Weekly Lesson Plan - January 25-29
- What
- Weekly Lesson Plan - January 25-29
- When
- 1/27/2021
8:15 - 9:00 2nd EDGE-Level G/Kinstle
| | Monday | Tuesday | Wednesday | Thursday | Friday | |||||
| EDGE I Night Animals | EDGE I Night Animals | EDGE I Night Animals | EDGE I Night Animals | EDGE I Night Animals | ||||||
| Learning Target/ | Learning Target: | Learning Target: | Learning Target: | Learning Target: | Learning Target: | |||||
| I can ask and answer questions regarding key details in a text. | I can make my own conclusions about a text. | I can ask and answer questions regarding key details in a text. | I can find contractions in a text and know their meaning. | I can use my Reading tools to read a book and then tell about the story. | ||||||
| Success Criteria: | Success Criteria: | Success Criteria: | Success Criteria: | Success Criteria: | ||||||
| I’ll know I have it when I can remember and answer who, what, where, when, why, and how to questions about a text. | I’ll know I have it when I can remember the key details of a text and explain how characters are feeling. | I’ll know I have it when I can remember and answer who, what, where, when, why, and how to questions about a text. | I’ll know I have it when I can write two words as one word. | I’ll know I have it when I can retell the key details in a book. | ||||||
| Standards | ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSE2RL1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ELAGSE2SL1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. | ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSE2RL1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. | ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSE2L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELAGSE2L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. | ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSE2SL1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. | |||||
| Instruction | Book Talk/Browse the Book/Explore Key words: possum; quiet; scare; following; sharp; claws; huge | Reread Text Sum it up. Ask questions in TE | Phonics: identify the r-controlled vowels Reread text. Response writing: | Phonics: Contractions Reread text. | Fluency Reread text | |||||
| Strategy / | x x x | Book Talk Browse the Book Explore the Text Together Sum it Up Focus on Strategies and Skills Comprehension Phonics Word Study Extend Literacy Discussion Fluency Children’s Book Chat Write in Response to Reading | x x x x x | Book Talk Browse the Book Explore the Text Together Sum it Up Focus on Strategies and Skills Comprehension Phonics Word Study Extend Literacy Discussion Fluency Children’s Book Chat Write in Response to Reading | x x x x | Book Talk Browse the Book Explore the Text Together Sum it Up Focus on Strategies and Skills Comprehension Phonics Word Study Extend Literacy Discussion Fluency Children’s Book Chat Write in Response to Reading | x | Book Talk Browse the Book Explore the Text Together Sum it Up Focus on Strategies and Skills Comprehension Phonics Word Study Extend Literacy Discussion Fluency Children’s Book Chat Write in Response to Reading | x x x | Book Talk Browse the Book Explore the Text Together Sum it Up Focus on Strategies and Skills Comprehension Phonics Word Study Extend Literacy Discussion Fluency Children’s Book Chat Write in Response to Reading |
| Check for | Share/Debrief | Share/Debrief | Share/Debrief | Share/Debrief | Share/Debrief | |||||
| Discuss and revisit the text. What are the changes that Max makes? | Discuss and revisit the text. What does Max learn about relaxing time and busy time? | Discuss and revisit the text. Share writing. | Discuss and revisit the text. Read/write words as presented. | Discuss and revisit the text. Running Record | ||||||
9:00-9:45 Planning
9:45 – 10:30 LLI - 2nd Grade (Kinstle, Cox, Johns)
| | Monday | Tuesday | Wednesday | Thursday | Friday | |||||
| LLI E- Kate’s Truck | LLI E- Baby Pictures | LLI E- A Visit to the City | LLI E- A Walk with Meli | LLI E- Pets | ||||||
| Learning Target/ | Learning Target: | Learning Target: | Learning Target: | Learning Target: | Learning Target: | |||||
| I can use contractions to read words in texts. | I can use contractions to read words in texts. | I can recognize a pattern or part of a word to read a word. | I can use y as a vowel sound to read/write words. | I can use y as a vowel sound to read/write words. | ||||||
| Success Criteria: | Success Criteria: | Success Criteria: | Success Criteria: | Success Criteria: | ||||||
| I’ll know I have it when I can shorten two words by combining them by leaving out letters and using an apostrophe. | I’ll know I have it when I can shorten two words by combining them by leaving out letters and using an apostrophe. | I can read/write a word using what I know about the pattern or word parts. | I’ll know I have it when I know that y sometimes makes a vowel sound when it’s at the end of words. | I’ll know I have it when I know that y sometimes makes a vowel sound when it’s at the end of words. | ||||||
