Weekly Lesson Plan - May 3 - 7
- What
- Weekly Lesson Plan - May 3 - 7
- When
- 5/7/2021
8:00 – 10:30 – MILESTONES TESTING
10:30-11:15 - Math - 2nd Grade (Cox)
| Eureka Math Module _7_ Lesson 17 Problem Solving with Length, Money, and Data Concept(s): Develop estimation strategies by applying prior knowledge of length and using mental benchmarks
| Eureka Math Module _7_ Lesson 18 Problem Solving with Length, Money, and Data Concept(s): Measure an object twice using different length units and compare; relate measurement to unit size.
| Eureka Math Module _7_ Lesson 19 Problem Solving with Length, Money, and Data Concept(s): Measure to compare the differences in lengths using inches, feet, and yards.
| Eureka Math Module _7_ Lesson 20 Problem Solving with Length, Money, and Data Concept(s): Solve two-digit addition and subtraction word problems involving length by using tape diagrams and writing equations to represent the problem.
| Eureka Math Module _7_ Lesson 21 Problem Solving with Length, Money, and Data Concept(s): Identify unknown numbers on a number line diagram by using the distance between numbers and reference points. |
| Standard/s: 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.2: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.3: Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.4: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. | Standard/s: 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.2: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.3: Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.4: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. | Standard/s: 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.2: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.3: Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.4: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. | Standard/s: 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.2: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.3: Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.4: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. | Standard/s: 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.2: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.3: Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.4: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
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| Learning Target/Teaching Point: We are learning how to develop estimation strategies using prior knowledge of length. Success Criteria: I know I will be successful when: -I can measure objects using both inches and centimeters. -I can estimate objects using mental benchmarks. -I can relate object size to length units. | Learning Target/Teaching Point: We are learning how to measure an object using different length units and compare. We are learning to relate measurements ot units. Success Criteria: I know I will be successful when: -I can measure objects using centimeters and inches. -I can compare centimeters and inches. -I can estimate length using mental benchmarks. | Learning Target/Teaching Point: We are learning how to measure and compare the differences in lengths using inches, feet, and yards. Success Criteria: I know I will be successful when: -I can measure objects in feet, and yards. -I can compare two lengths. -I can create a number sentence.
| Learning Target/Teaching Point: We are learning how to solve two-digit addition and subtraction word problems involving length. Success Criteria: I know I will be successful when: -I can use tape diagrams to solve addition and subtraction problems. -I can write an equation to represent a word problem. | Learning Target/Teaching Point: We are learning how to Success Criteria: I know I will be successful when: -I can identify the missing points on a number line. -I can use unit length to count up or down on a number line. -I can count by 2s, 5s, 10s, etc. |
| Introduction/ Connection Fluency- 10 minutes Application Problem- 5 minutes Concept Development- 35 minutes Student Debrief- 10 minutes
Fluency: ● Subtraction Fact Flash Cards ● Grade 2 Core Fluency Differentiated Practice Sets
Application Problem: Benjamin measures his forearm and records the length as 15 inches. Then, he measles his upper arm and realizes it’s the same! a. How long is one of Benjamin’s arms? b. What is the total length of both of Benjamin’s arms together! | Introduction/ Connection Fluency- 10 minutes Application Problem- 5 minutes Concept Development- 35 minutes Student Debrief- 10 minutes
Fluency ( minutes): ● Decomposition Tree ● Grade 2 Core Fluency Differentiated Practice Sets
Application Problem: Ezra is measuring things in his bedroom. He thinks his bed is about 2 yards long. Is this a reasonable estimate? Explain your answer using pictures, words, or numbers.
| Introduction/ Connection Fluency- minutes Application Problem- minutes Concept Development- minutes Student Debrief- 10 minutes
Fluency ( minutes): ● Subtraction from Tens ● Sprint: Subtraction Patterns
Application Problem (COMPLETE AFTER CD): Katia is hanging decorative lights. The strand of lights is 46 feet long. The building wall is 84 feet long. How many more feet of lights does Katia need to buy to equal the length of the wall?
