s3.amazonaws.com · Web viewMorning Work/Attendance/Lunch Count/Bathroom/PBIS : 9:00-9:30 WRITING. Unit 3. Module A. Lesson

Monday, Nov. 26No School - Inservice day

8:05-9:00 Morning Work/Attendance/Lunch Count/Bathroom/PBIS

9:00-9:30 WRITINGUnit 3Module ALesson

9:30-10:20 Music

10:30-11:00 - Bathroom Break & Recess11:00-11:20 - Lunch11:20-11:30 - Bathroom Break

11:30-12:30 MATH BLOCK

Module 2Lesson

Higher Order Question: How did drawing the parts of the story help you solve the story problems? Discuss this with a level 1 partner. Engagement Strategy: think, pair, share

Math Small Group

I will help student who are having problems, while the others do the problem sets by themselves and work on Zearn.

2:40-2:10 READING BLOCKUnit 3Module ALesson

Think-Pair-ShareAfter reading, students will turn to a partner and discuss:Who are the characters in the stories?

SMALL GROUP

2:30-3:20MATH RTI

Work on missing addends

TUESDAY 11/27/18 8:05-9:00 Morning Work/Attendance/Lunch Count/Bathroom, PBIS lesson8:50-9:30 Title Reading

9:00-9:30 WritingUnit 3Module A

NARRATIVE ASSESSMENT: (p. 142)

For this writing task, students will write a short story about a choice they made to save to spend money..

Students should:

Write a beginning, middle, and end to their story.Tell two or more events that happened in order.Use words such as first, next, then, last and in the end.

p. 146 in your manual has the task directions written out for the students.

PREPARE: (p. 143)Remind students that they have read about characters who have made choices to save or spend their money.

Recall the choices characters made in The Winners’ Choice and Hunter’s Money Jar. Use the prompts to help me.

Have students recall WHY the characters made the choices to save or spend their money.

I will then explain to them that they will write a short story about a choice THEY made to either save or spend their money.

It is ok to talk about this with the class before they write. Let them share a few ideas to get them thinking.

Ask guiding questions such as where did you get your money (chores, a gift, etc.) What did you do with your money save or spend? What did you save up for? Spend for? These are things they need to think about as they plan their story.

Go over the rubric with your class so they know what you are expecting.

CREATE: (p. 144)Now it is time for the students to write. They will need materials to write the story. I can also provide them with story sequence A organizer (TR37) to help them plan their story.

Have students working independently but offer help if they need it to complete the task.

WE ARE ASSESSING writing on the report card now but this does not mean we will leave students to sink or swim when it comes to the writing task. If there is a student struggling, it is okay to provide assistance.

MISSOURI STANDARD:The 1st grade standards state that editing for errors in capitalization and punctuation and revising a draft are done with assistance.

This means you can help students clarify and strengthen their writing (develop a topic and concluding sentence) and correct punctuation and capitalization errors by conferencing with them and asking guiding questions to point them in the right direction and students can still MEET the standard expectation.

SCAFFOLDED SUPPORT: (p. 145)On page 145 there are resources that may help you in offering support to students. Use the supports for anyone who needs them. I can use them for the whole class if needed.It is possible that students will not complete the task today but if we spend the whole ELA block on the writing task, they should be headed in the right direction and have enough support to finish the assignment on their own over the next day or two.

They can work on this as morning work, while you are working with other small groups, during bathroom break, etc.

Page 146 is a copy of the task that can give the students or pull up on the Smartboard. This is just the directions for them to see.

Page 147 is the scoring rubric for this writing prompt. You will use the rubrics provided in the manual (such as this one) for every writing task and for your report card.

Share the rubric with the students. They will not be able to read or understand it independently but if I walk them through how the rubric is used and focus on what is expected (the 3s and 4s) and touch on things that would not score well (the 1s and 2s) it will help them understand what to look for when they edit/revise their work.

