A Southern Ranch Monday April 8, 2013 Kathy Sandersonkathysanderson.weebly.com/uploads/1/9/6/5/1965482/... · Blocks 1 day National Standards CCSS Literature 1. Ask and answer questions

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Pearson SuccessNet Lesson Plan

"A Southern Ranch" Monday April 8, 2013 Kathy Sanderson Objective Materials Pacing

Content Knowledge: Treasuring SpecialPlacesComprehension Skill: Facts and DetailsPhonological Awareness: Segment and BlendPhonemesPhonics: Vowel Digraphs ie, ighSpelling: Words with ie, ighConventions: Adjectives for What KindWriting for Tests: Realistic Story

TE pp. 120j–125fSE pp. 120–125, EI 5Sing with Me Big BookReader's and Writer's Notebook pp. 457–460Let's Practice It! TR DVD 193–194, 198Decodable Practice Reader 22A

Standards1 day

Blocks1 day

National StandardsCCSS Literature 1. Ask and answer questions about key details in a text.

CCSS Foundational Skills 3.c. Know final -e and common vowel team conventions for representing long vowel sounds.

CCSS Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words.

CCSS Writing 3. Write narratives in which they recount two or more appropriately sequenced events, include somedetails regarding what happened, use temporal words to signal event order, and provide some sense of closure.

CCSS Language 1.f. Use frequently occurring adjectives.

Get Ready to Read Targeted Resources Duration

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Content Knowledge: Discuss the Question ofthe Week: Why do we treasure specialplaces? - Activate Prior Knowledge RoutineOral Vocabulary: Amazing Words OralVocabulary RoutinePhonological Awareness: Segment and blendwords with vowel digraphs ie, igh.Phonics: Associate the vowel sound // with thespellings ie and igh and the vowel sound //with the spelling ie.Read: Read words with vowel digraphs ie, igh.Decodable Practice Reader 22A: Applyknowledge of sound-spellings to decodeunknown words when reading.Reread for Fluency: Practice fluency with oralrereading. - Oral Rereading RoutineSpelling Pretest: Spell words with ie and igh.Small Group Time

Teacher's Edition p.120jVideo, Concept Talk VideoSong, Sing with MeActivity, Sound-Spelling CharteText, Decodable eBookReader's and Writer's Notebook Key

40 minutes

Read and Comprehend Targeted Resources DurationHigh-Frequency Words: Read high-frequencywords. - Nondecodable Words RoutineText-Based Comprehension: Identify facts anddetails. - Envision It! Facts and DetailsRead Aloud: Read "Family Thanksgiving" TEp. 125b.

Teacher's Edition p.125Animation, Envision It! Animation

30 minutes

Language Arts Targeted Resources Duration

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Conventions: Identify and correctly useadjectives for what kind. - Daily Fix-ItWriting for Tests: Understand and identify thefeatures of a realistic story. - Mini-Lesson: Read Like a Writer - Quick Write for Fluency RoutineResearch and Inquiry: Identify a topicconnected to this week's concept.Wrap Up Your Day

Teacher's Edition p.125cDaily Fix-It

20 minutes

Homework My Notes

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RETEST AND TEST Monday April 8, 2013 Kathy Sanderson Objective Materials Pacing

STUDENTS WILL BE ASSESSED ON TOPIC14

Objective: ASSESSMENT

Essential Understanding: In order to presentand solve data in a tale.

ASSESSEMENT Standards1 day

Blocks1 day

National Standards1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.

Daily Common Core Review Targeted Resources DurationDaily Common Core REVIEW Go to Teacher's Edition

Develop the Concept Interactive Targeted Resources DurationProblem-Based Interactive Learning: Childrenwill create a schedule showing times andactivities.

