Detailed lesson plans followimages.pcmac.org/SiSFiles/Schools/WV/HardyCounty...Title 1 Holstein Week of March 9, 2015 Lesson Plans M. Holstein March 9-12, 2015 General Overview- Detailed

Title 1 Holstein Week of March 9, 2015

Lesson Plans M. Holstein March 9-12, 2015

General Overview- Detailed lesson plans follow 7:47-8:10 Bus/Hall Bus/Hall Bus/Hall Bus/Hall Bus/Hall 8:20-8:55 Hamilton – see

her reading plans

MATH FIELD DAY

Hamilton – see her reading plans



9:00-9:30 Glogau – See Holstein’s small group plans : Phonics word sort

Glogau – See Holstein’s small group plans : Informational Text, Text Features

Glogau – See Holstein’s small group plans : Informational Text, Text Features

Glogau – See Holstein’s small group plans : Sub plans

9:30-10:00

M. Sine See Holstein’s small group plans : Text Dependent questions



M. Sine See Holstein’s small group plans : Sub plans

10:00-10:30

Orndorff See Holstein’s small group

Orndorff See Holstein’s small group plans

Orndorff See Holstein’s small group

Orndorff See Holstein’s small group plans : Multi-


plans : Multi-syllabic words

: Multi-syllabic Words

plans : Multi-syllabic words

syllabic words

10:30-11:08

Ours Plans change daily according to the teacher. Please see Mrs. Ours’ plans.




11:13-11:47

6/7 SPL See Holstein’s small group plans : Read aloud, I Survived Hurricane Katrina

6/7 SPL See Holstein’s small group plans : Read aloud, I Survived Hurricane Katrina

6/7 SPL See Holstein’s small group plans : Informational Text and text dependent questions.

6/7 SPL See Holstein’s small group plans : Informational text and text dependent questions.

11:47 Hallway Hallway Hallway Hallway Hallway 11:50-12:20

Lunch Lunch Lunch Lunch Lunch

12:20-1:07

DR. APPT Funkhouser See her plans

Funkhouser See her plans

Funkhouser See her plans

1:10-1:50 Planning Planning Planning Planning Planning


1:50-2:10 Shields See Holstein’s small group plans : HFW – Ashlock /smartboard

Shields See Holstein’s small group plans : HFW – Ashlock /smartboard

Shields See Holstein’s small group plans : HFW – Ashlock /smartboard

2:10-2:45 Childers See Holstein’s small group plans : HFW – Ashlock /smartboard

Childers See Holstein’s small group plans : HFW – Ashlock /smartboard

Childers See Holstein’s small group plans : HFW – Ashlock /smartboard

2:46-3:20 Car rider duty Car rider duty Car rider duty Car rider duty Car rider duty


2nd Grade Monday Teacher: Ms. Holstein / Title 1 See, Say and Spell Lesson objective: Students will be able spell words with -le Standards : ELA.2.R.C7.1 know and apply grade-level phonics and word analysis skills in decoding words. • distinguish long and short vowels when reading regularly spelled one-syllable words. • know spelling-sound correspondences for additional common vowel teams. • decode regularly spelled two-syllable words with long vowels. • decode words with common prefixes and suffixes. • identify words with inconsistent but common spelling-sound correspondences. • recognize and read grade-appropriate irregularly spelled words. (CCSS RF.2.3) Task:

1. Rev iew with students the –le sound. 2. Teacher will model how to write on the CORRECT side of the paper. 3. The teacher will say the word.


4. The students and the teacher will sound out the word and determine how many sounds is in the word.

5. The students will draw a line on their paper for each sound. 6. The students will write the sound on each line. 7. Example: _____ ______ ______ _______

Lesson Notes : This is a whole group activ ity. The teacher may scaffold the activ ity as needed. Students may need more or less teacher modeling. Assessment:

1. Observation during teacher modeling 2. Students will be able to read and spell the list of words at the end of the week. 3. Students will take a spelling test at the end of the week.

Tuesday Math field day


Wednesday Grade : 2 Teacher: Ms. Holstein / Title 1 Informational Text, text dependent questions and text features Lesson objective: Students will read informational text and answer text dependent questions. Students will use text features to understand the text. Standards : ELA.3.R.C3.1 explain how specific aspects of a literary text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). (CCSS RL.3.7) ELA.2.R.C3.2 compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures in a literary text. (CCSS RL.2.9) ELA.2.R.C3.3 explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify an informational text. (CCSS RI.2.7) ELA.2.R.C3.4 describe how reasons support specific points the author makes in an informational text. (CCSS RI.2.8


ELA.3.R.C3.1 explain how specific aspects of a literary text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). (CCSS RL.3.7) ELA.2.R.C3.2 compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures in a literary text. (CCSS RL.2.9) ELA.2.R.C3.3 explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify an informational text. (CCSS RI.2.7) ELA.2.R.C3.4 describe how reasons support specific points the author makes in an informational text. (CCSS RI.2.8 Task:

1. Rev iew basic text features. 2. Rev iew vocabulary words of the week. 3. Read through the text, stopping to point out text features and vocabulary. 4. Discuss with students key ideas. 5. Answer text dependent questions. Be sure to stress that students must read the answers

from the text.


