Week 8 Lp 3rd Nine
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Lesson Plans for March 2-5 Richey’s Room
1st Grade
Mrs.
Morning Activities -Take attendance and Lunch count. -Students will work on “Morning Message” (on the board). -TTW check homework folders and agendas. TSW have these on the side of their desks. - Watch “Delmae Morning Page” or “Healthersize” Every Day Counts (Morning Math Calendar Activities) Learner Standards: Teacher activities:
TTW guide the students through the calendar activities. The activities for November include the date, the # of day in school (shown on a # line, 100’s chart, blank clock, place value pockets, and 100’s grid), a weather graph, extending a pattern, counting objects, and making equations using the # of the day as the answer.
Student activities: TSW answer questions and participate in equation making. Assessment: T.O. Materials: Calendar board, overhead Self-selected Reading
Target Learner Standards: 1-1.8 Carry out independent reading for an extended time to derive pleasure. Teacher activities: TTW monitor and conference with students.
Student activities: TSW read from A.R. books or book tubs. Assessment: A.R. test as necessary. Materials: Book tubs, A.R. books, reading logs, computers for testing
Math
Readers’ Workshop Shared Reading
Writers’ Workshop
Word Study
Concepts
Weekly learner Standards:
Weekly learner Standards:
Weekly Learner Standards:
Weekly Learner Standards:
Weekly Learner Standards:
1-5.8 Use analog and digital clocks to tell and record time to the half hour.
1-1.1 Summarize the main idea and supporting evidence in literary text during classroom discussion.
1-1.8 Create responses to literary texts through a variety of methods.
1-2.6 Use graphic features as sources of information.
Science
1-1.9 Classify a text as fiction or nonfiction. 1-1.5 Generate a retelling that identifies the characters and the setting in a story and relates the important events in sequential order. 1-1.8 Create responses to literary texts through a variety of methods. 1-1.10 Explain cause/effect relationships presented in literary texts.
1-4.8 Use appropriate word formation by writing from right to left to the letters that spell a word. 1-4.2 Use simple sentences to write. 1-4.7 Use appropriate spacing between words. 1-5.1 Create written communications for a specific audience
1-3.2 Identify base words and their inflectional endings
1-4.1 Recognize the composition of Earth (including rocks, sand, soil, and water).
1-3.4 Recognize high frequency words encountered in texts.
1-4.2 Classify rocks and sand by their physical appearance.
1-3.6 Use structural analysis to determine of compound words and contractions.
1-4.3 Compare soil samples by sorting them according to properties (including color, texture, and the capacity to nourish growing plants).
1-3.12 Use onsets and rimes to decode and generate words. 1-3.14 Organize a series of words in ABC order by first letter. 1-3.15 Identify beg. mid. and end sounds in a single-syllable word.
1-4.4 Recognize the observable properties of water (including the fact that is takes the shape of its container, flows downhill, and feels wet).
Weekly WWW:
1-4.5 Illustrate the locations of water on Earth by using drawings, maps, or models.
-ou family
1-4.6 Exemplify Earth materials that are used for building structures or for growing plant
HIS, ANY, CAR, RAIN, BEEN
Monday: 9:30-10:20 (today and Wednesday only) Teacher activities: Administer place value assessment (up to 99). Student Activities: TSW complete place value assessment.
Monday: 8:30-9:00 (Today and Wednesday only) Teacher activities: Write on the board Dr. Seuss. Introduce the phrase “author’s craft” and the word “environment”. How would you describe the common characteristics seen in all of Dr. Seuss’s books? Today we will watch a video of the popular Dr. Seuss story “The Lorax”. Each table group will be given a question on an index card to discuss and share with the class. 1. Why do you think the Once-ler did what he did? 2. What changes did you see in the environment? 3. What did things look like before the Thneeds came? 4. What was the author’s message about what one person can do the help or hurt the environment? 5. What changes did you see after the Thneeds came? Following the movie, discuss the importance of trees
(SEE BELOW)
for people and animals. Cooperative Learning: Table groups will discuss then present ideas to the post-video questions. Student Activities: TSW participate in watching video, then discussing post video questions. Differentiated Learning: Visuals, oral and hands on activity. Ask low and high level questions. Accommodations: Students with IEP’s will be closely monitored and paired with students that can provide support.