Develop the Concept Visual Targeted Resources DurationVisual Learning Bridge, Independent Practice,

Develop the Concept Practice Targeted Resources DurationGuided Practice, Independent Practice,

Close and Assess Targeted Resources DurationQuick Check , Digital Path Lesson Quiz

Differentiate Targeted Resources DurationIntervention, On-Level, and Advanced CenterActivities: Teacher's Edition, ReteachingMaster , Practice Master Enrichment Master

Homework My NotesY

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"A Southern Ranch" Tuesday April 9, 2013 Kathy Sanderson Objective Materials Pacing

Content Knowledge: Treasuring SpecialPlacesComprehension Skill: Facts and DetailsComprehension Strategy: QuestioningPhonological Awareness: Segment and BlendPhonemesPhonics: Consonant Patterns kn, wrSpelling: Words with ie, ighConventions: Adjectives for What KindWriting for Tests: Realistic StoryHandwriting: Letter Z and z/Consistent LetterSlant

TE pp. 126a–143fSE pp. 122–123, 126–143, EI 15Big Book "Wilfrid Gordon McDonald Partridge"Reader's and Writer's Notebook pp. 461–465Let's Practice It! TR DVD 197Decodable Practice Reader 22B

Standards1 day

Blocks1 day

National StandardsCCSS Foundational Skills 3.a. Know the spelling-sound correspondences for common consonant digraphs (two lettersthat represent one sound).




CCSS Informational Text 1. Ask and answer questions about key details in a text.

CCSS Informational Text 2. Identify the main topic and retell key details of a text.



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Content Knowledge: Discuss the Question ofthe Week: Why do we treasure specialplaces?Oral Vocabulary: Amazing Words OralVocabulary RoutinePhonological Awareness: Segment and blendphonemes in words.Phonics: Associate the sound /n/ with thespelling kn and the sound /r/ with the spellingwr. - Blending Strategy RoutineRead: Read words with consonant patternskn, wr.Decodable Practice Reader 22B: Applyknowledge of sound-spellings to decodeunknown words when reading.Reread for Fluency: Practice fluency with oralrereading. - Paired Reading RoutinePhonics Review: Apply knowledge of letter-sound correspondences and syllable patternsto decode words in context and in isolation.Spelling: Spell words with vowel digraphs ie,igh.

Teacher's Edition p.126aActivity, Sound-Spelling CharteText, Decodable eBookReader's and Writer's Notebook Key

30 minutes

Read and Comprehend Targeted Resources DurationHigh-Frequency Words: Review high-frequency words.Selection VocabularyVocabulary: Identify context clues.Main Selection—First Read: Read "ASouthern Ranch" pp. 128–143. - Comprehension Skill: Facts and Details - Comprehension Strategy: QuestioningGenre: Compare and contrast two texts.

Teacher's Edition p.127Student Edition p.128Activity, Vocabulary ActivityActivity, Journal: Word BankeText, Main Selection eText

40 minutes


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Conventions: Identify and use adjectives forwhat kind. - Daily Fix-ItWriting for Tests: Write a realistic story to aprompt. - Mini-Lesson: Planning Story Events - Quick Write for Fluency RoutineHandwriting: Write with consistent letter slant.Research and Inquiry: Understand how to usea glossary.Wrap Up Your Day

Teacher's Edition p.143bDaily Fix-It

20 minutes

Homework My Notes

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Identifying Plane Shapes Tuesday April 9, 2013 Kathy Sanderson Objective Materials Pacing

Domain: Geometry

Objective: Identify and name standard planeshapes and recognize them in theenvironment.

Essential Understanding: Many everydayobjects are close approximations of standardplane shapes.

Vocabulary: plane shapes, hexagon, trapezoid

Chart paper

eTool: Geometry Drawing

Standards1 day

Blocks1 day

National Standards1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes(e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

Daily Common Core Review Targeted Resources DurationDaily Common Core Review 15-1 Go to Teacher's Edition

Develop the Concept Interactive Targeted Resources DurationProblem-Based Interactive Learning: Childrenuse models of plane shapes to identify planeshapes and compare them with everydayobjects.

