Kindergarten Growing Block
8:30 - 9:00
Week #23 Dates: 3/30 - 4/3 Dismiss KG Learners on Tuesday's @ 9:25 for Buddies.
Standards: RF.K.2. Demonstrate understanding of spoken words, syllables and sounds. (Phoneme) RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding words. RF.K.3c. Read common high-frequency words by sight.
M -
T -
W -
F -
Standards: RF.K.2. Demonstrate understanding of spoken words, syllables and sounds. (Phoneme) RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding words. RF.K.3c. Read common high-frequency words by sight.
M -
T -
W -
F -
Week #22 Dates: 3/23 - 3/27
Standards: CCSS.ELA-LITERACY.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.3c. Read common high-frequency words by sight.
M - NO SCHOOL PD DAY
T -
W-
Th -
F -
Standards: CCSS.ELA-LITERACY.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.3c. Read common high-frequency words by sight.
M - NO SCHOOL PD DAY
T -
W-
Th -
F -
Week #21 Dates: 3/16 - 3/20 SCHOOL CLOSURE
Week #20 Dates: 3/9 - 3/13
Standards: CCSS.ELA-LITERACY.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.K.2.A Recognize and produce rhyming words. RF.K.3c. Read common high-frequency words by sight.
M - Letter Sounds using playdough and wiki sticks / sight words can and go
T - Upper case and Lower case March Letter Matching / sight words can and go
W - Learners will be shown a picture card and they will identify the picture and beginning sound
Th - Learners will be shown a lower case letter and will need to locate a picture that matches the letter shown and to color the picture within the heart.
F- continue with Thursday's activity
Standards: CCSS.ELA-LITERACY.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.K.2.A Recognize and produce rhyming words. RF.K.3c. Read common high-frequency words by sight.
M - Letter Sounds using playdough and wiki sticks / sight words can and go
T - Upper case and Lower case March Letter Matching / sight words can and go
W - Learners will be shown a picture card and they will identify the picture and beginning sound
Th - Learners will be shown a lower case letter and will need to locate a picture that matches the letter shown and to color the picture within the heart.
F- continue with Thursday's activity
Week #19 Dates: 3/2 - 3/6
Standards: CCSS.ELA-LITERACY.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.K.2.A Recognize and produce rhyming words. CCSS.ELA-LITERACY.RF.1.2.C
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.3c. Read common high-frequency words by sight.
M - Beginning Sound Booklet and rhyming words
T - Sight Word Practice using magnetic letters
W- Beginning Sound Booklet and rhyming words
Th - Sight Word practice using shaving cream and / or playdough
F- Beginning Sound Booklet and BINGO
Standards: CCSS.ELA-LITERACY.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.K.2.A Recognize and produce rhyming words. CCSS.ELA-LITERACY.RF.1.2.C
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.K.3c. Read common high-frequency words by sight.
M - Beginning Sound Booklet and rhyming words
T - Sight Word Practice using magnetic letters
W- Beginning Sound Booklet and rhyming words
Th - Sight Word practice using shaving cream and / or playdough
F- Beginning Sound Booklet and BINGO
Week #18 Dates: 2/ 24 - 2/28 Influenza A
Standards: CCSS.ELA-LITERACY.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.K.2.A Recognize and produce rhyming words.
Standards: CCSS.ELA-LITERACY.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.K.2.A Recognize and produce rhyming words.
