PS Unit Plan 3│My Community!

Common Assessment Roll Out Instructional Days │ Important Dates │ Unit Overview

Unit Social 25 Instructional Days

Dates Week ELA Math Writing Skills November 5th – December 14th
11/5 -
11/9 3.1 W.3 Non-Instructional Days
11/12 - NS 11/10 Veteran’s Day
11/16 3.2 RC.4 1&3 PS5.SS2
11/21-11/23 Thanksgiving Break
11/19 -
11/23 3.3 PS3.SS4 12/14 PD Day and PTCs
11/26 -
11/30 3.4 NS.4 W.1 PS2.SS2 Unit Overview
L1 and
Throughout Unit 3, students will investigate the many people and places within their community
12/3 - L2 from NS
12/7 3.5 Junior 1&3 PS3.SS2
that they interact with on a regular basis. This includes learning about the various jobs and roles
12/10 - within a community, such as teachers, police officers, firefighters, doctors, etc. In Read Aloud,
12/14 3.6 W.3 PS5.SS2 students will learn to use pictures to help them identify where a story takes place, or the setting.
They will continue to ask and answer questions (where) about the story and story elements, while
making connections. In Shared Reading, students will build upon their understanding of tracking
Assessment by focusing in on spaces, words, and letters that make up words in order to track with one-to-one
11/13 to 11/20: CLASS Cycle 2 correspondence. In Word Play, students will continue learning letters and letter sounds and will be
11/19 to 12/24: STEP/JR Round 2 introduced to their first high frequency word: the. They will also begin to listen to the parts or beats
12/10 to 12/19: PPVT Cycle 1 in words (syllables) and learn to separate and blend syllables in words. In writing, students are
dictating their ideas to show that they know the words they say can be written down. Students are
continuing to write their name with the support of a model and identify the letters in their name. In
At-A-Glance
math, students will continue to develop early number sense skills. Their time will be spent
Unit. Morning Read Shared Word
counting with understanding and learning how numbers and counting connect with the
Math Writing numerals they’ve learned about in Math Meeting. In Math Whole Group, direct instruction will
Week Meeting Aloud Reading Play
be around one-to-one correspondence and counting to answer the question "How many?" They
RC.4, will also identify numbers and count out a corresponding amount of items. Students will also
3.1 PS2.SS2 NS.3 PC.2 PA.1 W.1
RC.2 start to “see” numbers, flexing their brains through subitizing. In Math Meeting, students will
continue practicing writing numbers and counting sets. During this unit, students will master
NS.3, the ability to “see” numbers up to 4. Prep skills will focus on Persevering on Tasks and Projects,
RC.4,
3.2 PS5.SS2 NS.4, PC.5 PA.1 W.1 Using Emotional Management Strategies, Contributing to Group Activities and Using Advocacy
RC.2
NS.5 Skills.
 NS.3, RC.4,
3.3 PS3.SS4 PC.5 PA.1 W.1
NS.4 RC.2

RC.4,
NS.3,
RC.7,
3.4 PS3.SS5 NS.4, PC.5 PA.1 W.1
RC.2,
NS.5
RC.11

RC.4,
NS.4, RC.7,
3.5 PS3.SS2 PC.5 PA.1 W.1
NS.6 RC.2,
RC.11

3.6 PS4.SS3 NS.5 RC.7 PC.5 PA.1 W.1

Academic Routines Social Skills

What habits will need to be taught and reinforced
during this unit?

Week Week of… Prep Skill Social Skill Taught Social Skills Assessed
Number
1 November Persevering on Tasks Practices independence and
U3W1 5, 2018 and Projects self-help skills (refusing to
be independent and not
working independently).
PS2.SS2
2 November Using Emotional Recognizes, describes and Recognizes, describes and expresses
U3W2 12, 2018 Management expresses emotions such as emotions such as happiness, surprise, anger,
Strategies happiness, surprise, anger, fear, and sadness, needs, and opinions
fear, and sadness, needs, appropriately (inappropriate displays of
and opinions appropriately emotions-tantrums, crying, screaming, etc.)
(inappropriate displays of PS5.SS2
emotions-tantrums, crying,
screaming, etc.) PS5.SS2
3 November Contributing to Plays Cooperatively with Plays Cooperatively with other children (not
U3W3 19, 2018 Group Activities other children (not sharing sharing or taking turns). PS3.SS4
or taking turns). PS3.SS4
4 November Contributing to Values the contributions of Practices independence and self-help skills
U3W4 26, 2018 Group Activities others to accomplish a task, (refusing to be independent and not
and talks about the qualities working independently). PS2.SS2
we value in a person's
 character (mocking, name-
calling). PS3.SS5
5 December Contributing to Observe and use
U3W5 3, 2018 Group Activities appropriate ways of
interaction in a group: Take
turns in talking; listening to
peers; waiting until someone
is finished; asking questions
and waiting for an answer;
gaining the floor in
appropriate ways (calling
out, talking over friends,
disruptive). PS3.SS2
6 December Using Advocacy Displays empathy;
U3W6 10, 2018 Skills recognizes the feelings and
rights of others and respond
appropriately (making fun
of others). PS4.SS3
Weekly Goals and Materials
Observe and use appropriate ways of
interaction in a group: Take turns in talking;
listening to peers; waiting until someone is
finished; asking questions and waiting for
an answer; gaining the floor in appropriate
ways (calling out, talking over friends,
disruptive). PS3.SS2
Recognizes, describes and expresses
emotions such as happiness, surprise, anger,
fear, and sadness, needs, and opinions
appropriately (inappropriate displays of
emotions-tantrums, crying, screaming, etc.)
PS5.SS2

