Ce 3

CLINICAL PRACTICE EVALUATION 3
Sydney Wenger 20522447

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 2/11/2019 5/26/2019

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Dalton Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Ohio
SCHOOL STATE: ___________________________________
Barb Ressler
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Bruce Thomas
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:
136.44 points
EVALUATION 3 TOTAL
POINTS 90.96 %
25.00 2,500.00 2,274.00 150
0
0
0
0
0
0
0
0
0
0
0
0
0 0
0
150 0 0 0 0 0 0
150

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

No Evidence Ineffective Foundational Emerging Proficient Distinguished
(The GCU Faculty (Teacher Candidates within (Teacher Candidates within (Teacher Candidates within (Target level for Teacher (Usually reserved for master
Supervisor should create a this range require a this range require a this range may benefit from a Candidates) Teacher Candidates)
plan with the Teacher Professional Growth Plan) Professional Growth Plan) Professional Growth Plan)
Candidate to determine how
the Teacher Candidate will
meet this standard in future
evaluations)
No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that the The performance of the The performance of the The performance of the The performance of the The performance of the
performance of the Teacher Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Candidate met this standard insufficient in meeting this underdeveloped in meeting developing in meeting this this standard and consistently exceeds this
or expectations for a Teacher standard and expectations for this standard and expectations standard and expectations for a expectations for a Teacher standard and all expectations
Candidate during student a Teacher Candidate during for a Teacher Candidate Teacher Candidate during Candidate during student for a Teacher Candidate
teaching. student teaching. during student teaching. student teaching. teaching. during student teaching.
Standard 1: Student Development Score No Evidence

1.1 1.00
Teacher candidates create developmentally appropriate instruction that takes into account individual
students’ strengths, interests, and needs and enables each student to advance and accelerate his or her 91
learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote 1.00
91
student growth and development.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )
Sydney does an excellent job of creating developmentally appropriate lessons. Her lessons plans which I review weekly are excellent. She takes into account the individual
needs of her learners as well as their strengths and interests. She is a strong collaborator as supported by her on-site supervisor. She works well with colleagues, families
and other professionals to promote student growth and development.
Review of her progress in this area shows continued growth on Standard #1



evaluations)
Standard 2: Learning Differences Score No Evidence

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning 1.00
92
strengths and needs and create opportunities for students to demonstrate their learning in different ways.
2.2
Teacher candidates incorporate language development tools into planning and instruction, including 1.00
strategies for making content accessible to English language students and for evaluating and supporting 91
their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular 92 1.00
learning differences or needs.
Evidence
As evidenced by her lesson plans Sydney creates learning opportunities for students that reflect their diverse learning needs. She creates opportunities for students to show
their learning. Language development is incorporated in to her very detailed plans and instruction. She has very high attention to detail. She believes strongly in accessing
appropriate resources and any kind of assistance to meet the learning needs of her students. Use of sensory box is helpful.
Most recent plans are attached. Her attention to detail and individualization of her lessons is significant. Her support of individual learning needs is captured in her plans.


evaluations)
Standard 3: Learning Environments Score No Evidence

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by 1.00
91
organizing, allocating, and coordinating the resources of time, space, and students’ attention.
3.2
Teacher candidates communicate verbally and nonverbally in ways that demonstrate respect for and 1.00
responsiveness to the cultural backgrounds and differing perspectives students bring to the learning 92
environment.
Evidence
Sydney manages her learning environment to support learning and fun. She uses the environment to equitably engage her students by appropriate use of space, time
and resources. Her foundation in teaching is based on student respect and she demonstrates that respect throughout the day...even in frustrating situations. Utilize
tables, rug area, that we adjust based on the needs of the kids. (reading groups etc.). Walls are full and colorful. Art-work displayed. Key words displayed.
Learning environment and it's impact on teaching/learning was discussed in detail. We also discussed the need to be flexible and change the environment based on the
needs of the students
Sydney Wenger
TEACHER CANDIDATE NAME______________________________ 20522447
STUDENT NUMBER____________________

evaluations)
Standard 4: Content Knowledge Score No Evidence

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar 90 1.00
concepts, and make connections to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and 90 1.00
relevance for all students.
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in 91 1.00
their content area.
Evidence
Sydney incorporates student reelection whenever possible within her lessons. She encourages connections to past learning. She uses additional resources, technology
and other, to ensure accessibility to all of her students. She bases much of her planning and implementation around creating opportunities for students to learn and
practice academic language.
Continued development of content knowledge for Sydney was discussed. Accessing additional resources and technologies and incorporating academic language into the
lessons.


evaluations)
Standard 5: Application of Content Score No Evidence

5.1
1.00
Teacher candidates engage students in applying content knowledge to real-world problems through the lens 90
of interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand 90 1.00
their understanding of local and global issues and create novel approaches to solving problems.
Evidence
Sydney's lesson planning is exceptional and includes engaging students in applying knowledge to real-world problems. She supports and embeds opportunities to
develop diverse social and cultural perspectives.
Wed discussed today the benefits of keeping a teaching log with notes relative to the success of certain activities as well as the lack of success. We discussed
utilizing that information to help guide instructional planning.


evaluations)
Standard 6: Assessment Score No Evidence

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and 90 1.00
minimize sources of bias that can distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to 90 1.00
understand each student’s progress and to guide planning.
6.3
Teacher candidates prepare all students for the demands of particular assessment formats and make
appropriate modifications in assessments or testing conditions especially for students with disabilities and
90 1
language learning needs.
Evidence
Sydney has been involved in creating assessments aligned with the learning objectives of her students. She works independently and collaboratively to examine
performance data and use that information to adapt her instruction. She prepares her students for different types of assessments and does a very good job modifying her
assessments to meet the needs of her identified students. Kindergarten assessments are a little less complex....Sydney uses pictures. Data folders keep the important data
on each student for teacher use.
Today we discussed kindergarten screening(s) as well as the development of alternative assessments for kindergartners.


