Dec
This document was uploaded by user and they confirmed that they have the permission to share it. If you are author or own the copyright of this book, please report to us by using this DMCA report form. Report DMCA
Overview
Download & View Dec as PDF for free.
More details
- Words: 3,284
- Pages: 6
Dec. 17-21
Monday
Tuesday
Wednesday
Thursday
Friday
Listen actively and respond to others in small and large group situations with appropriate questions and ideas 8:45-9 Behavior Group: Jordan, Leum, Jared, James, Zach
TLW draw and talk about what they look like in the blue zone. (Lesson 6 in The Zones of Regulation book page 73)
TLW practice proper game playing skills through progress monitoring
TLW draw and talk about what they look like in the green zone. (Lesson 6 in The Zones of Regulation book page 73)
TLW will run through small, medium, and large problems that might occur during the holiday party/ movie watching and how they can cope with those problems.
TLW will review small, medium, and large problems that might occur during the holiday party and how they can cope with those problems. TLW receive free time to socialize together.
Demonstrate knowledge of charts and apply new knowledge of tally marks to create a chart. CC.2.4.2.A.3 Solve problems and CC.2.4.1.A.4 Represent and CC.2.4.1.A.4 Represent and CC.2.4.1.A.4 Represent and CC.2.4.1.A.4 Represent and make change using coins and interpret data using interpret data using tables/charts interpret data using tables/charts interpret data using tables/charts paper currency with appropriate tables/charts symbols. Progress Monitoring: Damon 8:50-9:50 (9Damon and Luke will leave early simple addition and TLW will demonstrate how to TLW will demonstrate how to Damon has therapy. TLW do a 920) DI-M 2-3: subtraction problems (Touch due to the chorus assembly. TLW make a tally chart and answer make a tally chart and answer color by coin to review value of Damon and Luke Point Math). TLW learn how finish any work from the tally questions based on the chart. questions based on the chart. coins. F activities. to make tally marks and then practice. Standard
Model and guide the Group Problem-Solving strategy by identifying a mathematical problem, saying the Group Ruple, and creating a number sentence.
Standard
8:50-9:50 DI-M 2- Jada
CC.2.2.PREK.A.1 Understand CC.2.2.PREK.A.1 Understand CC.2.2.PREK.A.1 Understand CC.2.2.PREK.A.1 Understand addition as putting together addition as putting together and addition as putting together and addition as putting together and and adding to, and adding to, and understand adding to, and understand adding to, and understand understand subtraction as subtraction as taking apart and subtraction as taking apart and subtraction as taking apart and taking apart and taking from. taking from. taking from. taking from. Progress monitor. TLW learn TLW compare sets for TLW Count 1-5 movable objects TLW Make sets of 1-3. TLW learn the Group Problem-Solving same/equal (page 48). TLW learn in a line. TLW learn the Group the Group Problem-Solving strategy through modeling, the Group Problem-Solving Problem-Solving strategy through strategy through modeling, identifying the Group type, strategy through modeling, modeling, identifying the Group identifying the Group type, saying saying the Group rule, identifying the Group type, saying type, saying the Group rule, the Group rule, creating a creating a number sentence, the Group rule, creating a creating a number sentence, and number sentence, and adding and adding two sets of number sentence, and adding adding two sets of different two sets of different things to different things to form a two sets of different things to things to form a larger group. form a larger group. larger group. form a larger group.
CC.2.1.PREK.A.1 Know number names and the count sequence.
TLW make set of 1-3. Jada then will be going to the chorus assembly.
Demonstrate: Phonological awareness through phoneme manipulation. Knowledge of letter sound correspondence (alphabetic principle) to decode and encode words.
Standard
CC.2.1.K.A.1 Know number names and write and recite the count sequence. Standard - CC.1.1. PREK.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes). • Recognize rhyming words and when two or more words begin with the same sound (alliteration). • Count
CC.2.1.K.A.1 Know number names and write and recite the count sequence. Standard - CC.1.1. PREK.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes). • Recognize rhyming words and when two or more words begin with the same sound (alliteration). • Count
CC.2.1.K.A.1 Know number names Standard - CC.1.1.PREK.C and write and recite the count Demonstrate understanding of sequence. Standard - CC.1.1. spoken words, syllables, and PREK.C sounds (phonemes). • Recognize Demonstrate understanding of rhyming words and when two or spoken words, syllables, and more words begin with the same sounds (phonemes). • Recognize sound (alliteration). • Count rhyming words and when two or syllables in spoken words. • more words begin with the same Segment single-syllable spoken sound (alliteration). • Count words. • Isolate and pronounce
BU-R K-1: Luke (9:20-9:35) and Lindsey (8:50-9: 50)
Progress Monitoring
Lindsey: TLW practice saying letters and sounds. TLW sound out phonemes in Wilson book 1.3. TLW count to 100. TLW will identify numbers 1-30. TLW practice rhyming. Luke: will put the alphabet in order. TLW practice rhyming.