Develop the Concept Visual Targeted Resources DurationVisual Learning Bridge, p. 472, IndependentPractice, p. 472

Develop the Concept Practice Targeted Resources DurationGuided Practice, p. 472, IndependentPractice, p. 473

Close and Assess Targeted Resources DurationQuick Check 15-1, Digital Path Lesson Quiz15-1

Differentiate Targeted Resources Duration

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Intervention, On-Level, and Advanced CenterActivities: Teacher's Edition, p. 474B,Reteaching Master 15-1, Practice Master 15-1, Enrichment Master 15-1

Homework My NotesY

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"A Southern Ranch" Wednesday April 10, 2013 Kathy Sanderson Objective Materials Pacing

Content Knowledge: Treasuring SpecialPlacesComprehension Skill: Review Compare andContrastPhonological Awareness: Change PhonemesPhonics: Vowel Digraphs ie, igh; ConsonantPatterns kn, wrSpelling: Words with ie, ighFluency: Accuracy, Rate, and ExpressionConventions: Adjectives for What KindWriting for Tests: Realistic StoryMedia Literacy: Purpose of Media

TE pp. 144a–147cSE pp. 122–123, 144–147Big Book "Wilfrid Gordon McDonald Partridge"Reader's and Writer's Notebook pp. 464,466–470

Standards1 day

Blocks1 day

National StandardsCCSS Speaking/Listening 1. Participate in collaborative conversations about grade 1 topics and texts with peers andadults in small and larger groups.

CCSS Speaking/Listening 2. Ask and answer questions about key details in a text read aloud or information presentedorally or through other media.

CCSS Speaking/Listening 3. Ask and answer questions about what a speaker says in order to gather additionalinformation or clarify something that is not understood.

CCSS Foundational Skills 3.a. Know the spelling-sound correspondences for common consonant digraphs (two lettersthat represent one sound).


CCSS Speaking/Listening 4. Describe people, places, things, and events with relevant details, expressing ideas andfeelings clearly.

CCSS Speaking/Listening 5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas,thoughts, and feelings.

CCSS Speaking/Listening 6. Produce complete sentences when appropriate to task and situation.




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CCSS Informational Text 3. Describe the connection between two individuals, events, ideas, or pieces of information ina text.


Get Ready to Read Targeted Resources DurationContent Knowledge: Discuss the Question ofthe Week: Why do we treasure specialplaces?Oral Vocabulary: Amazing Words OralVocabulary RoutinePhonological Awareness: Change phonemesto create new words.Phonics: Read words with vowel digraphs ie,igh and words with consonant patterns kn, wr.Fluent Word ReadingRead: Read words with // or // spelled ie, //spelled igh, /n/ spelled kn, and /r/ spelled wr.Spelling: Spell words with ie and igh.Small Group Time

Teacher's Edition p.144aReader's and Writer's Notebook Key

30 minutes

Read and Comprehend Targeted Resources Duration

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High-Frequency and Selection WordsText-Based Comprehension: CheckUnderstanding - Read for Understanding Routine: AccessText and Close ReadingMain Selection—Second Read: Read "ASouthern Ranch" pp. 128–143. - Comprehension Skill: Review Compareand Contrast - Comprehension Strategy - Establish purpose for reading text. - Review key features of expository text.Retelling: Retell a nonfiction selection.Think Critically: Identify facts and details inexpository text. - Ask questions to clarify information. - Write clear, coherent sentences.Model Fluency: Read aloud fluently withaccuracy, rate, and expression. - Choral Reading Routine

Teacher's Edition p.144gStudent Edition p.128eText, Main Selection eText

40 minutes

Language Arts Targeted Resources DurationConventions: Use descriptive adjectives whenspeaking. - Daily Fix-ItLet's Write It!: Connect to Conventions:Adjectives for What KindWriting for Tests: Use a rubric to evaluate arealistic story. - Mini-Lesson: Evaluation - Quick Write for Fluency RoutineListening and Speaking: Recognize differentpurposes of media.Research and Inquiry: Apply knowledge ofglossaries to an inquiry project.Wrap Up Your Day

Teacher's Edition p.146aAnimation, Grammar JammerDaily Fix-It

20 minutes

Homework My Notes

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Problem Solving: Make an Organized List Wednesday April 10, 2013 KathySanderson Objective Materials Pacing

Domain: Problem Solving

Objective: Make organized lists to solveproblems.