| Introduction/ Connection Fluency- 10 minutes Concept Development- 40 minutes Student Debrief- 10 minutes
Fluency ( minutes): ● Subtraction Patterns ● Compensation
| Introduction/ Connection Fluency- minutes Application Problem- minutes Concept Development- minutes Student Debrief- 10 minutes
Fluency (12 minutes): ● Roll and Follow the Rule ● Grade 2 Core fluency differentiated practice sets
Application Problem: To ride the Mega Mountain roller coaster, riders must be at least 44 inches tall. Caroline is 57 inches tall. She is 18 inches taller than Addison. How tall is Addison? How many more inches must Addison grow to ride the roller coaster? |
| Direct Instruction Part 1: Identify mental benchmarks T: Look at your record sheets from yesterday’s centers. Let’s make a list of things we measured that were about the size of a foot. Record ideas on chart. Ask about mental benchmarks for foot, yard, and inch. -Foot: length of paper or 12-inch ruler -Yard: arms outstretched, width of classroom door -Inch: middle part of finer, quarter Turn and talk to your partner about how it is helpful to understand mental benchmarks when people say things such as “Your new teacher is about 6 feet tall,” “Draw a line about 6 inches long,” or “The room is about 10 yards long.” Wait for student answer. Part 2: Use mental benchmarks to estimate lengths anc check estimations with measurement tools. “The width of a quarter, paper, door is a benchmark for…? We are going to use our mental benchmarks to estimate measurements. Step 1: Use a mental benchmark to think how long something is. Look at this dry erase marker. Turn and talk: How long do you think it is? Record estimates. Step 2: Let’s measure and see how close our estimates are! Which unit should we use? Wait for student answer. Record actual length. Compare measurements. Were we close? What strategies can we use so that our estimates are close to the actual length? Review steps and repeat the process with two or three more objects around the room. | Direct Instruction -Chart for recording measurements -Centimeter ruler, inch ruler, plain white paper per student -bag with unsharpened pencil, a new crayon, and a new unused pink eraser per partnership Part 1: Compare centimeters and inches
Assign partners A and B.
Partner A will measure the pencil using an inch ruler and partner B will measure the same pencil using a centimeter ruler
Ask measurements and record the answers.
Check if measurements are right- Partner A and B will swap rulers and measure pencil again.
Discuss which measurement is longer and which has more. Discuss why a centimeter needs more than inches.
Students will turn and talk about information just learned.- Why are the measurements different for the same object?
Part 2: Measure using centimeters and inches
Give students time to measure objects in bags and the sides of the white paper using both inches and centimeters. They should stop to record the measurements on the plain paper as they go. Encourage students to replicate the chart to organize their work.
T: What pattern do you see in your measurements using the different rulers?
Wait for student answer.
Turn and talk: What do you know about measurement and unit size?
Using rulers, draw two lines on your white paper. Make one line 5 inches and the other 5 ceitnmenters. Before you start, which line will be longer?
Tell partner how you know.
Allow time for students to draw the two lines. How many centimeters do you think it would take to equal 5 inches? Use your centimeter ruler to estimate. Allow students time to draw and then have students estimate how many more centimeters 5 cm need to get 5 inches long and how many inches 5 cm is. Use ruler to check.
| Direct Instruction -Piece of butcher paper (30 in x 18 inches) -1 student desk -12 inch ruler, yardstick, piece of string (7 feet long) Students: white boards Tell students that you want to cover desk in paper and need to know if the paper is long enough. You need a few extra inches on each side to tape it down. What do we need to do to see if the paper is the right size? Measure both desk and paper. Record the measurements. Turn and talk: How much longer is the paper and how do you know? Invite students to measure and compare the length of objects around the classroom, such as: -journal and pencil -crayon and pink raser -marker and scissors Have them record each length and the difference in lengths as they go. Each time, they should compare the two lengths and describe the number sentence. Compare the length of the string and the wall with students. Have students decide what tool to use. Measure in feet. Measure and record the measurements. Repeat this activity, this time measuring the string and the wall using yards. Students should again compare the two lengths and describe the differences using a number sentence. | Direct Instruction Part 1: Solve a difference unknown type problem. Mr. Ramos has knitted 19 inches of a scar he wants to be 1 yard long. How many more inches of scarf does he need to knit? (This is problem 1 on the problem set.) After solving problem together, let students solve problem 2 on their problem set by themselves, Part 2: Solve a two-step problem with a compare with smaller unknown type problem as one step. Frankiee has a 64 inch piece of rope and another piece that is 18 inches shorter than the first. What is the total length of both ropes? (This is Problem 3 of the problem set.) Circulate and guide students to understand that 18 inches is not the length of the shorter rop; rather, it is the difference.. Also, guide students to place the question mark not within the tape of the shorter rope but where it shows the total length of both ropes. After solving problem 3 together, let students solve problem 4 by themselves. Part 3; Solve a put together problem involving geometry. The total length of all three sides of a triangle is 96 feet. The triangle has two sides that are the same length. One of the equal sides measures 40 feet. What is the length of the side that is not equal? (This is problem 5 on the problem set.) After solving problem 5 together, let students solve problem 6 by themselves. | Direct Instruction T: meter strip, ruler S: meter strip, ruler, white board Part 1: Identify missing points on a number line with endpoints 30 and 50 and units of 5. Part 2: Use the unit length to count up or down to figure out endpoints. Part 3: Vary the position of the unknown on the number line. |
| Considerations for Differentiation: Small group re-instruction of the daily concept in order to assist students with completion of the Problem Set with use of a modified practice/whiteboards/ and/or manipulatives.
