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Reading Lesson Plans 2nd Quarter Ms. Colston Gr. 1 Wk.5 11-7, 11-10 If copy machine is working then we will begin the SS lessons on mock voting.
Reading
Literature
None
this week
Reading Informational Priority Standard
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g. illustrations, descriptions, or procedures). Supporting Standard RI.1.7 Use the illustrations and details in a text to describe its key details.
Reading Foundational RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
c. Know final –e and common vowel team conventions for representing long vowel sounds (o_e) g. Recognize and read grade-appropriate irregularly spelled words (high frequency words)
Writing
W.1.5 With guidance and support from adults, students focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
Speaking and Listening
SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.6 Produce complete sentences when appropriate to task and situation. Language
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 1 reading and content, choosing flexibly from an array of strategies. d. Apply alphabetical order to the first letter of words to access information. L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories. (e.g. colors, clothing) to gain a sense of the concepts the categories represent. b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
Language L.1.1c use singular and plural nouns with matching verbs in basic sentences L.1.1f use frequently occurring adjectives
Social Studies ACOS #11 Identify traditions and contributions of various cultures in the local community and state. Example: Thanksgiving
Monday Procedures Materials Evaluation Homework
Re
ad
ing
Lit
era
ture
No Objective in this area this week N/A N/A
Re
ad
ing
In
form
ati
on
al
M
usic
9:1
0-9
:40
Step 1- Introduce images anchor chart to students. Discuss the different types of images. Step 2- Students play the images matching game with their partners. Step 3- Split the class into five groups and assign them a specific image type. Have each group search through nonfiction books for their specific type of image. They will present their image to the class and explain what their purpose is.
4 Days
Template form TPT
Book: -Images anchor chart -Matching game and recording sheet -Group pages for specific images
Teacher Observation
Student Participation
Take a Grade from one of the templates depending which one the The students are most successful on.
Re
ad
ing
Fo
un
da
tio
na
l
T will use the Sonday System Phonics kit. T
will follow steps 1, 2, 3, and 5 in the lesson plan book.
Intervention will be pulled in addition to
small groups
Sonday System Kit Student Books
Pens for Students Smart Board/Wh. Bd.
Teacher Observation
Student Participation
Study the High
Frequency Words
Wri
tin
g
Handwriting Practice Handwriting Paper
Teacher Observation
Student Participation
Writing Journal
S
pe
ak
ing
an
d L
iste
nin
g
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. c. Ask questions to clear up any confusion about the topics and texts under discussion.
N/A Teacher Observation
Student Participation
La
ng
ua
ge
Language: T will explain proper nouns.
T will show examples of proper nouns.
PT: MVU proper nouns.
Handwriting Paper
Books
Chart paper
SB SQ TO SP CFU and CW
Scie
nce
Science: T will explain what a nocturnal
animal is. PT: MVU nocturnal animals T
will chart answers.
Nocturnal Animals, Chart Paper
SB SQ TO SP CFU and CW
Tuesday Procedures Materials Evaluations Homework
Re
ad
ing
Lit
era
ture
No Objective this week N/A N/A
Re
ad
ing
Info
rma
tio
na
l
Step 1- Introduce images anchor chart to students. Discuss the different types of images. Step 2- Students play the images matching game with their partners. Step 3- Split the class into five groups and assign them a specific image type. Have each group search through nonfiction books for their specific type of image. They will present their image to the class and explain what their purpose is.
4 Days
Template form TPT
Book: -Images anchor chart -Matching game and recording sheet -Group pages for specific images
Teacher Observation
Student Participation
Graphic Organizer
Re
ad
ing
Fo
un
da
tio
na
l
T will use the Sonday System Phonics Kit to
teach Level . T will follow steps 1, 2, 3, and 5 in the lesson plan book.
Intervention will be pulled in addition to small groups
Sonday System Kit Student Books
Pens for Students Smart Board/Wh. Bd.
Teacher Observation
Student Participation
Test on Short Vowel Sounds
Study the High
Frequency Words W
riti
ng
Handwriting Practice Writing Journal Teacher Observation
Student Participation
Sp
ea
kin
g
an
d L
iste
nin
g
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. c. Ask questions to clear up any confusion about the topics and texts under discussion.
N/A Teacher Observation
Student Participation
La
ng
ua
ge
Language: T will review proper nouns.
T will give each group cards with nouns
proper and common. S will sort nouns
into common and proper.
Handwriting Paper
Books
Chart paper
Writing journal
Roller Coaster
Venn diagram
Noun cards Materials Major Grade
Teacher Observation
Student Participation
Writing Journal
Language Sheet on Commas
Scie
nce
Science: T/S will review PT chart. S/T
will go through day 1 and 2 of SMART
notebook and discuss.
Chart ,SE SB SQ TO SP CFU and CW
Wednesday Procedures Materials Evaluations Homework
Re
ad
ing
Lit
era
ture
None N/A Teacher Observation
Student Participation
Sheet on comprehension of these
3 skills- Teacher made
Re
ad
ing
Info
rma
tio
na
l
Step 1- Introduce images anchor chart to students. Discuss the different types of images. Step 2- Students play the images matching game with their partners. Step 3- Split the class into five groups and assign them a specific image type. Have each group search through nonfiction books for their specific type of image. They will present their image to the class and explain what their purpose is.
4 Days
Template form TPT
Book: -Images anchor chart -Matching game and recording sheet -Group pages for specific images
Teacher Observation
Student Participation
R
ea
din
g
Fo
un
da
tio
na
l
T will use the Sonday System Phonics Kit . T will follow steps 1, 2, 3, and 5 in the lesson
plan book.
