1TF Growing Block
Week # 26 3/8 -3/12 Word Family Sight Word Review + activity Nayram may come if there is NO ELL
Standard(s) 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce
rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details. RF.1.2: Distinguish long from short vowel sounds in spoken single-syllable words
Learner Agency:
M - Data Folder Routine: Listen to Nayram read her books from Mrs. Jerke. Discuss what each one is about and discuss certain sounds and words. Review sight words and letters and sounds with actions. / Write a few sentences about her books in her Orange Reading Notebook.
T - Data Folder Routine: Read books at her reading level. We will work on CVC Words + rhyming words + Sight Word Spelling with known + unknown words / Work on letters and sounds with actions.
W - Data Folder Routine: Read books in her bag from Mrs. Jerke / Work on words that begin with the letters t + x / Sight Word practice / Work on CVC Words and short vowel sounds in words
Th - Data Folder Routine: sight word, letters and sound practice with actions / work on writing sentences in our Purple Reading Notebooks
F - Data Folder Routine: sight word, letters and sound practice with actions / continue with writing sentences
Standard(s) 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce
rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details. RF.1.2: Distinguish long from short vowel sounds in spoken single-syllable words
Learner Agency:
M - Data Folder Routine: Listen to Nayram read her books from Mrs. Jerke. Discuss what each one is about and discuss certain sounds and words. Review sight words and letters and sounds with actions. / Write a few sentences about her books in her Orange Reading Notebook.
T - Data Folder Routine: Read books at her reading level. We will work on CVC Words + rhyming words + Sight Word Spelling with known + unknown words / Work on letters and sounds with actions.
W - Data Folder Routine: Read books in her bag from Mrs. Jerke / Work on words that begin with the letters t + x / Sight Word practice / Work on CVC Words and short vowel sounds in words
Th - Data Folder Routine: sight word, letters and sound practice with actions / work on writing sentences in our Purple Reading Notebooks
F - Data Folder Routine: sight word, letters and sound practice with actions / continue with writing sentences
Week # 25 3/1 -3/5 -ed Word Family Sight Word Review + activity Nayram may come if there is NO ELL
Standard(s) 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce
rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details. RF.1.2: Distinguish long from short vowel sounds in spoken single-syllable words
Learner Agency: I play an active role in setting my goals.
Brianna needs to work on these word families: ___op, ___ip, ___ap, ____up
M - PERSONAL DAY
T - 1/2 PERSONAL DAY
W - Data Folder Routine: Read books in her bag from Mrs. Jerke / Work on words that begin with the letters t + x / Sight Word practice / Work on CVC Words and short vowel sounds in words
Th - Data Folder Routine: sight word, letters and sound practice with actions / work on writing sentences in our Purple Reading Notebooks
F - Data Folder Routine: sight word, letters and sound practice with actions / continue with writing sentences
Standard(s) 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce
rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details. RF.1.2: Distinguish long from short vowel sounds in spoken single-syllable words
Learner Agency: I play an active role in setting my goals.
Brianna needs to work on these word families: ___op, ___ip, ___ap, ____up
M - PERSONAL DAY
T - 1/2 PERSONAL DAY
W - Data Folder Routine: Read books in her bag from Mrs. Jerke / Work on words that begin with the letters t + x / Sight Word practice / Work on CVC Words and short vowel sounds in words
Th - Data Folder Routine: sight word, letters and sound practice with actions / work on writing sentences in our Purple Reading Notebooks
F - Data Folder Routine: sight word, letters and sound practice with actions / continue with writing sentences
Week #24 2/22 - 2/26 -ad Word Family Sight Word Review + activity
Standard(s) 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce
rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details. RF.1.2: Distinguish long from short vowel sounds in spoken single-syllable words
Learner Agency: I see the input and ideas of others.
M - Data Folder Routine: Listen to Nayram read her books from Mrs. Jerke. Discuss what each one is about and discuss certain sounds and words. Review sight words and letters and sounds with actions.
T - Data Folder Routine: / Read books at her reading level. We will work on CVC Words + rhyming words + Sight Word Spelling with known + unknown words / Work on letters and sounds with actions.
W - Data Folder Routine: Read books in her bag from Mrs. Jerke / Work on words that begin with the letters Sight Word practice / Work on CVC Words and short vowel sounds in words
Th - Data Folder Routine: sight word, letters and sound practice with actions / work on writing sentences in our Purple Reading Notebooks
F - Data Folder Routine: sight word, letters and sound practice with actions / continue with writing sentences
Standard(s) 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce
rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details. RF.1.2: Distinguish long from short vowel sounds in spoken single-syllable words
Learner Agency: I see the input and ideas of others.
M - Data Folder Routine: Listen to Nayram read her books from Mrs. Jerke. Discuss what each one is about and discuss certain sounds and words. Review sight words and letters and sounds with actions.
T - Data Folder Routine: / Read books at her reading level. We will work on CVC Words + rhyming words + Sight Word Spelling with known + unknown words / Work on letters and sounds with actions.
