Day 1 Day 2 Day 3 Day 4 Day 5

AT SOL E K.11 & K.12*
Handwriting Skills
R: The ABC Bunny
W: The students will write
the different letters in the
shaving cream.
AT SOL E K.11 & K.12*
Handwriting Skills
R: Nutty Noodles
W: After forming the letters
with the dotted lines, the
students will write the letter.
AT SOL E K.11 & K.12*
Handwriting Skills
R: The Most Amazing Hide
- and - Seek Alphabet
Book.
W: Letters found on sheet
AT SOL E K.11 & K.12*
Handwriting Skills
R: An Edward Lear
Alphabet.
W: First and Last Name
AT SOL E K.11 & K.12*
Handwriting Skills
R: N/A
W: Capital and Lowercase
Letters/First and Last
Name

AL/L/LI/VL The teacher
will read The ABC Bunny to
the class.
W The students will write
the different letters in
shaving cream.
AL/PH/T/VL/W The
teacher will introduce the
letters of the alphabet to the
students. The teacher will
point to each letter, say the
letter, sound, and a word
which starts with that letter.
Specifically, the teacher will
spend significant time on
the long A sound. Then, the
teacher will squirt a mound
of shaving cream and the
students will spread it out
on their desk. The teacher
will write the letter on the
smartboard and the students
will use their finger to write
it in the shaving cream.
AL/L/LI/VL The teacher
will read Nutty Noodles to
the class.
A/AL/PH/VL The teacher
will go over the letters and
sounds of the alphabet with
the students. In addition, the
teacher will teach the
students the short A sound
with the students and have
the students come up with
words that contain the short
A sound. The teacher will
give each student several
different lengths of yarn, a
worksheet, and glue. The
worksheet will have dotted
lines forming the different
letters of the alphabet.
AL/L/LI/VL The teacher
will read The Most
Amazing Hide – and – Seek
Alphabet Book to the class.
W The students will write
the letters they find on the
back of their worksheet.
AL/PH/VL The teacher
will review the letters and
sounds of the alphabet with
the students. In addition,
the teacher will teach the
long E sound.
A/W The students will be
given a worksheet and
instructed to take a crayon
and color the letters they
find and write the letters.
DA: For students with
visual impairments, the
hidden letters will be
obvious. Also, the teacher
can assist the students in
finding the letters if
needed.
AL/L/LI/VL The teacher E/W The students will be
will read An Edward Lear instructed to write out the
Alphabet to the class. capital letters of the
alphabet in order. In
W The students will write addition, the students will
their first and last name on be required to write their
the sheet. first name. This evaluation
will be graded for neatness
A/MU/PH/W The teacher and completion of the
will lead the class in alphabet.
singing the “ABC song.”
Additionally, the teacher
will teach the students the
short E sound.
A/W The students will be
instructed to write the first
letter of their name and
take the glue and carefully
outline their letter. The
students will take the
marshmallows and place
them on top of the glue and
outline the first letter of
their name.
 Day 6
AT SOL E K.11 & K.12*
Handwriting Skills
R: Alphabet Mystery
W: First and Last Name
AL/L/LI/VL The teacher
will read Alphabet Mystery
to the class.
W The students will write
their first and last name on
the worksheet.
AL/PH The teacher will
give the students different
mystery letter scenarios.
The students will guess the
letter mystery. For example,
Mr. Bug went to the Bear’s
house and took some
Berries. Also, the teacher
will teach the students the
long and short I sound.
M/W The students will
write their guesses. The
students will keep a tally of
the letters they get correct.
DA: For students with
hearing difficulties, the
teacher will supply
pictures of the story.
Day 7
AT SOL E K.11 & K.12*
Handwriting Skills
R: The Alphabet Tree
W: Letters from Worksheet
AL/L/LI/VL The teacher
will read The Alphabet Tree
to the class.
W The students will write
the letters found on the
worksheet.
AL/PH/VL The teacher will
review the letters of the
alphabet with the students.
The teacher will teach the
students the long and short
O sound with the students
and have the students come
up with words for the sound.
The teacher will give the
students a worksheet with a
picture of a tree.
A/W Around the tree there
will be lined sections and
the students will write each
letter of the alphabet they
see on the tree. After writing
the letters, the students will
color the worksheet.
Day 8
AT SOL E K.11 & K.12*
Handwriting Skills
R: Alphabet Adventure
W: Word with Selected
Letter
AL/L/LI/VL The teacher
will read Alphabet
Adventure to the class.
W The students will have
to find an object around the
classroom and write the
word.
PH/W The teacher will
review capital letters with
the students. Also, the
teacher will teach the
students the long and short
U sound. The teacher will
give the students a
worksheet containing
letters with blanks after it.
The students will have to
find an object around the
classroom that begins with
the selected letter.
T Then, the class will play
a game at
(http://www.kinderplanet.c
om matching upper and
lowercase letters.
Day 9
AT SOL E K.11 & K.12*
Handwriting Skills
R: Alphabet Rescue
W: Words found on
Worksheet
AL/L/LI/VL The teacher
will read Alphabet Rescue
to the class.
W The students will write
the words found on the
worksheet.
AL/LI/L/VL/W The
teacher will review the
lowercase letters with the
students and give the
students three worksheets
to form a booklet of the
adventures.
A/W The students will
color the worksheets and
write the words displayed
from the story. For
example, the students will
color the picture and write
the word m-u-d.
PH/T In the computer lab,
the students will play
www.readwritethink.org/m
aterials/picturematch/.
Day 10
AT SOL E K.11 & K.12*
Handwriting Skills
R: N/A
W: Capital/Lowercase
Letters and First/Last
Name
E/W The teacher will
instruct the students to
write the capital and
lowercase letters of the
alphabet in order. In
addition, the students will
be instructed to write their
first and last name on the
top of the paper. From this
point on, the students will
be required to legibly print
their first and last name at
the top of each
worksheet/paper.
 Day 11 Day 12 Day 13 Day 14 Day 15
AT SOL E K.9 AT SOL E K.9 AT SOL E K.9 AT SOL E K.9 AT SOL E K.9
Phonemic Awareness Phonemic Awareness Phonemic Awareness Phonemic Awareness Phonemic Awareness
R: Letters and Sounds: R: Hop on Pop R: Letter Sounds (a video). R: Chicka Chicka Boom R: N/A
Timothy Goes to School W: The Letter A W: Words Beginning with Boom W: N/A
W: First and Last Names the Letter A W: Sentences Including the
Letter A

