Signmaker’s Assistant - Anderson School District One ...€¦ · Read Signmaker’s Assistant. ... W.2.1 – Write opinion pieces in which they introduce the topic or book they

Reading Mini-Lesson Plans

Week: February 25-March 1

Charlesworth, Cochran, Lambright, Wimmer

Standards:

RL.2.10 By the end of the year, read and comprehend literature, including stories

and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding

as needed at the high end of the range.

RL.2.7 use information gained from the illustrations and words in a print or digital

text to demonstrate understanding of its characters, setting, or plot.

RL.2.3 Describe how characters in a story respond to major events and

challenges.

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how

to demonstrate understanding of key details in a text.

Monday:

Journeys: Story: Signmaker’s Assistant Skill: Text and Graphic Features

Vocabulary: assistant, agreed, polite, failed, tearing, wisdom, cleared, trouble

Introduce Vocabulary Cards using the SMARTboard and/or Vocabulary Cards

1. Read “Wild Friends, Wow!” found on T302-T303. (Part of it is on

Projectable 19.1) Look on page 77 in the CLL for directions for the

minilesson.

2. Complete vocabulary sentences

Tuesday:



1. Read Signmaker’s Assistant. Complete Projectable 19.5 together after

reading the story. (Look on page 76 in the CLL for minilesson directions.)

2. Do one of the vocabulary activities from pages 138-139 in the Word Study

book. (You choose….There are 5 to choose from.)

3. Introduce the skill by completing projectable 19.4.

4. Have students complete page 49 in the practice book.

Wednesday:



1. Students will partner read Signmaker’s Assistant to practice fluency.

2. Complete Projectable 19.8 together as a class. Students will need to

reference the book to complete it.

3. Homework: Conclusions page 54 (in practice book)

Thursday:



1. Read and discuss“The Trouble with Signs” in the Student Book on pages 138-

140.

2. Follow the directions on page 77 in the CLL to the minilesson for this

Friday:


Skill: Text and Graphic Features


1. Students will take the assessment on text and graphic features.

2. Students will also be assessed using “cold read” passages.

Grammar Lesson Plans


Commas in Dates and Places

Standards:

L.2.1 Demonstrate command of the conventions of standard English grammar

usage when writing or speaking.

L.2.2.b Use commas in greetings and closings of letters.

Monday: Use commas with dates

*Display Projectable 19.2. Explain to children how to use commas in sentences

with dates.

*Tell children that a comma is used between the number of the day and the

year to separate them, but not between the month and the day. Tell them the

year is always listed last.

*Model identifying the correct place to put a comma in this example: Papa built

the fruit stand on May 15, 1989.

Complete other examples on Projectable 19.2.

*Have students complete page 47 in the practice book.

Tuesday: Use commas with place names

*Display projectable 19.6. Explain how to use a comma with names of places.

*Explain that a comma belongs between the name of the city or town and the

name of the state. Tell them the state is always listed last in a place name.

*Model identifying the correct place to put a comma in this example: Jake

owns a store in Chicago, Illinois.

*Complete other examples on Projectable 19.6 with children.

Students will complete page 51 in the practice book.

Wednesday-

Use commas in the date, greeting, and closing of a letter

*Review where to place a comma in dates and place names. Explain that in a

letter you also put a comma after the greeting and after the closing.

*Write Dear Mary, Hello Max, and Dear Dad on the board. Circle each comma.

*Write Your friend, Sincerely, and Best Wishes on the board. Circle each comma.

*Write the following letter on the board without commas:

Dear Sophie,

The toy store opened June 11, 2010. It is in Austin, Texas.

Your friend,

Elena

*Work with students to place the commas and use capitalization in the greeting,

the date, the place name, and the closing.

*Students will complete page 56 from the practice book.

Thursday- Practice placing commas in a letter correctly

*Students will write their own friendly letter making sure to place commas in the

correct places. (I will scan you stuff for this.)

Friday-

*Administer assessment on commas in dates and places.

Spelling Lesson Plans


Words with ar

Standards:

RF2.3a Distinguish long and short vowels when reading regularly spelled one-

syllable words.

RF.2.3c Decode regularly spelled two-syllable words with long vowels.