Read Aloud Shared Reading Word Play Writing Math Social Skills

I can use the I know that good I can hear parts of a I know that the words I can tell “how many” I Recognizes, describes
illustrations to get readers follow along word (syllables) and I say can be written have of something and expresses
information about a with the words by pause as I say them to down. after I count. PS.NS.3 emotions such as
text (RC.4) and answer sweeping left to right break up two-syllable happiness, surprise,
questions. (RC.2) and top to bottom so words. (PA.1) Materials: color item anger, fear, and
that the story makes (letter and sound mystery baggies (one sadness, needs, and
Days 1 – 5

Anchor Text: Around sense. (PC.2) focus: l, u) per student with (8) opinions appropriately
our Way on green, (4) red, (6) blue (inappropriate
Neighbor’s Day, Focus Text: Gossie by Materials: optional – and (10) yellow items) displays of emotions-
(note: use Math
Tameka Fryer Brown Olivier Dunrea (big pictures to match unit tantrums, crying,
book) Manipulatives
vocabulary screaming, etc.)
Toolbox)
 We use illustrations to Good readers pay I can clap out parts of The words that I say I can count groups of Plays Cooperatively
help us understand attention to the a word (syllables) and can be written down. items and match it with other children
what is happening in a words, which are blend them together with the correct (not sharing or taking
story. (RC.4) made up of letters and to form a complete numeral. PS.NS.3/4 I turns).
We can ask and separated by spaces. two-syllable word. know that when I
answer questions (PC.5) (PA.1) move around a set of
about illustrations in a (letter and sound items, its amount
story. (RC.2) Focus Text: In the City, focus: q, z) stays the same.
Days 6 – 9

by Mrs. Rost (printed PS.NS.5

Anchor Text: big book on Materials: picture
Clothesline Clues to Sharepoint) cards with two- Materials: partner sets
for each day (see
Jobs People Do, syllable words
Kathryn Heling objective – use Math
Manipulatives
Toolbox), number
cards

We use illustrations to Good readers pay I can clap out parts of The words that I say I can count groups of Values the
help us understand attention to the a word (syllables) and can be written down. items and match it contributions of
what is happening in a words, which are blend them together with the correct others to accomplish a
story. (RC.4) made up of letters and to form a complete numeral. PS.NS.3/4 task, and talks about
We can ask and separated by spaces. two-syllable word. the qualities we value
Materials: Baggies of
answer questions (PC.5) (PA.1) in a person's character
Days 10 – 11

about illustrations in a (letter and sound community (mocking, name-

story. (RC.2) Focus Text: In My focus: q, z) connection items (see calling
Community (poem objectives) for partner
Anchor Text: Whose written on chart Materials: picture pairs’ IP Monday and
Hat is This? Sharon paper) cards with two- Tuesday –or- use
Katz Cooper Math Manipulatives
syllable words
Toolbox
 We use illustrations to Good readers pay I can listen to words The thoughts that I I can recognize a Observe and use
help us understand a close attention to with one- or three- share are on topic. numeral and count appropriate ways of
story (RC.4) and words, including syllables and clap out out that many items. interaction in a group:
identify the setting. knowing where they the beats. (PA.1) PS.NS.3/4 I know that Take turns in talking;
(RC.7) begin and end and (letter and sound when I move around a listening to peers;
We can ask and how many words are focus: w, x) set of items, its waiting until someone
answer questions in a sentence. (PC.5) amount stays the is finished; asking
Days 12 -16

about illustrations in a Materials: picture same. PS.NS.5 questions and waiting

story (RC.2) to help us Focus Text: Look! A cards of words with for an answer; gaining
make connections and Book of Community one-, two-, or three- Materials: Math the floor in
understand the story Helpers (print as big Manipulatives appropriate ways
syllables
Toolbox; number
better. (RC.11) book) (calling out, talking
cards for IP; paper for over friends,
Anchor Text: Machines drawing disruptive).
Go to Work in the City,
William Low

We use illustrations to When I read I can I can hear words I will share my I can recognize a Displays empathy;
help us understand a point to each word in broken into parts and thoughts and they will numeral and count recognizes the
story (RC.4) and a line of text so that I blend them together be on topic. out that many items. feelings and rights of
identify the setting. can follow along and to form a word. (PA.1) others and respond
Materials: Math
(RC.7) the story will make (letter and sound appropriately (making
We can ask and sense. (PC.5) focus: y, v) Manipulatives fun of others)
Toolbox; number
Days 17-21

answer questions
about illustrations in a Focus Text: Goodnight Materials: picture cards for IP; paper for
story (RC.2) to help us Moon by Margaret cards with one- and drawing
make connections and Wise Brown (big book) three-syllable words
understand the story
better. (RC.11)