evaluations)
Standard 7: Planning for Instruction Score No Evidence

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and 91 1.00
accommodations, resources, and materials to differentiate instruction for individuals and groups of students.
7.2
Teacher candidates develop appropriate sequencing of learning experiences and provide multiple ways to 92 1.00
demonstrate knowledge and skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student 92 1.00
knowledge, and student interest.
Evidence
Sydney works hard to address individual student learning goals through excellent planning. Her differentiation of instruction is clearly identified in her planning and execution.
Her sequence of learning is appropriate and obvious. She utilizes both formative and summative assessments to drive her planning and teaching.
Her planning is her strength. She utilizes many resources to complete her instruction in terms of the individual needs of students


evaluations)
Standard 8: Instructional Strategies Score No Evidence

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) 92 1.00
in relation to the content, purpose of instruction, and student needs
8.2
Teacher candidates engage students in using a range of learning skills and technology tools to access, 90 1.00
interpret, evaluate, and apply information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for
student understanding, helping students articulate their ideas and thinking processes, stimulating curiosity, 93 1.00
and helping students to question).
Evidence
Sydney varies her instructional role based on her lesson development which is based on the learners needs. She allows students opportunities to use learning skills and
technology to access, evaluate and apply information being learned. Her ability to utilizing questioning in different ways is clear. She prompts learning, measures
understanding, and pushes students to "think". Opportunities in math class to vary her instructional role. Review of morning calendar allows teacher to change her role. Lots
of questions related to our weekly reading.
Sydney continues to develop her skills and instructional strategies. Her cooperating teacher has assisted her to address the wide learning range of her students


evaluations)
Standard 9: Professional Learning and Ethical Practice Score No Evidence

9.1
Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., 1.00
systematic observation, information about students, and research) to evaluate the outcomes of teaching and
91
learning and to adapt planning and practice.
9.2
1.00
Teacher candidates actively seek professional, community, and technological resources, within and outside 91
the school, as supports for analysis, reflection, and problem solving.
Evidence
Sydney believes that utilization of data is imperative. She uses that data to evaluate the success of her teaching and to make adjustments in her planning. She is skilled at
seeking, and finding, resources to utilize in her classroom. Sydney has participated in district wide meetings as well.
Today we discussed the importance of participating in the BLT and DLT meetings to gain a more "global" perspective on the needs of the students and the district


evaluations)
Standard 10: Leadership and Collaboration Score No Evidence

10.1
1.00
Teacher candidates use technological tools and a variety of communication strategies to build local and 90
global learning communities that engage students, families, and colleagues.
10.2
Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to 91 1.00
enact system change.
Evidence
Sydney promotes a global understanding and provides opportunities for her students to see thinks on a more broad horizon. She is a very strong advocate for her students
and learning. She is doing a great job! Transportation unit currently being taught that connects local learning communities.
Today we discussed the challenges of working with kindergartners. We discussed the benefits of becoming a member of a professional association (OEA-NEA).

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.
Total Scored Percentage:

90.96 %
ATTACHMENTS
Attachment 1:
(Optional)
Attachment 2:
(Optional)
AGREEMENT AND SIGNATURE

This evaluation reflects the results of a collaborative conference including feedback from the Cooperating / Mentor Teacher. The GCU Faculty
Supervisor and Cooperating /Mentor Teacher should collaboratively review the performance in each category prior to the evaluation meeting.
I attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.
GCU Faculty Supervisor E-Signature Date

Dr. Bruce W. Thomas
Dr. Bruce W. Thomas (Apr 26, 2019) Apr 26, 2019
Sydney Wenger Lesson Plan #3
Kindergarten April 15-19
Unit 9 Week 1
Sydney Date: Day: Topic:

Wenger April 22-26 Monday Unit 9 Week 1
8:15-8:45 Empty orange folder, put papers into purple basket, put folders into mail slot,
M hang up coat and backpack, put down chair, and choose their lunch on
interactive board, send attendance and lunch count to the office.
Morning Work:
Calendar – on interactive board, graph weather – on interactive board, change
number we have been in school
Student of the week:
Write their name on calendar, cheer name, count letters and syllables.
Morning Message:
How can you help out at home?
*****Introduce blue day song online.
8:45-9:15 Language Arts: Oral vocabulary- chores and contribute.

M
9:15-9:45 Bulldog Time:
M Deleting Sounds (Week 2)
Play picture pie with partners. This works on deleting ending sounds. Students
will be finding the match to a word when the ending sound is deleted.
9:45-10:00 Snack
10:00-11:00 Language Arts:
M Essential Question – How can you help out at home? Read, “Something About
Me” Tell children this poem is about a child growing up. Now that they are
grown up, they can help out with chores around the house. We will be learning
this week about different ways we can help out at home.
Vocabulary – Introduce chores and contribute.
Listening Comprehension – Read, “Peter’s Chair”. Talk about characters,

setting, plot, and concepts of print, and mention this is a fiction text. Fiction
stories have events and characters that are made-up. There is often a problem
that a character solves by the end of the story.
Phonemic Awareness – Working with short and long vowel sounds for a. Say
words…map, cat, rag. What sound is the same in each of these words?? Short
a!! Next say… gate, face, cake. What sound is the same now? Long a!!!
Phonics – Review short a and long a sounds with a_e. Say…rat and say this is
the short a sound. Let’s add an e to the end and we get rate, the long a sound.
The a and e work together to make the long a sound. Read, “Riding on a Train.”
Stop and point out words with a_e.
Handwriting- Write sentences with a-consonant-e pattern. (I can bake a cake)