| Standards | ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. | ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSE2L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELAGSE2L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. | ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSE2L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELAGSE2L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. | |||||
| Instruction | Introducing the Text/Book Talk | Review/reread Introducing the new Text/Book Talk | Introducing the Text/Book Talk Letter/word work | Review/reread Introducing the new Text/Book Talk | Introducing the Text/Book Talk Letter/word work | |||||
| Strategy / | X X X x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: Patterns New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) | x x x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: Contractions New Book (Instructional Level) OR Write about Reading Adding -s Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) | x x x x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: Phonogram patterns New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) | x x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: Phoneme – Y as a vowel. New Book (Instructional Level) OR Write about Reading (The Surprise) Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) | x x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: Phoneme – Y as a vowel New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) |
| Check for | Share/Debrief | Share/Debrief | Share/Debrief | Share/Debrief | Share/Debrief | |||||
| Discuss and revisit the text. “This story reminds` me of ______.” | Discuss new text. Share writing. Running Record | Read/write words as presented. | Discuss new text. Share writing. Running Record | Discuss and revisit the text. Read words on Phonogram Chart | ||||||
10:30-11:15 - Math - 2nd Grade (Cox)
| Eureka Math Module _5_ Lesson 5 - Strategies for Adding & Subtracting Within 1,000 Concept: Use the associative property to make a hundred in one addend. | Eureka Math Module _5_ Lesson 6 - Strategies for Adding & Subtracting Within 1,000 Concept: Use the associative property to subtract from three-digit numbers and verify solutions with addition. | Eureka Math Module _5_ Lesson 7 - Strategies for Adding & Subtracting Within 1,000 Concept: Share and critique solution strategies for varied addition and subtraction problems within 1,000. | Eureka Math Module _5_ Lesson 8 - Strategies for Adding & Subtracting Within 1,000 Concept: Relate manipulative representations to the addition algorithm. | Eureka Math Module _5_ Lesson 9 - Strategies for Adding & Subtracting Within 1,000 Concept: Relate manipulative representations to the addition algorithm. | ||||||
| Standard/s: Represent and solve problems involving addition and subtraction. 2. OA. 1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Use place value understanding and properties of operations to add and subtract.. 2. NBT. 7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 2. NBT. 8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. 2. NBT. 9 Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) | Standard/s: Represent and solve problems involving addition and subtraction. 2. OA. 1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Use place value understanding and properties of operations to add and subtract.. 2. NBT. 7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 2. NBT. 8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. 2. NBT. 9 Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) | Standard/s: Represent and solve problems involving addition and subtraction. 2. OA. 1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Use place value understanding and properties of operations to add and subtract.. 2. NBT. 7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 2. NBT. 8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. 2. NBT. 9 Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) | Standard/s: Represent and solve problems involving addition and subtraction. 2. OA. 1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Use place value understanding and properties of operations to add and subtract.. 2. NBT. 7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 2. NBT. 8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. 2. NBT. 9 Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) | Standard/s: Represent and solve problems involving addition and subtraction. 2. OA. 1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Use place value understanding and properties of operations to add and subtract.. 2. NBT. 7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 2. NBT. 8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. 2. NBT. 9 Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) | ||||||