AL/L/LI/VL The teacher AL/L/LI/VL The teacher AL/L/LI/VL The students AL/L/LI/VL The teacher AL/E/VL The teacher will
will read Letters and will read Hop on Pop to the will follow along with will read Chicka Chicka give the students a
Sounds: Timothy Goes to class. Letter Sounds. Boom Boom to the class. worksheet reviewing short
School to the class. vowels. The teacher will
A/AL/KL/MA/PH/VL/W W In their booklet, the W In their booklet, the instruct the students to look
W The students will write The teacher will teach the students will practice students will write a at each picture, say its
their name and the name of sounds of the letter A. The writing different words that sentence making sure to name, and circle the correct
a fellow classmate teacher will give the begin with the letter A. For use a word with the letter A word. For example, when
students 2 apple card stocks example, the students in the sentence. For given a picture of a wig,
AL/MU/PH/VL The teacher to make the covers of their could write the words: example, the students the students will be given
will gather the students booklet. Using reproducible apple, and, and Adam. could write the sentence: two words wag and wig.
around and hold up a lined pages for handwriting The apple is good. The students will circle
necklace. There will be a practice, the students will PH/T/VL The teacher will wig.
name necklace for each practice single capital and instruct the students to visit PH/T/VL The teacher will
student. The teacher will lower case A’s. each of the centers. In the allow students to use the DA: For students with
hold up a name necklace, first center, the students classroom computer or visual impairments, the
say the name while moving PH/VL The teacher will use will work together to name return to the computer lab teacher could tell the
his/her hand under the index cards and place a each picture and identify to play "Chicken Stacker" student what the picture
letters, and ask if anyone picture of a word containing the vowel sound. Students found at www.pbskids.org is of, then the student tell
recognizes the name. The a short vowel on the left side can also create additional again as a self-selected the teacher the correct
student will come forward to and write the short vowel on picture cards to add to the activity. This will help letter.
place the Necklace around the right side. The teacher collection. In the second students apply and
his/her neck. The teacher will cut each card in a center, the students will reinforce their knowledge
will continue this until all jigsaw puzzle style so that it also practice the online, of short-vowel sounds.
the Necklaces have been will have a unique match. interactive Picture Match.
given out. Next, the teacher The teacher will hold the The students will be
will lead the class in singing cards until those sounds are instructed to click on the
“We’re So Glad You’re introduced. link for short-vowel
Here.” sounds.
 Day 16
AT SOL E K.9
Phonemic Awareness
R: The Letters are Lost
W: Write Words from Story
AL/L/LI/VL The teacher
will read The Letters are
Lost to the class.
W Given lined sheets of
paper, the students will write
the words Monkey, Bear,
and Seal.
AL/MO/PH/VL The
teacher will teach the
consonant letters and sounds
of S, M, and B. The teacher
will call up six children at a
time to play a game. Two
students will stand apart and
hold up big cards: Monkey,
Bear, and Seal. The teacher
will ask the students to say
the names of their animals,
emphasizing the beginning
sounds. Then, the teacher
will call out a series of
words beginning with s, m,
and b. The remaining four
children will run to stand
beside the animal whose
name begins with the same
sound.
Day 17
AT SOL E K.9
Phonemic Awareness
R: Shiver Me Letters: A
Pirate ABC
W: The Letter B
AL/L/LI/VL The teacher
will read Shiver Me Letters:
A Pirate ABC to the class.
A/AL/KL/MA/PH/VL/W
The teacher will teach the
sounds of the letter B. The
teacher will give the
students 2 bear card stocks
to make the booklet. The
students will practice single
capital and lower case B’s.
AL/MO/PH The teacher
will teach the consonants N,
R, and F. The teacher will
lead the students in playing
Simon Says. After the
teacher gives the command,
he/she will ask the students
to identify the consonant.
For example, for the letter S
the teacher could say
“Simon says, Sit down, etc.
DA: Students with
mobility issues will help
the teacher think of
commands.
Day 18
AT SOL E K.9
Phonemic Awareness
R: Twenty Six Letters and
99 Cents
W: Words Beginning with
the Letter B
AL/L/LI/VL The teacher
will read Twenty Six
Letters and 99 Cents to the
class.
W In their booklets, the
students will practice
writing different words that
begin with the letter B. For
example, the students
could write: bear, ball, and
book.
AL/VL The teacher will
teach the consonants D, H,
and L to the class.
A/M/PH/VL The students
will be instructed to make
their own picture cards
using letters. The students
will look through
magazines for objects that
begin with certain letters.
The students will paste the
pictures onto the index
cards and number the index
cards to see which student
found the most pictures.
Day 19 Day 20
AT SOL E K.9 AT SOL E K.9
Phonemic Awareness Phonemic Awareness
R: Alphabet Soup R: N/A
W: Sentences Including the W: The students will circle
Letter B the correct word.
AL/L/LI/VL The teacher L/PH/VL The teacher will
will read Alphabet Soup to instruct the students to
the class. listen as he/she names each
picture. The students are to
W In their booklets, the circle the letter for the
students will write a beginning sound. For
sentence using a word with example, the teacher will
the letter B in the sentence. say the word milk. The
For example, the students students have the choice of
could write the sentence: M or S. The students would
The bear is soft. circle the M to show that
Milk begins with the letter
AL/PH/VL The teacher M.
will duplicate and cut out
carnival tickets for the
students and label the top
line on each ticket with a
consonant. The teacher will
distribute a carnival ticket
to each student.
W The students will be
instructed to write a word
on the ticket that begins
with the letter shown. The
teacher will have the
students write a word on
the board under the correct
consonant.
 Day 21
AT SOL E K.6
Word Recognition
Strategies
R: Silly Sally
W: Words that Rhyme
AL/L/LI/VL The teacher
will read Silly Sally to the
class.
A/PHW The students will
be instructed to draw a
picture of two things that
rhyme and write the words
underneath. For example, a
student could draw a picture
of a cat and a hat and write
the words underneath the
pictures.
AL/PH/VL The teacher will
discuss rhyming words with
the students. The teacher
will show that by switching
the first letter in a word, the
words rhyme.
Day 22 Day 23 Day 24 Day 25
AT SOL E K.6 AT SOL E K.6 AT SOL E K.6 AT SOL E K.6
Word Recognition Word Recognition Word Recognition Word Recognition
Strategies Strategies Strategies Strategies
R: Llama Llama Red R: Is Your Mama A R: Mr. Brown Can Moo, R: N/A
Pajama Llama? Can You? W: N/A
W: The Letter C W: Words Beginning with W: Sentences Including the
the Letter C Letter C
AL/L/LI/VL The teacher AL/L/LI/VL The teacher AL/L/LI/VL The teacher AL/E/PH/T/VL The
will read Llama Llama Red will read Is Your Mama a will read Mr. Brown Can teacher will take the
Pajama to the class. Llama? to the class. Moo, Can You? to the students to the computer
class. lab to an online interactive
A/AL/KL/MA/PH/VL/W W In their booklets, the game at
The teacher will teach the students will practice W In their booklets, the www.getreadytoread.org.
sounds of the letter C. The writing different words that students will write a At this website, the
teacher will give the begin with the letter C. For sentence making sure to students will be instructed
students 2 cow card stocks example, the students use a word with the letter C to click on the pictures that
to make their booklet. Using could write the words: cow, in the sentence. For rhyme with a given word.
reproducible lined pages for car, and cookie. example, the students This website orally
handwriting practice, the could write the sentence: announces each word with
students will practice single AL/M/PH/VL Five lily The cow is black. a corresponding picture. At
capital and lower case C’s. pads will be on the board the end of the game, the
with the following words: AL/PH The teacher will students will be instructed
PH/VL The teacher will cat, sit, fan, rake, and be. discuss the students the to print out their score and
give the students a list of different suffixes the teacher can see how the
words and instruct them to PH/VL The students will mentioned in the story such students are doing with
walk around the classroom be instructed to think of as: -ip and –izzle, etc. rhyming words.
and write/draw a picture of a rhyming words for the list
word that rhymes. on the board. If the word GA/PH/VL The students
rhymes, the teacher will will be given cut outs of
DA: For students with write the word under the different consonants and
mobility issues, the student correct lily pad. After place them in front of the
will point to an object and completing the activity, the suffixes to make up words.
the teacher will bring the students will look to see The teacher will write the
item over for further which word has more words that were made with
examination. rhyming words underneath. each suffix on the board.
 Day 26
AT SOL E K.6
Word Recognition
Strategies
R: Bow Wow Meow Meow
W: Words from the story
AL/L/LI/VL The teacher
will read Bow Wow Meow
Meow to the class.
W The teacher will write
several words on the board
mentioned in the story and
have the students write
them.
MO/PH/T/VL The teacher
will then lead the students in
clapping out the syllables in
different words mentioned
in the story. Then, the
teacher will use the
smartboard and bring up
www.manatee.k12.fl.us and
have the students look at the
pictures and clap out the
syllables.
Day 27
AT SOL E K.6
Word Recognition
Strategies
R: Baa, Baa, Black Sheep
and Sheep in a Jeep
W: The Letter D
AL/L/LI/VL The teacher
will read Baa, Baa, Black
Sheep and Sheep in a Jeep
to the class.
A/AL/KL/MA/PH/VL/W
The teacher will teach the
sounds of the letter D. The
teacher will give the
students 2 dog card stocks to students could write: dog,
make their booklet. Using
reproducible lined pages for
handwriting practice, the
students will practice single the students in playing
capital and lower case D’s.
A/MU The teacher will lead pockets on the chart.
the class in singing “Baa,
Baa, Black Sheep.” Next,
the teacher will give the
students an outline of a
sheep. The students will
color some cotton balls (by
shaking black powdered
paint and cotton balls
together in a plastic bag)
then glue the black cotton
balls onto the sheep.
Day 28
AT SOL E K.6
Word Recognition
Strategies
R: A Giraffe and a Half
W: Words Beginning with
the Letter D
AL/L/LI/VL The teacher
will read A Giraffe and a
Half to the class.
W The teacher will instruct
the students to pull out
their booklets and write
words that begin with the
letter D. For example, the
drum, and dish.
PH The teacher will lead
“Pella’s Pockets.” A blend
will be written on different
PH The students will take
turns reading the words on
the cards and place them in
the correct blend pocket.
DA: Students with
mobility issues will
identify the pocket and a
classmate will place the
card in the pocket.
Day 29
AT SOL E K.6
Word Recognition
Strategies
R: I Knew Two Who Said R: N/A
Moo W: N/A
W: Sentences Including the
Letter D
AL/L/LI/VL The teacher
will read I Knew Two Who
Said Moo to the class.
W The teacher will instruct
the students to pull out
their booklets and write a
sentence using the letter D.
For example, the students
could write: The dog likes
to bark.
AL/PH/VL The teacher
will teach several blends to
the students and lead the
class in playing “Hanging
with Blends.” Pictures of
six shirts will be on the
board. Each one will
represent a different blend.
PH/VL Each student will
be given a button with a
word on it. The students
will put their button under
the correct blend shirt.
Day 30
AT SOL E K.6
Word Recognition
Strategies
A/E/PH/VL The teacher
will give the students a
worksheet that will test
their word recognition
skills. On the worksheet,
the students will review
blends and words
beginning with those
blends. The students are to
cut out the pictures in the
shape of flower petals.
They will then say the
picture name and glue the
petal to the outlined area
that has the correct
beginning blend and/or
word.
DA: Students that have a
hard time using scissors,
the teacher will provide
pre-cut shapes.
 Day 31
AT SOL E K.2
Letter- Sound
Associations
R: What is That? Said the
Cat
W: Words that Rhyme
AL/L/LI/VL The teacher
will read What is That? Said
the Cat to the class.
W The teacher will instruct
the students to write several
words that rhyme and draw
a picture. For example, cat
and bat.
AL/PH The teacher will
have the students sit on the
floor in a circle. The teacher
will tell them that they are
going to listen carefully as
he/she says a set of words.
For example, the teacher
could say, cup, spoon, pot.
The teacher will have them
repeat the words, and then
ask them to listen for the
missing word. The teacher
will then say cup, spoon.
The teacher will instruct the
students to identify the
missing word (pot). The
teacher will continue with
the additional sets of words.
Day 32
AT SOL E K.2
Letter- Sound
Associations
R: Yuck! Stuck in the Muck
W: The Letter E
AL/L/LI/VL The teacher
will read Yuck! Stuck in the
Muck to the class.
A/AL/KL/MA/PH/VL/W
The teacher will teach the
sounds of the letter E. The
teacher will give the
students 2 elephant card
stocks to make their booklet.
Using reproducible lined
pages for handwriting
practice, the students will
practice single capital and
lower case E’s.
AL/VL The teacher will
write the sentence “I share
my with my
friends.” The teacher will
point to and read the words. The teacher will begin with
The teacher will ask the
students to tell what they
like to share with friends.
The teacher will write the
word in the blank and read
the sentence for the students. see you where?
Day 33
AT SOL E K.2
Letter- Sound
Associations
R: Brown Bear, Brown
Bear, What Do You See?
W: Words Beginning with
the Letter E
AL/L/LI/VL The teacher
will read Brown Bear,
Brown Bear, What Do You
See? to the class.
W The teacher will instruct
the students to pull out
their booklets and practice
writing different words that
begin with the letter E. For
example, the students
could write the words:
elephant, egg, and eagle.
AL The teacher will tell
the students that he/she is
going to say sentences and
explain that the students
will add more words to the
sentence to make it longer.
a simple sentence such as I
see you…. If the students
have difficulty, the teacher
will encourage them by
asking a question such as I
Day 34 Day 35
AT SOL E K.2 AT SOL E K.2
Letter- Sound Letter- Sound
Associations Associations
R: Miss Bindergarten Goes R: Rhyming Words
to Kindergarten W: N/A
W: Sentences Including the
Letter E
AL/L/LI/VL The teacher E/PH/T/VL The teacher
will read Miss will take the students to the
Bindergarten Goes to computer lab to play an
Kindergarten to the class. online rhyming game. The
students will be instructed
W The teacher will instruct to pick words that rhyme.
the students to pull out They are given pictures so
their booklets and write a they can associate pictorial
sentence using the letter E. representations with
For example, the students written words. At the end
could write: The elephant of the exercise, the teacher
is big. will instruct the students to
print their results. The
AL/PH/VL The teacher teacher will use this to
will hold up the Picture assess his/her students.
Cards lock, rock; pail, tail;
pig, wig and instruct the
students to name each one.
PH/VL The students will
name words that rhyme
with the given words.
DA: For students with
ADD or ADHD, the
teacher could provide
materials for them to
manipulate.
 Day 36 Day 37
AT SOL E K.2 AT SOL E K.2
Letter- Sound Letter- Sound
Associations Associations
R: Goodnight Moon R: The Icky Sticky Frog
W: What They Wish For W: The Letter F
AL/L/LI/VL The teacher AL/L/LI/VL The teacher
will read Goodnight Moon will read The Icky Sticky
to the class. Frog to the class.
A/W The students will be A/AL/KL/MA/PH/VL/W
instructed to write what they The teacher will teach the
wish for in the blank and sounds of the letter F. The
color the picture. teacher will give the
students 2 frog card stocks
PH/VL The teacher will to make their booklet. Using
give the students a sheet reproducible lined pages for
with a picture of a child handwriting practice, the
preparing for bedtime. The students will practice single
child is looking out the capital and lower case F’s.
window up at the moon.
Above the picture, the words H/KL/MO/MU/VL The
“I wish for . teacher will have the
students act out “Five Little
Speckled Frogs.” Then, the
teacher will provide a
delicious snack of celery
with peanut butter (the log)
and raisins on top of the
celery (the bugs)
DA: Students with
mobility issues will have
mini frogs to manipulate.
Day 38
AT SOL E K.2
Letter- Sound
Associations
R: A Bad, Bad Day
W: Words Beginning with
the Letter F
AL/L/LI/VL The teacher
will read A Bad, Bad Day
to the class.
W The teacher will instruct
the students to pull out
their booklets and practice
writing different words that
begin with the letter F. For
example, the students
could write: frog, foot, and
fork.
VL The teacher will give
the students a worksheet
containing different
sentence beginnings with
blanks.
W The students will be
instructed to write what
happens in a bad day. For
example, the student could
write: First, I was sick.
Then, I went to the doctor
etc.
Day 39
AT SOL E K.2
Letter- Sound
Associations
R: A House is A House for R: Read the Sentences
Me W: Words that Rhyme with
W: Sentences Including the the Circled Word
Letter F
AL/L/LI/VL The teacher
will read A House is a
House for Me to the class.
W The teacher will instruct
the students to pull out
their booklets and write a
sentence using a word with
the letter F in the sentence.
For example, the students
could write the sentence:
The frog jumps high.
W The students will be
given a worksheet to
complete as the story is
being read. The students
would have to fill in the
correct word from the story
and could then think up or
make up rhyming words to
rhyme with the word in the
blank.
Day 40
AT SOL E K.2
Letter- Sound
Associations
E/PH/W The teacher will
give the students a
worksheet containing
sentences with a blank at
the end. The students will
read the sentence and circle
the picture that correctly
fits at the end of the
sentence. Next, the students
will write a word that
rhymes with the circled
word. For example, the
sentence could be: A dog
likes . The student
would circle the picture of
bone and write cone as a
rhyming word.
 Day 41
AT SOL E K.8
Understanding Printed
Information
R: Dog and Bear
W: High Frequency Words
AL/L/LI/VL The teacher
will read Dog and Bear to
the class.
W After introducing a few
high-frequency words, the
teacher will have the
students write the words.
AL/L/VL The teacher will
introduce the words: a, and,
by, are, and at to the
students. The teacher will
spread the high-frequency
words on the floor and ask
the students to find the word
and. This will continue until
all the cards with the word
and have been picked up.
AL/VL The teacher will
hold the card up in front of
the class and the students
will tell the letters in each
word. This activity will be
continued until all the cards
have been removed.
Day 42
AT SOL E K.8
Understanding Printed
Information
R: If You Give a Pig a
Pancake.
W: The Letter G
AL/L/LI/VL The teacher
will read If You Give a Pig a
Pancake to the class.
A/AL/KL/MA/PH/VL/W
The teacher will teach the
sounds of the letter G. The
teacher will give the
students 2 giraffe card
stocks to make their booklet
for the week. Using
reproducible lined pages for
handwriting practice, the
students will practice single
capital and lower case G’s.
VL The teacher will give
each child a book from the
Library Center. The teacher
will explain that they are
going to look for a, and, by,
are, and at in their books.
M/VL The students will put
their finger on the words
when they find them and
keep a tally of the words
found within the book.
Day 43
AT SOL E K.8
Understanding Printed
Information
R: Animals Strike at the
Zoo, Its True!
W: Words Beginning with
the Letter G
AL/L/LI/VL The teacher
will read Animals Strike at
the Zoo to the class.
W The teacher will instruct
the students to pull out
their booklets and practice
writing words that begin
with G. For example, the
students could write:
giraffe, green, and glad.
AL/VL The teacher will
review the high-frequency
word flash cards with the
students. The teacher will
ask the students to help
build phrases using the
high frequency word flash
cards. The children will
move their hands from left
to right under the cards as
they read each phrase.
Using the Word Card a, the
teacher will build
sentences and then have
the students say it with
him/her.
Day 44 Day 45
AT SOL E K.8 AT SOL E K.8
Understanding Printed Understanding Printed
Information Information
R: When You Are Happy R:
W: Sentences Including the W: High Frequency Words
Letter G
AL/L/LI/VL The teacher E/L/W The teacher will
will read When You Are give an evaluation on the
Happy to the class. high-frequency words
studied this week. The
W The teacher will instruct teacher will orally say the
the students to pull out word and the students will
their booklets and write a write it.
sentence using the letter G
in the sentence. For
example, the students
could write: The giraffe has
a long neck.
MO/T/VL The students
will play "Blast-Off" at
www.fcboe.org/schoolhp/s
hes/sight_words.htm. The
students will stand higher
as letters are spelled. When
the word is completed, the
students will jump.
DA: Students with
mobility issues will use
their arms to illustrate
squatting. The students
will raise their hands
higher.
 Day 46 Day 47 Day 48 Day 49 Day 50
AT SOL E K.8 AT SOL E K.8 AT SOL E K.8 AT SOL E K.8 AT SOL E K.8
Understanding Printed Understanding Printed Understanding Printed Understanding Printed Understanding Printed
Information Information Information Information Information
R: My Father the Dog R: If I were a Lion R: A Frog in the Bag R: Five Little Monkeys R:
W: High Frequency Words W: The Letter H W: Words Beginning with Jumping on the Bed W: High Frequency Words
the Letter H W: Sentences Including the
Letter H