Anchor Text: City by

Peggy Pancella
 We can use what we When I read I can I can clap out parts of I can provide an on- I can “see” numbers Participates in group
know about point to each word in a word (syllables) and topic response and name how many activities (refusing to
characters and setting multiple lines of text blend them together without counting for participate,
to retell a story. (RC.7) so that I can follow to form words. (PA.1) sets up to 4. PS.NS.5 withdrawn).
along and the story (letter and sound
Anchor Text: On the will make sense. (PC.5 focus: review based on Materials: Henrietta
Town by Judith ) classroom data) Sees Numbers,
Caseley Focus Text: When I student copies of
pictures from the
Grow Up by Mrs. Rost Materials: picture
book for Monday IP,
Days 22-25

(poem on Sharepoint cards of objects or

– written on chart classmates dot cards – sets of 1-4,
picture cards (Holidays
paper)
around the world
theme) – sets of 1-4,
snap cubes for
Tuesday &
Wednesday IP, sheets
of paper for Friday IP
(where applicable, use
Math Manipulatives
Toolbox)

Unit Texts
Read Aloud Text Vocabulary Words Shared Reading Text HFW Focus

Around our Way on 1. Mural: a large painting done directly on a wall Gossie by Olivier Dunrea (big book) the
Neighbor’s Day, 2. Neighbor: a person who lives next to or near
Tameka Fryer you
Days 1 – 5

3. Celebrate: to do something special on an

Brown
important day
Days 6 – 9 Clothesline Clues to 1. Clothesline: a piece of wire or rope that In the City, by Mrs. Rost (printed big the
Jobs People Do, people hang wet clothes on to dry book on Sharepoint)
Kathryn Heling

Whose Hat is This? 1. predict – make a guess about what is next In My Community (poem written on The
Days 10 –

Sharon Katz 2. helmet – a hat to protect someone’s head chart paper)

Cooper 3. extreme – very
11

Machines Go to 1. Engineer: a person who designs, builds, Look! A Book of Community Helpers the
and/or fixes complicated systems
Days 12 -

Work in the City, (print as big book)

William Low 2. Traffic: vehicles driving along a road at the
same time
16

City by Peggy 1. Urban – in the city Goodnight Moon by Margaret Wise The
Days 17 –

Pancella 2. Busy – lots of people Brown (big book)

3. Skyscrapers – tall buildings in a city
21

On the Town by 1. explore – to visit new places When I Grow Up by Mrs. Rost (poem the
Day 22-25

Judith Caseley 2. neighborhood – the area where you live on Sharepoint – written on chart
3. record – to write down what you see, hear, or paper)
learn

Unit 3 Objectives Calendar

Read Aloud Shared Reading Word Play Writing Math
SWBAT identify SWBAT identify the print on SWBAT define a syllable as a SWBAT engage in the three Objective: SWBAT name the
illustrations in a fiction the page and point at the first beat in a word and understand step writing process to last number said when
text and explain that word on a page when that words can be broken write about a member of counting a set as the
Day 1

they can give us prompted “Where do I start down into parts, or syllables. the community they see in “amount” or “total.”
information about reading?” a photograph from Around
what is happening in a (letter / sound focus: l) Our Way on Neighbors’ SWBAT count all of their red
book. Connection question: Day. items and name how many
Who is this story all about? without re-counting. PS.NS.3
 model: book handling,
sweeping left to right, return
sweep, identifying sight words
Read Aloud Shared Reading
SWBAT explain how SWBAT identify where to start
photographs are reading and move their finger
different than under the words, left to right,
illustrations in fiction
as they read the title.
texts.
Connection question:
What does Gossie like to do?
Day 2
scaffolded at-bats: echo read
Word Play
SWBAT listen to beats
(syllables) in a two-syllable
word and call each beat a
syllable.
(letter / sound focus: l)
SWBAT write first name on
their work, with the
support of a model if
needed.
(shared writing: students
dictate story for teacher to
write)
(focus: sweep finger from
left to right when we read
our writing over; inclusion
of sight words: the; letter:
L)
Writing
SWBAT engage in three
step writing process to tell
what the Momma does for
the celebration.
SWBAT write first name on
their work, with the
support of a model if
needed.
(shared writing: students
dictate story for teacher to
write)
(focus: sweep finger from
left to right when we read
SMP Focus: #4 I can recognize
math in everyday life and use
what I know to solve
problems.
Assessment Stem: Students
receive mystery color baggies
with red, blue, green, and
yellow items. Each day, they
must count all of the items of
a particular color and then
name how many without re-
counting.
Math
Objective: SWBAT name the
last number said when
counting a set as the “amount”
or “total.”
SWBAT count all of their blue
items and name how many
without re-counting. PS.NS.3
SMP Focus: #4 I can recognize
math in everyday life and use
what I know to solve problems.
Assessment Stem: Students
receive mystery color baggies
with red, blue, green, and
yellow items. Each day, they
 our writing over; inclusion must count all of the items of a
of sight words: the; letter: particular color and then name
L) how many without re-
counting.

Read Aloud Shared Reading Word Play Writing Math

SWBAT describe what SWBAT demonstrate sweeping
they see in an illustration from left to right under one
by answering who and line of text on a page.
what questions.
Connection question:
What is Gossie’s home like?
student heavy lifting and at-
bats: voice fade
Day 3
SWBAT listen to two-syllable
words and repeat the word as
the teacher says it: broken into
beats, with pauses between
the syllables.
(use unit vocabulary: i.e. city,
fireman, baker, doctor, helper,
etc.)
(letter / sound focus: u)
SWBAT engage in three
step writing process to tell
what the neighbors do
during their celebration.
SWBAT write first name on
their work, with the
support of a model if
needed.
Objective: SWBAT name the
last number said when
counting a set as the
“amount” or “total.”
SWBAT count all of their
green items and name how
many without re-counting.
PS.NS.3

SMP Focus: #4 I can recognize

(shared writing: students
dictate story for teacher to
write)
(focus: sweep finger from
left to right when we read
our writing over; inclusion
of sight words: the; letter:
U)
D
math in everyday life and use
what I know to solve
problems.
Assessment Stem: Students
receive mystery color baggies
with red, blue, green, and
yellow items. Each day, they
must count all of the items of
a particular color and then
name how many without re-
counting.