Luke goes to art class. Lindsey: TLW practice saying letters and sounds. TLW sound out phonemes in Wilson book 1.3. TLW count to 100. TLW will identify numbers 1-30. TLW practice rhyming. Luke: will put the alphabet in order. TLW practice rhyming.
Luke doesn't come because he is at special. Lindsey: TLW practice Luke doesn't come because he is saying letters and sounds. TLW at special. Lindsey will be leaving sound out phonemes in Wilson early because of the assembly. book 1.3. TLW count to 100. TLW TLW go on to ABCY to practice will identify numbers 1-30. TLW letter identification. practice rhyming.
Demonstrate comprehension/understanding before reading, during reading, and after reading on grade level through strategies such as retelling, summarizing note taking, connecting to prior knowledge, supporting assertions about text, and non-linguistic representations. CC.1.1.4.E CC.1.1.4.E CC.1.1.4.E CC.1.1.4.E CC.1.1.4.E Read with accuracy and Read with accuracy and fluency Read with accuracy and fluency Read with accuracy and fluency Read with accuracy and fluency fluency to support to support comprehension: • to support comprehension: • to support comprehension: • to support comprehension: • comprehension: • Read onRead on-level text with purpose Read on-level text with purpose Read on-level text with purpose Read on-level text with purpose level text with purpose and and understanding. • Read onand understanding. • Read onand understanding. • Read onand understanding. • Read onunderstanding. • Read onlevel text orally with accuracy, level text orally with accuracy, level text orally with accuracy, level text orally with accuracy, level text orally with Standard accuracy, appropriate rate, appropriate rate, and expression appropriate rate, and expression appropriate rate, and expression appropriate rate, and expression on successive readings. • Use on successive readings. • Use on successive readings. • Use on successive readings. • Use and expression on successive readings. • Use context to context to confirm or self-correct context to confirm or self-correct context to confirm or self-correct context to confirm or self-correct word recognition and word recognition and word recognition and word recognition and confirm or self-correct word understanding, rereading as understanding, rereading as understanding, rereading as understanding, rereading as recognition and necessary. necessary. necessary. necessary. understanding, rereading as necessary. BU-R 4-5: Erik Holiday assembly goes to 9:45. and Dale (10:10Lainey and Cayden will be gone Progress Monitoring: Dale Dale Progress Monitoring. TLW TLW read passage about winter because they have lunch during 10:40), Cassidy leaves at 10:30 for speech. Read a passage and answer TLW reread for fluency practice and answer comprehension and Elyse (940this time. TLW reread passages TLW do a cold read of a RN comprehension questions on Razand then write the summary questions independently. 10:10) Lainey and answer review story and answer questions. kids and Cayden (11: comprehension questions as a 30-12) group Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions. 10:10-10:25 Processing: Brody
TLW will work on homework. TLW review any material that reg. ed teachers suggest or review work that he has been working on.
TLW will work on homework. TLW review any material that reg. ed teachers suggest or review work that he has been working on.
TLW will work on homework. TLW review any material that reg. ed teachers suggest or review work that he has been working on.
TLW will work on homework. TLW review any material that reg. ed teachers suggest or review work that he has been working on.
TLW will work on homework. TLW review any material that reg. ed teachers suggest or review work that he has been working on.
Listen actively and respond to others in small and large group situations with appropriate questions and ideas
10:40-11 Behavior KHunter and Alex
https://pbskids. org/daniel/videos/ TLW Watch Daniel Tiger Episode about working together.
TLW will role play how to give person space and ask before they hug.
TLW be able to complete a ABC letter and sound matching independently. Hunter does not come because of therapy.
TLW practice taking turns while completing a puzzle. Learners will most likely not coming done because they are watching a movie.