Monday:
Monday:
9:00 –9:30 (today and Wednesday only)
10:20-10:40 (Today and Wednesday only)
Teacher activities: State objective. (1-1.8) Create responses to text through a variety of methods. Today we watched the video “The Lorax”. We discussed what could happen to the environment when we start destroying trees and plants. You will create a poster stating why we trees are important to people and animals. You can illustrate. First, write a response to one of the he following prompts in your writing notebook.
Trees are important to people and animals because ____________ . or
People can help the environmen t by _________. With a partner revise/edit your sentence. Then complete your poster. Cooperative Learning: Partners will revise/edit sentences. Student Activities: STW complete the writing prompt,
Teacher activities: State objective on page 154i. Connect to prior knowledge by introducing variant vowels /ou/ow, ou. Display letters “ow” and “ou” together. Explain to students that both of these letter combinations can make the same sound as in “owl” and “pout”. Instruct partners to think of other words with the same sound. Share with class. Build spelling words page 154i and 154J. Ask Word build questions page 154J. Introduce new WWW. Generate –ou list. Stomp words. Do mini lesson on personal pronouns and proper nouns. Cooperative Learning: Students will work in pairs to generate a word(s) that have /ou/ow,ou sound. Student Activities: TSW help generate –ou words, word build, and copy words from chart on paper, stomp words. They will work with partner to read WWW and spelling word list. Differentiated Learning: Visuals, oral, kinesthetic, and written expression. High and low questions. Accommodations : Students with IEP’s will be closely monitored and paired with
Monday: 1:30-2:05 Science Earth Materials Unit Teacher activities: See CAD.
Tuesday: 8:30-9:20 Teacher activities: State the objective page 503. Spiral review with 2minute math 503A. Problem of the day page 503 for morning work. Activate background knowledge by talking about times we come to school, eat lunch, eat dinner, and go to bed. Begin with activity option page 503. Proceed with hands on activity option page 503 (The Human Clock). Then instruct students to work as a group page 503 in WB and 504 independently. Cooperative Learning: Students will work in two groups of 12 to form a clock. Student Activities: TSW participate in overhead activity, hands on activity, and pages 503 and 504. Differentiated Learning: Address difference in learning styles by varying modes of instruction. Use pictorial representations and hands on activity. Heterogeneous grouping of students during coop learning. Assign challenge activities for early finishers page 50. Accommodation s: Students with IEP’s will be closely monitored and paired with students that can provide support. TTW provide additional support
Tuesday: Teacher activities: Distribute literature books. Build background and connect to prior knowledge by telling the students that they are going to read a story about a robot page 124S. Guide them in making a chart. Help them list things they would and would not expect a robot to do. Discuss Story words, post WWW and vocabulary words. Ask students to turn to a partner and read the WWW on page 126. Prepare to read with prereading strategies page 125A. Set the purpose for reading My Robot Preview/predict. Discuss genre. Go through guided comprehension. Ask questions (Analyzing level IV), Discuss difference between realistic and fantasy. Cooperative Learning: Partners will read WWW to each other. Student Activities: TSW participate in discussion/questionin g and follow along in book as teacher reads. Students will work in pairs to read word list to each other. Differentiated Learning: Visuals, oral reading along with text. Ask low and high level questions. Accommodations: Students with IEP’s will be closely monitored and paired with students that can provide support. Repeat directions. Closure: Today we read a science fiction story about children in the future. Assessment: T.O. of questioning and
Tuesday: 10:15-10:40
Tuesday: 9:55-10:15
State objective. Recall that we began the first stage of a simple letter. Today we will begin to draft the letter. First lets create a sentence with one of the verbs provided.
