Kg3 Preparation
Term: 2
Week: 8 (Jan 21 – Jan 25)
Theme: Weather
Weekly Notes
"Please thoroughly review the weekly plan and
accompanying notes for accuracy and precision."
Themes:
Weather: ( Use the Laminated Weather Tracker or Daily Basis).
• Motivate students to describe the weather. Is it the same weather the whole
day? Does the weather change between morning and night? Compare.
Please use the weather cards. You may ask the children to raise the weather
card that describes the weather.
This week's theme was covered indirectly every day when you asked your
students about the daily weather atmosphere and also through the winter and
spring feel in more detail.
This week it will be discussed in more detail
Explain that this week you will be observing the weather closely. Ask students
what the word “observe” means.
Define “observe” as “looking very carefully at something.”
Take the class outside to observe the weather. Help students note what they see
by paying attention to the temperature, wind, etc.
Make a class weather chart using chart paper or the whiteboard. Ask the
students to think of as many kinds of weather as they can.
Record different types of weather on the chart (sunny, cloudy, rainy, snowy, fog)
as students make suggestions.
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On Wednesday: Place students in small groups of no more than four students.
Assign each group a type of weather.
Have each group brainstorm the different types of clothing needed for different
kinds of weather. Ask students to think about things like shoes, coats, etc. You
may provide groups with a large piece of paper to illustrate their topic as they
engage in the discussion.
On Thursday or During the Themes session (Journal): Tell students that they will
now get to choose their favorite kind of weather from the class chart and draw
a picture of themselves dressed for that weather and write a sentence about it.
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Sunday
Introduce H.F.W (any,come ,play), myView book K.3 p.61
OBJECTIVES
Identify and read common high-frequency words by sight.
Tell students that some words are not spelled the way they sound. These words
need to be learned by remembering the letters. Have students read the words at
the top of p. 61 in the Student Interactive with you: any,come, play.
MODEL AND PRACTICE Have students look at the words at the top of p. 61. Tell
them to point to each word when you say it. Say any. Pause to let students point
to the word. Say come. Say play. Repeat the activity until students are familiar
with each word.
Have students read the sentences on p. 61 with you. Ask them to identify the
words any,come, and play in the sentences. Then have them read the sentences
with a partner. Have them underline the high-frequency words in the sentences.
Tell students that high-frequency words are words they hear, say, or read often.
Help students develop the sight vocabulary for this week: any,come, play. Write
the words on the board and hand out note cards with the sight vocabulary words
written on them.
Say each word as you point to it on the board. Have students hold up the
matching card. EMERGING
Review the sight vocabulary words, and then erase them from the board. Write
any and yna. Point to each set of letters and have students hold up the matching
card when you point to the correct spelling. Repeat for the other sight words.
DEVELOPING
Rewrite the sight words on the board with scrambled letters. Have students
identify which sight word each set of letters spells and hold up the matching card.
Have student pairs take turns holding up a card. Have the partner hold up the
matching card. Then have the students read the word aloud and use it in an oral
sentence.
Middle Sound, Short u, myView book K.3 page 56
OBJECTIVES
Demonstrate phonological awareness.
Identify and match the common sounds that letters represent
FOCUS AND MODEL Tell students that today they will learn a new sound. Listen
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carefully as I say the new sound: /u/. The sound /u/ is made by opening your
mouth slightly and saying the sound /u/. Show students how to make the sound
/u/ and have them practice it. Try saying the sound /u/ several times.
Have students turn to p. 56 in the Student Interactive and point to the picture of
the bug. Listen to the sounds as I say this word: /b/ /u/ /g/. What sound do you
hear in the middle of bug? Yes, the sound /u/. Tell students they will be circling the
picture words that have the same middle sound as bug. Name each picture on
p. 56 with students. Then have them circle the picture words with the middle sound
/u/. Remind them that some of the picture words do not have the sound /u/ in
the middle.
FOCUS Display Alphabet Card Uu and point to the picture of the umbrella.
Have students say umbrella with you. Let’s say the sound at the beginning of
the word: /u/. The sound /u/ is spelled with the letter u. Point to the letters Uu
on the Alphabet Card. Tell students the word umbrella begins with the sound
/u/, so it begins with the letter u.