Will not be here due to shorten kindergarten days and party
Demonstrate comprehension/understanding before reading, during reading, and after reading on grade level through strategies such as retelling, summarizing note taking, connecting to prior knowledge, supporting assertions about text, and non-linguistic representations. CC.1.1.4.E CC.1.1.4.E CC.1.1.4.E CC.1.1.4.E CC.1.1.4.E Read with accuracy and Read with accuracy and fluency Read with accuracy and fluency Read with accuracy and fluency Read with accuracy and fluency fluency to support to support comprehension: • to support comprehension: • to support comprehension: • to support comprehension: • comprehension: • Read onRead on-level text with purpose Read on-level text with purpose Read on-level text with purpose Read on-level text with purpose level text with purpose and and understanding. • Read onand understanding. • Read onand understanding. • Read onand understanding. • Read onunderstanding. • Read onlevel text orally with accuracy, level text orally with accuracy, level text orally with accuracy, level text orally with accuracy, level text orally with Standard accuracy, appropriate rate, appropriate rate, and expression appropriate rate, and expression appropriate rate, and expression appropriate rate, and expression on successive readings. • Use on successive readings. • Use on successive readings. • Use on successive readings. • Use and expression on successive readings. • Use context to context to confirm or self-correct context to confirm or self-correct context to confirm or self-correct context to confirm or self-correct word recognition and word recognition and word recognition and word recognition and confirm or self-correct word understanding, rereading as understanding, rereading as understanding, rereading as understanding, rereading as recognition and necessary. necessary. necessary. necessary. understanding, rereading as necessary. The learner will complete 2 Raz Edric and Jayce have speech Progress Monitoring The learner The learner will complete 2 Raz The learner will complete 2 Raz kids by listening to a story and 10:30-11. The learner will will complete 2 Raz kids by kids by listening to a story and kids by listening to a story and then responding to complete 2 Raz kids by listening to a story and then then responding to 10:30-11:30 DI-R then responding to comprehension questions. TLW responding to comprehension comprehension questions. TLW 4-5: Jayce, Edric, listening to a story and then comprehension questions. TLW reread passage about winter and responding to questions. TLW respond to read passage about winter and Elaina learn the parts of an expository review answers to comprehension questions. multiple-choice reading answer comprehension questions paragraph. comprehension questions as a Elaina a Progress Monitor comprehension questions. as a group. group. Use meaning and knowledge of words (e.g., synonyms, antonyms, nouns, adjectives) across content areas to develop reading vocabulary.
Standard
11:30-12 DI English 4-5Edric and Jayce
CC.1.4.3.F CC.1.4.3.F CC.1.4.3.F CC.1.2.4.F Demonstrate a gradeDemonstrate a grade-appropriate Demonstrate a grade-appropriate appropriate command of the Determine the meaning of words command of the conventions of command of the conventions of and phrases as they are used in conventions of standard standard English grammar, usage, standard English grammar, usage, grade-level text, including English grammar, usage, capitalization, punctuation, and capitalization, punctuation, and figurative language. capitalization, punctuation, spelling. spelling. and spelling. TLW complete a snowflake TLW write three things they like Edric and Jayce have speech 11: TLW review concrete and synonym sheet. TLW practice about winter with adjectives and TLW highlight nouns in a winter 30-12. Students will be at lunch abstract nouns. poem and then illustrate poem. contractions with a winter stretching the sentence with due to the shorter day worksheet. details.
Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.
CC.2.1.4.C. Extend the understanding of fractions to show equivalence and ordering
Standard
11:30-12 BU-M 5- Cole and Cassidy
Progress Monitoring
CC.2.1.4.C. Extend the understanding of fractions to show equivalence and ordering CC.2.2.3.A.3 Demonstrate multiplication and division fluency
TLW review adding fractions and TLW review multiplication with a complete extra fraction practice multiplication coloring sheet. sheets. TLW review simplifying TLW will continue fraction fractions and they will complete a practice simplifying fraction worksheet.
CC.2.1.4.C. Extend the understanding of fractions to show equivalence and ordering CC.2.2.3.A.3 Demonstrate multiplication and division fluency TLW review multiplication with a multiplication coloring sheet. Cole has speech. Students will be TLW review addition with a at lunch during this time due to snowball addition sheet. TLW the shorter day. finish any fraction sheets that weren't finished before.
Develop deeper understanding of vowel teams and apply them to reading and decoding text.
CC.1.1.1.D CC.1.1.1.D CC.1.1.1.D CC.1.1.1.D Know and apply grade-level Know and apply grade-level Know and apply grade-level Know and apply grade-level phonics and word analysis skills in decoding words. • phonics and word analysis skills in phonics and word analysis skills in phonics and word analysis skills in decoding words. • Identify decoding words. • Identify decoding words. • Identify Identify common consonant common consonant diagraphs, common consonant diagraphs, common consonant diagraphs, diagraphs, final-e, and final-e, and common vowel final-e, and common vowel final-e, and common vowel Standard common vowel teams. • teams. • Decode one and twoteams. • Decode one and twoteams. • Decode one and twoDecode one and two-syllable syllable words with common syllable words with common syllable words with common words with common patterns. • Read grade-level patterns. • Read grade-level patterns. • Read grade-level patterns. • Read grade-level words with inflectional endings. • words with inflectional endings. • words with inflectional endings. • words with inflectional Read grade-appropriate Read grade-appropriate Read grade-appropriate endings. • Read gradeirregularly spelled words. irregularly spelled words. irregularly spelled words. appropriate irregularly spelled words. TLW sort ee and ea words. TLW TLW read an "ee" passage and TLW show knoweldge of vowel 1:05-1:35 BU-Rread an "ea" passage highlighting highlight all the words with "ee" teams by playing the roll and TLW will read a passaging 3 Nevaeh and all the words with "ea" and and answer comprehension color game using "ea" and "ee" focusing on the "ai" sound Wyatt answer comprehension questions questions together. words. together. Apply measuring knowledge to measure objects around the room.