Teaching Point: Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students. | Considerations for Differentiation: Small group re-instruction of the daily concept in order to assist students with completion of the Problem Set with use of a modified practice/whiteboards/ and/or manipulatives.
Teaching Point: Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students. | Considerations for Differentiation: Small group re-instruction of the daily concept in order to assist students with completion of the Problem Set with use of a modified practice/whiteboards/ and/or manipulatives.
Teaching Point: Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students. | Considerations for Differentiation: Small group re-instruction of the daily concept in order to assist students with completion of the Problem Set with use of a modified practice/whiteboards/ and/or manipulatives.
Teaching Point: Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students. | Considerations for Differentiation: Small group re-instruction of the daily concept in order to assist students with completion of the Problem Set with use of a modified practice/whiteboards/ and/or manipulatives.
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) Teachers will walk around, monitoring and supporting students as needed.
Considerations for Differentiation: Scaffolding as needed with specific students. (EIP/ZEARN/SMALL GROUP/PARTNERS/Modified Practice/Exit Ticket/Assessment)
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) Teachers will walk around, monitoring and supporting students as needed.
Considerations for Differentiation: Scaffolding as needed with specific students. (EIP/ZEARN/SMALL GROUP/PARTNERS/Modified Practice/Exit Ticket/Assessment)
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) Teachers will walk around, monitoring and supporting students as needed.
Considerations for Differentiation: Scaffolding as needed with specific students. (EIP/ZEARN/SMALL GROUP/PARTNERS/Modified Practice/Exit Ticket/Assessment)
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) Teachers will walk around, monitoring and supporting students as needed.
Considerations for Differentiation: Scaffolding as needed with specific students. (EIP/ZEARN/SMALL GROUP/PARTNERS/Modified Practice/Exit Ticket/Assessment)
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) Teachers will walk around, monitoring and supporting students as needed.
Considerations for Differentiation: Scaffolding as needed with specific students. (EIP/ZEARN/SMALL GROUP/PARTNERS/Modified Practice/Exit Ticket/Assessment)
Teaching Point: Same as the teaching point for lesson with special emphasis on scaffolding as needed with specific students. |
| Debrief Discuss with students the lesson and Recording Sheets (Problem Set) as a whole.
Invite S. to review their solutions for the Center Activities.
After debrief – Students will complete Lesson Exit Ticket. The teacher will use these to determine levels of student understanding. | Debrief Discuss with students the lesson and Recording Sheets (Problem Set) as a whole.
Invite S. to review their solutions for the Center Activities.
After debrief – Students will complete Lesson Exit Ticket. The teacher will use these to determine levels of student understanding. | Debrief Discuss with students the lesson and Recording Sheets (Problem Set) as a whole.
Invite S. to review their solutions for the Center Activities.
After debrief – Students will complete Lesson Exit Ticket. The teacher will use these to determine levels of student understanding. | Debrief Discuss with students the lesson and Recording Sheets (Problem Set) as a whole.
Invite S. to review their solutions for the Center Activities.
After debrief – Students will complete Lesson Exit Ticket. The teacher will use these to determine levels of student understanding. | Debrief Discuss with students the lesson and Recording Sheets (Problem Set) as a whole.