MODEL AND PRACTICE Write the letters U and u on the board. Tell students
that you will say a group of words, and some of them will have the sound /u/
but some will not. Tell students they will listen for the middle sound /u/ in a word. If
they hear the sound /u/, they will trace the letters Uu on the tabletop.
Use the following words for this activity, emphasizing the sound /u/: rug, fit, run,
fun, ran, bun, dog, bus, lime.
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Subtraction: (play the problem-solving digital game)
Write subtraction equation on the board ask them to solve it
on their own white boards with one of the 3 ways, crossing
out circles, number line or 10 frame.
You will need:
The number cards from a pack of Uno cards
Post-it notes
Paper and pen/pencil
To play:
1. Write a + symbol onto a post-it note and an = symbol on a post-it note and
place it on the table face up to form an additional equation, leaving room for
the Uno cards to sit between the symbols.
2. Divide your Uno number cards into two piles and place piles as shown in the
photo above.
Flip over one card from each pile and place it into the addition equation.For
mental math, say the answer out loud as quickly as you can.
Ask the students to do the same. Flip the numbers and form the equations on
their boards. Find the sum
Then repeat the same process but using the minus sign to find the difference.
Hint: Subtraction starts with the bigger number.
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Monday
Short u Spelled u, myView book K.3 pages 57 and 58
OBJECTIVES
Demonstrate phonological awareness.
Identify and match the common sounds that letters represent.
Practice with the Sound /u/ Tell students that they have just learned the sound
/u/. Tell them that learning the sounds that make English words will help them
understand English better.
Give each student a card with the letters Uu on it. Say the following words one
at a time: hug, rug, rag, cub, cab. Have students listen and repeat after you. If
the word has the middle sound /u/, they should hold up their card. EMERGING
Remind students of examples of words that have the middle sound /u/: hut, fun,
sun, cub. Have each student come up with one more word with the middle
sound /u/.
Model writing each letter, calling students’ attention to starting on the
left, drawing straight down, curving around, and going back up to the right.
Have them practice forming the letters by tracing them on the tabletop.
Dictate the students random words from the lesson with short u.
H.F.W Story (The Man), myView book K.3 p. 63 - p.65
OBJECTIVES
Identify and match the common sounds that letters represent.
Use letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC
words.
Identify and read common high-frequency words by sight.
Have students turn to p. 63 in the Student Interactive. We are going to read a
story today about a woman who makes a ginger bread man that will move.
Point to the title of the story. The title of the story is The Man. I hear the sound /v/
in the word Val In this story, we will read words that have the sounds /v/ and /u/.
IDENTIFY AND READ HIGH-FREQUENCY WORDS Remind students of this week’s
high-frequency words: any,come,play. Tell them they will practice reading these
words in the story The Man. Display the words. Have students read them with
you. When you see these words in the story The Man, you will know how to
identify and read them. Have students whisper read the story as you listen in.
Then have students reread the story page by page with a partner. Listen
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carefully as they use letter-sound relationships to decode. Have partners read
the story again. This time the other student begins.
After students have read the story, call their attention to the title. I see the letter
v in a word. What sound does the letter v spell? Help them identify, or say, the
sound /v/. Then have students read the word Box on p. 63.
Have students turn to pp. 64–65. Which words include the sound /u/ spelled u?
Point to them. Help students identify the sounds /u/ . Then have them find and
highlight the words with the sound /v/ spelled v and underline the words with the
sound /u/ spelled u. Have them tell you the high- frequency words they see.
Tuesday
Lesson 2-8 Solve Problems with Facts to 10
envisionMathematics book V1 pages 87 and 88ex:2.3 and
5
Solve word problems by drawing pictures and writing equations.
Essential Understanding Drawings and equations can help you solve different
types of word problems.
This Lesson
Students solve word problems involving adding to, taking from, putting together, taking
apart, and comparison situations with unknowns in different positions.
Read the Solve & Share section to the students. Ask students to think about the
best way for solving the problem and then turn and share their opinions.
Reread the Solve & Share section to the students. Discuss what might be in a
picture for the problem. Ask: What should you include in a drawing of the
problem?
Read problems aloud to students.
Items 2–3
Help students understand that there are different kinds of addition and subtraction
problems. Some involve joining parts to make a whole (Item 2), and others involve a group
being separated from the whole (Item 3).
