Week 34: Healthy Bodies, Healthy Growth

Objective: Student will identify and correctly use vocabulary and complete sentences in spoken and written sentences about Healthy Bodies, Healthy Growth.

Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)

Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons

Warm-up: Quick warm-up connecting today's focus (Vocabulary and complete sentences) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Vocabulary and complete sentences in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying vocabulary and complete sentences together. 3) Child attempts vocabulary and complete sentences with support, receiving feedback.

Practice: Child independently practices vocabulary and complete sentences, applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates vocabulary and complete sentences correctly in at least 3 of 4 attempts.

Objective: Student will construct complete sentences that correctly apply vocabulary and complete sentences while talking about Healthy Bodies, Healthy Growth.

Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)

Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons

Warm-up: Quick warm-up connecting today's focus (Vocabulary and complete sentences) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Vocabulary and complete sentences in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying vocabulary and complete sentences together. 3) Child attempts vocabulary and complete sentences with support, receiving feedback.

Practice: Child independently practices vocabulary and complete sentences, applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates vocabulary and complete sentences correctly in at least 3 of 4 attempts.

Objective: Student will compare correct and incorrect examples of vocabulary and complete sentences, explaining what makes each one right or wrong.

Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)

Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons

Warm-up: Quick warm-up connecting today's focus (Vocabulary and complete sentences) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Vocabulary and complete sentences in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying vocabulary and complete sentences together. 3) Child attempts vocabulary and complete sentences with support, receiving feedback.

Practice: Child independently practices vocabulary and complete sentences, applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates vocabulary and complete sentences correctly in at least 3 of 4 attempts.

Objective: Student will sort words and pictures related to Healthy Bodies, Healthy Growth based on vocabulary and complete sentences.

Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)

Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons

Warm-up: Quick warm-up connecting today's focus (Vocabulary and complete sentences) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Vocabulary and complete sentences in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying vocabulary and complete sentences together. 3) Child attempts vocabulary and complete sentences with support, receiving feedback.

Practice: Child independently practices vocabulary and complete sentences, applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates vocabulary and complete sentences correctly in at least 3 of 4 attempts.

Objective: Student will independently demonstrate mastery of vocabulary and complete sentences by producing 3-4 original examples tied to Healthy Bodies, Healthy Growth.

Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)

Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons

Warm-up: Quick warm-up connecting today's focus (Vocabulary and complete sentences) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Vocabulary and complete sentences in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying vocabulary and complete sentences together. 3) Child attempts vocabulary and complete sentences with support, receiving feedback.

Practice: Child independently practices vocabulary and complete sentences, applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates vocabulary and complete sentences correctly in at least 3 of 4 attempts.

Objective: Student will model and explain counting fingers/toes; body awareness numbers using hands-on manipulatives related to Healthy Bodies, Healthy Growth.

Standard: CCSS.MATH.CONTENT (grade-level number, operations, and measurement standards)

Materials: Counters or small objects, number line or ten-frame, paper for recording

Warm-up: Quick warm-up connecting today's focus (Counting fingers/toes; body awareness numbers) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Counting fingers/toes; body awareness numbers in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying counting fingers/toes; body awareness numbers together. 3) Child attempts counting fingers/toes; body awareness numbers with support, receiving feedback.

Practice: Child independently practices counting fingers/toes; body awareness numbers, applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates counting fingers/toes; body awareness numbers correctly in at least 3 of 4 attempts.

Objective: Student will solve guided problems involving counting fingers/toes; body awareness numbers, explaining each step aloud.

Standard: CCSS.MATH.CONTENT (grade-level number, operations, and measurement standards)

Materials: Counters or small objects, number line or ten-frame, paper for recording

Warm-up: Quick warm-up connecting today's focus (Counting fingers/toes; body awareness numbers) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Counting fingers/toes; body awareness numbers in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying counting fingers/toes; body awareness numbers together. 3) Child attempts counting fingers/toes; body awareness numbers with support, receiving feedback.