Page 148 gives options for presentation. We want writing to be meaningful for our students so they WANT to write.

Simply completing the task and turning it in without ever getting to share it or receive feedback does not make it meaningful. Don’t have to have every student share or even hold a share session every time but use this page as a reminder to not just score the writing for the report card and stash it away.

Page 149 provides you with if, then statements for helping students who score low on the rubric.

Read through these suggestions to help you provide support for your students. **These are also good statements to tell to those parents who ask what they can do at home to help.

9:30-10:20 PE

10:30-11:00Bathroom Break & Recess11:00-11:20Lunch11:20-11:30Bathroom Break

11:30-12:30 MATH BLOCKModule 2Lesson 24: Strategize to solve take from with

change unknown problems.Higher Order Thinking: Look at Problems 1 and 2. How are your drawings similar? How are they different? Discuss with your shoulder partner. Active engagement: think, pair, share Technology: Smartboard

Small Group MathWork with students on missing addends subtraction using, slates and Expos. The other students will work with Grandmother and Zearn.

12:40-2:10 READING BLOCK

Unit 3Module BNarrative Writing Assessment!

Reading RTI2:30-3:20

Work on character, setting, problem, solution with students while others are doing Ready Gen.

WEDNESDAY 11/28/18

8:05-9:00 Morning Work/Attendance/Lunch Count/Bathroom/PBIS: restroom responsible, respectful

9:00-9:30 WRITINGUnit 3Module BLesson 1

Writing … OPINION

Today, students will give their opinion (one statement/sentence) on whether goods or services are more important.

To begin the lesson, review with the class that opinions often include the bulleted list of characteristics from page 168.

Explain that they should provide opinions about topics they are familiar with. If they are not familiar with the topic, they should cite reliable sources to support their opinion.

Use the think-aloud and student modeling examples from page 168 to show students how personal experience or knowledge about a topic can make one opinion more valuable over another.

Modeling:Before students begin writing, help them prepare by discussing the topic and modeling how to state an opinion.

Use the bulleted list of guiding questions from page 169 to help students as they prepare to write.

Explain that today they will be writing an opinion about whether goods or services are more important.

I will begin by creating a two-column chart to list examples of goods and services. Recall examples from the book as well as examples students provide.

Once we have several examples on our chart and have discussed the difference between goods and services, we are now ready to state an opinion.

Use the prompts on page 169 to model for students. An example has been provided.

Independent Practice:

Now we will review the information from the goods and services t-chart we created and have students state their opinion to the question “Are goods or services more important?”

Tomorrow students will write a supporting reason.

9:30-10:20 ART10:35-10:55 BATHROOM BREAK & RECESS11:00-11:20 LUNCH11:20-11:30 BATHROOM BREAK

11:30-12:30 MATH BLOCKModule 2Lesson 25: Strategize and apply understanding of the equal sign to solve equivalent expressions.

Higher Order Thinking: How do you know 14 + 2 = 10 + 6 are equal expressions? Talk with your knee partner about it.Engagement strategy: Think, pair, share Technology:

Smartboard

SMALL GROUP MATH

We will work on subtraction missing addends, using slates and Expos.

12:40-2:10 READING BLOCK

Unit 3Module BLesson 1

Assessment Focus:Main idea and details

Books/Text:Goods and Services (p. 5, text collection)

Explain to students that this book is an informational text which means we will gain information about a topic.

Make the connection that in the last module, we read stories about people who were making choices about spending and saving money.

We will be sticking to that same topic for this module but instead of stories, we will work with informational text. READ: (Read Aloud routine TR8-19)

Since this is the first time to read the story, Goods and Services, I will read the story to the students all the way through. Students do not need to have their copy of the book for this reading.

As I read, encourage students to think about what topic the author focuses on and the details used to support her ideas.

TURN AND TALK: Think-Pair-ShareAfter reading, students will turn to a partner and discuss: What did you learn about goods and services?