Read Aloud Shared Reading Word Play Writing Math

4
a
y
 SWBAT use illustrations SWBAT use their own copy of
in a fiction text to ask the book to practice sweeping
questions about who from left to right and top to
they see and what they
bottom under multiple lines of
are doing.
text.
Connection question:
Where do you think you would
have to go to see Gossie?
independent application and
practice: copy a few pages of
the story to make books
Read Aloud Shared Reading
SWBAT take a picture SWBAT identify the print on
walk and ask who and the page and find letters that
what questions to learn they know in a line of text.
about what is happening
Day 5
in the story.
Connection question:
Where is this story?
model: book handling,
sweeping left to right, return
sweep, identifying sight words
SWBAT listen to two-syllable
words and pause between
syllables.
(add robot movements to
reinforce pauses
kinesthetically)
(letter / sound focus: u)
Word Play
SWBAT recall the definition of
a syllable and break apart
words with two-syllables by
clapping the beats (2).
(letter / sound focus: q)
Writing
SWBAT engage in three
step writing process to tell
what the garbage
collectors do in Machines
Go to Work in the City.
SWBAT write first name on
their work, with the
Objective: SWBAT name the
last number said when
counting a set as the
“amount” or “total.”
SWBAT count all of their
yellow items and name how
many without re-counting.
PS.NS.3
SMP Focus: #4 I can recognize
math in everyday life and use
what I know to solve
problems.
Assessment Stem: Students
receive mystery color baggies
with red, blue, green, and
yellow items. Each day, they
must count all of the items of
a particular color and then
name how many without re-
counting.
Math
Objective: SWBAT identify
and practice skywriting the
numbers 1 and 8. PS.NS.4
SWBAT count a set of 1 and a
set of 8 and identify which
numeral matches which set.
PS.NS.3/4
 support of a model if
needed.
(shared writing: students
dictate story for teacher to
write; clap words to
segment multi-syllabic
words, blend multi-syllabic
words together)
(focus: sweep finger from
left to right when we read
our writing over; inclusion
of sight words: the; letter:
Q)
Read Aloud Shared Reading Word Play Writing
SWBAT state that you ask SWBAT define a word as one SWBAT clap out two-syllable SWBAT engage in three
where questions when or more letters separated by words that they hear. step writing process to tell
you want to know more spaces. (including names of classmates what the police officer
about where something
and things around the does in Machines Go to
takes place and ask where
questions when listening Connection question: classroom) Work in the City.
What types of things do they
to the story.
Day 6
see? (letter / sound focus: q) SWBAT write first name on
supported at-bats: echo read their work, with the
support of a model if
needed.
(shared writing: students
dictate story for teacher to
SMP Focus: #4 I can recognize
math in everyday life and use
what I know to solve
problems.
Assessment Stem: Students
receive two sets with a
partner with a “1” and an “8”
card. Students need to count
their set and put the
matching numeral with their
set.
Math
Objective: SWBAT identify
and practice skywriting the
numbers 6 and 3. PS.NS.4
SWBAT count a set of 6 and a
set of 3 and identify which
numeral matches which set.
PS.NS.3/4
SMP Focus: #4 I can recognize
math in everyday life and use
what I know to solve
problems.

Read Aloud Shared Reading
SWBAT answer where SWBAT identify spaces
questions using the between words in text with
illustrations. their finger.
Connection question:
Which of these do you see in
your community too?
scaffolded at-bats: voice fade
Day 7
Word Play
SWBAT look at a picture card
and clap out the syllables in
the two-syllable word.
(letter / sound focus: z)
write; clap words to
segment multi-syllabic
words, blend multi-syllabic
words together)
(focus: sweep finger from
left to right when we read
our writing over; inclusion
of sight words: the; letter:
Q)
Writing
SWBAT engage in three
step writing process to tell
about the illustration on
page 7 of Machines Go to
Work in the City.
SWBAT write first name on
their work, with the
support of a model if
needed.
(shared writing: students
dictate story for teacher to
write; clap words to
segment multi-syllabic
words, blend multi-syllabic
words together)
(focus: sweep finger from
left to right when we read
our writing over; inclusion
Assessment Stem: Students
receive two sets with a
partner with a “6” and a “3”
card. Students need to count
their set and put the
matching numeral with their
set.
Math
Objective: SWBAT identify
and practice skywriting the
numbers 2 and 7. PS.NS.4
SWBAT count a set of 2 and
a set of 7 and identify which
numeral matches which set.
PS.NS.3/4
SMP Focus: #4 I can
recognize math in everyday
life and use what I know to
solve problems.
Assessment Stem: Students
receive two sets with a
partner with a “2” and a “7”
card. Students need to count
their set and put the
matching numeral with their
set.
 of sight words: the; letter:
Z)