Words: car, dark, arm, star, park, yard, party, hard, farm, start, part,

spark, art, jar, carpet, apartment

Monday:

*Model the Sort on page 76 in the TE Book- Use Smart Board I sent you

Madel the teacher made “ar” rhyme time game that partners may play this

week.

*Homework: Tic Tac Toe Spelling (Choose One)

Tuesday:

*Guess My Category on page 76 in the TE Book


Wednesday:

*Open Sort on page 77 in the TE Book. Students will do this in their Word Study

Journals.

*Divide the spelling word sort book into four sections. Write the guide words on

the top of each column for students to sort the spelling words according

to the given guide words.


Thursday:

*Speed Sort on page 77 in the TE Book.

*Complete the spelling sheets in the guided reading folder before the test if not

completed earlier in the week.

*Give Spelling dictation test.

Writing Plans

Feb. 25th – Mar. 1st, 2013


Standards:

W.2.1 – Write opinion pieces in which they introduce the topic or book they are

writing about, state an opinion, supply reasons that support the opinion, use

linking words (e.g. because, and, also) to connect opinion and reasons, and

provide a concluding statement or section.

W.2.5 – With guidance and support from adults and peers, focus on a topic and

strengthen writing as needed by revising and editing.

IDEAS from Traits Writing

Monday -

Focus Lesson: Focusing on the Big Idea (TE p.132, 133)

The students will learn the basics of Focusing on the Big Idea

The students will draw a picture of something that is amazing when seen in

closeup

The students will listen to and discuss Laurie Keller’s Do Unto Otters: A Book About

Manners

Materials Needed:

- introduction to Focusing on the Big Idea (Traitspace: Student Handbook

pg.60-61)

- sentence strips, word cards, pencils, pens

- sets of three paper circles of different sizes, one set per child

- Focusing on the Big Idea (Traitspace: Student Handbook, p. 62)

- copy of Do Unto Otters: A Book About Manners

- several informational books

Read-Aloud – Do Unto Otters: A Book About Manners

Independent Writing

Ask children to think of another object that is amazing when it is in focus, such as

a snowflake or a spiderweb. Tell them to draw it on the Focusing on the Big Idea

sheet in the Student Handbook. Have them write a few details about their

choice, making sure they stick with the big idea.

Tuesday -

Focus Lesson: Video Screening (Laurie Keller on Writing) (TE pg. 134)

The students will review the big idea focus in Do Unto Otters

The students will watch a short interview with Laurie Keller

They will learn how to capture ideas for the Bigger-to-Smaller Cards

They will apply what they learn in their Student Handbooks

They will learn to recognize and correctly use common homophones

Materials Needed:

- copy of Do Unto Otters: A Book About Manners

- video clip of Laurie Keller (Traitspace)

- Focus With Funnels (Traitspace; Student Handbook, p. 63)

- Applying Basic Grammar (Student Handbook, p. 65)

- The Conventions Song (Traitspace; Student Handbook, p. 203)

Writing Project, Phase 1 – Starting the Bigger-to-Smaller Cards

Conventions Focus – Applying Basic Grammar

Play What Do You Notice? with children. On the board, begin a chart with these

homophone pairs:

right/write its/it’s your/you’re

wood/would sew/so who’s/whose

1. Chorally read the words. Ask children. What do you notice about these

pairs of words? Children should note that the words sound alike but have

different meanings.

2. Explain that words that are pronounced the same way but have different

spellings and meanings are called homophones.

3. Chorally read each pair aloud again. Ask children to use each word in a

simple sentence and discuss the meaning and how it is used in the

sentence.

4. Have children share other homophones they know; for example

blue/blew; I/eye; and ate/eight. Add these to the char on the projection.

Encourage children to look for homophones in books and other print

material.

5. Project “The Conventions Song” and ask children to turn to it in their

Student Handbooks as they sing along. Change the third line to “You

check your homophones.”

6. Then have children choose a homophone pair from the projected chart

and write a sentence for each word in the pair on the Applying Basic

Grammar page.

Wednesday -

Focus Lesson: Differentiated Small Groups (TE pg. 136,137)

- The students will receive a small-group lesson targeted to their specific

needs.

- They will rotate through two independent activities to build their

understanding about Focusing on the Big Idea.

