Week 2: Homes and Families in Our Community

Objective: Student will be introduced to this week's focus skill (Oral/hands-on introduction: Plural nouns and family vocabulary describing homes and family members) through a warm-up activity tied to Homes and Families in Our Community.

Standard: Early Learning Guidelines: oral language, vocabulary, and listening comprehension

Materials: Picture/vocabulary cards related to this week's theme, paper, writing tools

Warm-up: Short discussion or activity introducing Homes and Families in Our Community, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Oral/hands-on introduction: Plural nouns and family vocabulary describing homes and family members. 2) Model the skill once with a concrete example tied to Homes and Families in Our Community. 3) Student tries the skill with guidance.

Practice: Student practices the new skill independently with a themed activity or worksheet.

Assessment: Student demonstrates the new skill correctly at least 3 of 4 times with support.

Objective: Student will apply this week's skill (Oral/hands-on introduction: Plural nouns and family vocabulary describing homes and family members) through a hands-on or written activity connected to Homes and Families in Our Community.

Standard: Early Learning Guidelines: oral language, vocabulary, and listening comprehension

Materials: Picture/vocabulary cards related to this week's theme, paper, writing tools

Warm-up: Quick review recapping Monday's skill before new practice.

Main Activity: 1) Set up a themed practice activity related to Homes and Families in Our Community. 2) Student works through 3-4 guided repetitions of Oral/hands-on introduction: Plural nouns and family vocabulary describing homes and family members. 3) Check in after each repetition with feedback.

Practice: Student completes one additional independent repetition and explains their reasoning.

Assessment: Student completes the task with no more than 1 error.

Objective: Student will compare or apply this week's skill (Oral/hands-on introduction: Plural nouns and family vocabulary describing homes and family members) in a new context tied to Homes and Families in Our Community.

Standard: Early Learning Guidelines: oral language, vocabulary, and listening comprehension

Materials: Picture/vocabulary cards related to this week's theme, paper, writing tools

Warm-up: Brief comparison activity to prime comparative/analytical thinking.

Main Activity: 1) Present two related examples connected to Homes and Families in Our Community. 2) Student compares or applies Oral/hands-on introduction: Plural nouns and family vocabulary describing homes and family members to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Oral/hands-on introduction: Plural nouns and family vocabulary describing homes and family members.

Assessment: Student correctly compares/applies the skill to 3 of 4 new examples.

Objective: Student will organize or categorize information related to Homes and Families in Our Community using this week's skill (Oral/hands-on introduction: Plural nouns and family vocabulary describing homes and family members).

Standard: Early Learning Guidelines: oral language, vocabulary, and listening comprehension

Materials: Picture/vocabulary cards related to this week's theme, paper, writing tools

Warm-up: Quick sorting or categorizing warm-up related to the theme.

Main Activity: 1) Provide a themed set of examples related to Homes and Families in Our Community. 2) Student sorts/organizes them using Oral/hands-on introduction: Plural nouns and family vocabulary describing homes and family members. 3) Discuss any tricky cases together.

Practice: Student adds one new example to a category and explains their reasoning.

Assessment: Student sorts/organizes a new set correctly without help.

Objective: Student will review and demonstrate mastery of this week's skill (Oral/hands-on introduction: Plural nouns and family vocabulary describing homes and family members) connected to Homes and Families in Our Community.

Standard: Early Learning Guidelines: oral language, vocabulary, and listening comprehension

Materials: Picture/vocabulary cards related to this week's theme, paper, writing tools

Warm-up: Quick recap of everything practiced this week, in the student's own words.

Main Activity: 1) Revisit each day's activity briefly. 2) Student completes a cumulative mini-assessment combining the week's skill and theme. 3) Preview next week's topic.

Practice: Student shares one thing learned this week with a family member.

Assessment: Student demonstrates the week's key skill (Oral/hands-on introduction: Plural nouns and family vocabulary describing homes and family members) independently, meeting the weekly goal.

Objective: Student will be introduced to this week's focus skill (Counting objects to 10) through a warm-up activity tied to Homes and Families in Our Community.

Standard: Early Learning Guidelines: number sense, counting, and simple patterns

Materials: Manipulatives or counters, number line/place-value chart, paper for recording

Warm-up: Short discussion or activity introducing Homes and Families in Our Community, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Counting objects to 10. 2) Model the skill once with a concrete example tied to Homes and Families in Our Community. 3) Student tries the skill with guidance.