DISCUSSION (DIG DEEPER): (shared reading routine TR10-T111)

The discussion questions on page 163 have students locate information in the text to define goods and services, explain the connection between producers and consumers, and identify the main idea.

BY-THE-WAY-WORDS:income

Benchmark Vocabulary:goods, services

PRACTICE:Reader’s and Writer’s Journal page 191

Main Topic and Key Details

Remind students that the main topic of an informational text is what it is mostly about.

Key details support or tell more about the main topic.

Use the think aloud on page 164 to complete Web B (TR45) to organize the main topic and key details from the book Goods and Services.

Phonemic Awareness:Page 164a: Distinguish between long-o and short-o (SOUND)To begin the lesson I will explicitly demonstrate for students the short-o and long-o sounds.

Remember, for this portion of your lesson you are focusing on the

sounds, not the spelling.

Several short-o / long-o picture cards will be used. Students need to distinguish between the two sounds.

Several short-o and long-o words have also been provided to say aloud and have students identify which words have the short-o sound and which words have the long-o sound.

Need … picture card(s) rock, boat, box, nose, goat

Phonics:Page 164b is: CVCe: long-o (o_e)

Once students have had plenty of practice distinguishing between the sound of short-o and long-o, move on to teaching the first spelling for long-o which is the CVCe spelling of o_e.

Be very explicit in pointing out this spelling pattern with the silent-e.

Students should begin to recognize that the presence of the e makes the vowel say its name which produces the long vowel sound.

Just like with long-a and long-I, I will sound very repetitive throughout this part of the lesson as I point out with each practice word that “the silent-e makes the ‘o’ say its name. We call this the long-o sound.”

Before moving into the guided practice/practice section, provide the class with sets of words which easily illustrate how the silent-e changes the vowel sound creating a completely different word. Review/practice this with all the vowels. Here are a few word sets to use: cap/cape, pin/pine, mop/mop, rot/rote, not/note, rod/rode, and applying what we know about silent-e.

What do you think happens when we add an -e to cub? (cub/cube)Need … picture card(s) nose

Small Group Time

FOCUS QUESTION:Today as you read, look for goods and services in your book and be ready to explain what makes them a good or a service.

** Provide the leveled readers for this unit in order for students to look for this information. **

PHONICS: FS14-FS17UNLOCK THE TEXT: Good and Services, Scaffolded Strategies Handbook p. 82-87CONFERENCE: Check in with students on the indep. reading focus question (above).READING SUPPORT: main topic and key details mini-lesson p. 166

2:30-3:20MATH RTI:

Work with students on subtraction using Expos, slates, paper while Grandmother works with a group.

THURSDAY 11/29/18


8:50-9:30 Title Reading

9:00-9:30 WRITING

Unit 3Module BLesson 2OPINION

Today, students will write a supporting reason for the opinion they gave in lesson 1.

To begin the lesson, explain that when writers write an opinion, they use reasons to tell why they think or feel the way they do.

Explain that good reasons answer the question “why?” Reasons might come from a book you have read about the topic or personal experience you have had with the topic.

Use the modeling prompts and examples on page 178 to point out how the writer supports his opinion by using the word because.

Modeling:

Explain that today they will write a supporting statement for their opinion from lesson 1 by looking at the difference between goods and services.

Present the bulleted list of guiding questions on page 179 to help students think about their opinion and how to support it.

Model this process by first reviewing the opinion you stated from lesson 1.

Explain that now you must support that opinion with information from the text or your own experience.

Use the provided think aloud on page 179 to model how to support your opinion. I will write the provided example for your students.

Independent Practice:Now students will review the opinion they wrote in lesson 1.

Use the chart we created as a class or their own experiences to write a supporting reason.

Tomorrow … Students will apply what they have done in lessons 1 and 2 write an opinion statement and a supporting reason about a section of their choice from the text.

Conventions Mini-Lesson:

Common and Proper NounsExplain that a proper noun is a word that names a specific person, place, or thing. A common noun is a general person, place, or thing.