(Jake came to the game.) Work on capitol letters, punctuation, and have them
underline words with the a-consonant-e pattern.
High Frequency Words – Introduce help and too. (This is too little.) (We want
to help too.)
To:
Too:
11:00-11:30
Technology Library Art Gym Music
11:35-12:05 Music Art Gym Music Art
12:05-12:30 Reading Groups:
M Guided Reading and Daily Five
1. Work on read to self with bags of books. Some may work on partner reading.
2. Work on writing site words, stories, sentences, spelling
3. Raz kids on the iPad
4. Reading with teacher in groups of below, on, on-beyond, and above level
readers. Focus on comprehension questions for story as well as reading
fluency.
5. Needs based teacher guided lessons. Working on rhyming, silly and real
words.
12:35-1:20 Lunch and Recess
1:20-1:30 Meet students in the hall, read from chapter book on easel or a picture book of
your choice.
1:30-2:00 Math:
M 5B9- Give the students double ten frames. Give them white boards and dry
erase markers as well. Teacher write number 11-19 on white board. Have
students put one dot in each box of the ten frames to show up to said number.
Example: Teacher writes 14. This is 14 or ten four. Model this on your board
and hold it up to show teacher you got it right. One ten frame will be written in
and the extra is for more than 10.
Complete worksheet for extra practice with same concept.
2:00-2:20 Bulldog Math Tub Time:

M Center 1: Lego +/- Game
Center 2: Julie number chase
Center 3: Kindergarten Yahtzee
Center 4:Dice in Dice
2:20-2:35 Recess
2:35-3:05 Science/Social Studies Centers
M Activity:
***Junior Achievement
Watch Stanley. Techers will take turns with TV and VHS Tape. This may not
be done on Monday.
3:05-3:15 Prepare for home – get orange folder and all papers, graph behavior (write in
M box if not on green), get backpack, lunch, and coat and bring to seat. Take
folder home.
3:15-3:25 Go home
M

Wenger April 22-26 Tuesday Unit 9 Week 1
Tues hang up coat and backpack, put down chair, and choose their lunch on
Morning Work:
number we have been in school.
Look at name and say ‘I have an r in my name, etc.
100 Club
Morning Message:
8:45-9:15 Language Arts: Oral Vocabulary – Review chores and contribute.
Tues
Tues Deleting Sounds (Week 2)
Students will play triangle bingo. This game will have students working on
finding matches to the word called out by deleting its ending or initial sound.
9:45-10:00 Snack
Tues Essential Question - How can you help out at home? Phonological awareness
with syllable segmentation.
Vocabulary –Review the words ‘chores’ and ‘contribute’. Talk about prefixes.
A prefix is a group of letters added to a word at the beginning that makes a new
word. Say words (cycle, wash, play, run, use, place, write) and add the prefix
re- to it. Ask them what the old meaning is and the new meaning of the word.
Listening Comprehension – Reread the big book “Peter’s Chair”. Focus on text
features, word choice, and authors craft.
Phonemic Awareness – Phoneme Blending: Use puppet to work with long a

sounds. Say…The puppet is going to say sounds to make a word, ate. Phenome
blend with the following ape, aid, aim, made, name, tale…
Phonics – Review Long a. Say, cake, bake, make, take. Mention how the a and
e work together to make the long a sound. Say words and have students write
on white boards the word if it has the a-consonant-e pattern. (ant, ape, tape,
fade, add, fad, made, tale).
High Frequency Words – Review the words help and too. Make sentences..(I
can help with this.) (He will help you too.) (This ___ is too big to lift.)
Shared Reading- Read “Jake and Dale Help!”. Focus and ask comprehension
questions. Pull sticks and have students help you read the text.
11:00-11:30
Tues Guided Reading and Daily Five
fluency.
words.
your choice.
1:30-2:00 Math:
Tues 5C10- Use worksheet with set of hands on it. Students will have a partner and
10 markers along with their set of hands on a paper.
Students will pretend to paint a nail by putting a marker onto the fingernail of
the hand. Say, “I painted 1 fingernail, how many more do I need to paint?” 9!!!!
They will repeat until they have no more, they need to paint. Then they will
switch partners and repeat.
Tues Center 1: Lego +/- Game
2:00-2:35 Recess
Tues Activity: Baby Sharing
Students will bring in an item from when they were a baby that they do not use
anymore. Examples: picture of a highchair, stuffed animal, blanket, binky, etc.
Emphasis will be on how they are grown now and do not need these items any
longer.
box if not on green), get backpack, lunch, and coat and bring to seat. Take
folder home.
3:15-3:25 Go home
Tues

Wenger April 22-26 Wednesday Unit 9 Week 1
W hang up coat and backpack, put down chair, and choose their lunch on
Morning Work:
Spin spinner, look at special thing or pictures.
Morning Message:
8:45-9:15 Language Arts: Vocabulary – Review the words chores and contribute.
W Introduce member, organize, and accomplish.
W Deleting Sounds (Week 2)
Students will make the deleting sound mini book.
9:45-10:00 Snack
W Essential Question - How can you help out at home?
Oral Vocabulary Cards – Review the words chores and contribute. Introduce
member, organize, and accomplish.
Listening Comprehension - Read “Helping Out at Home.”. Ask comprehension

questions after reading and note who is getting it and who is not on student
names sheet. This is an informational text. Informational texts give information
that is true.
Phonemic Awareness – Phonemic Blending: Get puppet and blend sounds to