AL/L/LI/VL The teacher AL/L/LI/VL The teacher AL/L/LI/VL The teacher AL/L/LI/VL The teacher E/W The teacher will give
will read My Father the Dog will read If I Were a Lion to will read A Frog in the Bag will read Five Little an evaluation on the high-
to the class. the class. to the class. Monkeys Jumping on the frequency words studied
Bed to the class. this week. The teacher will
W The teacher will A/AL/KL/MA/PH/VL/W W The teacher will instruct orally say the word and the
introduce some high The teacher will teach the the students to pull out W The teacher will instruct students will write it.
frequency words to the sounds of the letter H. The their booklets and write the students to pull out
students and instruct them to teacher will give the words that begin with the their booklets and write a
write each word. students 2 heart card stocks letter H. For example, the sentence making sure to
to make their booklet. Using students could write the use a word with the letter
AL/L/PH/VL The teacher reproducible lined pages for words: heart, hand, and H in the sentence. For
will introduce the words: he, handwriting practice, the house. example, the students
I, in, and, on, is and my. The students will practice single could write the sentence:
teacher will spread these capital and lower case H’s AL/PH/VL The teacher My heart is happy.
high-frequency cards on the will review the high-
floor and ask the students to L/PH/M/VL The teacher frequency word flash cards AL/PH/W The teacher will
find all the he cards. This will give each child a book with the students. The instruct the students to say
will continue until all the from the Library Center. The teacher will ask the each letter in the word and
cards have been picked up. teacher will explain that students to help build the students will write the
they are going to look for phrases using the high words on the sidewalk.
AL/VL The students will the high-frequency words frequency words. Using the Then, the students will be
tell the letters in each word. (he, I, in, is, my, and on) in Word Card I, the teacher instructed to spell the
their books. The teacher will will build sentences and words aloud.
DA: For students with instruct the students to put then have the students say
mobility issues, the teacher their finger on the words it with you.
could take the cards to the when they find them. The
student’s desk. students will keep a tally of
the words found in the book.
 Day 51 Day 52 Day 53 Day 54 Day 55
AT SOL E K.8 AT SOL E K.8 AT SOL E K.8 AT SOL E K.8 AT SOL E K.8
Understanding Printed Understanding Printed Understanding Printed Understanding Printed Understanding Printed
Information Information Information Information Information
R: Puppies for Sale R: “Stand Back” said the R: Five Little Monkeys R: Baby Bear, Baby Bear, R:
W: High Frequency Words Elephant, “I’m Going to with Nothing to Do What Do You See? W: High Frequency Words
Sneeze” W: Words Beginning with W: Sentences Including the
W: The Letter I the Letter I Letter I

AL/L/LI/VL The teacher AL/L/LI/VL The teacher AL/L/LI/VL The teacher AL/L/LI/VL The teacher E/W The teacher will give
will read Puppies for Sale to will read “Stand Back” said will read Five Little will read Baby Bear, Baby an evaluation on the high-
the class. the Elephant, “I’m Going to Monkeys with Nothing to Bear, What Do You See to frequency words studied
Sneeze.” to the class. Do to the class. the class. this week. The teacher will
W The students will practice orally say the word and the
writing the high frequency A/AL/KL/MA/PH/VL/W W The teacher will instruct W The teacher will instruct students will write it.
words. The teacher will teach the the students to pull out the students to pull out
sounds of the letter I. The their booklets and practice their booklets and write a
AL/L/PH/VL The teacher teacher will give the writing different words that sentence using a word with
will tell the students that students 2 insect card stocks begin with the letter I. For the letter I in the sentence.
certain words will be seen to make their booklet. Using example, the students For example, the students
frequently. The teacher will reproducible lined pages for could write the words: could write the sentence: I
introduce the words: for, handwriting practice, the insect, igloo, and inch. do not like insects.
had, see, the, and with. The students will practice single
teacher will spread high- capital and lower case I’s. AL/PH/VL The teacher AL/MA/PH/VL The
frequency cards on the floor will review the high- teacher will combine the
and ask the students to find AL/PH/M/VL The teacher frequency word flash cards words studied over the last
all the he cards. This will will give each child a book with the students. The three weeks to play Sight
continue until all the cards from the Library Center. The teacher will ask the Word Bingo. The teacher
have been picked up. teacher will explain that students to help build will give the students a
they are going to look for phrases using the high bingo card and chips. The
AL/VL The students will the words for, had, see, the, frequency word flash teacher will call out the
tell the letters in each word. and with in their books. The cards. Using the Word words to the students and
teacher will instruct the Card for, the teacher will instruct them to place a
DA: For students with students to put their finger build sentences and then chip on the correct word.
mobility issues, the teacher on the words. The students have the students say it When a student has a row
could take the cards to the will keep a tally of the with you. of chips, they will call out
student’s desk. words found in the book. Bingo!
 Day 56 Day 57
AT SOL E K.7 AT SOL E K.7
Print Awareness Print Awareness
R: Library Mouse R: The Shelf Elf
W: Write Their Own Book W: The Letter J
AL/L/LI/VL The teacher AL/L/LI/VL The teacher
will read Library Mouse to will read The Shelf Elf to the
the class. class.
W The students will write A/AL/KL/MA/PH/VL/W
their own book. The teacher will teach the
sounds of the letter I. The
CC/HW/L The teacher will teacher will give the
instruct the students to finish students 2 jack-o-lantern
their book for homework. card stocks to make their
The teacher will have the booklet. Using reproducible
librarian come into the lined pages for handwriting
classroom and talk about practice, the students will
books. The librarian will practice single capital and
talk about the proper way to lower case J’s.
hold books and how we
need to take care of books. AL/L/VL The teacher will
have the students sit on the
floor around her and
correctly model how to hold
the book, turn the pages, and
identify the front and back
cover. Holding Shelf Elf, the
teacher will have volunteers
come up to the front and
model how to correctly hold
the book and demonstrate
how to turn the pages of a
book from front to back.
Day 58
AT SOL E K.7
Print Awareness
R: L is for Library
W: Words Beginning with
the Letter J
AL/L/LI/VL The teacher
will read L is for Library to will read Mr. Wiggle’s
the class.
W The teacher will instruct
the students to pull out
their card stock booklets.
The students will practice
writing different words that
begin with the letter J. For
example, the students
could write the words:
jack-o-lantern, jewelry, and
jacket.
AL/L/VL The teacher will
have the students sit on the
floor around her and
proceed to point to the title,
author, and illustrator.
Then, the teacher will have
volunteers come up and
point to them.
DA: For students with
mobility issues, the
teacher will take the book
to the student and have
the student locate the
information.
Day 59
AT SOL E K.7
Print Awareness
R: Mr. Wiggle’s Library t R: N/A
W: Sentences Including the W: N/A
Letter J
AL/L/LI/VL The teacher
Library to the class.
W The teacher will instruct
the students to pull out
their card stock booklets.
The students will write a
sentence making sure to
use a word with the letter J
in the sentence. For
example, the students
could write the sentence:
The jack-o-lantern is scary.
AL/L/VL The teacher will
distribute the books (each
student will have the same
book). The teacher will
read the book aloud as the
students follow along with
their fingers.
Day 60
AT SOL E K.7
Print Awareness
E/L/KL/PH/VL To assess
the students on print
awareness, the teacher will
distribute books (every
student will have the same
book). The teacher will ask
questions regarding the
book. For example, the
teacher could ask the
students to correctly hold
the book, point to the title,
etc. In addition, the class
will read the book aloud
together and the students
will along with their
fingers.
 Day 61 Day 62 Day 63 Day 64 Day 65
AT SOL E K.1 AT SOL E K.1 AT SOL E K.1 AT SOL E K.1 AT SOL E K.1
Forms of Literature Forms of Literature Forms of Literature Forms of Literature Forms of Literature
R: The True Story of R: Humpty Dumpty…After R: What Happened to Jack R: Jack and Jill and Big R:
Humpty Dumpty the Fall and Jill? Dog Bill W:
W: Write Humpty Dumpty W: The Letter K W: Words Beginning with W: Sentences Including the
the Letter K Letter K

AL/L/LI/VL The teacher AL/L/LI/VL The teacher AL/L/LI/VL The teacher AL/L/LI/VL The teacher A/E The teacher will
will read The True Story of will read Humpty Dumpty… will read What Happened to will read Jack and Jill and distribute a worksheet to the
Humpty Dumpty to the class. After the Fall. Jack and Jill? to the class. Big Dog Bill to the class. students. The worksheet will
contain the nursery rhymes
A/W The students will be A/AL/KL/MA/PH/VL/W The teacher will instruct the W The teacher will instruct “Humpty Dumpty” and
instructed to write Humpty The teacher will teach the students to pull out their the students to pull out their “Jack and Jill”. There will
Dumpty on a piece of paper sounds of the letter K. The card stock booklets and card stock booklets and be spaces and the students
and color what happened to teacher will give the practice writing different write a sentence using the will be given pictures to
Humpty Dumpty. students 2 kangaroo card words that begin K. For letter K in a sentence. For place in those places that
stocks to make their booklet. example, the students could example, the students could correspond with the word.
A/D/L/M/PH The teacher The students will practice write: kangaroo, kite, and write the sentence: The For example, “Humpty
will recite and sing capital and lower case K’s. key. kangaroo jumps high. Dumpty sat on a
“Humpty Dumpty” with the .” The students will glue the
students. The teacher will GA/VL The teacher will KL/MO/MU The teacher AL The teacher will review picture of the wall in that
point out the words that have the students participate will recite and sing “Jack “Jack and Jill” with the blank.
rhyme and discuss how in a choral reading of and Jill” with the students. class. After reciting it a few
rhyming words make it “Humpty Dumpty” having The teacher will have the times, the teacher will give
easier to remember. The the girls recite one line, the children clap and stomp the each student the materials to
teacher will give the boys the next and vice versa. rhythm of the rhyme. make Jack and Jill puppets.
students the necessary
materials to make Humpty A Given four different GA In addition, the students A/AL/D The girls will make
Dumpty. pictures of Humpty’s fall, will recite the nursery rhyme Jill and the boys will make
the students will cut and in rows. For example, row Jack. The students will then
A/D The students will make paste the pictures in order. one would say the first line, be instructed to add facial
the puppets then recite the row 2 the second line, etc. features using colored felt or
rhyme holding their puppets DA: Students that have The students will then be construction paper. After
and act out the events. difficulty using scissors given a “Jack and Jill” Maze letting their puppets dry, the
will be given pre-cut in which they will have to students will partner up and
shapes. find the right way. act out “Jack and Jill”.
 Day 66 Day 67 Day 68 Day 69 Day 70
AT SOL E K.1 AT SOL E K.1 AT SOL E K.1 AT SOL E K.1 AT SOL E K.1
Forms of Literature Forms of Literature Forms of Literature Forms of Literature Forms of Literature
R: The Completed Hickory R: Hickory Dickory Dock R: Three Little Kittens. R: The Three Little Kittens. . R: N/A
Dickory Dock My First Clock W: Words Beginning to the W: Sentences Including the W: N/A
W: Hickory Dickory Dock W: The Letter L Letter L Letter L