W - Data Folder Routine: Read books in her bag from Mrs. Jerke / Work on words that begin with the letters Sight Word practice / Work on CVC Words and short vowel sounds in words
Th - Data Folder Routine: sight word, letters and sound practice with actions / work on writing sentences in our Purple Reading Notebooks
F - Data Folder Routine: sight word, letters and sound practice with actions / continue with writing sentences
NO LEARNERS FOR READING THIS BLOCK
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Week #22 2/8 - 2/12 Word Family Sight Word Review + activity
Standard(s) 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce
rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details. RF.1.2: Distinguish long from short vowel sounds in spoken single-syllable words
Learner Agency: I am the owner of my own learning.
M - Data Folder Routine : Read books from Mrs. Jerke and discuss each one. Review sight words that we struggle with / Sight Word practice / sentence writing in our Purple Reading Notebook, using words that begin with the letters L,K or
T - Data Folder Routine: / We will work on CVC Words + rhyming words + Sight Word Spelling with known + unknown words
W - Data Folder Routine: Sight Word practice / Work on CVC Words and short vowel sounds in words
Th - Data Folder Routine: Sight Word Practice /
F - NO SCHOOL
Standard(s) 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce
rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details. RF.1.2: Distinguish long from short vowel sounds in spoken single-syllable words
Learner Agency: I am the owner of my own learning.
M - Data Folder Routine : Read books from Mrs. Jerke and discuss each one. Review sight words that we struggle with / Sight Word practice / sentence writing in our Purple Reading Notebook, using words that begin with the letters L,K or
T - Data Folder Routine: / We will work on CVC Words + rhyming words + Sight Word Spelling with known + unknown words
W - Data Folder Routine: Sight Word practice / Work on CVC Words and short vowel sounds in words
Th - Data Folder Routine: Sight Word Practice /
F - NO SCHOOL
Week #21 2/1 - 2/5 - ig Word Family Sight Word Review + activity
Standard(s) 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce
rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details. RF.1.2: Distinguish long from short vowel sounds in spoken single-syllable words
Learner Agency: I am the owner of my own learning.
M - Data Folder Routine : Review sight words that we struggle with / Sight Word practice / sentence writing in our Purple Reading Notebook
T - Data Folder Routine: / We will work on CVC Words + rhyming words + Sight Word Spelling with known + unknown words
W - Data Folder Routine: Sight Word practice / Work on CVC Words and short vowel sounds in words
Th - Data Folder Routine: Sight Word Practice /
F - Data Folder Routine: Sight Word Practice /
Standard(s) 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce
rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details. RF.1.2: Distinguish long from short vowel sounds in spoken single-syllable words
Learner Agency: I am the owner of my own learning.
M - Data Folder Routine : Review sight words that we struggle with / Sight Word practice / sentence writing in our Purple Reading Notebook
T - Data Folder Routine: / We will work on CVC Words + rhyming words + Sight Word Spelling with known + unknown words
W - Data Folder Routine: Sight Word practice / Work on CVC Words and short vowel sounds in words
Th - Data Folder Routine: Sight Word Practice /
F - Data Folder Routine: Sight Word Practice /
Week #20 1/25 - 1/29 -un Word Family Sight Word review from CORE PHONICS Assessment
Standard(s) 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce
rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details. RF.1.2: Distinguish long from short vowel sounds in spoken single-syllable words
Learner Agency: I reflect on my learning.
M - Data Folder Routine : Sight Word practice / Learners will create as many words as they can using the letters in the word ""One Hunded
T - Data Folder Routine: / Nayram and I worked on CVC Words + rhyming words + Sight Word Spelling with known + unknown words
W - Data Folder Routine: Sight Word practice / Work on CVC Words and short vowel sounds in words / sentence writing using sight words and CVC words
Th - Data Folder Routine: Sight Word Practice / Work on the -og Word Family book
F - Data Folder Routine: Sight Word Practice / Work on CVC words and sight words in Purple Reading Notebook
Standard(s) 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce
rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details. RF.1.2: Distinguish long from short vowel sounds in spoken single-syllable words
Learner Agency: I reflect on my learning.
M - Data Folder Routine : Sight Word practice / Learners will create as many words as they can using the letters in the word ""One Hunded
T - Data Folder Routine: / Nayram and I worked on CVC Words + rhyming words + Sight Word Spelling with known + unknown words
W - Data Folder Routine: Sight Word practice / Work on CVC Words and short vowel sounds in words / sentence writing using sight words and CVC words
Th - Data Folder Routine: Sight Word Practice / Work on the -og Word Family book
F - Data Folder Routine: Sight Word Practice / Work on CVC words and sight words in Purple Reading Notebook
Week #19 1/18 - 1/22 -un Word Family Sight Word review from CORE PHONICS Assessment
Standard(s) 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details. RF.1.2: Distinguish long from short vowel sounds in spoken single-syllable words
Learner Agency: I reflect on my learning.
