Kindergarten Power Block
Week #1 Date 10/1- 10/5
Standard: CCSS.ELA-LITERACY.RF.K.3.A
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding word
M - Group 1 Using ABC flashcards, the students will identify the letter or the card they draw.
T - Group 2 Using ABC flashcards, the students will identify the sound of the card they draw.
W - Group 1 Matching identical letters of the alphabet.
Th - Group 2 Matching identical letters of the alphabet.
F - Group 1 Students will name and match letters of the alphabet using the alphabet strips from P.001 www.fccr.com.
Standard: CCSS.ELA-LITERACY.RF.K.3.A
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding word
M - Group 1 Using ABC flashcards, the students will identify the letter or the card they draw.
T - Group 2 Using ABC flashcards, the students will identify the sound of the card they draw.
W - Group 1 Matching identical letters of the alphabet.
Th - Group 2 Matching identical letters of the alphabet.
F - Group 1 Students will name and match letters of the alphabet using the alphabet strips from P.001 www.fccr.com.
Week #2 Date 10/8- 10/12
Standard: RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.K.3.A
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
M- NO SCHOOL
T- Group 2: Identify sounds and letters using plastic sleeves and markers.
W- Group 1: Identify letters and sounds using plastic sleeves and markers.
Th- NO Power Block due to Fire Safety Assembly
F- Group 2; The students will name and match upper case letters of the alphabet.
Letter Recognition Phonics P.002 www.fccr.com
Week #3 Date 10/15 - 10/19
Standard: RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.K.3.A
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
M - Group 1: Play Around the World with ABC Flash Cards. The students will identify the specific letter and sound each letter makes. They will also collaborate and brainstorm as many words as possible that begin with that specific letter.
T - Group 2: Play Around the World with ABC Flash Cards. The students will identify the specific sound that each letter makes. They will also collaborate and brainstorm as many words as possible that begin with that specific letter.
W - Group 1: ABC Puzzles / Popsicle Game
Th - Group 2: ABC Puzzles / Popsicle Game
F - Group 1: Alphabet ARC: Letter Recognition Phonics P.004 www.fccr.com
Standard: RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.K.3.A
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
M - Group 1: Play Around the World with ABC Flash Cards. The students will identify the specific letter and sound each letter makes. They will also collaborate and brainstorm as many words as possible that begin with that specific letter.
T - Group 2: Play Around the World with ABC Flash Cards. The students will identify the specific sound that each letter makes. They will also collaborate and brainstorm as many words as possible that begin with that specific letter.
W - Group 1: ABC Puzzles / Popsicle Game
Th - Group 2: ABC Puzzles / Popsicle Game
F - Group 1: Alphabet ARC: Letter Recognition Phonics P.004 www.fccr.com
Week #4 Date 10/22 - 10/26
Standard: RFK.1.d Recognize and name all upper- and lowercase letters of the alphabet.
RFK.3.a Demonstrate basic knowledge of one-to-one letter-sound correspondences by ... the primary sound or many of the most frequent sounds for each consonant.
M - Group 2 Alphabet ARC Phonics P.004 Letter Recognition: www.fccr.com
T - Group 1 Alphabet ARC Phonics P.004 Letter Recognition: www.fccr.com
W - Group 2 Letter Recognition Phonics P.003 Matching Upper Case Letters: www.fccr.com
Th - Group 1 Letter Recognition Phonics P.003 Matching Upper Case Letters: www.fccr.com
F - No Growing Block / OLWEUS Assembly
Standard: RFK.1.d Recognize and name all upper- and lowercase letters of the alphabet.
RFK.3.a Demonstrate basic knowledge of one-to-one letter-sound correspondences by ... the primary sound or many of the most frequent sounds for each consonant.
M - Group 2 Alphabet ARC Phonics P.004 Letter Recognition: www.fccr.com
T - Group 1 Alphabet ARC Phonics P.004 Letter Recognition: www.fccr.com
W - Group 2 Letter Recognition Phonics P.003 Matching Upper Case Letters: www.fccr.com
Th - Group 1 Letter Recognition Phonics P.003 Matching Upper Case Letters: www.fccr.com
F - No Growing Block / OLWEUS Assembly
Week #5 Date 10/29 - 11/2
Standard: RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RF.K.2a: Recognize and produce rhyming words.
RF.K.3c: Read common high-frequency words by sight.