Week #17 Dates: 2/ 17 - 2/21
Standards: CCSS.ELA-LITERACY.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.K.2.A Recognize and produce rhyming words. CCSS.ELA-LITERACY.RF.1.2.A
Distinguish long from short vowel sounds in spoken single-syllable words. CCSS.ELA-LITERACY.RF.1.2.C
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
M - Dancing to music to find the correct letter given a matching sound using colored plates in the gym hallway
T - repeat Monday's activity in the gym hallway / word families
W - Beginning Sounds Bingo / rhyming words
Th - Matching upper and lower case letters with matching sounds
F - Identify given sight words concentration / word families
Standards: CCSS.ELA-LITERACY.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.K.2.A Recognize and produce rhyming words. CCSS.ELA-LITERACY.RF.1.2.A
Distinguish long from short vowel sounds in spoken single-syllable words. CCSS.ELA-LITERACY.RF.1.2.C
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
M - Dancing to music to find the correct letter given a matching sound using colored plates in the gym hallway
T - repeat Monday's activity in the gym hallway / word families
W - Beginning Sounds Bingo / rhyming words
Th - Matching upper and lower case letters with matching sounds
F - Identify given sight words concentration / word families
Week #16 Dates: 2/ 10 - 2/14
Standards: CCSS.ELA-LITERACY.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).CCSS.ELA-LITERACY.RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
RF.K.3c. Read common high-frequency words by sight.
M -.No K Group
T - Valentine passage and identifying beginning sounds / counting sounds I hear
W- Valentine game with beginning sounds
Th - Valentine Activity with candy hearts and sight words / Identifying how many syllables are in each word given.
F- NO SCHOOL Valentine's Day
Standards: CCSS.ELA-LITERACY.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).CCSS.ELA-LITERACY.RF.1.2.C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
RF.K.3c. Read common high-frequency words by sight.
M -.No K Group
T - Valentine passage and identifying beginning sounds / counting sounds I hear
W- Valentine game with beginning sounds
Th - Valentine Activity with candy hearts and sight words / Identifying how many syllables are in each word given.
F- NO SCHOOL Valentine's Day
Week #15 Dates: 2/ 3 - 2/7
Standards: CCSS.ELA-LITERACY.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.K.2.A Recognize and produce rhyming words. RF.K.3c. Read common high-frequency words by sight.
M - First day of new group: Victoria, Paetyn, Marietta, Xavier and Analise / Work on drills for letter sounds.
T - Drill letter sounds and the sight words a +
W- Learners circles all the letter a and I's that they found in the newspaper. Worked on the sight word "i" on activity sheets.
Th - Continued to work on letter sounds and the 2 sight words of the week using shaving cream and playdough.
F- Letter sounds and sight words
Standards: CCSS.ELA-LITERACY.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.K.2.A Recognize and produce rhyming words. RF.K.3c. Read common high-frequency words by sight.
M - First day of new group: Victoria, Paetyn, Marietta, Xavier and Analise / Work on drills for letter sounds.
T - Drill letter sounds and the sight words a +
W- Learners circles all the letter a and I's that they found in the newspaper. Worked on the sight word "i" on activity sheets.
Th - Continued to work on letter sounds and the 2 sight words of the week using shaving cream and playdough.
F- Letter sounds and sight words
Polar Bears Penguins
Game Day
Week #14 Dates: 1/27 - 1.31
Standards: CCSS.ELA-LITERACY.W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic CCSS.ELA-LITERACY.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
M- Both groups worked on writing What they had for breakfast. Review nice handwriting and 5 Star Sentences.
T- Continued to write from Monday's topic.
W- Created a cover for our Word Family Books.
Th - Game Day: Learners had the opportunity to play a few games of their choice. See pictures and the engagement that they had.
F- NO GROWING BLOCK
Standards: CCSS.ELA-LITERACY.W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic CCSS.ELA-LITERACY.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
M- Both groups worked on writing What they had for breakfast. Review nice handwriting and 5 Star Sentences.
T- Continued to write from Monday's topic.
W- Created a cover for our Word Family Books.
Th - Game Day: Learners had the opportunity to play a few games of their choice. See pictures and the engagement that they had.
F- NO GROWING BLOCK
Week #13 Dates: 1/20 - 1/24
Standards: CCSS.ELA-LITERACY.W .K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic . CCSS.ELA-LITERACY.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
M- NO SCHOOL / PD DAY
T- Individual writing on "My Snowman"
W- Continue with yesterday's writing and share with the group.