Intervention will be pulled in addition to
small groups
Sonday System Kit Student Composition
Books Pens for Students
Smart Board/Wh. Bd.
Teacher Observation
Student Participation
Study the High Frequency Words
Wri
tin
g
Handwriting Practice Writing Journals Teacher Observation
Student Participation
Sp
ea
kin
g
an
d L
iste
nin
g
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. c. Ask questions to clear up any confusion about the topics and texts under discussion.
N/A Teacher Observation
Student Participation
La
ng
ua
ge
Language: T/S will review proper and
common nouns. S will work through SE
lesson whole group with T scaffolding. S
will complete proper nouns test.
Handwriting Paper
Whiteboards
markers
writing folder
SE lesson
Chart paper
Books
Venn diagram
SB SQ TO SP CFU and CW
Proper nouns test
Language Sheet on Commas
Scie
nce
Science: T/S will review PT chart. S/T
will go through day 1 and 2 of SMART
notebook and discuss.
SE SB SQ TO SP CFU and CW
Sheet on buying and selling
Thursday Procedures Materials Evaluations Homework
Re
ad
ing
Lit
era
ture
None N/A Teacher Observation
Student Participation
Sheet on comprehension of these
3 skills- Teacher made
Re
ad
ing
Info
rma
tio
na
l
Step 1- Introduce images anchor chart to students. Discuss the different types of images. Step 2- Students play the images matching game with their partners. Step 3- Split the class into five groups and assign them a specific image type. Have each group search through nonfiction books for their specific type of image. They will present their image to the class and explain what their purpose is.
4 Days
Template form TPT Book:
-Images anchor chart -Matching game and recording sheet -Group pages for specific images
Teacher Observation
Student Participation
Re
ad
ing
Fo
un
da
tio
na
l
T will use the Sonday System Phonics Kit. T will follow steps 1, 2, 3, and
5 in the lesson plan book.
Intervention will be pulled in addition to small groups
Sonday System Kit Student Books
Pens for Students Smart Board/Wh. Bd.
Teacher Observation
Student Participation
Study the High
Frequency Words
Wri
tin
g
Handwriting Practice Teacher Observation
Student Participation
Sp
ea
kin
g
an
d L
iste
nin
g
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. c. Ask questions to clear up any confusion about the topics and texts under discussion.
N/A Teacher Observation
Student Participation
La
ng
ua
ge
Language: T will model ABC order. T/S will organize words
together. S will practice independently.
Handwriting Paper
Books
Index cards
Venn chart
Happiness video
SB SQ TO SP CFU and CW
Language Sheet on Commas
Scie
nce
Science: T/S will work through day 3 and 4 of SMART
notebook.
SE Language Arts Grade-
adjectives Spider Body- Displayed in the
hallway
Sheet on buying and selling
Friday Procedures Materials Evaluations Centers
Re
ad
ing
Lit
era
ture
None N/A N/A Students will be engaged in centers
Re
ad
ing
Info
rma
tio
na
l
Test Test Teacher Observation
Student Participation
Test
Re
ad
ing
Fo
un
da
tio
na
l
T will use the Sonday System Phonics Kit. T will follow steps 1, 2, 3, and 5 in the lesson plan book.
Intervention will be pulled in addition to small groups
Sonday System Kit Student Books
Pens for Students Smart Board/Wh. Bd.
Teacher Observation
Student Participation
Wri
tin
g
Handwriting Writing Journals Teacher Observation
Student Participation
Sp
ea
kin
g
an
d L
iste
nin
g
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. c. Ask questions to clear up any confusion about the topics and texts under discussion.
N/A Teacher Observation
Student Participation
La
ng
ua
ge
Language: T will model ABC order. T/S will organize words
together. S will practice independently.
Pocket Chart Worksheet
Scie
nce
Science: S will create educreations presentation of a nocturnal
animal.
Educreations materials
Teacher Observation
Student Participation
Performance Assessment Grade
All test are tentative based on students’ mastery. Lesson plans may change due to schedules and or student mastery of the objectives.
T- Teacher S- Student SE- Smart Exchange Lesson SB- Smart Board TM- Talk Moves HW- Homework YT- youtube.com
EQ- Effective Questioning SP- Student Participation TO- Teacher Observation CW- Class Work WJ- Writing Journals
CFU- Checking For Understanding SQ – Student Questioning
Gr.2 Q2w7 Math Nov.28 - Dec.2, 2016
Addition and Subtraction w/Regrouping stb = student book stwb= student workbook Sb=smartboard Monday Tuesday Wednesday Thursday Friday
Objective:
2.NBT 7 Add and subtract within 1000,
2.NBT 2 Skip count by 5, 10, 100 to 500,
2OA.4 Use addition in rectangular arrays
2.NBT 3 Read/write numbers to 1000,
2.NBT 4 compare 3 digit numbers using <, >, =
2 NBT 8- add and subtract 10 mentally
Objective:
2.NBT7 Add and subtract within 1000,
2.MD1 Measure the length of an object by
selecting and using appropriate tools such as
rulers, yardsticks, meter sticks, and measuring
tapes.
2.MD3 Estimate lengths using units of inches,
feet, centimeters, and meters.
Objective:
2.NBT7 Add and subtract within 1000,
2.MD1 Measure the length of an object by
selecting and using appropriate tools such as
rulers, yardsticks, meter sticks, and measuring
tapes.
2.MD3 Estimate lengths using units of inches,
feet, centimeters, and meters.
Objective:
2.NBT7 Add and subtract within 1000,
2.MD1 Measure the length of an object by
selecting and using appropriate tools such as
rulers, yardsticks, meter sticks, and measuring
tapes.
