Kindergarten Growing Block
Week #36 Dates: 5/10- 5/14
Standard(s): Classwork: sight words: review word family: -ack Letters: review
M- Make and read -ack words on the board: sack, rack, tack, back, clack, black. Explain the meaning of the -ack words. Crayon, Marker, Pencil with -ack words. Read independently when finished.
T- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin Boxes Sight word game called Pickers.
W- Sight word roll and write game.
Th- My -ack book
F- Read familiar books. Send home student made books and crayons.
Standard(s): Classwork: sight words: review word family: -ack Letters: review
M- Make and read -ack words on the board: sack, rack, tack, back, clack, black. Explain the meaning of the -ack words. Crayon, Marker, Pencil with -ack words. Read independently when finished.
T- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin Boxes Sight word game called Pickers.
W- Sight word roll and write game.
Th- My -ack book
F- Read familiar books. Send home student made books and crayons.
Week #35 Dates: 5/3- 5/7
Standard(s): Classwork: sight words: word family: Letters:
M- Early STAR Assessment
T- CORE Assessment and DRA- AA
W- CORE Assessment and DRA- AL
Th- CORE Assessment and DRA- CF
F- CORE Assessment and DRA- SP
Standard(s): Classwork: sight words: word family: Letters:
M- Early STAR Assessment
T- CORE Assessment and DRA- AA
W- CORE Assessment and DRA- AL
Th- CORE Assessment and DRA- CF
F- CORE Assessment and DRA- SP
Week #34 Dates: 4/26- 4/30
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: our, soon word family: -ock Letters: review
M- Make and read -and words on the board: sock, rock, lock, tock, dock, clock, block. Explain the meaning of the -ock words. Crayon, Marker, Pencil with -ock words. Read independently when finished.
T- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin Boxes Sight word worksheets for our and soon
W- Finish work from yesterday if needed. Sight word roll and write game.
Th- My -ock book
F- No Mrs. Jerke
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: our, soon word family: -ock Letters: review
M- Make and read -and words on the board: sock, rock, lock, tock, dock, clock, block. Explain the meaning of the -ock words. Crayon, Marker, Pencil with -ock words. Read independently when finished.
T- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin Boxes Sight word worksheets for our and soon
W- Finish work from yesterday if needed. Sight word roll and write game.
Th- My -ock book
F- No Mrs. Jerke
Week #33 Dates: 4/19- 4/23
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: want, must word family: -and Letters: review
M- Reread I am a Painter L-2 from last Friday. Make and read -and words on the board: sand, band, hand, land, grand. Explain the meaning of the -and words. Crayon, Marker, Pencil with -and words
T- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin Boxes Sight word worksheets for want and must
W- Finish work from yesterday if needed. Sight word roll and write game.
Th- My -and book
F- New book: Look Out Fox L-2
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: want, must word family: -and Letters: review
M- Reread I am a Painter L-2 from last Friday. Make and read -and words on the board: sand, band, hand, land, grand. Explain the meaning of the -and words. Crayon, Marker, Pencil with -and words
T- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin Boxes Sight word worksheets for want and must
W- Finish work from yesterday if needed. Sight word roll and write game.
Th- My -and book
F- New book: Look Out Fox L-2
Week #32 Dates: 4/12- 4/16
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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 Classwork: sight words: went, so word family: -ub Letters: review M- make and read -ub words on the board. Explain the meaning of the -ub words. Crayon, Marker, Pencil with -and words T- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin Boxes Sight word worksheets for went and so W- Sight word roll and write Th- My -ub book F- My -ub book continued New book: I am a Painter L-2 |
Week #31 Dates: 4/5- 4/9
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: there, too word family: -ab Letters: review
M- No School
T- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin Boxes Crayon, Marker, Pencil with -ab words
W- Sight word worksheets for there and too
Th- New book: The Hole L-2
F- Write My -ab book
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: there, too word family: -ab Letters: review
M- No School
T- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin Boxes Crayon, Marker, Pencil with -ab words
W- Sight word worksheets for there and too
Th- New book: The Hole L-2
F- Write My -ab book
Week #30 Dates: 3/29- 4/2
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: all word family: -all Letters: review
M- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin Boxes Crayon, Marker, Pencil with -all words
T- Helper helps make -all words, then write -all words in salt. Read new book: Alex Has Fun in the Spring talk about things you can do in the spring and write down the ideas on the Dry Board. Then look through the book and see if any of their ideas matched.