| Learning Target/Teaching Point: We will explore strategies for adding and subtracting within 1,000. Success Criteria: I know I will be successful when... - I can add within 1,000. - I can solve word problems within 100. - I can add using the associative property to make 100. | Learning Target/Teaching Point: We will explore strategies for adding and subtracting within 1,000. Success Criteria: I know I will be successful when... - I can add and subtract within 1,000. - I can subtract using the associative property to make 100. - I can use a tape diagram to demonstrate my understanding of the compensation strategy. - I can check my subtraction by using addition. - I can use manipulatives to demonstrate my understanding of the associative property. | Learning Target/Teaching Point: We will explore strategies for adding and subtracting within 1,000. Success Criteria: I know I will be successful when... - I can add and subtract within 1,000. - I can solve addition and subtraction problems within 1000 with a variety of strategies. - I can share and critique solution strategies with others. | Learning Target/Teaching Point: We will explore strategies for adding and subtracting within 1,000. Success Criteria: I know I will be successful when... - I can add within 1,000. - I can solve addition within 1000 using a variety of strategies. - I can check my work using the vertical form. | Learning Target/Teaching Point: We will explore strategies for adding and subtracting within 1,000. Success Criteria: I know I will be successful when... - I can add within 1,000. - I can solve addition within 1000 with a variety of strategies. - I can use manipulatives to assist me in modeling a solution to an addition problem. - I can check my work using the vertical form. | ||||||
| Introduction/ Connection | Introduction/ Connection | Introduction/ Connection | Introduction/ Connection | Introduction/ Connection | ||||||
| Direct Instruction | Direct Instruction | Direct Instruction | Direct Instruction | Direct Instruction | ||||||
| Fluency Practice: - Making the Next Hundred - Making the Next Hundred to Add Application Problem: Jenny had 39 collectible cards in her collection. Tammy gave her 36 more. How many collectible cards does Jenny have now? Concept Development (We Do): The teacher will model how to use the associative property to add multiples of 10 to make 100. While modeling the teacher will think aloud for the students to understand. Afterwards, the students will practice multiple problems using their white boards. Part 1: 17 + 13, 17 tens +13 tens, 170 + 130, 170 + 40, Extend to 17 tens +15 tens, and continue until students are comfortable with the concept. Students working above grade level, teachers will ask for alternative addition and subtraction number sentences that would have the same total and/or include number sentences with three addends. Part 2: Add multiples of 10 by making a hundred. (Explain in the past, we’ve used number bonds to make the next ten. Let’s use a number bond to make our adding easier when we have hundreds.) Teachers will have students work with partners to solve the following problems using their whiteboards. 190 + 160, 430 +180, and 370 + 240. Part 3: Add three-digit numbers by making a hundred. Model 199 + 25 and 295 +78 on the board. Afterwards, the students will practice the following problems with partners using a number bond. 299 + 22, 495 + 30, and 527 + 296. Students should write the number bond and new addition problem. Then solve it. Considerations for Differentiation: Small group re-instruction of the daily concept in order to assist students with completion of problem set with use of whiteboards/Manipulatives. Teaching Point: Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students. | Fluency Practice: - Compensation with Linking Cubes - Compensation with Subtraction Application Problem: Maria made 60 cupcakes for the school bake sale. She sold 28 cupcakes on the first day. How many cupcakes did she have left? Concept Development: The teacher will model how to compensate with two-digit numbers and checking with addition. (manipulating linking cubes and/or drawing a tape diagram) Problem 1: Compensation with Two-Digit Numbers and Checking with Addition - Imagine each of the cubes is worth 10. (Show the 8 and 5 sticks used in the fluency activity.) Problem: 80 - 50 = 30 - Continue by adding one color to each end of the sticks. Problem 90 – 60 = 30 - Draw a tape diagram to represent these two problems.) Teacher will quickly draw the number bonds to share that both bonds have the same missing part! (Review how it is also a balanced equation 80 - 50 = 90 - 60) Problem 2: Compensation with Multiples of 10 and Three-Digit Numbers and Checking with Addition Problem 230 – 180 = Teacher will draw a tape diagram on the board to represent 230 – 180. Direct students to do the same. Call a student volunteer forward to label the tape diagram.) Problem 250 - 200 = Have students turn and talk. Can you tell me how 230 – 180 and my other problem, 250 – 200, are related? Explain that we call this compensation. We can add the same amount to both numbers to make an equivalent, but easier, problem!