2.MD3 Estimate lengths using units of inches,
feet, centimeters, and meters.
Objective:
2.NBT7 Add and subtract within 1000,
2.MD1 Measure the length of an object by
selecting and using appropriate tools such as
rulers, yardsticks, meter sticks, and measuring
tapes.
2.MD3 Estimate lengths using units of inches,
feet, centimeters, and meters.
Materials: square tiles, Base 10
blocks, Place Value Mats Hundreds
chart, number line, Counters,
number cubes, paper, pencils
Materials: inch and centimeter
square tiles, yard stick, rulers,
number line, Counters, number
cubes, paper, pencils
Materials: square tiles, Base 10
blocks, Place Value Mats Hundreds
chart, number line, Counters,
number cubes, paper, pencils
Materials: inch and centimeter
square tiles, yard stick, rulers,
number line, Counters, number
cubes, paper, pencils
Materials: inch and centimeter
square tiles, yard stick, rulers,
number line, Counters, number
cubes, paper, pencils
O- Add and subtract within 500
using concrete models or drawings
and strategies based on place
value, properties of operations, and
the relationship between addition
and subtraction.
BR Today’s Number Journal
Teach:
Review and
RETEACH CFA 2.2
RETEST CFA 2.2
Vocabulary: tens, ones, addition,
regrouping, subtraction, number
sentence, decrease, less, fewer,
difference, decompose, equation,
take away, minus
Differentiated instruction:
Below level – in small group
On level- with partner
Advanced- independently :
Retest CFA 2.2
O- Measure the length of an
object using standard and
nonstandard units.
BR: Today’s Number Journal
Teach Teacher will explain
understanding measurement and
tools by showing measuring tools
such as the meter stick. Then
teacher uses youtube video:
https://www.youtube.com/watch?v
=Ll21j2r8gDc Then teacher will
demo using meter stick to measure
length and height. tb 192 -193
Guided Practice: p193-194
Differentiated instruction:
Below level – in small group
On level- with partner
Advanced- independently
Vocabulary: rulers, yardsticks,
meter sticks, and measuring tapes
tens, ones, addition, regrouping,
subtraction, take away, minus
Differentiated instruction: Hands
on Activity pg 194
Below level – work in pairs
On level- with partner
Advanced- independently
E: TO, SW, Calendar Math
O- Add and subtract within 500
using concrete models or drawings
and strategies based on place value,
properties of operations, and the
relationship between addition and
subtraction.
BR: Today’s Number Journal
Teach: Teacher models determining
whether to add or subtract when
solving three digit with regrouping
word problems. Then she models
solving the problems by drawing it
out and using place value to
subtract. Next, students and
teacher work together to solve word
problems.
Vocabulary: tens, ones, addition,
regrouping, subtraction, number
sentence, decrease, less, fewer,
difference, decompose, equation,
take away, minus, backwards
Differentiated instruction:
Below level – sm group w/teacher
On level- with partner
Advanced- independently
E: TO, SW, Calendar Math
Basic Fact Drill
O: Use centimeter ruler to measure
length. Draw a line of given length.
BR: Today’s Number Journal
Teach: Measure and then learn to
compare lengths and heights of
objects using meters. Identify the
longest, shortest, etc. Find the
difference by subtracting.
SB p 196-197
Guided Practice p.198-199
Let’s Practice p. 199-200
Vocabulary: Meter, meterstick,
length, unit, width, height,
centimeter, tall-taller- tallest,
short-shorter-shortest, long-
longer-longest
Differentiated instruction:
Tb 195 and wb 167
Below level – in small group
On level- with partner
Advanced- independently
E: TO, SW, Calendar
O: Use centimeter ruler to
measure length. Draw a line of
given length.
Teach: Learn centimeter is the
unit of measure used for shorter
lengths.
Show centimeter ruler and
compare to meterstick. Point out
that CM stands for centimeter.
Model how to measure the length
of a pencil using the centimeter
ruler.
Subtract SB p201-202
Guided Practice p.203-204
Hands On p205
Vocabulary: Meter, meterstick,
length, unit, width, height,
centimeter, tall-taller- tallest,
short-shorter-shortest, long-
longer-longest
Differentiated instruction:
Tb 195 and wb 167
Below level – in small group
On level- with partner
Advanced- independently
E: TO, SW, Calendar
Today’s Number Journal
71
Today’s Number Journal
72
Today’s Number Journal
73
Today’s Number Journal
74
Today’s Number Journal
75
Reading Lesson Plans: 2nd Grade W5 Nov. 7 – Nov.10, 2016 = Target
Skill Weekly Standards Procedures Materials & Resources Assessment
Monday Reading Informational
Overarching Standard: 2.10
Priority
RI.2.3 Describe the connection between a series of
historical events, scientific ideas or concepts, or
steps in technical procedures in a text.
RI.2.9 Compare and contrast the most important
points presented by two texts on the same topic
Supporting Standards:
RI.2.1 Ask and answer such questions as who,
what, when, where, and why and how to
demonstrate understanding of key details in a text.
Phonic Skill: Know and apply grade-level phonics and word
analysis skills in decoding. Know spelling-sound
correspondences by using Sonday L23 /-wh/ as in wheel
High Frequency: tell, boy, following
Use say, spell, say strategy Copy in notebook
Comprehension: compare and contrast the most important
points presented by two texts on the same topic by using Soil
Erosion RI 2.9 Describe the connection between a series of
historical events, scientific ideas or concepts, or steps in technical
procedures in a text, by using Thanksgiving & Erosion. RI2.3 Language: Use Apostrophe’s in contractions
Spelling- Know and apply grade-level phonics and word analysis
skills in decoding Complete spelling /grammar handouts.
