completing the activity, the suffixes to make up words. the teacher will bring the students will look to see The teacher will write the item over for further which word has more words that were made with examination. rhyming words underneath. each suffix on the board.

Day 26 AT SOL E K.6 Word Recognition Strategies R: Bow Wow Meow Meow W: Words from the story

Day 27 AT SOL E K.6 Word Recognition Strategies R: Baa, Baa, Black Sheep and Sheep in a Jeep W: The Letter D

Day 28 AT SOL E K.6 Word Recognition Strategies R: A Giraffe and a Half W: Words Beginning with the Letter D

Day 29 Day 30 AT SOL E K.6 AT SOL E K.6 Word Recognition Word Recognition Strategies Strategies R: I Knew Two Who Said R: N/A Moo W: N/A W: Sentences Including the Letter D

AL/L/LI/VL The teacher will read Bow Wow Meow Meow to the class.

AL/L/LI/VL The teacher will read Baa, Baa, Black Sheep and Sheep in a Jeep to the class.

AL/L/LI/VL The teacher will read A Giraffe and a Half to the class.

AL/L/LI/VL The teacher will read I Knew Two Who Said Moo to the class.

W The teacher will write several words on the board mentioned in the story and have the students write them.

W The teacher will instruct A/AL/KL/MA/PH/VL/W the students to pull out The teacher will teach the their booklets and write sounds of the letter D. The words that begin with the teacher will give the letter D. For example, the students 2 dog card stocks to students could write: dog, make their booklet. Using drum, and dish. reproducible lined pages for handwriting practice, the PH The teacher will lead students will practice single the students in playing capital and lower case D’s. “Pella’s Pockets.” A blend will be written on different A/MU The teacher will lead pockets on the chart. the class in singing “Baa, Baa, Black Sheep.” Next, PH The students will take the teacher will give the turns reading the words on students an outline of a the cards and place them in sheep. The students will the correct blend pocket. color some cotton balls (by shaking black powdered DA: Students with paint and cotton balls mobility issues will together in a plastic bag) identify the pocket and a then glue the black cotton classmate will place the balls onto the sheep. card in the pocket.

MO/PH/T/VL The teacher will then lead the students in clapping out the syllables in different words mentioned in the story. Then, the teacher will use the smartboard and bring up www.manatee.k12.fl.us and have the students look at the pictures and clap out the syllables.

W The teacher will instruct the students to pull out their booklets and write a sentence using the letter D. For example, the students could write: The dog likes to bark. AL/PH/VL The teacher will teach several blends to the students and lead the class in playing “Hanging with Blends.” Pictures of six shirts will be on the board. Each one will represent a different blend. PH/VL Each student will be given a button with a word on it. The students will put their button under the correct blend shirt.

A/E/PH/VL The teacher will give the students a worksheet that will test their word recognition skills. On the worksheet, the students will review blends and words beginning with those blends. The students are to cut out the pictures in the shape of flower petals. They will then say the picture name and glue the petal to the outlined area that has the correct beginning blend and/or word. DA: Students that have a hard time using scissors, the teacher will provide pre-cut shapes.

Day 31 AT SOL E K.2 Letter- Sound Associations R: What is That? Said the Cat W: Words that Rhyme

Day 32 AT SOL E K.2 Letter- Sound Associations R: Yuck! Stuck in the Muck W: The Letter E

Day 33 AT SOL E K.2 Letter- Sound Associations R: Brown Bear, Brown Bear, What Do You See? W: Words Beginning with the Letter E

Day 34 Day 35 AT SOL E K.2 AT SOL E K.2 Letter- Sound Letter- Sound Associations Associations R: Miss Bindergarten Goes R: Rhyming Words to Kindergarten W: N/A W: Sentences Including the Letter E

AL/L/LI/VL The teacher will read What is That? Said the Cat to the class.

AL/L/LI/VL The teacher will read Yuck! Stuck in the Muck to the class.

AL/L/LI/VL The teacher will read Brown Bear, Brown Bear, What Do You See? to the class.

AL/L/LI/VL The teacher will read Miss Bindergarten Goes to Kindergarten to the class.

W The teacher will instruct the students to write several words that rhyme and draw a picture. For example, cat and bat.

A/AL/KL/MA/PH/VL/W The teacher will teach the sounds of the letter E. The teacher will give the students 2 elephant card stocks to make their booklet. Using reproducible lined pages for handwriting practice, the students will practice single capital and lower case E’s.

W The teacher will instruct the students to pull out their booklets and practice writing different words that begin with the letter E. For example, the students could write the words: elephant, egg, and eagle.

W The teacher will instruct the students to pull out their booklets and write a sentence using the letter E. For example, the students could write: The elephant is big.

AL/PH The teacher will have the students sit on the floor in a circle. The teacher will tell them that they are going to listen carefully as he/she says a set of words. For example, the teacher could say, cup, spoon, pot. The teacher will have them repeat the words, and then ask them to listen for the missing word. The teacher will then say cup, spoon. The teacher will instruct the students to identify the missing word (pot). The teacher will continue with the additional sets of words.

AL The teacher will tell the students that he/she is AL/VL The teacher will going to say sentences and write the sentence “I share explain that the students my with my will add more words to the friends.” The teacher will sentence to make it longer. point to and read the words. The teacher will begin with The teacher will ask the a simple sentence such as I students to tell what they see you…. If the students like to share with friends. have difficulty, the teacher The teacher will write the will encourage them by word in the blank and read asking a question such as I the sentence for the students. see you where?

AL/PH/VL The teacher will hold up the Picture Cards lock, rock; pail, tail; pig, wig and instruct the students to name each one. PH/VL The students will name words that rhyme with the given words. DA: For students with ADD or ADHD, the teacher could provide materials for them to manipulate.

E/PH/T/VL The teacher will take the students to the computer lab to play an online rhyming game. The students will be instructed to pick words that rhyme. They are given pictures so they can associate pictorial representations with written words. At the end of the exercise, the teacher will instruct the students to print their results. The teacher will use this to assess his/her students.

Day 36 AT SOL E K.2 Letter- Sound Associations R: Goodnight Moon W: What They Wish For

Day 37 AT SOL E K.2 Letter- Sound Associations R: The Icky Sticky Frog W: The Letter F

Day 38 AT SOL E K.2 Letter- Sound Associations R: A Bad, Bad Day W: Words Beginning with the Letter F

Day 39 Day 40 AT SOL E K.2 AT SOL E K.2 Letter- Sound Letter- Sound Associations Associations R: A House is A House for R: Read the Sentences Me W: Words that Rhyme with W: Sentences Including the the Circled Word Letter F

AL/L/LI/VL The teacher will read Goodnight Moon to the class.

AL/L/LI/VL The teacher will read The Icky Sticky Frog to the class.

AL/L/LI/VL The teacher will read A Bad, Bad Day to the class.

AL/L/LI/VL The teacher will read A House is a House for Me to the class.

A/W The students will be instructed to write what they wish for in the blank and color the picture.

A/AL/KL/MA/PH/VL/W The teacher will teach the sounds of the letter F. The teacher will give the students 2 frog card stocks to make their booklet. Using reproducible lined pages for handwriting practice, the students will practice single capital and lower case F’s.

W The teacher will instruct the students to pull out their booklets and practice writing different words that begin with the letter F. For example, the students could write: frog, foot, and fork.

W The teacher will instruct the students to pull out their booklets and write a sentence using a word with the letter F in the sentence. For example, the students could write the sentence: The frog jumps high.

VL The teacher will give the students a worksheet containing different sentence beginnings with blanks.

W The students will be given a worksheet to complete as the story is being read. The students would have to fill in the correct word from the story and could then think up or make up rhyming words to rhyme with the word in the blank.

PH/VL The teacher will give the students a sheet with a picture of a child preparing for bedtime. The child is looking out the window up at the moon. Above the picture, the words H/KL/MO/MU/VL The “I wish for . teacher will have the students act out “Five Little Speckled Frogs.” Then, the teacher will provide a delicious snack of celery with peanut butter (the log) and raisins on top of the celery (the bugs) DA: Students with mobility issues will have mini frogs to manipulate.

W The students will be instructed to write what happens in a bad day. For example, the student could write: First, I was sick. Then, I went to the doctor etc.

E/PH/W The teacher will give the students a worksheet containing sentences with a blank at the end. The students will read the sentence and circle the picture that correctly fits at the end of the sentence. Next, the students will write a word that rhymes with the circled word. For example, the sentence could be: A dog likes . The student would circle the picture of bone and write cone as a rhyming word.

Day 41 AT SOL E K.8 Understanding Printed Information R: Dog and Bear W: High Frequency Words

Day 42 AT SOL E K.8 Understanding Printed Information R: If You Give a Pig a Pancake. W: The Letter G

Day 43 AT SOL E K.8 Understanding Printed Information R: Animals Strike at the Zoo, Its True! W: Words Beginning with the Letter G

Day 44 Day 45 AT SOL E K.8 AT SOL E K.8 Understanding Printed Understanding Printed Information Information R: When You Are Happy R: W: Sentences Including the W: High Frequency Words Letter G

AL/L/LI/VL The teacher will read Dog and Bear to the class.

AL/L/LI/VL The teacher will read If You Give a Pig a Pancake to the class.

AL/L/LI/VL The teacher will read Animals Strike at the Zoo to the class.

AL/L/LI/VL The teacher will read When You Are Happy to the class.

W After introducing a few high-frequency words, the teacher will have the students write the words.

A/AL/KL/MA/PH/VL/W The teacher will teach the sounds of the letter G. The teacher will give the students 2 giraffe card stocks to make their booklet for the week. Using reproducible lined pages for handwriting practice, the students will practice single capital and lower case G’s.

W The teacher will instruct the students to pull out their booklets and practice writing words that begin with G. For example, the students could write: giraffe, green, and glad.

W The teacher will instruct the students to pull out their booklets and write a sentence using the letter G in the sentence. For example, the students could write: The giraffe has a long neck.