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Reread Session:
PRACTICE WITH PUNCTUATION
Often, errors are made when punctuation is disregarded or misplaced. Teach
children how to use punctuation as a guide to help with fluency.
READ A SHORT TEXT WITH AN ASSIGNED EMOTION
This can be hard (and silly), but tell them to read it while displaying a certain
emotion- sad, happy, shy, afraid… If the emotion doesn’t match the text, it’s
extra silly (and therefore more fun!).
Ask them to think about how the characters are feeling in the stories they read,
and to use expressions accordingly to show that emotion.
Syllables, letter Vv, myView book K.3 page 59
OBJECTIVES
Identify syllables in spoken words.
Blend syllables to form multisyllabic words.
Segment multisyllabic words into syllables.
Display the elephant Picture Card. Today we will learn more about syllables.
Remember that a syllable is a word part. A syllable has one vowel sound. We
can break apart and put together syllables in a word. We can clap each time
we hear a new syllable and count how many syllables there are. Let’s begin
with the word el (clap) e (clap) phant (clap), elephant. Now clap with me: el
(clap) e (clap) phant (clap), elephant. I hear three syllables.
Point to the picture of the van on p. 59 of the Student Interactive. How many
syllables does it have? Listen: van (clap). How many syllables do you hear?
Students should say one. Name the pictures on p. 59 with students. Have
students complete the page by segmenting, blending, and identifying the
syllables in each picture word and coloring the wedges that have a picture
word with more than one syllable.
Display Alphabet Card Vv. Ask students to tell you what they see on the card.
Point to the picture of the volcano and tell students the word volcano begins
with the sound /v/. The sound /v/ is spelled with the letter v.
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Point to the letters on the card and tell
students the names of these letters
are uppercase V and lowercase v. Write
uppercase and lowercase Vv on the board
and slowly trace the letters as you say the
sound /v/.
Wednesday
Lesson 4-1 Count to Subtract,
envisionMathematics book V1 pages 162 and 163 Ex:2.3.4 and
5
Mathematics Objective
Use a number line to subtract by counting on or counting back.
Essential Understanding
When using
a number line to subtract, you can count back the number of spaces you are
subtracting or find the distance between the two numbers.
Look Back
In Topic 2, students counted to subtract to 10. This work also ties back to
Kindergarten where students counted on from a given number.
This Lesson
Students count back the number they subtract or count on the
distance between two numbers.
Look Ahead
Later in this topic, students apply other subtraction strategies.
Read the Solve & Share problem aloud and discuss the known information. Ask:
How many erasers does Marc have at first?[13]
How many erasers does he give to Troy? [5]
What are you asked to find?
[How many erasers Marc has now.]
Entering
Reread the complete problem. Discuss the direction “Show your thinking in
the space below.” Say:
What does it mean to show your thinking? Let’s act it out.
Work with students to act out different ways to solve a problem such as drawing
a picture or using cubes.
Emerging/Developing
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Reread the complete problem. Discuss the direction “Show your thinking in the
space below.”
Ask: What does it mean to show your thinking?
Have students complete the sentence frame:
Showing my thinking means _____. [Sample
response: using objects or drawings to show how I would solve the problem]
Can you show the problem with the objects you have or the number line? Can
you show it another way?
How do students show their thinking to find the difference?
Students might count on or back to find the difference, or use another strategy. If
needed, ask
Can you count to find the difference? Can you count from 13? From 5?
Remind students that they have used number lines for addition facts to 20. Explain
to students that they will now use the number line for subtraction facts to 20.
Display the problem 11−5 and a number line from 0- 20.
Ask questions to discuss how to help students practice speaking about using
a number line to subtract. Circle 11 on the number line. Say:
I have 11 and want to subtract 5. I can subtract the 5 on the number line.
Move back 5 jumps on the numberline.
Ask them to show on the number line how to start at 11 and count back 5.
Note: Ask them to modify the equations on page 163.
Number 4: 7 - 7 =
Number 5: 15 - 7 =
Consonant Vv, myView book K.3 pages 60 and 62
OBJECTIVES
Identify and match the common sounds that letters represent.
Use letter-sound relationships to decode, including VC, CVC.