Follow the prompts on page 181 and complete the practice page 194 in the RWJ.

9:30-10:20 LIBRARY10:35-10:55 BATHROOM BREAK, RECESS11:00-11:20 LUNCH11:20-11:30 BATHROOM BREAK

11:30-12:30 MATH BLOCKModule 2Lesson 26: Identify 1 ten as a unit by renaming representations of 10.Higher Order Thinking: Look at Problems 1–5. Which were you able to answer most quickly? Why? Discuss this with your level 1 partner. Engagement strategy: Think, pair, share

SMALL GROUP MATH

Work on missing addend/subtraction strategies with those having problems.

12:40 to 2:10 Reading BlockUnit 3Module BLesson 2

Assessment Focus:Text Features (headings, bold print, photographs)


Reading the story …Today we will continue in the book, Goods and Services.

Explain that yesterday we learned what it means to be a producer and a consumer. Today, we will look at the things people want and the things people need and how wants and needs are different.

READ: (Read Aloud routine TR8-19)

Today as we read, encourage students to think about the

things people want and the things people need. Consider the choices people make about how they spend their money.Students should follow along in their copy of the book as I read.

TURN AND TALK: Think-Pair-ShareAfter reading, students will turn to a partner and discuss:What do Jenna, Mary, and Joe choose to buy with their income? Do they buy something they need or want? Explain.


During your discussion, students will find examples of wants and needs as well as identify how people in the text learn and spend their income.

Benchmark Vocabulary:want, need


After reading, turn back to page 12 and discuss the text features found on the page: a heading, bold-faced words, photographs.

The manual has a complete a three-column chart (TR40) but the information can be covered just as efficiently by pointing out these features in the text and holding a brief discussion.

High Frequency Words:a put I go to where her here working

Decoding:Any page with a 4b in the ones place.

SMALL GROUP TIME

PREVIEW:Distribute decodable practice reader 10A to the small group. Preview the story, A Note for Rose, following the prompts on page 174b.

DECODABLE READER:Follow the prompts to preview the book. There are some good teachable moments here as well as opportunities to assess items for your checklist so read this section carefully.

FOCUS QUESTION:Today we talked about wants and needs. Everyone has wants and needs. While you are reading, look for parts in your book that show wants or needs. This could be a character doing something necessary or something fun. Or it might be an animal getting something it needs, such as food.

PHONICS: FS14-FS17UNLOCK THE TEXT: Good and Services, Scaffolded Strategies Handbook p. 82-87CONFERENCE: Check in with students on the indep. reading focus question (above).

2:30-3:20

READING RTI:

Work on character, setting, problem, solution with students while others are doing Ready Gen.

FRIDAY 11/30/18


8:50-9:30 Title Reading

9:00-9:30 WRITING

Unit 3Module BLesson 3

OPINIONToday, students will apply what they have learned in lessons 1 and 2 to write an opinion statement AND a supporting reason about a section of their choice from the text.

Remind students that an opinion is what a writer thinks, feels, or beliefs about a topic.

When a writer states an opinion they support it with facts or reasons. They often use words and phrases such as great, terrible, love, do not like, good, bad, etc.

Explain that opinions are neither right nor wrong but they should have a reason to support why the writer feels the way he or she does.

Use the examples on page 188 to demonstrate. Point out that the writer uses the word because to connect the reason with the opinion and also uses adjectives.

Modeling:Tell the class that today they will write an opinion statement about a section or topic of their choice from Goods and Services.

Before they do this on their own, we will work together to write an opinion piece about police officers and provide a reason to support the opinion.

Follow the prompts on page 189 to model how to review the text and gather information about police officers.

We will then use these discussion questions to form and state an opinion. An example has been provided for me.

Once the opinion has been stated, we need a reason to support it.

Use the think-aloud to help write the provided example for the students. Point out how the word because connects the opinion to the reason.