M - Group 2 Read Who Will Haunt my House Tonight? talk about story elements orally / ABC Splat Game: Think of a person's name that begins with a specific letter or a food item using both upper + lower case letters / practice sight words
T - Group 1 Read Who Will Haunt my House Tonight? talk about story elements orally / ABC Splat Game: Think of a person's name that begins with a specific letter or a food item using both upper + lower case letters / practice sight words
W - Group 2 Read and discuss Twas the Night before Halloween / talk about story elements orally / Road to Reading with 'at' word chunk
Th - Group 1 Read and discuss Twas the Night before Halloween / talk about story elements orally / Road to Reading with 'at' word chunk
F - Group 2 Making real vs. nonsense rhyming words using our names / Go over rules and expectations of our small group / Telephone Game
Standard: RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RF.K.2a: Recognize and produce rhyming words.
RF.K.3c: Read common high-frequency words by sight.
M - Group 2 Read Who Will Haunt my House Tonight? talk about story elements orally / ABC Splat Game: Think of a person's name that begins with a specific letter or a food item using both upper + lower case letters / practice sight words
T - Group 1 Read Who Will Haunt my House Tonight? talk about story elements orally / ABC Splat Game: Think of a person's name that begins with a specific letter or a food item using both upper + lower case letters / practice sight words
W - Group 2 Read and discuss Twas the Night before Halloween / talk about story elements orally / Road to Reading with 'at' word chunk
Th - Group 1 Read and discuss Twas the Night before Halloween / talk about story elements orally / Road to Reading with 'at' word chunk
F - Group 2 Making real vs. nonsense rhyming words using our names / Go over rules and expectations of our small group / Telephone Game
Week #6 Date 11/5 - 11/9
Standard: RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RF.K.2a: Recognize and produce rhyming words.
RF.K.3c: Read common high-frequency words by sight.
M - Group 1 Read Pete the Cat Goes Camping talk about story elements orally / Using Dry Erase Pocket Sleeves work on words with the
-at word chunk / Road to Reading
T - Group 2 Read Pete the Cat Goes Camping talk about story elements orally / Using Dry Erase Pocket Sleeves work on words with the
-at word chunk / Road to Reading
W - Group 1 Read and discuss / talk about story elements orally / Road to Reading with 'at' word chunk
Th - Group 2 Read and discuss talk about story elements orally / Road to Reading with 'at' word chunk
F - Group 1 Making real vs. nonsense rhyming words using our names / Go over rules and expectations of our small group / Telephone Game
Standard: RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RF.K.2a: Recognize and produce rhyming words.
RF.K.3c: Read common high-frequency words by sight.
M - Group 1 Read Pete the Cat Goes Camping talk about story elements orally / Using Dry Erase Pocket Sleeves work on words with the
-at word chunk / Road to Reading
T - Group 2 Read Pete the Cat Goes Camping talk about story elements orally / Using Dry Erase Pocket Sleeves work on words with the
-at word chunk / Road to Reading
W - Group 1 Read and discuss / talk about story elements orally / Road to Reading with 'at' word chunk
Th - Group 2 Read and discuss talk about story elements orally / Road to Reading with 'at' word chunk
F - Group 1 Making real vs. nonsense rhyming words using our names / Go over rules and expectations of our small group / Telephone Game
Week #7 Date 11/12 - 11/16
Standard: RF.K.2a: Recognize and produce rhyming words.
RF.K.3c: Read common high-frequency words by sight.
M - Group 2 Read Who Will Haunt my House Tonight? talk about story elements orally / ABC Splat Game: Think of a person's name that begins with a specific letter or a food item using both upper + lower case letters.
T - Group 1 /Read and discuss the book Thankful: discuss story elements / Review Sight Word Flashcards while students practice writing the words on their white boards. / Road to the Code with -en Word Family / real and rhyming words.
W - Group 1: Review Sight Words using flash cards / Road to Code with -en words
Th - Group 2:
F - NO SCHOOL
Standard: RF.K.2a: Recognize and produce rhyming words.
RF.K.3c: Read common high-frequency words by sight.
M - Group 2 Read Who Will Haunt my House Tonight? talk about story elements orally / ABC Splat Game: Think of a person's name that begins with a specific letter or a food item using both upper + lower case letters.
T - Group 1 /Read and discuss the book Thankful: discuss story elements / Review Sight Word Flashcards while students practice writing the words on their white boards. / Road to the Code with -en Word Family / real and rhyming words.
