Casie Billmire

Lesson #14 (March 16, 2016)

Sight Words (Review)
C.C. & State Standards:
RF.K.3.C - Read common high-frequency words by sight (e.g., the, of, to, you, she,
my, is, are, do, does).
Objective(s):
SWBAT read the review sight words.
Student Friendly Objective:
I can read the sight words.
Assessment:
N/A
Input/Modeling:
Show the flash cards of the sight words. Do three words for each popsicle stick
where they say the sight words in different ways.
Closure:
Use the new sight words at the end and have them do the lumberjack with their
pretend axes.
Differentiated Instruction/Accommodations:
N/A

Reading (Letter D, Nicky and the Rainy Day)

C.C. & State Standards:
RI.K.4 - With prompting and support, ask and answer questions about unknown
words in a text.
RI.K.1 - With prompting and support, ask and answer questions about key details in
a text.
RF.K.3.A - Demonstrate basic knowledge of one-to-one letter-sound correspondences
by producing the primary sound or many of the most frequent sounds for each
consonant.
SL.K.2 - Confirm understanding of a text read aloud or information presented orally
or through other media by asking and answering questions about key details and
requesting clarification if something is not understood.

L.K.1.A - Print many upper- and lowercase letters.

Objective(s):
SWBAT ask and answer questions from the text that will be read to them.
SWBAT identify the sound for D and write a proper upper and lowercase letters.
Student Friendly Objective:
I can ask and answer questions about text that has been read to me.
I can identify the sound of the letter D.
I can write an upper and lowercase D neatly.
Assessments:
N/A
Key Vocabulary:

Cause and Effect

Question

Anticipatory Set:
Review the letter D by having them think of words that start with the letter D and
write them on the board and they say them.
Activate Prior Knowledge:
Complete the flip chart page with the class. Having students come to the front and
filling it in. Then send them to their seats and have them complete the D
handwriting page.
Input/Modeling:
Go back to the Kiva. Show the cover of the book and have them guess what it is
going to be about. Then ask them if they know what cause and effect is. If they can
tell you great otherwise give a brief explanation and then begin reading the book to
the students. Point out events to the students in the book and help them figure out
why they are happening so that they are pulling out cause and effect.
Check for Understanding/Guided Practice:
Review what happened in the book and events that caused one another. Also talk
about questions and how they relate to the book.
Closure:
Talk to the students about hikes that they have been on and if they have had any
events happen while on a hike and why it may have happened.
Independent Practice:

N/A
Differentiated Instruction/Accommodations:
N/A

Math (20-49)
C.C. & State Standards:
K.CC.B.4 - Understand the relationship between numbers and quantities; connect
counting to cardinality.
K.CC.B.4.A - When counting objects, say the number names in the standard order,
pairing each object with one and only one number name and each number name
with one and only one object.
K.CC.A.2 - Count forward beginning from a given number within the known
sequence (instead of having to begin at 1).
K.NBT.A.1 - Compose and decompose numbers from 11 to 19 into ten ones and
some further ones, e.g., by using objects or drawings, and record each composition
or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that
these numbers are composed of ten ones and one, two, three, four, five, six, seven,
eight, or nine ones.
Objective(s):
SWBAT identify and create numbers using place value with numbers 11-49
Student Friendly Objective:
I can identify and create the number 11-49 using place value.
Assessment:
Students will complete mathbook pages where they will count the number of tens
and ones on the page to write the number out.
Key Vocabulary:

Place Value

Anticipatory Set/Activate Prior Knowledge:

Input/Modeling:

Review with the class how to make numbers with the ten sticks and ones.
Review a number in the teens, then 20s, then 30s, and then 40s. Write the
number out on the paddle so the students can see it. Then begin to make the
number. Tell the students to watch carefully to make sure that you are doing
correctly. Have them correct you if needed.

Check for Understanding/Guided Practice:

After practicing those numbers, have a student come to the front and face
the class. I will be behind the student and write a number on the paddle and
show the class without the student seeing. The class will then tell the student
how many ten sticks they need and then how many ones they need. The
student in the front of the class will make the number and then count to see
what the number is to see if it matches what I wrote. Do this a couple times
as practice.

Closure:

Review that the first number tells us how many ten sticks and the second
number tells us how many ones. Get them to tell me if possible.

Independent Practice:

Send the students to their seats where they will be partnered up and use the
ten sticks and ones to make a few numbers with a partner. Then the students
will be instructed to put the ten sticks and ones in the middle of their tables.
They will then be sent to grab their math books and open up to the pages
that need to be done.

Differentiated Instruction/Accommodations:

N/A

Centers

Parent Center:

Ending sound sheep worksheet.

Tables Center:

The students will be completing a cut and glue page about the letter b and d.
They will sort the letters under the right one to help them identify and tell the
difference between the two.