Project “The Ideas Song” (Student Handbook p. 198) and sing it together. Tell

children that focusing a big idea helps make writing clear.

Post the three groupings of children for the day’s lessons: Group A (beginning);

Group B (middle); Group C (high).

Explain to children the two independent activities they will do when they are not

working with you. (See page137)

Start with Group A (beginning).

Materials Needed:

- Focus With Funnels (Traitspace; Student Handbook, p. 63)

- Benchmark Paper IDEAS: Focus Big Idea (Traitspace; “Writing Sample,”

Student Handbook, p. 64)

- Highlighters

- Instructional or how-to books

- The Ideas Song (Traitspace: Student Handbook, p.198)

Thursday -

Focus Lesson: Writing Project, Phase2 (TE pg. 138, 139) – Developing the Bigger-

to-Smaller Cards

The students will review the benchmark paper and highlight the sentence that

best states the big idea

The students will watch you model how to use the Bigger-to-Smaller Card to

write out and draw an example.

The student will create their own pages using their Bigger-to-Smaller forms

Materials Needed:

- Benchmark Paper IDEAS: Focus Big Idea (Traitspace;” Writing Sample,”

Student Handbook, p. 64)

- Teacher’s Sample Bigger-to-Smaller Card (Traitspace)

- Bigger-to-Smaller Card, one for each student (Traitspace)

- My First Scoring Guide: Ideas, Version A or B (Traitspace: Student

Handbook, pg. 182,183)

- Highlighters

Hands-On Activity – Hot Topic!

Pair children. Have one child pick a topic without revealing it, while the other

asks questions to figure it out, such as Is it about school? The child who chose the

topic indicates whether the guesser is close by saying he or she is hot, warm, or

cold. Children get ten guesses, then switch roles.

Friday -

Focus Lesson: Writing Project, Phase 3 – Finishing the Bigger-to-Smaller Cards (TE

pg. 140)

- The students will continue working on and finishing the Bigger-to-Smaller

Cards they created on Day 4

- The student will read completed cards to the class

- They will exchange a grammar check with a partner

- The students will reflect on what they’ve learned about Focusing on the

Big Idea

Materials Needed:

- Children’s Bigger-to-Smaller Card drafts

- Bigger-to-Smaller Card, one per student printed on card stock or

construction paper (Traitspace)

- Applying Basic Grammar (Student Handbook, p. 65)

- Markers, crayons, extra card stock or cover stock, stapler

Whole-Class Reflection

Gather children together. Have them share with their classmates what they’ve

learned, focusing on the central question: How have I become a better writer as

a result of this week’s work? Chart ideas that can be applied to future work.

Science Second Grade Lesson Plans

February 25 – March 1, 2013


2-5.1 Use magnets to make an object move without being touched.

2-5.2 Explain how the poles of magnets affect each other (that is, they attract and

repel one another).

2-5.3 Compare the effect of magnets on various materials.

2-5.4 Identify everyday uses of magnets.

It is essential for students to know that magnets can make an object move without touching the

object. Other properties of magnets are:

A magnet is solid material that attracts iron or products that contain iron like steel.

A magnet can pull objects if the object contains iron.

The magnet pulls the object using its magnetic force. This magnetic force cannot be seen

but it can be observed when the magnet moves the object without touching it. It is essential for students to know that a magnet has two poles; one on each end.

These poles are called the North pole (N) or the South pole (S).

If the poles that are alike (North to North or South to South) are put together, they repel or

push away.

If the poles that are different (North to South or South to North) are put together, they attract

or stick together.

Some magnets, for example ring magnets, do not have the (N) or the (S) marked on them

but they do have two poles that are either located on the top or bottom of the magnet.

The poles can be determined by placing the magnets together. If they stay together then

the poles are opposite but if they push away from each other the poles are alike It is essential for students to know the effect of magnets on various materials.

A magnet is solid material that attracts iron or products that contain iron like steel.

If a material does not have iron in its composition, the magnet will not attract it. It is essential for students to know that magnets are used in our everyday lives. They are found in

their homes, schools and at places where people work. Some examples of everyday uses of

magnets are:

Magnets on cranes lift heavy objects like cars in a junk yard

Some screwdrivers have a magnetic end to hold the screw in place

Magnets on the refrigerator hold student art work so everyone can see it

A compass points out the direction we are traveling and the compass needle is magnetic

The cabinet doors in our kitchen may be held shut by a magnet

Farmers use a magnet to put in a cow’s stomach to attract any metal a cow may eat. This

keeps the cow from getting hurt by the metal.

