· Web viewWeek 7 Lesson Plans 2016 . October 3-October 7. Monday . October 3, 2016. New Word Wall Words: review last weeks words. Kindergarten: see. 1st Grade: got, big

Week 7 Lesson Plans 2016 October 3-October 7

Monday October 3, 2016New Word Wall Words: review last weeks wordsKindergarten: see1 st Grade : got, big

Materials:

Math:Kindergarten:

Two-Color Counters Workpage 104-106 Reteach 2-3 (TM pg 107A) Intervention Activity (TM Pg 107A) Leveled Assignment pg 107-108

1st Grade/2nd Grade: Connecting Cubes Workpage 79-82 Reteach (TM pg 83A) Leveled Assignment pg. 83-84

Imagine IT:Kindergarten: Day 6 Unit 1 Card 6 (Ff) (continued)

Letter Names-Ff card Alphabet Book-Ff Pg. 14-15 Penmanship

o Spiral Notebooko Pencils

Guided Practice o Skills Practice 5

1st grade: Day 4 Card 5 Unit 1 (Continued) Write sentence on board: Handsome Harry hugs happy hyenas Write sentence on board Jj : Jolly Joe juggles Jenny’s jewels

AND

Day 4 Card 6 Unit 1 Vowel Chant (follow TM pg 26) Dictation

o Spiral Notebook & pencil

o (letters & words: see, the)

Word Work: Kindergarten: See

10X each WWW worksheet Spiral notebook-to write words

1st Grade: got, big 10X each WWW worksheet Spiral notebook-to write words

Science: Popsicle Stick (13-one per student) Plastic Cup (13-one per student) Orange Juice Jug Freezer Directions Question Sheet

Writing: Session 7 Book: “Farm Animals” Writing book: my gymnastics book our book about our playground

SRA:o Reading Mastery I (X3 groups)o Reading Mastery IIo Reading Workbookso Reading Stories

8:10-8:30 Breakfast

8:30-9:00 Calendar

9:00-10:00 MathKindergarten: Topic: 2-3: Less ThanMaterials: Two-Color Counters Problem Based Learning/Solve & Share:Before:

1. Pose the Solve-and Share Problem

Students compare quantities and reason that one group is less in number than the other because one group does not have enough objects to match the objects in the other group.

Have students work in pairs Distribute 10 two-color counters per pair Say: “Marta puts 5 stuffed animals on a shelf. She puts 3 teddy bears

on a different shelf. Which group has fewer stuffed toys? How do you know?

Use counter to show your work

2. Build Understanding What are you asked to do? How many stuffed animals are there? How many teddy bears are there? What should I use?

During:3. Ask Guiding Questions As Needed:

How could I use the counters? How could I show the different stuffed toys with the counters? How could you show that one group has fewer than the other?

After4. Share and Discuss Solutions:

o Start with students’ solutions

5. Transition to the Virtual Learning Bridge We have used matching to compare two groups of objects when one

group has fewer objects. Later in this lesson, you will learn new words to describe comparing two

groups and use matching to compare groups of different objects.

6. Extension for Early Finishers Use 7 counters. Show a group of red counters and a group of yellow counters where there

are fewer red counters than yellow counters Can you show more than one way?

Visual Learning: Follow TM pg 104 Use Student Work page 104-106

Assess & Differentiate: Reteach 2-3 (TM pg 107A) Intervention Activity (TM Pg 107A)

Leveled Assignment pg 107-108

1st Grade/2nd Grade: Topic: Topic2 Interactive Story & 2-1: Count on to AddMaterials: Connecting Cubes

Problem Based Learning/Solve & Share (pg. TM) Before:

1. Pose the Solve-and Share Problemo Provide each student with 6 connecting cubes.o Use reasoning to determine if there is an easy way to find the sum of 5

and 1 without counting.

2. Build Understandingo What are you asked to find?o What should you explain?

During:3. Ask Guiding Questions As Needed:o How many carrots are in the pot? o How many more carrots does the rabbit need to add to the pot?