AL/L/VL The teacher will introduce the words: a, and, by, are, and at to the students. The teacher will spread the high-frequency words on the floor and ask the students to find the word and. This will continue until all the cards with the word and have been picked up. AL/VL The teacher will hold the card up in front of the class and the students will tell the letters in each word. This activity will be continued until all the cards have been removed.

VL The teacher will give each child a book from the Library Center. The teacher will explain that they are going to look for a, and, by, are, and at in their books. M/VL The students will put their finger on the words when they find them and keep a tally of the words found within the book.

AL/VL The teacher will review the high-frequency word flash cards with the students. The teacher will ask the students to help build phrases using the high frequency word flash cards. The children will move their hands from left to right under the cards as they read each phrase. Using the Word Card a, the teacher will build sentences and then have the students say it with him/her.

MO/T/VL The students will play "Blast-Off" at www.fcboe.org/schoolhp/s hes/sight_words.htm. The students will stand higher as letters are spelled. When the word is completed, the students will jump. DA: Students with mobility issues will use their arms to illustrate squatting. The students will raise their hands higher.

E/L/W The teacher will give an evaluation on the high-frequency words studied this week. The teacher will orally say the word and the students will write it.

Day 46 AT SOL E K.8 Understanding Printed Information R: My Father the Dog W: High Frequency Words

Day 47 AT SOL E K.8 Understanding Printed Information R: If I were a Lion W: The Letter H

Day 48 AT SOL E K.8 Understanding Printed Information R: A Frog in the Bag W: Words Beginning with the Letter H

Day 49 Day 50 AT SOL E K.8 AT SOL E K.8 Understanding Printed Understanding Printed Information Information R: Five Little Monkeys R: Jumping on the Bed W: High Frequency Words W: Sentences Including the Letter H

AL/L/LI/VL The teacher will read My Father the Dog to the class.

AL/L/LI/VL The teacher will read If I Were a Lion to the class.

AL/L/LI/VL The teacher will read A Frog in the Bag to the class.

AL/L/LI/VL The teacher will read Five Little Monkeys Jumping on the Bed to the class.

W The teacher will introduce some high frequency words to the students and instruct them to write each word.

A/AL/KL/MA/PH/VL/W The teacher will teach the sounds of the letter H. The teacher will give the students 2 heart card stocks to make their booklet. Using reproducible lined pages for handwriting practice, the students will practice single capital and lower case H’s

W The teacher will instruct the students to pull out their booklets and write words that begin with the letter H. For example, the students could write the words: heart, hand, and house.

AL/L/PH/VL The teacher will introduce the words: he, I, in, and, on, is and my. The teacher will spread these high-frequency cards on the floor and ask the students to find all the he cards. This will continue until all the cards have been picked up.

AL/PH/VL The teacher will review the highL/PH/M/VL The teacher frequency word flash cards will give each child a book with the students. The from the Library Center. The teacher will ask the teacher will explain that students to help build they are going to look for phrases using the high AL/VL The students will the high-frequency words frequency words. Using the tell the letters in each word. (he, I, in, is, my, and on) in Word Card I, the teacher their books. The teacher will will build sentences and DA: For students with instruct the students to put then have the students say mobility issues, the teacher their finger on the words it with you. could take the cards to the when they find them. The student’s desk. students will keep a tally of the words found in the book.

W The teacher will instruct the students to pull out their booklets and write a sentence making sure to use a word with the letter H in the sentence. For example, the students could write the sentence: My heart is happy. AL/PH/W The teacher will instruct the students to say each letter in the word and the students will write the words on the sidewalk. Then, the students will be instructed to spell the words aloud.

E/W The teacher will give an evaluation on the highfrequency words studied this week. The teacher will orally say the word and the students will write it.

Day 51 AT SOL E K.8 Understanding Printed Information R: Puppies for Sale W: High Frequency Words

Day 52 AT SOL E K.8 Understanding Printed Information R: “Stand Back” said the Elephant, “I’m Going to Sneeze” W: The Letter I

Day 53 AT SOL E K.8 Understanding Printed Information R: Five Little Monkeys with Nothing to Do W: Words Beginning with the Letter I

Day 54 Day 55 AT SOL E K.8 AT SOL E K.8 Understanding Printed Understanding Printed Information Information R: Baby Bear, Baby Bear, R: What Do You See? W: High Frequency Words W: Sentences Including the Letter I

AL/L/LI/VL The teacher will read Puppies for Sale to the class.

AL/L/LI/VL The teacher will read “Stand Back” said the Elephant, “I’m Going to Sneeze.” to the class.

AL/L/LI/VL The teacher will read Five Little Monkeys with Nothing to Do to the class.

AL/L/LI/VL The teacher will read Baby Bear, Baby Bear, What Do You See to the class.

W The teacher will instruct the students to pull out their booklets and practice writing different words that begin with the letter I. For example, the students could write the words: insect, igloo, and inch.

W The teacher will instruct the students to pull out their booklets and write a sentence using a word with the letter I in the sentence. For example, the students could write the sentence: I do not like insects.

AL/PH/VL The teacher will review the highfrequency word flash cards with the students. The teacher will ask the students to help build phrases using the high frequency word flash cards. Using the Word Card for, the teacher will build sentences and then have the students say it with you.

AL/MA/PH/VL The teacher will combine the words studied over the last three weeks to play Sight Word Bingo. The teacher will give the students a bingo card and chips. The teacher will call out the words to the students and instruct them to place a chip on the correct word. When a student has a row of chips, they will call out Bingo!

W The students will practice writing the high frequency A/AL/KL/MA/PH/VL/W words. The teacher will teach the sounds of the letter I. The AL/L/PH/VL The teacher teacher will give the will tell the students that students 2 insect card stocks certain words will be seen to make their booklet. Using frequently. The teacher will reproducible lined pages for introduce the words: for, handwriting practice, the had, see, the, and with. The students will practice single teacher will spread highcapital and lower case I’s. frequency cards on the floor and ask the students to find AL/PH/M/VL The teacher all the he cards. This will will give each child a book continue until all the cards from the Library Center. The have been picked up. teacher will explain that they are going to look for AL/VL The students will the words for, had, see, the, tell the letters in each word. and with in their books. The teacher will instruct the DA: For students with students to put their finger mobility issues, the teacher on the words. The students could take the cards to the will keep a tally of the student’s desk. words found in the book.

E/W The teacher will give an evaluation on the highfrequency words studied this week. The teacher will orally say the word and the students will write it.

Day 56 AT SOL E K.7 Print Awareness R: Library Mouse W: Write Their Own Book

Day 57 AT SOL E K.7 Print Awareness R: The Shelf Elf W: The Letter J

Day 58 AT SOL E K.7 Print Awareness R: L is for Library W: Words Beginning with the Letter J

AL/L/LI/VL The teacher will read Library Mouse to the class.

AL/L/LI/VL The teacher will read The Shelf Elf to the class.

AL/L/LI/VL The teacher AL/L/LI/VL The teacher will read L is for Library to will read Mr. Wiggle’s the class. Library to the class.

W The students will write their own book.

A/AL/KL/MA/PH/VL/W The teacher will teach the sounds of the letter I. The CC/HW/L The teacher will teacher will give the instruct the students to finish students 2 jack-o-lantern their book for homework. card stocks to make their The teacher will have the booklet. Using reproducible librarian come into the lined pages for handwriting classroom and talk about practice, the students will books. The librarian will practice single capital and talk about the proper way to lower case J’s. hold books and how we need to take care of books. AL/L/VL The teacher will have the students sit on the floor around her and correctly model how to hold the book, turn the pages, and identify the front and back cover. Holding Shelf Elf, the teacher will have volunteers come up to the front and model how to correctly hold the book and demonstrate how to turn the pages of a book from front to back.

Day 59 Day 60 AT SOL E K.7 AT SOL E K.7 Print Awareness Print Awareness R: Mr. Wiggle’s Library t R: N/A W: Sentences Including the W: N/A Letter J

W The teacher will instruct the students to pull out their card stock booklets. The students will practice writing different words that begin with the letter J. For example, the students could write the words: jack-o-lantern, jewelry, and jacket.

W The teacher will instruct the students to pull out their card stock booklets. The students will write a sentence making sure to use a word with the letter J in the sentence. For example, the students could write the sentence: The jack-o-lantern is scary.

AL/L/VL The teacher will have the students sit on the floor around her and proceed to point to the title, author, and illustrator. Then, the teacher will have volunteers come up and point to them.

AL/L/VL The teacher will distribute the books (each student will have the same book). The teacher will read the book aloud as the students follow along with their fingers.

DA: For students with mobility issues, the teacher will take the book to the student and have the student locate the information.

E/L/KL/PH/VL To assess the students on print awareness, the teacher will distribute books (every student will have the same book). The teacher will ask questions regarding the book. For example, the teacher could ask the students to correctly hold the book, point to the title, etc. In addition, the class will read the book aloud together and the students will along with their fingers.

Day 61 AT SOL E K.1 Forms of Literature R: The True Story of Humpty Dumpty W: Write Humpty Dumpty

Day 63 AT SOL E K.1 Forms of Literature R: What Happened to Jack and Jill? W: Words Beginning with the Letter K

Day 64 AT SOL E K.1 Forms of Literature R: Jack and Jill and Big Dog Bill W: Sentences Including the Letter K

AL/L/LI/VL The teacher AL/L/LI/VL The teacher will read The True Story of will read Humpty Dumpty… Humpty Dumpty to the class. After the Fall.

AL/L/LI/VL The teacher will read What Happened to Jack and Jill? to the class.

AL/L/LI/VL The teacher will read Jack and Jill and Big Dog Bill to the class.

A/W The students will be instructed to write Humpty Dumpty on a piece of paper and color what happened to Humpty Dumpty.

A/AL/KL/MA/PH/VL/W The teacher will teach the sounds of the letter K. The teacher will give the students 2 kangaroo card stocks to make their booklet. The students will practice capital and lower case K’s.

The teacher will instruct the students to pull out their card stock booklets and practice writing different words that begin K. For example, the students could write: kangaroo, kite, and key.

W The teacher will instruct the students to pull out their card stock booklets and write a sentence using the letter K in a sentence. For example, the students could write the sentence: The kangaroo jumps high.