Practice: Student practices the new skill independently with a themed activity or worksheet.

Assessment: Student demonstrates the new skill correctly at least 3 of 4 times with support.

Objective: Student will apply this week's skill (Counting objects to 10) through a hands-on or written activity connected to Homes and Families in Our Community.

Standard: Early Learning Guidelines: number sense, counting, and simple patterns

Materials: Manipulatives or counters, number line/place-value chart, paper for recording

Warm-up: Quick review recapping Monday's skill before new practice.

Main Activity: 1) Set up a themed practice activity related to Homes and Families in Our Community. 2) Student works through 3-4 guided repetitions of Counting objects to 10. 3) Check in after each repetition with feedback.

Practice: Student completes one additional independent repetition and explains their reasoning.

Assessment: Student completes the task with no more than 1 error.

Objective: Student will compare or apply this week's skill (Counting objects to 10) in a new context tied to Homes and Families in Our Community.

Standard: Early Learning Guidelines: number sense, counting, and simple patterns

Materials: Manipulatives or counters, number line/place-value chart, paper for recording

Warm-up: Brief comparison activity to prime comparative/analytical thinking.

Main Activity: 1) Present two related examples connected to Homes and Families in Our Community. 2) Student compares or applies Counting objects to 10 to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Counting objects to 10.

Assessment: Student correctly compares/applies the skill to 3 of 4 new examples.

Objective: Student will organize or categorize information related to Homes and Families in Our Community using this week's skill (Counting objects to 10).

Standard: Early Learning Guidelines: number sense, counting, and simple patterns

Materials: Manipulatives or counters, number line/place-value chart, paper for recording

Warm-up: Quick sorting or categorizing warm-up related to the theme.

Main Activity: 1) Provide a themed set of examples related to Homes and Families in Our Community. 2) Student sorts/organizes them using Counting objects to 10. 3) Discuss any tricky cases together.

Practice: Student adds one new example to a category and explains their reasoning.

Assessment: Student sorts/organizes a new set correctly without help.

Objective: Student will review and demonstrate mastery of this week's skill (Counting objects to 10) connected to Homes and Families in Our Community.

Standard: Early Learning Guidelines: number sense, counting, and simple patterns

Materials: Manipulatives or counters, number line/place-value chart, paper for recording

Warm-up: Quick recap of everything practiced this week, in the student's own words.

Main Activity: 1) Revisit each day's activity briefly. 2) Student completes a cumulative mini-assessment combining the week's skill and theme. 3) Preview next week's topic.

Practice: Student shares one thing learned this week with a family member.

Assessment: Student demonstrates the week's key skill (Counting objects to 10) independently, meeting the weekly goal.

Objective: Student will be introduced to this week's focus skill (Oral/hands-on introduction: Five senses exploration; observing materials found in and around homes) through a warm-up activity tied to Homes and Families in Our Community.

Standard: Early Learning Guidelines: observation, exploration, and the five senses

Materials: Theme-related materials or pictures, observation journal, writing tools

Warm-up: Short discussion or activity introducing Homes and Families in Our Community, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Oral/hands-on introduction: Five senses exploration; observing materials found in and around homes. 2) Model the skill once with a concrete example tied to Homes and Families in Our Community. 3) Student tries the skill with guidance.

Practice: Student practices the new skill independently with a themed activity or worksheet.

Assessment: Student demonstrates the new skill correctly at least 3 of 4 times with support.

Objective: Student will apply this week's skill (Oral/hands-on introduction: Five senses exploration; observing materials found in and around homes) through a hands-on or written activity connected to Homes and Families in Our Community.

Standard: Early Learning Guidelines: observation, exploration, and the five senses

Materials: Theme-related materials or pictures, observation journal, writing tools

Warm-up: Quick review recapping Monday's skill before new practice.

Main Activity: 1) Set up a themed practice activity related to Homes and Families in Our Community. 2) Student works through 3-4 guided repetitions of Oral/hands-on introduction: Five senses exploration; observing materials found in and around homes. 3) Check in after each repetition with feedback.

Practice: Student completes one additional independent repetition and explains their reasoning.

Assessment: Student completes the task with no more than 1 error.