After4. Share & Discuss:o Start with students’ solutions.

5. Transition to the Visual Learning Bridgeo You used connecting cubes to find 1 more than a given number.o Later in this lesson, you will learn how to connect on in order to add 1,

2, or 3 to other numbers.

6. Extension for Early Finisherso What other addition equation can you write to show 1 or more than a

number?

Visual Learning: Follow TM pg 80 Use student workpage 79-82

Assess & Differentiate:o Reteach (TM pg 83A)o Leveled Assignment pg. 83-84

10:00-10:30 Imagine It

Kindergarten: Day 6 Unit 1 Card 6 (Ff) (continued)a Alphabetic Knowledge (names/words on board)

o Letter Names-Ff card Alphabet Book-Ff

o Pg. 14-15 Penmanship

o Making slanted lines Spiral Notebook Pencil

Guided Practice o Skills Practice 5

Pickled Pepperso Jack & Jill pg. 12o Follow TM pg. 37

1st Grade: Day 4 Card 5 Unit 1 (continued) Reviewing Sounds and Letters

o Introducing Consonant Sounds Use Hh card

Tell students its sound Write sentence on board: Handsome Harry hugs happy

hyenas Follow Tm pg 25 Repeat with Jj : Jolly Joe juggles Jenny’s jewels

o Listening for Vowel Sounds: /e/ and /i/ (long vowel sounds)o Follow TM pg 25

AND

Day 4 Card 6 Unit 1 Vowel Chant (follow TM pg 26) Dictation

o Sprial Notebook & pencilo (letters & words: see, the)

10:35-11:05 Music

11:10-11:45 Lunch

11:45-12:05 Recess(12:05-1:05 Amy Lunch)

12:05-12:15 Bathroom

12:15-12:30 Word WorkNew Words: Kindergarten words: See

Introduce the word Say the word Spell the word 10X each verbally Trace the word

1st Grade words: got, big Spell each word 10X each (WWW worksheet) Spiral notebook-to write sentences

o Verbally/teacher written for 1st graders

12:30-1:00 ScienceFocus: Lab Report Experiments

Popsicle Makingo Fill out Lab Report before doing experimento Follow Popsicle making directions

After popsicle freezes answer questions Let students eat their popsicles Enjoy!

1:00-1:45 Writing: Session 7Connection:

Writers, today we are going to begin a whole new chapter in out writing workshop.

Starting today you won’t just be writing pages- you will be writing a whole lot more.

Today, because we are going to start doing work that is a lot harder and longer, I want to first give each of you a helper.

o I have given each of you a writing partnero When you read your name, will you and your new writing partner

shake hands? Get book to show how story is written on several pages.

Teaching Point: Today I want to teach you that when writers want to teach more, they add

more pages to their books. We can use either a stapler to turn pages into a book, or tape to turn pages into what people call a scroll.

Teaching: ***Choose a students writing to look at his/her writing

Let’s see if we can help________ with his/her book about________.o Discuss pictureso Discuss writing already writteno Help add to his/her writing to other pages

Demonstrate stapling the pages together ____________you are ready to be an author like the authors in our library. You are ready to add pages to your piece so that you can teach more than one

thing. It’s time to make a booklet!

o Here is my gymnastics book from the other day.o I worked really hard on ito I couldn’t fit all my ideas onto one page….I could make a book just

like________

*We can all start to make books and scrolls today.

Active Engagement: Writers, I have a bunch of books from our library up here on the easel. They are all teaching books.

o Use “Farm Animals”o Let’s read what the author taught us on the first page.

We can learn a lot about organizational structure from this page in Farm Animals.

We can read the labels: farmhouse and barn What do you think will come on the next page? Do you think there will be a page about cooking brownies in this book?

o No, that’s because it is all about animals that live on the farm. o Each page has a different thing about farm animals. o It teaches us about the babies, where they live, and even what some of

their body parts are called.

