Dr.

Seuss Week
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Week
Math Calendar Calendar HAPPY BIRTHDAY DR. Calendar Calendar
Review Laminated Review Laminated SEUSS! Review Laminated Review Laminated
Classroom Procedures Classroom Procedures Calendar Classroom Classroom
Paint their feet & make Read “One Fish, Two Review Laminated Procedures Procedures
footprints Fish…” Classroom Procedures Count by 10s Video Read “Mr. Brown
Read “The Foot Book” Sorting & Graphing Read “Green Eggs and Read “Ten Apples Up Can Moo! Can You?”
Discuss how the King’s Different Colored Ham” on Top” Barnyard Addition
foot was used to create Goldfish Activity Measure Ingredients Count by 10s to find Activity
the foot measurement K.NS.5: Count up to 20 for Green Eggs and how many apples are K.NS.5: Count up to
Compare their feet, baby objects arranged in a Ham on the final page of 20 objects arranged
feet, and king’s feet (use line, a rectangular Make, Eat, Enjoy! the story in a line, a
vocabulary like longer, array, or a circle. K.M.1: Make direct Complete counting rectangular array, or
shorter, bigger, smaller Count up to 10 objects comparisons of the by 10s Activity a circle. Count up to
etc) in a scattered length, capacity, K.NS.1: Count to at 10 objects in a
Predict whether which it’ll configuration. Count weight, and least 100 by ones scattered
take the most of when out the number of temperature of and tens and count configuration. Count
measuring (least too) objects, given a objects, and recognize on by one from any out the number of
Complete Activity number from 1 to 20. which object is number. objects, given a
Measuring Classroom K.NS.7: Identify shorter, longer, taller, K.CA.4: Find the number from 1 to
Items whether the number lighter, heavier, number that makes 20.
K.G.2: Compare two- and of objects in one warmer, cooler, or 10 when added to 1.NS.1: Count to at
three-dimensional shapes group is greater than, holds more. the given number for least 120 by ones,
in different sizes and less than, or equal to 1.M.1: Use direct any number from 1 fives, and tens from
orientations, using the number of objects comparison or a to 9 (e.g., by using any given number. In
informal language to in another group (e.g., nonstandard unit to objects or drawings), this range, read and
describe their similarities, by using matching and compare and order and record the write numerals and
differences, parts (e.g., counting strategies). objects according to answer with a represent a number
number of sides and 1.G.1: Classify and sort length, area, capacity, drawing or an of objects with a
vertices/"corners") and two-dimensional and weight, and equation. written numeral.
other attributes (e.g., three-dimensional temperature. 1.NS.1: Count to at 1.NS.2: Understand
having sides of equal objects by shape, size, 2.M.4: Estimate and least 120 by ones, that 10 can be
length). roundness and other measure volume fives, and tens from thought of as a group
1.M.1: Use direct attributes. (capacity) any given number. In of ten ones — called
comparison or a 1.DA.1: Organize and this range, read and a “ten." Understand
nonstandard unit to interpret data with up write numerals and that the numbers
compare and order to three choices represent a number from 11 to 19 are
objects according to (What is your favorite of objects with a composed of a ten
length, area, capacity, fruit? apples, bananas, written numeral. and one, two, three,
weight, and temperature. oranges); ask and 1.NS.2: Understand four, five, six, seven,
2.M.1: Describe the answer questions that 10 can be eight, or nine ones.
relationships among inch, about the total thought of as a Understand that the
foot, and yard. Describe number of data group of ten ones — numbers 10, 20, 30,
the relationship between points, how many in called a “ten." 40, 50, 60, 70, 80, 90
centimeter and meter. each choice, and how Understand that the refer to one, two,
2.M.2: Estimate and many more or less in numbers from 11 to three, four, five, six,
measure the length of an one choice compared 19 are composed of seven, eight, or nine
object by selecting and to another. a ten and one, two, tens (and 0 ones).
using appropriate tools, 2.DA.1: Draw a picture three, four, five, six, 1.NS.5: Find mentally
such as rulers, yardsticks, graph (with single-unit seven, eight, or nine 10 more or 10 less
meter sticks, and scale) and a bar graph ones. Understand than a given two-
measuring tapes to the (with single-unit scale) that the numbers 10, digit number without
nearest inch, foot, yard, to represent a data 20, 30, 40, 50, 60, 70, having to count, and
centimeter and meter. set with up to four 80, 90 refer to one, explain the thinking
2.M.3: Understand that choices (What is your two, three, four, five, process used to get
the length of an object favorite color? red, six, seven, eight, or the answer.
does not change blue, yellow, green). nine tens (and 0 2.NS.1: Count by
regardless of the units Solve simple put- ones). 1.NS.5: Find ones, twos, fives,
used. Measure the length together, take-apart, mentally 10 more or tens, and hundreds
of an object twice using and compare 10 less than a given up to at least 1,000
length units of different problems using two-digit number from any given
lengths for the two information presented without having to number.
measurements. Describe in the graphs. count, and explain 2.CA.1: Add and
how the two the thinking process subtract fluently
measurements relate to used to get the within 100.
the size of the unit answer. 2.CA.7: Create,
chosen. 2.NS.1: Count by extend, and give an
ones, twos, fives, appropriate rule for
tens, and hundreds number patterns
up to at least 1,000
from any given
number.
2.CA.1: Add and
subtract fluently
within 100.
2.CA.7: Create,
extend, and give an
 appropriate rule for
number patterns
using addition and
subtraction within
1000.
Reading Make cat in the hat hats Read “Dr. Seuss’s Talk about how Dr. You Read Special Guest Cat
Read “The Cat in the Hat” ABC” Seuss was born March They Read Reader to read “The