Objective: Student will compare or apply this week's skill (Oral/hands-on introduction: Five senses exploration; observing materials found in and around homes) in a new context tied to Homes and Families in Our Community.

Standard: Early Learning Guidelines: observation, exploration, and the five senses

Materials: Theme-related materials or pictures, observation journal, writing tools

Warm-up: Brief comparison activity to prime comparative/analytical thinking.

Main Activity: 1) Present two related examples connected to Homes and Families in Our Community. 2) Student compares or applies Oral/hands-on introduction: Five senses exploration; observing materials found in and around homes to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Oral/hands-on introduction: Five senses exploration; observing materials found in and around homes.

Assessment: Student correctly compares/applies the skill to 3 of 4 new examples.

Objective: Student will organize or categorize information related to Homes and Families in Our Community using this week's skill (Oral/hands-on introduction: Five senses exploration; observing materials found in and around homes).

Standard: Early Learning Guidelines: observation, exploration, and the five senses

Materials: Theme-related materials or pictures, observation journal, writing tools

Warm-up: Quick sorting or categorizing warm-up related to the theme.

Main Activity: 1) Provide a themed set of examples related to Homes and Families in Our Community. 2) Student sorts/organizes them using Oral/hands-on introduction: Five senses exploration; observing materials found in and around homes. 3) Discuss any tricky cases together.

Practice: Student adds one new example to a category and explains their reasoning.

Assessment: Student sorts/organizes a new set correctly without help.

Objective: Student will review and demonstrate mastery of this week's skill (Oral/hands-on introduction: Five senses exploration; observing materials found in and around homes) connected to Homes and Families in Our Community.

Standard: Early Learning Guidelines: observation, exploration, and the five senses

Materials: Theme-related materials or pictures, observation journal, writing tools

Warm-up: Quick recap of everything practiced this week, in the student's own words.

Main Activity: 1) Revisit each day's activity briefly. 2) Student completes a cumulative mini-assessment combining the week's skill and theme. 3) Preview next week's topic.

Practice: Student shares one thing learned this week with a family member.

Assessment: Student demonstrates the week's key skill (Oral/hands-on introduction: Five senses exploration; observing materials found in and around homes) independently, meeting the weekly goal.

Objective: Student will be introduced to this week's focus skill (Oral/hands-on introduction: Types of homes and families; how families are similar/different) through a warm-up activity tied to Homes and Families in Our Community.

Standard: Early Learning Guidelines: self, family, and community awareness

Materials: Theme-related picture cards or reference materials, map/chart as needed, paper

Warm-up: Short discussion or activity introducing Homes and Families in Our Community, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Oral/hands-on introduction: Types of homes and families; how families are similar/different. 2) Model the skill once with a concrete example tied to Homes and Families in Our Community. 3) Student tries the skill with guidance.

Practice: Student practices the new skill independently with a themed activity or worksheet.

Assessment: Student demonstrates the new skill correctly at least 3 of 4 times with support.

Objective: Student will apply this week's skill (Oral/hands-on introduction: Types of homes and families; how families are similar/different) through a hands-on or written activity connected to Homes and Families in Our Community.

Standard: Early Learning Guidelines: self, family, and community awareness

Materials: Theme-related picture cards or reference materials, map/chart as needed, paper

Warm-up: Quick review recapping Monday's skill before new practice.

Main Activity: 1) Set up a themed practice activity related to Homes and Families in Our Community. 2) Student works through 3-4 guided repetitions of Oral/hands-on introduction: Types of homes and families; how families are similar/different. 3) Check in after each repetition with feedback.

Practice: Student completes one additional independent repetition and explains their reasoning.

Assessment: Student completes the task with no more than 1 error.

Objective: Student will compare or apply this week's skill (Oral/hands-on introduction: Types of homes and families; how families are similar/different) in a new context tied to Homes and Families in Our Community.

Standard: Early Learning Guidelines: self, family, and community awareness

Materials: Theme-related picture cards or reference materials, map/chart as needed, paper

Warm-up: Brief comparison activity to prime comparative/analytical thinking.

Main Activity: 1) Present two related examples connected to Homes and Families in Our Community. 2) Student compares or applies Oral/hands-on introduction: Types of homes and families; how families are similar/different to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Oral/hands-on introduction: Types of homes and families; how families are similar/different.

Assessment: Student correctly compares/applies the skill to 3 of 4 new examples.