W- Read books independently and listen to each child read aloud 1 on 1.
Th- No School
F- No School
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: all word family: -all Letters: review
M- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin Boxes Crayon, Marker, Pencil with -all words
T- Helper helps make -all words, then write -all words in salt. Read new book: Alex Has Fun in the Spring talk about things you can do in the spring and write down the ideas on the Dry Board. Then look through the book and see if any of their ideas matched.
W- Read books independently and listen to each child read aloud 1 on 1.
Th- No School
F- No School
Week #29 Dates: 3/22- 3/26
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: of, this word family: -ag Letters: review
M- No School
T- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin Boxes Write sight words in salt and add to ABC book. Read ABC book
W- In magnetic letters, make bag, rag, tag and wag on the chalkboard and read. My -ag book.
Th- Continue -ag book
F- New book: Write My -ag book. The dog can was his tail. I have a new rag. I can play tag.
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: of, this word family: -ag Letters: review
M- No School
T- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin Boxes Write sight words in salt and add to ABC book. Read ABC book
W- In magnetic letters, make bag, rag, tag and wag on the chalkboard and read. My -ag book.
Th- Continue -ag book
F- New book: Write My -ag book. The dog can was his tail. I have a new rag. I can play tag.
Week #28 Dates: 3/15- 3/19
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: review word family: review Letters: review
M- Snow Day
T- St. Patrick's Day sight word rainbow
W- St. Patrick's Day word families
Th- No School
F- No School
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: review word family: review Letters: review
M- Snow Day
T- St. Patrick's Day sight word rainbow
W- St. Patrick's Day word families
Th- No School
F- No School
Week #27 Dates: 3/8- 3/12
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: was/well word family: ell Letters: Qq
M- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin Boxes New letters Qq and write in notebooks. Add to ABC book. Write it in salt. Write was and well in salt, too
T- Sight word flashcards and Sight word worksheets New book: Busy Children L-1
W- -ell worksheet. Cut our -ell words and match them with their picture.
Th- Put the following words on the board with magnetic letters: well, bell, fell, sell, tell Read -ell book
F-
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: was/well word family: ell Letters: Qq
M- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin Boxes New letters Qq and write in notebooks. Add to ABC book. Write it in salt. Write was and well in salt, too
T- Sight word flashcards and Sight word worksheets New book: Busy Children L-1
W- -ell worksheet. Cut our -ell words and match them with their picture.
Th- Put the following words on the board with magnetic letters: well, bell, fell, sell, tell Read -ell book
F-
Week #26 Dates: 3/1- 3/5
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: saw & under word family: -ed Letters: Xx and Zz
M- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin Boxes New letters Xx and Zz Add the letters to ABC books. Add saw and under to ABC books.
T- Use salt trays to write saw and under then write in notebooks. Also, write Zz and Xx in notebooks.
W- Letter writing assessment both uppercase and lowercase using model. Sight word worksheets.
Th- Letter writing assessment both uppercase and lowercase using. New book: The Show L-1
F- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin boxes Put the following words on the board with magnetic letters: bed, red, fed, wed, led, Ted -ed family book -ed family book continued
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: saw & under word family: -ed Letters: Xx and Zz
M- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin Boxes New letters Xx and Zz Add the letters to ABC books. Add saw and under to ABC books.
T- Use salt trays to write saw and under then write in notebooks. Also, write Zz and Xx in notebooks.
W- Letter writing assessment both uppercase and lowercase using model. Sight word worksheets.
Th- Letter writing assessment both uppercase and lowercase using. New book: The Show L-1
F- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin boxes Put the following words on the board with magnetic letters: bed, red, fed, wed, led, Ted -ed family book -ed family book continued
Week #25 Dates: 2/22- 2/26
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: they & who word family: -ad Letter: Ss and Ii
M- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin Boxes New letter Ss and Ii Add the letters to ABC books. Add they, who, see, she, said to ABC books
T- Use salt trays to write Ss and Ii then write in notebooks.
W- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin Boxes -ad family book
Th- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin boxes -ad family book continued
F- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin boxes write a Feelings book. I am sad. I am mad. I am glad.