M - NO SCHOOL
T - Data Folder Routine: No Dallas / Nayram and I worked on CVC Words + rhyming words + Sight Word Spelling with known + unknown words
W - Data Folder Routine: Work on CVC Words and short vowel sounds in words
Th - Data Folder Routine: CVC Puzzles continue to work on short vowel sounds in words
F - Data Folder Routine: Work on CVC words and sight words in Purple Reading Notebook
Standard(s) 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details. RF.1.2: Distinguish long from short vowel sounds in spoken single-syllable words
Learner Agency: I reflect on my learning.
M - NO SCHOOL
T - Data Folder Routine: No Dallas / Nayram and I worked on CVC Words + rhyming words + Sight Word Spelling with known + unknown words
W - Data Folder Routine: Work on CVC Words and short vowel sounds in words
Th - Data Folder Routine: CVC Puzzles continue to work on short vowel sounds in words
F - Data Folder Routine: Work on CVC words and sight words in Purple Reading Notebook
Week #18 1/11 - 1/15 -ip Word Family Sight Words: are + do
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details.
Learner Agency:
M - Data Folder Routine: Review known and unknow sight words / -ip Word Family in Purple Reading Notebooks (No Nayram for Reading) / introduce the sight words: do + are
T - Data Folder Routine: No Dallas - testing for SPED / Nayram and I worked on CVC Words + rhyming words + Sight Word Spelling with known + unknown words
W - Data Folder Routine: Work on CVC Words
Th - Data Folder Routine: CVC Puzzles
F - Data Folder Routine: Work on CVC words and sight words
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details.
Learner Agency:
M - Data Folder Routine: Review known and unknow sight words / -ip Word Family in Purple Reading Notebooks (No Nayram for Reading) / introduce the sight words: do + are
T - Data Folder Routine: No Dallas - testing for SPED / Nayram and I worked on CVC Words + rhyming words + Sight Word Spelling with known + unknown words
W - Data Folder Routine: Work on CVC Words
Th - Data Folder Routine: CVC Puzzles
F - Data Folder Routine: Work on CVC words and sight words
Week #17 Dates: 1 /4 - 1/8 - en Word Family and Sight Words: jump + funny
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details.
Learner Agency: I make good choices to achieve goals.
M - Data Folder Routine: Review known and unknow sight words / -en Word Family in Purple Reading Notebooks (No Nayram for Reading) / introduce the sight words jump + funny
T - Data Folder Routine: No Dallas - testing for SPED / Nayram and I worked on CVC Words + rhyming words + Sight Word Spelling with known + unknown words
W - Data Folder Routine: Work on CVC Words
Th - Data Folder Routine: CVC Puzzles
F - Data Folder Routine: Work on CVC words and sight words
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details.
Learner Agency: I make good choices to achieve goals.
M - Data Folder Routine: Review known and unknow sight words / -en Word Family in Purple Reading Notebooks (No Nayram for Reading) / introduce the sight words jump + funny
T - Data Folder Routine: No Dallas - testing for SPED / Nayram and I worked on CVC Words + rhyming words + Sight Word Spelling with known + unknown words
W - Data Folder Routine: Work on CVC Words
Th - Data Folder Routine: CVC Puzzles
F - Data Folder Routine: Work on CVC words and sight words
Week #16 Dates: 12/21 - 12/22 CHRISTMAS BREAK WEEK
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details.
Learner Agency: NONE
M - Routine with Folders: Filling Santa's Bag Activity with Nouns + Verbs
T - NO STUDENTS
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details.
Learner Agency: NONE
M - Routine with Folders: Filling Santa's Bag Activity with Nouns + Verbs
T - NO STUDENTS
Week #15 Dates: 12/14 - 12/18 CORE ASSESSMENTS
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details.
Learner Agency: I am a leader and I work and communicate with others.
M -Routine with Folders: continue with CORE ASSESSMENTS / Practice sight words by playing Popcorn. Practice individual sight words that each learner struggles with.
T - Nayram went with Ms. Laura until 9:45 (she is very tired) / Worked on Beginning Blends activity - Routine with Folders
W - Routinie with Folders: Worked on sight words and following directions
Th - Routine with Folders : Worked on sight words and writing sentences
F - Routine with Folders: continue with sight words and blends activity
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details.
Learner Agency: I am a leader and I work and communicate with others.
M -Routine with Folders: continue with CORE ASSESSMENTS / Practice sight words by playing Popcorn. Practice individual sight words that each learner struggles with.
T - Nayram went with Ms. Laura until 9:45 (she is very tired) / Worked on Beginning Blends activity - Routine with Folders
W - Routinie with Folders: Worked on sight words and following directions
Th - Routine with Folders : Worked on sight words and writing sentences
F - Routine with Folders: continue with sight words and blends activity
Week #14 Dates: 12/7 - 12/11 CORE ASSESSMENTS / DRA's
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details.
Learner Agency: I can use different ways of learning and different strategies.
M -Routine with Folders: Introduce the book The Cake written by John Edward Valdez. Ask the learners what is their favorite kind of cake? Read the book 2-3 x with them. / Google Classroom Assignment with locating sight words and reading sentences with the word it in them for fluency.