Now, let’s look at our book about our playground. Wait, it’s not a book, it doesn’t have another page What should we do?

o With your writing partner, turn and talk about what we should do with our playground piece.

o Right, I can take out the stapler or tape and add another page or two to make it a book or a scroll.

o Then we can show other places where we play.

Link: Writers, today is a special day because we are ready to turn our pages into

books and scrolls.

When you finish one page you can think about what else you have to teach about your topic

You can add on pages if you need to! You can do this everyday now!

1:45-2:45 SRA/SnackGroup 1 Red A: Reading Master I Lesson 10

Group 2 Red B: Reading Mastery I Lesson 73

Group 3 Red C: Reading Mastery I Lesson 112 (Read Story)

Group 4 Purple: Reading Mastery II Lesson 77

2:45-3:00 Dismissal

Tuesday October 4, 2016IEP Meetings:

Materials:

Math:Kindergarten:

o Two-color counters, connecting cubes, counting sequence 1-5 Follow TM pg 110 Use student workpage 109-112o Reteach (TM pg 113A)o Leveled Assignment pg. 1113-114

1st Grade:

Guided Reading:Kindergarten:

1st/2nd Grade: directionality

2nd Grade: Level 14

Imagine ITKindergarten: Day 7 Lesson 7 Unit 1 Card 7

Morning Message Chart paper with 3 columns Rhyming-“make a rhyme game”

o Picture cards: 10, 11, 19, 20, 48, 57, 59, 73, 77, 105, 113, 20, 161, 162, 170, 171

Spiral Notebook Pencils

o Write Capital A-Fo Write Lower case a-f

Skills Practice 8-9

1st Grade: Day 6 Unit 1 Card 8 Lion Puppet Days of the week Teacher Manual

Word Work:Kindergaten: see

Magnetic letters (s, e, e)

White Board Dry erase marker

1st Grade: read them, spell them, stamp them worksheet Dotted Letter Stamper

Science: Dancing Raisin Experiment directions/report Raisins Sprite (2-Liter) Clear Cups (6)


Writing: Session 8 Partnership chart: (partner 1/partner 2) with picture Writing books Pencils Writing paper

8:10-8:30 Breakfast

8:30-9:00 Calendar

9:00-10:00 MathKindergarten: Topic: 2-4: Compare Groups to 5 by CountingMaterials: Two-color counters, connecting cubes, counting sequence 1-5


7. Pose the Solve-and Share Problemo Demonstrate precision as they identify the exact number of objects in

two groups and compare to determine which group has the greater number.

o Distribute 10 two-color counters per pair.o Use story problem on TM pg 109

8. Build Understandingo What are you asked to do?

o What do you already know about comparing groups?


o How can you use counters in this problem?o What does lining up the counters show?

After10. Share & Discuss:o Start with students’ solutions.o Have them share the strategies used to solve the problem.

11. Transition to the Visual Learning Bridgeo You compared two groups of objects to see which group has the

greater number.o Later in this lesson, you will learn to compare two number quantities

by counting and using the words greater than, less than, or equal to.

12. Extension for Early Finisherso Draw a group of red counters and an equal number of yellow counters

in a different group.o Tell how many are in each group.


Assess & Differentiate: o Reteach (TM pg 113A)o Leveled Assignment pg. 1113-114

1st Grade:Topic: 2-2: DoublesMaterials: Connecting Cubes


1. Pose the Solve-and Share Problem (TM pg)o Provide each student 6 connecting cubes.o Students use cubes to begin analyzing the mathematical relationship

between addends in an addition doubles fact.

2. Build Understanding (TM pg9)o What does the problem ask you to find?

During:3. Ask Guiding Questions As Needed: (TM pg)

o How many toys does Emily have?o Do you know the whole and the part?

After4. Share & Discuss:

o Start with student’s solutions.