Essential Understanding: Some problems canbe solved by generating a list of outcomesand organizing that list in a systematic way soall outcomes are accounted for.

Pattern blocks (or Teaching Tool 6)

eTool: Geometry Shapes

Standards1 day

Blocks1 day

National Standards1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) orthree-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create acomposite shape, and compose new shapes from the composite shape. (Students do not need to learn formal namessuch as "right rectangular prism.")


Develop the Concept Interactive Targeted Resources DurationProblem-Based Interactive Learning: Childrenwill find all of the ways to make a two-dimensional figure using pattern blocks. Theywill record the ways in an organized list.




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Differentiate Targeted Resources DurationIntervention, On-Level, and Advanced CenterActivities: Teacher's Edition, p. 478B,Reteaching Master 15-2, Practice Master 15-2, Enrichment Master 15-2

Homework My NotesY

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"A Southern Ranch" Thursday April 11, 2013 Kathy Sanderson Objective Materials Pacing

Content Knowledge: Treasuring SpecialPlacesPhonological Awareness: Segment and BlendSyllablesPhonics: Review Long o Spelled oa, ow;Three-Letter Consonant BlendsSpelling: Words with ie, ighFluency: Accuracy, Rate, and ExpressionConventions: Adjectives for What KindWriting for Tests: Realistic Story

TE pp. 148a–151eSE pp. 148–151Read Aloud AnthologyReader's and Writer's Notebook pp. 471–472Let's Practice It! TR DVD 195–196Decodable Practice Reader 22C

Standards1 day

Blocks1 day

National StandardsCCSS Foundational Skills 3.a. Know the spelling-sound correspondences for common consonant digraphs (two lettersthat represent one sound).






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Content Knowledge: Discuss the Question ofthe Week: Why do we treasure specialplaces?Oral Vocabulary: Amazing Words OralVocabulary RoutinePhonological Awareness: Segment and blendwords with two syllables.Phonics: Read words with long o spelled oa,ow and words with three-letter consonantblends.Decodable Practice Reader 22C: Applyknowledge of sound-spellings to decodeunknown words when reading.Reread for Fluency: Practice fluency with oralrereading. - Oral Rereading RoutineFluent Word Reading: Read words fluently incontext and in isolation.Spelling: Spell words with vowel digraphs ie,igh.Small Group Time

Teacher's Edition p.148aeText, eReadereText, Decodable eBookReader's and Writer's Notebook Key

30 minutes

Read and Comprehend Targeted Resources DurationSocial Studies in Reading: Recognizestructure and elements of procedural text.Paired Selection: Read "On the Way to aRanch" pp. 148–151. - Access Text and Close Reading - Let's Think About Genre - Reading and Writing Across TextsFluency: Read aloud fluently with accuracy, atan appropriate rate, and with appropriateexpression. - Paired Reading Routine - Check Fluency: words correct per minute

Teacher's Edition p.148iStudent Edition p.148eText, Paired Selection eText

40 minutes


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Conventions: Identify adjectives for what kind. - Daily Fix-ItWriting for Tests: Write a realistic story to aprompt. - Mini-Lesson: Varying Sentences - Quick Write for Fluency RoutineResearch and Inquiry: Review a topic forinquiry.Wrap Up Your Day

Teacher's Edition p.151bDaily Fix-It

20 minutes

Homework My Notes

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Properties of Plane Shapes Thursday April 11, 2013 Kathy Sanderson Objective Materials Pacing

Domain: Geometry

Objective: Sort plane shapes and identify theirproperties.

Essential Understanding: Plane shapes havemany properties that make them different fromone another.

Vocabulary: sort, side, corner

Plane Shape Cards (Teaching Tool 20)

eTool: Geometry Drawing

Standards1 day

Blocks1 day

National Standards1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes(e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.


Develop the Concept Interactive Targeted Resources DurationProblem-Based Interactive Learning: Childrenuse Plane Shape Cards to identify and sortplane shapes.