Assessment Observation of student discussion

Thursday Grade : 2 Teacher: Ms. Holstein / Title 1 Informational Text, text dependent questions and text features Lesson objective: Students will read informational text and answer text dependent questions. Students will use text features to understand the text. Standards : ELA.3.R.C3.1 explain how specific aspects of a literary text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). (CCSS RL.3.7) ELA.2.R.C3.2 compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures in a literary text. (CCSS RL.2.9) ELA.2.R.C3.3


explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify an informational text. (CCSS RI.2.7) ELA.2.R.C3.4 describe how reasons support specific points the author makes in an informational text. (CCSS RI.2.8 ELA.3.R.C3.1 explain how specific aspects of a literary text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). (CCSS RL.3.7) ELA.2.R.C3.2 compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures in a literary text. (CCSS RL.2.9) ELA.2.R.C3.3 explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify an informational text. (CCSS RI.2.7) ELA.2.R.C3.4 describe how reasons support specific points the author makes in an informational text. (CCSS RI.2.8 Task:

6. Rev iew basic text features.


7. Rev iew vocabulary words of the week. 8. Read through the text, stopping to point out text features and vocabulary. 9. Discuss with students key ideas. 10. Answer text dependent questions. Be sure to stress that students must read the

answers from the text. Assessment

Observation of student discussion Friday Sub Plans


4th Grade (M-f)

*Lesson plan will repeat each day, for a different chapter of I Survived the Japanese Tsunami of 2011. Grade : 4 Teacher: Ms. Holstein / Title 1 Lesson objective: Students will be able to answer comprehension questions using text ev idence. Standards : ELA.5.R.C1.1 quote accurately from a literary text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS RL.5.1) ELA.4.R.C1.2 determine a theme of a story, drama or poem from details in the literary text; summarize the text. (CCSS RL.4.2) ELA.4.R.C1.3 describe in depth a character, setting or event in a story or drama, drawing on specific details in the literary text (e.g., a character’s thoughts, words or actions). (CCSS RL.4.3) ELA.4.R.C1.4 refer to details and examples in an informational text when


explaining what the text says explicitly and when drawing inferences from the text. (CCSS RI.4.1) ELA.4.R.C1.5 determine the main idea of an informational text and explain how it is supported by key details; summarize the text. (CCSS RI.4.2) ELA.4.R.C1.6 explain events, procedures, ideas or concepts in a historical, scientific or technical text, including what happened and why, based on specific information in the informational text. (CCSS RI.4.3) Task:

1. Teacher will model reading text. 2. Teacher will model finding comprehension answers in text. (find the ev idence in text) 3. Teacher will model answering questions by restating the question. 4. Teacher will model writing answers to comprehension questions using text ev idence. 5. Teacher will model proofreading the answers for: capitalization, punctuation, subject/verb

agreement 6. Students will discuss vocabulary as it develops and use Frayer model and context clues

when necessary.


Lesson Notes : This is a whole group activ ity. The teacher will scaffold students to perform this task on their own. Assessment:

4. Observation during teacher modeling 5. Students will be given an informational text with text dependent questions to complete

independently.


3rd Grade (M-F)

Grade : 3 Teacher: Ms. Holstein / Title 1 Phonics Vowel Word Sort with T Chart : Tuesday Lesson objective: Students will decode multisyllabic words Standards : ELA.3.R.C7.1 know and apply grade-level phonics and word analysis skills in decoding words. • identify and know the meaning of the most common prefixes and derivational suffixes. • decode words with common Latin suffixes. • decode multisyllable words. • read grade-appropriate irregularly spelled words. Task:

1. Rev iew all strategies studied to date. 2. Introduce the new strategy. 3. Teacher will model chunking the word using the ELMO. 4. Students will practice chunking the word on paper. 5. Allow students to demonstrate on the smartboard.


6. Students will be given a list of multisyllabic words to decode. They must be able to explain the strategy they use.

7. Exit out the door: quiz

List of multisyllabic strategies used in these lessons: Lesson 1: Hearing syllables Lesson 2: Split the double consonants Lesson 3: Split the word after the ck or x Lesson 4: Split the consonants in a VCCV pattern Lesson 5: Prefixes Lesson 6: Suffixes Lesson 7: Inflected endings Lesson 8: -ly Lesson 9: -le Lesson 10: One Vowel rule Lesson 11: Putting it all together Lesson 12: More prefixes Lesson 13: More suffixes Lesson 14: Challenge Words Lesson 15 : assessment Lesson Notes : This is a whole group activ ity. The teacher may scaffold the activ ity as needed. Students may need more or less teacher modeling.