Standard
CC.2.4.2.A.3 Solve problems CC.2.4.2.A.1 and make change using coins Measure and estimate lengths in and paper currency with standard units using appropriate appropriate symbols. tools.
CC.2.4.2.A.1 Measure and estimate lengths in standard units using appropriate tools.
CC.2.4.2.A.1 Measure and estimate lengths in standard units using appropriate tools.
Will be at party/going home
1-2 DI-M 4-5: Ian, Edric, and Elaina
Progress Monitoring TLW review coin value by doing a color by coin.
Elaina Speech 1:30-2 TLW review 5th grade will be watching the how to measure and the movie. TLW will finish going TLW will go around the room and importance of measuring. TLW around the room and measuring measure different objects. will go around the room and different objects. measure different objects.
Will be at party/going home
Demonstrate: Phonological awareness through phoneme manipulation. Knowledge of letter sound correspondence (alphabetic principle) to decode and encode words. CC.1.1.K.C CC.1.1.K.C CC.1.1.K.C Demonstrate understanding Demonstrate understanding of Demonstrate understanding of of spoken words, syllables, spoken words, syllables, and spoken words, syllables, and and sounds (phonemes). • sounds (phonemes). • Recognize sounds (phonemes). • Recognize Recognize and produce and produce rhyming words. • and produce rhyming words. • rhyming words. • Count, Count, pronounce, blend, and Count, pronounce, blend, and pronounce, blend, and segment syllables in spoken segment syllables in spoken Standard segment syllables in spoken words. • Blend and segment words. • Blend and segment words. • Blend and segment onsets and rimes of singleonsets and rimes of singleonsets and rimes of singlesyllable spoken words. • Isolate syllable spoken words. • Isolate syllable spoken words. • and pronounce the initial, medial and pronounce the initial, medial Isolate and pronounce the vowel, and final sound vowel, and final sound initial, medial vowel, and final (phonemes) in the three(phonemes) in the threesound (phonemes) in the phoneme (CVC) words. phoneme (CVC) words. three-phoneme (CVC) words. TLW review sight word cards. TLW review sight word cards. TLW review sight word cards. TLW will be introduced to TLW will practice building his TLW will practice building spelling three spelling words for the spelling words. TLW work on English Damon Damon will be at OT. Will be at party/going home words. TLW will complete a week. TLW complete a sorting words with different spelling test. worksheet from the Journeys digraph sounds. series. Demonstrate: Phonological awareness through phoneme manipulation. Knowledge of letter sound correspondence (alphabetic principle) to decode and encode words.
Standard
CC.1.1.K.C CC.1.1.K.C CC.1.1.K.C Demonstrate understanding Demonstrate understanding of Demonstrate understanding of of spoken words, syllables, spoken words, syllables, and spoken words, syllables, and and sounds (phonemes). • sounds (phonemes). • Recognize sounds (phonemes). • Recognize Recognize and produce and produce rhyming words. • and produce rhyming words. • rhyming words. • Count, Count, pronounce, blend, and Count, pronounce, blend, and pronounce, blend, and segment syllables in spoken segment syllables in spoken segment syllables in spoken words. • Blend and segment words. • Blend and segment words. • Blend and segment onsets and rimes of singleonsets and rimes of singleonsets and rimes of singlesyllable spoken words. • Isolate syllable spoken words. • Isolate syllable spoken words. • and pronounce the initial, medial and pronounce the initial, medial Isolate and pronounce the vowel, and final sound vowel, and final sound initial, medial vowel, and final (phonemes) in the three(phonemes) in the threesound (phonemes) in the phoneme (CVC) words. phoneme (CVC) words. three-phoneme (CVC) words.
TLW review sight word cards. TLW complete sight word worksheet and watch sight word video. TLW recieve 1:30-2:30 DI-R-1 spelling words and practice Rylan building and writing them. TLW go through sound chart. TLW do a WIlson lesson with worksheet. TLW will practice handwriting.
Progress Monitoring. TLW review sight word cards. TLW complete sight word worksheet and watch sight word video. TLW recieve spelling words and practice building and writing them. TLW go through sound chart. TLW do a WIlson lesson with worksheet. TLW will practice handwriting. TLW sort digraphs.
Behavior 3-5 - Tristan, Leum, James, Jared, Zach, Elaina Behavior K - Alex, Hunter DI-M 2 - Jada DI-M 2-3 - Damon, Luke DI-M 4-5- Ian, Edric, Elaina BU-R K-1 - Lindsey, Rylan, Luke BU-R 4-5 - Erik, Dale, Cassidy, Lainey, Cayden, Elyse
TLW review sight word cards. TLW complete sight word worksheet and watch sight word video. TLW recieve spelling words and practice building and writing them. TLW go through sound chart. TLW do a WIlson lesson with worksheet. TLW practice handwriting.
Processing - Brody DI-R 4-5 - Jayce, Elaina, Edric BU-M 5 - Cole, Cassidy DI English 4-5 - Jayce, Edric
TLW will take a spelling test and get assessed on knowledge of sight words from the week. TLW will review from the week.