Teacher activities: State objective on page 124I. Connect to prior knowledge by reminding the children about the different sounds for the letter “c”. Continue lesson with word blending and apply phonics pages 124Q and R. Dictate sentences page 124R. Review spelling and WWW. Do mini lesson on pronouns/nouns. Introduce game. Instruct students to play game with table group. Cooperative Learning: TSW work in table group to play pronoun/noun game. Student Activities: TSW participate in word building, practice writing WWW and spelling words, and play pronoun/noun game. Differentiated Learning: Visuals, oral, written and hands on activity. Accommodations : Students with IEP’s will be closely monitored and paired with students that can provide support. Repeat directions. Check for understanding. Monitor during game. Closure: Today we reviewed WWW, family words, did word building and played a game on pronouns and nouns. Assessment: T.O., spelling/www, game.
With partner, revise:
I like to play soccer. Revise with who, what, where, why when, how. Connect to background: Recall from yesterday that I modeled a letter and we began the pre-write stage. What are some reasons why we might write a letter? Cooperative Learning: Partners will revise sentence. Student Activities: TSW create Abe Lincoln book. Differentiated Learning:, Students are to create a sentence with the verb provided a begin creating a simple letter. Accommodation s: Students with IEP’s will be closely monitored and paired with students that can provide support. Check for understanding and provided assistance in drafting letter. Closure: Today we created/revised sentences and began the draft stage of the writing process.
Handwriting will be a part of word
Tuesday: 1:30-2:05 Science Earth Materials Unit
Wednesday: 8:30-9:20
Wednesday: 9:25-9:50
Wednesday: 10:15-10:40
Wednesday: 9:55-10:15
Teacher activities: State the objective page 505. Spiral review with 2minute math 505A. Problem of the day page 505A for morning work. Activate background knowledge by reviewing how various times using the Judy clock on the hour. Begin lesson with overhead activity page 505. Follow this with hands on activity using paper clocks (teaching tool 30). Instruct students to work in table groups to show various times. Proceed with whole group page 505 of WB and 506 independently. Cooperative Learning: Students will work in table groups to show time of the paper clocks provided. Student Activities: TSW participate in overhead activity, hands on activity, and pages 505 and 506. Differentiated Learning: Address difference in learning styles by varying modes of instruction. Use pictorial representations and hands on activity. Heterogeneous grouping of students during coop learning. Assign challenge activities for early finishers page 50. Accommodation s: Students with IEP’s will be closely monitored
Teacher activities: Distribute literature books. Reread story My Robot. Have each child select his/her favorite section from My Robot. Ask children to practice reading their favorite story part. When they are ready, have them read aloud to classmates. Children can draw and cut out pictures of Cecil and the boys, or have the choice of using the character cut outs to add to the dramatization.
Teacher activities: State objective. Recall that we began drafting a simple letter. Today we will continue drafting a letter.
Teacher activities: State objective on page 145F. TTW review WWW and consonant /s/c. Word build. With a partner write down as many words as you can with a beginning or end soft c. Mini lesson: Continue playing pronoun/noun game. Cooperative Learning: Students will work in pairs to create words with soft c sound. Student Activities: TSW review WWW and word family words, Create sentence with soft “c” and play noun/pronoun game. Differentiated Learning: Visuals, oral and written expression. Heterogeneous grouping of students for coop activity.
Cooperative Learning: In groups of four students will read aloud their favorite part of the story with a drawing or cutout. Student Activities: TSW participate in practicing selected page from story then read aloud to group. Differentiated Learning: Visuals, oral reading along with text. Assign more difficult parts to high readers and easier text to low level. Accommodations: Students with IEP’s will be closely monitored and paired with students that can provide support. Assist during oral reading. Closure: Today we reread a science fiction story about children of the future and we reread for fluency. Assessment: T.O. of oral reading.
First with a partner, lets take a sentence and expand it.
My feet were wet. (My toes curled as the spilled fruit juice seeped into the worn corners of my shoes.) Now revise independently:
The pillows smelled bad.
