Language Arts Unit

Monday
Name of lesson (and the Week 16 Sight Words
unit it belongs to)

Content Standards: Oral Lang.

K.4 The student will identify, say, segment, and blend various units
of speech sounds.
a) Begin to discriminate between spoken sentences, words, and
syllables.
b) Identify and produce words that rhyme.
c) Blend and segment multisyllabic words at the syllable level.
d) Segment one-syllable words into speech sound units including
beginning phoneme(s) (onset) and ending (rimes).
e) Identify words according to shared beginning and/or ending
sounds.
Reading
K.7 The student will develop an understanding of basic phonetic
principles.
a) Identify and name the uppercase and lowercase letters of the
alphabet.
b) Match consonant, short vowel, and initial consonant digraph
sounds to
appropriate letters.
c) Demonstrate a speech-to-print match through accurate finger-
point reading in
familiar text that includes words with more than one syllable.
d) Identify beginning consonant sounds in single-syllable words.
K.8 The student will expand vocabulary.
a) Discuss meanings of words.
b) Develop vocabulary by listening to a variety of texts read aloud.

Materials needed/pre- -sight word cards (very, good, friend, your, what, all)
planning logistics: -sight word booklets
-sight word songs (youtube and phonics)
-book baskets
-computers

Activity description: 1. Introduce the words. Go over each of the sight word cards
and add to the whiteboard. Code each word as you go.
 2. Phonics and sight word songs and poem. We will do all of
this from the carpet in whole group using the smart board.
3. Small Group Station: first, we will work through coding the
words together to help them in sounding out the sight
words. Then, we begin to focus on very and good by writing
them on small white boards and reading the corresponding
book.
4. Carpet Station: students will get their own individual book
baskets to read and look at.
5. Computer station: the students will get to play games on
starfall, abcya, and abcmouse.
6. Seat Work: Work on piecing together sentences with the
sight words.

Assessment: I will assess their understanding through the small group station.

Tuesday
Name of lesson (and the Week 16 Sight Words
unit it belongs to)

Content Standards: Oral Lang.

K.4 The student will identify, say, segment, and blend various units
of speech sounds.
a) Begin to discriminate between spoken sentences, words, and
syllables.
b) Identify and produce words that rhyme.
c) Blend and segment multisyllabic words at the syllable level.
d) Segment one-syllable words into speech sound units including
beginning phoneme(s) (onset) and ending (rimes).
e) Identify words according to shared beginning and/or ending
sounds.
Reading
K.7 The student will develop an understanding of basic phonetic
principles.
a) Identify and name the uppercase and lowercase letters of the
alphabet.
b) Match consonant, short vowel, and initial consonant digraph
sounds to
appropriate letters.
 c) Demonstrate a speech-to-print match through accurate finger-
point reading in
familiar text that includes words with more than one syllable.
d) Identify beginning consonant sounds in single-syllable words.
K.8 The student will expand vocabulary.
a) Discuss meanings of words.
b) Develop vocabulary by listening to a variety of texts read aloud.

Materials needed/pre- -sight word cards (very, good, friend, your, what, all)
planning logistics: -sight word booklets
-sight word songs (youtube and phonics)
-book baskets
-computers

Activity description: 1. Introduce the words. Go over each of the sight word cards
and add to the whiteboard.
2. Phonics and sight word songs and poem. We will do all of
this from the carpet in whole group using the smart board.
3. Small Group Station: We begin to focus on the words friend
and your by writing them on small white boards and reading
the corresponding book.
4. Carpet Station: students will get their own individual book
baskets to read and look at.
5. Computer station: the students will get to play games on
starfall, abcya, and abcmouse.
6. Seat Work: Work on piecing together sentences with the
sight words.

Assessment: I will assess their understanding through the small group station.

Wednesday
Name of lesson (and the Week 16 Sight Words
unit it belongs to)

Content Standards: Oral Lang.