GA/VL The teacher will have the students participate in a choral reading of “Humpty Dumpty” having the girls recite one line, the boys the next and vice versa.

KL/MO/MU The teacher will recite and sing “Jack and Jill” with the students. The teacher will have the children clap and stomp the rhythm of the rhyme.

AL The teacher will review “Jack and Jill” with the class. After reciting it a few times, the teacher will give each student the materials to make Jack and Jill puppets.

A Given four different pictures of Humpty’s fall, the students will cut and paste the pictures in order.

GA In addition, the students will recite the nursery rhyme in rows. For example, row one would say the first line, row 2 the second line, etc. The students will then be given a “Jack and Jill” Maze in which they will have to find the right way.

A/AL/D The girls will make Jill and the boys will make Jack. The students will then be instructed to add facial features using colored felt or construction paper. After letting their puppets dry, the students will partner up and act out “Jack and Jill”.

A/D/L/M/PH The teacher will recite and sing “Humpty Dumpty” with the students. The teacher will point out the words that rhyme and discuss how rhyming words make it easier to remember. The teacher will give the students the necessary materials to make Humpty Dumpty. A/D The students will make the puppets then recite the rhyme holding their puppets and act out the events.

Day 62 AT SOL E K.1 Forms of Literature R: Humpty Dumpty…After the Fall W: The Letter K

DA: Students that have difficulty using scissors will be given pre-cut shapes.

Day 65 AT SOL E K.1 Forms of Literature R: W:

A/E The teacher will distribute a worksheet to the students. The worksheet will contain the nursery rhymes “Humpty Dumpty” and “Jack and Jill”. There will be spaces and the students will be given pictures to place in those places that correspond with the word. For example, “Humpty Dumpty sat on a .” The students will glue the picture of the wall in that blank.

Day 66 AT SOL E K.1 Forms of Literature R: The Completed Hickory Dickory Dock W: Hickory Dickory Dock

Day 67 AT SOL E K.1 Forms of Literature R: Hickory Dickory Dock My First Clock W: The Letter L

Day 68 AT SOL E K.1 Forms of Literature R: Three Little Kittens. W: Words Beginning to the Letter L

Day 69 AT SOL E K.1 Forms of Literature R: The Three Little Kittens. . W: Sentences Including the Letter L

AL/L/LI/VL The teacher will read The Completed Hickory Dickory Dock to the class.

AL/L/LI/VL The teacher will read Hickory Dickory Dock my First Clock to the class.

AL/L/LI/VL The teacher will read Three Little Kittens to the class.

AL/L/LI/VL The teacher will read The Three Little Kittens to the class.

W The teacher will instruct W The students will write A/AL/KL/MA/PH/VL/W the students to pull out their Hickory Dickory Dock on The teacher will teach the booklets and write different their mouse clock. sounds of the letter L. The words that begin with the teacher will give the letter L. For example, the A/M/MA/OL The teacher students 2 lion card stocks to students could write the will recite and sing make their booklet and words: lion, lamp, and leg “Hickory Dickory Dock” practice single capital and with the class. The teacher lower case L’s. D/GA/KL/MO/MU The will give the students teacher will recite “Three worksheets that assemble A/AL/VL The teacher will Little Kittens” with the into a mouse clock. review “Hickory Dickory students. The teacher will Dock” with the class. The have the students pretend AL/L/MA/VL The teacher teacher will give each they are kittens. Then, the will read the story and as the student a mouse picture. The teacher will divide the clock strikes a certain time, teacher will instruct the students into groups the students will move the students to apply glue onto containing four. The hands on the clock to the the mouse and sprinkle on students will determine time. The students will hold the dried colored rice. which student will play the up their clocks displaying mother cat and the other the correct time. In addition, the students will three will play the kittens. walk around and make Each group will practice for DA: For students that observations of the different several minutes before have a hard time using clock displays around the acting out and reciting the scissors, the teacher could classroom (clocks, watches, nursery rhyme for the class. provide pre-cut shapes. and time pieces).

Day 70 AT SOL E K.1 Forms of Literature R: N/A W: N/A

E/OL To assess the students, the teacher will administer an oral examination. The students will be divided into W The teacher will instruct groups. Some groups will the students to pull out their recite “Hickory Dickory booklets and write a Dock” and others will recite sentence using a word with “The Three Little Kittens.” the letter L. For example, The teacher will have a short the students could write: The review with the students on lion roars loud. each of the nursery rhymes. A/M After reviewing and reciting “Three Little Kittens” several times, the students will be given a Mitten Pairs worksheet. This worksheet contains the three kitten’s mittens (6 in all). The students will be instructed to find the mitten pairs and color each pair exactly alike.

Day 71 AT SOL E K.1 Forms of Literature R: Little Bo Peep Can’t Get to Sleep W: Little Bo Peep

Day 72 AT SOL E K.1 Forms of Literature R: Little Bo Peep Has Knickers that Bleep W: The Letter M

Day 73 AT SOL E K.1 Forms of Literature R: Peter, Peter, Pumpkin Eater. W: Words Beginning with the Letter M

Day 74 AT SOL E K.1 Forms of Literature R: N/A W: N/A

Day 75 AT SOL E K.1 Forms of Literature R: The Pumpkin Fair W: Sentences Including the Letter M

AL/L/LI/VL The teacher will read Little Bo Peep Can’t Get to Sleep to the class.

AL/L/LI/VL The teacher will read Little Bo Peep Has Knickers that Bleep to the class.

AL/L/LI/VL The teacher will read Peter, Peter, Pumpkin Eater to the class.

The students will go on a Pumpkin Farm Field Trip. They will witness how the pumpkins grow and are harvested. The students will be allowed to bring back a pumpkin to take home.

AL/L/LI/VL The teacher will read The Pumpkin Fair to the class.

W The teacher will have the students write “Little BoPeep.”

A/AL/KL/MA/PH/VL/W The teacher will teach the sounds of the letter M. The teacher will give the AL/M/MA The teacher will students 2 monkey card recite “Little Bo-Peep” with stocks to make their booklet the students. The students and instruct the students to will use a sheep pattern to practice single capital and make sheep out of black felt. lower case M’s. After getting their sheep ready, the teacher will have CI The teacher will review the students (1) sequence “Little Bo-Peep” with the them from largest to students. As a special treat, smallest, vice versa (2) the teacher will have a sheep match like colors, (3) farmer come and talk about counting by ones, pairs, etc., life on a sheep farm, daily and (4) playing adding and routine, and about shearing subtracting sheep games the sheep for wool. DA: For students with visual impairments, the students could have sheep manipulatives to sequence and count.

W The teacher will instruct the students to pull out their booklets and write words that begin with the letter M. For example, the students could write: monkey, moon, and mitten. A/PH The teacher will recite “Peter, Peter Pumpkin Eater” with the students. The teacher will point out the different rhyming words. The teacher will give the students a pumpkin outline a bundle of crayons (orange, brown and yellow) wrapped with a rubber band. The teacher will instruct the students to make designs all over the pumpkin with their crayon bundle.

W The teacher will instruct the students to pull out their booklets and write a sentence using a word with the letter M. For example, the students could write: The monkey is funny. E To assess the students, the teacher will give the students a worksheet. The worksheet will have “Little Bo Peep” and “Peter, Peter Pumpkin Eater” typed out with blanks in them. Under the blank, there will be a list of multiple choice words for the students to fill in the blanks with.

Day 76 AT SOL E K.1 Forms of Literature R: Old Mother Hubbard and Her Wonderful Dog. W: Key Words That Rhyme

Day 77 AT SOL E K.1 Forms of Literature R: Old Mother Hubbard. W: The Letter N

Day 78 AT SOL E K.1 Forms of Literature R: Flower Garden W: Words Beginning with the Letter N

Day 79 AT SOL E K.1 Forms of Literature R: Boy Who Grew Flowers. W: Sentences Including the Letter N

Day 80 AT SOL E K.1 Forms of Literature R: N/A W: N/A

AL/L/LI/VL The teacher will read Old Mother Hubbard and Her Wonderful Dog to the class.

AL/L/LI/VL The teacher will read Old Mother Hubbard to the class.

AL/L/LI/VL The teacher will read Flower Garden to the class.

AL/L/LI/VL The teacher will read The Boy Who Grew Flowers to the class.

A/AL/KL/MA/PH/VL/W The teacher will teach the sounds of the letter N. The teacher will give the students 2 notebook card stocks to make their booklet and instruct the students to practice single capital and lower case N’s.

W The teacher will instruct the students to pull out their card stock booklets and write words that begin with the letter N. For example, the students will write: notebook and necklace

W The teacher will instruct the students to pull out their booklets and to write a sentence using a word with the letter N in the sentence. For example, the students could write the sentence: My notebook is pretty.

E/OL To assess the students, the teacher will have each student come individually and recite one of the two nursery rhymes studied this week. The class will have a worksheet to work on at their seat while each student comes to the teacher.

W Students will write key words from the rhyme. A The teacher will recite “Old Mother Hubbard” with the class. After reciting it several times, the teacher will have the student look in magazines, newspapers, and catalogues for dog pictures. The teacher will instruct the students to cut out the pictures and glue them onto construction paper. A The students will then cut around the dog shapes once again. The students will hang all dog pictures from a coat hanger with yarn.

AL/VL After reviewing “Old Mother Hubbard” with the students, the teacher will give them boxes containing old grandmother costumes.

A/MU/T The teacher will recite and sing “Mistress Mary, Quite Contrary” with the students. The teacher will play a clip from “The Secret Garden” (when the students sing the song at Mary and laugh at her). The teacher will discuss the importance of respecting others. The students will cut and assemble a dinorama.

D/GA One student will dress up as Old Mother Hubbard and the other will pretend to be her sad hungry dog. Each group will present before the class. DA: For students that have a hard time using scissors, the teacher could provide pre-cut shapes.

CI/GA The teacher will review “Mistress Mary, Quite Contrary” with the class. The teacher will split the students into groups and have them recite different lines of the nursery rhymes. After reviewing, the teacher will have a gardener come into the classroom and talk about different flowers and the best conditions for growth.