Monday:

1. Begin the science magnet unit by watching United Streaming “A First Look:

Magnets.” (17 minutes.)

2. Sing together the magnet song to the tune of “Ten Little Indians.”

3. There is also a cute upbeat song on United Streaming called Music Makes it

Memorable – Magnets (audio only – 1 minute 42 seconds) The students could

dance and act out repel and attract through the song and dance motions.

4. Let students “play” with magnets to discover that like poles repel and unlike or

opposite poles attract. (Use round magnets on a pencil too.)

5. Have students draw pictures as a “study guide” of 2 sets of magnets-

a. attracting and b. repelling

Examples:

a.

b.

Materials: song sheet, United Streaming video and audio, magnets, drawing paper

Tuesday:

1. Review from Monday the Magnet song (tune Ten Little Indians)

2. Use science text book to read together pp. 252 – 255. Show bar magnets and let

students complete the chart similar to the one on page 253. (This SHOULD be a

review from Monday.)

3. Help students conclude that “like” poles on magnets will repel, or push away,

and “opposite” poles will attract.

4. Read 254 – 255 together and discuss.

5. Distribute handout of “Will a magnet attract_____???” Students will predict items

that a magnet will attract. (You may want to have them predict with red pencils,

so that they won’t be able to change their predictions.) Remind students of the

words in the song iron, cobalt, steel, and nickel…NOT aluminum, brass, copper,

paper, glass, or a pickle!

6. After predicting, let students use the “magnet discovery board to see if their

predictions were accurate.

7. Discuss results and why certain items were and others were not attracted to the

magnet.

Materials: words to “magnet song”, text, magnets, prediction/results sheets, magnet

discovery board (newly ordered this year)

S

N

S

S

Wednesday:

1. Review the magnet song (sung to the tune of Ten Little Indians)

2. Review from Mon. and Tues. that magnets have poles which can attract or

repel.

3. Read together text pp. 256 – 257.

4. Discuss that a magnet’s force can move through air, water, and some solids.

5. Let students work in pairs to try removing a paper clip from a cup of water

without getting the magnet wet. Discuss that the magnetic force moved

through the water.

6. Distribute each pair a large sheet of drawing paper.

7. The students will create a “path” to move a paper clip down using a magnet.

(Show example)

8. One partner will hold the paper path on top of a white board while the second

partner moves his paper clip along the path using a magnet’s force through the

white board. (Magnet wands will be used for this activity.)

9. Collect all clips and magnets.

Materials: words to “Magnet song”, textbook, magnets, plastic cups of water, large

drawing paper, paper clips, white boards

Thursday:

1. Review the magnet song and the things learned this week.

2. Watch Brainpop video – “Magnetism a Magnetic Attraction.”

3. Demonstrate to students how to make a magnet from a paper clip. (Rub the

paper clip in one direction on a bar magnet about 50 (or more) times. Then use

the paper clip to try to attract another paper clip. See if you can make a chain.

4. Let students work in pairs to make a magnetized paper clip using a bar or wand

magnet.

Materials: words to “Magnet song”, Brainpop video, magnets, paper clips,

Friday:

1. Read together “How People Use Magnets” on text pp 258 – 259.

2. Watch Brainpop on “Compass.”

3. Show a compass and let students find “magnetic north”

4. Demonstrate how to make a “compass” using a needle, magnet and cup of

water. (Rub the needle across the magnet in one direction many times. Then lay

the needle gently into a cup or bowl of water. It should point north.

5. Let students work in teams to make a compass.

6. Give “pop quiz” as a daily grade.

Materials: text, Brainpop video, magnets, needles, styrofoam bowls of water, quiz

Math Lesson Plans


February 25th- March 1st

Common Core Standards:

2.OA.1 Use addition and subtraction within 100 to solve one and two-step word

problems involving situations of adding two, taking from, putting together, taking

apart, and comparing with unknowns in all positions.

