Post on 09-Mar-2018
Angela Pfohl
Science Unit Map Living and Non-Living/Plants and Animals
Week Monday Tuesday Wed. Thursday Friday
1 3/31 – 4/4
Pre-Assessment L1 Introduction to Living and Non-Living Things “What’s Alive” T-P-S
L2 Living Things Need Water Circle Maps Start “My Living Things” book
L3 Living Things Need Food T-P-S “My Living Things” book
2 4/7 – 4/11
L4 Living Things Need Air T-P-S “My Living Things” book Formative Assessment #1
L5 Living Things Grow “Do You Know Which Ones Will Grow?” “My Living Things” book
L6 Living Things Move T-P-S “My Living Things” book
3 4/14 – 4/18
L7 Living Things Reproduce T-P-S “My Living Things” book Formative Assessment #2
L8 Living Things Die T-P-S “My Living Things” book
Holiday
4 4/21 – 4/25
L9 Living and Non-Living Things Review Formative Assessment #3
L10 Plants Needs of Plants Start a garden Begin Post Assessments
L11 Parts of Plants Song on parts Complete picture of plant and label parts
L12 Plant Part Functions “Magic School Bus Gets Planted” video Carnation experiment
5 4/28 – 5/2
L13 Plants and Animals T-P-S Create a double-bubble map
Angela Pfohl
Week of 3/31 – 4/4 Outline
Monday
Morning Business
• Weekend Sharing
Stepping Stones
• Whole Group – Intro to Story Peg’s Ducks • Animations
Green Words, red words, readles Reading
• Daily Message – People and animals get food from the crops that grow in gardens and on farms. • Discuss farms • Share types of food that come from farms
Introduce and define farm - make a sentence and students as well • Introduce and define crops – make a sentence and students as well • Close lesson and prepare for recess Recess – Yard Duty
Math
• Small group - Decomposing 9
Large group - Begin 10-1 o Introduce Making 11, 12, 13 using ten-frames
Prepare for lunch – Yard Duty
Calendar
Writing
Begin Nonfiction text features unit
What happens if we don’t malama i ke kai?
Show and discuss unhealthy ocean environments
Complete partial multi-flow map
Learning Labs
Continue pre-assessments for Science unit
Tuesday
Morning Business
Song
Rhyme Time – My Garden
rhyming words
Stepping Stones
Green Words on the Whiteboard
Partner reading
Reading
Daily Message – Peoplework on farms. (Discuss space between words.)
Review farms
Discuss farmers
Introduce story – If It Weren’t for Farmers
Mention vocab word from yesterday used in story - crops
T-P-S What are some things that we have found that farmers do?
Introduce and define farmer – make a sentence and students as well
Close lesson and prepare for recess
Recess
Kupuna
Math
Problem Solving with Large group with other group in centers
Prepare for lunch
Calendar
Writing
Review malama I ke kai
Explain that students will be researching animals
Split into two groups – honu and penguin (Manuhelekū)
One group begins wonderings and research what the animal eats using nonfiction text features
(table of contents) while the other group will be looking at non fiction texts and thinking of
wonderings – Then groups will switch
Students will record info on post-its to place on tree map of animal under “Eats”
Science
Introduce Living/Non-living unit
Introduce picture of a living and non-living and share what makes one alive
Read story “What’s Alive?” Stop throughout to discuss a characteristic of a living thing
mentioned in the story and compare them to the pictures we observed
T-P-S something that we learned was a characteristic of a living thing
Wednesday
Morning Business
Rhyme Time – My Garden
Say it Fast
Stepping Stones
Green Words on the Whiteboard
Partner reading
Reading
Daily Message – What animals are found on farms? (Discuss punctuation)
Discuss livestock
Watch video about livestock – “Farm Animals”
T-P-S What are some animals raised on farms?
Introduce and define livestock – make a sentence and students as well
Introduce and define barn - make a sentence and students as well
Close lesson and prepare for recess
Recess
Math
Small group - Decomposing 10
Large group - Lesson 10-2
o Making 14, 15, 16
Prepare for lunch
Calendar
Learning Labs
Thursday
Morning Business
• Song
• Rhyme Time – My Garden
• Change initial sounds
Stepping Stones
• Red Words • Partner reading
Reading
• Review that we have been discussing farms
• Introduce and read story A Family for Old Mill Farm
• Ask questions throughout story T-P-S – Mention certain features the family was looking for in a
home
• Discuss vocab throughout story – remarkable - mobile
• End story with T-P-S question? Why was Old Mill Farm the right home for the family?