Objective: Student will organize or categorize information related to Homes and Families in Our Community using this week's skill (Oral/hands-on introduction: Types of homes and families; how families are similar/different).

Standard: Early Learning Guidelines: self, family, and community awareness

Materials: Theme-related picture cards or reference materials, map/chart as needed, paper

Warm-up: Quick sorting or categorizing warm-up related to the theme.

Main Activity: 1) Provide a themed set of examples related to Homes and Families in Our Community. 2) Student sorts/organizes them using Oral/hands-on introduction: Types of homes and families; how families are similar/different. 3) Discuss any tricky cases together.

Practice: Student adds one new example to a category and explains their reasoning.

Assessment: Student sorts/organizes a new set correctly without help.

Objective: Student will review and demonstrate mastery of this week's skill (Oral/hands-on introduction: Types of homes and families; how families are similar/different) connected to Homes and Families in Our Community.

Standard: Early Learning Guidelines: self, family, and community awareness

Materials: Theme-related picture cards or reference materials, map/chart as needed, paper

Warm-up: Quick recap of everything practiced this week, in the student's own words.

Main Activity: 1) Revisit each day's activity briefly. 2) Student completes a cumulative mini-assessment combining the week's skill and theme. 3) Preview next week's topic.

Practice: Student shares one thing learned this week with a family member.

Assessment: Student demonstrates the week's key skill (Oral/hands-on introduction: Types of homes and families; how families are similar/different) independently, meeting the weekly goal.

Objective: Student will be introduced to this week's focus skill (Oral/hands-on introduction: Retelling stories about families; identifying characters in family stories) through a warm-up activity tied to Homes and Families in Our Community.

Standard: Early Learning Guidelines: print awareness and story listening comprehension

Materials: A book or passage related to this week's theme, graphic organizer

Warm-up: Short discussion or activity introducing Homes and Families in Our Community, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Oral/hands-on introduction: Retelling stories about families; identifying characters in family stories. 2) Model the skill once with a concrete example tied to Homes and Families in Our Community. 3) Student tries the skill with guidance.

Practice: Student practices the new skill independently with a themed activity or worksheet.

Assessment: Student demonstrates the new skill correctly at least 3 of 4 times with support.

Objective: Student will apply this week's skill (Oral/hands-on introduction: Retelling stories about families; identifying characters in family stories) through a hands-on or written activity connected to Homes and Families in Our Community.

Standard: Early Learning Guidelines: print awareness and story listening comprehension

Materials: A book or passage related to this week's theme, graphic organizer

Warm-up: Quick review recapping Monday's skill before new practice.

Main Activity: 1) Set up a themed practice activity related to Homes and Families in Our Community. 2) Student works through 3-4 guided repetitions of Oral/hands-on introduction: Retelling stories about families; identifying characters in family stories. 3) Check in after each repetition with feedback.

Practice: Student completes one additional independent repetition and explains their reasoning.

Assessment: Student completes the task with no more than 1 error.

Objective: Student will compare or apply this week's skill (Oral/hands-on introduction: Retelling stories about families; identifying characters in family stories) in a new context tied to Homes and Families in Our Community.

Standard: Early Learning Guidelines: print awareness and story listening comprehension

Materials: A book or passage related to this week's theme, graphic organizer

Warm-up: Brief comparison activity to prime comparative/analytical thinking.

Main Activity: 1) Present two related examples connected to Homes and Families in Our Community. 2) Student compares or applies Oral/hands-on introduction: Retelling stories about families; identifying characters in family stories to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Oral/hands-on introduction: Retelling stories about families; identifying characters in family stories.

Assessment: Student correctly compares/applies the skill to 3 of 4 new examples.

Objective: Student will organize or categorize information related to Homes and Families in Our Community using this week's skill (Oral/hands-on introduction: Retelling stories about families; identifying characters in family stories).

Standard: Early Learning Guidelines: print awareness and story listening comprehension

Materials: A book or passage related to this week's theme, graphic organizer

Warm-up: Quick sorting or categorizing warm-up related to the theme.

Main Activity: 1) Provide a themed set of examples related to Homes and Families in Our Community. 2) Student sorts/organizes them using Oral/hands-on introduction: Retelling stories about families; identifying characters in family stories. 3) Discuss any tricky cases together.