Day 81 AT SOL E K.10 Understanding Literature R: The teacher will read Franklin is Messy. W: Write a Sentence

Day 82 AT SOL E K.10 Understanding Literature R: The teacher will read Franklin’s Bad Day. W: The Letter O

Day 83 AT SOL E K.10 Understanding Literature R: The teacher will read Franklin Goes to School. W: Words Beginning with the Letter O

Day 84 AT SOL E K.10 Understanding Literature R: The teacher will read Franklin Goes to School. W: Sentences Including the Letter O

Day 85 AT SOL E K.10 Understanding Literature R: The teacher will read Franklin Goes to the Hospital to the class. W: N/A

AL/L/LI/VL The teacher will read Franklin is Messy to the class.

AL/L/LI/VL The teacher will read Franklin’s Bad Day to the class.

AL/L/LI/VL The teacher will read Franklin Goes to School to the class.

AL/L/LI/VL The teacher will read Franklin Goes to School to the class.

AL/L/LI/VL The teacher will read Franklin Goes to the Hospital to the class.

W The students will write a sentence telling how they are messy.

A/AL/KL/MA/PH/VL/W The teacher will teach the sounds of the letter O. The teacher will give the students 2 octopus card stocks to make their booklet and instruct the students to practice single capital and lower case O’s.

W The teacher will instruct the students to pull out their booklets and to practice writing different words that begin with the letter O. For example, the students could write: octopus, orange, and owl.

W The teacher will instruct the students to pull out their booklets and write a sentence using a word with the letter O. For example, the students could write: The octopus has many legs.

KL/VL The teacher will give the students a Ziploc bag containing the different pieces of the story.

A/OL The teacher will tell the students that it is important to remember the sequence of events as they happen in the book. The teacher will ask the students to orally describe the events of the story in order.

A/GA The teacher will divide the students into groups of three. Each A/MA The students will member of the group will color, cut, and paste pictures have a specific task. One from the story in order student will draw a picture (beginning, middle, and end) of the beginning, another on a piece of construction student will draw a picture paper. of the middle, and the last student will draw a picture DA: For students who of the end. have a hard time using scissors, the teacher will GA/OL Standing in the provide pre-cut materials. correct order, thee students will present their pictures.

A/L/VL In this activity, the A The teacher will give the students will recreate the students an extra long piece story. The teacher will roll of construction paper. The out a long strip of paper on teacher will assist the the floor. One at a time, the students in folding the paper teacher will have the to look like an accordion. students draw a picture and write words describing what A/OL/W On this accordion, happened at that point in the the students will draw story. The teacher will then pictures and write what gather the sentence strip and happened in order. The fold back the ends so the students will then share their story strip will stand up. The work with a partner. teacher will read the story with the children.

KL/PS In order to determine their comprehension of the sequence of events in a story, the students will have to put the pieces together. Each piece will have a little bit of the story written on it. The students will be told that there are three pieces of the puzzle on a row and when the students switch to the next row that is a continuation from row one. They will see upon placing them, that this in fact a puzzle. The teacher will assist when needed.

Day 86 AT SOL E K.10 Understanding Literature R: Arthur’s Teacher Trouble. W: Word Web

Day 87 AT SOL E K.10 Understanding Literature R: Arthur’s New Puppy W: The Letter P

Day 88 AT SOL E K.10 Understanding Literature R: Arthur Writes A Story. W: Words Beginning with the Letter P

Day 89 AT SOL E K.10 Understanding Literature R: Te teacher will read Arthur’s Underwear. W: Sentences Including the Letter P

Day 90 AT SOL E K.10 Understanding Literature R: W:

AL/L/LI/VL The teacher will read Arthur’s Teacher Trouble to the class.

AL/L/LI/VL The teacher will read Arthur’s New Puppy to the class.

AL/L/LI/VL The teacher will read Arthur Writes a Story to the class.

AL/L/LI/VL The teacher will read Arthur’s Underwear to the class.

AL/VL The teacher will review Thursday’s book with the class.

W The teacher will instruct the students to pull out their booklets and practice writing words that begin with the letter P. For example, the students could write: pig, penguin, and pen.

W The teacher will instruct the students to pull out their booklets and write a sentence using a word with the letter P in the sentence. For example, the students could write: The pig stinks.

A/E/W The teacher will give the students a worksheet relating to the story. The students will be instructed to write the names of the characters and the setting and/or draw a corresponding picture.

A/OL/W The teacher will review the importance of details with the students. Before teaching this lesson, the teacher will have gone through the book and marked some important details. The teacher will give a specific detail to a pair of students and they are to illustrate that part of the story. The students will display their pages and read their entries to the class. Then, the teacher will bind the pages into a picture dictionary for the book.

AL/VL The teacher will review the importance of details with the students.

W The students will make a word web at their seats.

A/AL/KL/MA/PH/VL/W The teacher will teach the sounds of the letter O. The AL/VL The teacher will teacher will give the discuss the importance of students 2 pig card stocks to knowing the details of the make their booklet and story (such as characters and instruct them to write single setting). The teacher will capital and lower case P’s. then lead the students in making word webs AL/GA/HS The teacher will describing the characters discuss the importance of and the setting. For setting and will connect how example, the word character a home is also a setting. would be in the middle and then descriptions of the A/OL/VL The students will character would be written draw, cut, and paste pictures to the side and connected from magazines that with a line. The teacher will represent their home. The make a word web on the students can then describe board and the students will their house to a partner. be making one at their seats. DA: For students that have a hard time using scissors, the teacher will provide pre-cut shapes.

A/GA/OL/W Each student in a group will draw a picture of a part of the story and write a sentence about it. Then, the teacher will help each group glue their news stories onto a sheet of butcher paper. Each group will tell about their “newspapers”. Then, the teacher will staple the sheets together to create a class newspaper.

Day 91 AT SOL E K.10 Understanding Literature R: Thomas the Really Useful Engine W: Sentences

Day 92 AT SOL E K.10 Understanding Literature R: Catch Me, Catch Me! A Thomas the Tank Engine Story to the class. W: The Letter Q

Day 93 AT SOL E K.10 Understanding Literature R: Thomas Gets Tricked W: Words Beginning with the Letter Q

Day 94 AT SOL E K.10 Understanding Literature R: Thomas’s Big Race W: Sentences Including the Letter Q

Day 95 AT SOL E K.10 Understanding Literature R: N/A W: Draw Pictures of Fictional Characters

VL/AL/LI/L: The teacher will read Thomas the Really Useful Engine to the class.

VL/AL/LI/L: The teacher will read Catch Me, Catch Me! A Thomas the Tank Engine Story to the class.

VL/AL/LI/L: The teacher will read Thomas Gets Tricked to the class.

VL/AL/LI/L: The teacher will read Thomas’s Big Race to the class.

A/VL/AL/KL/MA: The teacher will create a standup storybook for each student. Students are to draw a picture of the characters (from the story) on each blank sheet of paper and write a sentence about the character. After completing each character, the students will be given tape to link the pages together. The teacher will reread the story and use the books when discussing the characters.

A/VL/AL/KL/MA/PH: The teacher will teach the sounds of the letter Q. The teacher will give the students 2 queen card stocks to make the front and back covers of their weekly booklet. The books will be put together using paper fasteners or laced up with yarn. Using reproducible lined pages for handwriting practice, the students will practice single capital and lower case Q’s.

A/VL/AL/KL/MA/PH: The teacher will instruct the students to pull out their card stock booklets. The students will practice writing different words that begin with the letter Q. For example, the students could write the words: queen, quilt, and quail.

A/VL/AL/KL/MA: The teacher will instruct the students write a sentence in their cardstock booklets that includes a word with the letter Q. For example, the students could write the sentence: I am the queen.

E/A/VL/KL: Using the book discussed on Thursday, the students will draw a picture of the character and write a few words/sentences about it. This evaluation will be used to determine whether the students are noticing specific details evident in stories.

A/VL/MA/KL/CM/GA: The teacher will provide a film strip frame for each student. The students will illustrate the characters (from the story) and write a sentence about the character down the strip of paper. After completing it, the children will then take turns pulling the film

A/VL/CM/KL/AL/D/MO /GA: The students will make stick puppets to represent one of the characters in the book. Then, they will use the puppets to retell the story from their perspective to a partner.

CM/KL/AL/LI: Before the story, the students will predict what they think the topic of the story will be. The teacher will review characters and setting with the students. A/KL/MA/CM/GA: With modeling clay, the students will sculpt characters or objects from the story. In pairs, the students will use their models to discuss what they learned from the story. DA: Students who have

Day 96 AT SOL E K.10 Understanding Literature R: Dora’s Backpack W: Thank You Cards

strip through the frame and discussing the characters. Day 97 AT SOL E K.10 Understanding Literature R: Dora Goes to School W: The Letter R

VL/AL/LI/L: The teacher will read Dora’s Backpack to the class. CC/HS/LI/VL/GA: The teacher will bring in several guest speakers (coworkers or parents) to retell age-appropriate stories or events that have happened in their lives. The students are to be attentive during all the speakers. After the guests leave, the teacher will discuss how each guest retold an event. A/LI: The teacher will assign each student a guest speaker for which to write a thank you card. The thank you cards are to be kind and respectful to each speaker. The teacher will give the cards to the speakers. H: The teacher will tell the students for homework to think of their favorite

Day 98 AT SOL E K.10 Understanding Literature R: Dora’s Chilly Day W: Words Beginning with the Letter R

difficulty manipulating objects will be given presculpted objects. Day 99 AT SOL E K.10 Understanding Literature R: Dora’s Costume Party W: Sentences Including the Letter R

VL/AL/LI/L: The teacher will read Dora Goes to School to the class

VL/AL/LI/L: The teacher will read Dora’s Chilly Day to the class.

VL/AL/LI/L: The teacher will read Dora’s Costume Party to the students.

A/VL/AL/KL/MA/PH: The teacher will teach the sounds of the letter R. The teacher will give the students 2 rabbit card stocks to make the front and back covers of their booklet for the week. The books will be put together using paper fasteners or laced up with yarn or a long shoelace. Using reproducible lined pages for handwriting practice, the students will practice single capital and lower case R’s.