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: they & who word family: -ad Letter: Ss and Ii
M- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin Boxes New letter Ss and Ii Add the letters to ABC books. Add they, who, see, she, said to ABC books
T- Use salt trays to write Ss and Ii then write in notebooks.
W- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin Boxes -ad family book
Th- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin boxes -ad family book continued
F- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin boxes write a Feelings book. I am sad. I am mad. I am glad.
Week #24 Dates: 2/15- 2/19
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: what, will word family: -ill Letter: Gg and Nn
M- No School
T- No Group: Late Start
W- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin Boxes New letter Gg and Nn Add the letters to ABC books. Add go, not, what and will to ABC books
Use salt trays to write Gg and Nn then write in notebooks.
Th- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin boxes sight word worksheets for what and will
F- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin boxes -ill family book
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: what, will word family: -ill Letter: Gg and Nn
M- No School
T- No Group: Late Start
W- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin Boxes New letter Gg and Nn Add the letters to ABC books. Add go, not, what and will to ABC books
Use salt trays to write Gg and Nn then write in notebooks.
Th- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin boxes sight word worksheets for what and will
F- Routine: Practice sight words/letter ID/Sounds in Action/Elkonin boxes -ill family book
Week #23 Dates: 2/8- 2/12
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight(e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: here, from word family: -ing Letter: Hh and Ff
M- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Finish up book from last week
T- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds - No Mrs. Jerke
W- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds New letter Hh and Ff Add the letters to ABC books. Use play dough to make Hh's and Ff's and write in notebooks. Then add to ABC Book. Add help and here and not and from to ABC booksSight word worksheets for here and from
Th- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Valentine's game using the scrobble letters from their Valentine's treats. Show me an A. Show me a B... etc until you go through all of the alphabet letter and make a graph. Then eat them!
F- No School
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight(e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: here, from word family: -ing Letter: Hh and Ff
M- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Finish up book from last week
T- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds - No Mrs. Jerke
W- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds New letter Hh and Ff Add the letters to ABC books. Use play dough to make Hh's and Ff's and write in notebooks. Then add to ABC Book. Add help and here and not and from to ABC booksSight word worksheets for here and from
Th- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Valentine's game using the scrobble letters from their Valentine's treats. Show me an A. Show me a B... etc until you go through all of the alphabet letter and make a graph. Then eat them!
F- No School
Week #22 Dates: 2/1- 2/5
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: big, up word family: -ig Letter: Bb
M- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds New letter Bb. Add the letter to ABC books. Use play dough to make Bb's and write in notebooks.
T- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Assess CF.
W- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Sight word worksheets for big and up.
Th- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Say and Slide. Finish sight word work from yesterday. My Sight Word Reader Book: big.
F- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds No AL and CF. Read familiar books with one voice.
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: big, up word family: -ig Letter: Bb
M- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds New letter Bb. Add the letter to ABC books. Use play dough to make Bb's and write in notebooks.
T- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Assess CF.
W- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Sight word worksheets for big and up.
Th- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Say and Slide. Finish sight word work from yesterday. My Sight Word Reader Book: big.
F- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds No AL and CF. Read familiar books with one voice.
Week #21 Dates: 1/25- 1/29
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: not, help word family: -og
M- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds New letter Oo. Add the letter to ABC books. Use play dough to make Oo's and write in notebooks
T- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds P.A.040 Say and Slide: The student will segment phonemes in words.
W- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Continue P.A. 040
Th- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds New book: Learn with the -og family Book
F- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Continue book from yesterday.
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: not, help word family: -og
M- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds New letter Oo. Add the letter to ABC books. Use play dough to make Oo's and write in notebooks
T- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds P.A.040 Say and Slide: The student will segment phonemes in words.
W- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Continue P.A. 040
Th- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds New book: Learn with the -og family Book
F- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Continue book from yesterday.
Week #20 Dates: 1/18- 1/20
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: away, that word family: -un
M- No School
T- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds New letter Mm. Add the letter to ABC books. Use play dough to make Mm's.
W- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds (New student today) New book: My Mm Book
Th- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Finish book from yesterday. Sight word worksheets for away and that
F- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds P.A.040 Say and Slide: The student will segment phonemes in words.
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words: away, that word family: -un
M- No School
T- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds New letter Mm. Add the letter to ABC books. Use play dough to make Mm's.
W- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds (New student today) New book: My Mm Book
Th- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Finish book from yesterday. Sight word worksheets for away and that
F- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds P.A.040 Say and Slide: The student will segment phonemes in words.
Week #19 Dates: 1/11- 1/15
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words -are, do -ip words
M- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds New letter Pp. Add the letter to ABC books. Continue work from Friday.
T- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Use play dough to make Pp's. New book: I See January L-1
W- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Finish book from yesterday and read as a group. Sound Snacker, Sound Smacker: The student will match initial phonemes in words and glue into notebooks.
Th- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Sight word worksheets for are and do
F- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Finish up work from the week or read a new book.
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words -are, do -ip words
M- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds New letter Pp. Add the letter to ABC books. Continue work from Friday.
T- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Use play dough to make Pp's. New book: I See January L-1
W- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Finish book from yesterday and read as a group. Sound Snacker, Sound Smacker: The student will match initial phonemes in words and glue into notebooks.
Th- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Sight word worksheets for are and do
F- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Finish up work from the week or read a new book.
Week #18 Dates: 1/4- 1/8
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words-jump/funny -en words
M- Routine: Practice sight words/letter ID/Sounds in Action Add letters into ABC Book and read together. New letter is Jj
T- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Make the letter Jj in play dough and practice writing the letters in notebooks.
W- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds No Mrs. Jerke
Th- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Sight word worksheets for jump and funny
F- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Pack-A-Backpack. Learners match initial sounds in words.
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: sight words-jump/funny -en words
M- Routine: Practice sight words/letter ID/Sounds in Action Add letters into ABC Book and read together. New letter is Jj
T- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Make the letter Jj in play dough and practice writing the letters in notebooks.
W- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds No Mrs. Jerke
Th- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Sight word worksheets for jump and funny
F- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/first sounds Pack-A-Backpack. Learners match initial sounds in words.
Week #17 Dates: 12/21- 12/25
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: review
M- testing for Mrs. G.
T- No Group
W- No School- Christmas Break
Th- No School- Christmas Break
F- No School- Christmas Break
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: review
M- testing for Mrs. G.
T- No Group
W- No School- Christmas Break
Th- No School- Christmas Break
F- No School- Christmas Break
Week #16 Dates: 12/14- 12/18
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: away and come
M- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/Say words slowly New letter: Cc Introduce away and fill out away and come worksheet.
T- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/Say words slowly Make Cc with play dough and then draw in notebooks. Finish away worksheet
W- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/Say words slowly Assess sounds. Learners can read independently during sound assessment.
Th- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/Say words slowly Practice writing Cc's in Notebooks. Color coded sight words to make a picture.
F- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/Say words slowly Continue sheet from last week.
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 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
Classwork: away and come
M- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/Say words slowly New letter: Cc Introduce away and fill out away and come worksheet.
T- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/Say words slowly Make Cc with play dough and then draw in notebooks. Finish away worksheet
W- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/Say words slowly Assess sounds. Learners can read independently during sound assessment.
Th- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/Say words slowly Practice writing Cc's in Notebooks. Color coded sight words to make a picture.
F- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/Say words slowly Continue sheet from last week.
Week #15 Dates: 12/7- 12/11
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
Classwork: find and down
M- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/building sentences New letter: Dd Make with play dough and then draw in notebooks.
T- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/building sentences Dd worksheet
W- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/building sentences Dd sound sort
Th- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/building sentences Find and Down worksheets
F- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/building sentences Make Up and Down book
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
Classwork: find and down
M- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/building sentences New letter: Dd Make with play dough and then draw in notebooks.
T- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/building sentences Dd worksheet
W- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/building sentences Dd sound sort
Th- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/building sentences Find and Down worksheets
F- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming/building sentences Make Up and Down book
Week #14 Dates: 11/30- 12/4
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
Classwork: play, run word family: -in
M- CORE Testing: AA
T- CORE Testing: AL
W- CORE Testing: KM
Th- CORE Testing: SP
F- No group
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
Classwork: play, run word family: -in
M- CORE Testing: AA
T- CORE Testing: AL
W- CORE Testing: KM
Th- CORE Testing: SP
F- No group
Week #13 Dates: 11/23- 11/27
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
Classwork: No Word Family this week. Sight word: little
M- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming Finish Uu Book. Finish with and said worksheets.
T- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming Finish said and with worksheets first then Read: Little Things L-1 (little)
W- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming write a book called Little Things. (I can see a little ball.)
Th- No School
F- No School
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
Classwork: No Word Family this week. Sight word: little
M- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming Finish Uu Book. Finish with and said worksheets.
T- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming Finish said and with worksheets first then Read: Little Things L-1 (little)
W- Routine: Practice sight words/letter ID/Sounds in Action/Rhyming write a book called Little Things. (I can see a little ball.)
Th- No School
F- No School
Week #12 Dates: 11/16- 11/20
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
Classwork: -op family, with, said
M- Routine: Practice sight words and ID letters Sounds in Action Make an Ee book. Use the words she and he.
T- Routine: Practice sight words and ID letters Sounds in Action Finish Ee book. New letter Uu Go over Rhyme Pies
W- Routine: Practice sight words and ID letters Sounds in Action Make in Playdough. Write the letter Uu in notebooks.
Th- Routine: Practice sight words and ID letters Sounds in Action. Cut out Uu's from magazines/old papers. Sight word practice sheets for said and with
F- Routine: Practice sight words and ID letters Sounds in Action. Write a Uu book
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
Classwork: -op family, with, said
M- Routine: Practice sight words and ID letters Sounds in Action Make an Ee book. Use the words she and he.
T- Routine: Practice sight words and ID letters Sounds in Action Finish Ee book. New letter Uu Go over Rhyme Pies
W- Routine: Practice sight words and ID letters Sounds in Action Make in Playdough. Write the letter Uu in notebooks.
Th- Routine: Practice sight words and ID letters Sounds in Action. Cut out Uu's from magazines/old papers. Sight word practice sheets for said and with
F- Routine: Practice sight words and ID letters Sounds in Action. Write a Uu book
Week #11 Dates: 11/9- 11/13
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
Classwork: -op family, with, said
M- Routine: Practice sight words and ID letters Sounds in Action New learners. Take pictures and set up folders. Do a few assessments.
T- Routine: Practice sight words and ID letters Sounds in Action, New Letter Ee. Make in Playdough. AQ and AL present Rhyme Pies from last week.
W- No School
Th- Routine: Practice sight words and ID letters Sounds in Action. Sight words sheets for he and she. Add to ABC book
F- Routine: Practice sight words and ID letters Sounds in Action. Write an Ee book.
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words. 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. RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
Classwork: -op family, with, said
M- Routine: Practice sight words and ID letters Sounds in Action New learners. Take pictures and set up folders. Do a few assessments.
T- Routine: Practice sight words and ID letters Sounds in Action, New Letter Ee. Make in Playdough. AQ and AL present Rhyme Pies from last week.
W- No School
Th- Routine: Practice sight words and ID letters Sounds in Action. Sight words sheets for he and she. Add to ABC book
F- Routine: Practice sight words and ID letters Sounds in Action. Write an Ee book.
Week #10 Dates: 11/9- 11/13
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words.
Classwork: -et, he, she, rhyming words
M- Routine: Practice sight words and ID letters Sounds in Action New learners. Take pictures and set up folders. Do a few assessments.
T- Routine: Practice sight words and ID letters Sounds in Action, New Letter Ee. . Make in Playdough. AQ and AL present Rhyme Pies from last week.
W- No School
Th- Routine: Practice sight words and ID letters Sounds in Action. Sight words sheets for he and she. Add to ABC book
F- Routine: Practice sight words and ID letters Sounds in Action. Write an Ee book.
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words.
Classwork: -et, he, she, rhyming words
M- Routine: Practice sight words and ID letters Sounds in Action New learners. Take pictures and set up folders. Do a few assessments.
T- Routine: Practice sight words and ID letters Sounds in Action, New Letter Ee. . Make in Playdough. AQ and AL present Rhyme Pies from last week.
W- No School
Th- Routine: Practice sight words and ID letters Sounds in Action. Sight words sheets for he and she. Add to ABC book
F- Routine: Practice sight words and ID letters Sounds in Action. Write an Ee book.
Week #9 Dates: 11/2- 11/6
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words.
Classwork: Sight words: for, look PA: 1st letters, Rhyming, counting syllables Sight words so far: I, a, can, the, am, is, like, to
M- Routine: Practice sight words and ID letters New letter Tt. Introduce Sound in Action for Tt (pretending to drum with drumsticks). Practice Tt in notebooks and make in Play Dough. Add Tt to ABC Book.