5. Transition to the Visual Learning Bridgeo You used cubes to model a joining problem about two quantities that

are equal.o Then you wrote an equation in which the addends were the same.o Later in the lesson, you will draw pictures and write equations for

doubles facts, or facts in which the two addends are the same number.

6. Extension for Early Finisherso Lisa has 4 toys. Her brother has the same number of toys. How many

toys do they have in all?o Write an equation to show your answer.


Assess & Differentiate:o Reteach (TM pg 89A)o Leveled Assignment pg. 89-90o Intervention Activity (TM pg89A)

10:00-10:20 Guided ReadingKindergarten: Heggerty

1st/2nd Grade: directionalityo Titleo Author

2nd Grade: Level 14 o Reado Comprehension questions

10:20-10:40 Imagine ItKindergarten: Day 7 Lesson 7 Unit 1 Card 7 (Review Aa-Ff)

Morning Message Classifying & Categorizing (chart paper with 3 columns)

Phonological/Phonemic Awareness- “what did I whisper?” game (telephone) Rhyming-“make a rhyme game”

o Picture cards: 10, 11, 19, 20, 48, 57, 59, 73, 77, 105, 113, 20, 161, 162, 170, 171

Alphabetic Knowledgeo Review Letter Name (& sounds) Aa-Ff

Alphabet Song Tap each letter as you say name & sound Sing the song from Letter Factory with each letter (Aa-Ff)

o Review Letter shapes Write Capital A-F Write Lower case a-f

o Skills Practice 8-9

1st Grade: Day 6 Unit 1 Card 8 Daily Warm-Up

I spy Days of the Week

Say them in order Show weather pictures & name each one

Phonemic Awareness Comparing Word Length

Choose 2 students names that begin with the same sound Write name on board Clap the number of syllables for both

Repeat with the following pairs TM pg. 35 What did you find out about the length of words?

(words that look longer also sound longer) Phoneme Segmentation

Onsets and Rimes Follow TM pg.35

10:40-11:00 Word WorkKindergarten words: See

Magnetic letters (s, e, e) ---spell “see” with magnetic letters on white board White Board Dry erase marker

*Read the word after using magnetic letters, after writing “see” on the board*

1st Grade words: got, bigWorksheet:

read them spell them stamp them (get dotted stamper letters)

11:10-11:45 Lunch

11:45-12:05 Recess(12:05-1:05 Amy Lunch)



Dancing Raisin Experiment Put students in groups of 2 Have students make a hypothesis about what they think will happen if

they place raisins in a cup of sprite Have students vote on a graph Give each group 6 raisins and a clear cup Teacher puts sprite in each cup (shake the sprite a bit) Have students place their raisins gently in the cup immediately

after I put the Sprite in the cup. Students: observe for a couple of minutes (Raisins will dance) Have students fill out the conclusion portion of their work page

draw picture of what they saw Write sentences explaining what they observed

12:45-1:00 Snack

1:00-2:00 SRAGroup 1 Red A: Reading Master I Lesson 11


Group 3 Red C: Reading Mastery I Lesson 113


2:00-2:45 Writing: Session 8(Planning Teaching Books Page by Page)

Connection:

Writers, I want to show you something before you come to the meeting area today.

Partnership chart: 1 above some names & 2 above the others nameso Some of you will be 1 partners, some will be 2o When we turn and talk or do other things, it will be easy to figure out who

goes first. Use a students writing:

o Did anyone have your writing go from being little to being big overnight?o How many of you wrote a book yesterday?o How many of you wrote a scroll?

The cool thing is that you didn’t just make books and scrolls yesterday. You made yourselves into new kinds of writers.

o From this day forward, for the rest of your life, you can now be the kind of writer who writes not just pieces, not just pages, but books!

Teaching Point: Today I want to teach you that writers of books take time to plan how their

pages will go. Writers don’t just write one page and then say “Oops”. Writers know from the start that they will be writing a whole book. They plan out how that whole book will go!