Read Aloud Shared Reading Word Play Writing Math

SWBAT describe what
they see in illustrations by
answering who, what,
and where questions.
Day 8
SWBAT highlight a word in the
text by drawing a box around it
to show that a word is a group
of letters with spaces on either
side of it.
Connection question: How do
you get around in the city?
student heavy lifting and at-
bats: choral read
SWBAT state that word parts
or syllables can be blended
back together to form words.
(letter / sound focus: z)
SWBAT engage in three
step writing process to tell
which of the machines in
Machines Go to Work in the
City they have seen before.
SWBAT write first name on
their work, with the
support of a model if
needed.
Objective: SWBAT identify
and practice skywriting the
numbers 4 and 9. PS.NS.4
SWBAT count a set of 4 and
a set of 9 and identify which
numeral matches which set.
PS.NS.3/4
SMP Focus: #4 I can
recognize math in everyday
life and use what I know to

solve problems.
(shared writing: students
dictate story for teacher to Assessment Stem: Students
write; clap words to receive two sets with a
segment multi-syllabic partner with a “4” and a “9”
card. Students need to count
words, blend multi-syllabic
their set and put the
words together) matching numeral with their
set.
(focus: sweep finger from
left to right when we read
our writing over; inclusion
of sight words: the; letter:
Z)
D

Read Aloud Shared Reading Word Play Writing Math

9
a
y
 SWBAT tell a friend what
is happening in the story
(retell) by answering who,
what, and where
questions.
Read Aloud
SWBAT identify
illustrations in a text and
take a picture walk to
describe what they see in
illustrations.
Day 10
SWBAT distinguish between a
single letter within a word and
multiple letters together to
identify words.
Connection question:
What do you like best about
living in a city?
independent application and
practice
Shared Reading
SWBAT recall the definition of
a word as one or more letters
separated by spaces.
Connection question:
What types of helpers are in
the community?
model: sweeping left to right,
return sweep, identifying sight
words
SWBAT hear parts of two-
syllable words and blend them
together to form a word.
(letter / sound focus: q, z)
Word Play
SWBAT hear parts of two-
syllable words and blend them
together to form a word, using
picture cards to check if they
were correct.
(letter / sound focus: q, z)
Writing
SWBAT engage in three step
writing process to answer:
whose hat in on page 5 of
Whose Hat is This
SWBAT write first name on
their work, with the support
of a model if needed.
(shared writing: students
dictate story for teacher to
Objective: SWBAT identify
and practice skywriting the
numbers 5 and 10. PS.NS.4
SWBAT count a set of 5 and
a set of 10 and identify
which numeral matches
which set. PS.NS.3/4
SMP Focus: #4 I can
recognize math in everyday
life and use what I know to
solve problems.
Assessment Stem: Students
receive two sets with a
partner with a “5” and a
“10” card. Students need to
count their set and put the
matching numeral with
their set.
Math
Objective: SWBAT count a
set of items around the
community (between 1 and
5; monopoly houses, little
cards, etc to make
community connection)
and identify which numeral
matches which set.
PS.NS.3/4
SMP Focus: #4 I can
recognize math in everyday

Read Aloud Shared Reading
SWBAT answer who, SWBAT distinguish between
what, and where words and spaces in a text using looking at a picture of a two-
questions using the their fingers or pointers.
illustrations.
Connection question:
What are some other people or back together to identify the
jobs you can find in the
community?
supported at-bats: echo read
Day 11
write; clap words to
segment multi-syllabic
words, blend multi-syllabic
words together)
(focus: sweep finger from
left to right when we read
our writing over; inclusion of
sight words: the; letter: Z)
Word Play Writing
SWBAT take turns with a friend SWBAT engage in three
step writing process to
syllable word and clapping out answer: whose hat in on
the syllables, while a friend page 17 of Whose Hat is
listens and blends the syllables This
word on the picture card. SWBAT write first name on
their work, with the
(letter / sound focus: q, z) support of a model if
needed.
(shared writing: students
dictate story for teacher to
write; clap words to
segment multi-syllabic
words, blend multi-syllabic
words together)
(focus: sweep finger from
left to right when we read
our writing over; inclusion
life and use what I know to
solve problems.
Assessment Stem: Students
receive two sets with a
partner with number cards
1-5. Students need to count
their set and put the
matching numeral with
their set.
Math
Objective: SWBAT count a
set of items (between 6 and
10; monopoly houses, little
cards, etc to make
community connection) and
identify which numeral
matches which set.
PS.NS.3/4
SMP Focus: #4 I can
recognize math in everyday
life and use what I know to
solve problems.
Assessment Stem: Students
receive two sets with a
partner with number cards
6-10. Students need to count
their set and put the
matching numeral with their
set.
 of sight words: the; letter:
Z)

Read Aloud Shared Reading Word Play Writing Math

SWBAT ask and answer SWBAT distinguish between
who, what, and where words and spaces in a text
questions using the using their fingers or pointers.
illustrations.
Connection question:
What kinds of helpers are in
this community?
model: book handling,
sweeping left to right, letter vs.
words, identifying sight words
Day 12
SWBAT listen to three-syllable
words and repeat the word as
the teacher says it: broken into
beats, with pauses between
the syllables.
(use unit vocabulary: i.e.
policeman, crossing guard,
etc.)
(letter / sound focus: w)
SWBAT engage in three step
writing process to answer:
who wears the overalls,
straw hat, and bandana,
from Clothesline Clues to
Jobs People Do?
SWBAT write first name on
their work, with the support
of a model if needed.
Objective: SWBAT recognize
a numeral between 1 and 3
and then create a set of
that amount. PS.NS.3/4
SMP Focus: #4 I can
recognize math in everyday
life and use what I know to
solve problems.
Assessment Stem: Students
receive items with a partner

with one number card

(shared writing: stress how labeled 1-3. Students need
to be on topic; students to identify their number and
dictate story for teacher to then count out a
corresponding set.
write; clap words to
segment multi-syllabic
words, blend multi-syllabic
words together)