Writing – Trait – Organization- Creating a Mighty Middle - learn the basics about writing a well-organized piece
- draw a picture of something with a mighty middle
- listen to and discuss Mice and Beans
Sonday – L23 /wh/ as in wheel
Sight Words –tell, boy, following
Poetry- Book- Informational Text
Reader- Exploring Space
Traits- Mice and Beans
Science – Erosion, What is Soil?,
Slow Changes to Land.
Social Studies- Thanksgiving
L. Arts: Grammar/ Spelling
practice page
Hand Writing – practice page
DIBELS PM
AR TEST
Small Group - Retest
Project/Presentation
Teacher Observation
Test/Quiz
Phonics/Spelling Asmt.
LA. CFA Assessmnt
Traits Assessment
Conference w/student Writing Assessment,
Expository
CFA Assessment
STAR Reading Assmt-
Major Reading Comp Gd.
Tuesday Reading Informational/Science
ACOS 11 Interpret legends, stories, and songs that contributed to the development of the cultural history of
the US
RI2.1 ask and answer such questions as who, what,
where, when, why, and how to demonstrate understanding of key details in a text.– addressed in WR
RI 2.2 Identify the main topic of a multipara graph text
Foundational Skills
Sonday L23 /wh/ as in wheel
RF2.3 Know and apply grade-level phonics and word analysis skills in decoding
a. distinguish long and short vowels when reading
regularly spelled one-syllables b. Know spelling sound correspondences for additional
common vowel teams
c. Decode regularly spelled two-syllable words with long vowels.
e. Identify words with inconsistent but common spelling-
sound f. Recognize and read grade-appropriate word irregularly
spelled words
RF. 2.4 Read with sufficient accuracy and fluency to
support comprehension
a. Read on level text with purpose and understanding. b. Read on level text orally with accuracy, appropriate
rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Phonic Skill: Know and apply grade-level phonics and word
analysis skills in decoding. Know spelling-sound
correspondences by using Sonday L23 /-wh/ as in wheel
High Frequency: tell, boy, following
Use say, spell, say strategy Copy in notebook
Comprehension: compare and contrast the most important
points presented by two texts on the same topic by using Soil &
Erosion RI 2.9
Describe the connection between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a
text. RI2.3 by using Thanksgiving & Erosion. Language: Use Apostrophe’s in contractions
Spelling- Know and apply grade-level phonics and word
analysis skills in decoding - Complete spelling /grammar
handouts.
Writing – Trait – Organization- - Review the organization of Mice and Beans
- watch an interview with the author
- learn how to capture ideas for a Weeklong log
- apply what they learn in their journal
Sonday – L23 /wh/ as in wheel
Sight Words –tell, boy, following
Poetry- Book- Informational Text
Reader- Exploring Space
Traits- Mice and Beans
Science – Erosion, What is Soil?,
Slow Changes to Land.
Social Studies- Thanksgiving
L. Arts: Grammar/ Spelling
practice page
Hand Writing – practice page
DIBELS PM
AR TEST
Small Group - Retest
Project/Presentation
Teacher Observation
Test/Quiz
Phonics/Spelling Asmt.
LA. CFA Assessmnt
Traits Assessment
Conference w/student Writing Assessment,
Expository
CFA Assessment
STAR Reading Assmt-
Major Reading Comp Gd.
Wednesday Language L. 2.2 Demonstrate understanding of word
relationships and nuances in word meanings. c. Use an apostrophe to form contractions
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or
listening. a. Compare formal and informal uses of English
Speaking and Listening SL2.1 Participate in collaborative conversations with
diverse partners about Grade 2 topics and texts with peers
and adults in small and larger groups c. Ask for clarification and further explanation as needed
about the topics and texts under discussion.
SL2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather information, or
deepen understanding of a topic or issue.
Teacher will:
Comprehension: compare and contrast the most important
points presented by two texts on the same topic by using Soil &
Erosion RI 2.9
Describe the connection between a series of historical
events, scientific ideas or concepts, or steps in technical
procedures in a text. RI2.3 by using Thanksgiving & Erosion. Phonic Skill: L23 /-wh/ as in wheel
Vocab: High Frequency: tell, boy, following
Read Repeat, Spell. Read
Language: Use Apostrophe’s in contractions
Spelling- Use reference material to check spelling. Complete
spelling /grammar handouts.
Writing - Traits - Reality Check 2
- Build understanding of the narrative mode
- Have students brainstorm more ideas about retelling a story - Turn and talk about their idea
- Draft idea
Sonday – L23 /wh/ as in wheel
Sight Words –tell, boy, following
Poetry- Book- Informational Text
Reader- Exploring Space
Traits- Mice and Beans
Science – Erosion, What is Soil?,
Slow Changes to Land.
Social Studies- Thanksgiving
L. Arts: Grammar/ Spelling
practice page
Hand Writing – practice page
DIBELS PM
AR TEST
Small Group - Retest
Project/Presentation
Teacher Observation
Test/Quiz
Phonics/Spelling Asmt.
LA. CFA Assessmnt
Traits Assessment
Conference w/student Writing Assessment,
Expository
CFA Assessment
STAR Reading Assmt-
Major Reading Comp Gd.
Thursday SL 2.6 Produce complete sentences when appropriate to
task and situation in order to provide requested detail or clarification.