W - Group 1: Review Sight Words using flash cards / Road to Code with -en words
Th - Group 2:
F - NO SCHOOL
Week #8 Date 11/19 - 11/23
Standard: RF.K.2a: Recognize and produce rhyming words. Isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme.
RF.K.3c: Read common high-frequency words by sight.
M - Group 2: Road to Code: Lesson 1, 2, 3, and 4. Say-It-and-Move-It activity, Initial Sounds, Rhyming Words
T - Group 1: Road to Code: Lessons 1, 2, 3, and 4. Say-It-and-Move-It activity, Initial Sounds, Rhyming Words
W - 1/2 Personal Day
Th - NO SCHOOL - THANKSGIVING BREAK
F - NO SCHOOL - THANKSGIVING BREAK
Standard: RF.K.2a: Recognize and produce rhyming words. Isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme.
RF.K.3c: Read common high-frequency words by sight.
M - Group 2: Road to Code: Lesson 1, 2, 3, and 4. Say-It-and-Move-It activity, Initial Sounds, Rhyming Words
T - Group 1: Road to Code: Lessons 1, 2, 3, and 4. Say-It-and-Move-It activity, Initial Sounds, Rhyming Words
W - 1/2 Personal Day
Th - NO SCHOOL - THANKSGIVING BREAK
F - NO SCHOOL - THANKSGIVING BREAK
Week # 9 Date 11/26 -11/30
Standard: RF.K.2a: Recognize and produce rhyming words / Isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme
RF.K.3c: Read common high-frequency words by sight.
M - Group 1: Road to Code: Lesson 5 ( no puppet) , Say-It-and-Move-It activity, Initial Sounds, Rhyming Words
T - Group 2: Road to Code: Lesson 5 (no puppet), Say-It-and-Move-It activity, Initial Sounds, Rhyming Words
W - Group 1: Road to Code: Lesson 6 Phonological Awareness Practice: Sound Bingo
Th - Group 2: Road to Code:Lesson 6 Phonological Awareness Practice: Sound Bingo
F - Group 1: Road to Code:
Standard: RF.K.2a: Recognize and produce rhyming words / Isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme
RF.K.3c: Read common high-frequency words by sight.
M - Group 1: Road to Code: Lesson 5 ( no puppet) , Say-It-and-Move-It activity, Initial Sounds, Rhyming Words
T - Group 2: Road to Code: Lesson 5 (no puppet), Say-It-and-Move-It activity, Initial Sounds, Rhyming Words
W - Group 1: Road to Code: Lesson 6 Phonological Awareness Practice: Sound Bingo
Th - Group 2: Road to Code:Lesson 6 Phonological Awareness Practice: Sound Bingo
F - Group 1: Road to Code:
Week # 10 Date 12/3 - 12/7
Standard: RF.K.2a: Recognize and produce rhyming words. Isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme
RF.K.3c: Read common high-frequency words by sight.
M - Group 2: Lesson 7 Worked on counting sounds that we hear in words.
T - Group 1: Lesson 7 Worked on counting sounds that we hear in words.
W - Group 2: Lesson 8 Review Sight Words / Use the words in sentences / Create words that rhyme /
Th - Group 1: Lesson 8 Review Sight Words / Use the words in sentences. / Create words that rhyme /
F - Group 2: Lesson 9: Phonological Awareness: Brainstormed words that either begin or end with the letter "Tt".
Standard: RF.K.2a: Recognize and produce rhyming words. Isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme
RF.K.3c: Read common high-frequency words by sight.
M - Group 2: Lesson 7 Worked on counting sounds that we hear in words.
T - Group 1: Lesson 7 Worked on counting sounds that we hear in words.
W - Group 2: Lesson 8 Review Sight Words / Use the words in sentences / Create words that rhyme /
Th - Group 1: Lesson 8 Review Sight Words / Use the words in sentences. / Create words that rhyme /
F - Group 2: Lesson 9: Phonological Awareness: Brainstormed words that either begin or end with the letter "Tt".
Week # 11 Date 12/10 - 12/14
Standard: RF.K.2a: Recognize and produce rhyming words. Isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme
RF.K.3c: Read common high-frequency words by sight.
M - Group 1: Lesson 9: Phonological Awareness: Brainstorm as many words that either begin with or contain the letter 'Mm' and write them on the large paper provided.