T - Routine with Folders: Practice and review known sight words with a snap / Introduce + review the letters Ff + Gg Brainstorm words that begin with each letter and write them in their ABC Books. / Dabber paint the letter Ff in your Dabber booklet.
W - Routine with Folders: Dabber paint the letter Gg in your Dabber booklet. / Work on Sight Word activities. / Work on the -an Word Family activities.
Th - Routine with Folders: Practice and review known Sight Words / Write sentences in Blue Reading Journals / Play Sight Word Tic Tac Toe / Google Classroom Assignment
F - Routine with Folders: Play Popcorn with Sight Words
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details.
Learner Agency: I can use different ways of learning and different strategies.
M -Routine with Folders: Introduce the book The Cake written by John Edward Valdez. Ask the learners what is their favorite kind of cake? Read the book 2-3 x with them. / Google Classroom Assignment with locating sight words and reading sentences with the word it in them for fluency.
T - Routine with Folders: Practice and review known sight words with a snap / Introduce + review the letters Ff + Gg Brainstorm words that begin with each letter and write them in their ABC Books. / Dabber paint the letter Ff in your Dabber booklet.
W - Routine with Folders: Dabber paint the letter Gg in your Dabber booklet. / Work on Sight Word activities. / Work on the -an Word Family activities.
Th - Routine with Folders: Practice and review known Sight Words / Write sentences in Blue Reading Journals / Play Sight Word Tic Tac Toe / Google Classroom Assignment
F - Routine with Folders: Play Popcorn with Sight Words
Week #13 Dates: 11/30 - 12/4
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details. RF.1.1.A Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF.1.2.B Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
Learner Agency: Review setbacks, Other's Ideas, Learning Format/Style
M -Routine with Folders: Introduce the book / Review and practice the letter Ss and Pp by writing it in the air first before they write them in their individual ABC Booklets and their sounds. Help learners brainstorm words that are familiar to them that begin with these 2 consonants. Have the learners practice tracing these letters in their Tracing Booklets.
T - Routine with Folders: Introduce the Nursery Rhyme Star Light, Star Bright. Have the learners practice this rhyme and then find all of the 's' letters in this rhyme. Dobber Paint the letter Ss. Cut and glue their individual sentences in their Purple Reading Journals. Review their books from last week. Google Classroom Assignment on their books.
W - Routine with Folders: Practice sight words= Nayram will practice the words can, for, my while Dallas practices the words can, my, and
Th - Routine with Folders: Work on Beginning Blends page
F - Routine with Folders: Spin and Color Blend page / Google Classroom Assignment
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details. RF.1.1.A Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF.1.2.B Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
Learner Agency: Review setbacks, Other's Ideas, Learning Format/Style
M -Routine with Folders: Introduce the book / Review and practice the letter Ss and Pp by writing it in the air first before they write them in their individual ABC Booklets and their sounds. Help learners brainstorm words that are familiar to them that begin with these 2 consonants. Have the learners practice tracing these letters in their Tracing Booklets.
T - Routine with Folders: Introduce the Nursery Rhyme Star Light, Star Bright. Have the learners practice this rhyme and then find all of the 's' letters in this rhyme. Dobber Paint the letter Ss. Cut and glue their individual sentences in their Purple Reading Journals. Review their books from last week. Google Classroom Assignment on their books.
W - Routine with Folders: Practice sight words= Nayram will practice the words can, for, my while Dallas practices the words can, my, and
Th - Routine with Folders: Work on Beginning Blends page
F - Routine with Folders: Spin and Color Blend page / Google Classroom Assignment
Week #12 Dates: 11/23 - 11/27
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details.
Learner Agency: I understand my learning formats or style.
M -Routine with Folders: Introduce the book / Practice writing the letter Tt in the air first before they write them in their individual ABC Booklets and their sounds. Have the learners practice tracing these letters in their Tracing Booklets. / Review Sight Words by sight
T - Routine with Folders: Reread the book / Dabber Paint the letter Tt in Dabber Booklets / Practice writing sentences that I dictate in their Black Reading Journals / worked on beginning sounds of words and matched them to the upper case alphabet. (No Dallas)
W - Word Work for Thanksgiving /
Th - Thanksgiving Vacation
F - Thanksgiving Day
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details.
Learner Agency: I understand my learning formats or style.
M -Routine with Folders: Introduce the book / Practice writing the letter Tt in the air first before they write them in their individual ABC Booklets and their sounds. Have the learners practice tracing these letters in their Tracing Booklets. / Review Sight Words by sight
T - Routine with Folders: Reread the book / Dabber Paint the letter Tt in Dabber Booklets / Practice writing sentences that I dictate in their Black Reading Journals / worked on beginning sounds of words and matched them to the upper case alphabet. (No Dallas)
W - Word Work for Thanksgiving /
Th - Thanksgiving Vacation
F - Thanksgiving Day
Week #11 Dates: 11/16 - 11/20
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details.
Learner Agency: I listen to other's ideas when Ihave a problem.
M -Routine with Folders: Introduce the book Frogs written by Rebel Williams./ Ask the learners what they know about frogs before reading the book. / Practice the letter Ee and the sound before writing it in the air first before they write them in their individual ABC Dabber Booklets. Practice tracing these letters in their Tracing Booklets.