Practice: Child independently practices counting fingers/toes; body awareness numbers, applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates counting fingers/toes; body awareness numbers correctly in at least 3 of 4 attempts.

Objective: Student will apply counting fingers/toes; body awareness numbers to solve a themed word problem connected to Healthy Bodies, Healthy Growth.

Standard: CCSS.MATH.CONTENT (grade-level number, operations, and measurement standards)

Materials: Counters or small objects, number line or ten-frame, paper for recording

Warm-up: Quick warm-up connecting today's focus (Counting fingers/toes; body awareness numbers) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Counting fingers/toes; body awareness numbers in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying counting fingers/toes; body awareness numbers together. 3) Child attempts counting fingers/toes; body awareness numbers with support, receiving feedback.

Practice: Child independently practices counting fingers/toes; body awareness numbers, applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates counting fingers/toes; body awareness numbers correctly in at least 3 of 4 attempts.

Objective: Student will check work and compare strategies for counting fingers/toes; body awareness numbers with a partner or parent.

Standard: CCSS.MATH.CONTENT (grade-level number, operations, and measurement standards)

Materials: Counters or small objects, number line or ten-frame, paper for recording

Warm-up: Quick warm-up connecting today's focus (Counting fingers/toes; body awareness numbers) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Counting fingers/toes; body awareness numbers in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying counting fingers/toes; body awareness numbers together. 3) Child attempts counting fingers/toes; body awareness numbers with support, receiving feedback.

Practice: Child independently practices counting fingers/toes; body awareness numbers, applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates counting fingers/toes; body awareness numbers correctly in at least 3 of 4 attempts.

Objective: Student will independently complete a mixed-problem challenge demonstrating counting fingers/toes; body awareness numbers.

Standard: CCSS.MATH.CONTENT (grade-level number, operations, and measurement standards)

Materials: Counters or small objects, number line or ten-frame, paper for recording

Warm-up: Quick warm-up connecting today's focus (Counting fingers/toes; body awareness numbers) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Counting fingers/toes; body awareness numbers in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying counting fingers/toes; body awareness numbers together. 3) Child attempts counting fingers/toes; body awareness numbers with support, receiving feedback.

Practice: Child independently practices counting fingers/toes; body awareness numbers, applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates counting fingers/toes; body awareness numbers correctly in at least 3 of 4 attempts.

Objective: Student will make and record observations related to human body basics: how food in the context of Healthy Bodies, Healthy Growth.

Standard: NGSS (observe, describe, and explain patterns in the natural world)

Materials: Theme-related picture cards or real objects, observation journal, crayons

Warm-up: Quick warm-up connecting today's focus (Human body basics: how food) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Human body basics: how food in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying human body basics: how food together. 3) Child attempts human body basics: how food with support, receiving feedback.

Practice: Child independently practices human body basics: how food, applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates human body basics: how food correctly in at least 3 of 4 attempts.

Objective: Student will conduct a simple hands-on investigation to explore sleep.

Standard: NGSS (observe, describe, and explain patterns in the natural world)

Materials: Theme-related picture cards or real objects, observation journal, crayons

Warm-up: Quick warm-up connecting today's focus (sleep) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review sleep in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying sleep together. 3) Child attempts sleep with support, receiving feedback.

Practice: Child independently practices sleep, applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates sleep correctly in at least 3 of 4 attempts.

Objective: Student will explain cause-and-effect relationships involving exercise help us grow.

Standard: NGSS (observe, describe, and explain patterns in the natural world)

Materials: Theme-related picture cards or real objects, observation journal, crayons

Warm-up: Quick warm-up connecting today's focus (exercise help us grow) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review exercise help us grow in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying exercise help us grow together. 3) Child attempts exercise help us grow with support, receiving feedback.

Practice: Child independently practices exercise help us grow, applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates exercise help us grow correctly in at least 3 of 4 attempts.