AL/L/LI/VL The teacher AL/L/LI/VL The teacher AL/L/LI/VL The teacher AL/L/LI/VL The teacher E/OL To assess the students,
will read The Completed will read Hickory Dickory will read Three Little will read The Three Little the teacher will administer
Hickory Dickory Dock to the Dock my First Clock to the Kittens to the class. Kittens to the class. an oral examination. The
class. class. students will be divided into
W The teacher will instruct W The teacher will instruct groups. Some groups will
W The students will write A/AL/KL/MA/PH/VL/W the students to pull out their the students to pull out their recite “Hickory Dickory
Hickory Dickory Dock on The teacher will teach the booklets and write different booklets and write a Dock” and others will recite
their mouse clock. sounds of the letter L. The words that begin with the sentence using a word with “The Three Little Kittens.”
teacher will give the letter L. For example, the the letter L. For example, The teacher will have a short
A/M/MA/OL The teacher students 2 lion card stocks to students could write the the students could write: The review with the students on
will recite and sing make their booklet and words: lion, lamp, and leg lion roars loud. each of the nursery rhymes.
“Hickory Dickory Dock” practice single capital and
with the class. The teacher lower case L’s. D/GA/KL/MO/MU The A/M After reviewing and
will give the students teacher will recite “Three reciting “Three Little
worksheets that assemble A/AL/VL The teacher will Little Kittens” with the Kittens” several times, the
into a mouse clock. review “Hickory Dickory students. The teacher will students will be given a
Dock” with the class. The have the students pretend Mitten Pairs worksheet. This
AL/L/MA/VL The teacher teacher will give each they are kittens. Then, the worksheet contains the three
will read the story and as the student a mouse picture. The teacher will divide the kitten’s mittens (6 in all).
clock strikes a certain time, teacher will instruct the students into groups The students will be
the students will move the students to apply glue onto containing four. The instructed to find the mitten
hands on the clock to the the mouse and sprinkle on students will determine pairs and color each pair
time. The students will hold the dried colored rice. which student will play the exactly alike.
up their clocks displaying mother cat and the other
the correct time. In addition, the students will three will play the kittens.
walk around and make Each group will practice for
DA: For students that observations of the different several minutes before
have a hard time using clock displays around the acting out and reciting the
scissors, the teacher could classroom (clocks, watches, nursery rhyme for the class.
provide pre-cut shapes. and time pieces).
 Day 71 Day 72 Day 73 Day 74 Day 75
AT SOL E K.1 AT SOL E K.1 AT SOL E K.1 AT SOL E K.1 AT SOL E K.1
Forms of Literature Forms of Literature Forms of Literature Forms of Literature Forms of Literature
R: Little Bo Peep Can’t Get R: Little Bo Peep Has R: Peter, Peter, Pumpkin R: N/A R: The Pumpkin Fair
to Sleep Knickers that Bleep Eater. W: N/A W: Sentences Including the
W: Little Bo Peep W: The Letter M W: Words Beginning with Letter M
the Letter M

AL/L/LI/VL The teacher AL/L/LI/VL The teacher AL/L/LI/VL The teacher The students will go on a AL/L/LI/VL The teacher
will read Little Bo Peep will read Little Bo Peep Has will read Peter, Peter, Pumpkin Farm Field Trip. will read The Pumpkin Fair
Can’t Get to Sleep to the Knickers that Bleep to the Pumpkin Eater to the class. They will witness how the to the class.
class. class. pumpkins grow and are
W The teacher will instruct harvested. The students will W The teacher will instruct
W The teacher will have the A/AL/KL/MA/PH/VL/W the students to pull out their be allowed to bring back a the students to pull out their
students write “Little Bo- The teacher will teach the booklets and write words pumpkin to take home. booklets and write a
Peep.” sounds of the letter M. The that begin with the letter M. sentence using a word with
teacher will give the For example, the students the letter M. For example,
AL/M/MA The teacher will students 2 monkey card could write: monkey, moon, the students could write: The
recite “Little Bo-Peep” with stocks to make their booklet and mitten. monkey is funny.
the students. The students and instruct the students to
will use a sheep pattern to practice single capital and A/PH The teacher will E To assess the students, the
make sheep out of black felt. lower case M’s. recite “Peter, Peter Pumpkin teacher will give the
After getting their sheep Eater” with the students. students a worksheet. The
ready, the teacher will have CI The teacher will review The teacher will point out worksheet will have “Little
the students (1) sequence “Little Bo-Peep” with the the different rhyming words. Bo Peep” and “Peter, Peter
them from largest to students. As a special treat, The teacher will give the Pumpkin Eater” typed out
smallest, vice versa (2) the teacher will have a sheep students a pumpkin outline a with blanks in them. Under
match like colors, (3) farmer come and talk about bundle of crayons (orange, the blank, there will be a list
counting by ones, pairs, etc., life on a sheep farm, daily brown and yellow) wrapped of multiple choice words for
and (4) playing adding and routine, and about shearing with a rubber band. The the students to fill in the
subtracting sheep games the sheep for wool. teacher will instruct the blanks with.
students to make designs all
DA: For students with over the pumpkin with their
visual impairments, the crayon bundle.
students could have sheep
manipulatives to sequence
and count.
 Day 76
AT SOL E K.1
Forms of Literature
R: Old Mother Hubbard and
Her Wonderful Dog.
W: Key Words That Rhyme
AL/L/LI/VL The teacher
will read Old Mother
Hubbard and Her
Wonderful Dog to the class.
W Students will write key
words from the rhyme.
A The teacher will recite
“Old Mother Hubbard” with
the class. After reciting it
several times, the teacher
will have the student look in
magazines, newspapers, and
catalogues for dog pictures.
The teacher will instruct the
students to cut out the
pictures and glue them onto
construction paper.
A The students will then cut
around the dog shapes once
again. The students will
hang all dog pictures from a
coat hanger with yarn.
Day 77 Day 78
AT SOL E K.1 AT SOL E K.1
Forms of Literature Forms of Literature
R: Old Mother Hubbard. R: Flower Garden
W: The Letter N W: Words Beginning with
the Letter N
AL/L/LI/VL The teacher AL/L/LI/VL The teacher
will read Old Mother will read Flower Garden to
Hubbard to the class. the class.
A/AL/KL/MA/PH/VL/W W The teacher will instruct
The teacher will teach the the students to pull out their
sounds of the letter N. The card stock booklets and
teacher will give the write words that begin with
students 2 notebook card the letter N. For example,
stocks to make their booklet the students will write:
and instruct the students to notebook and necklace
practice single capital and
lower case N’s. A/MU/T The teacher will
recite and sing “Mistress
AL/VL After reviewing Mary, Quite Contrary” with
“Old Mother Hubbard” with the students. The teacher
the students, the teacher will will play a clip from “The
give them boxes containing Secret Garden” (when the
old grandmother costumes. students sing the song at
Mary and laugh at her). The
D/GA One student will teacher will discuss the
dress up as Old Mother importance of respecting
Hubbard and the other will others. The students will cut
pretend to be her sad hungry and assemble a dinorama.
dog. Each group will present
before the class. DA: For students that
have a hard time using
scissors, the teacher could
provide pre-cut shapes.
Day 79 Day 80
AT SOL E K.1 AT SOL E K.1
Forms of Literature Forms of Literature
R: Boy Who Grew Flowers. R: N/A
W: Sentences Including the W: N/A
Letter N
AL/L/LI/VL The teacher E/OL To assess the students,
will read The Boy Who the teacher will have each
Grew Flowers to the class. student come individually
and recite one of the two
W The teacher will instruct nursery rhymes studied this
the students to pull out their week. The class will have a
booklets and to write a worksheet to work on at
sentence using a word with their seat while each student
the letter N in the sentence. comes to the teacher.
For example, the students
could write the sentence:
My notebook is pretty.
CI/GA The teacher will
review “Mistress Mary,
Quite Contrary” with the
class. The teacher will split
the students into groups and
have them recite different
lines of the nursery rhymes.
After reviewing, the teacher
will have a gardener come
into the classroom and talk
about different flowers and
the best conditions for
growth.
 Day 81
AT SOL E K.10
Understanding Literature
R: The teacher will read
Franklin is Messy.
W: Write a Sentence
Day 82
AT SOL E K.10
Understanding Literature
R: The teacher will read
Franklin’s Bad Day.
W: The Letter O
Day 83
AT SOL E K.10
Understanding Literature
R: The teacher will read
Franklin Goes to School.
W: Words Beginning with
the Letter O
Day 84
AT SOL E K.10
Understanding Literature
R: The teacher will read
Franklin Goes to School.
W: Sentences Including the
Letter O
Day 85
AT SOL E K.10
Understanding Literature
R: The teacher will read
Franklin Goes to the
Hospital to the class.
W: N/A

AL/L/LI/VL The teacher AL/L/LI/VL The teacher AL/L/LI/VL The teacher AL/L/LI/VL The teacher AL/L/LI/VL The teacher
will read Franklin is Messy will read Franklin’s Bad will read Franklin Goes to will read Franklin Goes to will read Franklin Goes to
to the class. Day to the class. School to the class. School to the class. the Hospital to the class.

W The students will write a A/AL/KL/MA/PH/VL/W W The teacher will instruct W The teacher will instruct KL/VL The teacher will
sentence telling how they The teacher will teach the the students to pull out their the students to pull out their give the students a Ziploc
are messy. sounds of the letter O. The booklets and to practice booklets and write a bag containing the different
teacher will give the writing different words that sentence using a word with pieces of the story.
A/OL The teacher will tell students 2 octopus card begin with the letter O. For the letter O. For example,
the students that it is stocks to make their booklet example, the students could the students could write: The KL/PS In order to determine
important to remember the and instruct the students to write: octopus, orange, and octopus has many legs. their comprehension of the
sequence of events as they practice single capital and owl. sequence of events in a
happen in the book. The lower case O’s. A/L/VL In this activity, the story, the students will have
teacher will ask the students A The teacher will give the students will recreate the to put the pieces together.
to orally describe the events A/GA The teacher will students an extra long piece story. The teacher will roll Each piece will have a little
of the story in order. divide the students into of construction paper. The out a long strip of paper on bit of the story written on it.
groups of three. Each teacher will assist the the floor. One at a time, the The students will be told that
A/MA The students will member of the group will students in folding the paper teacher will have the there are three pieces of the
color, cut, and paste pictures have a specific task. One to look like an accordion. students draw a picture and puzzle on a row and when
from the story in order student will draw a picture write words describing what the students switch to the
(beginning, middle, and end) of the beginning, another A/OL/W On this accordion, happened at that point in the next row that is a
on a piece of construction student will draw a picture the students will draw story. The teacher will then continuation from row one.
paper. of the middle, and the last pictures and write what gather the sentence strip and They will see upon placing
student will draw a picture happened in order. The fold back the ends so the them, that this in fact a
DA: For students who of the end. students will then share their story strip will stand up. The puzzle. The teacher will
have a hard time using work with a partner. teacher will read the story assist when needed.
scissors, the teacher will GA/OL Standing in the with the children.
provide pre-cut materials. correct order, thee students
will present their pictures.
 Day 86 Day 87 Day 88 Day 89 Day 90
AT SOL E K.10 AT SOL E K.10 AT SOL E K.10 AT SOL E K.10 AT SOL E K.10
Understanding Literature Understanding Literature Understanding Literature Understanding Literature Understanding Literature
R: Arthur’s Teacher R: Arthur’s New Puppy R: Arthur Writes A Story. R: Te teacher will read R:
Trouble. W: The Letter P W: Words Beginning with Arthur’s Underwear. W:
W: Word Web the Letter P W: Sentences Including the
Letter P

AL/L/LI/VL The teacher AL/L/LI/VL The teacher AL/L/LI/VL The teacher AL/L/LI/VL The teacher AL/VL The teacher will
will read Arthur’s Teacher will read Arthur’s New will read Arthur Writes a will read Arthur’s review Thursday’s book
Trouble to the class. Puppy to the class. Story to the class. Underwear to the class. with the class.