T - Routine with Folders: Fine Motor Activity / Reread the book Frogs for fluency / Discuss the letter Ee again and its sound. Go to Epic and listen to the book that has been assigned to you about the Letter Ee.
W -Routine with Folders: Brainstorm all the words that the learners can come up with that begins with the letter Ee. Learners are to copy them into their individual ABC Booklet. Read the sentence from last week that focuses on Dd and glue it into your Purple Reading Journal. / If time permits, go to Google Classroom and complete your assignment on the letter Ee.
Th - Routine with Folders: Fine Motor Activity / Come up with a sentence that focuses on the letter Ee and glue that into your Purple Reading Journal. Practice writing Sight Words in your Reading Journal.
F - Routine with Folders: Time to Rhyme worksheet / Using magnetic letters have each learner build and create words that end in -et. Introduce Dallas' book A World of Animals written by Manolo Rodriguez. Introduce the book We Work Together written by Neli K.Duke. Have both learners log onto Google Classroom for their assignment.
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details.
Learner Agency: I listen to other's ideas when Ihave a problem.
M -Routine with Folders: Introduce the book Frogs written by Rebel Williams./ Ask the learners what they know about frogs before reading the book. / Practice the letter Ee and the sound before writing it in the air first before they write them in their individual ABC Dabber Booklets. Practice tracing these letters in their Tracing Booklets.
T - Routine with Folders: Fine Motor Activity / Reread the book Frogs for fluency / Discuss the letter Ee again and its sound. Go to Epic and listen to the book that has been assigned to you about the Letter Ee.
W -Routine with Folders: Brainstorm all the words that the learners can come up with that begins with the letter Ee. Learners are to copy them into their individual ABC Booklet. Read the sentence from last week that focuses on Dd and glue it into your Purple Reading Journal. / If time permits, go to Google Classroom and complete your assignment on the letter Ee.
Th - Routine with Folders: Fine Motor Activity / Come up with a sentence that focuses on the letter Ee and glue that into your Purple Reading Journal. Practice writing Sight Words in your Reading Journal.
F - Routine with Folders: Time to Rhyme worksheet / Using magnetic letters have each learner build and create words that end in -et. Introduce Dallas' book A World of Animals written by Manolo Rodriguez. Introduce the book We Work Together written by Neli K.Duke. Have both learners log onto Google Classroom for their assignment.
I Week #10 Dates: 11/9 - 11/13 (NO NAYRAM THIS WEEK / Anielys started receiving SPED services on Friday, 11/13. Dallas Fleury started with me).
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details.
Learner Agency: I can teach myself to work through setbacks.
M -Routine with Folders: Introduce the book Bear Goes to Town written by Reed Pace / Discuss things that have wheels and make a book on it. / Practice the letter Vv writing it in the air first before they write them in their individual ABC Booklets and their sounds. Have the girls practice tracing these letters in their Tracing Booklets. Remind Anielys to take her time and to leave a space between each letter.
T - Routine with Folders: Fine Motor Activity / Reread the book Bear Goes to Town for fluency / Discuss the letter Vv and its sound. Go to Epic and listen to the 2 books that have been assigned to you about Veteran's Day.
W -NO SCHOOL - VETERAN'S DAY
Th - Routine with Folders: Fine Motor Activity / Use dabber paints to dab the letter Vv in their ABC Booklet in addition to brainstorming words that begin with this letter and I will write them in her ABC book. Really pushed Sight Words
F - I started assessing Dallas Fleury who is now replacing Anielys.
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details.
Learner Agency: I can teach myself to work through setbacks.
M -Routine with Folders: Introduce the book Bear Goes to Town written by Reed Pace / Discuss things that have wheels and make a book on it. / Practice the letter Vv writing it in the air first before they write them in their individual ABC Booklets and their sounds. Have the girls practice tracing these letters in their Tracing Booklets. Remind Anielys to take her time and to leave a space between each letter.
T - Routine with Folders: Fine Motor Activity / Reread the book Bear Goes to Town for fluency / Discuss the letter Vv and its sound. Go to Epic and listen to the 2 books that have been assigned to you about Veteran's Day.
W -NO SCHOOL - VETERAN'S DAY
Th - Routine with Folders: Fine Motor Activity / Use dabber paints to dab the letter Vv in their ABC Booklet in addition to brainstorming words that begin with this letter and I will write them in her ABC book. Really pushed Sight Words
F - I started assessing Dallas Fleury who is now replacing Anielys.
Week #9 Dates: 11/2 - 11/6 (Nayram was her only on Monday and she went with Courtney)
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Learner Agency: Review New Things, Engaged, Solutions
M - Fine Motor Activity with letter tracing the letters Cc / Introduce the book My Family by Beverly Randell. Anielys will attempt to read this book independently. Conference with reader.