Th - Worked on the -am book and brainstormed words
F- NO GROWING BLOCK / ASSEMBLY
Standards: CCSS.ELA-LITERACY.W .K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic . CCSS.ELA-LITERACY.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
M- NO SCHOOL / PD DAY
T- Individual writing on "My Snowman"
W- Continue with yesterday's writing and share with the group.
Th - Worked on the -am book and brainstormed words
F- NO GROWING BLOCK / ASSEMBLY
Week #12 Dates: 1/13 - 1/17 First Week of Growing Block in 2020
Standards:
M- Today we divided into 2 groups: Penguins and Polar Bears. Learners both worked on a reading comprehension passage together within each group.
T-
W- Today each group worked on the -ig and -ip Word Family's and brainstormed as many words as they could. Rhyming Words
Th - Today each group will get an Sight Word Book on the -ig Word Family. I will model reading the book and then the learners will read with each adult. We will discuss and highlight all of the sight words that we come across. Hopefully, if time permits we will also word on another cutting activity that stresses the -ig word family. (cut and paste)
F- NO SCHOOL / SNOW DAY
Standards:
M- Today we divided into 2 groups: Penguins and Polar Bears. Learners both worked on a reading comprehension passage together within each group.
T-
W- Today each group worked on the -ig and -ip Word Family's and brainstormed as many words as they could. Rhyming Words
Th - Today each group will get an Sight Word Book on the -ig Word Family. I will model reading the book and then the learners will read with each adult. We will discuss and highlight all of the sight words that we come across. Hopefully, if time permits we will also word on another cutting activity that stresses the -ig word family. (cut and paste)
F- NO SCHOOL / SNOW DAY
Week #11 Dates: 1/6 - 1/10 NO GROWING BLOCK THIS WEEK
Week #10 Dates: 12/ 16 - 12/20 NO GROWING BLOCK THIS WEEK
Standards:
M- K Assessments by classroom teachers
T- K Assessments by classroom teachers
W- K Assessments by classroom teachers
Th - NO GROWING BLOCK - Learners will be watching The Polar Express: / PJ Day
F- NO GROWING BLOCK - Learners will be watching The Polar Express
Standards:
M- K Assessments by classroom teachers
T- K Assessments by classroom teachers
W- K Assessments by classroom teachers
Th - NO GROWING BLOCK - Learners will be watching The Polar Express: / PJ Day
F- NO GROWING BLOCK - Learners will be watching The Polar Express
: Week #9 Dates: 12/ 9 - 12/13
Standards: CCSS.ELA-LITERACY.RL.K.1 With prompting and support, ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.K.3 With prompting and support, identify characters, settings, and major events in a story. CCSS.ELA-LITERACY.RL.K.5 Recognize common types of texts (e.g., storybooks, poems). CCSS.ELA-LITERACY.RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
M- Learners will continue with the activity from Friday as a whole group.
T- Learners will flip flop activities and with work on identifying and writing sight words in short sentences on their individual whiteboards in addition to coming up with all and any words that they know that are made up of the .-en word family.
W- Learners will split into 2 groups and will take a picture walk and make a prediction what the story might be about, then they will take turns reading the book and answering questions about each book. Story elements, problem and solution
Th - Review Sight Words and practice writing sentences on white boards and lines paper
F- SNOWBALL Activity using sight words written on pieces of white paper, pencils and lined paper: Learners will each write 1 sight word down on their piece of white paper and then will crumple it up and toss it into the bucket. One adult will toss the snowballs into the air so that learners can catch a snowball, identify the word that is written on the paper and then write 2-3 sentences on lined writing paper about their sight word.
Standards: CCSS.ELA-LITERACY.RL.K.1 With prompting and support, ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.K.3 With prompting and support, identify characters, settings, and major events in a story. CCSS.ELA-LITERACY.RL.K.5 Recognize common types of texts (e.g., storybooks, poems). CCSS.ELA-LITERACY.RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
M- Learners will continue with the activity from Friday as a whole group.
T- Learners will flip flop activities and with work on identifying and writing sight words in short sentences on their individual whiteboards in addition to coming up with all and any words that they know that are made up of the .-en word family.