make words with long a sound. (cake, lake, ape, rake, cage…).
Phonics – Review short a and long a sound. Blend word with long a, n, m, a, t,
c, v, d, g, f, p, k, l, b. Mention that the long a can be made with the a-
consonant-e pattern. Make 2 columns. Have one column be for a_e long vowel
words and the other for short a vowel words.
One column will have (rake, ate, cape, made, same, came) the other will have
(fan, at, cap, mad, Sam, bat). Say words and have students decide which
column it goes under.
High Frequency Words – Review help and too. Read, “I Want to Help!”. Have
students help you read and circle words of the week.
11:00-11:30
W Guided Reading and Daily Five
fluency.
words.
your choice.
1:30-2:00 Math:
W 5C11- Give each student and partner 2 sets of linking cubes to 10. One set of 10
will be one color, and the other set will be another color. Partner will hold up
their set of 10 in one color and ask how many this is. 10!
Then they will get one of the other colored cubes in a set of 10 and ask what it
is now? “What is 10 and 1 more?” 11!!! Say it the ten way, ten one.
Repeat 11-20. Then switch partners and have them do it the other way.
W Center 1: Lego +/- Game
2:20-2:35 Recess
2:35-3:05 Science/Social Studies Center
W Activity: Blue Day
***Junior Achievement
 Tell students that blue is a double meaning word. It can mean blue as in
the color, and blue as in sad the feeling. Have them complete the double
meaning sheet where they draw something blue as in sad and as in the
color.
 Students will listen to story, “The Blue Day Book for Kids.” This story
is about lots of different animals that feel blue.
 Students will complete worksheet about blue. They will trace it, write it,
find it in a bunch of words, use it in a sentence, and build it by cutting
out the letters and gluing them in order.
folder home.
3:15-3:25 Go home
W

Wenger April 22-26 Thursday Unit 9 Week 1
Thur hang up coat and backpack, put down chair, and choose their lunch on
Morning Work:
Venn Diagram! Compare their name to another students name on board.
100 Club
Morning Message:
8:45-9:15 Language Arts: –
Thur Wilderness Center All Day
9:45-10:00 Snack
11:00-11:30
1:20-1:30 Wilderness Center All Day
Thur
1:30-2:00 Math:
2:20-2:35 Recess
Thur box if not on green), get backpack, lunch, and coat and bring to seat. Take
folder home.
3:15-3:25 Go home
Thur

Wenger April 22-26 Friday Unit 9 Week 1
F hang up coat and backpack, put down chair, and choose their lunch on
interactive board, send attendance and lunch count to the office in the orange
folder with messenger
Morning Work: Calendar – on interactive board, graph weather – on
interactive board, change number we have been in school.
Write their name for book. Distinguish and Describe student with class.
Practice spelling their name correctly and neatly. Have students use their
pointer fingers to trace letters as teacher models.
Morning Message:
F Language Arts: Oral Language – Review the words chores and contribute,
member, organize, and accomplish.
F Deleting Sounds (Week 2)
Students will play the stars and circles match game. This will have students
matching stars to their circles. Words will be on the cards and they will delete
the initial or final sound to find its match.
9:45-10:00 Snack
F Essential Question – How can you help out at home? Work on syllable
segmentation again.
Oral Vocabulary Cards- Review the words chores and contribute, member,
organize, and accomplish. Introduce suffix. A suffix is something added to the
end of a word to make a new word. Talk about the suffix -ful and add it to a list
of words. The suffix -ful means “full of”. If added to help it becomes helpful
and means full of help. Have students tell what the word means before and after
you add -ful to it. (beauty, care, joy, play, use, help, thank, peace).
Listening Comprehension – Reread “Helping Out at Home” and ask

comprehension questions and how it connects to text. Read, “The Clean Up!”
Pay close attention to sequence, key details and comprehension questions.
Phonemic Awareness – Phoneme Deletion: The students will delete initial

sounds to words to get new words. Say cage, now say it without the /k/, (age).
Phonics – Blend words with long a and t, p, c, b, k, l, f. The students will be

blending sounds together that we are reviewing to read new words. (bake, lake,
make). Dictate words for students to spell on white boards (ate, bake, late,
came, tale).
High Frequency Words – Review help and too. Make sentences. (I can help
you, too.) (She is too little.)
Shared Reading_ Reread, “Jake and Dale Help!”. Focus on comprehension

questions, have student help you read by pulling sticks.
11:00-11:30
Technology Library Art PE Music
11:35-12:05 Music Art PE Music Art
F Guided Reading and Daily Five
fluency.
words.
12:35-1:20 Lunch and
F your choice.
1:30-2:05 Math
F 5C12- Give students 2 sets of 10 sticks. Have them combine them into a tower
of 20. Model that one stick is 10 and when we combine them, we have 20!
How can we show 19?

Take off one cube!
Say, “20 and 1 less is 19”
Take off one more cube!
Say, “19 and 1 less is 18”
Repeat with 19-11
Complete skip homework sheet with counting one less.

F Center 1: Lego +/- Game
2:20-2:35 Recess
F Activity: Who’s Baby Picture?
Students will have brought in or sent electronically a baby photo of themselves.

We will print out their photo on the top of the following prompts. We will also
need a recent photo of the students. This will be the photo that is under the
secret door at the end that we will flip open once the class guesses.
When I was a baby, I looked like this, guess who it could be!
Now open the door and you can see, It’s me!
F box if not on green), get backpack, lunch, and coat and bring to seat. Take
folder home.
3:15-3:25 Go home
F
We will provide a clear and understandable vision of learning targets.
Technology: Daily – Lunch count and attendance, calendar and math skills
during calendar time.
Weekly – Ipad during reading group/math tub time using

various learning games.
Differentiation is highlighted
Both – differentiation and technology
Math: K.CC.1, K.NBT.1, K.CC.2, 4a, b, c, 5

I can count to 100.
I can count forward from any given number.
I can compose and decompose numbers 11-19 using objects.
Language Arts: Weekly Standards