T - Routine with Folders: work in ABC Booklets / rearrange words into a complete sentence and glue into Purple Journals / Reread the book My Family for fluency and comprehension. GIRLS ARE ABSENT TODAY
W -Routine with Folders: continue with the Fine Motor Activity from Monday / Introduce the book At the Park by Sadeqa Murray Discuss what are somethings that you might see at the park or you might do at the park. Ask Anielys to give me a sentence and then she can illustrate it in her Red Notebook.
Th - Routine with Folders: Matching Hot Cocoa Letters and Picture Cards / Make the letter Cc booklet to take home.
F - Routine with Folders: Dabber paint the letter Cc in her booklet. Work on the beginning sounds activity.
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Learner Agency: Review New Things, Engaged, Solutions
M - Fine Motor Activity with letter tracing the letters Cc / Introduce the book My Family by Beverly Randell. Anielys will attempt to read this book independently. Conference with reader.
T - Routine with Folders: work in ABC Booklets / rearrange words into a complete sentence and glue into Purple Journals / Reread the book My Family for fluency and comprehension. GIRLS ARE ABSENT TODAY
W -Routine with Folders: continue with the Fine Motor Activity from Monday / Introduce the book At the Park by Sadeqa Murray Discuss what are somethings that you might see at the park or you might do at the park. Ask Anielys to give me a sentence and then she can illustrate it in her Red Notebook.
Th - Routine with Folders: Matching Hot Cocoa Letters and Picture Cards / Make the letter Cc booklet to take home.
F - Routine with Folders: Dabber paint the letter Cc in her booklet. Work on the beginning sounds activity.
Week #8 Dates: 10/26 - 10/30 1TF Anielys and Nayram (Sometimes Nayram might go with ELL for 1/2 hour first)
**Work will be located in the top purple drawer in my room.
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words.
Learner Agency: I can search for solutions to problems.
M - Fine Motor Activity with tongs and pompoms for 3 minutes / Practice the letters Bb and Cc in their ABC Tracing Booklets and identify their sounds / Review known Sight Words from the west wall on the yellow cards posted on the wall. In their individual purple Reading Journals, have the girls write todays date at the top of the page. Next have the girls write the sight words as you review them. If time permits think of a sentence that might contain 1-2 of these words and write it on the board for them to copy. Ask them if they can think of a sentence or two. Routine with Purple Folders and Behavior
T - Take the Book Box in the other room labeled 1-2 or 3-4 and take out 2 books to read to them. After reading each book ask them to tell you who is the main character/s, the setting, and if there was a problem. IF their was a problem how can you solve it. Take a white strip of paper hanging up on the east side of the bookshelf and have them each come up with a sentence for you to write about one of the books. Cut apart each word and place the sentence cards in their envelope found in the drawer for tomorrow. Orally work on rhyming words with the -at and -an Word Family. Routine with Purple Folders and Behavior
W -Fine Motor Activity with tongs and pompoms for 3 minutes. / Review kkNayram can usually write her own but Anielys doddles a lot and I can do it faster / Have the girls cut out letters from newspapers or magazines and to glue them on the white paper next to the BK room. Routine with Purple Folders and Behavior
F - Fine Motor Activity from M and W for 3 minutes / Give each girl their container of playdough found in the drawer marked 1TF and a clear pocket protector. Tell them that you are going to say a word and they are to create the beginning sound that they hear. Do this for about 4-5 words. If Anielys is having a hard time following directions take the playdough away and redirect her to something else. Let's play Sight Word Tic Tac Toe with the white board and a marker. Routine with Purple Folders and Behavior
**Work will be located in the top purple drawer in my room.
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.2.A Recognize and produce rhyming words RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words.
Learner Agency: I can search for solutions to problems.
M - Fine Motor Activity with tongs and pompoms for 3 minutes / Practice the letters Bb and Cc in their ABC Tracing Booklets and identify their sounds / Review known Sight Words from the west wall on the yellow cards posted on the wall. In their individual purple Reading Journals, have the girls write todays date at the top of the page. Next have the girls write the sight words as you review them. If time permits think of a sentence that might contain 1-2 of these words and write it on the board for them to copy. Ask them if they can think of a sentence or two. Routine with Purple Folders and Behavior
T - Take the Book Box in the other room labeled 1-2 or 3-4 and take out 2 books to read to them. After reading each book ask them to tell you who is the main character/s, the setting, and if there was a problem. IF their was a problem how can you solve it. Take a white strip of paper hanging up on the east side of the bookshelf and have them each come up with a sentence for you to write about one of the books. Cut apart each word and place the sentence cards in their envelope found in the drawer for tomorrow. Orally work on rhyming words with the -at and -an Word Family. Routine with Purple Folders and Behavior
W -Fine Motor Activity with tongs and pompoms for 3 minutes. / Review kkNayram can usually write her own but Anielys doddles a lot and I can do it faster / Have the girls cut out letters from newspapers or magazines and to glue them on the white paper next to the BK room. Routine with Purple Folders and Behavior
F - Fine Motor Activity from M and W for 3 minutes / Give each girl their container of playdough found in the drawer marked 1TF and a clear pocket protector. Tell them that you are going to say a word and they are to create the beginning sound that they hear. Do this for about 4-5 words. If Anielys is having a hard time following directions take the playdough away and redirect her to something else. Let's play Sight Word Tic Tac Toe with the white board and a marker. Routine with Purple Folders and Behavior
Week #7 Dates: 10/19 - 10/23
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Learner Agency: I am so engaged in my learning that I lose track of time.
