Professional Documents
Culture Documents
12/04/2016 - 12/10/2016
Week View
Monday
12/05/2016
Tuesday
12/06/2016
Wednesday
12/07/2016
Thursday
12/08/2016
Friday
12/09/2016
DI 8:30am - 10:00am
Teachers will work in
small groups so that
students can
demonstrate their
knowledge of
previously learned
sounds and words.
Students will
complete the take
home for the
corresponding
lesson.
DI 8:30am - 10:00am
Teachers will work in
small groups so that
students can
demonstrate their
knowledge of
previously learned
sounds and words.
Students will
complete the take
home for the
corresponding
lesson.
DI 8:30am - 10:00am
Teachers will work in
small groups so that
students can
demonstrate their
knowledge of
previously learned
sounds and words.
Students will
complete the take
home for the
corresponding
lesson.
DI 8:30am - 10:00am
Teachers will work in
small groups so that
students can
demonstrate their
knowledge of
previously learned
sounds and words.
Students will
complete the take
home for the
corresponding
lesson.
Language Arts/
Writing 8:30am 9:30am
Writing first and last
names, letters, and
sight words on white
boards, shaving
cream, and in reader
writer notebooks
Language Arts/
Writing 8:30am 9:30am
Writing first and last
names, letters, and
sight words on white
boards, shaving
cream, and in reader
writer notebooks
Language Arts/
Writing 8:30am 9:30am
Writing first and last
names, letters, and
sight words on white
boards, shaving
cream, and in reader
writer notebooks
Language Arts/
Writing 8:30am 9:30am
Writing first and last
names, letters, and
sight words on white
boards, shaving
cream, and in reader
writer notebooks
Opinion writing:
Students will draw,
dictate, or write their
opinion based on the
daily question. which
gingerbread book
was your favorite?
what part did you bite
first? what is your
favorite part of the
story?
Opinion writing:
Students will draw,
dictate, or write their
opinion based on the
daily question. which
gingerbread book
was your favorite?
what part did you bite
first? what is your
favorite part of the
story?
Opinion writing:
Students will draw,
dictate, or write their
opinion based on the
daily question. which
gingerbread book
was your favorite?
what part did you bite
first? what is your
favorite part of the
story?
Opinion writing:
Students will draw,
dictate, or write their
opinion based on the
daily question. which
gingerbread book
was your favorite?
what part did you bite
first? what is your
favorite part of the
story?
Page 1 of 5
DI 8:30am - 10:00am
Teachers will work in
small groups so that
students can
demonstrate their
knowledge of
previously learned
sounds and words.
Students will
complete the take
home for the
corresponding
lesson.
Language Arts/
Writing 8:30am 9:30am
Writing first and last
names, letters, and
sight words on white
boards, shaving
cream, and in reader
writer notebooks
Opinion writing:
Students will draw,
dictate, or write their
opinion based on the
daily question. which
gingerbread book
was your favorite?
what part did you bite
first? what is your
favorite part of the
story?
2016-2017
Chandler, Davis, Fairris,
Moree, Reed
12/04/2016 - 12/10/2016
Week View
Reading: The
Gingerbread Man/
The Gingerbread Girl/
The Gingerbread
Baby
Phonics: /n/ and /b/
Sight words: we, be
me, had, was, of,
yes, no, not, can, as,
but, yes
Reading street sight
words: me, with, she
Conventions:
character, setting,
major events,
retelling familiar
stories using key
details
Students will
identify adjectives to
describe gingerbread
man/stories
Comprehension:
compare and contrast
Reading: The
Gingerbread Man/
The Gingerbread Girl/
The Gingerbread
Baby
Phonics: /n/ and /b/
Sight words: we, be
me, had, was, of,
yes, no, not, can, as,
but, yes
Reading street sight
words: me, with, she
Conventions:
character, setting,
major events,
retelling familiar
stories using key
details
Students will
identify adjectives to
describe gingerbread
man/stories
Comprehension:
compare and contrast
Reading: The
Gingerbread Man/
The Gingerbread Girl/
The Gingerbread
Baby