W- Learners will split into 2 groups and will take a picture walk and make a prediction what the story might be about, then they will take turns reading the book and answering questions about each book. Story elements, problem and solution
Th - Review Sight Words and practice writing sentences on white boards and lines paper
F- SNOWBALL Activity using sight words written on pieces of white paper, pencils and lined paper: Learners will each write 1 sight word down on their piece of white paper and then will crumple it up and toss it into the bucket. One adult will toss the snowballs into the air so that learners can catch a snowball, identify the word that is written on the paper and then write 2-3 sentences on lined writing paper about their sight word.
Week #8 Dates: 12/ 2 - 12/6
Standards: CCSS.ELA-LITERACY.RF.K.2.A Recognize and produce rhyming words.
M- Learners will practice making words with the -all word family / Reading Comprehension Passages with highlighting sight words.
T- Learners will continue to work on activities from Monday. (switch groups around)
W- Learners will read the book Detective Max written by Sally Pollack and discuss the story elements. Time permitted my group to also engage in a CVC Puzzle Activity to spell words. / Reading Comprehension Passages
Th - Learners will flip activities from Wednesday.
F- In a whole group setting, learners will work on writing cvc words in the appropriate boxes and to identify all of their letters that made. Mrs. Schrank will write each cvc word on the while board while Mrs. C attempts to model what word can be made by manipulating certain letters. Learners will identify rhyming words that we create and write down.
Standards: CCSS.ELA-LITERACY.RF.K.2.A Recognize and produce rhyming words.
M- Learners will practice making words with the -all word family / Reading Comprehension Passages with highlighting sight words.
T- Learners will continue to work on activities from Monday. (switch groups around)
W- Learners will read the book Detective Max written by Sally Pollack and discuss the story elements. Time permitted my group to also engage in a CVC Puzzle Activity to spell words. / Reading Comprehension Passages
Th - Learners will flip activities from Wednesday.
F- In a whole group setting, learners will work on writing cvc words in the appropriate boxes and to identify all of their letters that made. Mrs. Schrank will write each cvc word on the while board while Mrs. C attempts to model what word can be made by manipulating certain letters. Learners will identify rhyming words that we create and write down.
Week #7 Dates: 11/ 25 - 11/29
Standard(s):CCSS.ELA-LITERACY.RF.K.1.B Recognize that spoken words are represented in written language by specific sequences of letters. CCSS.ELA-LITERACY.RF.K.1.C Understand that words are separated by spaces in print. CCSS.ELA-LITERACY.RF.K.2.A
Recognize and produce rhyming words. CCSS.ELA-LITERACY.RF.K.2.D Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)
M- Both groups worked on the -ad word family and identified known sight words. We brainstormed and made a list of other words that join the -as word family. Learners also worked on cvc words and identified either the beginning, middle or final sound in each cvc word.
T- Both groups will work on sight words and creating simple sentences containing some sight words.
W- No Mrs. Cassutt / Mrs. Schrank will have all students work on Core 5.
Th - THANKSGIVING BREAK ;
F - THANKSGIVING BREAK
Standard(s):CCSS.ELA-LITERACY.RF.K.1.B Recognize that spoken words are represented in written language by specific sequences of letters. CCSS.ELA-LITERACY.RF.K.1.C Understand that words are separated by spaces in print. CCSS.ELA-LITERACY.RF.K.2.A
Recognize and produce rhyming words. CCSS.ELA-LITERACY.RF.K.2.D Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)
M- Both groups worked on the -ad word family and identified known sight words. We brainstormed and made a list of other words that join the -as word family. Learners also worked on cvc words and identified either the beginning, middle or final sound in each cvc word.
T- Both groups will work on sight words and creating simple sentences containing some sight words.
W- No Mrs. Cassutt / Mrs. Schrank will have all students work on Core 5.
Th - THANKSGIVING BREAK ;
F - THANKSGIVING BREAK
Week #6 Dates: 11/18 - 11/22
Standard(s): SD K.R.2.3 - Students can read sight words and high book and to work on sight words that they find in the story. K.SL.1 Participate in collaborative conversations about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions. b. Continue a conversation through multiple exchanges.