M - Routine with Folders: Fine Motor Activity using small tongs and either pompoms or dinosaur erasers / Practice the letters Zz and Uu in our ABC Booklets with their sounds
T - Routine with Folders: Only took Nayram and did the CORE Assessments on her
W -Routine with Folders: Fine Motor Activity / Anielys and I worked on writing sight words and sentences. / Reviewed letters and sounds.
Th - Routine with Folders:
F - Routine with Folders:
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Learner Agency: I am so engaged in my learning that I lose track of time.
M - Routine with Folders: Fine Motor Activity using small tongs and either pompoms or dinosaur erasers / Practice the letters Zz and Uu in our ABC Booklets with their sounds
T - Routine with Folders: Only took Nayram and did the CORE Assessments on her
W -Routine with Folders: Fine Motor Activity / Anielys and I worked on writing sight words and sentences. / Reviewed letters and sounds.
Th - Routine with Folders:
F - Routine with Folders:
Week #6 Dates: 10/12 - 10/16
Standard(s):. K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Learner Agency: I like to learn new things.
M -NO SCHOOL
T - Routine with Folders: Practice Name Writing using play dough and magnetic letters
W - Routine with Folders: Fine Motor Activity / Practice Name Writing using salt trays / Letter Xx and Ii books and in notebooks and sounds
T - Routine with Folders: Practice Name Writing / Name Puzzles / practice name writing using Squishy Paint Bags
F - Routine with Folders: Practice Name Writing Independently / Cut out the letters Ll and Uu out of newspapers and glue onto paper in hallway. Practice the letter sounds too.
Standard(s):. K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Learner Agency: I like to learn new things.
M -NO SCHOOL
T - Routine with Folders: Practice Name Writing using play dough and magnetic letters
W - Routine with Folders: Fine Motor Activity / Practice Name Writing using salt trays / Letter Xx and Ii books and in notebooks and sounds
T - Routine with Folders: Practice Name Writing / Name Puzzles / practice name writing using Squishy Paint Bags
F - Routine with Folders: Practice Name Writing Independently / Cut out the letters Ll and Uu out of newspapers and glue onto paper in hallway. Practice the letter sounds too.
Week #5 Dates: 10/5 - 10/9
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. K.RL.6 Identify the author and illustrator of a story and define the role of each in a literary text.
Learner Agency: Confident, Success and Curious
M - Data Folder / Worked on social skills and sentences for communication. Reviewed ABC's and worked on the letter Nn and Ll / brainstormed words that begin with this letter. What sound does this letter make? cut out the letter Ll in newspapers and glue onto the paper in the hallway. Read and discussed the book I Can Sing by
T - Data Folder / Anielys will create her own version of the book I Can Sing by Anielys / Practice and Review Sight Words: in her notebook: I , a, can, the
W - Data Folder / We read 2 books from the Book Box at her reading level. I tried to have her say the sight words that she is familiar with. She made up her own story about making pancakes at home with Dad. We also worked on a Sorting Activity about things we eat and things we wear. She did excellent on this activity. We worked a little on her book that she is creating.
Th - Data Folder / Reviewed expectations for Anielys and went over them with Nayram / Both girls had some time to listen to Nursery Rhymes on EPIC / Nayram did a super job of singing London Bridges and the ABC Song independently
F- Data Folder / Worked in our Dot the Alphabet Letter Book working on the letter Nn: go over how to correctly make the letter and what sound it makes. Worked on locating the letter Nn in newspapers and cut them out to glue on the chart in the hallway.
Standard(s): K.RF.1d: Recognize and name all upper and lower letters of the alphabet. 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. K.RL.6 Identify the author and illustrator of a story and define the role of each in a literary text.
Learner Agency: Confident, Success and Curious
M - Data Folder / Worked on social skills and sentences for communication. Reviewed ABC's and worked on the letter Nn and Ll / brainstormed words that begin with this letter. What sound does this letter make? cut out the letter Ll in newspapers and glue onto the paper in the hallway. Read and discussed the book I Can Sing by
T - Data Folder / Anielys will create her own version of the book I Can Sing by Anielys / Practice and Review Sight Words: in her notebook: I , a, can, the
W - Data Folder / We read 2 books from the Book Box at her reading level. I tried to have her say the sight words that she is familiar with. She made up her own story about making pancakes at home with Dad. We also worked on a Sorting Activity about things we eat and things we wear. She did excellent on this activity. We worked a little on her book that she is creating.
Th - Data Folder / Reviewed expectations for Anielys and went over them with Nayram / Both girls had some time to listen to Nursery Rhymes on EPIC / Nayram did a super job of singing London Bridges and the ABC Song independently
F- Data Folder / Worked in our Dot the Alphabet Letter Book working on the letter Nn: go over how to correctly make the letter and what sound it makes. Worked on locating the letter Nn in newspapers and cut them out to glue on the chart in the hallway.