Assessment:

6. Observation during teacher modeling 7. Students will be able to read and spell the list of words at the end of the week.


6-7 SPL (M-W) Grade : 6/7 Teacher: Ms. Holstein / Title 1 Lesson objective: Students will be able to answer comprehension questions using text ev idence. Standards : ELA.6.R.C2.2 analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a literary text and contributes to the development of the theme, setting, or plot. (CCSS RL.6.5) ELA.7.R.C2.3 analyze how an author develops and contrasts the points of v iew of different characters or narrators in a literary text. (CCSS RL.7.6) Task:

7. Students will read an excerpt from the novel: I Survived a Japanese Tsunami 8. Rev iew with students: find ev idence in text, restating the question, and proper sentence

structure. 9. Students will read use the prev iously taught strategies to answer text dependent questions.

Lesson Notes :


The lesson continues daily with each chapter of the book. Students should complete chps 13-19 this week and finish this book. Assessment:

8. Observation during teacher modeling 9. Students will be given an informational text with text dependent questions to complete

independently. (Th-F) Grade : 6/7 Teacher: Ms. Holstein / Title 1 Informational Text, text dependent questions and text features Lesson objective: Students will read informational text and answer text dependent questions. Students will use text features to understand the text. Standards : ELA.6.R.C1.4

cite textual ev idence to support analysis of what the informational text says explicitly as well as inferences drawn from the text. (CCSS RI.6.1)

ELA.7.R.C1.4

cite several pieces of textual ev idence to support analysis of what the informational text says explicitly as well as inferences drawn from the text. (CCSS RI.7.1)


Task: 11. Rev iew basic text features. 12. Rev iew vocabulary words of the week. 13. Read through the text, stopping to point out text features and vocabulary. 14. Discuss with students key ideas. 15. Answer text dependent questions. Be sure to stress that students must read the

answers from the text. Assessment

Observation of student discussion


Kindergarten

Grade : K Teacher: Ms. Holstein / Title 1 CVC blending Lesson objective: Students will read high frequency words Standards : ELA.K.R.C7.1 know and apply grade-level phonics and word analysis skills in decoding words. • demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the

primary or many of the most frequent sounds for each consonant. • associate the long and short sounds with common spellings (graphemes) for the five major

vowels. • read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). • distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CCSS RF.K.3) Task: Step 1

1. Teacher will prepare the Smartboard game: Koosh ball


2. Rev iew the rules. 3. Students will toss a Koosh ball at the board. 4. Students will read the word that appears. If they do not know the word they may ask a

friend for help. 5. Students will use that word verbally in a sentence to practice language expression. Other

students may offer a sentence for that word. 6. When all words are revealed, rev iew the entire group of words using the Ashlock

technique. 7. The teacher will use a laser pointer to point to the words. This is called : Follow the red dot.

Students will know this direction.

Lesson Notes : Remind students of the rules and use of the Koosh Ball. Assessment:

10. Observation during teacher modeling 11. Call each student to the Smartboard indiv idually.

Assessment 1: Students may use the laser pointer to point to and read the words. Assessment 2: Scaffolding: The teacher can call out the word and the student can use the koosh ball to throw at the word.


First Grade Grade : 1 Teacher: Ms. Holstein / Title 1 CVC blending Lesson objective: Students will read high frequency words Standards : ELA.1.R.C7.1 know and apply grade-level phonics and word analysis skills in decoding words. • demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the

primary or many of the most frequent sounds for each consonant. • associate the long and short sounds with common spellings (graphemes) for the five major

vowels. • read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). • distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CCSS RF.K.3) Task: Step 1

8. Teacher will prepare the Smartboard game: Koosh ball 9. Rev iew the rules.


10. Students will toss a Koosh ball at the board. 11. Students will read the word that appears. If they do not know the word they may ask

a friend for help. 12. Students will use that word verbally in a sentence to practice language expression.

Other students may offer a sentence for that word. 13. When all words are revealed, rev iew the entire group of words using the Ashlock

technique. 14. The teacher will use a laser pointer to point to the words. This is called : Follow the red

dot. Students will know this direction.

Lesson Notes : Remind students of the rules and use of the Koosh Ball. Assessment:

12. Observation during teacher modeling 13. Call each student to the Smartboard indiv idually.

Assessment 1: Students may use the laser pointer to point to and read the words. Assessment 2: Scaffolding: The teacher can call out the word and the student can use the koosh ball to throw at the word.

Documents

Detailed lesson plans followimages.pcmac.org/SiSFiles/Schools/WV/HardyCounty...Title 1 Holstein Week of March 9, 2015 Lesson Plans M. Holstein March 9-12, 2015 General Overview- Detailed