T- Routine: Practice sight words and ID letters Sounds in Action. PA.004 Pocket Rhymes.
W- Routine: Practice sight words and ID letters Sounds in Action. Cut out Tt's and glue them on chart in the hallway.
Th- Routine: Practice sight words and ID letters Sounds in Action, PA.006 Ryhme Pie
F- Routine: Practice sight words and ID letters Sounds in Action, Continue Ryhme Pie
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2.A Recognize and produce rhyming words.
Classwork: Sight words: for, look PA: 1st letters, Rhyming, counting syllables Sight words so far: I, a, can, the, am, is, like, to
M- Routine: Practice sight words and ID letters New letter Tt. Introduce Sound in Action for Tt (pretending to drum with drumsticks). Practice Tt in notebooks and make in Play Dough. Add Tt to ABC Book.
T- Routine: Practice sight words and ID letters Sounds in Action. PA.004 Pocket Rhymes.
W- Routine: Practice sight words and ID letters Sounds in Action. Cut out Tt's and glue them on chart in the hallway.
Th- Routine: Practice sight words and ID letters Sounds in Action, PA.006 Ryhme Pie
F- Routine: Practice sight words and ID letters Sounds in Action, Continue Ryhme Pie
Week #8 Dates: 10/26- 10/30
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet.
Classwork: PA: 1st letters, Rhyming, counting syllables Sight words so far: I, a, can, the, am, is, like, to
M- (AL and TM) Routine: Practice Name 2 times Reread old books. T reads first then learners try on own. New letter Rr. Introduce Sound in Action for Rr (dog pulling on leash and growling). Practice Rr in notebooks. Make in Play Dough.
T- (AQ and WN) Routine: Practice Name 2 times Sounds in Action. Read My Clothes and My Ll book with flashlights.
W- (AQ and TM) Routine: Practice Name 2 times Cut out Rr's and glue them on chart in the hallway. Practice writing Rr's in notebooks.
Th- (AL and WN) Routine: Practice Name 2 times Read My Vv book and My Yy Book with Flashlights. Make My Rr Book and read.
F- (AL and TM) Routine: Practice Name 2 times Read all books with a flashlight. Conference with each learner. (No AL)
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet.
Classwork: PA: 1st letters, Rhyming, counting syllables Sight words so far: I, a, can, the, am, is, like, to
M- (AL and TM) Routine: Practice Name 2 times Reread old books. T reads first then learners try on own. New letter Rr. Introduce Sound in Action for Rr (dog pulling on leash and growling). Practice Rr in notebooks. Make in Play Dough.
T- (AQ and WN) Routine: Practice Name 2 times Sounds in Action. Read My Clothes and My Ll book with flashlights.
W- (AQ and TM) Routine: Practice Name 2 times Cut out Rr's and glue them on chart in the hallway. Practice writing Rr's in notebooks.
Th- (AL and WN) Routine: Practice Name 2 times Read My Vv book and My Yy Book with Flashlights. Make My Rr Book and read.
F- (AL and TM) Routine: Practice Name 2 times Read all books with a flashlight. Conference with each learner. (No AL)
Week #7 Dates: 10/19- 10/23
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet. Classwork: Sight words: go, see PA: 1st letters, Rhyming, counting syllables Sight words so far: I, a, can, the, am, is, like, to M- (AL and TM) Routine: Practice Name 2 times Make Vv's in Salt or with Playdough. Write Vv's in notebooks. Make a Vv book. Sounds in Action T- (AQ and WN) Routine: Practice Name 2 times Make a Vv book and read. Start letter work on Ll's. W- (AQ and TM) Routine: Practice Name 2 times Take a pic of AL. Finish Vv books. New letter Ll. Practice writing it in notebooks. Make with Play dough. Start Ll worksheets. Sounds in Action. (No AL today) Th- (AL and WN) Routine: Practice Name 2 times Ll worksheets. Start book on the letter Ll. Sounds in Action. F- (AL and TM) Routine: Practice Name 2 times Start Ll Book. Reread old books. Sounds in Action. |
Week #6 Dates: 10/12- 10/16
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet.