T - Group 2: Lesson 10: How many Sounds? Rhyming Picture Cards,,,Which one does not belong? / Lesson 11: Sound Bingo
W - Group 1: Lesson 10: How many sounds? Rhyming Picture Cards,,,Which one does not belong? / Lesson 11: Sound Bingo
Th - Group 2: Sound Bingo
F - Group 1: Sound Bingo
Standard: RF.K.2a: Recognize and produce rhyming words. Isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme
RF.K.3c: Read common high-frequency words by sight.
M - Group 1: Lesson 9: Phonological Awareness: Brainstorm as many words that either begin with or contain the letter 'Mm' and write them on the large paper provided.
T - Group 2: Lesson 10: How many Sounds? Rhyming Picture Cards,,,Which one does not belong? / Lesson 11: Sound Bingo
W - Group 1: Lesson 10: How many sounds? Rhyming Picture Cards,,,Which one does not belong? / Lesson 11: Sound Bingo
Th - Group 2: Sound Bingo
F - Group 1: Sound Bingo
Week # 12 Date 12/17 - 12/21
Standard:
M - Group NO GROUPS
T - Group NO GROUPS
W - Group NO GROUPS
Th - Group NO GROUPS
F - Group NO GROUPS
Standard:
M - Group NO GROUPS
T - Group NO GROUPS
W - Group NO GROUPS
Th - Group NO GROUPS
F - Group NO GROUPS
Week # 12 Date 12/31 - 1/4
Standard:
M - Group NO GROUPS
T - Group NO GROUPS
W - Group NO GROUPS
Th - Group No Groups
F - Group No Groups
Standard:
M - Group NO GROUPS
T - Group NO GROUPS
W - Group NO GROUPS
Th - Group No Groups
F - Group No Groups
Week # 13 Date 1/7 - 1/11
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
M - Group A + B Visit with Mrs. Dodd and Miss Hart about expectations for the new groups
T - Group A: Guided Reading over the book We Like the Sun written by Ena Keo / Discussion about Why the sun is important and why we need it? What things depend on the sun?
W - Group B Guided Reading over the book We Like the Sun written by Ena Keo / Discussion about Why the sun is important and why we need it? What things depend on the sun?
Th - Group A: Reread We LIke the Sun together and then introduce the book The Big Giant written by Jill Eggleton. Disscuss what are healthy foods vs. junk foods. We will carry over next week and complete the activity that I have assigned over this book.
F - Group A : Played Snap-It with Building Words and
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
M - Group A + B Visit with Mrs. Dodd and Miss Hart about expectations for the new groups
T - Group A: Guided Reading over the book We Like the Sun written by Ena Keo / Discussion about Why the sun is important and why we need it? What things depend on the sun?
W - Group B Guided Reading over the book We Like the Sun written by Ena Keo / Discussion about Why the sun is important and why we need it? What things depend on the sun?
Th - Group A: Reread We LIke the Sun together and then introduce the book The Big Giant written by Jill Eggleton. Disscuss what are healthy foods vs. junk foods. We will carry over next week and complete the activity that I have assigned over this book.
F - Group A : Played Snap-It with Building Words and
Week # 14 Date 1/14 1/18
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
M - Group A / Discuss the Cover Page, Title Page and Back Cover / Find the similarities and differences of each. Talk about the author and illustrator too. Locate given sight words and letters to focus.
T - Group A: Guided Reading over the book We Like the Sun written by Ena Keo / Discussion about Why the sun is important and why we need it? What things depend on the sun?
W - Group B Guided Reading over the book We Like the Sun written by Ena Keo / Discussion about Why the sun is important and why we need it? What things depend on the sun?
Th - Group A: Reread We LIke the Sun together and then introduce the book The Big Giant written by Jill Eggleton. Disscuss what are healthy foods vs. junk foods. We will carry over next week and complete the activity that I have assigned over this book.
F - Group B: Game Day: I Have, Who Has / Which Letter Comes Next?
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
M - Group A / Discuss the Cover Page, Title Page and Back Cover / Find the similarities and differences of each. Talk about the author and illustrator too. Locate given sight words and letters to focus.
T - Group A: Guided Reading over the book We Like the Sun written by Ena Keo / Discussion about Why the sun is important and why we need it? What things depend on the sun?
W - Group B Guided Reading over the book We Like the Sun written by Ena Keo / Discussion about Why the sun is important and why we need it? What things depend on the sun?
Th - Group A: Reread We LIke the Sun together and then introduce the book The Big Giant written by Jill Eggleton. Disscuss what are healthy foods vs. junk foods. We will carry over next week and complete the activity that I have assigned over this book.