Independent Practice:

Students will now revisit the book Goods and Services and choose a section or topic to write an opinion statement and provide a supporting reason.

Walk around and provide assistance as needed while the class works.

Tomorrow students will use positive or negative words to tell about a food they either like or dislike.

Conventions Mini-Lesson:Root Words and Their Inflectional FormsExplain that writers can add endings to verbs to tell when the action happens. Follow the prompts on page 191 to demonstrate. Use the practice examples provided.Additional practice provided in RWJ p. 197

9:30-10:20 READING BLOCKUnit 3Module BLesson 3

Assessment Focus:Main Idea


Today we will continue in the book, Goods and Services. We will focus on the main topic of one of the sections in the book.

Review the text and have students share something they have learned from the book.

Have a volunteer share the main topic of the entire book and details that support it.

Explain that sometimes authors have chapters within the book that each have their own topic.

In today's lesson, we will think about the kinds of services provided by people who work for the government.

READ: (Read Aloud routine TR8-19)Today as we read, encourage students to think about services they and their families use. Think about people they see every day who provide services. As we read, have students read the headings aloud with me.TURN AND TALK: Think-Pair-Share TR2-TR3After reading, students will turn to a partner and discuss:What kind of services do you see most often in the community?


Today I will begin the discussion with the fun fact on page 10. We will then identify different services and how they help a community.

BY-THE-WAY-WORDS:Government

Benchmark Vocabulary:collects, taxes


Main Topic & Supporting DetailsAfter reading, turn back to page 10 and determine the main idea and supporting detail.

Use the provided think aloud and Web A (TR44) to illustrate that the author's main topic is government services and her supporting details were examples of types of government services.

Phonemic awareness:contractions (SOUND)

Today we will work with contractions. Before students begin to read and read contractions I will work with them to segment the sounds they hear in each contraction.

Follow the prompts on page 184a to have students practice segmenting the sounds. Remember, we are not writing the words yet, just identifying the sounds.

Phonics:Page 184b is: contractions (SPELLING)

Now that I have given students plenty of time to segment and hear all of the sounds in various contractions, they

will transfer that knowledge to both decode (read) and in code (write) contractions.

Follow the prompts on page 184 be to explain that each contraction is made up of two words. Explain that the apostrophe takes the place of a missing letter or letters.

Need …. Sound Spelling Card(s): 110, 11, 112

Small Group TimeFOCUS QUESTION:As we read our book today, look for contractions or words that can be put together to make contractions.

PHONICS: FS14-FS17

UNLOCK THE TEXT: Good and Services, Scaffolded Strategies Handbook p. 82-87

CONFERENCE: Check in with students on the indep. reading focus question (above).

READING SUPPORT: main topic and supporting details mini-lesson p. 186

10:35-10:55 BATHROOM BREAK, RECESS11:00-11:20 LUNCH11:20-11:30 BATHROOM BREAK

1:30-12:30 MATH BLOCK

Module 2Lesson 27: Solve addition and subtraction problems decomposing and composing teen numbers as 1 ten and some ones.Higher Order Thinking: Look at Problem 4. How many tens are there altogether? Explain how you solved this to a

shoulder partner.

Engagement Strategy: Think, pair, share

SMALL GROUP MATH

Work on missing addends/subtraction strategies and discuss problems students might be having as a group so we can work them out. We will use slates, Expos and paper.

12:50-1:20 READING BLOCKUnit 3Module BLesson 3

Finish the writing lesson that we started this morning!

1:30-2:20 P.E.

2:30-2:50Math & Reading RTI

Assess...Addition problems to 10Number bondsWriting numbers to 40Missing addendsSubtraction problems

Assess...BMEHFWReading fluency

RetellCharacters Setting

Documents

s3.amazonaws.com · Web viewMorning Work/Attendance/Lunch Count/Bathroom/PBIS : 9:00-9:30 WRITING. Unit 3. Module A. Lesson