Read the shoebox left Classroom ABC book 2, 1904 which means “Hop on Pop” Cat in the Hat Comes
from the cat & scholastic Activity he would be 112 if he Encourage them to Back”
script K.RF.2.2 were still living and sound out words Graphic Organizer
Complete magnetic letter Recognize that written share other Have them draw a Compare “The Cat in
rhyming word activity words are made up of background picture of their the Hat” to “The Cat
K.RN.1 sequences of letters. information on his life family and write a in the Hat Comes
Actively engage in group K.RF.2.3 & career sentence about each Back”
reading activities with Recognize that words (seussville.com author member…”My dad Watch Cat in the Hat
purpose and are combined to form tab *then click can_____. My mom “Show me the
understanding. sentences timeline/display can_______. My Honey”
K.RF.3.5 K.W.2.1 information on sister can_____. My Social Group
Add, delete, or substitute Write most uppercase overhead) brother can_____.” K.RL.2.4
sounds to change words. (capital) and Rhyming word egg etc. Make predictions
K.RF.3.1 lowercase letters of Spinners K.RF.2.2 about what will
Identify and produce the alphabet, correctly K.RL.1 Recognize that happen in a story.
rhyming words. shaping and spacing Actively engage in written words are 1.RL.2.1
K.RF.4.5 the letters of the group reading made up of Ask and answer
Identify similarities and words. activities with purpose sequences of letters. questions about
differences in words (e.g., K.W.2.2 and understanding. K.RF.2.3 main idea and key
word endings, onset and Write by moving from K.RF.4.5 Recognize that details in a text.
rime) when spoken or left to right and top to Identify similarities words are combined 1.RL.2.2
written. bottom. and differences in to form sentences Retell stories, fables,
1.RF.3.2 1.RF.2.4 words (e.g., word K.W.2.1 and fairy tales in
Blend sounds, including Learn and apply endings, onset and Write most sequence, including
consonant blends, to knowledge of rime) when spoken or uppercase (capital) key details, and
produce single- and multi- alphabetical order. written. and lowercase letters demonstrate
syllable words. 2.W.2.1 K.RF.3.1 of the alphabet, understanding of
1.RF.3.3 Form letters correctly Identify and produce correctly shaping and their central
Add, delete, or substitute and space words and rhyming words. spacing the letters of message or lesson.
sounds to change single- sentences properly so 1.RF.3.2 the words. 1.RL.2.3
syllable words. that writing can be Blend sounds, K.W.2.2 Using key details,
1.RF.4.5 read easily by another including consonant Write by moving identify and describe
Read words in common person. blends, to produce from left to right and the elements of plot,
word families (e.g., -at, - 2.W.6.2c Spelling –  single- and multi- top to bottom. character, and
ate). Correctly spelling syllable words. 1.W.1 setting.
2.RF.4.5 words with short and 1.RF.3.3 Write routinely over 1.RL.2.4
Know and use common long vowel sounds, r- Add, delete, or brief time frames Make and confirm
word families when controlled vowels, and substitute sounds to and for a variety of predictions about
reading unfamiliar words consonant-blend change single-syllable purposes and what will happen
(e.g., -ale, -est, -ine, -ock). patterns.  words. audiences. next in a story.
Generalizing learned 1.RF.3.4 1.W.2.1 1.RL.4.1
spelling patterns (e.g., Distinguish beginning, Write all uppercase Use illustrations and
word families) when middle (medial), and (capital) and details in a story to
writing words. final sounds in single- lowercase letters describe its
syllable words. legibly, and space characters, setting,
1.RF.3.5 letters, words, and or events.
Segment the individual sentences 1.RL.4.2
sounds in one-syllable appropriately. Compare and
words. 1.RF.4.1 1.W.6.1e contrast the
Use letter-sound Usage – Writing adventures and
knowledge of single complete simple experiences of
consonants (hard and declarative, characters in stories.
soft sounds), short and interrogative, 2.RL.4.2
long vowels, imperative, and Compare and
consonant blends and exclamatory contrast versions of
digraphs, vowel teams sentences in the same stories
(e.g., ai) and digraphs, response to from different
and r-controlled prompts. authors, time
vowels to decode 2.W.1 periods, or cultures
phonetically regular Write routinely over from around the
words (e.g., cat, go, brief time frames world.
black, boat, her), and for a variety of 2.RN.4.2
independent of tasks, purposes, and Compare and
context. audiences; apply contrast the most
1.RF.4.2 reading standards to important points
Decode one-syllable write in response to presented by two
words in the major literature and texts on the same
syllable patterns (CVC, nonfiction texts. topic.
CVr, V, VV, VCe), 2.W.2.1
independent of Form letters
context. correctly and space
1.RF.4.5 words and sentences
Read words in properly so that
 common word families writing can be read
(e.g., -at, -ate). easily by another
2.RF.4.3 person.
Apply knowledge of 2.W.6.1e
short and long vowels Usage – Writing
(including vowel correctly complete
teams) when reading simple and
regularly spelled one- compound
syllable words. declarative,
2.RF.4.5 interrogative,
Know and use imperative, and
common word families exclamatory
when reading sentences.
unfamiliar words (e.g.,
-ale, -est, -ine, -ock).

For reading the books, please display book on the overhead using the document camera and point to the words as you read. For the shorter books like “The Foot
Book,” read it to them and then have them read it to you. Encourage them to fill in the second rhyming word when reading. (ex: “But our fish said No! No!, Make
that cat go AWAY, Tell that Cat in the Hat, You do NOT want to ________” *pause hoping for a correct response; praise the first to say PLAY, or help them fill in
the blank)

If they complete lessons, they may go on Seussville.com to explore interactive games and activities.

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