Teaching/ Active Engagement: You are all going to be the first ones to do this kind of writing. First thing we need to so is come up with topics for teaching books. Take a minute to think and talk together.

o What is something that you know you and care about? Partner 1: take out the booklet and hold it with partner 2 Look at the cover (should have something about your topic) Open the book

o Touch the first pageo Tell your partner what you might draw and write on it

Turn the pageo Touch each page in your booklet and talk about the information you could

draw and write

Link: We may realize we need more pages As you start new pieces ask yourself, “What are all the things I need to teach

people about my topic?” o Touch each page and as you do so think about the information that you

might draw and write on the pages. If you are starting a new piece of writing today, take the booklet and go get

started

Remember to plan what you are going to write by touching each page and thinking about what you will write on each one.

If you need more paper get more paper from the writing center.

2:45-3:00 Dismissal

Wednesday October 5, 2016Materials:

Progress Monitoring:o Letter IDo Letter Soundo NWFo Basic math Factso Countingo Number ID


Science: M&M’s Clear Bowls (4)

___________________________________________________________________________________8:10-8:30 Breakfast

8:30-9:00 Calendar

9:00-10:00 Progress Monitor/Morning Work/Stationso Basic Math Factso Letter IDo Letter Soundo NWFo Countingo Number ID

10:05-10:35 PE

10:35-11:05 Music

11:10-11:45 Lunch

11:45-12:05 Recess(12:05-1:05 Amy Lunch)


12:15-1:15 SRA/stations

***Introduce Lab to get it started in the water***

Group 1 Red A: Reading Master I Lesson 12




1:15-1:45 Miss. Vance OR Science

Focus: Lab Report Experiments

Experiment: Floating M’s o Materials: M&M’so Clear Bowls (4)o Watero Lab Report Sheet

Explain to students what they will be doing Have students fill out hypothesis & procedures Observe what happens Write what they observed

1:50-2:00 Dismissal

Thursday October 6, 2016

Materials:Math:Kindergarten:

o Use Student Workpage pg 115-118o Reteach 2-5o Intervention Activity TM 119Ao Leveled Assignment pg 119-120

1st Grade:o Counters workpage 91-94o Reteach (TM pg 95A)o Leveled Assignment pg. 95-96o Intervention Activity (TM pg 95A)

Guided Reading:Kindergarten:

o Heggertyo Letter Names/Sounds

1st/2nd Grade: directionalityo Titleo Author

2nd Grade: Level 14 o Reado Comprehension questions

Imagine IT:Kindergarten: Day 7 Lesson 7 Unit 1 Card 7 (Review Aa-Ff)

Alphabet Book Aa-Ffo Pg 4-5

Pre-Decodable 3: A Farm

1st Grade: Day 6 Unit 1 Card 8 Nn, Oo, and Pp letter cards Skills Practice pg.6 Dictation Notebook Pencil Nn, Oo, Pp sentences on chart paper Marker

Word Work:Kindergarten: see

Pipe Cleaners Construction paper

1st Grade: big, got Cut the large letters out and put in order to spell big & got Glue Construction paper

Science: Materials:

o Milk (1 gallon)o Food Coloringo Dish Soapo Q-tips (6)o Clear Bowls (6)


Writing: Session 9 Writing books Partner 1 & Partner 2 Chart with student names/pictures Revising chart TM pg. 69 (put on chart paper) Pencils Student Writing Folders

_________________________________________________________________________________________________8:10-8:30 Breakfast

8:30-9:00 Calendar

9:00-10:00 MathKindergarten:Topic: 2-5: Compare Numbers To 5Materials: Two-Color Counters, connecting cubes

Before:Problem Based Learning/Solve & Share: (TM pg 19)

1. Pose the Solve-and Share problem

o Students reason by analyzing two numbers and their relationship in the counting sequence.

o They then identify which number represents the quantity that is less than the other.

o Have students work in pairs o Distribute 10 connecting cubes (5 red cubes and 5 blue cubes) per pair.o Use story problem on TM pg. 115

2. Build Understandingo What are you asked to do?o What do you already know about comparing groups by counting?

During:3. Ask Guiding Questions As Needed

o How can you use counters to help with this problem?o How could you use the counting sequence from 1 to 5 to help decide

which number is less?