Weekly Concept: Growing Up
Essential Question: How can you help out at home?
L.K.1f Produce and expand complete sentences in shared language activities. [9 lessons]
L.K.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). [1 lesson]
L.K.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. [2 lessons]
L.K.4b Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to
the meaning of an unknown word. [1 lesson]
L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. [1
lesson]
L.K.5c Identify real-life connections between words and their use (e.g., note places at school that are
colorful). [5lessons]
L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to
texts. [3 lessons]
RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [9 lessons]
RF.K.2b Count, pronounce, blend, and segment syllables in spoken words. [4 lessons]
RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme
(consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [3 lessons]
RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. [1
lesson]
RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or
many of the most frequent sounds for each consonant. [2 lessons]
RF.K.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. [17
lessons]
RF.K.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). [13
lessons]
RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. [2
lessons]
RF.K.4 Read emergent-reader texts with purpose and understanding. [11 lessons]
RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in
a text. [1 lesson]
RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same
topic (e.g., in illustrations, descriptions, or procedures). [1 lesson]
RI.K.10 Actively engage in group reading activities with purpose and understanding. [2 lessons]
RL.K.1 With prompting and support, ask and answer questions about key details in a text. [8 lessons]
RL.K.3 With prompting and support, identify characters, settings, and major events in a story. [5 lessons]
RL.K.4 Ask and answer questions about unknown words in a text. [1 lesson]
RL.K.5 Recognize common types of texts (e.g., storybooks, poems). [1 lesson]
RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling
the story. [1 lesson]
RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they
appear (e.g., what moment in a story an illustration depicts). [1 lesson]
RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in
familiar stories. [1 lesson]
RL.K.10 Actively engage in group reading activities with purpose and understanding. [2 lessons]
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with
peers and adults in small and larger groups. [3 lessons]
SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the
topics and texts under discussion). [2 lessons]
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by
asking and answering questions about key details and requesting clarification if something is not understood. [2
lessons]
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not
understood. [1 lesson]
SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. [3 lessons]
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [4 lessons]
W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader
the topic or the name of the book they are writing about and state an opinion or preference about the topic or book
(e.g., My favorite book is...). [1 lesson]
W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked
events, tell about the events in the order in which they occurred, and provide a reaction to what happened. [5
lessons]
W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details
to strengthen writing as needed. [1 lesson]
W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing,
including in collaboration with peers. [1 lesson]
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and
express opinions about them). [2 lessons]
W.K.8 With guidance and support from adults, recall information from experiences or gather information from
provided sources to answer a question. [1 lesson]
This week’s highlights:
I can read and spell long Aa, help, too.

I can tell how two stories are the same and different.
I can tell why an author gives details.
I can tell similarities and differences between two texts.
I can tell the difference between words that are spelled nearly the same.
I can understand and use question words.
I can capitalize the first word in a sentence and I.
I can recognize and name end punctuation.
I can give the opposite of a word.
Social Studies/Science: Weekly standard: HIST.1
Individuals share responsibilities and take action toward the

achievement of common goals in homes, schools and communities
Personal history can be shared through stories and pictures.
Sydney Wenger Lesson Plan #3
Kindergarten April 8-12
Unit 8 Week 3

Wenger April 8-12 Monday Unit 8 Week 3
M hang up coat and backpack, put down chair, and choose their lunch on
Morning Work:
number we have been in school
Write their name on calendar, cheer name, count letters and syllables.
Morning Message:
What do you see in the sky?
8:45-9:15 Language Arts: Oral vocabulary- distance and recognize.
M
M Deleting Initial Sounds (Week 1)
Complete first half of Initial Sounds Smartboard PowerPoint. Go through
examples with students. Mice minus or take away the initial sound is ice.
9:45-10:00 Snack
M Essential Question – What do you see in the sky? Read, “Star Light” Tell
children this will be a poem about the stars in the sky. We will be learning this
week about what we see in the sky.
Vocabulary – Introduce distance and recognize.
Listening Comprehension – Read, “Bringing Down the Moon”. Talk about

character, setting, plot, and concepts of print. Mention that this is a Fantasy
story. Fantasy means that this is a fiction story with made-up characters and
events.
Phonemic Awareness – Show photo cards for u, g, b, o, w, v, j ,and n. Have

students recognize sounds that the words begin with.
Phonics – Review short u, and g, w, x. Use response boards and say words and
have students write the letter they hear. Repeat with x for ending sound.
Handwriting- Write sentences with u, w, x, v, j, qu, and z. (Jack can quiz the
vet). (The fox got the pup wet). Read sentence and have them print.
High Frequency Words – for, have, they, of, said, want, here, me, this, what-
review. Create sentences.
(They have pizza for me) (What do you want me to do?) (They said they can
go.) (This gem is little.) (See the bowl of berries?)
11:00-11:30
M Guided Reading and Daily Five
fluency.
words.
your choice.
1:30-2:00 Math:
M Module 5A3- Take a blank piece of paper and fold it into 4. Teacher will tell
students to draw a shape (circle, triangle, square) in their box. Teacher will
have a set time (10-15 seconds) and call time. Students goal is to get as many of
the shape as they can draw in time limit.
Students will likely get more than 10 shapes. They will circle a group of 10 on
their paper and see how many more they have.
“I have 10 stars and 3 more”.
Complete worksheet with circling 10 shapes and writing how many more. This
is an exit ticket.

M Center 1: Subtraction Bowling
Center 2: Vowel Subtraction
Center 3: Calculator Subtraction
Center 4: Race to 20 +/-
2:20-2:35 Recess
M Activity: Sun, Moon and Stars (Complete activities on various days as there is a
lot to get through) Extras: Storybot Videos, “Get’s Lost in Space” and “Out of
this World” Magic School Bus shows.
Book: Read Eric Carle’s “Papa Please Get the Moon For Me”. Use smartboard
and go through different phases of the moon afterwards.
****Possibly introduce this book during story time after lunch with students.
Book/Storybots: Introduce moon with book and storybots.
Paper Plate Moon: Make circles on a paper plate with glue bottles. This will be
the moons craters. Let the glue dry and then paint over it with water colors to
look like the moon. Before glue dries, sprinkle over with sand to add texture.
M box if not on green), get backpack, lunch, and coat and bring to seat. Take
folder home.
3:15-3:25 Go home
M