W The students will make a A/AL/KL/MA/PH/VL/W W The teacher will instruct W The teacher will instruct A/E/W The teacher will
word web at their seats. The teacher will teach the the students to pull out their the students to pull out their give the students a
sounds of the letter O. The booklets and practice booklets and write a worksheet relating to the
AL/VL The teacher will teacher will give the writing words that begin sentence using a word with story. The students will be
discuss the importance of students 2 pig card stocks to with the letter P. For the letter P in the sentence. instructed to write the names
knowing the details of the make their booklet and example, the students could For example, the students of the characters and the
story (such as characters and instruct them to write single write: pig, penguin, and pen. could write: The pig stinks. setting and/or draw a
setting). The teacher will capital and lower case P’s. corresponding picture.
then lead the students in A/OL/W The teacher will AL/VL The teacher will
making word webs AL/GA/HS The teacher will review the importance of review the importance of
describing the characters discuss the importance of details with the students. details with the students.
and the setting. For setting and will connect how Before teaching this lesson,
example, the word character a home is also a setting. the teacher will have gone A/GA/OL/W Each student
would be in the middle and through the book and in a group will draw a
then descriptions of the A/OL/VL The students will marked some important picture of a part of the story
character would be written draw, cut, and paste pictures details. The teacher will give and write a sentence about
to the side and connected from magazines that a specific detail to a pair of it. Then, the teacher will
with a line. The teacher will represent their home. The students and they are to help each group glue their
make a word web on the students can then describe illustrate that part of the news stories onto a sheet of
board and the students will their house to a partner. story. The students will butcher paper. Each group
be making one at their seats. display their pages and read will tell about their
DA: For students that their entries to the class. “newspapers”. Then, the
have a hard time using Then, the teacher will bind teacher will staple the sheets
scissors, the teacher will the pages into a picture together to create a class
provide pre-cut shapes. dictionary for the book. newspaper.
 Day 91
AT SOL E K.10
Understanding Literature
R: Thomas the Really
Useful Engine
W: Sentences
VL/AL/LI/L: The teacher
will read Thomas the
Really Useful Engine to the
class.
A/VL/AL/KL/MA: The
teacher will create a stand-
up storybook for each
student. Students are to
draw a picture of the
characters (from the story)
on each blank sheet of
paper and write a sentence
about the character. After
completing each character,
the students will be given
tape to link the pages
together. The teacher will
reread the story and use
the books when discussing
the characters.
Day 92
AT SOL E K.10
Understanding Literature
R: Catch Me, Catch Me! A
Thomas the Tank Engine
Story to the class.
W: The Letter Q
VL/AL/LI/L: The teacher
will read Catch Me, Catch
Me! A Thomas the Tank
Engine Story to the class.
A/VL/AL/KL/MA/PH: The
teacher will teach the
sounds of the letter Q. The
teacher will give the
students 2 queen card
stocks to make the front
and back covers of their
weekly booklet. The books
will be put together using
paper fasteners or laced up
with yarn. Using
reproducible lined pages
for handwriting practice,
the students will practice
single capital and lower
case Q’s.
A/VL/MA/KL/CM/GA:
The teacher will provide a
film strip frame for each
student. The students will
illustrate the characters
(from the story) and write
a sentence about the
character down the strip
of paper. After completing
it, the children will then
take turns pulling the film
Day 93
AT SOL E K.10
Understanding Literature
R: Thomas Gets Tricked
W: Words Beginning with
the Letter Q
VL/AL/LI/L: The teacher
will read Thomas Gets
Tricked to the class.
A/VL/AL/KL/MA/PH: The
teacher will instruct the
students to pull out their
card stock booklets. The
students will practice
writing different words
that begin with the letter
Q. For example, the
students could write the
words: queen, quilt, and
quail.
A/VL/CM/KL/AL/D/MO
/GA: The students will
make stick puppets to
represent one of the
characters in the book.
Then, they will use the
puppets to retell the story
from their perspective to a
partner.
Day 94 Day 95
AT SOL E K.10 AT SOL E K.10
Understanding Literature Understanding Literature
R: Thomas’s Big Race R: N/A
W: Sentences Including W: Draw Pictures of
the Letter Q Fictional Characters
VL/AL/LI/L: The teacher E/A/VL/KL: Using the
will read Thomas’s Big book discussed on
Race to the class. Thursday, the students will
draw a picture of the
A/VL/AL/KL/MA: The character and write a few
teacher will instruct the words/sentences about it.
students write a sentence This evaluation will be
in their cardstock booklets used to determine whether
that includes a word with the students are noticing
the letter Q. For example, specific details evident in
the students could write stories.
the sentence: I am the
queen.
CM/KL/AL/LI: Before the
story, the students will
predict what they think
the topic of the story will
be.
The teacher will review
characters and setting with
the students.
A/KL/MA/CM/GA: With
modeling clay, the students
will sculpt characters or
objects from the story. In
pairs, the students will use
their models to discuss
what they learned from
the story.
DA: Students who have