2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of

Grade 2, know from memory all sums of two one digit numbers

2.NBT.5 Fluently add and subtract within 100 using strategies based on place

value,

properties of operations, and/or the relationship between addition and

subtraction.

2.NBT.9 Explain why addition and subtraction strategies work, using place value

and

the properties of operations.

Monday: Go Math Unit 5 Lesson 3

About the Math: A key component in teaching for understanding is the

conversations that occur between the teacher and the children. For these

conversations to occur, the teacher must be intentional about setting the

norms for discussion.

There are many ways of finding an answer to a problem

Everyone’s ideas are important. You can learn by listening to other

people’s ideas.

Incorrect answsers and solutions are a valuable part of learning.

Complete SMARTBoard Lesson (Includes)

Problem of the Day

Fluency Check

Engage: Show children a handful of ones blocks. As a volunteer to

trade ones blocks for tens blocks. How did you decide how to trade

these ones blocks for tens blocks? Show children 2 tens blocks and 4

ones blocks. Ask a volunteer to trade 1 tens blocks for ones blocks.

How many tens blocks and how many ones blocks are there now?

Teach and Talk: Read the problem. Then have children use base

ten blocks or base ten quick drawings to model the subtraction and

discuss strategies for solving. “Michelle counted 21 butterflies in her

garden. Then 7 butterflies flew away. How many butterflies were still

in the garden?”

o What are you asked to find?

o How can you use blocks and drawings to model this

problem?

Complete Own Your Own Problems-

Tuesday: Go Math Unit 5 Lesson 4

Using the Standard Algorithm for Subtraction

In this lesson, children will be introduced to the standard algorithm for 2

digit subtraction. They will be provided with a form to guide them through

the regrouping process

Remind children to look first at the ones. In this example, children should

start with the topop umber and ask themselves, “There are 3 ones. Can I

subtract 5 ones from these 3 ones?”

Discuss with children how the regrouping is recorded. They draw a line

through the 8 and write a 7 above it in the Tens column to show that one

of the8 tens was regrouped as ones. Also they draw a line through the 3

and write a 13 above it in the Ones column to show that the regrouped

ten has ben included with the ones.

Finally children should subtract in the Ones column and in the tens column

to find the difference.

Complete SMARTBoard Lesson

o Complete Problem of the Day: Emma is supposed to practice her violin

everyday. She forgot to practice 7 days last month. How man days did

she practice last month?

Differentiated Instruction- Not Included In SMARTBoard

o Language Support: Children learn correct pronunciation my repeating

sentences that are modeled by native speakers. Show children 72-

14=_____. Then tell children the steps of modeling the subtraction with

base ten blocks. Have them repeat each sentence. There are not

enough one blocks to subtract. I regroup one ten as ten ones. Subtract

the ones. Twelve minus four equals eight. Subtract the tens. Six tens

minus one ten equals five tens. Seventy two minus fourteen equals

fifthy-eight.

o Enrich: Have partners shuffle the numeral cards and take the tope

three cards from the stack. Ask children to use these three digits to

write two subtraction propknelsm ( with unknown differences) that

meet these rules)

1) Write a subtraction problem in which the least digit is 1 number is

subtractethe greatest 2 digit number.

2) Write a problem in which the greatest 1 digit number is

subtracted from the least 2 digit number.

a. Example 9,4,2

b. 94-2

c. 24-9

Wednesday: Go Math Unit 5 Lesson 5

About the Math: Why Teach This?

The sequence for teaching children the algorithm for subtraction with

regrouping has been carefully scaffolded to support children’s

understanding. Scaffolding provides children with support needed to

understand at a particular point in their learning.

When children first explore the algorithm they use base ten blocks. Then

they are shown how to use visual models of the blocks.

As their understanding increases, the amount of support decreases. In this

lesson, children are taking the learning a further level of abstraction by

using just symbols. However, their learning is still scaffolded. Early in the

lesson, the structure of the algorithm includes labels for the tens and ones

columns, as well as boxes to record the regrouping. As children progress

through the lesson, these labels boxes drop off the algorithm structure.

Complete SMARTBoard

Problem of the Day

o Write a number with 8 in the tens place. Write another number with

8 in the ones place.

o Allow children to share their answers

Engage: Write this subtraction problem on the whiteboard 45-7

o Have children draw a quick picture to show how they would solve

the problem. As them to explain the steps in their solution.