M- Learners will flip activities from Thursday and will work accordingly to directions.
T- Work on the - an Word Family booklets. Brainstorm on paper rhyming words with the -in Word Family.
W- Both Groups will work on Sight Word Tic Tac Toe and play with the person sitting across from them at the table. Each learner will take a turn to identify one word at a time and then to use that word in a sentence. If they are successful then they may mark either an X or an O on the gameboard. The other group will read and discuss the book Red Fans by Nikki Latham and will construct a fan of their own out of white paper, crayons, and a stabler.
Th - Learners flipped the activity that they did not work on yesterday.
F- NO SCHOOL - McGovern Debate
Standard(s): SD K.R.2.3 - Students can read sight words and high book and to work on sight words that they find in the story. K.SL.1 Participate in collaborative conversations about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions. b. Continue a conversation through multiple exchanges.
M- Learners will flip activities from Thursday and will work accordingly to directions.
T- Work on the - an Word Family booklets. Brainstorm on paper rhyming words with the -in Word Family.
W- Both Groups will work on Sight Word Tic Tac Toe and play with the person sitting across from them at the table. Each learner will take a turn to identify one word at a time and then to use that word in a sentence. If they are successful then they may mark either an X or an O on the gameboard. The other group will read and discuss the book Red Fans by Nikki Latham and will construct a fan of their own out of white paper, crayons, and a stabler.
Th - Learners flipped the activity that they did not work on yesterday.
F- NO SCHOOL - McGovern Debate
Week #5 Dates: 11/11 - 11/15
Standard(s): SD K.R.2.3 - Students can read sight words and high book and to work on sight words that they find in the story. K.SL.1 Participate in collaborative conversations about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions. b. Continue a conversation through multiple exchanges.
M- NO SCHOOL - VETERAN'S DAY
T- Each Orange and Green group worked on the -ap family booklet and rhyming words and then they worked on -an rhyming words.
W- Whole Group Activity on Kindness: Learners discussed ways to be kind and what it means to them. Mrs. Cassutt read
Bucket Filling from A to Z by Carl McCloud and Caryn Butzke. Learners made connections to them individually as I read the story. Then each learner filled out the Kindness Matters Pledge.
Th - Learners were divided into 2 groups. The Green Group worked on CVC Word Strips and the -ot word family. Learners brainstormed real and nonsense words that ended with the -ot word family. We all worked on communicating with others and vocabulary that is new and old. The Orange Group read 2 books with Mrs. Schrank: At School by ;
F- NO GROWING BLOCK - Assembly
Standard(s): SD K.R.2.3 - Students can read sight words and high book and to work on sight words that they find in the story. K.SL.1 Participate in collaborative conversations about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions. b. Continue a conversation through multiple exchanges.
M- NO SCHOOL - VETERAN'S DAY
T- Each Orange and Green group worked on the -ap family booklet and rhyming words and then they worked on -an rhyming words.
W- Whole Group Activity on Kindness: Learners discussed ways to be kind and what it means to them. Mrs. Cassutt read
Bucket Filling from A to Z by Carl McCloud and Caryn Butzke. Learners made connections to them individually as I read the story. Then each learner filled out the Kindness Matters Pledge.
Th - Learners were divided into 2 groups. The Green Group worked on CVC Word Strips and the -ot word family. Learners brainstormed real and nonsense words that ended with the -ot word family. We all worked on communicating with others and vocabulary that is new and old. The Orange Group read 2 books with Mrs. Schrank: At School by ;
F- NO GROWING BLOCK - Assembly
Week #4 Dates: 11/4 - 11/8
Standard(s): SD K.R.2.3 - Students can read sight words and high book and to work on sight words that they find in the story. K.SL.1 Participate in collaborative conversations about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions. b. Continue a conversation through multiple exchanges.