Day 96
AT SOL E K.10
Understanding Literature
R: Dora’s Backpack
W: Thank You Cards
VL/AL/LI/L: The teacher
will read Dora’s Backpack
to the class.
CC/HS/LI/VL/GA: The
teacher will bring in
several guest speakers (co-
workers or parents) to
retell age-appropriate
stories or events that have
happened in their lives.
The students are to be
attentive during all the
speakers. After the guests
leave, the teacher will
discuss how each guest
retold an event.
A/LI: The teacher will
assign each student a guest
speaker for which to write
a thank you card. The
thank you cards are to be
kind and respectful to each
speaker. The teacher will
give the cards to the
speakers.
H: The teacher will tell the
students for homework to
think of their favorite
strip through the frame
and discussing the
characters.
Day 97
AT SOL E K.10
Understanding Literature
R: Dora Goes to School
W: The Letter R
VL/AL/LI/L: The teacher
will read Dora Goes to
School to the class
A/VL/AL/KL/MA/PH: The
teacher will teach the
sounds of the letter R. The
teacher will give the
students 2 rabbit card
stocks to make the front
and back covers of their
booklet for the week. The
books will be put together
using paper fasteners or
laced up with yarn or a
long shoelace. Using
reproducible lined pages
for handwriting practice,
the students will practice
single capital and lower
case R’s.
OL/LI/GA/CM/AL/D/MO:
The teacher will bring out
the special class
storytelling hat. As each
student comes to the front
to share, the teacher will
place the hat on his/her
head. The students are to
be attentive and respectful
Day 98
AT SOL E K.10
Understanding Literature
R: Dora’s Chilly Day
W: Words Beginning with
the Letter R
VL/AL/LI/L: The teacher
will read Dora’s Chilly Day
to the class.
A/VL/AL/KL/MA/PH: The
teacher will instruct the
students to pull out their
card stock booklets. The
students will practice
writing different words
that begin with the letter
R. For example, the
students could write the
words: rabbit, robot, and
roof.
OL/AL/GA/A/VL/KL/MA:
The students will now
retell the story with a
group. The teacher will
give each student a piece of
construction paper. Each
member of the group is to
draw a picture and write
what is happening in the
story. After each group
member has completed
his/her sheet, the teacher
will bind each story. Each
group will get a chance to
come to the front of the
difficulty manipulating
objects will be given pre-
sculpted objects.
Day 99
AT SOL E K.10
Understanding Literature
R: Dora’s Costume Party
W: Sentences Including
the Letter R
VL/AL/LI/L: The teacher
will read Dora’s Costume
Party to the students.
A/VL/AL/KL/MA: The
teacher will instruct the
students to pull out their
card stock booklets. The
students will write a
sentence making sure to
use a word with the letter
R in the sentence. For
example, the students
could write the sentence:
Peter is a rabbit.
OL/AL/GA/A/VL/KL/MA:
The teacher will split the
students up into groups,
give them props, and tell
them to create a drama of
the story. The groups will
get several minutes to give
out the parts and practice.
Then, each group will get
an opportunity to perform
their skit in front of the
class.
DA: Students with mobility
issues can help write the
Day 100
AT SOL E K.10
Understanding Literature
R: N/A
W: Filmstrip Presentations
OL/LI/GA/CM/AL/D/MO
/HS: The teacher will invite
parents and other
kindergarten classes in for
a special Filmstrip Festival
to review the filmstrips the
students created earlier in
the week. As each group
shows its filmstrip, the
members can take turns
pointing out their own
contributions. Then, the
groups can tell what they
learned as they worked on
their filmstrip (characters,
setting, sequence, etc.) The
teacher will use this as an
assessment. The students
will be required to discuss
the importance of
characters and setting to
the story.
story and come to class
prepared to share the next
day.
Day 101
AT SOL E K.4*
Investigating Literature
R: The Train Ride
W: Responses to Teacher’s
Questions
VL/AL/LI/L: The teacher
will read The Train Ride to
the class.
LI/AL/W/PS: The teacher
will ask questions that will
prompt discussion of The
Train Ride to the class.
Questions could include,
Which story train are you
most like and why? Do you
think you would like to
have a train as a friend?
The students are to write
their responses on a sheet
of paper.
to their classmates as they
share.
Day 102
AT SOL E K.4*
Investigating Literature
R: Quick as a Cricket
W: The Letter S
VL/AL/LI/L: The teacher
will read Quick as a
Cricket to the class.
A/VL/AL/KL/MA/PH: The
teacher will teach the
sounds of the letter S. The
teacher will give the
students 2 snowmen card
stocks to make the front
and back covers of their
weekly booklet. The books
will be put together using
paper fasteners or laced up
with yarn. Using
reproducible lined pages
for handwriting practice,
the students will practice
single capital and lower
case S’s.
CM/AL/CM/GA: The
teacher will give each
student a set of questions
about Quick as a Cricket.
The students will take
turns asking each other
the questions. Some of the
questions include: In what
classroom and retell the scripts and/or be the
story using their book. director(s) of the skits.
Day 103 Day 104 Day 105
AT SOL E K.4* AT SOL E K.4* AT SOL E K.4*
Investigating Literature Investigating Literature Investigating Literature
R: Bad Dog, Marley! R: Together R: Celeste: A Day in the
W: Words Beginning with W: Sentences Including Park
the Letter R the Letter R W: Questions
VL/AL/LI/L: The teacher VL/AL/LI/L: The teacher VL/AL/LI/L: The teacher
will read Bad Dog, Marley! will read Together to the will read Celeste: A Day in
to the class. class. the Park to the class.
A/VL/AL/KL/MA/PH: The A/VL/AL/KL/MA: The VL/W/GA/CM: After
teacher will instruct the teacher will instruct the discussing the story, the
students to pull out their students to pull out their teacher will instruct the
card stock booklets. The card stock booklets. The students to get out a sheet
students will practice students will write a of paper and write one
writing different words sentence making sure to how or why question about
that begin with the letter use a word with the letter the story. Then, the
S. For example, the S in the sentence. For students will trade papers
students could write the example, the students with a neighbor and
words: snowman, star, and could write the sentence: answer the question. If the
snake. The snowman’s name is students have a hard time
Frosty. understanding their
CM/AL/CM/GA: The classmates’ questions, the
teacher will have the MU/GA/CM/AL/H/HS: The teacher will assist.
students do an interview. teacher will lead the
One student will be the students in singing “The
interviewer and the other More We Get Together.”
students will be the The teacher will have the
interviewee. The students come up with
interviewer will ask questions they would ask
questions such as: What their best friend. For
made Marley such a bad example, the student could
dog? What would you do ask, “What is your favorite
to make Marley behave? thing to do? Do you have a
Then, the students will dream or something you
 was are you like the boy in
Quick as a Cricket? In
what wasy could you never
be like him? Why or why
not? What did you like
most about the story?
Day 106 Day 107
AT SOL E K.4* AT SOL E K.4*
Investigating Literature Investigating Literature
R: Mr. Grumpy’s Outing R: Ten in a Bed
W: Questions W: The Letter T
switch roles. would like to do? The
teacher will instruct the
DA: Students who are students to take these
hearing impaired could write questions to their best
down the questions and friend and ask them (for
answers. homework, if applicable).
Day 108 Day 109 Day 110
AT SOL E K.4* AT SOL E K.4*
FIELD TRIP
Investigating Literature Investigating Literature
R: Sheep on a Ship R: Max Found Two Sticks R: N/A
W: Words Beginning with W: Sentences Including W: N/A
the Letter T the Letter T
VL/AL/LI/L: The teacher
will read Mr. Grumpy’s
Outing to the class.
GA/CM/VL/AL: In their
journals, the students will
write questions to Mr.
Grumpy. For example, the
student could ask, “Why
did you let the pig come in
the boat? Then, the
students will hand their
journal off to a friend and
have the friend answer the
question.
Day 111
AT SOL E K.4*
Investigating Literature
R: Dogs Don’t Wear
VL/AL/LI/L: The teacher
will read Ten in a Bed to
the class.
A/VL/AL/KL/MA/PH: The
teacher will teach the
sounds of the letter T. The
teacher will give the
students 2 turtle card
stocks to make the front
and back covers of their
weekly booklet. The books
will be put together using
paper fasteners or laced up
with yarn. Using
reproducible lined pages
for handwriting practice,
the students will practice
single capital and lower
case T’s.
MU/D/GA/CM/MO: The
teacher will lead the class
in singing “Ten in a Bed”
and the students will
dramatize the song. When
only the Little One is left
in the bed, the others will
ask why he/she had the
others roll out. Several
groups will enact this skit.
DA: Students with modality
issues will be given a small
bed and figurines to mimic
actions.
Day 112
AT SOL E K.4*
Investigating Literature
R: What’s for Lunch?
VL/AL/LI/L: The teacher
will read Sheep on a Ship
to the class.
A/VL/AL/KL/MA/PH: The
teacher will instruct the
students to pull out their
card stock booklets. The
students will practice
writing different words
that begin with the letter
T. For example, the
students could write the
words: turtle, truck, and
tree.
A/LI/VL: The teacher will
instruct the students to
draw a picture of the sheep
on a ship. In addition, the
teacher will instruct the
students to ask questions
about the book. For
example, a student could
write, “Why would sheep
be on a ship? How would
you have controlled the
ship?”
Day 113
AT SOL E K.4*
Investigating Literature
R: Don’t Forget the Bacon!
VL/AL/LI/L: The teacher
will read Max Found Two
Sticks to the class.
A/VL/AL/KL/MA: The
teacher will instruct the
students to pull out their
card stock booklets. The
students will write a
sentence making sure to
use a word with the letter
T in the sentence. For
example, the students
could write the sentence:
The turtle is slow.
MA/GA/CM: The teacher
will give each student two
sticks. The students will
get to brainstorm with a
partner to discover what
they would do with their
sticks. The students are to
ask one another, How
would you play with the
sticks? Why? Then, the
students will tell their
ideas to the class.
Day 114
AT SOL E K.4*
Investigating Literature
R: The Quiet Noisy Book
FIELD TRIP TO THE
NORTH CAROLINA ZOO
During the field trip, the
students will be able to
view (and possibly touch)
the various types of
animals they have learned
about in class. The
students will see the
animals in their natural
habitats. In addition, the
students will stay with the
group (demonstrating
responsibility), listen,
follow directions, and
behave appropriately
(demonstrating
trustworthiness).
Day 115
AT SOL E K.4*
Investigating Literature
R: N/A
Sneakers
W: Drawing Pictures of
Odd Occurrences or
Events
VL/AL/LI/L: The teacher
will read Dogs Don’t Wear
Sneakers to the class.
A/CM/VL/KL/MA: Before
reading, the teacher will
ask the students, “Why
don’t dogs wear
sneakers?” The teacher
will also ask questions
such as “How would you
react if you saw sheep in a
shower?” Then, the
teacher will instruct the
students to draw a picture
of an unlikely event or
object doing something
odd.
Day 116
W: The Letter U
VL/AL/LI/L: The teacher
will read What’s for
Lunch? to the class.
A/VL/AL/KL/MA/PH: The
teacher will teach the
sounds of the letter U. The
teacher will give the
students 2 umbrella card
stocks to make the front
and back covers of their
booklet for the week. The
books will be put together
using paper fasteners or
laced up with yarn or a
long shoelace. Using
reproducible lined pages
for handwriting practice,
the students will practice
single capital and lower
case U’s.
LI/CM/AL: The teacher
will tell the students that
they are going to make a
peanut butter and jelly
sandwich for lunch! The
teacher will give very clear
instructions to follow and
the students are to listen
and obey those
instructions.
Day 117
W: Words Beginning with
the Letter U
VL/AL/LI/L: The teacher
will read Don’t Forget the
Bacon! to the class.
A/VL/AL/KL/MA/PH: The
teacher will instruct the
students to pull out their
card stock booklets. The
students will practice
writing different words
that begin with the letter
U. For example, the
students could write the
words: umbrella, upstairs,
and unhappy.
LI/GA/MA/KL/AL: The
teacher will give the
students a “shopping list”
of items around the
classroom. The teacher
will tell the students to go
in a particular order and
to make sure to get all the
items on the list.
DA: Students with modality
issues could point to the
items they would do in the
correct order.
Day 118
W: Sentences Including
the Letter U
VL/AL/LI/L: The teacher
will read The Quiet Noisy
Book to the class.
A/VL/AL/KL/MA: The
teacher will instruct the
students to pull out their
card stock booklets. The
students will write a
sentence making sure to
use a word with the letter
A in the sentence. For
example, the students
could write the sentence:
The umbrella keeps me
dry.
CM/AL/GA: The teacher
will give various noise-
making objects to the
students. One at a time,
the students will make
their noise, describe it as
either soft or loud, and tell
why they described it in
that particular way.
Day 119
W: Names
LI/CM/E/VL/AL: The
teacher will have the
students share stories.
They will have to follow
instructions in order for
the process to run
smoothly. For example, the
teacher could tell the
students the order of
presentations and the
specific chair in which to
sit in as they tell their
story. The students are to
follow instructions. In
addition, the students are
to write his/her name on
the board before beginning
their presentation.
Day 120
 AT SOL E K.13
Communicating Ideas
R: Show Me Your Smile! A
Visit to the Dentist
W: Sentences
VL/AL/LI/L: The teacher
will read Show Me Your
Smile! A Visit to the Dentist
to the class.
A/KL/VL: The teacher will
instruct the students to
draw a picture of their
first trip to the dentist and
write a few sentences
about what happened. (i.e.
Were the students scared?
Did the dentist pull a
tooth?)
AT SOL E K.13
Communicating Ideas
R: Truman’s Loose Tooth
W: The Letter V
VL/AL/LI/L: The teacher
will read Truman’s Loose
Tooth to the class.
A/VL/AL/KL/MA/PH: The
teacher will teach the
sounds of the letter V. The
teacher will give the
students 2 volcano card
stocks to make the front
and back covers of their
weekly booklet. The books
will be put together using
paper fasteners or laced up
with yarn. Using
reproducible lined pages
for handwriting practice,
the students will practice
single capital and lower
case V’s.
A/MA/VL: The students
will draw a picture of how
they lost their first tooth.
For example, if a child’s
dad pulled his tooth, the
student would draw a
picture of himself/herself
and the dad pulling the
tooth.
DA: Students who struggle
writing can type their
AT SOL E K.13 AT SOL E K.13 AT SOL E K.13
Communicating Ideas Communicating Ideas Communicating Ideas
R: How Do Dinosaurs Go R: I’m a Big Brother R: Froggy Rides a Bike
to School? W: Sentences Including W: Draw a Picture of
W: Words Beginning with the Letter V His/Her First Time Riding
the Letter V a Bike
VL/AL/LI/L: The teacher VL/AL/LI/L: The teacher VL/AL/LI/L: The teacher
will read How Do will read I’m a Big Brother will read Froggy Rides a
Dinosaurs Go to School? to the class. Bike to the class.
To the class.
A/VL/AL/KL/MA: The E/W/VL: To assess the
A/VL/AL/KL/MA/PH: The teacher will instruct the students, the teacher will
teacher will instruct the students to pull out their instruct the students to
students to pull out their card stock booklets. The write about their first
card stock booklets. The students will write a experience riding a bike
students will practice sentence making sure to and draw a picture of the
writing different words use a word with the letter bike that was ridden.
that begin with the letter A in the sentence. For
V. For example, the example, the students
students could write the could write the sentence:
words: volcano, vest, and The volcano is hot.
violin.
A/MA/VL: The students
W/VL: The students will will draw a picture of
write about his/her first him/her holding a baby
day at school. For and write what it is like to
example, a student could have a brother or a sister.
write: I was really scared If the student does not
on the first day. My have a baby brother/sister,
teacher was really nice. I the teacher will have them
loved school. draw a picture and write
what it would be like to
have a brother or a sister.
 sentences on a computer.
Day 121 Day 122
AT SOL E K.13 AT SOL E K.13
Communicating Ideas Communicating Ideas
R: Me and My Mom R: My Dad
W: Sentences W: The Letter W
VL/AL/LI/L: The teacher VL/AL/LI/L: The teacher
will read Me and My Mom will read My Dad to the
to the class. class.
A/W/VL/MA: The teacher A/VL/AL/KL/MA/PH: The
will instruct the students teacher will teach the
to write a sentence about sounds of the letter W. The
his/her mom and draw a teacher will give the
picture. students 2 worm card
stocks to make the front
and back covers of their
weekly booklet. The books
will be put together using
paper fasteners or laced up
with yarn. Using
reproducible lined pages
for handwriting practice,
the students will practice
single capital and lower
case W’s.
A/MA/VL/HS: The
students will write a
sentence about their dad
and draw a picture. After
completing these two
tasks, the teacher will send
the pictures home so the
parents will see the work
that was done about them.
Day 123
AT SOL E K.13
Communicating Ideas
R: How to Be a Baby By
Me, the Big Sister
W: Words Beginning with
the Letter W
VL/AL/LI/L: The teacher
will read How to Be a Baby
By Me, the Big Sister to the
class.
A/VL/AL/KL/MA/PH: The
teacher will instruct the
students to pull out their
card stock booklets. The
students will practice
writing different words
that begin with the letter
W. For example, the
students could write the
words: worm, whale, and
wind.
A/MA/VL/W: The teacher
will instruct the students
to draw a picture of their
brother/sister. If the
student is an only child,
the teacher will instruct
the students to draw a
picture of their family.
Then, the student will
write about their
sister/brother.
Day 124 Day 125
AT SOL E K.13 AT SOL E K.13
Communicating Ideas Communicating Ideas
R: That’s What R: The Music Teacher from
Grandparents Are For the Black Lagoon
W: Sentences Including W: Sentences
with the Letter W
VL/AL/LI/L: The teacher VL/AL/LI/L: The teacher
will read That’s What will read The Music
Grandparents Are For to Teacher from the Black
the class. Lagoon to the students.
A/VL/AL/KL/MA: The E/A/VL/MA/W: The
teacher will instruct the teacher will instruct the
students to pull out their students to draw a picture
card stock booklets. The of the teacher and write
students will write a one or two sentences about
sentence making sure to his/her teacher.
use a word with the letter
W in the sentence. For
example, the students
could write the sentence:
The bird ate the worm.
A/MA/VL/W: The students
will draw a picture of their
grandparents and write a
few sentences describing
them and their life.

Day 126
AT SOL E K.13
Communicating Ideas
R: Dog Breath
W: Sentences
VL/AL/LI/L: The teacher
will read Dog Breath to the
class.
A/MA/VL/W: The teacher
will instruct the students
to draw a picture of their
dog or a dog they would
like to own. In addition,
the students will write a
few sentences about their
pet.
DA: Students with an
extremely hard time writing
can type their sentences on a
computer.
Day 127
AT SOL E K.13
Communicating Ideas
R: Curious George Visits a
Toy Store
W: The Letter X
VL/AL/LI/L: The teacher
will read Curious George
Visits a Toy Store to the
class.
A/VL/AL/KL/MA/PH: The
teacher will teach the
sounds of the letter X. The
teacher will give the
students 2 fox (which
includes the letter x) card
stocks to make the front
and back covers of their
booklet for the week. The
books will be put together
using paper fasteners or
laced up with yarn or a
long shoelace. Using
reproducible lined pages
for handwriting practice,
the students will practice
single capital and lower
case X’s.
A/MA/VL: The teacher
will instruct the students
to draw a picture of
Day 128 Day 129 Day 130
AT SOL E K.13 AT SOL E K.13 AT SOL E K.13
Communicating Ideas Communicating Ideas Communicating Ideas
R: The Shiny Skates R: Curious George at the R: When the TV Broke
W: Words Beginning with Baseball Game W: Sentences
the Letter X W: Sentences Including
the Letter X
VL/AL/LI/L: The teacher VL/AL/LI/L: The teacher VL/AL/LI/L: The teacher
will read The Shiny Skates will read Curious George will read When the TV
to the class. at the Baseball Game to the Broke to the students.
class.
A/VL/AL/KL/MA/PH: The A/MA/VL/E: The teacher
teacher will instruct the A/VL/AL/KL/MA: The will instruct the students to
students to pull out their teacher will instruct the write one or two sentences
card stock booklets. The students to pull out their about how upset/angry
students will practice card stock booklets. The they would be if their T.V.
writing different words students will write a at home were to break.
that begin with the letter sentence making sure to
X. For example, the use a word with the letter
students could write the A in the sentence. For
words: axe, exit, and fox. example, the students
could write the sentence:
A/MA/VL: The teacher The fox is sneaky.
will instruct the students
to draw a picture of their A/MA/VL: The teacher
first pair of skates and will tell the students to
write about the difficulty write and draw a picture
of learning to skate. For about their first experience
students who have never at a baseball game. If the
skated, the teacher will students have not attended
allow them to write/draw a baseball game, the
about an activity they students can write about a
enjoy. game they have been to.