Week #4 Dates: 9/28 - 10/2
Standard(s): 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
K.RL.6 Identify the author and illustrator of a story and define the role of each in a literary text.
Learner Agency: I am curious and ask questions about my learning.
M - Data Folder / Worked on social skills and sentences for communication. Reviewed ABC's and worked on the letter Ee and brainstormed words that begin with this letter. What sound does it make and how can you write it?
T - Data Folder / Read on Epic a few books that Anielys picks out. Make sure to write them down in her folder. Have her rate each one as to Easy, Just Right or to Hard.
W - Data Folder / Fine Motor Activity / CORE ASSESSMENT
Th - Data Folder / Review known words to Anielys / Review what sounds and what letters are in her name / Have Anielys use Rainbow Tracing in her notebook.
F- Data Folder / Core Assessments / Read and Illustrate a book from EPIC or her choice.
Standard(s): 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
K.RL.6 Identify the author and illustrator of a story and define the role of each in a literary text.
Learner Agency: I am curious and ask questions about my learning.
M - Data Folder / Worked on social skills and sentences for communication. Reviewed ABC's and worked on the letter Ee and brainstormed words that begin with this letter. What sound does it make and how can you write it?
T - Data Folder / Read on Epic a few books that Anielys picks out. Make sure to write them down in her folder. Have her rate each one as to Easy, Just Right or to Hard.
W - Data Folder / Fine Motor Activity / CORE ASSESSMENT
Th - Data Folder / Review known words to Anielys / Review what sounds and what letters are in her name / Have Anielys use Rainbow Tracing in her notebook.
F- Data Folder / Core Assessments / Read and Illustrate a book from EPIC or her choice.
Week #3 Dates: 9/21 -9/25
Standard(s): 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
K.RL.6 Identify the author and illustrator of a story and define the role of each in a literary text.
Learner Agency: I can succeed in most of my learning.
M - Data Folder / Practice name writing in our best handwriting and then we identified all of the letters in her name. Reviewed sounds in many of the letters too. / Core Assessment
T - Data Folder / Core Assessments / Bring computer / Go over Epic and choose some books that she is interested in and add them to her library. Choose books about the alphabet, animals and sounds. We listened to about 4 books that she was interested in and learned new vocabulary.
W - Data Folder / Core Assessments / Practice name writing neatly / Created a book about animals and things we don't like. / Used magnetic letters to practice sight words or known words.
Th - Data Folder / Core Assessments / Review known words to Anielys from our K Sight Word list. / Cut out the letters Aa and Nn in newspapers and glue them onto the paper in the hallway.
F- Data Folder / Core Assessments / Read and Illustrate a book from EPIC
Standard(s): 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks. RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
K.RL.6 Identify the author and illustrator of a story and define the role of each in a literary text.
Learner Agency: I can succeed in most of my learning.
M - Data Folder / Practice name writing in our best handwriting and then we identified all of the letters in her name. Reviewed sounds in many of the letters too. / Core Assessment
T - Data Folder / Core Assessments / Bring computer / Go over Epic and choose some books that she is interested in and add them to her library. Choose books about the alphabet, animals and sounds. We listened to about 4 books that she was interested in and learned new vocabulary.
W - Data Folder / Core Assessments / Practice name writing neatly / Created a book about animals and things we don't like. / Used magnetic letters to practice sight words or known words.
Th - Data Folder / Core Assessments / Review known words to Anielys from our K Sight Word list. / Cut out the letters Aa and Nn in newspapers and glue them onto the paper in the hallway.
F- Data Folder / Core Assessments / Read and Illustrate a book from EPIC
Week #2 Dates: 9/14- 9/18
Standard(s): 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks.
Learner Agency: I feel confident as a learner.
M - Data Folder/ Bring computer all week long in case we finish all assessments daily. Go over EPIC with Anylies.. Discuss and create an account for her and create a mailbox in EPIC of books see is interested in. I can read and discuss a book that she picks out to read.
T - Data Folder / Fine Motor Activity / Start CORE Assessments
W- Data Folder / CORE Assessment = High Frequency Words
TH - Data Folder /Fine Motor Activity / CORE Assessment = San Diego Word Assessment
F - Data Folders / Anielys needed to take a break so we went outside for a little bit to exercise before we continued. CORE Assessment
Standard(s): 1.RL.10b. With guidance and support, self-select texts for personal enjoyment, interest, and academic tasks.
Learner Agency: I feel confident as a learner.
M - Data Folder/ Bring computer all week long in case we finish all assessments daily. Go over EPIC with Anylies.. Discuss and create an account for her and create a mailbox in EPIC of books see is interested in. I can read and discuss a book that she picks out to read.
T - Data Folder / Fine Motor Activity / Start CORE Assessments
W- Data Folder / CORE Assessment = High Frequency Words
TH - Data Folder /Fine Motor Activity / CORE Assessment = San Diego Word Assessment
F - Data Folders / Anielys needed to take a break so we went outside for a little bit to exercise before we continued. CORE Assessment
Fine Motor practice with Stacking Dice