(focus: sweep finger from

left to right when we read
our writing over; inclusion of
sight words: the; letter: w)
D

Read Aloud Shared Reading Word Play Writing Math

1
3
a
y
 SWBAT define the setting
of a story as where the
story takes place.
Read Aloud
SWBAT use illustrations
to identify the setting in a
story.
Day 14
SWBAT identify a HFW (the) in
the text and point to the first
and last letter.
Connection question:
What does the ____ do?
supported at-bats: echo read
Shared Reading
SWBAT point to the first and
last letter of a given word and
count the number of letters.
Connection question:
Which of these community
helpers keep us safe?
SWBAT listen to three-syllable
words and pause between
syllables.
(add robot movements to
reinforce pauses
kinesthetically)
(letter / sound focus: w)
Word Play
SWBAT clap out the beats of
three-syllable words that they
hear.
(including names of classmates
and things around the
classroom)
(letter / sound focus: x)
SWBAT engage in three step
writing process to answer:
what does the chef do, from
Clothesline Clues to Jobs
People Do?
SWBAT write first name on
their work, with the support
of a model if needed.
(shared writing: stress how
to be on topic; students
dictate story for teacher to
write; clap words to
segment multi-syllabic
words, blend multi-syllabic
words together)
(focus: sweep finger from
left to right when we read
our writing over; inclusion of
sight words: the; letter: w)
Writing
SWBAT engage in three step
writing process and use the
illustration on pgs. 24-25 of
Clothesline Clues to Jobs
People Do to answer: where
is the firefighter?
(setting)
Objective: SWBAT count a
set of 1 to 3 and name that
the amount does not
change if I move around the
items in my set.
SWBAT rename the
quantity of items without
recounting. PS.NS.5
SMP Focus: #4 I can
recognize math in everyday
life and use what I know to
solve problems.
Assessment Stem: Sets are
pre-placed at students’
desks for students to count.
Teacher can move around
re-arranging and asking
students “How many do you
have?” encouraging
students not to re-count.
Math
Objective: SWBAT recognize
a numeral between 4 and 5
and then create a set of
that amount. PS.NS.3/4
SMP Focus: #4 I can
recognize math in everyday
 scaffolded at-bats: choral read
after teacher model
Read Aloud Shared Reading
SWBAT describe jobs in a SWBAT know where to begin
city using illustrations. reading and count the number
of words in one line of print at
a time as the teacher reads.
Connection question:
Day 15
What other community
helpers could we add to this
book?
student heavy lifting and at-
bats: choral read
Word Play
SWBAT listen to one-syllable
words and clap to the beat (1).
(use unit vocabulary: i.e. job,
cop, town, home, role, vet,
etc.)
(letter / sound focus: x)
SWBAT write first name on
their work, with the support
of a model if needed.
(shared writing: stress how
to be on topic; students
dictate story for teacher to
write; clap words to
segment multi-syllabic
words, blend multi-syllabic
words together)
(focus: sweep finger from
left to right when we read
our writing over; inclusion of
sight words: the; letter: x)
Writing
SWBAT engage in three step
writing process to tell the
career that seems the most
fun from Clothesline Clues to
Jobs People Do.
SWBAT write first name on
their work, with the support
of a model if needed.
(shared writing: stress how
to be on topic; students
dictate story for teacher to
life and use what I know to
solve problems.
Assessment Stem: Students
receive items with a partner
with one number card
labeled 4-5. Students need
to identify their number and
then count out a
corresponding set.
Math
Objective: SWBAT count a
set of 4 to 5 and name that
the amount does not
change if I move around the
items in my set.
SWBAT rename the
quantity of items without
recounting. PS.NS.5
SMP Focus: #4 I can
recognize math in everyday
life and use what I know to
solve problems.