Invite S. to review their solutions for the Center Activities.
After debrief – Students will complete Lesson Exit Ticket. The teacher will use these to determine levels of student understanding. |
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 C – What is Very Long? | LLI C – What is Very Long? LLI A – The Play | LLI C – Our Pets (L. 55, P 329) | LLI C – Our Pets LLI A – Making a Pizza | LLI C - Orange | ||||||
| Learning Target/ | Learning Target: | Learning Target: | Learning Target: | Learning Target: | Learning Target: | |||||
| I am learning to make a new word by putting a letter before a word part or pattern. | I am learning to make a new word by putting a letter before a word part or pattern. | I am learning to make a new word by putting a letter before a word part or pattern. | I am learning to make a new word by putting a letter before a word part or pattern. | I am learning to make a new word by putting a letter before a word part or pattern. | ||||||
| Success Criteria: | Success Criteria: | Success Criteria: | Success Criteria: | Success Criteria: | ||||||
| I’ll know I have it when I can look at the pattern I know to help me read a word. | I’ll know I have it when I can look at the pattern I know to help me read a word. | I’ll know I have it when I can use patterns and the sounds to write words. | I’ll know I have it when I can use patterns and the sounds to write words. | I’ll know I have it when I can use patterns and the sounds to write words. | ||||||
| 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 | Introducing the Text/Book Talk Letter/word work
| Book Talk Review/reread text | Introducing the Text/Book Talk Letter/word work
| Book Talk Review/reread text | Review Alphabet chart. Reread and act out the story.
| |||||
| Strategy / |
x
x
| Rereading Book OR Rereading Book Assessment
Phonics/Word Work: VC patterns. 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: VC 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
| Rereading Book OR Rereading Book Assessment
Phonics/Word Work: VC patterns. 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: VC 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:
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 | |||||
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How are you using what you know to figure out tricky words? Show a partner how using your book. | Make a new word based on the pattern given.
Read writing Running Records | How are you using what you know to figure out tricky words? Show a partner how using your book. | Make a new word based on the pattern given.
Read writing Running Records | Running record(s) | ||||||
1:30-2:15 LLI - Kindergarten (Franks/Kennedy)
| | Monday | Tuesday | Wednesday | Thursday | Friday | |||||
| LLI B - At the Farm LLI A – The Sidewalk | LLI B - At the Farm (L. 34, P 201) | LLI B- The Hat | LLI B- The Hat | LLI A/B | ||||||
| Learning Target/ | Learning Target: | Learning Target: | Learning Target: | Learning Target: | Learning Target: | |||||
| I am learning to make a new word by putting a letter before a word part or pattern. | I am learning to make a new word by putting a letter before a word part or pattern. | I am learning to make a new word by putting a letter before a word part or pattern. | I am learning to make a new word by putting a letter before a word part or pattern. | I am learning to make a new word by putting a letter before a word part or pattern. | ||||||
| Success Criteria: | Success Criteria: | Success Criteria: | Success Criteria: | Success Criteria: | ||||||
| I’ll know I have it when I can recognize a word part and put a new letter at the beginning to read the new word. | I’ll know I have it when I can recognize a word part and put a new letter at the beginning to read the new word. | I’ll know I have it when I can recognize a word part and put a new letter at the beginning to read the new word. | I’ll know I have it when I can recognize a word part and put a new letter at the beginning to read the new word. | I’ll know I have it when I can recognize a word part and put a new letter at the beginning to read the new word. | ||||||
| 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. | 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 | Review Alphabet chart. Introducing the Text/Book Talk B – letter/sound practice -an words | Revisit the Text/Book Talk Point under each word/left to right. Write about text Classroom connections | Review Alphabet chart. Introducing the Text/Book Talk B – letter/sound practice -it words | Revisit the Text/Book Talk Point under each word/left to right. Write about text Classroom connection | Review Alphabet Chart Review/revisit texts Point under each word/left to right. | |||||
| Strategy / |
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x
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| 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) |
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 | |||||
| Say the first sound of the picture card.
Read the –an words | Say sound at beginning of given words/find it on alphabet chart.
Read writing/-it words. Running Record? | 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? | Write the beginning sound you hear.
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