Problem 321 – 199 = Draw a tape diagram representing 321 – 199, and add 1 to the left of each bar. Teachers and students will check their problem solving using addition. (Write 122 + 200 on the board.) Ask S. “What is the sum?” Students will practice solving 514 – 290 on their whiteboard using a tape diagram. Students verify their solution using addition. Repeat with the following possible sequence: 547 – 498 and 720 – 575. Considerations for Differentiation: Small group re-instruction of the daily concept in order to assist students with completion of problem set with use of whiteboards/manipulatives. Students who struggle to see the compensation may use linking cubes or square tiles to represent the larger numbers. Teachers will instruct them to show the compensation with an alternate color. Teaching Point: Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students. | Fluency Practice:
- Compensation with Subtraction Application Problem:
B) How many more steps did she walk in the second hour than in the first? Concept Development: Teachers will write the following problem on the board. Problem 1: 697 + 223 = ? Have S turn and talk to their partner about how you would solve this problem.
*Afterwards, the teacher will model two different ways the students could have solved the problem and label it. Lead discussion about which strategy was more efficient and easier to do to solve this problem. Problem 2: 864 – 380 = ? How would you solve this problem? Solve it on your personal white board, and discuss with a partner. T: (Circulate and listen while students solve and discuss.) Problem 3: 490 + 275 = ?
*Students will continue to practice with other problems. Considerations for Differentiation: Small group re-instruction of the daily concept in order to assist students with completion of problem set with use of whiteboards/manipulatives. ● Have peer tutors model their higher-level thinking and encourage their classmates to make connections between problem-solving strategies. Teach and post conversation starters to enhance the quality of pair–share conversations: ● I noticed that you… ● Your solution is different from/the same as mine because… ● I agree/disagree because… ● I like the way you… ● This strategy is more efficient because… Teaching Point: Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students. | Fluency Practice: ● Add Common Units ● Sprint: Two-Digit Addition Application Problem: Susan has 37 pennies. M. J. has 55 more pennies than Susan. a. How many pennies does M. J. have? b. How many pennies do they have altogether? Concept Development: Teachers will write the following problem on the board. Problem 1: 303 + 37 = ? Have S turn and talk to a partner about how you would solve this problem using mental math? Can we check our work using place value disks and vertical form?
Considerations for Differentiation: Small group re-instruction of the daily concept in order to assist students with completion of problem set with use of whiteboards/manipulatives. ● Encourage students to visualize the ten-frame when arranging their disks into 5-groups. ● Help students line up their problems according to place value. Instruct students to use lined paper turned 90 degrees (landscape orientation) and write their numbers between the lines. Teaching Point: Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students. | Fluency Practice: ● Making the Next Tens ● Add Common Units ● More Tens and Ones ● AIMS 2 Practice - Administer Application Problem: The table represents the halftime score at a basketball game. The red team scored 19 points in the second half. The yellow team scored 13 points in the second half. a. Who won the game? b. By how much did that team win? Team Score Red team 63 points Yellow team 71 points Concept Development: The teacher will provide students with practice relating manipulative representations to vertical form. Problem 1: 427 + 385 The teacher will ask the students, “How will they solve 427 + 385 mentally?” The students will discuss how they would solve the problem. The teacher will model how to solve the problem. (Write 427 + 385 in vertical form on the board. Next to the problem, draw a number bond showing two parts: 427 and 385.) Afterwards, the teacher will walk the students through how to check their solutions using the vertical form. Problem 2: 672 + 249 If needed, distribute place value disks. Students can use their desks as place value charts to model the problems. Teachers will write 672 + 249 vertically, and whisper-count as you show it with place value disks on your place value chart. (Circulate as students count out place value disks and write the problem vertically.) Ask, Are we finding a part or the whole? What are the parts? (Draw a number bond on the board to show the two parts and the missing whole.) Can we solve this mentally? Encourage students to use place value language to tell their partner how to show this problem using place value disks. If students show proficiency after the two problems above, allow them to move on to the Problem Set. Otherwise, continue with the following suggested sequence: 671 + 149, 348 + 464, and 563 + 247. Teaching Point: Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students. | ||||||