A/VL/AL/KL/MA/PH: The teacher will instruct the students to pull out their card stock booklets. The students will practice writing different words that begin with the letter R. For example, the students could write the words: rabbit, robot, and roof.

A/VL/AL/KL/MA: The teacher will instruct the students to pull out their card stock booklets. The students will write a sentence making sure to use a word with the letter R in the sentence. For example, the students could write the sentence: Peter is a rabbit.

OL/AL/GA/A/VL/KL/MA: The students will now retell the story with a group. The teacher will give each student a piece of construction paper. Each member of the group is to draw a picture and write what is happening in the story. After each group member has completed his/her sheet, the teacher will bind each story. Each group will get a chance to come to the front of the

OL/AL/GA/A/VL/KL/MA: The teacher will split the students up into groups, give them props, and tell them to create a drama of the story. The groups will get several minutes to give out the parts and practice. Then, each group will get an opportunity to perform their skit in front of the class.

OL/LI/GA/CM/AL/D/MO: The teacher will bring out the special class storytelling hat. As each student comes to the front to share, the teacher will place the hat on his/her head. The students are to be attentive and respectful

DA: Students with mobility issues can help write the

Day 100 AT SOL E K.10 Understanding Literature R: N/A W: Filmstrip Presentations OL/LI/GA/CM/AL/D/MO /HS: The teacher will invite parents and other kindergarten classes in for a special Filmstrip Festival to review the filmstrips the students created earlier in the week. As each group shows its filmstrip, the members can take turns pointing out their own contributions. Then, the groups can tell what they learned as they worked on their filmstrip (characters, setting, sequence, etc.) The teacher will use this as an assessment. The students will be required to discuss the importance of characters and setting to the story.

story and come to class prepared to share the next day.

to their classmates as they share.

classroom and retell the story using their book.

scripts and/or be the director(s) of the skits.

Day 101 AT SOL E K.4* Investigating Literature R: The Train Ride W: Responses to Teacher’s Questions

Day 102 AT SOL E K.4* Investigating Literature R: Quick as a Cricket W: The Letter S

Day 103 AT SOL E K.4* Investigating Literature R: Bad Dog, Marley! W: Words Beginning with the Letter R

Day 104 AT SOL E K.4* Investigating Literature R: Together W: Sentences Including the Letter R

Day 105 AT SOL E K.4* Investigating Literature R: Celeste: A Day in the Park W: Questions

VL/AL/LI/L: The teacher will read The Train Ride to the class.

VL/AL/LI/L: The teacher will read Quick as a Cricket to the class.

VL/AL/LI/L: The teacher will read Bad Dog, Marley! to the class.

VL/AL/LI/L: The teacher will read Together to the class.

VL/AL/LI/L: The teacher will read Celeste: A Day in the Park to the class.

LI/AL/W/PS: The teacher will ask questions that will prompt discussion of The Train Ride to the class. Questions could include, Which story train are you most like and why? Do you think you would like to have a train as a friend? The students are to write their responses on a sheet of paper.

A/VL/AL/KL/MA/PH: The teacher will teach the sounds of the letter S. The teacher will give the students 2 snowmen card stocks to make the front and back covers of their weekly booklet. The books will be put together using paper fasteners or laced up with yarn. Using reproducible lined pages for handwriting practice, the students will practice single capital and lower case S’s.

A/VL/AL/KL/MA/PH: The teacher will instruct the students to pull out their card stock booklets. The students will practice writing different words that begin with the letter S. For example, the students could write the words: snowman, star, and snake.

A/VL/AL/KL/MA: The teacher will instruct the students to pull out their card stock booklets. The students will write a sentence making sure to use a word with the letter S in the sentence. For example, the students could write the sentence: The snowman’s name is Frosty.

CM/AL/CM/GA: The teacher will give each student a set of questions about Quick as a Cricket. The students will take turns asking each other the questions. Some of the questions include: In what

CM/AL/CM/GA: The teacher will have the students do an interview. One student will be the interviewer and the other students will be the interviewee. The interviewer will ask questions such as: What made Marley such a bad dog? What would you do to make Marley behave? Then, the students will

VL/W/GA/CM: After discussing the story, the teacher will instruct the students to get out a sheet of paper and write one how or why question about the story. Then, the students will trade papers with a neighbor and answer the question. If the students have a hard time understanding their classmates’ questions, the MU/GA/CM/AL/H/HS: The teacher will assist. teacher will lead the students in singing “The More We Get Together.” The teacher will have the students come up with questions they would ask their best friend. For example, the student could ask, “What is your favorite thing to do? Do you have a dream or something you

Day 106 AT SOL E K.4* Investigating Literature R: Mr. Grumpy’s Outing W: Questions

was are you like the boy in Quick as a Cricket? In what wasy could you never be like him? Why or why not? What did you like most about the story? Day 107 AT SOL E K.4* Investigating Literature R: Ten in a Bed W: The Letter T

switch roles.

would like to do? The teacher will instruct the DA: Students who are students to take these hearing impaired could write questions to their best down the questions and friend and ask them (for answers. homework, if applicable). Day 108 Day 109 AT SOL E K.4* AT SOL E K.4* Investigating Literature Investigating Literature R: Sheep on a Ship R: Max Found Two Sticks W: Words Beginning with W: Sentences Including the Letter T the Letter T

Day 110 FIELD TRIP R: N/A W: N/A

VL/AL/LI/L: The teacher will read Mr. Grumpy’s Outing to the class.

VL/AL/LI/L: The teacher will read Ten in a Bed to the class.

VL/AL/LI/L: The teacher will read Sheep on a Ship to the class.

VL/AL/LI/L: The teacher will read Max Found Two Sticks to the class.

GA/CM/VL/AL: In their journals, the students will write questions to Mr. Grumpy. For example, the student could ask, “Why did you let the pig come in the boat? Then, the students will hand their journal off to a friend and have the friend answer the question.

A/VL/AL/KL/MA/PH: The teacher will teach the sounds of the letter T. The teacher will give the students 2 turtle card stocks to make the front and back covers of their weekly booklet. The books will be put together using paper fasteners or laced up with yarn. Using reproducible lined pages for handwriting practice, the students will practice single capital and lower case T’s.

A/VL/AL/KL/MA/PH: The teacher will instruct the students to pull out their card stock booklets. The students will practice writing different words that begin with the letter T. For example, the students could write the words: turtle, truck, and tree.

A/VL/AL/KL/MA: The teacher will instruct the students to pull out their card stock booklets. The students will write a sentence making sure to use a word with the letter T in the sentence. For example, the students could write the sentence: The turtle is slow.

A/LI/VL: The teacher will instruct the students to draw a picture of the sheep on a ship. In addition, the teacher will instruct the students to ask questions about the book. For example, a student could write, “Why would sheep be on a ship? How would you have controlled the ship?”

MA/GA/CM: The teacher will give each student two sticks. The students will get to brainstorm with a partner to discover what they would do with their sticks. The students are to ask one another, How would you play with the sticks? Why? Then, the students will tell their ideas to the class.

Day 113 AT SOL E K.4* Investigating Literature R: Don’t Forget the Bacon!

Day 114 AT SOL E K.4* Investigating Literature R: The Quiet Noisy Book

MU/D/GA/CM/MO: The teacher will lead the class in singing “Ten in a Bed” and the students will dramatize the song. When only the Little One is left in the bed, the others will ask why he/she had the others roll out. Several groups will enact this skit.

Day 111 AT SOL E K.4* Investigating Literature R: Dogs Don’t Wear

DA: Students with modality issues will be given a small bed and figurines to mimic actions. Day 112 AT SOL E K.4* Investigating Literature R: What’s for Lunch?

FIELD TRIP TO THE NORTH CAROLINA ZOO During the field trip, the students will be able to view (and possibly touch) the various types of animals they have learned about in class. The students will see the animals in their natural habitats. In addition, the students will stay with the group (demonstrating responsibility), listen, follow directions, and behave appropriately (demonstrating trustworthiness).

Day 115 AT SOL E K.4* Investigating Literature R: N/A

Sneakers W: Drawing Pictures of Odd Occurrences or Events

W: The Letter U

W: Words Beginning with the Letter U

W: Sentences Including the Letter U

W: Names

VL/AL/LI/L: The teacher will read Dogs Don’t Wear Sneakers to the class.

VL/AL/LI/L: The teacher will read What’s for Lunch? to the class.

VL/AL/LI/L: The teacher will read Don’t Forget the Bacon! to the class.

VL/AL/LI/L: The teacher will read The Quiet Noisy Book to the class.

A/CM/VL/KL/MA: Before reading, the teacher will ask the students, “Why don’t dogs wear sneakers?” The teacher will also ask questions such as “How would you react if you saw sheep in a shower?” Then, the teacher will instruct the students to draw a picture of an unlikely event or object doing something odd.

A/VL/AL/KL/MA/PH: The teacher will teach the sounds of the letter U. The teacher will give the students 2 umbrella card stocks to make the front and back covers of their booklet for the week. The books will be put together using paper fasteners or laced up with yarn or a long shoelace. Using reproducible lined pages for handwriting practice, the students will practice single capital and lower case U’s.

A/VL/AL/KL/MA/PH: The teacher will instruct the students to pull out their card stock booklets. The students will practice writing different words that begin with the letter U. For example, the students could write the words: umbrella, upstairs, and unhappy.

A/VL/AL/KL/MA: The teacher will instruct the students to pull out their card stock booklets. The students will write a sentence making sure to use a word with the letter A in the sentence. For example, the students could write the sentence: The umbrella keeps me dry.

LI/CM/E/VL/AL: The teacher will have the students share stories. They will have to follow instructions in order for the process to run smoothly. For example, the teacher could tell the students the order of presentations and the specific chair in which to sit in as they tell their story. The students are to follow instructions. In addition, the students are to write his/her name on the board before beginning their presentation.

LI/CM/AL: The teacher will tell the students that they are going to make a peanut butter and jelly sandwich for lunch! The teacher will give very clear instructions to follow and the students are to listen and obey those instructions.

Day 116

Day 117

LI/GA/MA/KL/AL: The teacher will give the students a “shopping list” of items around the classroom. The teacher will tell the students to go in a particular order and to make sure to get all the items on the list.