Differentiate Targeted Resources Duration

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Intervention, On-Level, and Advanced CenterActivities: Teacher's Edition, p. 482B,Reteaching Master 15-3, Practice Master 15-3, Enrichment Master 15-3

Homework My NotesY

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"A Southern Ranch" Friday April 12, 2013 Kathy Sanderson Objective Materials Pacing

Content Knowledge: Treasuring SpecialPlacesComprehension Skill: Facts and DetailsPhonological Awareness: Blend and SegmentSyllablesPhonics: Vowel Digraphs ie, igh; ConsonantPatterns kn, wrSpelling: Words with ie, ighMedia Literacy: Purpose of MediaFluency: Accuracy, Rate, and ExpressionConventions: Adjectives for What KindWriting for Tests: Realistic Story

TE pp. 152a–153lSE pp. 152–153Read Aloud AnthologyLet's Practice It! TR DVD 199Weekly Tests pp. 163–168Fresh Reads pp. 163–168

Standards1 day

Blocks1 day

National StandardsCCSS Speaking/Listening 1. Participate in collaborative conversations about grade 1 topics and texts with peers andadults in small and larger groups.

CCSS Speaking/Listening 2. Ask and answer questions about key details in a text read aloud or information presentedorally or through other media.

CCSS Speaking/Listening 3. Ask and answer questions about what a speaker says in order to gather additionalinformation or clarify something that is not understood.

CCSS Foundational Skills 3.a. Know the spelling-sound correspondences for common consonant digraphs (two lettersthat represent one sound).


CCSS Speaking/Listening 4. Describe people, places, things, and events with relevant details, expressing ideas andfeelings clearly.

CCSS Speaking/Listening 5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas,thoughts, and feelings.

CCSS Speaking/Listening 6. Produce complete sentences when appropriate to task and situation.




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Get Ready to Read Targeted Resources DurationContent Knowledge: Discuss the Question ofthe Week: Why do we treasure specialplaces?Oral Vocabulary: Connect to Amazing WordsPhonological Awareness: Segment and blendwords with two syllables.Phonics: Review words with vowel digraphsie, igh and words with consonant patterns kn,wr.Spelling Test: Words with ie, ighSmall Group Time

Teacher's Edition p.152a 30 minutes

Read and Comprehend Targeted Resources DurationListening and Speaking: Understand purposesof media. - Listen attentively.Vocabulary: Use context clues to identifymeanings of homophones in sentences.Fluency: Read aloud fluently with accuracy, atan appropriate rate, and with appropriateexpression.Text-Based Comprehension: Recall facts anddetails.Vocabulary: Read high-frequency and storywords.Procedural Text: Interpret signs and symbols.Assessment: Monitor Progress: SentenceReading/Fluency and Comprehension

30 minutes


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Conventions: Identify adjectives for what kind. - Daily Fix-ItWriting for Tests: Use a rubric to evaluate arealistic story. - Mini-Lesson: Deleting a Sentence - Quick Write for Fluency RoutineResearch and Inquiry: Present results of aninquiry project.Wrap Up Your Week!

Activity, Story SortDaily Fix-It

30 minutes

Assessment Checkpoints for theWeek

Targeted Resources Duration

Phonics: Vowel Digraphs ie, ighPhonics: Consonant Patterns kn, wrComprehension Skill: Facts and DetailsHigh-Frequency Words

Teacher's Edition p.153l 20 minutes

Homework My Notes

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Building with Shapes Friday April 12, 2013 Kathy Sanderson Objective Materials Pacing

Domain: Geometry

Objective: Combine plane shapes to makedifferent pictures.

Essential Understanding: Plane shapes canbe combined to make new plane shapes.

Pattern blocks (or Teaching Tool 6), Children'sdrawings

eTool: Geometry Shapes

Standards1 day

Blocks1 day

National Standards1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) orthree-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create acomposite shape, and compose new shapes from the composite shape. (Students do not need to learn formal namessuch as "right rectangular prism.")


Develop the Concept Interactive Targeted Resources DurationProblem-Based Interactive Learning: Childrenwill use pattern blocks to explore the differentways to make pictures.