Wenger April 8-12 Tuesday Unit 8 Week 3
Tues hang up coat and backpack, put down chair, and choose their lunch on
Morning Work:
Look at name and say ‘I have an r in my name, etc.
100 Club
Morning Message:
8:45-9:15 Language Arts: Oral Vocabulary – Review distance and recognize.
Tues
Tues Activity: Deleting Initial Sounds
Play initial sound bingo. Match the work to another word with the initial sound
deleted. (Mice matches with ice).
9:45-10:00 Snack
Tues Essential Question - What do you see in the sky?
Vocabulary –Review the words ‘distance’ and ‘recognize’. Talk about similes.
The word like compares two things to show how they are alike. Sentence in
story comparing the moon to a bright shiny silver coin.
Listening Comprehension – Reread the big book “Bringing Down the

Moon”. Focus on text features and authors craft.
Phonemic Awareness – Phoneme Categorization: identify words in a group that

do not begin with the same sound. Vest, water, vine. Water!!!
Phonics – Review v, j, qu, y and z. Have the students write the sound they hear
at the beginning of words. Blend words with u, b, g, j, w and x. Have them put
these letters together to make words. They can use a whiteboard to show this.
High Frequency Words – Review the words for, have, the, of, said, want, here,
me, this and what. Have the students create sentences using these words.
(I want to have the cake.) (Here is the ___ for you.)
Shared Reading- Read “Up! Up! Up!” and ask comprehension questions. Pull
sticks and have students help you read the text.
11:00-11:30
Tues Guided Reading and Daily Five
fluency.
words.
your choice.
1:30-2:00 Math:
Tues 5A4- Application problem: 17 students were playing. 10 students played
handball and 7 students played kickball. (Model this on board) Guided to
decompose the 10 and 7 kids playing different games.
Teacher or student will put 10 linking cubes on their fingers. Partner will put 1
cube in their finger to show 1 more. Continue doing until they reach 10 and 9 or
19.
“I have 10 and 1 more to make 11”
Worksheet about circling 10 and seeing how many more.

Tues Center 1: Subtraction Bowling
2:00-2:35 Recess
Tues Activity: Sun, Moon and Stars (Complete activities on various days as there is a
lot to get through)
***Morning work: Take moon with glue craters from the previous day and
paint it. At the end of the day, they will glue it onto a black piece of paper to
represent the night sky. They will glue their poem onto this as well.
Flip Book: Make the moon flip book. Students will have colored in phases of
the moon. On each page, the sun is shown, next the moon, and the Earth. This
will show the position of the moon to the Earth and the sun. Next to the
diagram will be what the moon looks like to us on Earth. Students will color the
sun yellow, the Earth green/blue, and the moon is already colored. When
complete, they will cut it all out, stable together, and make a flip-book.
Paper: Complete page for morning work possibly.

____moon goes around___ earth.
____reflects light from____.
folder home.
3:15-3:25 Go home
Tues

Wenger April 8-12 Wednesday Unit 8 Week 3
W hang up coat and backpack, put down chair, and choose their lunch on
Morning Work:
Spin spinner, look at special thing or pictures.
Morning Message:
8:45-9:15 Language Arts: Vocabulary – Review the words distance, recognize.

W Introduce space, challenge and surface.
W Activity: Deleting Initial Sound
Read, “Who took the b from my ook”.
Make a class book when students do their own example.
Choose one letter to use for the class. Make a list on the board with things that
start with that letter. Students will get to choose a word and make a page for the
book. They will get to write a page and draw a picture for their sentence.
(who took the s from my issers) (who took the s from my un)
9:45-10:00 Snack
W Essential Question - What do you see in the sky?
Oral Vocabulary Cards – Review distance and recognize. Introduce space,

challenge, and surface.
Listening Comprehension - Read “A View from the Moon”. Ask

comprehension questions after reading and note who is getting it and who is not
on student names sheet. This is an informational text.
Phonemic Awareness – Phonemic Addition: The students will be adding initial

phenomes to the beginning of sounds to create a new word.
(What word do you have if you add /kw/ to the beginning of it? Quit!).
Phonics – Review short o and consonants. “o” can stand for the short o sound
and long o sound as in hop and hope. Rob is short and let’s change it to along
vowel as in robe. See how the o has 2 different sounds?
Picture sort with the sounds x, g, j, qu, y, and z.
High Frequency Words – Review our sight words. Read, “Jim and Kit”. Have
students help you read and circle words of the week.
11:00-11:30
W Guided Reading and Daily Five
fluency.
words.
your choice.
1:30-2:00 Math:
W 5B6- Application problem: I have 18 students and 10 are girls and 8 are boys.
Model on board the 18 students with 10 girls and 8 boys. Focus on counting all
to find the total, not counting on.
Smartboard: Number 10 is shown. Students will drag number up to cover the

‘0’ and make a new number. There are sets of cards for partner work.
Use number cubes to show 10 girls and 8 boys. Show the 10 card and the 8
card. Put the boys together with the girls. Count…ten one, ten two, ten three…
Then model covering up the 0 with the 8 to make 18 or ten eight.
As partners: Give set of cards out. Other partner has sets of dots up to 10.
Students with dots will pull a 10 card out and another card out and students
with number will count how many are on the second card and find matching
number by covering up the 0.
Complete homework paper. They will draw 10 and ? more.

W Center 1: Subtraction Bowling
2:20-2:35 Recess
2:35-3:05 Science/Social Studies Center
W Activity: Sun, Moon and Stars (Complete activities on various days as there is a
lot to get through)
Watch: Magic School Bus Sees Stars.
Constellations: Students will make their own constellation with spaghetti and
marshmallows.
Stars: Teach students how to make starts. Paper with instructions for each table
to follow. Make a mountain first, then diagonal, horizontal, and diagonal again.
Dot to Dot: Have students complete constellation dot to dot sheets.