Writing
Traits: U4 w1- Organization
W 2.3 Write informative/explanatory texts in which
they introduce a topic, use facts and definitions to
develop points, and provide a concluding statement
of section
W2.5 With guidance and support from adults and
peers, focus on a topic and strengthen writing as
needed by revising and editing
W2.8 Recall information from experiences or gather
information provided sources to answer a question
Comprehension: compare and contrast the most important
points presented by two texts on the same topic by using Soil &
Erosion RI 2.9
Describe the connection between a series of historical
events, scientific ideas or concepts, or steps in technical
procedures in a text. RI2.3 by using Thanksgiving & Erosion. Phonic Skill: L23 /-wh/ as in wheel
Vocab: HF words: tell, boy, following
Language: Use Apostrophe’s in contractions
Spelling- Use reference material to check spelling. Complete
spelling /grammar handouts
Recall spelling, and write in journal.
Writing: - Traits – Organization – Mighty Middle
- Review the benchmark paper and highlight the middle
- Watch teacher model how to write an organized middle
- Begin their own writing using their organizer
Sonday – L23 /wh/ as in wheel
Sight Words –tell, boy, following
Poetry- Book- Informational Text
Reader- Exploring Space
Traits- Mice and Beans
Science – Erosion, What is Soil?,
Slow Changes to Land.
Social Studies- Thanksgiving
L. Arts: Grammar/ Spelling
practice page
Hand Writing – practice page
DIBELS PM
AR TEST
Small Group - Retest
Project/Presentation
Teacher Observation
Test/Quiz
Phonics/Spelling Asmt.
LA. CFA Assessmnt
Traits Assessment
Conference w/student Writing Assessment,
Expository
CFA Assessment
STAR Reading Assmt-
Major Reading Comp Gd.
Friday
Comprehension: compare and contrast the most important
points presented by two texts on the same topic by using science
materials RI 2.9 Describe the connection between a series of
historical events, scientific ideas or concepts, or steps in technical
procedures in a text. RI2.3 by using Thanksgiving & Erosion. Read orally and discuss target skills.
Phonic Skill: L23 /-wh/ as in wheel
Vocab: High Frequency: tell, boy, following Language: Use Apostrophe’s in contractions
Writing: - Traits - Reality Check 2 - Continue work on and complete the paper they created
- Revise and edit their paper
- Write the final versions
- Reflect on what they’ve learned about a mighty middle
Sonday – L23 /wh/ as in wheel
Sight Words –tell, boy, following
Poetry- Book- Informational Text
Reader- Exploring Space
Traits- Mice and Beans
Science – Erosion, What is Soil?,
Slow Changes to Land.
Social Studies- Thanksgiving
L. Arts: Grammar/ Spelling
practice page
Hand Writing – practice page
DIBELS PM
AR TEST
Small Group - Retest
Project/Presentation
Teacher Observation
Test/Quiz
Phonics/Spelling Asmt.
LA. CFA Assessmnt
Traits Assessment
Conference w/student Writing Assessment,
Expository
CFA Assessment
STAR Reading Assmt-
Major Reading Comp Gd.
Third Grade ELA/ Science/Soc. St
1
Monday
Standards: AC
Science ACOS 1: Plan and carry out an experiment to determine the effects of balanced and unbalanced forces on the motion of an object using one variable at a time, including number, size, direction, speed, position, friction, or air resistance (e.g., balanced forces pushing from both sides on an object, such as a box, producing no motion; unbalanced force on one side of an object, such as a ball, producing motion), and communicate these findings graphically. 2: Investigate, measure, and communicate in a graphical format how an observed pattern of motion (e.g., a child swinging in a swing, a ball rolling back and forth in a bowl, two children teetering on a see-saw, a model vehicle rolling down a ramp of varying heights, a pendulum swinging) can be used to predict the future motion of an object. ACOS 2: Investigate, measure, and communicate in a graphical format how an observed pattern of motion (e.g.,
a child swinging in a swing, a ball rolling back and forth in a bowl, two children teetering on a see-saw, a model
vehicle rolling down a ramp of varying heights, a pendulum swinging) can be used to predict the future motion
of an object.
ACOS 3: Explore objects that can be manipulated in order to determine cause-and-effect relationships (e.g.,
distance between objects affecting strength of a force, orientation of magnets affecting direction of a magnetic
force) of electric interactions between two objects not in contact with one another (e.g., force on hair from an
electrically charged balloon, electrical forces between a charged rod and pieces of paper) or magnetic
interactions between two objects not in contact with one another (e.g., force between two permanent magnets or
between an electromagnet and steel paperclips, force exerted by one magnet versus the force exerted by two
magnets).
Soc. ST
ACOS #10 Recognize functions of the Declaration of Independence and the Constitution of the United States.
• Describing the process by which a bill becomes a law.
• Explaining the relationship between the federal government and state government, including the three branches
of government.
Objectives: SWBAT identify and discuss magnets, magnetism, magnetic field, electricity, electric field SWBAT discuss functions of Dec. of Independence, the constitution of the United states. SWBAT discuss trading patterns with US and other countries
Vocabulary: Vocab: legend, historic, economincs, motion, graph, evidence
Materials: STEMSCOPES text, STEMSCOPES video, SmartBoard maps, science Notebooks. Discovery Edu
Procedures: Science: read magnet text in reading small groups. Soc. St. : Discoverey Educ. Build Back ground on Declaring Independence
Evaluation: Science Notebook and observation
Tuesday
Third Grade ELA/ Science/Soc. St
2
Standards: AC
Science ACOS 1: Plan and carry out an experiment to determine the effects of balanced and unbalanced forces on the motion of an object using one variable at a time, including number, size, direction, speed, position, friction, or air resistance (e.g., balanced forces pushing from both sides on an object, such as a box, producing no motion; unbalanced force on one side of an object, such as a ball, producing motion), and communicate these findings graphically. 2: Investigate, measure, and communicate in a graphical format how an observed pattern of motion (e.g., a child swinging in a swing, a ball rolling back and forth in a bowl, two children teetering on a see-saw, a model vehicle rolling down a ramp of varying heights, a pendulum swinging) can be used to predict the future motion of an object. ACOS 2: Investigate, measure, and communicate in a graphical format how an observed pattern of motion (e.g.,
a child swinging in a swing, a ball rolling back and forth in a bowl, two children teetering on a see-saw, a model
vehicle rolling down a ramp of varying heights, a pendulum swinging) can be used to predict the future motion
of an object.