Will be at party/going home
Monday
Tuesday
Wednesday
Thursday
Friday
Listen actively and respond to others in small and large group situations with appropriate questions and ideas 8:45-9 Behavior Group: Jordan, Leum, Jared, James, Zach
TLW draw and talk about what they look like in the blue zone. (Lesson 6 in The Zones of Regulation book page 73)
TLW practice proper game playing skills through progress monitoring
TLW draw and talk about what they look like in the green zone. (Lesson 6 in The Zones of Regulation book page 73)
TLW will run through small, medium, and large problems that might occur during the holiday party/ movie watching and how they can cope with those problems.
TLW will review small, medium, and large problems that might occur during the holiday party and how they can cope with those problems. TLW receive free time to socialize together.
Demonstrate knowledge of charts and apply new knowledge of tally marks to create a chart. CC.2.4.2.A.3 Solve problems and CC.2.4.1.A.4 Represent and CC.2.4.1.A.4 Represent and CC.2.4.1.A.4 Represent and CC.2.4.1.A.4 Represent and make change using coins and interpret data using interpret data using tables/charts interpret data using tables/charts interpret data using tables/charts paper currency with appropriate tables/charts symbols. Progress Monitoring: Damon 8:50-9:50 (9Damon and Luke will leave early simple addition and TLW will demonstrate how to TLW will demonstrate how to Damon has therapy. TLW do a 920) DI-M 2-3: subtraction problems (Touch due to the chorus assembly. TLW make a tally chart and answer make a tally chart and answer color by coin to review value of Damon and Luke Point Math). TLW learn how finish any work from the tally questions based on the chart. questions based on the chart. coins. F activities. to make tally marks and then practice. Standard
Model and guide the Group Problem-Solving strategy by identifying a mathematical problem, saying the Group Ruple, and creating a number sentence.
Standard
8:50-9:50 DI-M 2- Jada
CC.2.2.PREK.A.1 Understand CC.2.2.PREK.A.1 Understand CC.2.2.PREK.A.1 Understand CC.2.2.PREK.A.1 Understand addition as putting together addition as putting together and addition as putting together and addition as putting together and and adding to, and adding to, and understand adding to, and understand adding to, and understand understand subtraction as subtraction as taking apart and subtraction as taking apart and subtraction as taking apart and taking apart and taking from. taking from. taking from. taking from. Progress monitor. TLW learn TLW compare sets for TLW Count 1-5 movable objects TLW Make sets of 1-3. TLW learn the Group Problem-Solving same/equal (page 48). TLW learn in a line. TLW learn the Group the Group Problem-Solving strategy through modeling, the Group Problem-Solving Problem-Solving strategy through strategy through modeling, identifying the Group type, strategy through modeling, modeling, identifying the Group identifying the Group type, saying saying the Group rule, identifying the Group type, saying type, saying the Group rule, the Group rule, creating a creating a number sentence, the Group rule, creating a creating a number sentence, and number sentence, and adding and adding two sets of number sentence, and adding adding two sets of different two sets of different things to different things to form a two sets of different things to things to form a larger group. form a larger group. larger group. form a larger group.
CC.2.1.PREK.A.1 Know number names and the count sequence.
TLW make set of 1-3. Jada then will be going to the chorus assembly.
Demonstrate: Phonological awareness through phoneme manipulation. Knowledge of letter sound correspondence (alphabetic principle) to decode and encode words.
Standard
CC.2.1.K.A.1 Know number names and write and recite the count sequence. Standard - CC.1.1. PREK.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes). • Recognize rhyming words and when two or more words begin with the same sound (alliteration). • Count
CC.2.1.K.A.1 Know number names and write and recite the count sequence. Standard - CC.1.1. PREK.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes). • Recognize rhyming words and when two or more words begin with the same sound (alliteration). • Count
CC.2.1.K.A.1 Know number names Standard - CC.1.1.PREK.C and write and recite the count Demonstrate understanding of sequence. Standard - CC.1.1. spoken words, syllables, and PREK.C sounds (phonemes). • Recognize Demonstrate understanding of rhyming words and when two or spoken words, syllables, and more words begin with the same sounds (phonemes). • Recognize sound (alliteration). • Count rhyming words and when two or syllables in spoken words. • more words begin with the same Segment single-syllable spoken sound (alliteration). • Count words. • Isolate and pronounce
BU-R K-1: Luke (9:20-9:35) and Lindsey (8:50-9: 50)
Progress Monitoring
Lindsey: TLW practice saying letters and sounds. TLW sound out phonemes in Wilson book 1.3. TLW count to 100. TLW will identify numbers 1-30. TLW practice rhyming. Luke: will put the alphabet in order. TLW practice rhyming.