• Journal
• Close lesson and prepare for recess
Recess – Yard Duty
Math
Small group - Unit 9 Topic Test
Large group - Lesson 10-3 o Making 17, 18, 19 using ten frames
Prepare for Lunch
Calendar
Writing
Review that students researched what their animal eats and that they will record this into a
book
Introduce the book students will be creating about their animal
Students will draw an illustration of their animal and what it eats accompanied with a caption
Science
Create circle maps of characteristics of living things and nonliving things we learned from the
story – refer back to it if needed
Introduce “Living Things” book – Explain that students will be listing all the characteristics of
living things
Today, we will focus on “Living things need water.” Students will T-P-S an example of a living
thing that needs water. They will then write the sentence and draw a picture in their book.
Friday
Morning Business
Songs
Rhyme Time – My Garden
Say it fast
Stepping Stones
Comprehension Question – Why did the mother duck feel mad?
Math
Small group - Lesson 10-1
Large group - Unit 10 Topic Test
Prepare for Lunch
Calendar
Science
Today we will discuss that living things need food.
We will look at our pictures and check if they need food or not. I will show new pictures to
check as well.
Students will work on a new page in their book. Students will T-P-S an example of a living thing
that needs food. They will then write the sentence “Living things need food.” They will draw a
picture of a living thing that needs food. Students will be encouraged to write a second
sentence stating their living thing that needs water. Ex. Living things need food. A cat needs
food.
Learning Labs
Angela Pfohl
Week of 4/7 – 4/11 Outline
Monday
Morning Business
• Weekend Sharing
Stepping Stones
• Whole Group – Intro to Story “Lost!” • Animations
Green Words, red words, readles
Reading - We are learning to answer questions about stories we read. We are learning the meaning of
new words and using them in a sentence.
• Daily Message – Some animals make good pets. • We will be discussing pets and other animals
Read the big book “Pets” • Share types of pets that we have or would like to have
Introduce and define pet - make a sentence and students as well • Close lesson and prepare for recess Recess
Math
• Small group – We are learning to compose numbers 11, 12, 13. 1 ten and 1 more one is 11.
Lesson 10-1 o Composing 11, 12, 13
Large group – We are learning to create numbers 11-19 by using ten frames and adding more ones to 10
o Begin 11-1 o Introduce making numbers 11-19 using double ten-frames
Prepare for lunch
Calendar
Writing
We are learning to write information that we learned from our nonfiction books.
We will discuss that we have researched what our animals eat and we will now write into our
book
I will model writing a fact about what the animal eats and students will be encouraged to write
more than one thing their animal eats.
Students will write what their animal eats in their books on the same page that they created the
illustration with caption from the previous lesson
Learning Labs
Tuesday
Morning Business
Song
Rhyme Time – Best Pet Yet
Phoneme Addition
Stepping Stones - We are learning to sound out words and say it fast to read.
Green Words on the Whiteboard
Partner reading
Reading – We are learning to answer questions about stories we read. We are learning the meaning of
new words and using them in a sentence.
Daily Message – Pets need special care. (Discuss the “s” at the end of pets.)
Review pets
T-P-S Why do we give pets food?
Introduce big book “Hello, My Name is Henry”
T-P-S throughout story
Introduce and define veterinarian – make a sentence and students as well
Introduce and define groom – make a sentence and students as well
Close lesson and prepare for recess
Recess – Yard Duty
Kupuna
Math
We are learning to understand what a problem is asking and to solve it.
Problem Solving with Large group with smaller group in centers
Prepare for lunch
Calendar
Writing
We are learning to locate information about a topic and wondering about new information
Split into two groups – honu and penguin (Manuhelekū)
One group continues any wonderings and researches what the animal has (parts) using
nonfiction text features (table of contents) while the other group will be looking at nonfiction
texts and thinking of wonderings – Then groups will switch
Students will record info on post-its to place on tree map of animal under “Have”
Science – We are learning to collect data about living and non-living things. We are learning the differences between living and non-living things.
Today we will discuss that living things need food.
We will look at our pictures and check if they need food or not. I will show new pictures to
check as well.