K.4 The student will identify, say, segment, and blend various units
of speech sounds.
a) Begin to discriminate between spoken sentences, words, and
syllables.
 b) Identify and produce words that rhyme.
c) Blend and segment multisyllabic words at the syllable level.
d) Segment one-syllable words into speech sound units including
beginning phoneme(s) (onset) and ending (rimes).
e) Identify words according to shared beginning and/or ending
sounds.
Reading
K.7 The student will develop an understanding of basic phonetic
principles.
a) Identify and name the uppercase and lowercase letters of the
alphabet.
b) Match consonant, short vowel, and initial consonant digraph
sounds to
appropriate letters.
c) Demonstrate a speech-to-print match through accurate finger-
point reading in
familiar text that includes words with more than one syllable.
d) Identify beginning consonant sounds in single-syllable words.
K.8 The student will expand vocabulary.
a) Discuss meanings of words.
b) Develop vocabulary by listening to a variety of texts read aloud.

Materials needed/pre- -sight word cards (very, good, friend, your, what, all)
planning logistics: -sight word booklets
-sight word songs (youtube and phonics)
-book baskets
-computers

Activity description: 1. Introduce the words. Go over each of the sight word cards
and add to the whiteboard.
2. Phonics and sight word songs and poem. We will do all of
this from the carpet in whole group using the smart board.
3. Small Group Station: We begin to focus on the words what
and all by writing them on small white boards and reading
the corresponding book.
4. Carpet Station: students will get their own individual book
baskets to read and look at.
5. Computer station: the students will get to play games on
starfall, abcya, and abcmouse.
6. Seat Work: Work on piecing together sentences with the
sight words.
Assessment: I will assess their understanding through the small group station.

Thursday
Name of lesson (and the Week 16 Sight Words
unit it belongs to)

Content Standards: Oral Lang.

K.4 The student will identify, say, segment, and blend various units
of speech sounds.
a) Begin to discriminate between spoken sentences, words, and
syllables.
b) Identify and produce words that rhyme.
c) Blend and segment multisyllabic words at the syllable level.
d) Segment one-syllable words into speech sound units including
beginning phoneme(s) (onset) and ending (rimes).
e) Identify words according to shared beginning and/or ending
sounds.
Reading
K.7 The student will develop an understanding of basic phonetic
principles.
a) Identify and name the uppercase and lowercase letters of the
alphabet.
b) Match consonant, short vowel, and initial consonant digraph
sounds to
appropriate letters.
c) Demonstrate a speech-to-print match through accurate finger-
point reading in
familiar text that includes words with more than one syllable.
d) Identify beginning consonant sounds in single-syllable words.
K.8 The student will expand vocabulary.
a) Discuss meanings of words.
b) Develop vocabulary by listening to a variety of texts read aloud.

Materials needed/pre- -sight word cards (very, good, friend, your, what, all)
planning logistics: -sight word booklets
-sight word songs (youtube and phonics)
-book baskets
-computers
Activity description: 1. Introduce the words. Review each of the sight word cards
and add to the whiteboard.
2. Phonics and sight word songs and poem. We will do all of
this from the carpet in whole group using the smart board.
3. Small Group Station: Focus on practicing all sight words
before prize day tomorrow. We will all practice reading our
last sight word booklet, I will go over the sight words again
for all students.
4. Carpet Station: students will get their own individual book
baskets to read and look at.
5. Computer station: the students will get to play games on
starfall, abcya, and abcmouse.
6. Seat Work: Work on piecing together sentences with the
sight words.

Assessment: I will assess their understanding through the small group station.

Friday
Name of lesson (and the Week 16 Sight Words
unit it belongs to)

Content Standards: Oral Lang.

K.4 The student will identify, say, segment, and blend various units
of speech sounds.
a) Begin to discriminate between spoken sentences, words, and
syllables.
b) Identify and produce words that rhyme.
c) Blend and segment multisyllabic words at the syllable level.
d) Segment one-syllable words into speech sound units including
beginning phoneme(s) (onset) and ending (rimes).
e) Identify words according to shared beginning and/or ending
sounds.
Reading
K.7 The student will develop an understanding of basic phonetic
principles.
a) Identify and name the uppercase and lowercase letters of the
alphabet.
b) Match consonant, short vowel, and initial consonant digraph
 sounds to
appropriate letters.
c) Demonstrate a speech-to-print match through accurate finger-
point reading in
familiar text that includes words with more than one syllable.
d) Identify beginning consonant sounds in single-syllable words.
K.8 The student will expand vocabulary.
a) Discuss meanings of words.
b) Develop vocabulary by listening to a variety of texts read aloud.