CM/AL/GA: The teacher will give various noisemaking objects to the students. One at a time, the students will make their noise, describe it as either soft or loud, and tell why they described it in that particular way.

DA: Students with modality issues could point to the items they would do in the correct order.

Day 118

Day 119

Day 120

AT SOL E K.13 Communicating Ideas

AT SOL E K.13 Communicating Ideas

AT SOL E K.13 Communicating Ideas

AT SOL E K.13 Communicating Ideas

AT SOL E K.13 Communicating Ideas

R: Show Me Your Smile! A Visit to the Dentist W: Sentences

R: Truman’s Loose Tooth W: The Letter V

R: How Do Dinosaurs Go to School? W: Words Beginning with the Letter V

R: I’m a Big Brother W: Sentences Including the Letter V

R: Froggy Rides a Bike W: Draw a Picture of His/Her First Time Riding a Bike

VL/AL/LI/L: The teacher will read Show Me Your Smile! A Visit to the Dentist to the class.

VL/AL/LI/L: The teacher will read Truman’s Loose Tooth to the class.

VL/AL/LI/L: The teacher will read How Do Dinosaurs Go to School? To the class.

VL/AL/LI/L: The teacher will read I’m a Big Brother to the class.

VL/AL/LI/L: The teacher will read Froggy Rides a Bike to the class.

A/VL/AL/KL/MA: The teacher will instruct the students to pull out their card stock booklets. The students will write a sentence making sure to use a word with the letter A in the sentence. For example, the students could write the sentence: The volcano is hot.

E/W/VL: To assess the students, the teacher will instruct the students to write about their first experience riding a bike and draw a picture of the bike that was ridden.

A/KL/VL: The teacher will instruct the students to draw a picture of their first trip to the dentist and write a few sentences about what happened. (i.e. Were the students scared? Did the dentist pull a tooth?)

A/VL/AL/KL/MA/PH: The teacher will teach the sounds of the letter V. The teacher will give the students 2 volcano card stocks to make the front and back covers of their weekly booklet. The books will be put together using paper fasteners or laced up with yarn. Using reproducible lined pages for handwriting practice, the students will practice single capital and lower case V’s. A/MA/VL: The students will draw a picture of how they lost their first tooth. For example, if a child’s dad pulled his tooth, the student would draw a picture of himself/herself and the dad pulling the tooth. DA: Students who struggle writing can type their

A/VL/AL/KL/MA/PH: The teacher will instruct the students to pull out their card stock booklets. The students will practice writing different words that begin with the letter V. For example, the students could write the words: volcano, vest, and violin. W/VL: The students will write about his/her first day at school. For example, a student could write: I was really scared on the first day. My teacher was really nice. I loved school.

A/MA/VL: The students will draw a picture of him/her holding a baby and write what it is like to have a brother or a sister. If the student does not have a baby brother/sister, the teacher will have them draw a picture and write what it would be like to have a brother or a sister.

sentences on a computer. Day 121 AT SOL E K.13 Communicating Ideas

Day 122 AT SOL E K.13 Communicating Ideas

Day 123 AT SOL E K.13 Communicating Ideas

Day 124 AT SOL E K.13 Communicating Ideas

Day 125 AT SOL E K.13 Communicating Ideas

R: Me and My Mom W: Sentences

R: My Dad W: The Letter W

R: How to Be a Baby By Me, the Big Sister W: Words Beginning with the Letter W

R: That’s What Grandparents Are For W: Sentences Including with the Letter W

R: The Music Teacher from the Black Lagoon W: Sentences

VL/AL/LI/L: The teacher will read Me and My Mom to the class.

VL/AL/LI/L: The teacher will read My Dad to the class.

VL/AL/LI/L: The teacher will read How to Be a Baby By Me, the Big Sister to the class.

VL/AL/LI/L: The teacher will read That’s What Grandparents Are For to the class.

VL/AL/LI/L: The teacher will read The Music Teacher from the Black Lagoon to the students.

A/W/VL/MA: The teacher will instruct the students to write a sentence about his/her mom and draw a picture.

A/VL/AL/KL/MA/PH: The teacher will teach the sounds of the letter W. The teacher will give the students 2 worm card stocks to make the front and back covers of their weekly booklet. The books will be put together using paper fasteners or laced up with yarn. Using reproducible lined pages for handwriting practice, the students will practice single capital and lower case W’s.

A/VL/AL/KL/MA/PH: The teacher will instruct the students to pull out their card stock booklets. The students will practice writing different words that begin with the letter W. For example, the students could write the words: worm, whale, and wind.

A/VL/AL/KL/MA: The teacher will instruct the students to pull out their card stock booklets. The students will write a sentence making sure to use a word with the letter W in the sentence. For example, the students could write the sentence: The bird ate the worm.

E/A/VL/MA/W: The teacher will instruct the students to draw a picture of the teacher and write one or two sentences about his/her teacher.

A/MA/VL/HS: The students will write a sentence about their dad and draw a picture. After completing these two tasks, the teacher will send the pictures home so the parents will see the work that was done about them.

A/MA/VL/W: The teacher will instruct the students to draw a picture of their brother/sister. If the student is an only child, the teacher will instruct the students to draw a picture of their family. Then, the student will write about their sister/brother.

A/MA/VL/W: The students will draw a picture of their grandparents and write a few sentences describing them and their life.

DA: Students with an extremely hard time writing can type their sentences on a computer. Day 127 AT SOL E K.13 Communicating Ideas

Day 128 AT SOL E K.13 Communicating Ideas

R: Dog Breath W: Sentences

R: Curious George Visits a Toy Store W: The Letter X

R: The Shiny Skates W: Words Beginning with the Letter X

R: Curious George at the Baseball Game W: Sentences Including the Letter X

R: When the TV Broke W: Sentences

VL/AL/LI/L: The teacher will read Dog Breath to the class.

VL/AL/LI/L: The teacher will read Curious George Visits a Toy Store to the class.

VL/AL/LI/L: The teacher will read The Shiny Skates to the class.

VL/AL/LI/L: The teacher will read Curious George at the Baseball Game to the class.

VL/AL/LI/L: The teacher will read When the TV Broke to the students.

Day 126 AT SOL E K.13 Communicating Ideas

A/MA/VL/W: The teacher will instruct the students to draw a picture of their dog or a dog they would like to own. In addition, the students will write a few sentences about their pet.

A/VL/AL/KL/MA/PH: The teacher will teach the sounds of the letter X. The teacher will give the students 2 fox (which includes the letter x) card stocks to make the front and back covers of their booklet for the week. The books will be put together using paper fasteners or laced up with yarn or a long shoelace. Using reproducible lined pages for handwriting practice, the students will practice single capital and lower case X’s. A/MA/VL: The teacher will instruct the students to draw a picture of

A/VL/AL/KL/MA/PH: The teacher will instruct the students to pull out their card stock booklets. The students will practice writing different words that begin with the letter X. For example, the students could write the words: axe, exit, and fox. A/MA/VL: The teacher will instruct the students to draw a picture of their first pair of skates and write about the difficulty of learning to skate. For students who have never skated, the teacher will allow them to write/draw about an activity they enjoy.

Day 129 AT SOL E K.13 Communicating Ideas

A/VL/AL/KL/MA: The teacher will instruct the students to pull out their card stock booklets. The students will write a sentence making sure to use a word with the letter A in the sentence. For example, the students could write the sentence: The fox is sneaky. A/MA/VL: The teacher will tell the students to write and draw a picture about their first experience at a baseball game. If the students have not attended a baseball game, the students can write about a game they have been to.

Day 130 AT SOL E K.13 Communicating Ideas

A/MA/VL/E: The teacher will instruct the students to write one or two sentences about how upset/angry they would be if their T.V. at home were to break.

himself or herself at a toy store and write the things they would like to buy. Day 131 AT SOL E K.13 Communicating Ideas

Day 132 AT SOL E K.13 Communicating Ideas

DA: Students who have an extremely hard time writing could type their sentences on a computer and verbally describe his/her picture. Day 133 AT SOL E K.13 Communicating Ideas

Day 134 AT SOL E K.13 Communicating Ideas

Day 135 AT SOL E K.13 Communicating Ideas

R: A Wish to be a Christmas Tree W: Sentences

R: Thanksgiving is for Giving Thanks W: The Letter Y

R: Big Pumpkin W: Words Beginning with the Letter Y

R: Clifford’s Happy Easter W: Sentences Including the Letter Y

R: Every Year on Your Birthday W: Sentences

VL/AL/LI/L: The teacher will read A Wish to be a Christmas Tree to the class.

VL/AL/LI/L: The teacher will read Thanksgiving is for Giving Thanks to the class.

VL/AL/LI/L: The teacher will read Big Pumpkin to the class.

VL/AL/LI/L: The teacher will read Clifford’s Happy Easter to the class.

VL/AL/LI/L: The teacher will read Every Year on Your Birthday to the class.

A/VL/AL/KL/MA/PH: The teacher will instruct the students to pull out their card stock booklets. The students will practice writing different words that begin with the letter Y. For example, the students could write the words: yo-yo, yellow, and yes.

A/VL/AL/KL/MA: The teacher will instruct the students to pull out their card stock booklets. The students will write a sentence making sure to use a word with the letter Y in the sentence. For example, the students could write the sentence: I have a yo-yo.

A/MA/VL/W/E: The students will be instructed to write one or two sentences about their favorite birthday (where it was/ favorite present/ etc.) In addition, the students will draw a picture.

A/MA/VL: The teacher will instruct the students to draw a picture of a pumpkin. They can make the pumpkin happy or scary, and then tell why they choose to make it either happy or scary.

A/MA/VL/W: The teacher will instruct the students to write about Easter (what it means, what happens, etc.) Then, the teacher will instruct the students to draw a picture.

A/MA/VL/W:The teacher will instruct the students to write one or two sentences about their favorite Christmas and/or Christmas gift. Then, the students are to draw a picture of it. DA: Students who have an extremely hard time writing could type their sentences on a computer and verbally describe his/her picture.