M - Mrs. Cassutt's group will work on the -ad word family chunk while Mrs. Schrank's Group works on reading a leveled reader and pointing out the sight words that they see in the book.
T - The Green Group will work on the CVC Word Strips while the Orange Group works on leveled reader from Monday
W - Eaah group worked consecutively on the -it Word Family and the Fat the Cat poem for comprehension.
Th - Learners were divided into two groups: The Orange Group met with Mrs. Schrank and worked on reading comprehension with a short passage. The Green Group worked with Mrs. Cassutt and worked on writing sentences and practicing current sight words.
F - NO MRS. CASSUTT - Dyslexia Assessment in Sioux Falls / Learners met with Mrs. Schrank and did CORE 5.
Standard(s): SD K.R.2.3 - Students can read sight words and high book and to work on sight words that they find in the story. K.SL.1 Participate in collaborative conversations about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions. b. Continue a conversation through multiple exchanges.
M - Mrs. Cassutt's group will work on the -ad word family chunk while Mrs. Schrank's Group works on reading a leveled reader and pointing out the sight words that they see in the book.
T - The Green Group will work on the CVC Word Strips while the Orange Group works on leveled reader from Monday
W - Eaah group worked consecutively on the -it Word Family and the Fat the Cat poem for comprehension.
Th - Learners were divided into two groups: The Orange Group met with Mrs. Schrank and worked on reading comprehension with a short passage. The Green Group worked with Mrs. Cassutt and worked on writing sentences and practicing current sight words.
F - NO MRS. CASSUTT - Dyslexia Assessment in Sioux Falls / Learners met with Mrs. Schrank and did CORE 5.
Week #3 Dates: 10/28 - 11/1 Red Ribbon Week
Standard(s): K..L..1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
K.RL.1 With prompting and support, ask and answer questions about key details in a text. K.RL.3 With prompting and support, describe characters, settings, and major events in a story. K.RL.2 With prompting and support, retell familiar stories, including key details. K.RL.3 With prompting K.RL.6 Identify the author and illustrator of a story and define the role of each in a literary text. K.SL.1 Participate in collaborative conversations about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions. b. Continue a conversation through multiple exchanges.
M - We continued to break into our Orange / Green Groups and took turns with completing the activity from Friday with writing a sentence about our favorite soup and illustrating a picture of it.while the other group worked on -ap words in their Word Family booklet.
T- Both groups worked on a reading poem called ' Pat the Fat Cat' with the -at word family. I read the poem one time to the learners, then we read it together and then they circled all -ap words that they could find in the poem. They came up with 17 words total. .
W-I have a meeting with the 5th Grade Growing Block Teachers so Mrs. Schrank will do Core 5 all together.
Th- Learners worked on in addition to writing sight words and sentences on white boards.
F - As a whole group, learners were instructed to divide into 2 groups: Orange and Green Groups. Mrs. Schrank took her group and worked on sight words on white boards. Mrs. Cassutt's group worked on My -at book. Learners were instructed to switch after 15 minutes.
Standard(s): K..L..1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
K.RL.1 With prompting and support, ask and answer questions about key details in a text. K.RL.3 With prompting and support, describe characters, settings, and major events in a story. K.RL.2 With prompting and support, retell familiar stories, including key details. K.RL.3 With prompting K.RL.6 Identify the author and illustrator of a story and define the role of each in a literary text. K.SL.1 Participate in collaborative conversations about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions. b. Continue a conversation through multiple exchanges.
M - We continued to break into our Orange / Green Groups and took turns with completing the activity from Friday with writing a sentence about our favorite soup and illustrating a picture of it.while the other group worked on -ap words in their Word Family booklet.
T- Both groups worked on a reading poem called ' Pat the Fat Cat' with the -at word family. I read the poem one time to the learners, then we read it together and then they circled all -ap words that they could find in the poem. They came up with 17 words total. .
W-I have a meeting with the 5th Grade Growing Block Teachers so Mrs. Schrank will do Core 5 all together.
Th- Learners worked on in addition to writing sight words and sentences on white boards.