(The odor of the pillows, musty with age, invaded my nostrils.) Connect to background: What are ways we can communicate to others besides writing a letter? (Email, telephone, text message). Cooperative Learning: Partners will revise sentence. Student Activities: TSW revise sentences and continue with drafting simple letter. Differentiated Learning:, Students are to revise a sentence and continue drafting personal simple letter. Accommodation s: Students with IEP’s will be closely monitored and paired with students that can provide support. Check for understanding and provided assistance in drafting letter. Closure: Today we revised sentences and
Accommodation s: Students with IEP’s will be closely monitored and paired with students that can provide support. Repeat directions. Monitor during game. Closure: We identified words with soft “c”, we played game, and practiced spelling/WWW. Assessment: T.O., create words and game.
Handwriting will be a part of word study.
Wednesday 1:30-2:05 Science Earth Materials Unit Teacher activities: See CAD.
Thursday: 8:30-9:20
Thursday: 9:25-9:45
Thursday: 10:30-10:40
Thursday: 9:45 -10:30
Teacher activities: State the objective page 509. Build background with 2minute math page 509A (Numbers and Operations) and problem of the day for morning work. Start lesson with activity option on overhead page 509. Proceed with hands on activity “Skip Around the Clock” page 509. Students will then be instructed to do page 509 as whole group and page 510 independently. Early finishers can do page 132 of workbook. Cooperative Learning: Students will work in groups of 12 to play Skip Around the Clock. Student Activities: TSW participate in hands on activity, two-minute math, hands on activity, complete written exercises pages 505 and 506. Differentiated Learning: Address difference in learning styles by varying modes of instruction. Use pictorial representations and hands on activity. Allow students to use manipulatives. Heterogeneous grouping of students during coop learning. Assign challenge activities for early finishers.
Teacher activities: Reread My Robot. After children reread aloud have groups of four to interview Cecil asking questions based on the story. Explain that in an interview, one person asks another person a question. Use the Character Cutout to make a stick puppet robot. Have the children take turns holding the robot and pretending to be Cecil Student Activities: TSW participate in rereading the story and pretend to conduct an interview of Cecil. Differentiated learning: Monitor the students who will be playing the part of Cecil. Ask questions that can be successfully responded to. Accommodations : Students with IEP’s will be closely monitored and paired with students that can provide support.
Teacher activities: State objective. What are the 5 stages of the writing process? What stage are we in? With a partner, provide an adjective to the following sentence.
Compass Lab
Accommodations : Students with IEP’s will be closely monitored and paired with students that can provide support. TTW provide
Closure: Today we reread a story for clarity and conducted an interview of one of the characters. Assessment: T.O. of oral reading and oral responses.
Ahmonte walked ________through the hallway and ran into Mrs. Richey. (briskly) Revise with who, where, why when, how. It is snowing. Today we will start the revision/editing stages. Connect to background: Recall that a letter has 5 main parts. Date, Greeting, Body, Closing and Signature. What is post script? Cooperative Learning: Partners will complete a sentence providing an adjective. Student Activities: TSW revised sentences and start revisions and editing simple letter. Differentiated Learning:, Students are to revise a sentence adding details such as who, where, when, why, how. Accommodations : Students with IEP’s will be closely monitored and paired with students that can provide support. Check for understanding and provided assistance in
Thursday: 1:30-2:05 Science Earth Materials Unit Teacher activities: See CAD.
Friday:
Friday:
Friday:
Friday:
Friday
NO SCHOOL
NO SCHOOL
NO SCHOOL
NO SCHOOL
NO SCHOOL
Materials:
Materials: Harcourt Trophies Student Edition, Yertle the Turtle, cardstock characters, Popsicle sticks, glue,
Materials: paper, pencil, transparencies, overhead projector, writing journal, lined writing paper, markers, stationary paper, whiteboard, Resources: Harcourt Trophies Teachers Edition; ELA CAD; Ready Set, Edit; Ready, Set, Revise (Connie Prevatte),
Materials: paper, pencil, transparencies, overhead projector, whiteboard, writing journal, lined writing paper, markers, alphabet cards for word building..