Luke goes to art class. Lindsey: TLW practice saying letters and sounds. TLW sound out phonemes in Wilson book 1.3. TLW count to 100. TLW will identify numbers 1-30. TLW practice rhyming. Luke: will put the alphabet in order. TLW practice rhyming.
Luke doesn't come because he is at special. Lindsey: TLW practice Luke doesn't come because he is saying letters and sounds. TLW at special. Lindsey will be leaving sound out phonemes in Wilson early because of the assembly. book 1.3. TLW count to 100. TLW TLW go on to ABCY to practice will identify numbers 1-30. TLW letter identification. practice rhyming.
Demonstrate comprehension/understanding before reading, during reading, and after reading on grade level through strategies such as retelling, summarizing note taking, connecting to prior knowledge, supporting assertions about text, and non-linguistic representations. CC.1.1.4.E CC.1.1.4.E CC.1.1.4.E CC.1.1.4.E CC.1.1.4.E Read with accuracy and Read with accuracy and fluency Read with accuracy and fluency Read with accuracy and fluency Read with accuracy and fluency fluency to support to support comprehension: • to support comprehension: • to support comprehension: • to support comprehension: • comprehension: • Read onRead on-level text with purpose Read on-level text with purpose Read on-level text with purpose Read on-level text with purpose level text with purpose and and understanding. • Read onand understanding. • Read onand understanding. • Read onand understanding. • Read onunderstanding. • Read onlevel text orally with accuracy, level text orally with accuracy, level text orally with accuracy, level text orally with accuracy, level text orally with Standard accuracy, appropriate rate, appropriate rate, and expression appropriate rate, and expression appropriate rate, and expression appropriate rate, and expression on successive readings. • Use on successive readings. • Use on successive readings. • Use on successive readings. • Use and expression on successive readings. • Use context to context to confirm or self-correct context to confirm or self-correct context to confirm or self-correct context to confirm or self-correct word recognition and word recognition and word recognition and word recognition and confirm or self-correct word understanding, rereading as understanding, rereading as understanding, rereading as understanding, rereading as recognition and necessary. necessary. necessary. necessary. understanding, rereading as necessary. BU-R 4-5: Erik Holiday assembly goes to 9:45. and Dale (10:10Lainey and Cayden will be gone Progress Monitoring: Dale Dale Progress Monitoring. TLW TLW read passage about winter because they have lunch during 10:40), Cassidy leaves at 10:30 for speech. Read a passage and answer TLW reread for fluency practice and answer comprehension and Elyse (940this time. TLW reread passages TLW do a cold read of a RN comprehension questions on Razand then write the summary questions independently. 10:10) Lainey and answer review story and answer questions. kids and Cayden (11: comprehension questions as a 30-12) group Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions. 10:10-10:25 Processing: Brody
TLW will work on homework. TLW review any material that reg. ed teachers suggest or review work that he has been working on.
TLW will work on homework. TLW review any material that reg. ed teachers suggest or review work that he has been working on.
TLW will work on homework. TLW review any material that reg. ed teachers suggest or review work that he has been working on.
TLW will work on homework. TLW review any material that reg. ed teachers suggest or review work that he has been working on.
TLW will work on homework. TLW review any material that reg. ed teachers suggest or review work that he has been working on.
Listen actively and respond to others in small and large group situations with appropriate questions and ideas
10:40-11 Behavior KHunter and Alex
https://pbskids. org/daniel/videos/ TLW Watch Daniel Tiger Episode about working together.
TLW will role play how to give person space and ask before they hug.
TLW be able to complete a ABC letter and sound matching independently. Hunter does not come because of therapy.
TLW practice taking turns while completing a puzzle. Learners will most likely not coming done because they are watching a movie.
Will not be here due to shorten kindergarten days and party
Demonstrate comprehension/understanding before reading, during reading, and after reading on grade level through strategies such as retelling, summarizing note taking, connecting to prior knowledge, supporting assertions about text, and non-linguistic representations. CC.1.1.4.E CC.1.1.4.E CC.1.1.4.E CC.1.1.4.E CC.1.1.4.E Read with accuracy and Read with accuracy and fluency Read with accuracy and fluency Read with accuracy and fluency Read with accuracy and fluency fluency to support to support comprehension: • to support comprehension: • to support comprehension: • to support comprehension: • comprehension: • Read onRead on-level text with purpose Read on-level text with purpose Read on-level text with purpose Read on-level text with purpose level text with purpose and and understanding. • Read onand understanding. • Read onand understanding. • Read onand understanding. • Read onunderstanding. • Read onlevel text orally with accuracy, level text orally with accuracy, level text orally with accuracy, level text orally with accuracy, level text orally with Standard accuracy, appropriate rate, appropriate rate, and expression appropriate rate, and expression appropriate rate, and expression appropriate rate, and expression on successive readings. • Use on successive readings. • Use on successive readings. • Use on successive readings. • Use and expression on successive readings. • Use context to context to confirm or self-correct context to confirm or self-correct context to confirm or self-correct context to confirm or self-correct word recognition and word recognition and word recognition and word recognition and confirm or self-correct word understanding, rereading as understanding, rereading as understanding, rereading as understanding, rereading as recognition and necessary. necessary. necessary. necessary. understanding, rereading as necessary. The learner will complete 2 Raz Edric and Jayce have speech Progress Monitoring The learner The learner will complete 2 Raz The learner will complete 2 Raz kids by listening to a story and 10:30-11. The learner will will complete 2 Raz kids by kids by listening to a story and kids by listening to a story and then responding to complete 2 Raz kids by listening to a story and then then responding to 10:30-11:30 DI-R then responding to comprehension questions. TLW responding to comprehension comprehension questions. TLW 4-5: Jayce, Edric, listening to a story and then comprehension questions. TLW reread passage about winter and responding to questions. TLW respond to read passage about winter and Elaina learn the parts of an expository review answers to comprehension questions. multiple-choice reading answer comprehension questions paragraph. comprehension questions as a Elaina a Progress Monitor comprehension questions. as a group. group. Use meaning and knowledge of words (e.g., synonyms, antonyms, nouns, adjectives) across content areas to develop reading vocabulary.
