Week 6: Keeping Us Safe: Firefighters and Police

Objective: Student will identify and correctly use complete sentences and safety vocabulary in spoken and written sentences about Keeping Us Safe: Firefighters and Police.

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 (Complete sentences and safety vocabulary) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Complete sentences and safety vocabulary in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying complete sentences and safety vocabulary together. 3) Child attempts complete sentences and safety vocabulary with support, receiving feedback.

Practice: Child independently practices complete sentences and safety vocabulary, applying it to one new example related to Keeping Us Safe: Firefighters and Police.

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

Objective: Student will construct complete sentences that correctly apply complete sentences and safety vocabulary while talking about Keeping Us Safe: Firefighters and Police.

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 (Complete sentences and safety vocabulary) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Complete sentences and safety vocabulary in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying complete sentences and safety vocabulary together. 3) Child attempts complete sentences and safety vocabulary with support, receiving feedback.

Practice: Child independently practices complete sentences and safety vocabulary, applying it to one new example related to Keeping Us Safe: Firefighters and Police.

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

Objective: Student will compare correct and incorrect examples of complete sentences and safety vocabulary, 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 (Complete sentences and safety vocabulary) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Complete sentences and safety vocabulary in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying complete sentences and safety vocabulary together. 3) Child attempts complete sentences and safety vocabulary with support, receiving feedback.

Practice: Child independently practices complete sentences and safety vocabulary, applying it to one new example related to Keeping Us Safe: Firefighters and Police.

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

Objective: Student will sort words and pictures related to Keeping Us Safe: Firefighters and Police based on complete sentences and safety vocabulary.

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 (Complete sentences and safety vocabulary) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Complete sentences and safety vocabulary in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying complete sentences and safety vocabulary together. 3) Child attempts complete sentences and safety vocabulary with support, receiving feedback.

Practice: Child independently practices complete sentences and safety vocabulary, applying it to one new example related to Keeping Us Safe: Firefighters and Police.

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

Objective: Student will independently demonstrate mastery of complete sentences and safety vocabulary by producing 3-4 original examples tied to Keeping Us Safe: Firefighters and Police.

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 (Complete sentences and safety vocabulary) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Complete sentences and safety vocabulary in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying complete sentences and safety vocabulary together. 3) Child attempts complete sentences and safety vocabulary with support, receiving feedback.

Practice: Child independently practices complete sentences and safety vocabulary, applying it to one new example related to Keeping Us Safe: Firefighters and Police.

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

Objective: Student will model and explain comparing 'more' and 'less' with objects using hands-on manipulatives related to Keeping Us Safe: Firefighters and Police.

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 (Comparing 'more' and 'less' with objects) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Comparing 'more' and 'less' with objects in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying comparing 'more' and 'less' with objects together. 3) Child attempts comparing 'more' and 'less' with objects with support, receiving feedback.

Practice: Child independently practices comparing 'more' and 'less' with objects, applying it to one new example related to Keeping Us Safe: Firefighters and Police.

Assessment: Child demonstrates comparing 'more' and 'less' with objects correctly in at least 3 of 4 attempts.

Objective: Student will solve guided problems involving comparing 'more' and 'less' with objects, 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 (Comparing 'more' and 'less' with objects) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Comparing 'more' and 'less' with objects in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying comparing 'more' and 'less' with objects together. 3) Child attempts comparing 'more' and 'less' with objects with support, receiving feedback.

Practice: Child independently practices comparing 'more' and 'less' with objects, applying it to one new example related to Keeping Us Safe: Firefighters and Police.

Assessment: Child demonstrates comparing 'more' and 'less' with objects correctly in at least 3 of 4 attempts.

Objective: Student will apply comparing 'more' and 'less' with objects to solve a themed word problem connected to Keeping Us Safe: Firefighters and Police.

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 (Comparing 'more' and 'less' with objects) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Comparing 'more' and 'less' with objects in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying comparing 'more' and 'less' with objects together. 3) Child attempts comparing 'more' and 'less' with objects with support, receiving feedback.

Practice: Child independently practices comparing 'more' and 'less' with objects, applying it to one new example related to Keeping Us Safe: Firefighters and Police.

Assessment: Child demonstrates comparing 'more' and 'less' with objects correctly in at least 3 of 4 attempts.

Objective: Student will check work and compare strategies for comparing 'more' and 'less' with objects 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 (Comparing 'more' and 'less' with objects) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Comparing 'more' and 'less' with objects in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying comparing 'more' and 'less' with objects together. 3) Child attempts comparing 'more' and 'less' with objects with support, receiving feedback.

Practice: Child independently practices comparing 'more' and 'less' with objects, applying it to one new example related to Keeping Us Safe: Firefighters and Police.

Assessment: Child demonstrates comparing 'more' and 'less' with objects correctly in at least 3 of 4 attempts.

Objective: Student will independently complete a mixed-problem challenge demonstrating comparing 'more' and 'less' with objects.

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 (Comparing 'more' and 'less' with objects) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Comparing 'more' and 'less' with objects in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying comparing 'more' and 'less' with objects together. 3) Child attempts comparing 'more' and 'less' with objects with support, receiving feedback.

Practice: Child independently practices comparing 'more' and 'less' with objects, applying it to one new example related to Keeping Us Safe: Firefighters and Police.

Assessment: Child demonstrates comparing 'more' and 'less' with objects correctly in at least 3 of 4 attempts.

Objective: Student will make and record observations related to properties of materials used (why fire trucks are red, sirens) in the context of Keeping Us Safe: Firefighters and Police.

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 (Properties of materials used (why fire trucks are red, sirens)) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Properties of materials used (why fire trucks are red, sirens) in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying properties of materials used (why fire trucks are red, sirens) together. 3) Child attempts properties of materials used (why fire trucks are red, sirens) with support, receiving feedback.

Practice: Child independently practices properties of materials used (why fire trucks are red, sirens), applying it to one new example related to Keeping Us Safe: Firefighters and Police.

Assessment: Child demonstrates properties of materials used (why fire trucks are red, sirens) correctly in at least 3 of 4 attempts.

Objective: Student will conduct a simple hands-on investigation to explore properties of materials used (why fire trucks are red, sirens).

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 (Properties of materials used (why fire trucks are red, sirens)) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Properties of materials used (why fire trucks are red, sirens) in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying properties of materials used (why fire trucks are red, sirens) together. 3) Child attempts properties of materials used (why fire trucks are red, sirens) with support, receiving feedback.

Practice: Child independently practices properties of materials used (why fire trucks are red, sirens), applying it to one new example related to Keeping Us Safe: Firefighters and Police.

Assessment: Child demonstrates properties of materials used (why fire trucks are red, sirens) correctly in at least 3 of 4 attempts.

Objective: Student will explain cause-and-effect relationships involving properties of materials used (why fire trucks are red, sirens).

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 (Properties of materials used (why fire trucks are red, sirens)) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Properties of materials used (why fire trucks are red, sirens) in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying properties of materials used (why fire trucks are red, sirens) together. 3) Child attempts properties of materials used (why fire trucks are red, sirens) with support, receiving feedback.

Practice: Child independently practices properties of materials used (why fire trucks are red, sirens), applying it to one new example related to Keeping Us Safe: Firefighters and Police.

Assessment: Child demonstrates properties of materials used (why fire trucks are red, sirens) correctly in at least 3 of 4 attempts.

Objective: Student will compare and classify examples related to properties of materials used (why fire trucks are red, sirens) and Keeping Us Safe: Firefighters and Police.

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 (Properties of materials used (why fire trucks are red, sirens)) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Properties of materials used (why fire trucks are red, sirens) in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying properties of materials used (why fire trucks are red, sirens) together. 3) Child attempts properties of materials used (why fire trucks are red, sirens) with support, receiving feedback.

Practice: Child independently practices properties of materials used (why fire trucks are red, sirens), applying it to one new example related to Keeping Us Safe: Firefighters and Police.

Assessment: Child demonstrates properties of materials used (why fire trucks are red, sirens) correctly in at least 3 of 4 attempts.

Objective: Student will summarize and share what was learned this week about properties of materials used (why fire trucks are red, sirens).

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 (Properties of materials used (why fire trucks are red, sirens)) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Properties of materials used (why fire trucks are red, sirens) in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying properties of materials used (why fire trucks are red, sirens) together. 3) Child attempts properties of materials used (why fire trucks are red, sirens) with support, receiving feedback.

Practice: Child independently practices properties of materials used (why fire trucks are red, sirens), applying it to one new example related to Keeping Us Safe: Firefighters and Police.

Assessment: Child demonstrates properties of materials used (why fire trucks are red, sirens) correctly in at least 3 of 4 attempts.

Objective: Student will describe and discuss rules and laws that keep communities safe as it relates to Keeping Us Safe: Firefighters and Police.

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 (Rules and laws that keep communities safe) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Rules and laws that keep communities safe in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying rules and laws that keep communities safe together. 3) Child attempts rules and laws that keep communities safe with support, receiving feedback.

Practice: Child independently practices rules and laws that keep communities safe, applying it to one new example related to Keeping Us Safe: Firefighters and Police.

Assessment: Child demonstrates rules and laws that keep communities safe correctly in at least 3 of 4 attempts.

Objective: Student will identify roles and responsibilities connected to rules and laws that keep communities safe.

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 (Rules and laws that keep communities safe) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Rules and laws that keep communities safe in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying rules and laws that keep communities safe together. 3) Child attempts rules and laws that keep communities safe with support, receiving feedback.

Practice: Child independently practices rules and laws that keep communities safe, applying it to one new example related to Keeping Us Safe: Firefighters and Police.

Assessment: Child demonstrates rules and laws that keep communities safe correctly in at least 3 of 4 attempts.

Objective: Student will connect rules and laws that keep communities safe 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 (Rules and laws that keep communities safe) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Rules and laws that keep communities safe in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying rules and laws that keep communities safe together. 3) Child attempts rules and laws that keep communities safe with support, receiving feedback.

Practice: Child independently practices rules and laws that keep communities safe, applying it to one new example related to Keeping Us Safe: Firefighters and Police.

Assessment: Child demonstrates rules and laws that keep communities safe correctly in at least 3 of 4 attempts.

Objective: Student will compare different perspectives or places related to rules and laws that keep communities safe.

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 (Rules and laws that keep communities safe) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Rules and laws that keep communities safe in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying rules and laws that keep communities safe together. 3) Child attempts rules and laws that keep communities safe with support, receiving feedback.

Practice: Child independently practices rules and laws that keep communities safe, applying it to one new example related to Keeping Us Safe: Firefighters and Police.

Assessment: Child demonstrates rules and laws that keep communities safe correctly in at least 3 of 4 attempts.

Objective: Student will reflect on and summarize what was learned about rules and laws that keep communities safe.

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 (Rules and laws that keep communities safe) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Rules and laws that keep communities safe in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying rules and laws that keep communities safe together. 3) Child attempts rules and laws that keep communities safe with support, receiving feedback.

Practice: Child independently practices rules and laws that keep communities safe, applying it to one new example related to Keeping Us Safe: Firefighters and Police.

Assessment: Child demonstrates rules and laws that keep communities safe correctly in at least 3 of 4 attempts.

Objective: Student will read a text connected to Keeping Us Safe: Firefighters and Police and retell it while focusing on identifying main topic and key details in safety-themed texts.

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 key details in safety-themed texts) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Identifying main topic and key details in safety-themed texts in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying identifying main topic and key details in safety-themed texts together. 3) Child attempts identifying main topic and key details in safety-themed texts with support, receiving feedback.

Practice: Child independently practices identifying main topic and key details in safety-themed texts, applying it to one new example related to Keeping Us Safe: Firefighters and Police.

Assessment: Child demonstrates identifying main topic and key details in safety-themed texts correctly in at least 3 of 4 attempts.

Objective: Student will identify key details in the text that relate to identifying main topic and key details in safety-themed texts.

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 key details in safety-themed texts) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Identifying main topic and key details in safety-themed texts in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying identifying main topic and key details in safety-themed texts together. 3) Child attempts identifying main topic and key details in safety-themed texts with support, receiving feedback.

Practice: Child independently practices identifying main topic and key details in safety-themed texts, applying it to one new example related to Keeping Us Safe: Firefighters and Police.

Assessment: Child demonstrates identifying main topic and key details in safety-themed texts correctly in at least 3 of 4 attempts.

Objective: Student will ask and answer questions about the text using identifying main topic and key details in safety-themed texts.

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 key details in safety-themed texts) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Identifying main topic and key details in safety-themed texts in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying identifying main topic and key details in safety-themed texts together. 3) Child attempts identifying main topic and key details in safety-themed texts with support, receiving feedback.

Practice: Child independently practices identifying main topic and key details in safety-themed texts, applying it to one new example related to Keeping Us Safe: Firefighters and Police.

Assessment: Child demonstrates identifying main topic and key details in safety-themed texts correctly in at least 3 of 4 attempts.

Objective: Student will compare two texts or passages related to Keeping Us Safe: Firefighters and Police using identifying main topic and key details in safety-themed texts.

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 key details in safety-themed texts) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Identifying main topic and key details in safety-themed texts in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying identifying main topic and key details in safety-themed texts together. 3) Child attempts identifying main topic and key details in safety-themed texts with support, receiving feedback.

Practice: Child independently practices identifying main topic and key details in safety-themed texts, applying it to one new example related to Keeping Us Safe: Firefighters and Police.

Assessment: Child demonstrates identifying main topic and key details in safety-themed texts correctly in at least 3 of 4 attempts.

Objective: Student will summarize the week's reading, demonstrating identifying main topic and key details in safety-themed texts.

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 key details in safety-themed texts) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Identifying main topic and key details in safety-themed texts in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying identifying main topic and key details in safety-themed texts together. 3) Child attempts identifying main topic and key details in safety-themed texts with support, receiving feedback.

Practice: Child independently practices identifying main topic and key details in safety-themed texts, applying it to one new example related to Keeping Us Safe: Firefighters and Police.

Assessment: Child demonstrates identifying main topic and key details in safety-themed texts correctly in at least 3 of 4 attempts.

Objective: Student will read, spell, and sort this week's words featuring rhyming word pairs (cat/hat, dog/log).

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 (Rhyming word pairs (cat/hat, dog/log)) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Rhyming word pairs (cat/hat, dog/log) in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying rhyming word pairs (cat/hat, dog/log) together. 3) Child attempts rhyming word pairs (cat/hat, dog/log) with support, receiving feedback.

Practice: Child independently practices rhyming word pairs (cat/hat, dog/log), applying it to one new example related to Keeping Us Safe: Firefighters and Police.

Assessment: Child demonstrates rhyming word pairs (cat/hat, dog/log) correctly in at least 3 of 4 attempts.

Objective: Student will build and write words using rhyming word pairs (cat/hat, dog/log) 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 (Rhyming word pairs (cat/hat, dog/log)) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Rhyming word pairs (cat/hat, dog/log) in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying rhyming word pairs (cat/hat, dog/log) together. 3) Child attempts rhyming word pairs (cat/hat, dog/log) with support, receiving feedback.

Practice: Child independently practices rhyming word pairs (cat/hat, dog/log), applying it to one new example related to Keeping Us Safe: Firefighters and Police.

Assessment: Child demonstrates rhyming word pairs (cat/hat, dog/log) 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 (Rhyming word pairs (cat/hat, dog/log)) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Rhyming word pairs (cat/hat, dog/log) in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying rhyming word pairs (cat/hat, dog/log) together. 3) Child attempts rhyming word pairs (cat/hat, dog/log) with support, receiving feedback.

Practice: Child independently practices rhyming word pairs (cat/hat, dog/log), applying it to one new example related to Keeping Us Safe: Firefighters and Police.

Assessment: Child demonstrates rhyming word pairs (cat/hat, dog/log) correctly in at least 3 of 4 attempts.

Objective: Student will sort and categorize words by their rhyming word pairs (cat/hat, dog/log) 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 (Rhyming word pairs (cat/hat, dog/log)) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Rhyming word pairs (cat/hat, dog/log) in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying rhyming word pairs (cat/hat, dog/log) together. 3) Child attempts rhyming word pairs (cat/hat, dog/log) with support, receiving feedback.

Practice: Child independently practices rhyming word pairs (cat/hat, dog/log), applying it to one new example related to Keeping Us Safe: Firefighters and Police.

Assessment: Child demonstrates rhyming word pairs (cat/hat, dog/log) correctly in at least 3 of 4 attempts.

Objective: Student will complete a mini dictation/spelling check demonstrating rhyming word pairs (cat/hat, dog/log).

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 (Rhyming word pairs (cat/hat, dog/log)) back to Keeping Us Safe: Firefighters and Police.

Main Activity: 1) Introduce/review Rhyming word pairs (cat/hat, dog/log) in the context of Keeping Us Safe: Firefighters and Police. 2) Guided practice applying rhyming word pairs (cat/hat, dog/log) together. 3) Child attempts rhyming word pairs (cat/hat, dog/log) with support, receiving feedback.

Practice: Child independently practices rhyming word pairs (cat/hat, dog/log), applying it to one new example related to Keeping Us Safe: Firefighters and Police.

Assessment: Child demonstrates rhyming word pairs (cat/hat, dog/log) correctly in at least 3 of 4 attempts.