Differentiate Targeted Resources DurationIntervention, On-Level, and Advanced CenterActivities: Teacher's Edition, p. 486B,Reteaching Master 15-4, Practice Master 15-4, Enrichment Master 15-4

Small Group Math *Grade* One Mrs. Sanderson April 8 - 12, 2013

Common Core Standards: 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than the other. 1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes(e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 1.G.2 Compose two-dimensional shapes(rectangles, squares, trapezoids, triangles, half=circles, and quarter-circles) or three-dimensional shapes (cubes,

right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape

Intensive

On-Level

Advanced

Monday 4/8

Topic 14 Test Teaching and

Reteaching

Topic 14 TM Page 467B

On-Level

Topic 14 On-Level Game cards Math Journals

Advanced-Level Topic 14 Advanced-Level Game Cards Math Journals

Tuesday

4/9

Lesson 15-1

Identifying Plane Shapes

CCS: 1.G.1

Topic 15 TM Page 474 B

Intervention Making Shapes

Form groups of 4 children. Give each group 4 same-length pencils. Ask children to form a rectangle.

Then ask them to explain how they know they’ve made a rectangle and not another shape.

Repeat, having children form a square. Ask them to explain how they know they’ve made a square. Repeat, having children form a triangle.

On-Level Cover Three

1, 2, 3 number tiles in a bag. 6 red square On-Level Game card Math Journals

Advanced-Level Cover Three

1, 2, 3 number tiles in a bag. 6 red squares 6 blue squares Advanced-Level Game card Math Journals

Small Group Math !

!April!8!(!12,!2013!

Wednesday

4/10

Lesson 15-2 Problem

Solving: Make an Organized

List

CCS: 1.G.2


Intervention Making New Shapes

Materials: Pattern blocks made of construction paper Pass out some construction paper pattern blocks to each child. On the board, draw an outline of a simple figure that can be made using pattern blocks. Invite children to work together to find different ways to make the figure using combinations of pattern blocks. Record each way on a chart.

On-Level Helping Hands

Number tiles:0 – 6 in a bag. 7 red squares 6 blue squares On-Level Game Card Math Journals

Advanced Helping Hands

Number tiles: 0 – 9 in a bag. 9 red squares 9 blue squares Advanced-Level Game Card Math Journals

Thursday 4/11

Lesson 15-2 Properties of Plane Shapes

CCS: 1.G.1


Intervention Which Shape Am I

Arrange children in groups of three or four. Prompt one child to begin by thinking of a shape. Then have the child describe the shape to his or her group members. For example, I have three straight sides. (Additional clues may be necessary.) Once a group member guesses the correct shape, the child who guessed correctly will think of a different shape and begin the game again.

On-Level Play a Game

12 red squares On-Level Game Card Math Journals

Advanced Level Play a Game

12 red squares Advanced-Level Game Card Math Journals

Friday 4/12

Lesson 15-4 Building with

Shapes

CCS: 1.G.2

Topic 15 TM Pag486B

Intervention Making Shapes

Materials: Pattern blocks (or Teaching Tool 16) Draw a pattern-block picture of a tree on the board. First draw a square to represent the trunk. Then draw 5 triangles side-by-side (alternately pointing up and down) in a horizontal line on top of the square to represent the branches and leaves.. Finally, draw 1 more triangle centered on top of these (pointing up) to represent the top of the tree. Have children reproduce the drawing using their blocks. Have them count how many of each shape they used. Invite them to add shapes to make the tree grow taller. Repeat with different shapes.

ON-Level Math in Motion

Number tiles:

0 – 9 in a bag. On-Level Game Card Math Journals

Advanced Level Math in Motion

Number tiles:

1-6 in a bag.

12 red squares Advanced-Level Game Card

Math Journals

Documents

A Southern Ranch Monday April 8, 2013 Kathy Sandersonkathysanderson.weebly.com/uploads/1/9/6/5/1965482/... · Blocks 1 day National Standards CCSS Literature 1. Ask and answer questions