Objective: Student will compare and classify examples related to human body basics: how food and Healthy Bodies, Healthy Growth.

Standard: NGSS (observe, describe, and explain patterns in the natural world)

Materials: Theme-related picture cards or real objects, observation journal, crayons

Warm-up: Quick warm-up connecting today's focus (Human body basics: how food) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Human body basics: how food in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying human body basics: how food together. 3) Child attempts human body basics: how food with support, receiving feedback.

Practice: Child independently practices human body basics: how food, applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates human body basics: how food correctly in at least 3 of 4 attempts.

Objective: Student will summarize and share what was learned this week about human body basics: how food.

Standard: NGSS (observe, describe, and explain patterns in the natural world)

Materials: Theme-related picture cards or real objects, observation journal, crayons

Warm-up: Quick warm-up connecting today's focus (Human body basics: how food) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Human body basics: how food in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying human body basics: how food together. 3) Child attempts human body basics: how food with support, receiving feedback.

Practice: Child independently practices human body basics: how food, applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates human body basics: how food correctly in at least 3 of 4 attempts.

Objective: Student will describe and discuss community helpers who keep people healthy (doctors, nurses, coaches) as it relates to Healthy Bodies, Healthy Growth.

Standard: C3 Framework D2 (civics, geography, and community relationships)

Materials: Theme-related picture cards, simple map or chart as needed, paper

Warm-up: Quick warm-up connecting today's focus (Community helpers who keep people healthy (doctors, nurses, coaches)) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Community helpers who keep people healthy (doctors, nurses, coaches) in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying community helpers who keep people healthy (doctors, nurses, coaches) together. 3) Child attempts community helpers who keep people healthy (doctors, nurses, coaches) with support, receiving feedback.

Practice: Child independently practices community helpers who keep people healthy (doctors, nurses, coaches), applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates community helpers who keep people healthy (doctors, nurses, coaches) correctly in at least 3 of 4 attempts.

Objective: Student will identify roles and responsibilities connected to community helpers who keep people healthy (doctors, nurses, coaches).

Standard: C3 Framework D2 (civics, geography, and community relationships)

Materials: Theme-related picture cards, simple map or chart as needed, paper

Warm-up: Quick warm-up connecting today's focus (Community helpers who keep people healthy (doctors, nurses, coaches)) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Community helpers who keep people healthy (doctors, nurses, coaches) in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying community helpers who keep people healthy (doctors, nurses, coaches) together. 3) Child attempts community helpers who keep people healthy (doctors, nurses, coaches) with support, receiving feedback.

Practice: Child independently practices community helpers who keep people healthy (doctors, nurses, coaches), applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates community helpers who keep people healthy (doctors, nurses, coaches) correctly in at least 3 of 4 attempts.

Objective: Student will connect community helpers who keep people healthy (doctors, nurses, coaches) to examples in our own community.

Standard: C3 Framework D2 (civics, geography, and community relationships)

Materials: Theme-related picture cards, simple map or chart as needed, paper

Warm-up: Quick warm-up connecting today's focus (Community helpers who keep people healthy (doctors, nurses, coaches)) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Community helpers who keep people healthy (doctors, nurses, coaches) in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying community helpers who keep people healthy (doctors, nurses, coaches) together. 3) Child attempts community helpers who keep people healthy (doctors, nurses, coaches) with support, receiving feedback.

Practice: Child independently practices community helpers who keep people healthy (doctors, nurses, coaches), applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates community helpers who keep people healthy (doctors, nurses, coaches) correctly in at least 3 of 4 attempts.

Objective: Student will compare different perspectives or places related to community helpers who keep people healthy (doctors, nurses, coaches).

Standard: C3 Framework D2 (civics, geography, and community relationships)

Materials: Theme-related picture cards, simple map or chart as needed, paper

Warm-up: Quick warm-up connecting today's focus (Community helpers who keep people healthy (doctors, nurses, coaches)) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Community helpers who keep people healthy (doctors, nurses, coaches) in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying community helpers who keep people healthy (doctors, nurses, coaches) together. 3) Child attempts community helpers who keep people healthy (doctors, nurses, coaches) with support, receiving feedback.

Practice: Child independently practices community helpers who keep people healthy (doctors, nurses, coaches), applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates community helpers who keep people healthy (doctors, nurses, coaches) correctly in at least 3 of 4 attempts.

Objective: Student will reflect on and summarize what was learned about community helpers who keep people healthy (doctors, nurses, coaches).

Standard: C3 Framework D2 (civics, geography, and community relationships)

Materials: Theme-related picture cards, simple map or chart as needed, paper

Warm-up: Quick warm-up connecting today's focus (Community helpers who keep people healthy (doctors, nurses, coaches)) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Community helpers who keep people healthy (doctors, nurses, coaches) in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying community helpers who keep people healthy (doctors, nurses, coaches) together. 3) Child attempts community helpers who keep people healthy (doctors, nurses, coaches) with support, receiving feedback.

Practice: Child independently practices community helpers who keep people healthy (doctors, nurses, coaches), applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates community helpers who keep people healthy (doctors, nurses, coaches) correctly in at least 3 of 4 attempts.

Objective: Student will read a text connected to Healthy Bodies, Healthy Growth and retell it while focusing on identifying main topic and details in a healthy-habits text.

Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)

Materials: A picture book or short passage related to this week's theme, sequencing cards

Warm-up: Quick warm-up connecting today's focus (Identifying main topic and details in a healthy-habits text) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Identifying main topic and details in a healthy-habits text in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying identifying main topic and details in a healthy-habits text together. 3) Child attempts identifying main topic and details in a healthy-habits text with support, receiving feedback.

Practice: Child independently practices identifying main topic and details in a healthy-habits text, applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates identifying main topic and details in a healthy-habits text correctly in at least 3 of 4 attempts.

Objective: Student will identify key details in the text that relate to identifying main topic and details in a healthy-habits text.

Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)

Materials: A picture book or short passage related to this week's theme, sequencing cards

Warm-up: Quick warm-up connecting today's focus (Identifying main topic and details in a healthy-habits text) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Identifying main topic and details in a healthy-habits text in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying identifying main topic and details in a healthy-habits text together. 3) Child attempts identifying main topic and details in a healthy-habits text with support, receiving feedback.

Practice: Child independently practices identifying main topic and details in a healthy-habits text, applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates identifying main topic and details in a healthy-habits text correctly in at least 3 of 4 attempts.

Objective: Student will ask and answer questions about the text using identifying main topic and details in a healthy-habits text.

Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)

Materials: A picture book or short passage related to this week's theme, sequencing cards

Warm-up: Quick warm-up connecting today's focus (Identifying main topic and details in a healthy-habits text) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Identifying main topic and details in a healthy-habits text in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying identifying main topic and details in a healthy-habits text together. 3) Child attempts identifying main topic and details in a healthy-habits text with support, receiving feedback.

Practice: Child independently practices identifying main topic and details in a healthy-habits text, applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates identifying main topic and details in a healthy-habits text correctly in at least 3 of 4 attempts.

Objective: Student will compare two texts or passages related to Healthy Bodies, Healthy Growth using identifying main topic and details in a healthy-habits text.

Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)

Materials: A picture book or short passage related to this week's theme, sequencing cards

Warm-up: Quick warm-up connecting today's focus (Identifying main topic and details in a healthy-habits text) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Identifying main topic and details in a healthy-habits text in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying identifying main topic and details in a healthy-habits text together. 3) Child attempts identifying main topic and details in a healthy-habits text with support, receiving feedback.

Practice: Child independently practices identifying main topic and details in a healthy-habits text, applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates identifying main topic and details in a healthy-habits text correctly in at least 3 of 4 attempts.

Objective: Student will summarize the week's reading, demonstrating identifying main topic and details in a healthy-habits text.

Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)

Materials: A picture book or short passage related to this week's theme, sequencing cards

Warm-up: Quick warm-up connecting today's focus (Identifying main topic and details in a healthy-habits text) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Identifying main topic and details in a healthy-habits text in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying identifying main topic and details in a healthy-habits text together. 3) Child attempts identifying main topic and details in a healthy-habits text with support, receiving feedback.

Practice: Child independently practices identifying main topic and details in a healthy-habits text, applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates identifying main topic and details in a healthy-habits text correctly in at least 3 of 4 attempts.

Objective: Student will read, spell, and sort this week's words featuring body-part vocabulary and beginning sounds.

Standard: CCSS.ELA-LITERACY.RF (phonics, word patterns, and spelling)

Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list

Warm-up: Quick warm-up connecting today's focus (Body-part vocabulary and beginning sounds) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Body-part vocabulary and beginning sounds in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying body-part vocabulary and beginning sounds together. 3) Child attempts body-part vocabulary and beginning sounds with support, receiving feedback.

Practice: Child independently practices body-part vocabulary and beginning sounds, applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates body-part vocabulary and beginning sounds correctly in at least 3 of 4 attempts.

Objective: Student will build and write words using body-part vocabulary and beginning sounds with letter tiles or handwriting practice.

Standard: CCSS.ELA-LITERACY.RF (phonics, word patterns, and spelling)

Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list

Warm-up: Quick warm-up connecting today's focus (Body-part vocabulary and beginning sounds) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Body-part vocabulary and beginning sounds in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying body-part vocabulary and beginning sounds together. 3) Child attempts body-part vocabulary and beginning sounds with support, receiving feedback.

Practice: Child independently practices body-part vocabulary and beginning sounds, applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates body-part vocabulary and beginning sounds correctly in at least 3 of 4 attempts.

Objective: Student will use this week's spelling words correctly in original sentences.

Standard: CCSS.ELA-LITERACY.RF (phonics, word patterns, and spelling)

Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list

Warm-up: Quick warm-up connecting today's focus (Body-part vocabulary and beginning sounds) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Body-part vocabulary and beginning sounds in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying body-part vocabulary and beginning sounds together. 3) Child attempts body-part vocabulary and beginning sounds with support, receiving feedback.

Practice: Child independently practices body-part vocabulary and beginning sounds, applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates body-part vocabulary and beginning sounds correctly in at least 3 of 4 attempts.

Objective: Student will sort and categorize words by their body-part vocabulary and beginning sounds pattern.

Standard: CCSS.ELA-LITERACY.RF (phonics, word patterns, and spelling)

Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list

Warm-up: Quick warm-up connecting today's focus (Body-part vocabulary and beginning sounds) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Body-part vocabulary and beginning sounds in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying body-part vocabulary and beginning sounds together. 3) Child attempts body-part vocabulary and beginning sounds with support, receiving feedback.

Practice: Child independently practices body-part vocabulary and beginning sounds, applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates body-part vocabulary and beginning sounds correctly in at least 3 of 4 attempts.

Objective: Student will complete a mini dictation/spelling check demonstrating body-part vocabulary and beginning sounds.

Standard: CCSS.ELA-LITERACY.RF (phonics, word patterns, and spelling)

Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list

Warm-up: Quick warm-up connecting today's focus (Body-part vocabulary and beginning sounds) back to Healthy Bodies, Healthy Growth.

Main Activity: 1) Introduce/review Body-part vocabulary and beginning sounds in the context of Healthy Bodies, Healthy Growth. 2) Guided practice applying body-part vocabulary and beginning sounds together. 3) Child attempts body-part vocabulary and beginning sounds with support, receiving feedback.

Practice: Child independently practices body-part vocabulary and beginning sounds, applying it to one new example related to Healthy Bodies, Healthy Growth.

Assessment: Child demonstrates body-part vocabulary and beginning sounds correctly in at least 3 of 4 attempts.