Students will work on a new page in their book. Students will T-P-S an example of a living thing
that needs food. They will then write the sentence “Living things need food.” They will draw a
picture of a living thing that needs food. Students will be encouraged to write a second
sentence stating their living thing that needs water. Ex. Living things need food. A cat needs
food.
Wednesday
Morning Business
Rhyme Time – Best Pet Yet
Say it Fast
Stepping Stones - We are learning to sound out words and say it fast to read.
Green Words on the Whiteboard
Partner reading
Reading – We are learning the meaning of new words and using them in a sentence.
Daily Message – Pets and people care about each other. (Discuss same initial sounds)
Discuss how we care and love pets
Picture walk through big book “Hello, My Name is Henry” to discuss how Henry and his owners
care about each other
Introduce and define care – make a sentence and students as well
Close lesson and prepare for recess
Recess
Math
Small group – We are learning to compose numbers 14, 15, 16. 1 ten and 5 more ones is 15.
Lesson 10-2
o Composing 14, 15, 16
Large group – We are learning to decompose the numbers 11, 12, 13. We can break it into two
parts – one part being ten and the second part being more ones. 12 is 1 ten and 2 more ones.
Lesson 11-2
o Decomposing 11, 12, 13 using ten-frames
Prepare for lunch
Calendar
Learning Labs
Thursday
Morning Business
• Song
• Rhyme Time – Best Pet Yet
• Break it Down
Stepping Stones – We are learning to sound out words and say it fast to read.
• Red Words • Partner reading
Reading - We are learning to answer questions about stories we read.
• Review that we have been discussing pets
• Introduce and read story “The Salamander Room”
• Ask questions throughout story T-P-S
• Discuss changes the boy wants to make to his room for the salamander
• Discuss vocab throughout story – forest - creep
• Close lesson and prepare for recess
Recess – Yard Duty
Math
Small group – We are learning to compose numbers 17, 18, 19. 1 ten and 8 more ones is 18
Lesson 10-3 o Composing 17, 18, 19
Large group – We are learning to decompose the numbers 14, 15, 16. We can break it into two parts – one part being ten and the second part being more ones. 15 is 1 ten and 5 more ones
Lesson 11-3
o Decomposing 14, 15, 16 using ten-frames
Prepare for Lunch
Calendar
Writing
We are learning to create an illustration with labels of information we learned about our animal
Review that students researched what their animal has and that they will record this into their
book
Students will draw an illustration of their animal and label its parts
Science – We are learning to collect data about living and non-living things. We are learning the differences between living and non-living things.
Today we will discuss that living things need air.
We will look at our previous pictures and check if they need air or not. I will show new pictures
to check as well.
Students will work on a new page in their book. Students will T-P-S an example of a living thing
that needs air. They will then write the sentence “Living things need air.” They will draw a
picture of a living thing that needs air. Students will be encouraged to write a second sentence
stating their living thing that needs air to match their picture. Ex. Living things need air. A tree
needs air.
Friday
Morning Business
Songs
Rhyme Time – Best Pet Yet
We will use Break-it-Down to count the number of sounds in words
Stepping Stones – We are learning to answer questions about stories we read.
Comprehension Question – How did the kids get home?
Recess - Yard Duty
Math
Small group – Topic 10 Test
Large group – We are learning to decompose the numbers 17, 18, 19. We can break it into two
parts – one part being ten and the second part being more ones. 19 is 1 ten and 9 more ones
Lesson 11-4
o Decomposing 17, 18, 19 using ten frames
Prepare for Lunch – Yard Duty
Calendar
Science – We are learning to collect data about living and non-living things. We are learning the differences between living and non-living things.
Today we will discuss that living things move.
We will watch a short video of how plants and animals move on their own.
We will look at our pictures and check if they move or not. I will show new pictures to check as
well.
Students will work on a new page in their book. Students will T-P-S an example of a living thing
that moves. They will then write the sentence “Living things move.” They will draw a picture of
a living thing that moves. Students will be encouraged to write a second sentence stating their
living thing that moves. Ex. Living things move. A fish moves in the water.
Learning Labs
Angela Pfohl
Week of 4/14 – 4/18 Outline
Monday
Morning Business
• Weekend Sharing
Stepping Stones
• Whole Group – Intro to Story “Hot Muffins!” • Animations
Green Words, red words, readles
Reading - K.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on kindergarten reading and content.