Constellations are labeled and students will follow the numbers.
Story bots: Listen to Story bots, “I’m a star”.
folder home.
3:15-3:25 Go home
W

Wenger April 8-12 Thursday Unit 8 Week 3
Thur hang up coat and backpack, put down chair, and choose their lunch on
Morning Work:
Venn Diagram! Compare their name to another students name on board.
100 Club
Morning Message:
8:45-9:15 Language Arts: – Oral Vocabulary Cards – Review the words distance,
Thur recognize, space, challenge and surface
Thur Activity: Deleting Ending Sound
Finish the sounds PowerPoint. This will be the second half starting with (cart to
car). Go through the examples with students. This will be about ending sounds.
Play the coal and train car game. This is where students choose a train car
picture and read the word. They then have to delete the ending sound and find
the matching coal card. (tart to tar).
9:45-10:00 Snack
10:00-11:00 Language Arts: 10:00 Mrs. Carather’s coming
Thur Essential Question – What do you see in the sky?
Oral Vocabulary Cards- Review the words distance, recognize, space, challenge
and surface. Review simile with examples.
Listening Comprehension – Reread “A View from the Moon” and ask

comprehension questions and how it connects to text. Read, “Day and Night
Sky” Pay close attention to compare and contrast, predictions, and key details.
Phonemic Awareness – Phoneme Addition: The students will add initial sounds
to words to get new words.
Phonics – Blend words with short u and consonants. The students will be
blending sounds together that we are reviewing to read new words. Y and u
makes you!
High Frequency Words – Review the sight words by making sentences. (We
like this___.) (This ____ is for you.) (This is for me.) (They said I have to go
here.)
Shared Reading_ Reread, “Up! Up! Up!!”. Focus on comprehension questions,

have student help you read by pulling sticks.
11:00-11:30
Thur Guided Reading and Daily Five
fluency.
words.
Thur your choice.
1:30-2:00 Math:
Thur 5B7- Application problem: Gregory drew 10 smiley faces and 5 smiley faces.
He put them together and had 15 smiley faces.
Students will have number bonds, markers, and erasers. Tell stories on with the
Smartboard using smiley faces and sad faces. The students will fill in the
number bond with numbers only to show the story. 15 will be in the whole par
and 5 and 10 in the parts.
Teacher can have students come up and drag smileys for story. 10 and cover the
0 cards will be up as well.
Complete sheet with number bond and fill out parts, or bring down 10 and
cover the zero cards. Model that whole number is at the top and one part will
always be 10.

Thur Center 1: Subtraction Bowling
2:20-2:35 Recess
Thur Activity: Sun, Moon and Stars (Complete activities on various days as there is a
Read/Storybots: Read the sun book and watch storybots.
Construction paper sun with facts as a class. Sun will be up on the board, and
students will each make a yellow ray with a fact about the sun on it. (The sun
keeps us warm, the sun helps plants grow…)
Morning work: Wearing a cap gives your head protection from the sun and
your eyes from the glare. Draw a cap on your head that would help you if you
were out on a lake fishing.
Thur box if not on green), get backpack, lunch, and coat and bring to seat. Take
folder home.
3:15-3:25 Go home
Thur

Wenger April 8-12 Friday Unit 8 Week 3
F hang up coat and backpack, put down chair, and choose their lunch on
interactive board, send attendance and lunch count to the office in the orange
folder with messenger
Morning Work: Calendar – on interactive board, graph weather – on
interactive board, change number we have been in school.
Write their name for book. Distinguish and Describe student with class.
Practice spelling their name correctly and neatly. Have students use their
pointer fingers to trace letters as teacher models.
Morning Message:
F Language Arts: Oral Language – Review the words distance, recognize, space,
challenge and surface
F Activity: Deleting Ending Sounds
Play the deleting ending sounds bingo with the whole class. Say word such as
cart and they have to find the match with a deleted ending sound, car.
9:45-10:00 Snack
F Essential Question – What do you see in the sky?
Oral Language- Review Wow words of the week.
Phonemic Awareness – Phoneme Categorization: vine, game, goat. Which

word begins with the same sound and which word does not?
Phonics – Read words short e, I, o, u and consonants. The students will read
words that we write on the word and then short sentences. The students will
hear sounds and then write the words.
(jet, vet, yet, zip, fox, web, quit, quiz) (The box is in the van.) (The little pup is
quick.) (I like to jog with Jack.) (Gus can fix the tub.)
High Frequency Words – Review sight words. Say sentences with kids using
these words. They could practice writing these words in a sentence.
(What is in the box?) (This is my ____.) (She said to wait.) (We want to go
home). (Can you stay here?)
11:00-11:30
Technology Library Art PE Music
11:35-12:05 Music Art PE Music Art
F Guided Reading and Daily Five
fluency.
words.
12:35-1:20 Lunch and
F your choice.
1:30-2:05 Math
F 5B8- Use the hide the zero cards with partners. Put cards into order from 10 to
1. With partner put the cards in order with hide the 0 numbers.
Write 11 on board. Can you find the hide the zero card for 11? 10 and 1.
One partner will find the 10 and 1 and the other partner will find the dot cards
to make 11. Repeat with 11-19.

F Center 1: Subtraction Bowling
2:20-2:35 Recess
F Activity: Sun, Moon and Stars (Complete activities on various days as there is a
Sun on paper plate: Students will color/paint a sun on a paper plate yellow and
red. Along with this, they will get to make a sun poem. When done, we will
have blue paper for them to glue this and the poem onto.
“Describing the Sun”

By: ________
A ______ sun,
A ______ sun,
A ______, ______
___________, sun!
Make the sun book.