ACOS 3: Explore objects that can be manipulated in order to determine cause-and-effect relationships (e.g.,
distance between objects affecting strength of a force, orientation of magnets affecting direction of a magnetic
force) of electric interactions between two objects not in contact with one another (e.g., force on hair from an
electrically charged balloon, electrical forces between a charged rod and pieces of paper) or magnetic
interactions between two objects not in contact with one another (e.g., force between two permanent magnets or
between an electromagnet and steel paperclips, force exerted by one magnet versus the force exerted by two
magnets).
Soc. ST
ACOS #10 Recognize functions of the Declaration of Independence and the Constitution of the United States.
• Describing the process by which a bill becomes a law.
• Explaining the relationship between the federal government and state government, including the three branches
of government.
Objectives: SWBAT identify and discussmagnets, magnetism, magnetic field, electricity, electric field SWBAT discuss functions of Dec. of Independence, the constitution of the United states. SWBAT discuss trading patterns with US and other countries
Vocabulary: Vocab: legend, historic, economincs, motion, graph, evidence
Materials: STEMSCOPES text, STEMSCOPES video, SmartBoard maps, science Notebooks. Discovery Edu
Procedures: Science: STEMscopes ExPlain, content connections electricity, elctro magnets. Soc. St. : Discoverey Educ. Build Back ground Read about writers of Declartio of Indepence during seatowrk
Evaluation: Science Notebook and observation
Wednesday
Third Grade ELA/ Science/Soc. St
3
Standards: AC
Science ACOS 1: Plan and carry out an experiment to determine the effects of balanced and unbalanced forces on the motion of an object using one variable at a time, including number, size, direction, speed, position, friction, or air resistance (e.g., balanced forces pushing from both sides on an object, such as a box, producing no motion; unbalanced force on one side of an object, such as a ball, producing motion), and communicate these findings graphically. 2: Investigate, measure, and communicate in a graphical format how an observed pattern of motion (e.g., a child swinging in a swing, a ball rolling back and forth in a bowl, two children teetering on a see-saw, a model vehicle rolling down a ramp of varying heights, a pendulum swinging) can be used to predict the future motion of an object. ACOS 2: Investigate, measure, and communicate in a graphical format how an observed pattern of motion (e.g.,
a child swinging in a swing, a ball rolling back and forth in a bowl, two children teetering on a see-saw, a model
vehicle rolling down a ramp of varying heights, a pendulum swinging) can be used to predict the future motion
of an object.
ACOS 3: Explore objects that can be manipulated in order to determine cause-and-effect relationships (e.g.,
distance between objects affecting strength of a force, orientation of magnets affecting direction of a magnetic
force) of electric interactions between two objects not in contact with one another (e.g., force on hair from an
electrically charged balloon, electrical forces between a charged rod and pieces of paper) or magnetic
interactions between two objects not in contact with one another (e.g., force between two permanent magnets or
between an electromagnet and steel paperclips, force exerted by one magnet versus the force exerted by two
magnets).
Soc. ST
ACOS #10 Recognize functions of the Declaration of Independence and the Constitution of the United States.
• Describing the process by which a bill becomes a law.
• Explaining the relationship between the federal government and state government, including the three branches
of government.
Objectives: SWBAT identify and discussmagnets, magnetism, magnetic field, electricity, electric field SWBAT discuss functions of Dec. of Independence, the constitution of the United states. SWBAT discuss trading patterns with US and other countries
Vocabulary: Vocab: legend, historic, economincs, motion, graph, evidence
Materials: STEMSCOPES text, STEMSCOPES video, SmartBoard maps, science Notebooks. Discovery Edu
Procedures: Science: read about magnetism and electro magnets in reading small groups. Soc. St. : Discoverey Educ. Build Back ground on Declaring Independence, read about declaration of independ during seatwork and answer questions
Evaluation: Science Notebook and observation
Thursday
Third Grade ELA/ Science/Soc. St
4
Standards: AC
Science ACOS 1: Plan and carry out an experiment to determine the effects of balanced and unbalanced forces on the motion of an object using one variable at a time, including number, size, direction, speed, position, friction, or air resistance (e.g., balanced forces pushing from both sides on an object, such as a box, producing no motion; unbalanced force on one side of an object, such as a ball, producing motion), and communicate these findings graphically. 2: Investigate, measure, and communicate in a graphical format how an observed pattern of motion (e.g., a child swinging in a swing, a ball rolling back and forth in a bowl, two children teetering on a see-saw, a model vehicle rolling down a ramp of varying heights, a pendulum swinging) can be used to predict the future motion of an object. ACOS 2: Investigate, measure, and communicate in a graphical format how an observed pattern of motion (e.g.,
a child swinging in a swing, a ball rolling back and forth in a bowl, two children teetering on a see-saw, a model
vehicle rolling down a ramp of varying heights, a pendulum swinging) can be used to predict the future motion
of an object.