Read Aloud
SWBAT make connections
to the illustrations of the
story by naming
machines and community
helpers that they have
seen.
Day 16
Shared Reading
SWBAT use what they know
about spaces and words to
point to each word from left to
right in one line of text as the
teacher reads.
Connection question:
Which is your favorite
community helper and why?
independent application and
practice – use student copies
of book
write; clap words to
segment multi-syllabic
words, blend multi-syllabic
words together)
(focus: sweep finger from
left to right when we read
our writing over; inclusion of
sight words: the; letter: x)
Word Play Writing
SWBAT look at a picture cards
of one-, two-, or three-syllable
words and clap out the beats.
(letter / sound focus: w, x)
Assessment Stem: Sets are
pre-placed at students’
desks for students to count.
Teacher can move around
re-arranging and asking
students “How many do you
have?” encouraging
students not to re-count.
Math
Objective: SWBAT recognize
a numeral between 1 and 5
and then create a set of
that amount. PS.NS.3/4
SWBAT rename the
quantity of items without
recounting. PS.NS.5
SMP Focus: #4 I can
recognize math in everyday
life and use what I know to
solve problems.
Assessment Stem: Students
receive items with a partner
with one number card
labeled 1-5. Students need
to identify their number and
then count out a
corresponding set.
 Read Aloud Shared Reading
SWBAT ask and answer SWBAT count the letters in a
where questions based given word in the title and
on photographs and text. count the number of words in
the title.
Connection question:
What kinds of things do they
say goodnight to?
model: book handling,
sweeping left to right, letter vs.
words, identifying sight words
Day 17
Word Play
SWBAT recall that word parts
or syllables can be blended
back together to form words
and blend two-syllable words
together.
(letter / sound focus: y)
Writing
SWBAT engage in three step
writing process to tell where
the story takes place using
an illustration (or
photograph) from Living in
Urban Communities.
SWBAT write first name on
their work, with the support
of a model if needed.
Math
Objective: SWBAT recognize
a numeral between 6 and 7
and then create a set of
that amount. PS.NS.3/4
SMP Focus: #4 I can
recognize math in everyday
life and use what I know to
solve problems.
Assessment Stem: Students
receive items with a partner

with one number card

(shared writing: stress how labeled 6 or 7. Students
to be on topic; students need to identify their
number and then count out
dictate story for teacher to
a corresponding set.
write; clap words to
segment multi-syllabic
words, blend multi-syllabic
words together)

(focus: sweep finger from

left to right when we read
our writing over; inclusion of
sight words: the; letter: y)
D

Read Aloud Shared Reading Word Play Writing Math

1
8
a
y
 SWBAT use photographs SWBAT count the number of
to identify the settings in words on a page with one line
a story. of text.
Connection question:
Who or what do you say good
night to before you go to bed?
supported at-bats: echo read
Read Aloud Shared Reading
SWBAT make connections SWBAT point to each word
to the settings in the from left to right in one line of
story by naming places text as the teacher reads.
that are also in their
Day 19
community.
Connection question:
How do you think the
character feels about going to
bed?
scaffolded at-bats: echo read
SWBAT hear three-syllable
words separated into parts
and blend them back together
to form words.
(letter / sound focus: y)
Word Play
SWBAT hear three-syllable
words separated into parts
(chosen from pile of picture
cards) and blend them back
together to form words, and
then check the picture card to
see if it matches the word.
(letter / sound focus: v)
SWBAT engage in three step
writing process to tell about
an illustration (or
photograph) from Living in
Urban Communities.
SWBAT write first name on
their work, with the support
of a model if needed.
(shared writing: stress how
to be on topic; students
dictate story for teacher to
write; clap words to
segment multi-syllabic
words, blend multi-syllabic
words together)
(focus: sweep finger from
left to right when we read
our writing over; inclusion of
sight words: the; letter: y)
Writing
SWBAT engage in three step
writing process to answer a
where question from Living
in Urban Communities.
SWBAT write first name on
their work, with the support
of a model if needed.
Objective: SWBAT recognize
a numeral between 8 and 9
and then create a set of
that amount. PS.NS.3/4
SMP Focus: #4 I can
recognize math in everyday
life and use what I know to
solve problems.
Assessment Stem: Students
receive items with a partner
with one number card
labeled 8 or 9. Students
need to identify their
number and then count out
a corresponding set.
Math
Objective: SWBAT recognize
the numeral 10 and then
create a set of that amount.
PS.NS.3/4
SMP Focus: #4 I can
recognize math in everyday
life and use what I know to
solve problems.

Read Aloud Shared Reading
SWBAT discuss how a SWBAT point to each word
change in the setting from left to right in one line of
might impact the story text while they read on their
(i.e. rural community).
own.
Connection question:
Which of the things in the
Day 20
pictures do you have in your
room too?
student heavy lifting and at-
bats: choral read
Word Play
SWBAT work with a friend to
hear three-syllable words
separated into parts (chosen
from pile of picture cards) and
blend them back together to
form words, and then check
the picture card to see if it
matches the word.
(letter / sound focus: v)
(shared writing: stress how
to be on topic; students
dictate story for teacher to
write; clap words to
segment multi-syllabic
words, blend multi-syllabic
words together)
(focus: sweep finger from
left to right when we read
our writing over; inclusion of
sight words: the; letter: y)
Writing
SWBAT engage in three step
writing process to tell how a
home from Living in Urban
Communities is similar to
their home.
(make connections)
SWBAT write first name on
their work, with the support
of a model if needed.
(shared writing: stress how
to be on topic; students
dictate story for teacher to
write; clap words to
segment multi-syllabic
Assessment Stem: Students
receive items with a partner
with one number card
labeled 10. Students need
to identify their number and
then count out a
corresponding set.
Math
Objective: SWBAT recognize
a numeral from 6-10 and
then create a set of that
amount. PS.NS.3/4
SMP Focus: #4 I can
recognize math in everyday
life and use what I know to
solve problems.
Assessment Stem: Students
receive items with a partner
with one number card
labeled 6-10. Students need
to identify their number and
then count out a
corresponding set.