F - Group B: Game Day: I Have, Who Has / Which Letter Comes Next?
Week # 15 Date 1/21- 1/25
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
M - No SCHOOL / PD DAY
T - Group B: Guided Reading over the book At School written by / Discussion about what are things that you might see around town? Brainstorm Ideas / Draw a picture of something that you might want to share with a new person coming to town.
W - Group A Guided Reading over the book At School written by / Discussion about what things that you might see around town? Brainstorm Ideas / Draw a picture of something that you might want to share with a new person coming to town.
Th - 2 hour late start / NO Growing Block
F - Group B: Game Day / Repeat last Friday's activities.
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
M - No SCHOOL / PD DAY
T - Group B: Guided Reading over the book At School written by / Discussion about what are things that you might see around town? Brainstorm Ideas / Draw a picture of something that you might want to share with a new person coming to town.
W - Group A Guided Reading over the book At School written by / Discussion about what things that you might see around town? Brainstorm Ideas / Draw a picture of something that you might want to share with a new person coming to town.
Th - 2 hour late start / NO Growing Block
F - Group B: Game Day / Repeat last Friday's activities.
Week # 16 Date 1/28- 2/1
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
M - 1 hour late start: NO GROWING BLOCK
T - Group A: Guided Reading over the book We Like the Sun written by Ena Keo / Discussion about Why the sun is important and why we need it? What things depend on the sun?
W - NO SCHOOL _ SNOW DAY #2
Th - LATE START - NO GROUPS
F - Group B: Read Ride to Town by Najeeb Khan / Discuss Cover Page vs. Title Page, main characters, setting, retell in our own words and play I Have, Who Has with sight words.
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
M - 1 hour late start: NO GROWING BLOCK
T - Group A: Guided Reading over the book We Like the Sun written by Ena Keo / Discussion about Why the sun is important and why we need it? What things depend on the sun?
W - NO SCHOOL _ SNOW DAY #2
Th - LATE START - NO GROUPS
F - Group B: Read Ride to Town by Najeeb Khan / Discuss Cover Page vs. Title Page, main characters, setting, retell in our own words and play I Have, Who Has with sight words.
Week # 17 Date 2/4 - 2/8
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
M - 1 hour late start: NO GROWING BLOCK
T - Late Start - No Groups
W - Group B Guided Reading over the book Tiger Can See (Fantasy) by Jan Shen / Discuss the difference between fantasy and non-fantasy or real and make believe. Brainstorm some movies, characters or cartoons that may fall into one of these categories.
Th - SNOW DAY #3
F - Group B: Play Hangman on the table with sight words and words from the previous story.
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
M - 1 hour late start: NO GROWING BLOCK
T - Late Start - No Groups
W - Group B Guided Reading over the book Tiger Can See (Fantasy) by Jan Shen / Discuss the difference between fantasy and non-fantasy or real and make believe. Brainstorm some movies, characters or cartoons that may fall into one of these categories.
Th - SNOW DAY #3
F - Group B: Play Hangman on the table with sight words and words from the previous story.
Week # 18 Date 2/11 - 2/15
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
M - Group A: Introduce Reading Fingers to the group. / Discuss Fantasy vs. Non-Fantasy stories, Brainstorm other fantasy books or shows that the students might have seen or read / Read Tiger Can See written by Jan Shen / discuss the story and ask the learners to complete the sentence Every day I can see ? / Color and share their ideas.
T - Group B: Guided Reading / Reread the book Tiger Can See written by Jan Shen / Have the students finish the sentence I can see ? / Color and share their ideas.
W - Group A Guided Reading over the book Animals by / The students finished the sentence and drew another animal that they would like to add to this book and shared their creation.
Th - Group B: Game Day : Played "Go Fish" with cards
F - Group B: NO SCHOOL PRESIDENTS VACATION
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
M - Group A: Introduce Reading Fingers to the group. / Discuss Fantasy vs. Non-Fantasy stories, Brainstorm other fantasy books or shows that the students might have seen or read / Read Tiger Can See written by Jan Shen / discuss the story and ask the learners to complete the sentence Every day I can see ? / Color and share their ideas.
T - Group B: Guided Reading / Reread the book Tiger Can See written by Jan Shen / Have the students finish the sentence I can see ? / Color and share their ideas.
W - Group A Guided Reading over the book Animals by / The students finished the sentence and drew another animal that they would like to add to this book and shared their creation.