Standard
11:30-12 DI English 4-5Edric and Jayce
CC.1.4.3.F CC.1.4.3.F CC.1.4.3.F CC.1.2.4.F Demonstrate a gradeDemonstrate a grade-appropriate Demonstrate a grade-appropriate appropriate command of the Determine the meaning of words command of the conventions of command of the conventions of and phrases as they are used in conventions of standard standard English grammar, usage, standard English grammar, usage, grade-level text, including English grammar, usage, capitalization, punctuation, and capitalization, punctuation, and figurative language. capitalization, punctuation, spelling. spelling. and spelling. TLW complete a snowflake TLW write three things they like Edric and Jayce have speech 11: TLW review concrete and synonym sheet. TLW practice about winter with adjectives and TLW highlight nouns in a winter 30-12. Students will be at lunch abstract nouns. poem and then illustrate poem. contractions with a winter stretching the sentence with due to the shorter day worksheet. details.
Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.
CC.2.1.4.C. Extend the understanding of fractions to show equivalence and ordering
Standard
11:30-12 BU-M 5- Cole and Cassidy
Progress Monitoring
CC.2.1.4.C. Extend the understanding of fractions to show equivalence and ordering CC.2.2.3.A.3 Demonstrate multiplication and division fluency
TLW review adding fractions and TLW review multiplication with a complete extra fraction practice multiplication coloring sheet. sheets. TLW review simplifying TLW will continue fraction fractions and they will complete a practice simplifying fraction worksheet.
CC.2.1.4.C. Extend the understanding of fractions to show equivalence and ordering CC.2.2.3.A.3 Demonstrate multiplication and division fluency TLW review multiplication with a multiplication coloring sheet. Cole has speech. Students will be TLW review addition with a at lunch during this time due to snowball addition sheet. TLW the shorter day. finish any fraction sheets that weren't finished before.
Develop deeper understanding of vowel teams and apply them to reading and decoding text.
CC.1.1.1.D CC.1.1.1.D CC.1.1.1.D CC.1.1.1.D Know and apply grade-level Know and apply grade-level Know and apply grade-level Know and apply grade-level phonics and word analysis skills in decoding words. • phonics and word analysis skills in phonics and word analysis skills in phonics and word analysis skills in decoding words. • Identify decoding words. • Identify decoding words. • Identify Identify common consonant common consonant diagraphs, common consonant diagraphs, common consonant diagraphs, diagraphs, final-e, and final-e, and common vowel final-e, and common vowel final-e, and common vowel Standard common vowel teams. • teams. • Decode one and twoteams. • Decode one and twoteams. • Decode one and twoDecode one and two-syllable syllable words with common syllable words with common syllable words with common words with common patterns. • Read grade-level patterns. • Read grade-level patterns. • Read grade-level patterns. • Read grade-level words with inflectional endings. • words with inflectional endings. • words with inflectional endings. • words with inflectional Read grade-appropriate Read grade-appropriate Read grade-appropriate endings. • Read gradeirregularly spelled words. irregularly spelled words. irregularly spelled words. appropriate irregularly spelled words. TLW sort ee and ea words. TLW TLW read an "ee" passage and TLW show knoweldge of vowel 1:05-1:35 BU-Rread an "ea" passage highlighting highlight all the words with "ee" teams by playing the roll and TLW will read a passaging 3 Nevaeh and all the words with "ea" and and answer comprehension color game using "ea" and "ee" focusing on the "ai" sound Wyatt answer comprehension questions questions together. words. together. Apply measuring knowledge to measure objects around the room.
Standard
CC.2.4.2.A.3 Solve problems CC.2.4.2.A.1 and make change using coins Measure and estimate lengths in and paper currency with standard units using appropriate appropriate symbols. tools.