Day 131
AT SOL E K.13
Communicating Ideas
R: A Wish to be a
Christmas Tree
W: Sentences
VL/AL/LI/L: The teacher
will read A Wish to be a
Christmas Tree to the class.
A/MA/VL/W:The teacher
will instruct the students
to write one or two
sentences about their
favorite Christmas and/or
Christmas gift. Then, the
students are to draw a
picture of it.
DA: Students who have an
extremely hard time writing
could type their sentences
on a computer and verbally
describe his/her picture.
himself or herself at a toy
store and write the things
they would like to buy.
Day 132
AT SOL E K.13
Communicating Ideas
R: Thanksgiving is for
Giving Thanks
W: The Letter Y
VL/AL/LI/L: The teacher
will read Thanksgiving is
for Giving Thanks to the
class.
A/VL/AL/KL/MA/PH: The
teacher will teach the
sounds of the letter Y. The
teacher will give the
students 2 yo-yo card
stocks to make the front
and back covers of their
booklet for the week. The
books will be put together
using paper fasteners or
laced up with yarn or a
long shoelace. Using
reproducible lined pages
for handwriting practice,
the students will practice
single capital and lower
case Y’s.
A/MA/VL/W: The teacher
will instruct the students
to write one or two
sentences about the
different things they are
DA: Students who have an
extremely hard time writing
could type their sentences
on a computer and verbally
describe his/her picture.
Day 133
AT SOL E K.13
Communicating Ideas
R: Big Pumpkin
W: Words Beginning with
the Letter Y
VL/AL/LI/L: The teacher
will read Big Pumpkin to
the class.
A/VL/AL/KL/MA/PH: The
teacher will instruct the
students to pull out their
card stock booklets. The
students will practice
writing different words
that begin with the letter
Y. For example, the
students could write the
words: yo-yo, yellow, and
yes.
A/MA/VL: The teacher
will instruct the students
to draw a picture of a
pumpkin. They can make
the pumpkin happy or
scary, and then tell why
they choose to make it
either happy or scary.
Day 134
AT SOL E K.13
Communicating Ideas
R: Clifford’s Happy Easter
W: Sentences Including
the Letter Y
VL/AL/LI/L: The teacher
will read Clifford’s Happy
Easter to the class.
A/VL/AL/KL/MA: The
teacher will instruct the
students to pull out their
card stock booklets. The
students will write a
sentence making sure to
use a word with the letter
Y in the sentence. For
example, the students
could write the sentence: I
have a yo-yo.
A/MA/VL/W: The teacher
will instruct the students
to write about Easter
(what it means, what
happens, etc.) Then, the
teacher will instruct the
students to draw a picture.
Day 135
AT SOL E K.13
Communicating Ideas
R: Every Year on Your
Birthday
W: Sentences
VL/AL/LI/L: The teacher
will read Every Year on
Your Birthday to the class.
A/MA/VL/W/E: The
students will be instructed
to write one or two
sentences about their
favorite birthday (where it
was/ favorite present/ etc.)
In addition, the students
will draw a picture.

Day 136
AT SOL E K.3
Rules of Conversation
R: Walter the Farting Dog:
Trouble at the Yard Sale
W: Lists
VL/AL/LI/L: The teacher
will read Walter the
Farting Dog: Trouble at
the Yard Sale to the class.
VL/MA: The students are
to imagine that they are
having a sidewalk sale.
The teacher will display
several items that might be
sold at a sidewalk sale such
as books, tapes, and
pictures.
KL/GA/MA/CM/AL: In
pairs, the students will
take turns giving a “sales
pitch” for their item. For
example, a child selling a
book might tell a potential
customer why he or she
should buy the book. After
the students hear their
classmates’ sales pitches,
they will write a list of the
thankful for and draw
pictures of them if
applicable.
Day 137
AT SOL E K.3
Rules of Conversation
R: My Trip to the Zoo
W: The Letter Z
VL/AL/LI/L: The teacher
will read My Trip to the
Zoo to the class.
A/VL/AL/KL/MA/PH: The
teacher will teach the
sounds of the letter Z. The
teacher will give the
students 2 zebra card
stocks to make the front
and back covers of their
booklet for the week. The
books will be put together
using paper fasteners or
laced up with yarn or a
long shoelace. Using
reproducible lined pages
for handwriting practice,
the students will practice
single capital and lower
case Z’s.
AL/VL/W/CM/GA: The
teacher will lead the class
in brainstorming a list of
Day 138
AT SOL E K.3
Rules of Conversation
R: Cars & Trucks & Other
Vehicles
W: Words Beginning with
the Letter Z
VL/AL/LI/L: The teacher
will read Cars & Trucks &
Other Vehicles to the class.
A/VL/AL/KL/MA/PH: The
teacher will instruct the
students to pull out their
card stock booklets. The
students will practice
writing different words
that begin with the letter
Z. For example, the
students could write the
words: zebra, zero, and
zoo.
VL/AL/GA/CM: The
students will name some of
the vehicles about which
they have read. Then, the
teacher will help the
children develop a word
web for one specific kind
of vehicle, such as trucks.
Day 139 Day 140
AT SOL E K.3 AT SOL E K.3
Rules of Conversation Rules of Conversation
R: Fireman Small to the R: The Secret Life of
Rescue Walter Kitty
W: Sentences Including W: Sentences
the Letter Z
VL/AL/LI/L: The teacher VL/AL/LI/L: The teacher
will read Fireman Small to will read The Secret Life of
the Rescue to the class. Walter Kitty to the students.
A/VL/AL/KL/MA: The E/W/VL: The students will
teacher will instruct the write one or two sentences
students to pull out their describing the character
card stock booklets. The (color, shape, and size).
students will write a
sentence making sure to
use a word with the letter
Z in the sentence. For
example, the students
could write the sentence:
The zebra has stripes.
CI/LI/VL/GA/AL: The
teacher will arrange for a
firefighter to visit the
school. In addition, the
fireman will have brought
a fire truck for the
students to see. The
fireman will show the
students different parts of
items they would buy
based on the sales pitches.
DA: Students with mobility
issues will have the items
brought to their seats and
make their sales pitch.
Day 141
AT SOL E K.3
Rules of Conversation
R: The Gingerbread Man
W: Describing Words
VL/AL/LI/L: The teacher
will read The Gingerbread
Man to the class.
LI/H/KL/GA: The teacher
will remind the students of
the things the old woman
used to make the
Gingerbread Boy in the
story. Among these things
are certain spices. The
teacher will explain that
spices are plants used to
flavor foods, and that
ginger is the name of the
spice that flavors
gingerbread. The teacher
will help the students
name other spices such as
pepper, oregano, and
garlic. The teacher will
bring in samples for the
children to see, smell, and
taste.
places to which they, as a
group, might take a make-
believe trip. The students
will vote on a class
favorite. Then, the
students will draw a
picture and write a few
sentences about the place
using describing words.
Day 142
AT SOL E K.3
Rules of Conversation
R: The True Story of the 3
Little Pigs
W: Stories in Journals
VL/AL/LI/L: The teacher
will read The True Story of
the 3 Little Pigs to the
class.
CM/GA/AL/KL: The
students will tell a new
version of the story – one
in which the three little
pigs build something
besides houses.
The students will work in
small groups to
brainstorm ideas for the
new story. As they
brainstorm the story, each
student will write down
the story in his/her
journal. They should
consider the setting of the
story, additional
characters, and an
alternate ending. After the
students have planned
VL/KL/MA: The students
will be instructed to create
a similar web for another
vehicle. In addition, the
teacher will have the
students search through
car magazines for a
picture to put on the
vehicle bulletin board.
Day 143
AT SOL E K.3
Rules of Conversation
R: Teeny Tiny
W: Items Found at the
Store
VL/AL/LI/L: The teacher
will read Teeny Tiny to the
class.
CM/GA/AL/KL: The
students will write a class
story about another
adventure the teeny, tiny
woman might have. The
teacher will lead the
students in brainstorming
a list of places she might
go and things she might
find there. The students
will be encouraged to use
describing words for this
assignment. For example,
if she went to the store, she
might find tiny vegetables.
The describing words are
to be written down in their
journals.
the truck.
W/VL: After the
firefighter’s visit, the
students will write about
the visit using words that
describe the firefighter
and the truck.
Day 144
AT SOL E K.3
Rules of Conversation
R: Teeny Tiny
W: Phrases
VL/AL/LI/L: The teacher
will read Teeny Tiny to the
class.
CM/GA/AL: The teacher
will remind the students
that the words teeny tiny
tell how small the woman
in the story is. The teacher
will invite the students to
brainstorm a list of two-
word phrases that mean
“very small,” such as
teensie weensie, itsy bitsy,
and itty bitty. The
students will choose the
phrase they like best and
write it down on a slip of
paper. The slips of paper
will be tallied as part of a
class vote. Then, the
teacher will re-read the
story with the students,
pausing before the words
Day 145
AT SOL E K.3
Rules of Conversation
R: N/A
W: Sentences
CM/GA/AL: Relating this
exercise to the story, the
teacher will instruct the
students to imagine that
the story was about a very
big woman. What words
might they use to describe
her? What if the woman
was very, very wise? What
if she was very, very silly?
Or what if she wore
rainbow colors?
W/A/VL/E: The students
will draw a picture and
write a few sentences using
describing words.
DA: Students who have a
hard time drawing will be
allowed to use Kidpix to
draw their picture.