K.L.6 Use words and phrases acquired through conversations, reading and being read to, and
responding to texts.
We are learning the meaning of new words and using them in a sentence.
• Daily Message – Mammals are special kinds of animals. Ask about appearance of /m/ sound. • We will be discussing mammals and their characteristics.
Watch “Mammals” video • Define mammal- make a sentence and students as well • Close lesson and prepare for recess Recess
Math
• Small group – We are learning to create numbers 11-19 by using ten frames and adding more ones to 10
o Begin 11-1 o Introduce making numbers 11-19 using double ten-frames
Large group – Topic 11 Test Prepare for lunch
Calendar
Writing – K.W.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.
K.W.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite
author and express opinions about them).
We are learning to write information that we learned from our nonfiction books.
We will discuss that we have researched what our animals have and the functions and we will
now write into our book
I will model writing a fact about a function of an animal’s part. Students will be encouraged to
write more than one thing their animal eats.
Students will write what their animal has and its function in their books on the same page that
they created the illustration with caption from the previous lesson
Learning Labs
Tuesday
Morning Business
Song
Rhyme Time – Mammals
Initial and Ending Sounds
Stepping Stones - We are learning to sound out words and say it fast to read.
Green Words on the Whiteboard
Partner reading
Reading – K.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on kindergarten reading and content.
K.L.6 Use words and phrases acquired through conversations, reading and being read to, and
responding to texts.
We are learning the meaning of new words and using them in a sentence.
Daily Message – Mammals have backbones and hair, and they breathe air. (Point out red word.)
Review mammal characteristics
Watch Mammals video
Introduce and define fur – make a sentence and students as well
Close lesson and prepare for recess
Recess
Kupuna
Math
We are learning to understand what a problem is asking and to solve it.
Problem Solving with Large group with smaller group in centers
Prepare for lunch
Calendar
Writing - K.W.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.
K.W.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite
author and express opinions about them).
We are learning to locate information about a topic and wondering about new information
Groups will continue gathering wonderings
Students will look for interesting facts about their animal
Students will record info on post-its to place on tree map of animal under “Interesting Facts”
Science – Benchmark SC.K.1.3 Collect data about living and non-living things
Benchmark SC.K.4.1 Identify differences between living and non-living things
We are learning to collect data about living and non-living things. We are learning the differences between living and non-living things.
Today we will discuss that living things grow.
We will look at our pictures and check if they grow or not. I will show new pictures to check as
well.
Students will work on a new page in their book. Students will T-P-S an example of a living thing
that grows. They will then write the sentence “Living things grow.” They will draw a picture of a
living thing that grows. Students will be encouraged to write a second sentence stating their
living thing that grows. Ex. Living things grow. A flower grows.
Wednesday
Morning Business
Rhyme Time – Mammals
Say it Fast
Stepping Stones - We are learning to sound out words and say it fast to read.
Green Words on the Whiteboard
Partner reading
Reading – K.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on kindergarten reading and content.
K.L.6 Use words and phrases acquired through conversations, reading and being read to, and
responding to texts.
We are learning the meaning of new words and using them in a sentence.
Daily Message – Birds are not mammals. Birds have feathers and wings. Birds lay eggs. (Discuss
sound at beginning of each sentence.)
Discuss birds and their characteristics.
Introduce and define birds – make a sentence and students as well
Introduce and define hatch – make a sentence and students as well
Close lesson and prepare for recess
Recess – Yard Duty
Math - K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones,
e.g., by using objects or drawings, and record each composition or decomposition by a drawing or
equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two,
three, four, five, six, seven, eight, or nine ones.
Small group – We are learning to decompose the numbers 11, 12, 13. We can break it into two
parts – one part being ten and the second part being more ones. 12 is 1 ten and 2 more ones.
Lesson 11-2
o Decomposing 11, 12, 13 using ten-frames
K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several
measurable attributes of a single object.
Large group – We are learning to measurable attributes of and object. This means we can
determine if something can be measured using length, weight, or capacity.
Lesson 12-1
o Introduce measurable attributes – length using cube train, weight using balance,
capacity using measuring cup
Prepare for lunch
Calendar
Learning Labs
Thursday
Morning Business
• Song
• Rhyme Time – Mammals
• Break it Down
Stepping Stones – We are learning to sound out words and say it fast to read.