Teach and Talk: As you read the problem below, write 36 and 12 on the

board

o “ Devin had 36 toy robots on his shelf. He moved 12 of the robots to

his closet. How many robots are on the shelf now?

How can you draw quick pictures to help you solve this

problem?

Did you need to regroup in this problem? Explain

Complete the Model and Draw:

o Ask these questions with each problem

o How do you decide if you will regroup in this problem

o How is the regouping shown in the problem?

o How is the subtraction recorded?

Practice Use page 274 On Your Own as practice and a classwork grade.

Thursday: Go Math Unit 5 Lesson 6

Teaching for Depth: In this lesson, children continue to practice using the

standard algorithm for recording 2-digit subtraction. While helping

children understand how to use this algorithm, continue to accept and

discuss multiple strategies for solving problems.

For example, for the problem 58-19, children may respond with the

following solution strategies:

The standard algorithm

Models such as base-ten blocks or quick pictures

Using known subtraction problems (I know that 58-20= 38, so if I add

back 1 to 38 then I know the difference is 39.)

Breaking apart numbers; 58-10=48

48-8=40

40-1=39

Complete SMARTBoard Lesson:

o Problem of the Day- write the difference for each problem then write two

or more facts that have the same difference. 12-5= and 9-2=

o Engage: Write 52-8 on the board. Have children work with a partner to

solve the problem. Then have one or two pairs of children explain to the

class how they found the difference. Encourage children to draw quick

pictures or use another representation to show subtraction

o Teach and Talk: As you read the problem below write 74-19 on the board.

o “There are 74 books in Mr. Barron’s classroom. 19 of the books are

about computers. How many of the books are not about

computers?”

How can you solve this problem

o Tell children that they can use one of the ways they have learned or

they can invent a different way to solve the problem. It may be

helpful to review some of the methods they used in previous lessons,

such as breaking apart, using a number line. You may wish to

encourage children to try to find a new way to do subtraction to

check the depth of their understanding. Have children explain why

their new way works.

o Complete Share and Show practice problems

On Your Own Practice Problems page 251, as daily practice for classwork grade

Friday: Go Math Unit 5 Lesson 7

About the Math: (If children ask) Children may ask why they start with the

ones and not the tens when they are finding the difference in a vertical 2

digit subtraction problem. You may want to show children 2 different two-

digit subtraction problems- a problem with no regrouping, and a problem

in which regrouping is needed. (no regrouping 57-31, and regrouping 57-

29)

Discuss that the difference can be found by starting with the tens or with

the ones when no regrouping is needed. If regrouping is needed, then

you should start with the ones, so that you can regroup 1 ten as 10 ones

before you subtract the tens.

Complete Smartboard Lesson

o Problem of the Day: Find two numbers on the calendar that have a

difference of 11.

o Engage: Write the subtraction problem 86-54 vertically on the board

o Ask these questions

Which digits are the ones digit?

Which digit are the tens digit?

o Have a volunteer find the difference.

o Teach and Talk

o Listen and Draw: Read the problem below. Then have children write

the subtraction problem they would use to solve the problem in

vertical fortmat in the first box. They do not need to solve the

problem

“There were 45 children at a party. Then 23 children left the

party. How many children were still at the party?

Where did you write the digits in the numbers of the

problem?

Repeat by reading the problems below and having children

write, but do not solve, the subtraction problems in the

remaining three boxes. Remind children that it is important to

write the digits in each number in the correct places.

“Jamie made 52 cookies for the party. There were 21

sugar cookies. The rest were oatmeal cookies. How

many oatmeal cookies did Jamie make?”

“Evan hung up 26 balloons for the party. 9 Balloons fell

down. How many balloons were still hanging up?”

“Charlotte made 46 cupcakes for the party. The

children ate 39 cupcakes. How many cupcakes were

left?”

Complete Practice Subtraction Problems from “Share and

Show” page 254

o Complete On Your Own Page 255 as classwork

Documents

Signmaker’s Assistant - Anderson School District One ...€¦ · Read Signmaker’s Assistant. ... W.2.1 – Write opinion pieces in which they introduce the topic or book they