Th - Group B: Game Day : Played "Go Fish" with cards
F - Group B: NO SCHOOL PRESIDENTS VACATION
Week # 19 Date 2/18 - 2/22
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
M - Group A: NO SCHOOL PRESIDENTS DAY
T - Group B: Guided Reading / Discuss Fantasy vs. Non-Fantasy stories, Brainstorm other fantasy books or shows that the students might have seen or read / Read Animals by K.C. Childs and Can We Play? by Jeanie Carr / discuss the story and ask the learners to complete the sentence Read the book Animals written byK.C. Childs / Have the students finish the sentence I can see ? / Color and share their ideas.
W - Group A: Discuss Fantasy vs. Non-Fantasy stories, Brainstorm other fantasy books or shows that the students might have seen or read / Read Animals by K.C. Childs and Can We Play? by Jeanie Carr / discuss the story and ask the learners to complete the sentence / Have the students finish the sentence I can see ? / Color and share their ideas.
Th - Group B: Kahoot
F - Group A: Kahoot
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
M - Group A: NO SCHOOL PRESIDENTS DAY
T - Group B: Guided Reading / Discuss Fantasy vs. Non-Fantasy stories, Brainstorm other fantasy books or shows that the students might have seen or read / Read Animals by K.C. Childs and Can We Play? by Jeanie Carr / discuss the story and ask the learners to complete the sentence Read the book Animals written byK.C. Childs / Have the students finish the sentence I can see ? / Color and share their ideas.
W - Group A: Discuss Fantasy vs. Non-Fantasy stories, Brainstorm other fantasy books or shows that the students might have seen or read / Read Animals by K.C. Childs and Can We Play? by Jeanie Carr / discuss the story and ask the learners to complete the sentence / Have the students finish the sentence I can see ? / Color and share their ideas.
Th - Group B: Kahoot
F - Group A: Kahoot
Week # 20 Date 2/25 - 3/1 READ ACROSS AMERICA WEEK
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
M - 2 Hour late start / NO GROUP
T - Group B: Guided Reading / Introduce 'Sound Words' known as "Onomatopoeia" using a youtube video. Discuss and brainstorm other sound words that the learners are familiar with. Read and discuss The Baby Panda and Pam at Bat by Jessica Quilty. Learners are to make connections that both books are written by the same author. Pick out sound words and make a class poster with kid friendly sound words.
W - Group A Guided Reading /Introduce 'Sound Words' known as "Onomatopoeia" using a youtube video. Discuss and brainstorm other sound words that the learners are familiar with. Read and discuss The Baby Panda and Pam at Bat by Jessica Quilty. Learners are to make connections that both books are written by the same author. Pick out sound words and make a class poster with kid friendly sound words.
Th - Group B: read and discussed
F - Group B: GAME DAY: Hangman with Sight Words
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
M - 2 Hour late start / NO GROUP
T - Group B: Guided Reading / Introduce 'Sound Words' known as "Onomatopoeia" using a youtube video. Discuss and brainstorm other sound words that the learners are familiar with. Read and discuss The Baby Panda and Pam at Bat by Jessica Quilty. Learners are to make connections that both books are written by the same author. Pick out sound words and make a class poster with kid friendly sound words.
W - Group A Guided Reading /Introduce 'Sound Words' known as "Onomatopoeia" using a youtube video. Discuss and brainstorm other sound words that the learners are familiar with. Read and discuss The Baby Panda and Pam at Bat by Jessica Quilty. Learners are to make connections that both books are written by the same author. Pick out sound words and make a class poster with kid friendly sound words.
Th - Group B: read and discussed
F - Group B: GAME DAY: Hangman with Sight Words
Week # 21 Date 3/4 - 3/8
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
M - Group A: Guided Reading / Reread each book that we have covered so far on onomatopoeia. Compare similarities and differences.
T - Group B: Guided Reading / Reread each book that we have covered so far on onomatopoeia. Introduce and read the book Rob's Dots by Theresa Denys.
W - Group A Guided Reading
Th - NO MRS. CASSUTT
F - NO MRS. CASSUTT
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
M - Group A: Guided Reading / Reread each book that we have covered so far on onomatopoeia. Compare similarities and differences.
T - Group B: Guided Reading / Reread each book that we have covered so far on onomatopoeia. Introduce and read the book Rob's Dots by Theresa Denys.