• Red Words • Partner reading
Reading - K.RL.2 With prompting and support, retell familiar stories, including key details. We are learning how to retell a story.
• Review that we have been discussing different types of animals – mammals and birds.
• Introduce and read story “Riki’s Birdhouse”
• Ask questions throughout story T-P-S
• Discuss retelling a story in order from beginning, middle, and end
• Students will place pictures from the story in sequential order and explain what happens in the
pictures on their own worksheet.
• Discuss vocab throughout story – project - prepares
• Close lesson and prepare for recess
Recess
Math - K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones,
e.g., by using objects or drawings, and record each composition or decomposition by a drawing or
equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two,
three, four, five, six, seven, eight, or nine ones.
Small group – We are learning to decompose the numbers 14, 15, 16. We can break it into two parts – one part being ten and the second part being more ones. 15 is 1 ten and 5 more ones
Lesson 11-3 o Decomposing 14, 15, 16 using ten-frames
K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
Large Group – We are learning to compare two objects using length. An item can be shorter than, longer than, or as long as another item.
Lesson 12-2 o Comparing objects by length – shorter, longer, as long as
Prepare for Lunch
Assembly – 12:00 – 1:15 Science – Benchmark SC.K.1.3
Collect data about living and non-living things
Benchmark SC.K.4.1 Identify differences between living and non-living things We are learning to collect data about living and non-living things. We are learning the differences between living and non-living things.
Today we will discuss that living things reproduce.
I will read a section from “The Living Things” book on how living things reproduce.
We will look at our previous pictures and check if they reproduce. I will show new pictures to
check as well.
Students will work on a new page in their book. Students will T-P-S an example of a living thing
that reproduce. They will then write the sentence “Living things reproduce.” They will draw a
picture of a living thing that reproduces. Students will be encouraged to write a second
sentence stating their living thing that reproduces. Ex. Living things reproduce. A chicken can
reproduce.
Friday – Holiday
Angela Pfohl
Outline for week 4/21 – 4/25
Monday
Morning Business
• Weekend Sharing
Stepping Stones
• Whole Group – Intro to Story “Big Bob’s Bad Day • Animations
Green Words, red words, readles
Reading - K.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on kindergarten reading and content.
K.L.6 Use words and phrases acquired through conversations, reading and being read to, and
responding to texts.
We are learning the meaning of new words and using them in a sentence.
• Daily Message – Fish bodies are made for living in the water. • What do we know about fish bodies?
Read Creature Features: Fish • Define fins and gills- make a sentence and students as well • Close lesson and prepare for recess
Recess
Math - K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones,
e.g., by using objects or drawings, and record each composition or decomposition by a drawing or
equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two,
three, four, five, six, seven, eight, or nine ones.
• Small group – We are learning to decompose numbers 11-19. o Lesson 11-4 o Decomposing 17, 18, 19
K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
Large group – We are learning to compare objects by length. o Lesson 12-3 o Comparing 3 objects using longest and shortest
Prepare for lunch
Calendar
Writing - K.W.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.
K.W.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite
author and express opinions about them).
We are learning to create an illustration with information we learned about our animal
Review that students researched about their animal and that they will draw an illustration
about an interesting fact they researched
Students will draw an illustration of their animal that matches the interesting fact they share
Tuesday
Morning Business
Song
Rhyme Time – Five Little Crabs
Initial and Ending Sounds
Stepping Stones - We are learning to sound out words and say it fast to read.
Green Words on the Whiteboard
Partner reading
Reading – K.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on kindergarten reading and content.
K.L.6 Use words and phrases acquired through conversations, reading and being read to, and
responding to texts.
We are learning the meaning of new words and using them in a sentence.
Daily Message – Fish species come in many sizes, shapes, and colors.
Read Creature Features: Fish
Introduce and define camouflaged – make a sentence and students as well
Close lesson and prepare for recess
Recess – Yard Duty
Kupuna
Math
We are learning to understand what a problem is asking and to solve it.
Problem Solving with Large group with smaller group in centers
Prepare for lunch – Yard Duty
Hoike Practice
Writing - K.W.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.
K.W.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite
author and express opinions about them).