ACOS 3: Explore objects that can be manipulated in order to determine cause-and-effect relationships (e.g.,
distance between objects affecting strength of a force, orientation of magnets affecting direction of a magnetic
force) of electric interactions between two objects not in contact with one another (e.g., force on hair from an
electrically charged balloon, electrical forces between a charged rod and pieces of paper) or magnetic
interactions between two objects not in contact with one another (e.g., force between two permanent magnets or
between an electromagnet and steel paperclips, force exerted by one magnet versus the force exerted by two
magnets).
Soc. ST
ACOS #10 Recognize functions of the Declaration of Independence and the Constitution of the United States.
• Describing the process by which a bill becomes a law.
• Explaining the relationship between the federal government and state government, including the three branches
of government.
Objectives: SWBAT identify and discussmagnets, magnetism, magnetic field, electricity, electric field SWBAT discuss functions of Dec. of Independence, the constitution of the United states. SWBAT discuss trading patterns with US and other countries
Vocabulary: Vocab: legend, historic, economincs, motion, graph, evidence
Materials: STEMSCOPES text, STEMSCOPES video, SmartBoard maps, science Notebooks. Discovery Edu
Procedures: Science: build an electromagnet using batteries, wire and a nail. Experiment with attracting magnetic objects. Soc. St. : Discoverey Educ. Build Back ground on Declaring Independence and read parts of document on moodle
Evaluation: Science Notebook and observation
Friday
Third Grade ELA/ Science/Soc. St
5
Standards: AC
Science ACOS 1: Plan and carry out an experiment to determine the effects of balanced and unbalanced forces on the motion of an object using one variable at a time, including number, size, direction, speed, position, friction, or air resistance (e.g., balanced forces pushing from both sides on an object, such as a box, producing no motion; unbalanced force on one side of an object, such as a ball, producing motion), and communicate these findings graphically. 2: Investigate, measure, and communicate in a graphical format how an observed pattern of motion (e.g., a child swinging in a swing, a ball rolling back and forth in a bowl, two children teetering on a see-saw, a model vehicle rolling down a ramp of varying heights, a pendulum swinging) can be used to predict the future motion of an object. ACOS 2: Investigate, measure, and communicate in a graphical format how an observed pattern of motion (e.g.,
a child swinging in a swing, a ball rolling back and forth in a bowl, two children teetering on a see-saw, a model
vehicle rolling down a ramp of varying heights, a pendulum swinging) can be used to predict the future motion
of an object.
ACOS 3: Explore objects that can be manipulated in order to determine cause-and-effect relationships (e.g.,
distance between objects affecting strength of a force, orientation of magnets affecting direction of a magnetic
force) of electric interactions between two objects not in contact with one another (e.g., force on hair from an
electrically charged balloon, electrical forces between a charged rod and pieces of paper) or magnetic
interactions between two objects not in contact with one another (e.g., force between two permanent magnets or
between an electromagnet and steel paperclips, force exerted by one magnet versus the force exerted by two
magnets).
Soc. ST
ACOS #10 Recognize functions of the Declaration of Independence and the Constitution of the United States.
• Describing the process by which a bill becomes a law.
• Explaining the relationship between the federal government and state government, including the three branches
of government.
Objectives: SWBAT identify and discussmagnets, magnetism, magnetic field, electricity, electric field SWBAT discuss functions of Dec. of Independence, the constitution of the United states. SWBAT discuss trading patterns with US and other countries
Vocabulary: Vocab: legend, historic, economincs, motion, graph, evidence
Materials: STEMSCOPES text, STEMSCOPES video, SmartBoard maps, science Notebooks. Discovery Edu
Procedures: Science: watch Magic School Bus Magnets. Soc. St. : Discovery Educ. Build Back ground on Declaring Independence Quiz on Declaration of independence
Evaluation: Science Notebook and observation and grade quiz
(5NF.1)
add/sub fractions & mixed # w/ unlike denominators by using equivalent fractions to get same denominators.
Determine the sum and difference of fractions with common and uncommon denominators
Solve word problems involving the addition and subtraction of fractions with common and uncommon denominators
Converting mixed numbers and improper fractions
Simplifying fractions
Teacher: Ms. Jacinta Coleman Subject: Math Date: October 24-28, 2016 Monday Tuesday Wednesday Thursday Friday
Essential Question/Objective(s):
(5NF.1)
add/sub fractions & mixed # w/ unlike
denominators by using equivalent fractions to get same denominators.
How do you add or subtract
fractions with like denominators?
Pages: Worksheets/power point
lesson 1
*mixed numbers/improper fractions
Essential Question/Objective(s):
How do you add or subtract
fractions with uncommon
denominators? (5NF.1)
add/sub fractions & mixed # w/ unlike
denominators by using equivalent
fractions to get same denominators. Pages: Worksheets/power point
Lesson 2
*LCM & LCD &GCF
Essential Question/Objective(s):
Solve: Find the sum of 1/6 and 1/4 .
(5NF.1)
add/sub fractions & mixed # w/ unlike denominators by using
equivalent fractions to get same
denominators.
Pages: Worksheets/power point
lesson 3
* mixed numbers/improper
fractions
*LCM & LCD &GCF
Essential Question/Objective(s):
Solve: Find the sum of 2/3 and 1/12 .
(5NF.1)
add/sub fractions & mixed # w/ unlike denominators by using equivalent
fractions to get same denominators.
Pages: Worksheets/powerpoint
lesson 4
*Add & subtract fractions
* mixed numbers/improper fractions
*LCM & LCD &GCF
Essential Question/Objective(s):
Solve: Find the difference ¾ and 1/3
. (5NF.1)
add/sub fractions & mixed # w/ unlike denominators by using equivalent
fractions to get same denominators.
