Teacher: Lasseter

O.W.L Unit 1 Week 4 Topic: Friends Working and Playing Together

Time Monday Tuesday Wednesday Thursday Friday
Breakfast &
Table Activities
(8:30-9:00)

Morning Meeting
(9:00-9:15)
Activity:
Begin the Day
Todays News
Sing and Move

STANDARD:
PDM3.4a; SED1.4a;
CLL1.4a
Activity:
Begin the Day
Todays News
Sing and Move

STANDARD:
PDM3.4a; SED1.4a;
CLL1.4a
Activity:
Begin the Day
Todays News
Sing and Move

STANDARD:
PDM3.4a; SED1.4a;
CLL1.4a
Activity:
Begin the Day
Todays News
Sing and Move

STANDARD:
PDM3.4a; SED1.4a;
CLL1.4a
Activity:
Begin the Day
Todays News
Sing and Move

STANDARD:
PDM3.4a; SED1.4a;
CLL1.4a
Book #1
(9:15-9:30)
Title:
Matthew and Tilly (p
282)
(1
st
Read)
Words: business



STANDARD:
CLL1.4a; CLL5.4c
Title:
Matthew and Tilly (p
283)
(2
nd
Read)
Words: brave,
rescue


STANDARD:
CLL1.4a; CLL5.4c
Title:
Oh, No! (pg. 286)
(1
st
Read)
Words: accident,
apologize, argue



STANDARD:
CD-SS2.4c; CLL4.4c
Title:
Oh, No! (pg. 287)
(2
nd
Read)
Words: accident,
apologize, argue,
brave, business,
rescue

STANDARD:
CD-SS2.4c; CLL4.4c
Title:
Matthew and Tilly (p
290)
(3
rd
Read)
Words (p 291)
Shared Writing: A
Poem (p 291)

STANDARD:
CLL5.4b; CLL5.4b
Literacy Circle
(9:30-9:45)
Activity:
How do friends get
along together? (270)


STANDARD:
CLL4.4a; SED1.4b
Activity:
Expand Concepts
(274)


STANDARD:
CLL4.4A; SED1.4B
Activity:
Expand Concepts
(275)


STANDARD:
CLL4.4A; SED1.4B
Activity:
Whats My Word?
(278)


STANDARD:
CLL4.4A; SED1.4B
Activity:
Concept of Print and
Motivation to Read
Read My Friends (279)

STANDARD:
CLL4.4A; SED1.4B
Outdoor Time
(9:45-10:15)
Materials and/or activity choices for outdoor play: Bouncing Balls; Hula Hoops; Jump Ropes
Small Groups
(10:20-10:40)
(See Attached Small Group Template)
Lunch
(10:45-11:15)
STANDARD: PDM1.4e
Transition
(11:20-11:25)
Activity:
Froggies Jumping
(pg. 305)


STANDARD:
PDM1.4b
Activity:
Froggies Jumping
(pg. 305)


STANDARD:
PDM1.4b
Activity:
Lets Make Music
(pg. 305)


STANDARD:
PDM1.4b
Activity:
Lets Make Music
(pg. 305)


STANDARD:
PDM1.4b
Activity:
Lets Make Music
(p 305)


STANDARD:
PDM1.4b
Phonological
Awareness
(11:25-11:35)
Activity:
Make it, Break it:
Syllables (271)


STANDARD:
CLL6.4a
Activity:
Make it, Break it:
Syllables (274)


STANDARD:
CLL6.4a
Activity:
Make it, Break it:
Syllables (275)


STANDARD:
CLL6.4a
Activity:
Spiral review (278)
Blend and Segment
Compound Words

STANDARD:
CLL6.4a;CLL6.4e
Activity:
Spiral review (201)
Blend and Segment
Compound Words

STANDARD:
CLL6.4a;CLL6.4e
Centers &
Clean-up
(11:35-12:45)
STANDARD: CD-CR4.4a; CDCP3.4b
Enrichment
Circle
(12:45-1:00)
Activity:
Sorting Buttons (298)