After: 4. Share & Discuss Solutions

o Start with students solutionso Share the strategies they used to solve the problem.

5. Transition to Visual Learning Bridgeo You have used counting to compare two groups of objects. o Later in this lesson, you will learn to compare two number quantities

using only their symbols and their order in the counting sequence.

6. Extension for Early Finishers:o Build a model using a red and blue connecting cubes. Tell a partner how

many red and blue cubes you used. Use the words equal to, greater than, or less than to compare the cubes.

Visual Learning:o Follow TM pg116o Use Student Work page pg 115-118

Assess & Differentiate:o Reteach 2-5o Intervention Activity TM 119Ao Leveled Assignment pg 119-120

1st Grade:Topic: 2-3: Near Doubles

Materials: Counters

Problem Based Learning/Solve & Share (pg. 91TM) Before:

1. Pose the Solve-and Share Problem (TM pg91)o Provide each student 9 counterso Students use counters to combine two groups and determine the

total number of shells.

2. Build Understanding (TM pg91)o What does the problem ask you to find?o What should you do with the counters?

During:3. Ask Guiding Questions As Needed: (TM pg91)

o How many shells does Emily have? o How many shells does her friend have?


o Start with student’s solutions.o Share the strategies they used to solve the problem.

5. Transition to the Visual Learning Bridgeo You used counters to model a joining problem.o Then you wrote an equation in which one addend was 1 greater

than the other addend.o Later in this lesson, you will draw pictures and write equations for

near doubles facts, or facts in which one addend is 1 or 2 greater than the other addend.

6. Extension for Early Finisherso You found 4 crayons in the morning and 6 crayons in the

afternoon.o How many crayons do you have now?o How could you use a doubles facts to find the answer?


Assess & Differentiate:o Reteach (TM pg 95A)o Leveled Assignment pg. 95-96

o Intervention Activity (TM pg 95A)

10:00-10:20 Guided ReadingKindergarten: Heggerty

1st/2nd Grade: Level 1 bookso Directionalityo Titleo Authoro Illustrator

2nd Grade: Level 14o Read/Comprehension questions

10:20-10:40 Imagine ItKindergarten: Day 7 Lesson 7 Unit 1 Card 7 (continued) (Review Aa-Ff)

Alphabet Book Aa-Ffo Pg 4-5o Have students say letter names & sound (point to each)o Discuss Anna the Anaconda

What do you remember about her?o Repeat with the letters Bb-Ff

Pre-Decodable 3: A Farmo High Frequency word: ao Follow TM pg 42

Respondingo Have students take turn telling stories.o Have them name each character

1st Grade: Day 6 Unit 1 Card 8 (continued) Letter Recognition

o Exploring Nn, Oo, and Pp Introduce the letters Point to each card Ask which is a vowel & explain how they know Review vowels learned Write letters Nn, Oo, Pp

Guided Practice o Skills Practice pg.6

Reviewing Sounds and Letterso Listening for Vowel Sounds: /a/ and/o/

o Follow TM pg37

Introducing Consonant Soundso Point to the N sound cardo Write sentence on board (pg. 37 TM)o Underline the key letters in sentence when readingo Follow TM pg. 37

Dictationo Have each student take out spiral notebook

Follow TM pg. 37 directions

10:40-11:00 Word WorkKindergarten: see

Create word out of pipe cleaners & glue/staple onto construction papero Pipe Cleanerso Construction paper

1st Grade: big, got Have students cut out letters and glue in the correct order to make

words. On the back of the construction paper have students write a sentence

using the spelling word.o Cut the large letters out and put in order to spell big & goto Glueo Construction paper

11:10-11:45 Lunch

11:45-12:05 Recess(12:05-1:05 Amy Lunch)



Experiment: Color Changing Milko Materials:

Gallon of Milk Food Coloring Dish Soap Q-tips (6) Shallow Clear Bowls or clear glass plates (6)

Discuss Experiment Fill Out Lab Report (partners) Do experiment:

1.) Pour enough milk in the bowl/plate to completely cover the bottom to the depth of about ¼ inch.

a) Allow milk to settle before moving on to the next step.