Read Aloud Shared Reading
SWBAT identify and SWBAT count the letters in a
describe the characters given word in the title and
and their actions by count the number of words in
answering who and what the title.
questions.
Connection question:
(record on chart paper for What are they trying to figure
Wednesday’s lesson) out?
model: book handling,
sweeping left to right, letter vs.
words, identifying sight words
Day 21
Word Play
SWBAT select a picture of a
classmate and clap out the
syllables in their name
correctly.
words, blend multi-syllabic
words together)
(focus: sweep finger from
left to right when we read
our writing over; inclusion of
sight words: the; letter: y)
Writing
SWBAT engage in three step
writing process to identify
the character in On The
Town.
SWBAT write first name on
their work, with the support
of a model if needed.
(shared writing: stress how
to be on topic; students
dictate story for teacher to
write; clap words to
segment multi-syllabic
words, blend multi-syllabic
words together)
(focus: sweep finger from
left to right when we read
our writing over; inclusion of
sight words: the; letters:
based on classroom)
Math
Objective: SWBAT read the
story “Henrietta Sees
Numbers.” SWBAT name
the importance of counting
to verify the number of
objects seen. PS.NS.5
SMP Focus: #4 I can
recognize math in everyday
life and use what I know to
solve problems.
Assessment Stem: Students
will practice with pictures
from the book with their
partner, naming how many
Henrietta sees to their
partner (without counting).
They will then check by
counting.
 Read Aloud Shared Reading Word Play Writing Math
SWBAT identify and SWBAT point to each word SWBAT select a picture card SWBAT engage in three step Objective: SWBAT practice
describe the setting of from left to right in multiple containing one-, two-, or writing process to answer a “seeing” sets of 1-2 using
the story by answering lines of text as the teacher three-syllable words, and clap where question about On dot and picture cards by
when and where reads. it out correctly. The Town. quickly being shown the
questions. (setting) card and then having it
Connection question: hidden (modeling). PK.NS.5
(record on chart paper for What community helpers did SWBAT write first name on
Wednesday’s lesson) you hear? their work, with the support SMP Focus: #4 I can
supported at-bats: echo read of a model if needed. recognize math in everyday
life and use what I know to
solve problems.
Day 22

(shared writing: stress how Assessment Stem: Students

to be on topic; students
dictate story for teacher to
write; clap words to
segment multi-syllabic
words, blend multi-syllabic
words together)
(focus: sweep finger from
left to right when we read
our writing over; inclusion of
sight words: the; letters:
based on classroom)
will work at desks. Teacher
will show student a dot or
picture card with 1-2 dots
for 10 seconds and hide.
Students will need to
represent the number
through modeling with snap
cubes (“make yours like
mine”).

Read Aloud Shared Reading Word Play Writing Math

SWBAT answer questions SWBAT count the number of SWBAT hear parts of one-, SWBAT engage in three step Objective: SWBAT practice
about the story using the words in 1-2 lines of text at a two-, or three-syllable words writing process to answer “seeing” sets of 3-4 using
Day 23

illustrations: what is time. and blend them together to what the characters are dot and picture cards by
form a word, using picture
happening, what are the doing in an illustration from quickly being shown the
cards (of objects or
characters doing, and Connection question: classmates) to check if they On The Town.
where are they? were correct.
 Which of these jobs would you
want to have? Why?
scaffolded at-bats: voice fade
Read Aloud Shared Reading
SWBAT discuss with a SWBAT point to each word
friend (retell) what from left to right in multiple
happened in this story lines of text while they read on
using characters and their own.
setting to demonstrate
understanding of story Connection question:
Day 24
elements. If you could be anything, what
“The characters in the would you be when you grow
story are ___. The story up?
takes place at the ____. independent application and
They are doing ____.” – practice: copy a few pages of
model with Career Day the story to make books
Word Play
SWBAT take turns with a friend
looking at a picture of a one,
two, and three-syllable words
and clapping out the syllables,
while a friend listens and
blends the syllables back
together to identify the word
on the picture card.
SWBAT write first name on
their work, with the support
of a model if needed.
(shared writing: stress how
to be on topic; students
dictate story for teacher to
write; clap words to
segment multi-syllabic
words, blend multi-syllabic
words together)
(focus: sweep finger from
left to right when we read
our writing over; inclusion of
sight words: the; letters:
based on classroom)
Writing
SWBAT engage in three step
writing process to tell what
is happening in illustration
from On The Town.
SWBAT write first name on
their work, with the support
of a model if needed.
(shared writing: stress how
to be on topic; students
dictate story for teacher to
write; clap words to
card and then having it
hidden (modeling). PK.NS.5
SMP Focus: #4 I can
recognize math in everyday
life and use what I know to
solve problems.
Assessment Stem: Students
will work at desks. Teacher
will show student a dot or
picture card with 3-4 dots
for 10 seconds and hide.
Students will need to
represent the number
through modeling with snap
cubes (“make yours like
mine”).
Math
Objective: SWBAT practice
“seeing” sets of 1-4 using
picture cards (Holidays
around the world – eg.
Christmas trees) by quickly
being shown the card and
then having it hidden
(writing/drawing). PK.NS.5
SMP Focus: #4 I can
recognize math in everyday
life and use what I know to
solve problems.
segment multi-syllabic
words, blend multi-syllabic
words together)
(focus: sweep finger from
left to right when we read
our writing over; inclusion of
sight words: the; letters:
based on classroom)
Assessment Stem: Students
will work at desks. Teacher
will show student a picture
card with 1-4 dots for 10
seconds and hide. Students
will need to represent the
number shown in writing
(numeral and pictorial
representations accepted).