Activity:
Brush your Teeth
(294)

Activity:
Sorting by Attributes
(299)

Activity:
What is the Problem?
(295)

Activity:
Animal Sort (302)

STANDARD:
STANDARD:
CD-MA4.4a

STANDARD:
PDM1.4e
STANDARD:
CD-MA4.4b
STANDARD:
CD-SC3.4b
CD-MA4.4a; CD-
MA4.4b


Book #2
(1:00-1:15)
Title:
Stone Soup (304)


STANDARD:
CLL5.4c
Title:
Stone Soup (304)


STANDARD:
CLL5.4c
Title:
Stone Soup (304)


STANDARD:
CLL5.4c
Title:
Stone Soup (304)


STANDARD:
CLL5.4c
Title:
Stone Soup (304)


STANDARD:
CLL5.4c
Rest Time
(1:20-2:20)
Standard: PDM1.4e
Music &
Movement
(2:30-2:45)
Activity:
Froggies Jumping
(p 305)


STANDARD:
PDM1.4b
Activity:
Froggies Jumping
(p 305)


STANDARD:
PDM1.4b
Activity:
Lets Make Music
(p 305)


STANDARD:
PDM1.4b
Activity:
Lets Make Music
(p 305)


STANDARD:
PDM1.4b
Activity:
Lets Make Music
(p 305)


STANDARD:
PDM1.4b
Snack & Pack
(2:45-3:15)
Standard: PDM2.4a
Closing Activity
(3:15-3:30)
Closing Activity:
Review and Preview
(230)

STANDARD:
CLL4.4a; SED1.4b
Closing Activity:
Review and Preview
(230)

STANDARD:
CLL4.4a; SED1.4b
Closing Activity:
Review and Preview
(230)

STANDARD:
CD-SS2.4c; CLL4.4c
Closing Activity:
Review and Preview
(231)

STANDARD:
CD-SS2.4c; CLL4.4c
Closing Activity:
Review and Preview
(231)

STANDARD:
CLL5.4b; CLL5.4d
Pack & Dismiss
(3:30)





















Small Group Template Three
Teacher: Lasseter
Unit 1 Week 4

Suggested use: two teacher directed activities with two independent activities. As children grow independent they can
work alone without consistent teacher support, allowing teachers to plan more needs based activities with both adults
providing guidance
.**Refer to the FAQ for Planning Instruction and the FAQ for Small Groups for further explanation.
**Documentation of small group reading (book title with brief description of the follow-up activity) is required one time weekly but may be
planned more often.
Group Monday Tuesday Wednesday Thursday Friday
Teacher
directed

LITERACY/
Technology
Mr. Robertson
Activity:
Writing
Letters-
Letter
Recognition

Students: RP,
CN, GH, MC, IM

STANDARD:
CLL6.4e
Activity:
Writing
Letters-
Letter
Recognition

Students: AS,
AMa, SS, PM,
LP

STANDARD:
CLL6.4e
Activity:
Writing
Letters-
Letter
Recognition

Students: CR,
GM, JZ, BB, JB

STANDARD:
CLL6.4e
Activity:
Writing
Letters-
Letter
Recognition

Students: GK,
GP, PS, ZC,
NH, AMi

STANDARD:
CLL6.4e
Activity:
Writing
Letters-
Letter
Recognition

Students: TBD

STANDARD:
CLL6.4e
Teacher
directed

MATH/
Technology
MRS. Lasseter
Activity:
Create Bear
Pattern

Students: CR,
GM, JZ, BB, JB

STANDARD:
CD-MA1.4b
Activity:
Create Bear
Pattern

Students: GK,
GP, PS, ZC,
NH, AMi

STANDARD:
CD-MA1.4b
Activity:
Create Bear
Pattern

Students: RP,
CN, GH, MC, IM

STANDARD:
CD-MA1.4b
Activity:
Create Bear
Pattern

Students: AS,
AMa, SS, PM,
LP

STANDARD:
CD-MA1.4b
Activity:
Create Bear
Pattern

Students: TBD

STANDARD:
CD-MA1.4b
Independent









Independent/
Technology
Activity One:
Explore Math
Center

Students: AS,
AMa, SS, PM,
LP
STANDARD:
PDM4.4a; CD-
SC4.4d
Activity One:
Explore Math
Center