| Problem Set (You Do) Students work to complete the Problem Set in the allotted time (10 minutes) Considerations for Differentiation: Scaffolding as needed with specific students. (EIP/ZEARN/SMALL GROUP/PARTNERS) Teaching Point: Same as the teaching point for the lesson with special emphasis on scaffolding as needed with specific students. | Problem Set (You Do) Students work to complete the Problem Set in the allotted time (10 minutes) Considerations for Differentiation: Scaffolding as needed with specific students. (EIP/ZEARN/SMALL GROUP/PARTNERS) Teaching Point: Same as the teaching point for the lesson with special emphasis on scaffolding as needed with specific students. | Problem Set (You Do) Students work to complete the Problem Set in the allotted time (10 minutes) Considerations for Differentiation: Scaffolding as needed with specific students. (EIP/ZEARN/SMALL GROUP/PARTNERS) Teaching Point: Same as the teaching point for the lesson with special emphasis on scaffolding as needed with specific students. | Problem Set (You Do) Students work to complete the Problem Set in the allotted time (10 minutes) Considerations for Differentiation: Scaffolding as needed with specific students. (EIP/ZEARN/SMALL GROUP/PARTNERS) Teaching Point: Same as the teaching point for the lesson with special emphasis on scaffolding as needed with specific students. | Problem Set (You Do) Students work to complete the Problem Set in the allotted time (10 minutes) Considerations for Differentiation: Scaffolding as needed with specific students. (EIP/ZEARN/SMALL GROUP/PARTNERS) Teachers will encourage students to use their math vocabulary so they can ask themselves questions as they solve: ● Do I have enough ones or tens to bundle? (More abstractly, we can ask, “Can I compose a new unit?”) ● Where do I record the new ten or hundred? ● How do we show this change using vertical form? Teaching Point: Same as the teaching point for the lesson with special emphasis on scaffolding as needed with specific students. | ||||||
| Debrief Discuss with students the lesson as a whole. Invite S. to review their solutions for the Problem Set. After debrief – students will complete an Exit ticket for the teacher to assess the student’s understanding of the concepts. | Debrief Discuss with students the lesson as a whole. Invite S. to review their solutions for the Problem Set. After debrief – students will complete an Exit ticket for the teacher to assess the student’s understanding of the concepts. | Debrief Discuss with students the lesson as a whole. Invite S. to review their solutions for the Problem Set. After debrief – students will complete an Exit ticket for the teacher to assess the student’s understanding of the concepts. | Debrief Discuss with students the lesson as a whole. Invite S. to review their solutions for the Problem Set. After debrief – students will complete an Exit ticket for the teacher to assess the student’s understanding of the concepts. | Debrief Discuss with students the lesson as a whole. Invite S. to review their solutions for the Problem Set. After debrief – students will complete an Exit ticket for the teacher to assess the student’s understanding of the concepts. |
11:15-12:00 - Math 2nd (Waters)
12:00 - 12:45 - Lunch
12:45-1:30 LLI - 1st Grade (Brooks/Godwin)
| | Monday | Tuesday | Wednesday | Thursday | Friday | |||||
| LLI A- The Park | LLI A- Tom | LLI A- I Can Read | LLI A- Baby | LLI A- Playing Dress Up | ||||||
| Learning Target/ | Learning Target: | Learning Target: | Learning Target: | Learning Target: | Learning Target: | |||||
| I can match letters and sounds at the beginning of a word. | I can match letters and sounds at the beginning of a word. | I can match letters and sounds at the beginning of a word. | I can hear and say the first and last parts of a word. | I can hear and say the first and last parts of a word. | ||||||
| Success Criteria: | Success Criteria: | Success Criteria: | Success Criteria: | Success Criteria: | ||||||
| I’ll know I have it when I can hear the sounds of a word and say the letters that match. | I’ll know I have it when I can hear the sounds of a word and say the letters that match. | I’ll know I have it when I can hear the sounds of a word and say the letters that match. | I’ll know I have it when I can hear the sounds of a word and say the letters that match. | I’ll know I have it when I can hear the sounds of a word and say the letters that match. | ||||||