2.) Add one drop of each of the four colors of food coloring (red, yellow, green, and blue)-to the milk.

a. Keep the drops close together in the center of the plate of milk.

3.) Get a clean cotton swab for the next part of the experiment.a. Predict what will happen when you touch the tip of the

cotton swab to the center of the milk.b. It’s important not to stir the mix-just touch it with the tip of

the cotton swab.c. Go ahead…try it!

4.) Now place a drop of liquid dish soap on the other end of the cotton swab.

a. Place the soapy end of the cotton swab back in the middle of the milk and hold it there for 10 to 15 seconds.

b. Look at the burst of color!c. It’s like the fourth of July in a plate of milk.

5.) Add another drop of soap to the tip of the cotton swab and try it again.

a. Experiment with placing the cotton swab at different places in the milk.

b. Notice that the colors in the milk continue to move even when the cotton swab is removed.

c. What makes the food coloring in the milk move?

12:45-1:00 Snack





2:00-2:45 Writing: Session 9 (Asking and Answering Questions to Add More)Connection:

Sit next to your partner Almost ever writer has helpers, that is why you have partners Yesterday, partners helped writers get ready to write their teaching books,

planning writing across the pages of a booklet.

Teaching Point: Today I want to teach you that partners also help writers after a book is

written, when the writer is thinking “I’m done” A partner read a writers book and then asks, “what questions does this book

give me? Then the writer asks the writer questions

o Those questions help the writer know that what to add on.

Teaching: Will you all be my writing partner? Then you can be partners for each other, To be my partner you need to ask me to read my writing to you. Your job is to listen really hard so you get what I say and so you can ask

questions about parts I didn’t understand. Who wants to ask me?

(have story ready to read to students—very minimal info).

Active Engagement: Partner 2-take out your writing first.

o Put it between you and partner 1o In a clear voice read your first page to partner 1. Listen carefully,

partner 1o Once partner 2 is done reading you are going to ask a question that

will help Partner 2 say more about the information he/she is teaching.o GO!o Ask a question that begins with WHERE, HOW, or WHY

Link: Writers, I want you to know how important this challenging work is-this

work of asking and answering questions about a partners writing. When we make teaching books it is really important to include as much

information as we need to help readers learn about our topics.o We might not know if we included enough

o Partners do an important job when they ask questions about what have written.

o Then, when we answer them, it gives us ideas abut what we to add to our books.

I am going to add that to our chart about revising. Right now as you go to your table think about how you might add on to your

book.o Think about the information that your partner asked questions about.o You might be ready to start a new piece, rather than adding on. You’ll

have to decide and plan

Off you go!

2:45-3:00 Dismissal

Friday October 7, 2016Send Home: Reading Log

NewsletterWWW Flashcards ABC Letters CardsReading Book Bags

Materials:

Math:Kindergarten:

Connecting cube, paper bag Student Work page 121-124 Reteach 2-6 Intervention Activity TM 125A Leveled Assignment pg 126-126

1st Grade: Counters Student work page 97-100 Reteach (TM pg101A) Leveled Assignment pg. 101-102 Intervention Activity (TM pg 101A)

Imagine ITKindergarten: Day 8 Lesson 8 Unit 1 Card 8 (Gg)

Morning Message Letter Gg Card Large Clock

1st/2nd Grade: Day 7 Unit 1 Card 9 Letter cards Aa-Pp Guided Practice pg 7 (Letters Q, R, S)

SRAo Reading Mastery I (X3 groups)o Reading Mastery IIo Reading Workbookso Reading Stories