GA/CM/PS/AL: As a class,
the students will use
describing words to tell
about each spice they have
tasted. As a treat, the
teacher will bring in a
Gingerbread Man for each
student for snack.
Day 146
AT SOL E K.3
Rules of Conversation
R: Carnival of the Animals
W: Sentences
VL/AL/LI/L: The teacher
will read Carnival of the
Animals to the class.
A/GA/CM/W/PS/VL: The
teacher will divide the
students into partners. The
teacher will give each
group a different animal
picture. The students will
paste the picture on one
side of a sheet of paper.
Then, the students will
draw the story animal
character on the other. The
students will write a
sentence for each drawing
– one that tells facts about
the animal and one that
describes the fantasy
character.
DA: Students who have a
their story, the group
members will take turns
telling it.
Day 147
AT SOL E K.3
Rules of Conversation
R: Jimmyjammy Had a Hat
W: Sentences
VL/AL/LI/L: The teacher
will read Jimmyjammy had
a Hat to the class.
VL/W/PS: After reading
the story, the teacher will
have the students look
back at pages 2 – 8 and
describe what
Jimmyjammy is doing on
each page. The students
will write one or two
sentences describing his
actions.
Day 148
AT SOL E K.3
Rules of Conversation
R: City by Numbers
W: Lists
VL/AL/LI/L: The teacher
will read City by Numbers
to the class.
LI/CM/GA/VL/AL: The
teacher will display a
“Numbers Everywhere”
poster and help the
students identify the
various places or items
with numbers pictured.
Then, the teacher will
encourage them to talk
about other places they see
numbers.
W: The students will make
a list of the many places
where they see numbers.
(phone, clocks, etc.)
teeny tiny and letting them
substitute the new phrase
they created.
Day 149 Day 150
AT SOL E K.3 AT SOL E K.3
Rules of Conversation Rules of Conversation
R: Healthy Snacks with R: Ellison the Elephant
Blue W: Sentences
W: Guesses
VL/AL/LI/L: The teacher VL/AL/LI/L: The teacher
will read Healthy Snacks will read Ellison the
with Blue to the class. Elephant to the class.
LI/CM/GA/W/VL: The W/LI/VL/E: After reading
teacher will begin a game the story, the teacher will
of Clue. The teacher will have the students draw a
tell the students that picture of something or
he/she is thinking of someone in the story and
something in the story. The write a sentence describing
teacher will give two clues that event/person.
and instruct the students
to write down their
guesses. Then, once
everyone has guessed, the
teacher will have a
volunteer find the page
and name what he/she was
thinking of.
H/LI: Since the story was
about healthy snacks, the
teacher will provide
hard time drawing will be
allowed to use Kidpix to
draw their picture.
Day 151
AT SOL E K.14
Finding and Using
Resources
R: Library Lion
W: Information Learned
During a Visit to the
Library
VL/AL/LI/L: The teacher
will read Library Lion to
the class.
LI/VL/AL/MO: The
teacher will take the
students to the library
making sure to point out
the different sections
(fiction, non-fiction,
references, etc.) The
teacher will tell the
students that the library is
a great place to find
information about
different topics.
several healthy snacks for
the students to enjoy
(carrots, celery, etc.). In
addition, he/she will
discuss the importance of
healthy eating and its
benefits.
Day 152 Day 153 Day 154 Day 155
AT SOL E K.14 AT SOL E K.14 AT SOL E K.14 AT SOL E K.14
Finding and Using Finding and Using Finding and Using Finding and Using
Resources Resources Resources Resources
R: The Library Dragon R: Corduroy Goes to the R: D.W.’s Library Card R: I Took My Frog to the
W: Information to Explore Library W: First and Last Names Library
at the Public Library W: Words and Definitions W: Sentences
VL/AL/LI/L: The teacher VL/AL/LI/L: The teacher VL/AL/LI/L: The teacher VL/AL/LI/L: The teacher
will read The Library will read Corduroy Goes to will read D.W.’s Library will read I Took My Frog
Dragon to the class. the Library to the class. Card to the class. to the Library to the class.
CI/LI/VL/AL: The teacher LI/VL/AL: The teacher W/VL: The students will VL/W/PS: The teacher will
will have a representative will introduce a dictionary be given different give the students a topic
from the public library to the students. The materials to make a and have them research
come in and give a teacher will explain that library card. The students the topic at the library and
presentation on the the dictionary is an will use this library card to in the dictionary and write
resources that are there. excellent source and will check books from the class three sentences about the
The teacher will encourage give definitions and library. Students must topic.
the students to take examples for words not write his/her first and last
advantage of the many understood. name on their library
resources that are there. cards.
W/PS/VL: The students
W: The students will write will look up three words
down three things that and write down each
W: Once returning from
the library, the students
will be instructed to write
two things they learned.
they could explore at the word’s definition.
public library.
DA: Student with ADD will
be assisted by the teacher in
finding and writing the
definitions of the words.

Day 156 Day 157 Day 158 Day 159 Day 160
AT SOL E K.14 AT SOL E K.14 AT SOL E K.14 AT SOL E K.14 AT SOL E K.14
Finding and Using Finding and Using Finding and Using Finding and Using Finding and Using
Resources Resources Resources Resources Resources
R: Franklin and the R: Winnie’s new Computer R: Arthur’s Computer R: Chip, the Little R: Welcome to Computer
Computer W: Favorite Websites Disaster Computer Land
W: Information Learned W: Information Learned W: Methods for Finding W: Sentences
about Using the Computer from the Video Information
VL/AL/LI/L: The teacher VL/AL/LI/L: The teacher VL/AL/LI/L: The teacher VL/AL/LI/L: The teacher VL/AL/LI/L: The teacher
will read Franklin and the will read Winnie’s new will read Arthur’s will read Chip, the Little will read Welcome to
Computer to the class. Computer to the class. Computer Disaster to the Computer to the class. Computer Land to the
class. class.
LI/VL/T: Using the LI/VL/T: The teacher will T/LI/CC: The teacher will
SmartBoard, the teacher use the SmartBoard to LI/VL/T: The teacher will have the computer teacher E/PS/W: The teacher will
will take the students to show the students how to show the class a video on come in and give the give the students a topic
age appropriate websites use Ebscohost and other using the computer to students some advice on and have them research it
and show them how to use databases when research information. looking for information. on the computer and write
the search engine. researching material. three sentences about their
W: The students will write KL/W: After the computer topic.
W: The students will write W: The students can write at least two sentences teacher’s presentation, the
two things they learned down their favorite including information they students will be given time
about researching website that they will use learned from the video. to explore the different
information. to find information. search methods given. The
DA: The teacher can explain students will write down
the events of the video to their favorite method.
students who are visually
impaired.

Day 161 Day 162 Day 163 Day 164 Day 165
 STANDARDIZED STANDARDIZED STANDARDIZED STANDARDIZED STANDARDIZED
TESTING TESTING TESTING TESTING TESTING

Day 166 Day 167 Day 168 Day 169 Day 170
AT SOL E K.5 AT SOL E K.5 AT SOL E K.5 AT SOL E K.5
FIELD TRIP
Oral Communication Oral Communication Oral Communication Oral Communication
R: Sam Tells Stories R: Insects that Work R: Earth Day – Hooray! R: Clifford’s Birthday Party R: N/A
W: Sentences Together W: Questions W: Names W: N/A
W: Name Tag
VL/AL/LI/L: The teacher
will read Sam Tells Stories
to the class.
HS/GA/CM/VL/AL: Before
today’s lesson, the teacher
will instruct the students
to bring in their favorite
story from home. Paired
with a partner, the student
will use the book to retell
the story to their partner.
The students will be
encouraged to tell their
favorite part of it. The
teacher will walk around
and observe the
communication with each
other.
W: After their sharing
time with their partners,
students will write one or
two sentences about what
he/she learned from the
story their partner told.
Day 171
AT SOL E K.5
Oral Communication
R: Picture This…
W: Sentences
VL/AL/LI/L: The teacher
will read Insects that Work
Together to the class.
CM/GA/MO/KL/VL/AL/
W/LI/L: The teacher will
give a group of four
students a story The Three
Little Pigs, The Three Billy
Goats Gruff, and
Goldilocks and the Three
Bears). The students will
have to decide who plays
which character and they
will have to say their lines
at the right time and not
interrupt one another. In
addition, they will have to
write their character’s
name on a piece of paper
which will serve as a
nametag (in case anyone in
the class is confused as to
who the characters are).
The rest of the class will sit
quietly and listen as each
group presents.
Day 172
AT SOL E K.5
Oral Communication
R: Mothers and Babies
W: Sentences
VL/AL/LI/L: The teacher
will read Earth Day –
Hooray! to the class.
CM/GA/PS: The students
will conduct an interview
session. One student will
be a scientist and the other
student will be a journalist
or a news reporter. The
reporter will ask the
scientist what ways people
can help the earth.
W: The journalist student
will write down the
questions to be asked and
the scientist student will
write down his responses.
Day 173
AT SOL E K.5
Oral Communication
R: Fun and Games in
Colonial America
W: Charts
VL/AL/LI/L: The teacher
will read Clifford’s
Birthday Party to the class.
LI/AL/CM/GA: The
teacher will assist the
students in recalling the
many different people that
came to the party. The
teacher will point out that
at big parties, there may
be people who don’t know
one another. The teacher
will have two students
come up to the front of the
classroom and
demonstrate how to
introduce themselves.
CM/GA/W/KL/MO/AL
/VL: The students will be
placed in groups of three
or four. Each group will
introduce one another to
their classmates. They will
also be required to write
their names on a piece of
paper to hold as they are
being introduced.
DA: Students with mobility
issues will be introduced
from his/her desk.
Day 174
AT SOL E K.5
Oral Communication
R: Me Too!
W: Journal Entries
FIELD TRIP TO SEE
SEVERAL SHORT PLAYS
During the field trip, the
students will be able to
watch as the fairy tales
they are learning about in
English class are acted out
(The Three Little Pigs, The
Three Little Bears, etc.).
The students are to stay
with the group
(demonstrating
responsibility), listen,
follow directions, and
behave appropriately
(demonstrating
trustworthiness).
Day 175
AT SOL E K.5
Oral Communication
R: Little Red Riding Hood
W: N/A
VL/AL/LI/L: The teacher
will read Picture This…to
the class.
KL/A/CM/GA/MO/W/VL
/AL: The teacher will
provide several art centers
located around the
classroom. The teacher
will pair the students. One
student will draw a picture
and show it to their
partner. The partner can
ask questions about the
picture and the artist will
tell why he/she drew that
particular picture. The
students will then switch
roles. This activity will
promote respect for others
and their artwork.
Day 176
AT SOL E K.5
Oral Communication
R: Help!: A Story of
Friendship
W: Sentences
VL/AL/LI/L: The teacher
will read Mothers and
Babies to the class.
VL/AL/CM/GA: The
teacher will display
photographs of animals
and encourage the students
to name the animals and
describe them. The teacher
will ask the students to
guess how each animal
mother might keep its baby
close. The teacher will
display the pages from the
story that correspond to
the student’s responses.
A/W: The students will
draw a picture of a mother
animal taking care of her
young and write a sentence
about it. For example, a
student could draw a
picture of a gorilla and
baby and write: A mother
gorilla carries her baby in
her arms.
DA: Students who have a
hard time drawing will be
allowed to use Kidpix to
make their drawings.
Day 177
AT SOL E K.5
Oral Communication
R: The Story of My
Feelings
W: Journal Entries
VL/AL/LI/L: The teacher
will read Fun and Games
in Colonial America to the
class.
VL/AL/GA/CM/A/LI: The
teacher will assist the
students in recalling the
students some of the
activities the brother in
Me Too! enjoyed doing.
The teacher will mention
that many of these
activities need special
equipment. The teacher
will have the students
name activities they enjoy.
As activities are suggested,
list them on chart paper.
The teacher will discuss
each one and add to the
chart any special things
needed for the activity.
The teacher will invite the
children to illustrate the
finished list.
W: The teacher will have
the students make the
chart at their seat (in their
journals) as he/she makes
it on the board.
Day 178
AT SOL E K.5
Oral Communication
R: The Three Snow Bears
W: Stories and Answers
VL/AL/LI/L: The teacher VL/AL/LI/L: The teacher
will read Me Too! to the will read Little Red Riding
class. Hood to the class.
CM/LI/AL: The teacher W/CM/E: Individually, the
will explain that no one students will come to the
likes being left out. The teacher and retell the
teacher will help the story. While the students
students practice polite are retelling the story, the
ways to ask “Me too” to other students will be
join in a group’s fun. The working on a worksheet.
students will tell how they
would politely ask to join a
group and have the group
members respond in
kindness:
1. Amy and Mark are
building a block tower.
Jess wants to help.
2. Joe and Dina are
playing dominoes. Wendy
wants to play too.
MO/KL/GA/CM: The
teacher will mention that
sometimes people are
afraid to ask if they can
join in. The students will
practice inviting students
to join. The students will
journal (one or two
sentences) how it felt to be
included in a group.
Day 179 Day 180
AT SOL E K.5 AT SOL E K.5
Oral Communication Oral Communication
R: Max and Sally and the R: N/A
Phenomenal Phone W: N/A
W: Sentences
VL/AL/LI/L: The teacher
will read Help!: A Story of
Friendship to the class.
CM/A/VL/AL/GA/W: In
pairs, one student will tell
the story and the other will
draw a picture of it. For
example, a student could
tell the story about his dog
jumping in a tree and the
partner will draw a picture
of the dog in a tree. In
addition, students will
write one or two sentences
about the picture they
drew.
VL/AL/LI/L: The teacher
will read The Story of My
Feelings to the class.
KL/CM/GA/LI/VL/AL/HS:
The students will bring in a
brown paper bag filled
with pictures or mementos
of their life. The students
will each be given the
opportunity to share with
the class. The students will
listen and be attentive
during each presentation.
Parents will also be invited
to attend.
VL/AL/LI/L: The teacher
will read The Three Snow
Bears to the class.
LI/KL/VL/AL/PS/W: The
teacher will model an
example of stories by
number. For example,
there were three bears in
the sand box. Two bears
went home. How many
were left? The students
will write the answer down
on the paper.
W/CM/GA/KL: In
partners, the students will
make their own story and
then write down the
answer to the math
problem in the story.
VL/AL/LI/L: The teacher
will read Max and Sally
and the Phenomenal
Phone to the class.
GA/CM/AL/W: With
pretend phones, the
students will model good
communication. The
students will be sitting
across from each other.
The students can talk
about the events of the
day. When the students
are finished having their
conversations, they will
write down one sentences
including one detail of the
conversation they had with
the partner.
GA/CM/D/MO/KL: The
teacher will place the
students in groups and
instruct them to come up
with a story to present to
the class. For example, a
group could act out a
student losing a tooth. One
student could play the
father, mother, and child.
DA: Students with mobility
issues (and his/her group)
can act out the play around
his/her desk.