We are learning to locate information about a topic and wondering about new information
Groups will continue gathering wonderings
Students will write about interesting facts about their animal in their books
Science – Benchmark SC.K.1.3 - Collect data about living and non-living things Benchmark SC.K.4.1 - Identify differences between living and non-living things
We are learning to collect data about living and non-living things. We are learning the differences between living and non-living things.
Today we will discuss that living things reproduce.
I will read a section from “The Living Things” book on how living things reproduce.
We will look at our previous pictures and check if they reproduce. I will show new pictures to
check as well.
Students will work on a new page in their book. Students will T-P-S an example of a living thing
that reproduce. They will then write the sentence “Living things reproduce.” They will draw a
picture of a living thing that reproduces. Students will be encouraged to write a second
sentence stating their living thing that reproduces. Ex. Living things reproduce. A chicken can
reproduce.
Wednesday
Morning Business
Rhyme Time – Five Little Crabs
Say it Fast
Stepping Stones - We are learning to sound out words and say it fast to read.
Green Words on the Whiteboard
Partner reading
Reading – K.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on kindergarten reading and content.
K.RL.1 With prompting and support, ask and answer questions about key details in a text.
Introduce and define twitchy and relax – make a sentence and students as well
Read Mr. Putter and Tabby Feed the Fish
T-P-S throughout story
Close lesson and prepare for recess
Recess
Math - K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones,
e.g., by using objects or drawings, and record each composition or decomposition by a drawing or
equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two,
three, four, five, six, seven, eight, or nine ones.
• Small group – We are learning to decompose numbers 11-19. o Recognizing patterns in decomposing numbers.
K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
Large group – We are learning to compare objects by length. o Lesson 12-4 o Problem Solving using
Prepare for lunch
Hoike Practice
Learning Labs
Thursday
Morning Business
• Song
• Rhyme Time – Five Little Crabs
• Break it Down
Stepping Stones – We are learning to sound out words and say it fast to read.
• Red Words • Partner reading
Reading – K.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on kindergarten reading and content.
K.RL.1 With prompting and support, ask and answer questions about key details in a text.
• Review Mr. Putter and Tabby Feed the Fish
• T-P-S question and journal–Why did Mr. Putter give the fish to Mrs. Teaberry?
• Close lesson and prepare for recess
Recess
Math - K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones,
e.g., by using objects or drawings, and record each composition or decomposition by a drawing or
equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two,
three, four, five, six, seven, eight, or nine ones.
• Small group – We are learning to decompose numbers 11-19. o Review of decomposing numbers 11-19 o Quick check
K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
Large group – We are learning to compare objects by height. o Lesson 12-5 o Comparing objects by height – taller, shorter, as tall as
Prepare for Lunch
Calendar
Writing - K.W.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.
K.W.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite
author and express opinions about them).
Science – Benchmark SC.K.1.3 - Collect data about living and non-living things
Benchmark SC.K.4.1 - Identify differences between living and non-living things
We are learning to collect data about living and non-living things. We are learning the differences between living and non-living things.
Today we will discuss that living things die.
We will discuss how all living things eventually die.
Students will work on a new page in their book. Students will T-P-S an example of a living thing
that dies. They will then write the sentence “Living things die.” They will draw a picture of a
living thing that dies. Students will be encouraged to write a second sentence stating their living
thing that dies. Ex. Living things die. A plant can die.
Friday
Morning Business
• Song
• Rhyme Time – Five Little Crabs
• Break it Down
Stepping Stones – We are learning to answer questions about stories we read.
Comprehension Question – How did Meg’s mom make Big Bob happy?
Recess - Yard Duty
Math - K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones,
e.g., by using objects or drawings, and record each composition or decomposition by a drawing or
equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two,
three, four, five, six, seven, eight, or nine ones.
• Small group – We are learning to decompose numbers 11-19. o Topic Test
K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
Large group – We are learning to compare objects by height. o Lesson 12-6 o Comparing 3 objects by height – tallest.
Prepare for Lunch - Yard Duty
Hoike Practice
Science – Benchmark SC.K.1.3 - Collect data about living and non-living things
Benchmark SC.K.4.1 - Identify differences between living and non-living things
We are learning to collect data about living and non-living things. We are learning the differences between living and non-living things. Group Assessment
We will review data that we have collected on living and nonliving things
Students will determine if an item is living or nonliving and then give a characteristic describing why
Learning Labs