CC.2.4.2.A.1 Measure and estimate lengths in standard units using appropriate tools.
CC.2.4.2.A.1 Measure and estimate lengths in standard units using appropriate tools.
Will be at party/going home
1-2 DI-M 4-5: Ian, Edric, and Elaina
Progress Monitoring TLW review coin value by doing a color by coin.
Elaina Speech 1:30-2 TLW review 5th grade will be watching the how to measure and the movie. TLW will finish going TLW will go around the room and importance of measuring. TLW around the room and measuring measure different objects. will go around the room and different objects. measure different objects.
Will be at party/going home
Demonstrate: Phonological awareness through phoneme manipulation. Knowledge of letter sound correspondence (alphabetic principle) to decode and encode words. CC.1.1.K.C CC.1.1.K.C CC.1.1.K.C Demonstrate understanding Demonstrate understanding of Demonstrate understanding of of spoken words, syllables, spoken words, syllables, and spoken words, syllables, and and sounds (phonemes). • sounds (phonemes). • Recognize sounds (phonemes). • Recognize Recognize and produce and produce rhyming words. • and produce rhyming words. • rhyming words. • Count, Count, pronounce, blend, and Count, pronounce, blend, and pronounce, blend, and segment syllables in spoken segment syllables in spoken Standard segment syllables in spoken words. • Blend and segment words. • Blend and segment words. • Blend and segment onsets and rimes of singleonsets and rimes of singleonsets and rimes of singlesyllable spoken words. • Isolate syllable spoken words. • Isolate syllable spoken words. • and pronounce the initial, medial and pronounce the initial, medial Isolate and pronounce the vowel, and final sound vowel, and final sound initial, medial vowel, and final (phonemes) in the three(phonemes) in the threesound (phonemes) in the phoneme (CVC) words. phoneme (CVC) words. three-phoneme (CVC) words. TLW review sight word cards. TLW review sight word cards. TLW review sight word cards. TLW will be introduced to TLW will practice building his TLW will practice building spelling three spelling words for the spelling words. TLW work on English Damon Damon will be at OT. Will be at party/going home words. TLW will complete a week. TLW complete a sorting words with different spelling test. worksheet from the Journeys digraph sounds. series. Demonstrate: Phonological awareness through phoneme manipulation. Knowledge of letter sound correspondence (alphabetic principle) to decode and encode words.
Standard
CC.1.1.K.C CC.1.1.K.C CC.1.1.K.C Demonstrate understanding Demonstrate understanding of Demonstrate understanding of of spoken words, syllables, spoken words, syllables, and spoken words, syllables, and and sounds (phonemes). • sounds (phonemes). • Recognize sounds (phonemes). • Recognize Recognize and produce and produce rhyming words. • and produce rhyming words. • rhyming words. • Count, Count, pronounce, blend, and Count, pronounce, blend, and pronounce, blend, and segment syllables in spoken segment syllables in spoken segment syllables in spoken words. • Blend and segment words. • Blend and segment words. • Blend and segment onsets and rimes of singleonsets and rimes of singleonsets and rimes of singlesyllable spoken words. • Isolate syllable spoken words. • Isolate syllable spoken words. • and pronounce the initial, medial and pronounce the initial, medial Isolate and pronounce the vowel, and final sound vowel, and final sound initial, medial vowel, and final (phonemes) in the three(phonemes) in the threesound (phonemes) in the phoneme (CVC) words. phoneme (CVC) words. three-phoneme (CVC) words.
TLW review sight word cards. TLW complete sight word worksheet and watch sight word video. TLW recieve 1:30-2:30 DI-R-1 spelling words and practice Rylan building and writing them. TLW go through sound chart. TLW do a WIlson lesson with worksheet. TLW will practice handwriting.
Progress Monitoring. TLW review sight word cards. TLW complete sight word worksheet and watch sight word video. TLW recieve spelling words and practice building and writing them. TLW go through sound chart. TLW do a WIlson lesson with worksheet. TLW will practice handwriting. TLW sort digraphs.
Behavior 3-5 - Tristan, Leum, James, Jared, Zach, Elaina Behavior K - Alex, Hunter DI-M 2 - Jada DI-M 2-3 - Damon, Luke DI-M 4-5- Ian, Edric, Elaina BU-R K-1 - Lindsey, Rylan, Luke BU-R 4-5 - Erik, Dale, Cassidy, Lainey, Cayden, Elyse
TLW review sight word cards. TLW complete sight word worksheet and watch sight word video. TLW recieve spelling words and practice building and writing them. TLW go through sound chart. TLW do a WIlson lesson with worksheet. TLW practice handwriting.
Processing - Brody DI-R 4-5 - Jayce, Elaina, Edric BU-M 5 - Cole, Cassidy DI English 4-5 - Jayce, Edric
TLW will take a spelling test and get assessed on knowledge of sight words from the week. TLW will review from the week.
Will be at party/going home