_________________________________________________________________________________________________

8:10-8:30 Breakfast

8:35-9:05 PE

9:05-9:15 Bathroom

9:15-9:45 Calendar

9:45-10:45 MathKindergarten:Topic: 2-6: Model With MathMaterials: Connecting cube, paper bag Problem Based Learning/Solve & Share:Before:

1. Pose the Solve-and Share Problemo Students use a model to show how they know which group is greater in

number than the other group.o Give students 5 blue connecting cubes, 4 red connecting cubes, and a

paper bag.o Use story problem on TM pg. 121

2. Build Understandingo What question do you need to answer?o What can you do to show the answer?


o What could your picture look like?o Should the blue cubes be together or apart?o How will you know which number to draw a circle around?

After4. Share and Discuss Solutions:

o Start with students’ solutionso Have them share the strategies used to solve the problem.

5. Transition to the Virtual Learning Bridgeo In this solve & share, you modeled your answer to show how you

compared the number of cubes.

o Later in this lesson, you will look at other ways to model the problem using cubes and numbers.

6. Extension for Early Finisherso Compare your workmat with your partnerso Do you or your partner have more blue cubes?o Do you or your partner have more red cubes?

Visual Learning:o Follow TM pg 121o Use Student Workpage 121-124

Assess & Differentiate:o Reteach 2-6o Intervention Activity TM 125Ao Leveled Assignment pg 126-126

1st Grade:Topic: 2-4: Facts with 5 on a Ten-FrameMaterials: Counters


1. Pose the Solve-and Share Problem (TM pg)o Provide each student 5 counterso Students model the same mathematical idea by using counters in a

ten-frame and by writing an addition equation.

2. Build Understanding (TM pg)o What are you asked to do with the counters?o What are you asked to write?

During:3. Ask Guiding Questions As Needed: (TM pg97)

o How many counters are in the top o Do you have all of the information that you need to write an

addition equation? Explain.


o Start with student’s solutions.o Have them share their addition equations.

5. Transition to the Visual Learning Bridge

o You used counters and a ten-frame to model an addition facts where one of the addends is 5.

o Then you wrote an equation to match the counterso Later in this lesson, you will use a ten-frame to solve facts where 5 is

an addend and then use those sums to write an addition fact for 10.

6. Extension for Early Finisherso Imagine that the ten-frame had only 5 counters.o What addition fact with 5 would you write for that ten-frame?


Assess & Differentiate:o Reteach (TM pg101A)o Leveled Assignment pg. 101-102o Intervention Activity (TM pg 101A)

10:45-11:05 Imagine ItKindergarten: Day 8 Lesson 8 Unit 1 Card 8 (Gg)

Morning Messageo Which word begins with the letter Ffo What is the first word of the sentence?

Telling Timeo Explain how the long and short hands on the clock work together to

show the timeo What time do you get up in the morning?o What time do you go to school?o What time do you go to bed?o Show the time on the clock for each question

Phonological & Phonemic Awarenesso First, Middle, Last Words

Play listening game (follow TM pg45)o Rhyming

Use words on pg 45

1st Grade: Day 7 Unit 1 Card 9 Daily Warm Up

o Reviewing Aa-Pp Alphabet Song

o Letter cards (quick recognition drill)

Phoneme Segmentationo Say the wordo Student says the ending o Use examples on TM pg 39

Letter Recognitiono Qq, Rr, Sso Review the letter names o Review how to write themo Have students write them…say letter name…say letter soundo Guided Practice pg 7 (Letters Q, R, S)

11:05-11:45 Lunch

11:45-12:05 Recess


12:15-12:30 Snack

12:30-1:00 Deatherage





1:45-2:45 ART

2:45-3:00 Dismissal

Documents

· Web viewWeek 7 Lesson Plans 2016 . October 3-October 7. Monday . October 3, 2016. New Word Wall Words: review last weeks words. Kindergarten: see. 1st Grade: got, big