Materials needed/pre- -sight word cards (very, good, friend, your, what, all)
planning logistics: -sight word booklets
-sight word songs (youtube and phonics)
-book baskets
-computers

Activity description: 1. Introduce the words. Go over each of the sight word cards
and add to the whiteboard. Code each word as you go.
2. Phonics and sight word songs and poem. We will do all of
this from the carpet in whole group using the smart board.
3. Small Group Station: Prize day! We will read leveled
readers. While I have the students take a picture walk
through the book, I will assess each individual student to see
if they know all of the sight words for the week.
4. Carpet Station: students will get their own individual book
baskets to read and look at.
5. Computer station: the students will get to play games on
starfall, abcya, and abcmouse.
6. Seat Work: Work on piecing together sentences with the
sight words.

Assessment: I will assess their understanding through the small group station.

Math Unit

Monday
Name of lesson (and the Computation and Estimation Focus: Whole Number Operations
unit it belongs to)
Content Standards: K.6 The student will model adding and subtracting whole numbers,
using up to 10 concrete objects.

Materials needed/pre- -examples of math stories

planning logistics: -laminated sheet
-dry erase markers
-math worksheet
-math games for the carpet station

Activity description: 1. Introduce the lesson. We will be working on making math

sentences again with addition. I will show how we can make
stories again through math.
2. Small Group Station: We will use the laminated worksheet
and practice making math sentences based on what the math
stories tell us. I will model first, then I will give the students
time to practice 2 with some guided help. After some guided
practice they will move into independent work.
3. Carpet Station: The students will work on addition games in
their groups.
4. Computer station: play math games on the computers

Assessment: I will assess their understanding through the small group station.

Tuesday
Name of lesson (and the Computation and Estimation Focus: Whole Number Operations
unit it belongs to)

Content Standards: K.6 The student will model adding and subtracting whole numbers,
using up to 10 concrete objects.

Materials needed/pre- -math test

planning logistics: -math games for the carpet station

Activity description: 1. Introduce the lesson. We will be working on making math

sentences again with addition. I will show how we can make
stories again through math.
2. Small Group Station: We will be taking our math test during
the small group station. This will assess if they have
mastered the math concepts we have taught with addition.
 3. Carpet Station: The students will work on addition games in
their groups.
4. Computer station: play math games on the computers

Assessment: I will assess their understanding through the summative math test.

Wednesday
Name of lesson (and the Computation and Estimation Focus: Whole Number Operations
unit it belongs to)

Content Standards: K.6 The student will model adding and subtracting whole
numbers, using up to 10 concrete objects.

Materials needed/pre- -duck book

planning logistics: -manipulatives & laminated sheet
-math worksheet

Activity description: 1. Introduce the lesson. I will be introducing the new math
concept of subtraction today. I will start by reading the
Duck Book to the class to get some initial practice with
subtraction. We will also go over the meaning of subtraction
and what the minus sign is.
2. Small Group Station: We will start with me modeling how
we will do the guided practice of taking ducks away. Then
we will move into the guided practice where they will
practice making math sentences using the manipulatives.
Once they have grasped the concept, we will move into the
independent work of the worksheet.
3. Carpet Station: The students will work on subtration games
in their groups.
4. Computer station: play math games on the computers

Assessment: I will assess their understanding through their understanding and

worksheet at the small group station.

Thursday
Name of lesson (and the Computation and Estimation Focus: Whole Number Operations
unit it belongs to)
Content Standards: K.6 The student will model adding and subtracting whole
numbers, using up to 10 concrete objects.

Materials needed/pre- -ants, ants, ants book

planning logistics: -manipulatives & laminated sheet
-math worksheet

Activity description: 1. Introduce the lesson. I will be reviewing the new math
concept of subtraction today. I will start by reading the
Ants, Ants, Ants Book to the class to get some more
practice with subtraction. We will also go over the meaning
of subtraction and what the minus sign is.
2. Small Group Station: We will start with me modeling how
we will do the guided practice of the ants walking away.
Then we will move into the guided practice where they will
practice making math sentences using the manipulatives.
Once they have grasped the concept, we will move into the
independent work of the worksheet.
3. Carpet Station: The students will work on subtraction games
in their groups.
4. Computer station: play math games on the computers

Assessment: I will assess their understanding through their understanding and

worksheet at the small group station.