Practice: Student adds one new example to a category and explains their reasoning.

Assessment: Student sorts/organizes a new set correctly without help.

Objective: Student will review and demonstrate mastery of this week's skill (Oral/hands-on introduction: Retelling stories about families; identifying characters in family stories) connected to Homes and Families in Our Community.

Standard: Early Learning Guidelines: print awareness and story listening comprehension

Materials: A book or passage related to this week's theme, graphic organizer

Warm-up: Quick recap of everything practiced this week, in the student's own words.

Main Activity: 1) Revisit each day's activity briefly. 2) Student completes a cumulative mini-assessment combining the week's skill and theme. 3) Preview next week's topic.

Practice: Student shares one thing learned this week with a family member.

Assessment: Student demonstrates the week's key skill (Oral/hands-on introduction: Retelling stories about families; identifying characters in family stories) independently, meeting the weekly goal.

Objective: Student will be introduced to this week's focus skill (Letter recognition: Ff-Jj; beginning sounds) through a warm-up activity tied to Homes and Families in Our Community.

Standard: Early Learning Guidelines: letter recognition and phonological awareness

Materials: Word list for the week, letter tiles or whiteboard, paper

Warm-up: Short discussion or activity introducing Homes and Families in Our Community, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Letter recognition: Ff-Jj; beginning sounds. 2) Model the skill once with a concrete example tied to Homes and Families in Our Community. 3) Student tries the skill with guidance.

Practice: Student practices the new skill independently with a themed activity or worksheet.

Assessment: Student demonstrates the new skill correctly at least 3 of 4 times with support.

Objective: Student will apply this week's skill (Letter recognition: Ff-Jj; beginning sounds) through a hands-on or written activity connected to Homes and Families in Our Community.

Standard: Early Learning Guidelines: letter recognition and phonological awareness

Materials: Word list for the week, letter tiles or whiteboard, paper

Warm-up: Quick review recapping Monday's skill before new practice.

Main Activity: 1) Set up a themed practice activity related to Homes and Families in Our Community. 2) Student works through 3-4 guided repetitions of Letter recognition: Ff-Jj; beginning sounds. 3) Check in after each repetition with feedback.

Practice: Student completes one additional independent repetition and explains their reasoning.

Assessment: Student completes the task with no more than 1 error.

Objective: Student will compare or apply this week's skill (Letter recognition: Ff-Jj; beginning sounds) in a new context tied to Homes and Families in Our Community.

Standard: Early Learning Guidelines: letter recognition and phonological awareness

Materials: Word list for the week, letter tiles or whiteboard, paper

Warm-up: Brief comparison activity to prime comparative/analytical thinking.

Main Activity: 1) Present two related examples connected to Homes and Families in Our Community. 2) Student compares or applies Letter recognition: Ff-Jj; beginning sounds to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Letter recognition: Ff-Jj; beginning sounds.

Assessment: Student correctly compares/applies the skill to 3 of 4 new examples.

Objective: Student will organize or categorize information related to Homes and Families in Our Community using this week's skill (Letter recognition: Ff-Jj; beginning sounds).

Standard: Early Learning Guidelines: letter recognition and phonological awareness

Materials: Word list for the week, letter tiles or whiteboard, paper

Warm-up: Quick sorting or categorizing warm-up related to the theme.

Main Activity: 1) Provide a themed set of examples related to Homes and Families in Our Community. 2) Student sorts/organizes them using Letter recognition: Ff-Jj; beginning sounds. 3) Discuss any tricky cases together.

Practice: Student adds one new example to a category and explains their reasoning.

Assessment: Student sorts/organizes a new set correctly without help.

Objective: Student will review and demonstrate mastery of this week's skill (Letter recognition: Ff-Jj; beginning sounds) connected to Homes and Families in Our Community.

Standard: Early Learning Guidelines: letter recognition and phonological awareness

Materials: Word list for the week, letter tiles or whiteboard, paper

Warm-up: Quick recap of everything practiced this week, in the student's own words.

Main Activity: 1) Revisit each day's activity briefly. 2) Student completes a cumulative mini-assessment combining the week's skill and theme. 3) Preview next week's topic.

Practice: Student shares one thing learned this week with a family member.

Assessment: Student demonstrates the week's key skill (Letter recognition: Ff-Jj; beginning sounds) independently, meeting the weekly goal.