| Standards | ELAGSE1RL7: Use illustrations and details in a story to describe its characters, setting, or events. ELAGSE1RF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). ELAGSE1RL1: Ask and answer questions about key details in a text. ELAGSE1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson. ELAGSE1RL3: Describe characters, settings, and major events in a story, using key details. ELAGSE1RF4: 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. d. Read grade-appropriate irregularly spelled words. | ELAGSE1RL7: Use illustrations and details in a story to describe its characters, setting, or events. ELAGSE1RF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). ELAGSE1RL1: Ask and answer questions about key details in a text. ELAGSE1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson. ELAGSE1RL3: Describe characters, settings, and major events in a story, using key details. ELAGSE1RF4: 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. d. Read grade-appropriate irregularly spelled words. | ELAGSE1RL7: Use illustrations and details in a story to describe its characters, setting, or events. ELAGSE1RF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). ELAGSE1RL1: Ask and answer questions about key details in a text. ELAGSE1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson. ELAGSE1RL3: Describe characters, settings, and major events in a story, using key details. ELAGSE1RF4: 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. d. Read grade-appropriate irregularly spelled words. | ELAGSE1RL7: Use illustrations and details in a story to describe its characters, setting, or events. ELAGSE1RF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). ELAGSE1RL1: Ask and answer questions about key details in a text. ELAGSE1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson. ELAGSE1RL3: Describe characters, settings, and major events in a story, using key details. ELAGSE1RF4: 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. d. Read grade-appropriate irregularly spelled words. | ELAGSE1RL7: Use illustrations and details in a story to describe its characters, setting, or events. ELAGSE1RF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). ELAGSE1RL1: Ask and answer questions about key details in a text. ELAGSE1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson. ELAGSE1RL3: Describe characters, settings, and major events in a story, using key details. ELAGSE1RF4: 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. d. Read grade-appropriate irregularly spelled words. | |||||
| Instruction | Review Alphabet chart. Introducing the Text/Book Talk | Reread Find words that begin with the letters given Introducing the Text | Review Alphabet chart. Introducing the Text/Book Talk | Review Alphabet chart. Play Letter Naming with letter cards.. Introducing the Text/Book Talk | Review Alphabet chart. Using picture cards, review sounds and letters. Introducing the Text/Book Talk | |||||
| Strategy / | x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: Beginning phonemes. New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Magnetic Letters Optional Letter Word Work (Only on even numbered lesson days, if time allows) | x x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) | x x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) | x x x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) sorting letters | x x x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) |
| Check for | Share/Debrief | Share/Debrief | Share/Debrief | Share/Debrief | Share/Debrief | |||||
| Say sound at beginning of given words/find it on alphabet chart. | Say sound at beginning of given words/find it on alphabet chart. Read writing. Running Record | Say sound at beginning of given words/find it on alphabet chart. Find beginning sound of name on chart. Find the, like, and see in text. | Say sound at beginning of given words/find it on alphabet chart. Read writing. Running Record | Match given picture to correct letter. | ||||||
1:30-2:15 LLI - Kindergarten (Franks/Wellman)
| | Monday | Tuesday | Wednesday | Thursday | Friday | |||||
| LLI -A- My Big Bear | LLI -A- Making Soup | LLI A- My Family | LLI A- Mouse | LLI A- Mop | ||||||
| Learning Target/ | Learning Target: | Learning Target: | Learning Target: | Learning Target: | Learning Target: | |||||
| I can hear and say the syllables in words. | I can hear and say the syllables in words. | I can hear and say the syllables in words. | I can hear the beginning sound of a word. | I can hear the beginning sound of a word. | ||||||
| Success Criteria: | Success Criteria: | Success Criteria: | Success Criteria: | Success Criteria: | ||||||
| I’ll know I have it when I recognize that some words have one, two or more parts. | I’ll know I have it when I recognize that some words have one, two or more parts. | I’ll know I have it when I recognize that some words have one, two or more parts. | I’ll know I have it when I can hear a word and say the first sound. | I’ll know I have it when I can hear the first sound of a word and match it to the letter. | ||||||
| Standards | ELAGSEKRL1: With prompting and support, ask and answer questions about key details in a text. ELAGSEKRL2: With prompting and support, retell familiar stories, including key details. ELAGSEKRL3: With prompting and support, identify characters, settings, and major events in a story. ELAGSEKRL4: With prompting and support, ask and answer questions about unknown words in a text. ELAGSEKRL10: Actively engage in group reading activities with purpose and understanding. ELAGSEKRF1: Demonstrate understanding of the organization and basic features of print. ELAGSEKRF2: Demonstrate understanding of spoken words, syllables, and sounds. ELAGSEKSL1: Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and large groups. ELAGSEKSL6: Speak audibly and express thoughts, feelings, and ideas