Friday
Name of lesson (and the Computation and Estimation Focus: Whole Number Operations
unit it belongs to)

Content Standards: K.6 The student will model adding and subtracting whole
numbers, using up to 10 concrete objects.

Materials needed/pre- -manipulatives & laminated sheet (frogs on a log)

planning logistics: -math worksheet

Activity description: 1. Introduce the lesson. I will be reviewing the new math
concept of subtraction today. We will go over the meaning
of subtraction and what the minus sign is. Then I will model
 what we will be doing in small group on the board.
2. Small Group Station: We will start with me modeling how
we will do the guided practice of taking frogs away. Then
we will move into the guided practice where they will
practice making math sentences using the manipulatives.
Once they have grasped the concept, we will move into the
independent work of the worksheet.
3. Carpet Station: The students will work on subtraction games
in their groups.
4. Computer station: play math games on the computers

Assessment: I will assess their understanding through their understanding and

worksheet at the small group station.

Social Studies Unit

Monday
Name of lesson (and the Valentine’s Day
unit it belongs to)

Content Standards: No specific SOL standard.

Similar to Civic duty of being kind to others.

Materials needed/pre- -book The Valentine Express

planning logistics: -brown paper bags
-the mailbox coloring sheet
-sticky hearts

Activity description: 1. Introduce the lesson. We will sit at the carpet and talk about
Valentine’s Day and discuss things that make us think of
that holiday.
2. Read Aloud. I will read The Valentine’s Express on the
carpet.
3. Make Valentines bags for Wednesday. We will make our
own “Valentines Mailboxes” with paper bags. They will
color their mailbox, then cut and glue it to their bag. Then
they can decorate the other sides with the heart stickies.

Assessment: Mostly observation.

Tuesday and Wednesday I will be absent for a job fair in Chesapeake

Thursday
Name of lesson (and the Abraham Lincoln
unit it belongs to)

Content Standards: K.1 The student will recognize that history describes events and
people of other times and places by
a) identifying examples of past events in legends, stories, and
historical accounts of Powhatan,
Pocahontas, George Washington, Betsy Ross, and Abraham
Lincoln;
b) identifying the people and events honored by the holidays of
Thanksgiving Day; Martin
Luther King, Jr., Day; Presidents’ Day; and Independence Day
(Fourth of July).

Materials needed/pre- -book on Abraham Lincoln (I am Abe Lincoln)

planning logistics: -seat work (Young Abe Work Sheet)

Activity description: 1. Introduce the lesson. First I will question them to see what
they know about Abraham Lincoln (they should know he
was a president and is on the penny). Then we will discuss
together some things about his home life growing up like
living in a log cabin in kentucky and not being able to afford
to go to school.
2. Read aloud. We will read aloud a story about Abraham
Lincoln.
3. Seat Work: We will work through the Young Abe
worksheet together to give the students a better
understanding of what life was like for young abraham.

Assessment: Most assessment will be seen through observation, and some

through their seat work.

Friday
Name of lesson (and the Abraham Lincoln
unit it belongs to)
Content Standards: K.1 The student will recognize that history describes events and
people of other times and places by
a) identifying examples of past events in legends, stories, and
historical accounts of Powhatan,
Pocahontas, George Washington, Betsy Ross, and Abraham
Lincoln;
b) identifying the people and events honored by the holidays of
Thanksgiving Day; Martin
Luther King, Jr., Day; Presidents’ Day; and Independence Day
(Fourth of July).

Materials needed/pre- -book on Abraham Lincoln (Abe Lincoln’s Hat)

planning logistics: -seat work

Activity description: 1. Introduce the lesson. First I will question them to see what
they know about Abraham Lincoln (they should know he
was a president and is on the penny). Then we will discuss
together some things about his home life growing up like
living in a log cabin in kentucky and not being able to afford
to go to school.
2. Read aloud. We will read aloud a story about Abraham
Lincoln.
3. Seat Work: we will make the abe lincoln faces and they will
write in the hat what they would do if they had abe lincoln’s
hat.

Assessment: Most assessment will be seen through observation, and some

through their seat work.