Students: CR,
GM, JZ, BB, JB

STANDARD:
PDM4.4a; CD-
SC4.4d
Activity One:
Explore Math
Center

Students: GK,
GP, PS, ZC, NH,
AMi
STANDARD:
PDM4.4a; CD-
SC4.4d
Activity One:
Explore Math
Center

Students: RP,
CN, GH, MC, IM

STANDARD:
PDM4.4a; CD-
SC4.4d
Activity One:
Explore Math
Center

Students: TBD

STANDARD:
PDM4.4a; CD-
SC4.4d
Activity Two:
Shape Attribute
Blocks-
independent
sorting

Students: GK,
GP, PS, ZC,
NH, AMi

STANDARD:
CD-MA4.4a
Activity Two:
Shape Attribute
Blocks-
independent
sorting

Students: RP,
CN, GH, MC, IM

STANDARD:
CD-MA4.4a
Activity Two:
Shape Attribute
Blocks-
independent
sorting

Students: AS,
AMa, SS, PM,
LP

STANDARD:
CD-MA4.4a
Activity Two:
Shape Attribute
Blocks-
independent
sorting

Students: CR,
GM, JZ, BB, JB

STANDARD:
CD-MA4.4a
Activity Two:
Shape Attribute
Blocks-
independent
sorting

Students: TBD

STANDARD:
CD-MA4.4a
Planning for Assessment Template
Teachers: Lasseter
Required documentation of plans for collecting assessment throughout the instructional day can be
noted on the lesson plan template or by using the following format.
Spontaneous collection of documentation (such as photos, notes and collection of work samples) will
occur throughout each day, therefore there will be no evidence of planning for many items collected.
Indicate specific activities below. Not all spaces are expected to be filled weekly. This is an
organizational tool to help with weekly planning and preparation for collecting assessment documentation.
See sample online at www.decal.ga.gov.
MATRIX Small Group
MATRIX
OBSERVATI
ONAL NOTES
WORK
SAMPLES
M
o
n
d
a
y

*Collect data of students
that can write and
identify letters.
*Collect data of students
that can create a pattern,
determine what comes
next, and counting skills.
*Collect data of
students with their
sorting skills.
Collect work samples
during center time
as the students
explore the
Art/Writing Center.
T
u
e
s
d
a
y

Record what
students say
about the book
being read during
story time.
*Collect data of students
that can write and
identify letters.
*Collect data of students
that can create a pattern,
determine what comes
next, and counting skills.
*Collect data of
students with their
sorting skills.

W
e
d
n
e
s
d
a
y

*Collect data of students
that can write and
identify letters.
*Collect data of students
that can create a pattern,
determine what comes
next, and counting skills.
*Collect data of
students with their
sorting skills.
Collect work samples
during center time
as the students
explore the
Art/Writing Center.
T
h
u
r
s
d
a
y

Determine the
students that can
follow the
directions during
music and
movement as we
listen to the song
Get Funky/Body
Boogie
*Collect data of students
that can write and
identify letters.
*Collect data of students
that can create a pattern,
determine what comes
next, and counting skills.
*Collect data of
students with their
sorting skills.

F
r
i
d
a
y

Record what
students say
about the book
being read during
story time.
Take notes as
students play with
their peers during
center time.