W - Group A Guided Reading
Th - NO MRS. CASSUTT
F - NO MRS. CASSUTT
Week # 23 Date 3/18 - 3/22 (New groups start on Wednesday)
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
M - NO SCHOOL / PD DAY
T - Group B: Guided Reading / Reread the book Rob's Dots by Theresa Denys. Continue with writing activity.
W - Group A: Guided Reading over the book A Day to Play by Ann Rossi. / We brainstormed as a group what are some fun things to do outside in the springtime. Introduced and played "I Have, Who Has" with short 'e' words.
Th - Group A: New Groups again: Introduced "I Have, Who Has: and played twice. Group A: Guided Reading
F - Group B: Game Day: Played 3 different varieties of "I Have, Who Has" and GNU. Learners loved all of the games. Great participation!!
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
M - NO SCHOOL / PD DAY
T - Group B: Guided Reading / Reread the book Rob's Dots by Theresa Denys. Continue with writing activity.
W - Group A: Guided Reading over the book A Day to Play by Ann Rossi. / We brainstormed as a group what are some fun things to do outside in the springtime. Introduced and played "I Have, Who Has" with short 'e' words.
Th - Group A: New Groups again: Introduced "I Have, Who Has: and played twice. Group A: Guided Reading
F - Group B: Game Day: Played 3 different varieties of "I Have, Who Has" and GNU. Learners loved all of the games. Great participation!!
Week # 22 Date 3/11 - 3/15 SPRING BREAK
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
M - Group A: NO Mrs. Cassutt
T - Group B: Guided Reading / Read the book
W - Group A Guided Reading over the book Animals by / The students finished the sentence and drew another animal that they would
Th - SPRING BREAK / NO SCHOOL
F - SPRING BREAK / NO SCHOOL
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
M - Group A: NO Mrs. Cassutt
T - Group B: Guided Reading / Read the book
W - Group A Guided Reading over the book Animals by / The students finished the sentence and drew another animal that they would
Th - SPRING BREAK / NO SCHOOL
F - SPRING BREAK / NO SCHOOL
Week # 24 Date 3/25 - 3/29
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
M - Group A: Guided Reading: So That's What It Is! by Jan Pritchett / Also did an activity with pictures where I hid most of the picture itself into a paper sleeve and the learners had to guess what the picture was.
T - Group B: Guided Reading: Reread the book
W - Group A Guided Reading Level 6-7: Introduced the book A Tree Can Be... by Judy Nayer: Brainstormed what trees can be made into and discussed the diagram in the back of the book. We also read the book The Lion's Dinner by Paul Shipton. This last book is a play so we each had a turn at various characters and some students decided to change their voices to match the character in the play. We also talked about bold faced words and why some sentences end with ...
Th - Group B: Guided Reading:
F - Group B: Game Day with playing Kahoot!!
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
M - Group A: Guided Reading: So That's What It Is! by Jan Pritchett / Also did an activity with pictures where I hid most of the picture itself into a paper sleeve and the learners had to guess what the picture was.
T - Group B: Guided Reading: Reread the book
W - Group A Guided Reading Level 6-7: Introduced the book A Tree Can Be... by Judy Nayer: Brainstormed what trees can be made into and discussed the diagram in the back of the book. We also read the book The Lion's Dinner by Paul Shipton. This last book is a play so we each had a turn at various characters and some students decided to change their voices to match the character in the play. We also talked about bold faced words and why some sentences end with ...
Th - Group B: Guided Reading:
F - Group B: Game Day with playing Kahoot!!
Week # 25 Date 4/2 - 4/6
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
KW.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 - Group A: Guided Reading / Read the book Collections by Margaret Ballinger and Rachel Gosset and Mooncake by Fred Asche.
T - Group B: Guided Reading / Read the book The Lion's Dinner by Paul Shipton and The Mask by Sally Pollack.
W - Group A Guided Reading over the book Mooncake by Fred Asche / The students finished the sentence and drew a picture of what their Mooncake looked and tasted like.
Th - Group B: Guided Reading over the books
F - Group A: Kahoot
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
KW.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 - Group A: Guided Reading / Read the book Collections by Margaret Ballinger and Rachel Gosset and Mooncake by Fred Asche.
T - Group B: Guided Reading / Read the book The Lion's Dinner by Paul Shipton and The Mask by Sally Pollack.
W - Group A Guided Reading over the book Mooncake by Fred Asche / The students finished the sentence and drew a picture of what their Mooncake looked and tasted like.