CCVC, and CVCC words.
Hold up the van Picture Card. This is a picture of a van. Listen to the sounds in
the word: /v/ /a/ /n/. I hear the sound /v/ at the beginning of van.
Say the sound /v/ with me. Show students the spelling of the word on the
back of the card. Point to the v and say /v/. Do you hear the sound /v/? What
letter makes the sound /v/? Write the letters Vv on the board. Have students
trace the letters Vv in the air as you lead them.
MODEL AND PRACTICE Point to the letters on the Vv Alphabet Card. Listen
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carefully to the following words: /v/ /e/ /t/, /v/ /e/ /s/ /t/. What sound do you
hear at the beginning of each word? Have volunteers identify the sound /v/.
Have students name the letter that spells the sound /v/ (v). Continue with the
following words: vase, van, velvet.
ite the words vet, vest, and van on the board, and read them aloud.
Point to the word vet on the board. Say each letter sound. Have students
repeat after you. Then say the whole word and have students repeat.
Have students say the word that completes the sentences: I took my cat to
the ____. I rode in a ____. The boy wore a blue ____. EMERGING
Point to the word vest on the board. Guide students to find an example of
the word on p. 62 in the Student Interactive. Have volunteers point out the
picture to you and tell you what sounds they hear in the word. Continue with
the other words.
Thursday
Short u and Consonant Vv, myView book K.3 pages
66 and 67
OBJECTIVES
Identify and match the common sounds that letters represent.
Use letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC
words.
Write the letters Vv and Uu on the board. Have students identify the letters as you
point to them. Then review the sound for each letter: v/v/, u/u/.
Ask students to say the sound as you point to each letter. Ask them to give
you examples of some words with the sounds.
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MODEL AND PRACTICE Divide the class in half. One half is the V-Team. The
other is the U-Team. Place teams on opposite sides of the room. Write the
words vet, van, jump, just, vat, bug, and hut on the board. We will read these
words together. If you hear the sound /v/, the V-Team will applaud. If you
hear the sound /u/, the U-Team will applaud. Point to each letter as you read
each word aloud. Let’s read the first word together: /v/ /e/ /t/, vet. The V-Team
should clap. Repeat the activity with the rest of the words.
Dictation (They went in a cab.)
Objectives: Students should be able to write a sentence.
Use the following game to dictate the children the words.
Please draw their attention to start with a capital letter, leave a finger space
between the words and end the sentence with a period.
To add the fun part you can use the stopwatch and ask them to write the
sentence on their boards before it reaches 1 minute.
Ask them to proofread each other's sentences.
Capitalizing the first letter of the first word, finger space, punctuation ,
and spelling)
There are 4 basic steps to sentence dictation:
Read the sentence to your students. ...
The students repeat the sentence.
Students write the sentence as they continue quietly repeating it to themselves.
Students proofread their work to look for spelling errors, capitalization, and
punctuation.
Proofreading step is an important skill that helps children evaluate and revise
their work.
Model it first. Show them what to check and how.
Example:
Checking the capitalization (Look at the beginning of the sentence)
Checking the punctuation (Look at the end of the sentence)
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STEAM
How to Make a Bubble Wand
https://www.youtube.com/watch?v=2c3oL1fYZC4
You need:
scissors
drinking straws
long pipe cleaners
Steps: Choose one of the shapes. Triangle or rectangle. You may ask your
students to choose too.
triangle bubble wand
To make a standard triangle bubble wand, you will need one pipe cleaner and
3 pieces of straw.
Place the 3 pieces of straw on one end of the pipe cleaner and leave some
overhang so you can twist it into place in the next step.
Form a triangle with the straws, then twist the overhanging end of the pipe
cleaner onto itself right under the triangle.
square bubble wand
To make a standard square bubble wand, you will need 1 pipe cleaner and 4
pieces of straw.
Place the 4 pieces of straw onto the pipe cleaner, leaving a bit of overhang.
Attach a second pipe cleaner onto the end of the first one.
DIY Bubble Solution https://www.youtube.com/watch?v=Kg9nF8yXtww
(You will prepare it. One bowl for the whole class.and mention to the students
what you have mixed.
Enjoy blowing outdoors . It will be slippery in the class. Please be careful.
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