Classwork- PA: 1st letters, Rhyming, counting syllables Sight words so far: I, a, can, the, am, is, like, to
M- No School
T- (WJ and WN) Routine: Practice Name/Fine Motor Cut out Yy's from newspapers/magazines and old papers. Then make Yy books using Elkonin boxes. Say: STWS. What can you hear 1st? How could you write that? (No WJ)
W- (TM and WN) Routine: Practice Name/Fine Motor Finish TM's Yy book. Letter sort with A, Y, V, W. Practice writing the Vv. Add Vv to ABC book.
Th- No Group-Firetruck visit
F- (AQ) Routine: Practice Name/Fine Motor Finish AQ's Yy book. Letter sort with A, Y, V, W. Practice wiritng the Vv. Add Vv to ABC book. Cut out Vv's and glue on chart.
M- (All three) Routine: Practice Name/Fine Motor Find as many Vv's as you can and glue on ABC chart. Make a Vv book today.
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet.
Classwork- PA: 1st letters, Rhyming, counting syllables Sight words so far: I, a, can, the, am, is, like, to
M- No School
T- (WJ and WN) Routine: Practice Name/Fine Motor Cut out Yy's from newspapers/magazines and old papers. Then make Yy books using Elkonin boxes. Say: STWS. What can you hear 1st? How could you write that? (No WJ)
W- (TM and WN) Routine: Practice Name/Fine Motor Finish TM's Yy book. Letter sort with A, Y, V, W. Practice writing the Vv. Add Vv to ABC book.
Th- No Group-Firetruck visit
F- (AQ) Routine: Practice Name/Fine Motor Finish AQ's Yy book. Letter sort with A, Y, V, W. Practice wiritng the Vv. Add Vv to ABC book. Cut out Vv's and glue on chart.
M- (All three) Routine: Practice Name/Fine Motor Find as many Vv's as you can and glue on ABC chart. Make a Vv book today.
Week #5 Dates: 10/5- 10/9
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet.
Classwork: letters: x,y,z Sight words: go, see PA: 1st letters, Rhyming, counting syllables Sight words so far: I, a, can, the, am, is, like, to
M- (AQ and WN) Routine: Practice Name/Fine Motor Make a Ww book. Use Elkonin boxes. Say: STWS. What can you hear 1st? How could you write that?
T- (TM and WJ) Routine: Practice Name/Fine Motor -Reread My Ww book. In notebooks, practice writing Ww from last week. Then use the salt tray to learn how to write the letter Yy. Practice making the letter Yy in notebooks. No WJ. Assessed Travy on letter ID.
W- (AQ and WN) Routine: Practice Name/Fine Motor Reread My Ww book. In notebooks, practice writing Ww from last week. Then use the salt tray to learn how to write the letter Yy. Practice making the letter Yy in notebooks. AQ finish Ww pg.
Th- (TM and WJ) Routine: Practice Name/Fine Motor Cut out Yy's from newspapers/magazines and old papers. Then make Yy books using Elkonin boxes. Say: STWS. What can you hear 1st? How could you write that?
F-
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet.
Classwork: letters: x,y,z Sight words: go, see PA: 1st letters, Rhyming, counting syllables Sight words so far: I, a, can, the, am, is, like, to
M- (AQ and WN) Routine: Practice Name/Fine Motor Make a Ww book. Use Elkonin boxes. Say: STWS. What can you hear 1st? How could you write that?
T- (TM and WJ) Routine: Practice Name/Fine Motor -Reread My Ww book. In notebooks, practice writing Ww from last week. Then use the salt tray to learn how to write the letter Yy. Practice making the letter Yy in notebooks. No WJ. Assessed Travy on letter ID.
W- (AQ and WN) Routine: Practice Name/Fine Motor Reread My Ww book. In notebooks, practice writing Ww from last week. Then use the salt tray to learn how to write the letter Yy. Practice making the letter Yy in notebooks. AQ finish Ww pg.
Th- (TM and WJ) Routine: Practice Name/Fine Motor Cut out Yy's from newspapers/magazines and old papers. Then make Yy books using Elkonin boxes. Say: STWS. What can you hear 1st? How could you write that?
F-
Week #4 Dates: 9/28- 10/2
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet.
M- (TM and WJ) Routine: Practice Name/Fine Motor Review the letter Aa by writing the letter in notebooks. Then introduce the letter Ww and write the letter in notebooks with markers. Add Ww to ABC books and read what's in the book so far.