6 different sections to talk about the sun and draw a picture. (We need the sun
because…people, animals, plants need life, we would be frozen without it,
plants need to grow, it affects the weather, day and night, and we use it as
energy) Students will draw an example for each page of the book.
Morning work: Wearing a cap gives your head protection from the sun and
your eyes from the glare. Draw a cap on your head that would help you if you
were out on a lake fishing.
F box if not on green), get backpack, lunch, and coat and bring to seat. Take
folder home.
3:15-3:25 Go home
F
Lesson Target
Date: April 9-13 Unit: 8 Week 3

We will provide a clear and understandable vision of learning targets.
Technology: Daily – Lunch count and attendance, calendar and math skills
during calendar time.
Weekly – Ipad during reading group/math tub time using

various learning games.
Differentiation is highlighted
Both – differentiation and technology
Math: K.OA. 1, 2, 3, 4
I can show addition and subtraction.
I can add and subtract.
I can decompose numbers 0-10.
When given a number, I can make 10.
Language Arts: Weekly Standards

Weekly Concept: Look to the Sky
Essential Question: What do you see in the sky?
L.K.1e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). [7 lessons]
L.K.1f Produce and expand complete sentences in shared language activities. [10 lessons]
L.K.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). [2 lessons]
L.K.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. [2 lessons]
L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. [1
lesson]
L.K.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). [6
lessons]
L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to
texts. [1 lesson]
RF.K.1 Demonstrate understanding of the organization and basic features of print. [2 lessons]
RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters. [1
lesson]
RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words. [3 lessons]
RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme
(consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [8 lessons]
RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. [7
lessons]
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. [4 lessons]
RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or
many of the most frequent sounds for each consonant. [11 lessons]
RF.K.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. [1
lesson]
RF.K.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). [18
lessons]
RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. [3
lessons]
RF.K.4 Read emergent-reader texts with purpose and understanding. [8 lessons]
RI.K.2 With prompting and support, identify the main topic and retell key details of a text. [1 lesson]
RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of
information in a text. [1 lesson]
RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. [1 lesson]
RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same
topic (e.g., in illustrations, descriptions, or procedures). [1 lesson]
RI.K.10 Actively engage in group reading activities with purpose and understanding. [2 lessons]
RL.K.1 With prompting and support, ask and answer questions about key details in a text. [5 lessons]
RL.K.2 With prompting and support, retell familiar stories, including key details. [2 lessons]
RL.K.3 With prompting and support, identify characters, settings, and major events in a story. [5 lessons]
RL.K.10 Actively engage in group reading activities with purpose and understanding. [1 lesson]
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with
peers and adults in small and larger groups. [1 lesson]
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by
asking and answering questions about key details and requesting clarification if something is not understood. [2
lessons]
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not
understood. [2 lessons]
SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional
detail. [1 lesson]
SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. [2 lessons]
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [5 lessons]
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. [4 lessons]
W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked
events, tell about the events in the order in which they occurred, and provide a reaction to what happened. [2
lessons]
W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details
to strengthen writing as needed. [3 lessons]
W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing,
including in collaboration with peers. [2 lessons]
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and
express opinions about them). [2 lessons]
W.K.8 With guidance and support from adults, recall information from experiences or gather information from
provided sources to answer a question. [1 lesson]
This week’s highlights:
Letters: U, G, W, X, V, J, Q, Z
Words: for, have, they, of, said, want, here, me, this, what
I can read and spell Ff and play.

I can tell how two stories are the same and different.
I can use common prepositions (to, from, in, out, on, off, for, of by, with)
I can capitalize the first word in a sentence and the word 1.
I can recognize and name end punctuation.
I can spell simple words by stretching them.
I know that words can have more than one meaning.
Social Studies/Science: Weekly standard: HIST.1
LS.1 and LS.2, Econ. 11

I know that living and non-living things are different.
I know that traits help living things survive.
I know my choices about what I want, impacts others.

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CLINICAL PRACTICE EVALUATION 3

Sydney Wenger 20522447

Bachelor of Science in Elementary Education

ELM-490 2/11/2019 5/26/2019

Dalton Elementary School

FOR COURSE INSTRUCTORS ONLY:

Sydney Wenger 20522447

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score No Evidence

Review of her progress in this area shows continued growth on Standard #1

Sydney Wenger 20522447

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score No Evidence

Sydney Wenger 20522447

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score No Evidence

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score No Evidence

Sydney Wenger 20522447

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score No Evidence

Sydney Wenger 20522447

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score No Evidence

Sydney Wenger 20522447

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score No Evidence

Sydney Wenger 20522447

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score No Evidence

Sydney Wenger 20522447

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score No Evidence

Sydney Wenger 20522447

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score No Evidence

Sydney Wenger 20522447

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Sydney Date: Day: Topic:

*****Introduce blue day song online.

8:45-9:15 Language Arts: Oral vocabulary- chores and contribute.

Vocabulary – Introduce chores and contribute.

Listening Comprehension – Read, “Peter’s Chair”. Talk about characters,

Handwriting- Write sentences with a-consonant-e pattern. (I can bake a cake)

Complete worksheet for extra practice with same concept.

2:00-2:20 Bulldog Math Tub Time:

Sydney Date: Day: Topic:

Phonemic Awareness – Phoneme Blending: Use puppet to work with long a

Sydney Date: Day: Topic:

Students will make the deleting sound mini book.

Listening Comprehension - Read “Helping Out at Home.”. Ask comprehension

Phonemic Awareness – Phonemic Blending: Get puppet and blend sounds to

Sydney Date: Day: Topic:

Sydney Date: Day: Topic:

Listening Comprehension – Reread “Helping Out at Home” and ask

Phonemic Awareness – Phoneme Deletion: The students will delete initial

Phonics – Blend words with long a and t, p, c, b, k, l, f. The students will be

Shared Reading_ Reread, “Jake and Dale Help!”. Focus on comprehension

How can we show 19?

Complete skip homework sheet with counting one less.

2:05-2:25 Bulldog Math Tub Time: