Week 8: Maps and Where We Live

Objective: Student will be introduced to this week's focus skill (Oral/hands-on introduction: Prepositions and directional words describing maps and locations) through a warm-up activity tied to Maps and Where We Live.

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 Maps and Where We Live, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Oral/hands-on introduction: Prepositions and directional words describing maps and locations. 2) Model the skill once with a concrete example tied to Maps and Where We Live. 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: Prepositions and directional words describing maps and locations) through a hands-on or written activity connected to Maps and Where We Live.

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 Maps and Where We Live. 2) Student works through 3-4 guided repetitions of Oral/hands-on introduction: Prepositions and directional words describing maps and locations. 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: Prepositions and directional words describing maps and locations) in a new context tied to Maps and Where We Live.

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 Maps and Where We Live. 2) Student compares or applies Oral/hands-on introduction: Prepositions and directional words describing maps and locations to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Oral/hands-on introduction: Prepositions and directional words describing maps and locations.

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

Objective: Student will organize or categorize information related to Maps and Where We Live using this week's skill (Oral/hands-on introduction: Prepositions and directional words describing maps and locations).

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 Maps and Where We Live. 2) Student sorts/organizes them using Oral/hands-on introduction: Prepositions and directional words describing maps and locations. 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: Prepositions and directional words describing maps and locations) connected to Maps and Where We Live.

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: Prepositions and directional words describing maps and locations) independently, meeting the weekly goal.

Objective: Student will be introduced to this week's focus skill (Matching shapes to real objects) through a warm-up activity tied to Maps and Where We Live.

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 Maps and Where We Live, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Matching shapes to real objects. 2) Model the skill once with a concrete example tied to Maps and Where We Live. 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 (Matching shapes to real objects) through a hands-on or written activity connected to Maps and Where We Live.

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 Maps and Where We Live. 2) Student works through 3-4 guided repetitions of Matching shapes to real objects. 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 (Matching shapes to real objects) in a new context tied to Maps and Where We Live.

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 Maps and Where We Live. 2) Student compares or applies Matching shapes to real objects to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Matching shapes to real objects.

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

Objective: Student will organize or categorize information related to Maps and Where We Live using this week's skill (Matching shapes to real objects).

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 Maps and Where We Live. 2) Student sorts/organizes them using Matching shapes to real objects. 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 (Matching shapes to real objects) connected to Maps and Where We Live.

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 (Matching shapes to real objects) independently, meeting the weekly goal.

Objective: Student will be introduced to this week's focus skill (Oral/hands-on introduction: Observing land near our home; simple landforms vocabulary) through a warm-up activity tied to Maps and Where We Live.

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 Maps and Where We Live, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Oral/hands-on introduction: Observing land near our home; simple landforms vocabulary. 2) Model the skill once with a concrete example tied to Maps and Where We Live. 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: Observing land near our home; simple landforms vocabulary) through a hands-on or written activity connected to Maps and Where We Live.

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 Maps and Where We Live. 2) Student works through 3-4 guided repetitions of Oral/hands-on introduction: Observing land near our home; simple landforms vocabulary. 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: Observing land near our home; simple landforms vocabulary) in a new context tied to Maps and Where We Live.

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 Maps and Where We Live. 2) Student compares or applies Oral/hands-on introduction: Observing land near our home; simple landforms vocabulary to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Oral/hands-on introduction: Observing land near our home; simple landforms vocabulary.

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

Objective: Student will organize or categorize information related to Maps and Where We Live using this week's skill (Oral/hands-on introduction: Observing land near our home; simple landforms vocabulary).

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 Maps and Where We Live. 2) Student sorts/organizes them using Oral/hands-on introduction: Observing land near our home; simple landforms vocabulary. 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: Observing land near our home; simple landforms vocabulary) connected to Maps and Where We Live.

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: Observing land near our home; simple landforms vocabulary) independently, meeting the weekly goal.

Objective: Student will be introduced to this week's focus skill (Oral/hands-on introduction: Reading and using simple maps of our neighborhood) through a warm-up activity tied to Maps and Where We Live.

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 Maps and Where We Live, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Oral/hands-on introduction: Reading and using simple maps of our neighborhood. 2) Model the skill once with a concrete example tied to Maps and Where We Live. 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: Reading and using simple maps of our neighborhood) through a hands-on or written activity connected to Maps and Where We Live.

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 Maps and Where We Live. 2) Student works through 3-4 guided repetitions of Oral/hands-on introduction: Reading and using simple maps of our neighborhood. 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: Reading and using simple maps of our neighborhood) in a new context tied to Maps and Where We Live.

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 Maps and Where We Live. 2) Student compares or applies Oral/hands-on introduction: Reading and using simple maps of our neighborhood to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Oral/hands-on introduction: Reading and using simple maps of our neighborhood.

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

Objective: Student will organize or categorize information related to Maps and Where We Live using this week's skill (Oral/hands-on introduction: Reading and using simple maps of our neighborhood).

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 Maps and Where We Live. 2) Student sorts/organizes them using Oral/hands-on introduction: Reading and using simple maps of our neighborhood. 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: Reading and using simple maps of our neighborhood) connected to Maps and Where We Live.

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: Reading and using simple maps of our neighborhood) independently, meeting the weekly goal.

Objective: Student will be introduced to this week's focus skill (Oral/hands-on introduction: Using illustrations and maps to understand simple texts) through a warm-up activity tied to Maps and Where We Live.

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 Maps and Where We Live, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Oral/hands-on introduction: Using illustrations and maps to understand simple texts. 2) Model the skill once with a concrete example tied to Maps and Where We Live. 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: Using illustrations and maps to understand simple texts) through a hands-on or written activity connected to Maps and Where We Live.

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 Maps and Where We Live. 2) Student works through 3-4 guided repetitions of Oral/hands-on introduction: Using illustrations and maps to understand simple texts. 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: Using illustrations and maps to understand simple texts) in a new context tied to Maps and Where We Live.

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 Maps and Where We Live. 2) Student compares or applies Oral/hands-on introduction: Using illustrations and maps to understand simple texts to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Oral/hands-on introduction: Using illustrations and maps to understand simple texts.

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

Objective: Student will organize or categorize information related to Maps and Where We Live using this week's skill (Oral/hands-on introduction: Using illustrations and maps to understand simple texts).

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 Maps and Where We Live. 2) Student sorts/organizes them using Oral/hands-on introduction: Using illustrations and maps to understand simple texts. 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: Using illustrations and maps to understand simple texts) connected to Maps and Where We Live.

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: Using illustrations and maps to understand simple texts) independently, meeting the weekly goal.

Objective: Student will be introduced to this week's focus skill (Environmental print recognition (stop sign, own name)) through a warm-up activity tied to Maps and Where We Live.

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 Maps and Where We Live, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Environmental print recognition (stop sign, own name). 2) Model the skill once with a concrete example tied to Maps and Where We Live. 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 (Environmental print recognition (stop sign, own name)) through a hands-on or written activity connected to Maps and Where We Live.

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 Maps and Where We Live. 2) Student works through 3-4 guided repetitions of Environmental print recognition (stop sign, own name). 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 (Environmental print recognition (stop sign, own name)) in a new context tied to Maps and Where We Live.

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 Maps and Where We Live. 2) Student compares or applies Environmental print recognition (stop sign, own name) to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Environmental print recognition (stop sign, own name).

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

Objective: Student will organize or categorize information related to Maps and Where We Live using this week's skill (Environmental print recognition (stop sign, own name)).

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 Maps and Where We Live. 2) Student sorts/organizes them using Environmental print recognition (stop sign, own name). 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 (Environmental print recognition (stop sign, own name)) connected to Maps and Where We Live.

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 (Environmental print recognition (stop sign, own name)) independently, meeting the weekly goal.