A/VL/AL/KL/MA/PH: The teacher will teach the sounds of the letter Y. The teacher will give the students 2 yo-yo card stocks to make the front and back covers of their booklet for the week. The books will be put together using paper fasteners or laced up with yarn or a long shoelace. Using reproducible lined pages for handwriting practice, the students will practice single capital and lower case Y’s. A/MA/VL/W: The teacher will instruct the students to write one or two sentences about the different things they are

thankful for and draw pictures of them if applicable.

Day 136 AT SOL E K.3 Rules of Conversation R: Walter the Farting Dog: Trouble at the Yard Sale W: Lists

Day 137 AT SOL E K.3 Rules of Conversation R: My Trip to the Zoo W: The Letter Z

Day 138 AT SOL E K.3 Rules of Conversation R: Cars & Trucks & Other Vehicles W: Words Beginning with the Letter Z

Day 139 AT SOL E K.3 Rules of Conversation R: Fireman Small to the Rescue W: Sentences Including the Letter Z

Day 140 AT SOL E K.3 Rules of Conversation R: The Secret Life of Walter Kitty W: Sentences

VL/AL/LI/L: The teacher will read Walter the Farting Dog: Trouble at the Yard Sale to the class.

VL/AL/LI/L: The teacher will read My Trip to the Zoo to the class.

VL/AL/LI/L: The teacher will read Cars & Trucks & Other Vehicles to the class.

VL/AL/LI/L: The teacher will read Fireman Small to the Rescue to the class.

VL/AL/LI/L: The teacher will read The Secret Life of Walter Kitty to the students.

A/VL/AL/KL/MA/PH: The teacher will teach the sounds of the letter Z. The teacher will give the students 2 zebra card stocks to make the front and back covers of their booklet for the week. The books will be put together using paper fasteners or laced up with yarn or a long shoelace. Using reproducible lined pages for handwriting practice, the students will practice single capital and lower case Z’s.

A/VL/AL/KL/MA/PH: The teacher will instruct the students to pull out their card stock booklets. The students will practice writing different words that begin with the letter Z. For example, the students could write the words: zebra, zero, and zoo.

A/VL/AL/KL/MA: The teacher will instruct the students to pull out their card stock booklets. The students will write a sentence making sure to use a word with the letter Z in the sentence. For example, the students could write the sentence: The zebra has stripes.

E/W/VL: The students will write one or two sentences describing the character (color, shape, and size).

VL/AL/GA/CM: The students will name some of the vehicles about which they have read. Then, the teacher will help the children develop a word web for one specific kind of vehicle, such as trucks.

CI/LI/VL/GA/AL: The teacher will arrange for a firefighter to visit the school. In addition, the fireman will have brought a fire truck for the students to see. The fireman will show the students different parts of

VL/MA: The students are to imagine that they are having a sidewalk sale. The teacher will display several items that might be sold at a sidewalk sale such as books, tapes, and pictures. KL/GA/MA/CM/AL: In pairs, the students will take turns giving a “sales pitch” for their item. For example, a child selling a book might tell a potential customer why he or she should buy the book. After the students hear their classmates’ sales pitches, they will write a list of the

AL/VL/W/CM/GA: The teacher will lead the class in brainstorming a list of

items they would buy based on the sales pitches.

places to which they, as a group, might take a makebelieve trip. The students will vote on a class favorite. Then, the students will draw a picture and write a few sentences about the place using describing words.

VL/KL/MA: The students will be instructed to create a similar web for another vehicle. In addition, the teacher will have the students search through car magazines for a picture to put on the vehicle bulletin board.

the truck.

Day 141 AT SOL E K.3 Rules of Conversation R: The Gingerbread Man W: Describing Words

Day 142 AT SOL E K.3 Rules of Conversation R: The True Story of the 3 Little Pigs W: Stories in Journals

Day 143 AT SOL E K.3 Rules of Conversation R: Teeny Tiny W: Items Found at the Store

Day 144 AT SOL E K.3 Rules of Conversation R: Teeny Tiny W: Phrases

Day 145 AT SOL E K.3 Rules of Conversation R: N/A W: Sentences

VL/AL/LI/L: The teacher will read The Gingerbread Man to the class.

VL/AL/LI/L: The teacher will read The True Story of the 3 Little Pigs to the class.

VL/AL/LI/L: The teacher will read Teeny Tiny to the class.

VL/AL/LI/L: The teacher will read Teeny Tiny to the class.

CM/GA/AL/KL: The students will write a class story about another adventure the teeny, tiny woman might have. The teacher will lead the students in brainstorming a list of places she might go and things she might find there. The students will be encouraged to use describing words for this assignment. For example, if she went to the store, she might find tiny vegetables. The describing words are to be written down in their journals.

CM/GA/AL: The teacher will remind the students that the words teeny tiny tell how small the woman in the story is. The teacher will invite the students to brainstorm a list of twoword phrases that mean “very small,” such as teensie weensie, itsy bitsy, and itty bitty. The students will choose the phrase they like best and write it down on a slip of paper. The slips of paper will be tallied as part of a class vote. Then, the teacher will re-read the story with the students, pausing before the words

CM/GA/AL: Relating this exercise to the story, the teacher will instruct the students to imagine that the story was about a very big woman. What words might they use to describe her? What if the woman was very, very wise? What if she was very, very silly? Or what if she wore rainbow colors?

DA: Students with mobility issues will have the items brought to their seats and make their sales pitch.

LI/H/KL/GA: The teacher will remind the students of the things the old woman used to make the Gingerbread Boy in the story. Among these things are certain spices. The teacher will explain that spices are plants used to flavor foods, and that ginger is the name of the spice that flavors gingerbread. The teacher will help the students name other spices such as pepper, oregano, and garlic. The teacher will bring in samples for the children to see, smell, and taste.

CM/GA/AL/KL: The students will tell a new version of the story – one in which the three little pigs build something besides houses. The students will work in small groups to brainstorm ideas for the new story. As they brainstorm the story, each student will write down the story in his/her journal. They should consider the setting of the story, additional characters, and an alternate ending. After the students have planned

W/VL: After the firefighter’s visit, the students will write about the visit using words that describe the firefighter and the truck.

W/A/VL/E: The students will draw a picture and write a few sentences using describing words. DA: Students who have a hard time drawing will be allowed to use Kidpix to draw their picture.

GA/CM/PS/AL: As a class, the students will use describing words to tell about each spice they have tasted. As a treat, the teacher will bring in a Gingerbread Man for each student for snack.

their story, the group members will take turns telling it.

teeny tiny and letting them substitute the new phrase they created.

Day 146 AT SOL E K.3 Rules of Conversation R: Carnival of the Animals W: Sentences

Day 147 AT SOL E K.3 Rules of Conversation R: Jimmyjammy Had a Hat W: Sentences

Day 148 AT SOL E K.3 Rules of Conversation R: City by Numbers W: Lists

Day 149 AT SOL E K.3 Rules of Conversation R: Healthy Snacks with Blue W: Guesses

Day 150 AT SOL E K.3 Rules of Conversation R: Ellison the Elephant W: Sentences

VL/AL/LI/L: The teacher will read Carnival of the Animals to the class.

VL/AL/LI/L: The teacher will read Jimmyjammy had a Hat to the class.

VL/AL/LI/L: The teacher will read City by Numbers to the class.

VL/AL/LI/L: The teacher will read Healthy Snacks with Blue to the class.

VL/AL/LI/L: The teacher will read Ellison the Elephant to the class.

A/GA/CM/W/PS/VL: The teacher will divide the students into partners. The teacher will give each group a different animal picture. The students will paste the picture on one side of a sheet of paper. Then, the students will draw the story animal character on the other. The students will write a sentence for each drawing – one that tells facts about the animal and one that describes the fantasy character.

VL/W/PS: After reading the story, the teacher will have the students look back at pages 2 – 8 and describe what Jimmyjammy is doing on each page. The students will write one or two sentences describing his actions.

LI/CM/GA/VL/AL: The teacher will display a “Numbers Everywhere” poster and help the students identify the various places or items with numbers pictured. Then, the teacher will encourage them to talk about other places they see numbers.

LI/CM/GA/W/VL: The teacher will begin a game of Clue. The teacher will tell the students that he/she is thinking of something in the story. The teacher will give two clues and instruct the students to write down their guesses. Then, once everyone has guessed, the teacher will have a volunteer find the page and name what he/she was thinking of.

W/LI/VL/E: After reading the story, the teacher will have the students draw a picture of something or someone in the story and write a sentence describing that event/person.

DA: Students who have a

W: The students will make a list of the many places where they see numbers. (phone, clocks, etc.)

H/LI: Since the story was about healthy snacks, the teacher will provide

hard time drawing will be allowed to use Kidpix to draw their picture.

several healthy snacks for the students to enjoy (carrots, celery, etc.). In addition, he/she will discuss the importance of healthy eating and its benefits.

Day 151 AT SOL E K.14 Finding and Using Resources R: Library Lion W: Information Learned During a Visit to the Library

Day 152 AT SOL E K.14 Finding and Using Resources R: The Library Dragon W: Information to Explore at the Public Library

Day 153 AT SOL E K.14 Finding and Using Resources R: Corduroy Goes to the Library W: Words and Definitions

Day 154 AT SOL E K.14 Finding and Using Resources R: D.W.’s Library Card W: First and Last Names

Day 155 AT SOL E K.14 Finding and Using Resources R: I Took My Frog to the Library W: Sentences

VL/AL/LI/L: The teacher will read Library Lion to the class.

VL/AL/LI/L: The teacher will read The Library Dragon to the class.

VL/AL/LI/L: The teacher will read Corduroy Goes to the Library to the class.

VL/AL/LI/L: The teacher will read D.W.’s Library Card to the class.

VL/AL/LI/L: The teacher will read I Took My Frog to the Library to the class.

LI/VL/AL/MO: The teacher will take the students to the library making sure to point out the different sections (fiction, non-fiction, references, etc.) The teacher will tell the students that the library is a great place to find information about different topics.

CI/LI/VL/AL: The teacher will have a representative from the public library come in and give a presentation on the resources that are there. The teacher will encourage the students to take advantage of the many resources that are there.