Pages: Worksheets
lesson 1-4
*Add & subtract fractions
* mixed numbers/improper
fractions
*LCM & LCD &GCF
Materials/Resources:
Overhead Dry erase Boards
Manipulative
Textbooks
Materials/Resources:
Overhead Dry erase Boards
Manipulative
Textbooks
Materials/Resources:
Overhead Dry erase Boards
Manipulative
Textbooks
Materials/Resources:
Overhead Dry erase Boards
Manipulative
Textbooks
Materials/Resources:
Overhead Dry erase Boards
Manipulative
Textbooks
Activities:
Whole Group
Power math
Warm-up
Student Groups
Independent
Motivate: Problem of the day.
Introduce Vocabulary: numerator,
denominator, common
denominator, simplifying , mixed
number fractions, improper
fractions
Motivate: Review basic division facts
and multiplication..
Model: The teacher will demonstrate how to use what they learned about
Activities:
Whole Group
Power math
Warm-up
Student Groups
Independent
Motivate: Problem of the day.
Introduce Vocabulary: equivalent
fractions numerator, denominator,
common denominator ,LCD
Motivate: Review basic division facts and multiplication..
Model: The teacher will demonstrate
how to use what they learned about fining the (LCM/LCD ) with the
Activities:
Whole Group
Power math
Warm-up
Student Groups
Independent
Motivate: Problem of the day. Introduce Vocabulary: equivalent
fractions numerator,
denominator, common
denominator ,LCD
Motivate: Review basic division
facts and multiplication.. Model: (Continue lesson) Review
Activities:
Whole Group
Power math
Warm-up
Student Groups
Independent
Motivate: Problem of the day
Introduce Vocabulary: multiples,
least common multiples (LCM), least
common denominator, divisible,
factor, common factors, greatest
common factor (GCF),
Model: Teacher will explain that
students will be continuing add and subtract numbers with like and unlike
Activities:
Whole Group
Power math
Independent
Motivate: Problem of the day
Model: Teacher will review what we have learned this week. Teacher will
model problems. Students will follow
along aloud.
Student will take a short quiz and
grade aloud.
Independent Practice: Complete a short quiz.. Use mental math.
1textbook /Workbook pg.
Small Groups
converting mixed number and
improper fractions and simplifying to help solve problems.
Teacher will review the difference
between multiples and factors. Teacher will model steps to adding
and subtracting and converting and
simplifying if necessary.. Students will follow along aloud. Students will
review what they learned about
converting mixed number and improper fractions and simplifying to
help solve problems.
Student will work problems as a whole group.
She will model problems. Student will work problems as a whole
group along with teacher as she work
them on white boards. Independent Practice: Work
problems with partner. Have students
copy and complete the given problems using the steps for division.
Numbers 1-10 in textbook
Small Groups
Pairs
Individual
Check Understanding:
Popsicles sticks
Dry erase boards
Closure: Teacher will pull sticks for
students to model what they have
learned. Review Completion of : 1-10 Student will write in Math journal
what they learned.
knowledge of your multiplication facts
is the same as finding LCD/common denominators. Teacher will review the
difference between multiples and
factors. Teacher will model steps to find LCM/ LCD. Students will follow
along aloud. Students will review
what they learned about converting mixed number and improper fractions
and simplifying to help solve
problems. Student will work problems as a whole
group.
She will model problems.
Student will work problems as a whole
group along with teacher as she work them on white boards.
Independent Practice: Work
problems with partner. Have students copy and complete the given problems
using the steps for division.
Numbers 1-11 in textbook
Small Groups
Pairs
Individual
Check Understanding:
Popsicles sticks
Dry erase boards
Closure: Teacher will pull sticks for
students to model what they have learned. Review Completion of pg : 1-
11 Student will write in Math journal
what they learned.
Homework. The teacher will
review what they learned so far. Students will review what they
learned about converting mixed
number and improper fractions and simplifying to help solve problems
and finding LCD.
Student will work problems as a whole group.
She will model problems.
Student will work problems as a
whole group along with teacher as she work them on white boards.
Independent Practice: Work
problems with partner. Have students copy and complete the
given problems using the steps for
division. Numbers 11-17 in textbook
Small Groups
Pairs
Individual
Check Understanding:
Popsicles sticks Dry erase boards
Closure: Teacher will pull sticks for students to model what they
have learned. Review Completion of
pg 11-17 Student will write in Math journal what they learned.
denominators. Student will work with
partner completing problems.. .
Independent Practice: Work problems
with partner. Worksheet
Small Groups
Pairs
Individual
Check Understanding:
Popsicles sticks
Dry erase boards
Closure: Teacher will pull
sticks for students to model what they have learned.
Review completion of
worksheet. Student will write in Math journal what
they learned.
Pairs
Individual
Check Understanding:
Popsicles sticks
Dry erase boards
Closure: Teacher will
pull sticks for students to
model what they have learned. Student will write
in Math journal what they
learned.
Evaluation:
Student Participation
Assignment Checked
Homework/Handout
Oral response/Teacher Observation
Test/Quiz/End of the Month Test
Evaluation:
Student Participation
Assignment Checked
Homework/Handout
Oral response/Teacher Observation
Test/Quiz/End of the Month Test
Evaluation:
Student Participation
Assignment Checked
Homework/Handout
Oral response/Teacher Observation
Test/Quiz/End of the Month Test
Evaluation:
Student Participation
Assignment Checked
Homework/Handout
Oral response/Teacher Observation
Test/Quiz/End of the Month Test
Evaluation:
Student Participation
Assignment Checked
Homework/Handout Oral response/Teacher
Observation
Test/Quiz/End of the Month Test