Th - Group B: Guided Reading over the books
F - Group A: Kahoot
Week # 26 Date 4/8 4/12
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
RW.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 - Group A: Guided Reading / Brainstormed and shared our favorite things we do with our "Grandma's" and what we might call them by name. Read the book Granny by Jill Eggleton. Began to write down three 5 Star Sentences about our favorite Grandma.
T - Group B: Guided Reading / Read the book and The Biggest Sandwich Ever by Jeffrey Stoodt.
W - Group A / The students finished their sentences and drew a picture of what they like to do with their favorite Granny..
Th - Group B SNOW DAY
F - Group A: SNOW DAY
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
RW.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 - Group A: Guided Reading / Brainstormed and shared our favorite things we do with our "Grandma's" and what we might call them by name. Read the book Granny by Jill Eggleton. Began to write down three 5 Star Sentences about our favorite Grandma.
T - Group B: Guided Reading / Read the book and The Biggest Sandwich Ever by Jeffrey Stoodt.
W - Group A / The students finished their sentences and drew a picture of what they like to do with their favorite Granny..
Th - Group B SNOW DAY
F - Group A: SNOW DAY
Week # 27 Date 4/15 - 4/19
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
KW.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 - Group A: Brooklyn and Ayden finished their letters to their Mimi's / The others played "I Have, Who Has" with short 'e' words and then we played a Rhyming Game.
T - Group B: Finish writing about our favorite sandwich. Play Rhyming Concentration
W - Group A Game Day
Th - Group B: Students need to finish writing sentences. / Game Day with playing Kahoot on rhyming words and CVC words.
F - NO SCHOOL - GOOD FRIDAY
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
KW.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 - Group A: Brooklyn and Ayden finished their letters to their Mimi's / The others played "I Have, Who Has" with short 'e' words and then we played a Rhyming Game.
T - Group B: Finish writing about our favorite sandwich. Play Rhyming Concentration
W - Group A Game Day
Th - Group B: Students need to finish writing sentences. / Game Day with playing Kahoot on rhyming words and CVC words.
F - NO SCHOOL - GOOD FRIDAY
Week # 28 Date 4/22 - 4/26
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
KW.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 - EASTER MONDAY
T - Group B: Reread the book about trees and
W - Group A Concert Practice
Th - Group B: Concert Practice
F - Group A: Game Day with playing Kahoot and rhyming words!!
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
KW.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 - EASTER MONDAY
T - Group B: Reread the book about trees and
W - Group A Concert Practice
Th - Group B: Concert Practice
F - Group A: Game Day with playing Kahoot and rhyming words!!
Week # 29 Date 4/29 - 5/3
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
KW.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 - Group A: Guided Reading: Read and discuss the book Yo-Yo- a Go-Go by Celia Warren. Watched a youtube video on tricks that you can do with a yo-yo.
T - Group B: Guided Reading: Read the book Humpback Whales by Susan Watson / video taped the group reading so that they could listen to themselves read. Will look up on Pebblego more info about humpback whales to write about.
W - Group A: Guided Reading: Read and discuss the book A Ball Called Sam by Linda Strachan.
Th - Group B: Will review the book we read on Monday about humpback whales. Will search on pebblego more info to write about. Completed the graphic organizer on main idea and details: 'What's the Story about'?
F - Game Day: Kahoot = rhyming words, math, cvc words, sight words, etc. LAST DAY OF GROWING BLOCK
Standard: RI.K.10 Actively engage in group reading activities with purpose and understanding.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RI.K.2: With prompting and support, ask and answer questions about key details in a text. RI.K.5: Identify the front cover, back cover, and title page of a book.
KW.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 - Group A: Guided Reading: Read and discuss the book Yo-Yo- a Go-Go by Celia Warren. Watched a youtube video on tricks that you can do with a yo-yo.
T - Group B: Guided Reading: Read the book Humpback Whales by Susan Watson / video taped the group reading so that they could listen to themselves read. Will look up on Pebblego more info about humpback whales to write about.
W - Group A: Guided Reading: Read and discuss the book A Ball Called Sam by Linda Strachan.
Th - Group B: Will review the book we read on Monday about humpback whales. Will search on pebblego more info to write about. Completed the graphic organizer on main idea and details: 'What's the Story about'?
F - Game Day: Kahoot = rhyming words, math, cvc words, sight words, etc. LAST DAY OF GROWING BLOCK