T- (A and WN) Routine: Practice Name/Fine Motor Review the letter Aa by writing the letter in notebooks. Then introduce the letter Ww and write the letter in notebooks with markers. Add Ww to ABC books and read what's in the book so far. W Blotter worksheet.
W- (TM and WJ) Routine: Practice Name/Fine Motor Ww worksheet and make Ww with play dough.
Th- (A and WN) Routine: Practice Name/Fine Motor Ww worksheet and make a Ww with play dough.
F- (TM and WJ) Routine: Practice Name/Fine Motor Make a Ww book. Use Elkonin boxes. Say: STWS. What can you hear 1st? How could you write that?
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet.
M- (TM and WJ) Routine: Practice Name/Fine Motor Review the letter Aa by writing the letter in notebooks. Then introduce the letter Ww and write the letter in notebooks with markers. Add Ww to ABC books and read what's in the book so far.
T- (A and WN) Routine: Practice Name/Fine Motor Review the letter Aa by writing the letter in notebooks. Then introduce the letter Ww and write the letter in notebooks with markers. Add Ww to ABC books and read what's in the book so far. W Blotter worksheet.
W- (TM and WJ) Routine: Practice Name/Fine Motor Ww worksheet and make Ww with play dough.
Th- (A and WN) Routine: Practice Name/Fine Motor Ww worksheet and make a Ww with play dough.
F- (TM and WJ) Routine: Practice Name/Fine Motor Make a Ww book. Use Elkonin boxes. Say: STWS. What can you hear 1st? How could you write that?
Week #3 Dates: 9/21- 9/25
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet.
M-Th Routine: Practice Name/Fine Motor Make the letter "a" with play dough. Keep it next to you for your stations.
F- Add Aa to ABC book. Cut Aa's out of magazines/newspapers and glue into notebooks.
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet.
M-Th Routine: Practice Name/Fine Motor Make the letter "a" with play dough. Keep it next to you for your stations.
F- Add Aa to ABC book. Cut Aa's out of magazines/newspapers and glue into notebooks.
Week #2 Dates: 9/14- 9/18
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet.
M- Routine: Practice Name/CORE 5. Assess Phonemic Awareness and Sight words (T.M.) Early Star for W.N.
T- Routine: Practice Name/CORE 5. Assess Phonemic Awareness and Sight words (A.G.)
W- Routine: Practice Name/CORE 5. Assess Phonemic Awareness and Sight words (W.J.)
Th- Routine: Practice Name/CORE 5 Assess Phonemic Awareness and Sight words (W.N.)
F- Routine: Practice Name/Fine Motor. Write learners names on the white board. Have them help me circle all of the Aa's from the names. Use play dough to form the letter A.
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet.
M- Routine: Practice Name/CORE 5. Assess Phonemic Awareness and Sight words (T.M.) Early Star for W.N.
T- Routine: Practice Name/CORE 5. Assess Phonemic Awareness and Sight words (A.G.)
W- Routine: Practice Name/CORE 5. Assess Phonemic Awareness and Sight words (W.J.)
Th- Routine: Practice Name/CORE 5 Assess Phonemic Awareness and Sight words (W.N.)
F- Routine: Practice Name/Fine Motor. Write learners names on the white board. Have them help me circle all of the Aa's from the names. Use play dough to form the letter A.
Week #1 Dates: 9/7- 9/11
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet.
M- No School Labor Day
T- Introduction to class/rules. Take "I am a Reader" pic. Talk about Routine: Practice Name/Fine Motor
W- Routine: Practice Name/Fine Motor. Decorate Data Folders. Mark known letters.
Th- Routine: Practice Name/Fine Motor. Put their names together with magnetic letters. Write name on dry boards repeatedly.
F- Routine: Practice Name/Fine Motor. Salt Tray and playdough with the letter M.
Standard(s): K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet.
M- No School Labor Day
T- Introduction to class/rules. Take "I am a Reader" pic. Talk about Routine: Practice Name/Fine Motor
W- Routine: Practice Name/Fine Motor. Decorate Data Folders. Mark known letters.
Th- Routine: Practice Name/Fine Motor. Put their names together with magnetic letters. Write name on dry boards repeatedly.
F- Routine: Practice Name/Fine Motor. Salt Tray and playdough with the letter M.