Phonics: /n/ and /b/
Sight words: we, be
me, had, was, of,
yes, no, not, can, as,
but, yes
Reading street sight
words: me, with, she
Conventions:
character, setting,
major events,
retelling familiar
stories using key
details
Students will
identify adjectives to
describe gingerbread
man/stories
Comprehension:
compare and contrast
Reading: The
Gingerbread Man/
The Gingerbread Girl/
The Gingerbread
Baby
Phonics: /n/ and /b/
Sight words: we, be
me, had, was, of,
yes, no, not, can, as,
but, yes
Reading street sight
words: me, with, she
Conventions:
character, setting,
major events,
retelling familiar
stories using key
details
Students will
identify adjectives to
describe gingerbread
man/stories
Comprehension:
compare and contrast
Other activities:
Reader writer
workbooks
My skills buddy
Other activities:
Reader writer
workbooks
My skills buddy
Other activities:
Reader writer
workbooks
My skills buddy
Other activities:
Reader writer
workbooks
My skills buddy
Standards
K.RL.3, K.W.1,
K.RF.3c, K.L.1a,
K.RL.2, K.RF.2,
K.RF.2d, K.RF.3,
K.RF.3a, K.L.1,
K.L.1b, K.L.5b
Standards
K.RL.3, K.W.1,
K.RF.3c, K.L.1a,
K.RL.2, K.RF.2,
K.RF.2d, K.RF.3,
K.RF.3a, K.L.1,
K.L.1b, K.L.5b
Standards
K.RL.3, K.W.1,
K.RF.3c, K.L.1a,
K.RL.2, K.RF.2,
K.RF.2d, K.RF.3,
K.RF.3a, K.L.1,
K.L.1b, K.L.5b
Standards
K.RL.3, K.W.1,
K.RF.3c, K.L.1a,
K.RL.2, K.RF.2,
K.RF.2d, K.RF.3,
K.RF.3a, K.L.1,
K.L.1b, K.L.5b
Page 2 of 5
Reading: The
Gingerbread Man/
The Gingerbread Girl/
The Gingerbread
Baby
Phonics: /n/ and /b/
Sight words: we, be
me, had, was, of,
yes, no, not, can, as,
but, yes
Reading street sight
words: me, with, she
Conventions:
character, setting,
major events,
retelling familiar
stories using key
details
Students will
identify adjectives to
describe gingerbread
man/stories
Comprehension:
compare and contrast
Other activities:
Reader writer
workbooks
My skills buddy
Standards
K.RL.3, K.W.1,
K.RF.3c, K.L.1a,
K.RL.2, K.RF.2,
K.RF.2d, K.RF.3,
K.RF.3a, K.L.1,
K.L.1b, K.L.5b
Math mini lesson and
centers 10:00am 11:00am
Students will use
selected lessons from
Unit 7 and 8, along
with gingerbread
supplementary math
materials, to work on
2D and 3D shapes,
positional words,
writing and counting
numbers to 10, and
greater and less than.
Standards
2016-2017
Chandler, Davis, Fairris,
Moree, Reed
12/04/2016 - 12/10/2016
Week View
Standards
K.CC.3, K.CC.6,
K.CC.7, K.G.1,
K.G.2, K.G.3, K.G.4,
K.MD.2
Standards
K.CC.3, K.CC.6,
K.CC.7, K.G.1,
K.G.2, K.G.3, K.G.4,
K.MD.2
Standards
K.CC.3, K.CC.6,
K.CC.7, K.G.1,
K.G.2, K.G.3, K.G.4,
K.MD.2
Standards
K.CC.3, K.CC.6,
K.CC.7, K.G.1,
K.G.2, K.G.3, K.G.4,
K.MD.2
Intervention (literacy
and math standards
based grading)
11:00am - 12:20pm
Students will be
pulled small group to
assess/reteach SBR
standards
Intervention (literacy
and math standards
based grading)
11:00am - 12:20pm
Students will be
pulled small group to
assess/reteach SBR
standards
Intervention (literacy
and math standards
based grading)
11:00am - 12:20pm
Students will be
pulled small group to
assess/reteach SBR
standards
Intervention (literacy
and math standards
based grading)
11:00am - 12:20pm
Students will be
pulled small group to
assess/reteach SBR
standards
Recess/Lunch
11:00am - 11:50am
Recess/Lunch
11:00am - 11:50am
Recess/Lunch
11:00am - 11:50am
Recess/Lunch
11:00am - 11:50am
Science/ Social
studies 1:50pm 2:30pm
students will observe
science expieriments
whole group
Science/ Social
studies 1:50pm 2:30pm
students will observe
science expieriments
whole group
Science/ Social
studies 1:50pm 2:30pm
students will observe
science expieriments
whole group
Science/ Social
studies 1:50pm 2:30pm
students will observe
science expieriments
whole group
K.CC.3, K.CC.6,
K.CC.7, K.G.1,
K.G.2, K.G.3, K.G.4,
K.MD.2
Intervention (literacy
and math standards
based grading)
11:00am - 12:20pm
Students will be
pulled small group to
assess/reteach SBR
standards
Recess/Lunch
11:00am - 11:50am
activity 1:10pm 1:50pm
Science/ Social
studies 1:50pm 2:30pm
students will observe
science expieriments
whole group
Examples:
Examples:
Examples:
Examples:
Page 3 of 5
Examples:
2016-2017
Chandler, Davis, Fairris,
Moree, Reed
Social Skills
structured play time
2:30pm - 2:50pm
Keeping your hands
to yourself
Social Skills
structured play time
2:30pm - 2:50pm
Keeping your hands
to yourself
12/04/2016 - 12/10/2016
Week View
Social Skills
structured play time
2:30pm - 2:50pm
Keeping your hands
to yourself
Social Skills
structured play time
2:30pm - 2:50pm
Keeping your hands
to yourself
Social Skills
structured play time
2:30pm - 2:50pm
Keeping your hands
to yourself
BOOKS:
BOOKS:
BOOKS:
BOOKS:
BOOKS:
The Day the
The Day the
The Day the
The Day the
The Day the
Monster Came to
Monster Came to
Monster Came to
Monster Came to
Monster Came to
School by: Dave
School by: Dave
School by: Dave
School by: Dave
School by: Dave
Keane
Keane
Keane
Keane
Keane
The Berenstain
The Berenstain
The Berenstain
The Berenstain
The Berenstain
Bears and the
Bears and the
Bears and the
Bears and the
Bears and the
Trouble with Bullies
Trouble with Bullies
Trouble with Bullies
Trouble with Bullies
Trouble with Bullies
by: Stan and Jan
by: Stan and Jan
by: Stan and Jan
by: Stan and Jan
by: Stan and Jan
Berenstain http://www.amazon
Berenstain http://www.amazon.com/
Berenstain http://www.amazon.com/
Berenstain http://www.amazon.com/
Berenstain http://www.amazon.com/
Jan-Berenstain/e/
Jan-Berenstain/e/
Jan-Berenstain/e/
Jan-Berenstain/e/
Jan-Berenstain/e/
B003UIZ1PS/
B003UIZ1PS/
B003UIZ1PS/
B003UIZ1PS/
B003UIZ1PS/
ref=sr_ntt_srch_lnk_1?qid=146
ref=sr_ntt_srch_lnk_1?qid=1467915892&sr=8-1
ref=sr_ntt_srch_lnk_1?qid=1467915892&sr=8-1
ref=sr_ntt_srch_lnk_1?qid=1467915892&sr=8-1
ref=sr_ntt_srch_lnk_1?qid=1467915892&sr=8-1
Norma Jean, The
Recess Queen by:
Alexis ONeill
Page 4 of 5
2016-2017
Chandler, Davis, Fairris,
Moree, Reed
12/04/2016 - 12/10/2016
Week View
ACTIVITIES:
*Counseling CubeHave students list 6
ways to calm down.
On a cube or dice,
write an idea on each
side. When a student
encounters a
challenge, use this
strategy to calm
them down.
*YouTube- Teacher
Tipster Bubble Poppin
Behavior (Very Good!)
Freeze Bowl- play
therapy game on
YouTube
*The Freeze GamePlay music, pause, and
have students freeze.
Talk about body and
mouth control during
this game
ACTIVITIES:
*Counseling CubeHave students list 6
ways to calm down.
On a cube or dice,
write an idea on each
side. When a student
encounters a
challenge, use this
strategy to calm
them down.
*YouTube- Teacher
Tipster Bubble Poppin
Behavior (Very Good!)
Freeze Bowl- play
therapy game on
YouTube
*The Freeze GamePlay music, pause, and
have students freeze.
Talk about body and
mouth control during
this game
ACTIVITIES:
*Counseling CubeHave students list 6
ways to calm down.
On a cube or dice,
write an idea on each
side. When a student
encounters a
challenge, use this
strategy to calm
them down.
*YouTube- Teacher
Tipster Bubble Poppin
Behavior (Very Good!)
Freeze Bowl- play
therapy game on
YouTube
*The Freeze GamePlay music, pause, and
have students freeze.
Talk about body and
mouth control during
this game
ACTIVITIES:
*Counseling CubeHave students list 6
ways to calm down.
On a cube or dice,
write an idea on each
side. When a student
encounters a
challenge, use this
strategy to calm
them down.
*YouTube- Teacher
Tipster Bubble Poppin
Behavior (Very Good!)
Freeze Bowl- play
therapy game on
YouTube
*The Freeze GamePlay music, pause, and
have students freeze.
Talk about body and
mouth control during
this game
ACTIVITIES:
*Counseling CubeHave students list 6
ways to calm down.
On a cube or dice,
write an idea on each
side. When a student
encounters a
challenge, use this
strategy to calm
them down.
*YouTube- Teacher
Tipster Bubble Poppin
Behavior (Very Good!)
Freeze Bowl- play
therapy game on
YouTube
*The Freeze GamePlay music, pause, and
have students freeze.
Talk about body and
mouth control during
this game
Standards
Intervention 2:50pm 3:15pm
Standards
Intervention 2:50pm 3:15pm
Standards
Intervention 2:50pm 3:15pm
Standards
Intervention 2:50pm 3:15pm
Standards
Intervention 2:50pm 3:15pm
Page 5 of 5