F - As a whole group, learners were instructed to divide into 2 groups: Orange and Green Groups. Mrs. Schrank took her group and worked on sight words on white boards. Mrs. Cassutt's group worked on My -at book. Learners were instructed to switch after 15 minutes.
Week #2 Dates: 10/21 - 10/25
Standard(s): K..L..1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
K.RL.1 With prompting and support, ask and answer questions about key details in a text. K.RL.3 With prompting and support, describe characters, settings, and major events in a story. K.RL.2 With prompting and support, retell familiar stories, including key details. K.RL.3 With prompting K.RL.6 Identify the author and illustrator of a story and define the role of each in a literary text. K.SL.1 Participate in collaborative conversations about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions. b. Continue a conversation through multiple exchanges.
M - Learners were divided into 2 groups: Orange Group worked on CVC Words with Word Ladders while the Green Group and Mrs. Schrank worked on I Have, Who Has with short vowel sounds.
T - NO MRS. CASSUTT / Mrs. Schrank took all learners and worked on Core 5 with them.
W - CVC Flip Chart Activity and Writing CVC words on the table using Word Families
Th - CVC Flip Chart Activity and -at Word Family building words
F - Whole Group Activity: Mrs. Cassutt read Pumpkin Soup by Helen Cooper. Questions about story elements / Learners were given a kindergarten writing paper with lines and were instructed to write a sentence about what soup is their favorite and to then draw a picture of it. (Did not finish as the common's was very distracting with the Pumpkin Contest and other classes coming through the area and yelling). Will finish on Monday.
Standard(s): K..L..1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
K.RL.1 With prompting and support, ask and answer questions about key details in a text. K.RL.3 With prompting and support, describe characters, settings, and major events in a story. K.RL.2 With prompting and support, retell familiar stories, including key details. K.RL.3 With prompting K.RL.6 Identify the author and illustrator of a story and define the role of each in a literary text. K.SL.1 Participate in collaborative conversations about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions. b. Continue a conversation through multiple exchanges.
M - Learners were divided into 2 groups: Orange Group worked on CVC Words with Word Ladders while the Green Group and Mrs. Schrank worked on I Have, Who Has with short vowel sounds.
T - NO MRS. CASSUTT / Mrs. Schrank took all learners and worked on Core 5 with them.
W - CVC Flip Chart Activity and Writing CVC words on the table using Word Families
Th - CVC Flip Chart Activity and -at Word Family building words
F - Whole Group Activity: Mrs. Cassutt read Pumpkin Soup by Helen Cooper. Questions about story elements / Learners were given a kindergarten writing paper with lines and were instructed to write a sentence about what soup is their favorite and to then draw a picture of it. (Did not finish as the common's was very distracting with the Pumpkin Contest and other classes coming through the area and yelling). Will finish on Monday.
Week #1 Dates: 10/14 - 10/18
Standard(s): K..L..1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
M- No Groups / Olweus Assembly in the gym
T- Meet all Kindergarten learners in the common's area and go over rules and expectations / Played the Telephone Game
W- No Groups / Fire Safety Assembly
Th- First Day of Growing Block / Learners were divided into 2 groups: Orange Group is with Mrs. Cassutt and the Green Group is with Mrs. Schrank. The groups will divide up and will alternate after 15 minutes. Orange Group worked on Sight Word Concentration Game and the Green Group worked on writing Sight Words on white boards and using them into sentences.
F- Whole Group Activity :
Standard(s): K..L..1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
M- No Groups / Olweus Assembly in the gym
T- Meet all Kindergarten learners in the common's area and go over rules and expectations / Played the Telephone Game
W- No Groups / Fire Safety Assembly
Th- First Day of Growing Block / Learners were divided into 2 groups: Orange Group is with Mrs. Cassutt and the Green Group is with Mrs. Schrank. The groups will divide up and will alternate after 15 minutes. Orange Group worked on Sight Word Concentration Game and the Green Group worked on writing Sight Words on white boards and using them into sentences.
F- Whole Group Activity :