LI/VL/AL: The teacher will introduce a dictionary to the students. The teacher will explain that the dictionary is an excellent source and will give definitions and examples for words not understood.

W/VL: The students will be given different materials to make a library card. The students will use this library card to check books from the class library. Students must write his/her first and last name on their library cards.

VL/W/PS: The teacher will give the students a topic and have them research the topic at the library and in the dictionary and write three sentences about the topic.

W: The students will write down three things that

W/PS/VL: The students will look up three words and write down each

W: Once returning from the library, the students will be instructed to write two things they learned.

they could explore at the public library.

Day 156 AT SOL E K.14 Finding and Using Resources R: Franklin and the Computer W: Information Learned about Using the Computer

Day 157 AT SOL E K.14 Finding and Using Resources R: Winnie’s new Computer W: Favorite Websites

word’s definition. DA: Student with ADD will be assisted by the teacher in finding and writing the definitions of the words.

Day 158 AT SOL E K.14 Finding and Using Resources R: Arthur’s Computer Disaster W: Information Learned from the Video

Day 159 AT SOL E K.14 Finding and Using Resources R: Chip, the Little Computer W: Methods for Finding Information

Day 160 AT SOL E K.14 Finding and Using Resources R: Welcome to Computer Land W: Sentences

VL/AL/LI/L: The teacher will read Franklin and the Computer to the class.

VL/AL/LI/L: The teacher will read Winnie’s new Computer to the class.

LI/VL/T: Using the SmartBoard, the teacher will take the students to age appropriate websites and show them how to use the search engine.

LI/VL/T: The teacher will use the SmartBoard to show the students how to use Ebscohost and other databases when researching material.

W: The students will write two things they learned about researching information.

W: The students can write down their favorite website that they will use to find information.

VL/AL/LI/L: The teacher will read Arthur’s Computer Disaster to the class. LI/VL/T: The teacher will show the class a video on using the computer to research information. W: The students will write at least two sentences including information they learned from the video. DA: The teacher can explain the events of the video to students who are visually impaired.

Day 161

Day 162

Day 163

VL/AL/LI/L: The teacher will read Chip, the Little Computer to the class. T/LI/CC: The teacher will have the computer teacher come in and give the students some advice on looking for information. KL/W: After the computer teacher’s presentation, the students will be given time to explore the different search methods given. The students will write down their favorite method.

Day 164

VL/AL/LI/L: The teacher will read Welcome to Computer Land to the class. E/PS/W: The teacher will give the students a topic and have them research it on the computer and write three sentences about their topic.

Day 165

STANDARDIZED TESTING

Day 166 AT SOL E K.5 Oral Communication R: Sam Tells Stories W: Sentences

STANDARDIZED TESTING

Day 167 AT SOL E K.5 Oral Communication R: Insects that Work Together W: Name Tag

STANDARDIZED TESTING

Day 168 AT SOL E K.5 Oral Communication R: Earth Day – Hooray! W: Questions

STANDARDIZED TESTING

STANDARDIZED TESTING

Day 169 Day 170 AT SOL E K.5 FIELD TRIP Oral Communication R: Clifford’s Birthday Party R: N/A W: Names W: N/A

VL/AL/LI/L: The teacher will read Sam Tells Stories to the class. HS/GA/CM/VL/AL: Before today’s lesson, the teacher will instruct the students to bring in their favorite story from home. Paired with a partner, the student will use the book to retell the story to their partner. The students will be encouraged to tell their favorite part of it. The teacher will walk around and observe the communication with each other. W: After their sharing time with their partners, students will write one or two sentences about what he/she learned from the story their partner told.

VL/AL/LI/L: The teacher will read Insects that Work Together to the class. CM/GA/MO/KL/VL/AL/ W/LI/L: The teacher will give a group of four students a story The Three Little Pigs, The Three Billy Goats Gruff, and Goldilocks and the Three Bears). The students will have to decide who plays which character and they will have to say their lines at the right time and not interrupt one another. In addition, they will have to write their character’s name on a piece of paper which will serve as a nametag (in case anyone in the class is confused as to who the characters are). The rest of the class will sit quietly and listen as each group presents.

VL/AL/LI/L: The teacher will read Earth Day – Hooray! to the class. CM/GA/PS: The students will conduct an interview session. One student will be a scientist and the other student will be a journalist or a news reporter. The reporter will ask the scientist what ways people can help the earth. W: The journalist student will write down the questions to be asked and the scientist student will write down his responses.

VL/AL/LI/L: The teacher will read Clifford’s Birthday Party to the class. LI/AL/CM/GA: The teacher will assist the students in recalling the many different people that came to the party. The teacher will point out that at big parties, there may be people who don’t know one another. The teacher will have two students come up to the front of the classroom and demonstrate how to introduce themselves.

FIELD TRIP TO SEE SEVERAL SHORT PLAYS During the field trip, the students will be able to watch as the fairy tales they are learning about in English class are acted out (The Three Little Pigs, The Three Little Bears, etc.). The students are to stay with the group (demonstrating responsibility), listen, follow directions, and behave appropriately (demonstrating trustworthiness).

CM/GA/W/KL/MO/AL /VL: The students will be placed in groups of three or four. Each group will introduce one another to their classmates. They will also be required to write their names on a piece of paper to hold as they are being introduced. DA: Students with mobility issues will be introduced from his/her desk.

Day 171 AT SOL E K.5 Oral Communication R: Picture This… W: Sentences

Day 172 AT SOL E K.5 Oral Communication R: Mothers and Babies W: Sentences

Day 173 AT SOL E K.5 Oral Communication R: Fun and Games in Colonial America W: Charts

Day 174 AT SOL E K.5 Oral Communication R: Me Too! W: Journal Entries

Day 175 AT SOL E K.5 Oral Communication R: Little Red Riding Hood W: N/A

VL/AL/LI/L: The teacher will read Picture This…to the class.

VL/AL/LI/L: The teacher will read Mothers and Babies to the class.

KL/A/CM/GA/MO/W/VL /AL: The teacher will provide several art centers located around the classroom. The teacher will pair the students. One student will draw a picture and show it to their partner. The partner can ask questions about the picture and the artist will tell why he/she drew that particular picture. The students will then switch roles. This activity will promote respect for others and their artwork.

VL/AL/CM/GA: The teacher will display photographs of animals and encourage the students to name the animals and describe them. The teacher will ask the students to guess how each animal mother might keep its baby close. The teacher will display the pages from the story that correspond to the student’s responses. A/W: The students will draw a picture of a mother animal taking care of her young and write a sentence about it. For example, a student could draw a picture of a gorilla and baby and write: A mother gorilla carries her baby in her arms. DA: Students who have a hard time drawing will be allowed to use Kidpix to make their drawings.

Day 176 AT SOL E K.5 Oral Communication R: Help!: A Story of Friendship W: Sentences

Day 177 AT SOL E K.5 Oral Communication R: The Story of My Feelings W: Journal Entries

VL/AL/LI/L: The teacher will read Fun and Games in Colonial America to the class. VL/AL/GA/CM/A/LI: The teacher will assist the students in recalling the students some of the activities the brother in Me Too! enjoyed doing. The teacher will mention that many of these activities need special equipment. The teacher will have the students name activities they enjoy. As activities are suggested, list them on chart paper. The teacher will discuss each one and add to the chart any special things needed for the activity. The teacher will invite the children to illustrate the finished list. W: The teacher will have the students make the chart at their seat (in their journals) as he/she makes it on the board.

Day 178 AT SOL E K.5 Oral Communication R: The Three Snow Bears W: Stories and Answers

VL/AL/LI/L: The teacher will read Me Too! to the class.

VL/AL/LI/L: The teacher will read Little Red Riding Hood to the class.

CM/LI/AL: The teacher will explain that no one likes being left out. The teacher will help the students practice polite ways to ask “Me too” to join in a group’s fun. The students will tell how they would politely ask to join a group and have the group members respond in kindness:

W/CM/E: Individually, the students will come to the teacher and retell the story. While the students are retelling the story, the other students will be working on a worksheet.

1. Amy and Mark are building a block tower. Jess wants to help. 2. Joe and Dina are playing dominoes. Wendy wants to play too. MO/KL/GA/CM: The teacher will mention that sometimes people are afraid to ask if they can join in. The students will practice inviting students to join. The students will journal (one or two sentences) how it felt to be included in a group. Day 179 AT SOL E K.5 Oral Communication R: Max and Sally and the Phenomenal Phone W: Sentences

Day 180 AT SOL E K.5 Oral Communication R: N/A W: N/A

VL/AL/LI/L: The teacher will read Help!: A Story of Friendship to the class.

VL/AL/LI/L: The teacher will read The Story of My Feelings to the class.

VL/AL/LI/L: The teacher will read The Three Snow Bears to the class.

CM/A/VL/AL/GA/W: In pairs, one student will tell the story and the other will draw a picture of it. For example, a student could tell the story about his dog jumping in a tree and the partner will draw a picture of the dog in a tree. In addition, students will write one or two sentences about the picture they drew.

KL/CM/GA/LI/VL/AL/HS: The students will bring in a brown paper bag filled with pictures or mementos of their life. The students will each be given the opportunity to share with the class. The students will listen and be attentive during each presentation. Parents will also be invited to attend.

LI/KL/VL/AL/PS/W: The teacher will model an example of stories by number. For example, there were three bears in the sand box. Two bears went home. How many were left? The students will write the answer down on the paper. W/CM/GA/KL: In partners, the students will make their own story and then write down the answer to the math problem in the story.

VL/AL/LI/L: The teacher will read Max and Sally and the Phenomenal Phone to the class. GA/CM/AL/W: With pretend phones, the students will model good communication. The students will be sitting across from each other. The students can talk about the events of the day. When the students are finished having their conversations, they will write down one sentences including one detail of the conversation they had with the partner.

GA/CM/D/MO/KL: The teacher will place the students in groups and instruct them to come up with a story to present to the class. For example, a group could act out a student losing a tooth. One student could play the father, mother, and child. DA: Students with mobility issues (and his/her group) can act out the play around his/her desk.