clearly. ELAGSEKRF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSEKRF4: Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does); read emergent-reader texts with purpose and understanding. | ELAGSEKRL1: With prompting and support, ask and answer questions about key details in a text. ELAGSEKRL2: With prompting and support, retell familiar stories, including key details. ELAGSEKRL3: With prompting and support, identify characters, settings, and major events in a story. ELAGSEKRL4: With prompting and support, ask and answer questions about unknown words in a text. ELAGSEKRL10: Actively engage in group reading activities with purpose and understanding. ELAGSEKRF1: Demonstrate understanding of the organization and basic features of print. ELAGSEKRF2: Demonstrate understanding of spoken words, syllables, and sounds. ELAGSEKSL1: Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and large groups. ELAGSEKSL6: Speak audibly and express thoughts, feelings, and ideas clearly. ELAGSEKRF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSEKRF4: Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does); read emergent-reader texts with purpose and understanding. | ELAGSEKRL1: With prompting and support, ask and answer questions about key details in a text. ELAGSEKRL2: With prompting and support, retell familiar stories, including key details. ELAGSEKRL3: With prompting and support, identify characters, settings, and major events in a story. ELAGSEKRL4: With prompting and support, ask and answer questions about unknown words in a text. ELAGSEKRL10: Actively engage in group reading activities with purpose and understanding. ELAGSEKRF1: Demonstrate understanding of the organization and basic features of print. ELAGSEKRF2: Demonstrate understanding of spoken words, syllables, and sounds. ELAGSEKSL1: Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and large groups. ELAGSEKSL6: Speak audibly and express thoughts, feelings, and ideas clearly. ELAGSEKRF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSEKRF4: Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does); read emergent-reader texts with purpose and understanding. | ELAGSEKRL1: With prompting and support, ask and answer questions about key details in a text. ELAGSEKRL2: With prompting and support, retell familiar stories, including key details. ELAGSEKRL3: With prompting and support, identify characters, settings, and major events in a story. ELAGSEKRL4: With prompting and support, ask and answer questions about unknown words in a text. ELAGSEKRL10: Actively engage in group reading activities with purpose and understanding. ELAGSEKRF1: Demonstrate understanding of the organization and basic features of print. ELAGSEKRF2: Demonstrate understanding of spoken words, syllables, and sounds. ELAGSEKSL1: Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and large groups. ELAGSEKSL6: Speak audibly and express thoughts, feelings, and ideas clearly. ELAGSEKRF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSEKRF4: Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does); read emergent-reader texts with purpose and understanding. | ELAGSEKRL1: With prompting and support, ask and answer questions about key details in a text. ELAGSEKRL2: With prompting and support, retell familiar stories, including key details. ELAGSEKRL3: With prompting and support, identify characters, settings, and major events in a story. ELAGSEKRL4: With prompting and support, ask and answer questions about unknown words in a text. ELAGSEKRL10: Actively engage in group reading activities with purpose and understanding. ELAGSEKRF1: Demonstrate understanding of the organization and basic features of print. ELAGSEKRF2: Demonstrate understanding of spoken words, syllables, and sounds. ELAGSEKSL1: Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and large groups. ELAGSEKSL6: Speak audibly and express thoughts, feelings, and ideas clearly. ELAGSEKRF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSEKRF4: Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does); read emergent-reader texts with purpose and understanding. | |||||
| Instruction | Reread poem “Apples” Introducing the Text/Book Talk Point under each word. | Introducing the Text/Book Talk Point under each word/left to right | Reread Point under each word/left to right. Write about text | Reread Introducing the Text/Book Talk Write about text | Introducing the Text/Book Talk Point under each word/left to right. Write about text | |||||
| Strategy / | x x x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) ) | x x x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) | x x x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) | x x x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) | x x x x | Rereading Book OR Rereading Book Assessment Phonics/Word Work: New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows) |
| Check for | Share/Debrief | Share/Debrief | Share/Debrief | Share/Debrief | Share/Debrief | |||||
| Clap out syllables for words given. | Clap out syllables for words given. | Clap out syllables for words given. | Say the initial sound of the picture card. Read writing. Running Record | Say the initial sound of the picture card. Read writing. Running Record | ||||||