MATRIX Unit 1
Week 4
Math/ Technology


























Student
Name
Create
Pattern
What
next? Counts Objects Notes/Comments
1 JB
2 RP
3 BB
4 ZC
5 MC
6 SS
7 GH
8 NH
9 GK
10 AMa
11 IM
12 PM
13 GM
14 Ami
15 CN
16 GP
17 LP
18 CR
19 BW
20 PS
21 AS
22 JZ

Student
Name
Create
Pattern Counts Objects Notes/Comments
MATRIX Unit 1
Week 4
Literacy/
Technology

























Student
Identifies
Letters
Writes
Letters Notes/Comments
1 JB
2 RP
3 BB
4 ZC
5 MC
6 SS
7 GH
8 NH
9 GK
10 AMa
11 IM
12 PM
13 GM
14 Ami
15 CN
16 GP
17 LP
18 CR
19 BW
20 PS
21 AS
22 JZ
FRIT 7235 Module 10- Mobile Learning Devices
In a Pre-K classroom, we do not assess the students using paper/pencil assessments or individual
testing. Instead, we have standards that we collect evidence for and input that evidence into our
online database. The evidence that we collect is a variety of four things: Work Samples (WS),
Photos (P), Matrices (M), or Observational Notes (N). We input these forms of evidence into our
online database call Work Sampling Online (WSO). As we complete weekly lesson plans, we must
also complete an assessment template. This template lets me know what standards I am
assessing for a variety of students or in large group. Majority of the time I collect data during
small groups. The three apps (resources) that I have included in my lesson are used during small
groups. According to Georgia Pre-K requirements all Pre-K teachers need to use specific lesson
plan template (pg. 1-2), assessment template (pg. 4), and small group template (pg. 3). My lesson
plan uses a version of the approved templates.
In a Pre-K classroom we do not have a lot of technology to use, so I can check out an iPad Cart
from the media center. The iPad cart should have at least 10 iPads, so my students can work
together using the technology in small groups and partners.
1. My first resource (app) that can be used in a teacher led small group is called
Little Writer. This is a free app that can help the students trace letters and encourage the
students to practice writing. The students can work with a partner and can take turns writing
letters using the iPad. The teacher can observe the students as they are practicing their writing
skills and complete the small group matrix (pg. 5). The matrix is a form of how Pre-K assesses
students. The teacher can check off which students can create letters and identify letters with or
without help from the other student or the teacher. After each student has had a chance to use
the app and join that small group, then on Friday the teacher will determine which students need
additional practice with letters or writing skills. The teacher will be able to determine which
students need additional help, by analyzing the matrix to see who had the most trouble with those
letters and writing skills.
2. My second resource (app) that can be used in a teacher led small group is called
Preschool Patterns. This app costs $1.99 and it can help the students create patterns, determine
what comes next in the pattern and count the objects in the pattern. The students can work with
a partner and can take turns creating using the iPad. The teacher can observe the students as they
are creating their pattern and complete the small group matrix (pg. 6). The matrix is a form of
how Pre-K assesses students. The teacher can check off which students can create a pattern,
determine what comes next and count the objects with or without help from the other student or
the teacher. After each student has had a chance to use the app and join that small group, then on
patterns or counting. The teacher will be able to determine which students need additional help,
by analyzing the matrix to see who had the most trouble with those pattern or counting skills.
3. My third resource (app) that can be used in an independent small group is called
Tiny Hands Sorting 2. This is a free app that can help the students work on math skills and
practice sorting. The students can work with a partner and can take turns sorting objects using
the iPad. The teacher can observe the students as they are practicing their sorting skills and
collect observation notes. The students can use this app in small groups and then later that day
can use the app again with the teacher there to collect observational notes on each student during
center time. The observational notes is a form of how Pre-K assesses students. The teacher can
make a note of which students can sort objects with or without help from the other student or the
teacher. After each student has had a chance to use the app and join that small group, then on
Friday the teacher will determine which students need additional practice with sorting objects.
The teacher will be able to determine which students need additional help, by analyzing all of the
observational notes to see who had the most trouble with sorting skills.