Materials: PC, journals, science books, paper, Foss kit, paper booklet, trade book Riki and Ronde Barber Game Day.
overhead, student workbook/practice book, digital clocks, string, place cards with numbers, Judy clock, paper clocks.
Resources:
CAD, Teacher’s South Carolina Edition Mathematics (Houghton Mifflin)
Resources: Harcourt Trophies Teachers Edition; ELA CAD
Resources: CAD, Teacher’s South Carolina Edition ELA
Resources: United Streaming, South Carolina Science (Macmillan, McGraw-Hill)
Science CAD, Foss Manual,
ELA Simple Letter http://pbskids.org/arthur/games/letterwriter/letter.html
Dr. Seuss activities
http://www.atozteacherstuff.com/pages/250.shtml#lorax http://www.sd5.k12.mt.us/glaciereft/bottr312.htm Pronouns http://www.talibiddeenjr.com/downloads/la_english_gum-pronouns-subject-game.pdf
http://www.lessonsnips.com/lesson/basicpronouns
Importance of trees http://wiki.answers.com/Q/What_is_the_importance_of_trees Answer
Trees help us breathe and provide a home for quite a few diverse kinds of animals and insects. They are the largest and longest living organisms on earth. To grow tall the tree has become a miracle of engineering and a complex chemical factory. It is able to take water and salts out of the earth and lift them up to the leaves, sometimes over 400 ft above. By means of photosynthesis the leaves combine the water and salts with carbon dioxide from the air to produce the nutrients which feed the tree. In this process, as well as wood, trees create many chemicals, seeds and fruit of great utility to man. Also, trees provide refreshing shade. Apart from the above, trees are effectively the lungs of the environment. They take much of carbon dioxide from the atmosphere and release oxygen via photosynthesis. Therefore, the greenhouse gas load is reduced and effects of global warming are also brought down. Further dead trees that get buried in soil eventually provide fossil fuels like coal, gasoline products, etc. Among all, trees have an indisputable role in bringing rain to earth. Moreover, they provide a cover over the top surface of earth preventing excessive heating up by solar rays. http://buddika.wordpress.com/2007/09/29/keeping-the-environment-clean/ THE IMPORTANCE OF TREES
Jump to Comments Trees play an important role in the weather and climate.Trees provide us food and shelter.Thet also provides fire wood,furniture and medicine.The roots of the trees retain the moisture of the soil.Trees also clean polluted air.But people cut down trees without thinking.They sell the timber and down the forests.As a result the rivers dry up or cause disastrous floods.Thus green land of ours will turn into a desert and economic and social life of the people would affected.By cutting down trees people not only distroy human like but also animals and their habitat.As the forests are diminishing we are losing large number of our rare animals.When people destory forests them destroy medicinal plants as well.This affets the Ayurvedic Medcal System too.The forest department is talking every step to solve this problem.Therefore in stead of destroying.This green cover of the earth we all must strive hard to protect the forests for our selves and the future generations.
Literacy Groups/Centers Station 1: Group #1 (low) Literacy Group 1-1.1 Summarize the main idea and supporting evidence in literary text during classroom discussion. 1-1.9 Classify a text as fiction or nonfiction. 1-1.5 Generate a retelling that identifies the characters and the setting in a story and relates the important events in sequential order.
Station 2: Group #2 (medium) 1-3.12 Use onsets and rimes to decode and generate words.
Designate a “caller” and play Bingo. Station 3: Group #3 (high) 1-3.4 Recognize high frequency words encountered in texts.
Students will use “dictionary” of words to locate and highlight WWW and high frequency words. Station 4: Whiteboards 1-3.14 Organize a series of words in ABC order by first letter.
Put your WWW in alphabetical order on large and individual whiteboards. Station 5: Provide 5 sentences on sentence strips which students will work in pairs to write and complete with WWW or –old. Station 6: Give students sentence strips with errors. Edit
Station 7: Draw a jar on chart paper. Provide list of words. Students will write on post it paper the /e/y words then place on the jar. Write a sentence for each word on paper provided. Station 8: Math bingo with candy hearts.
Monday Station 1: Group #1 (low) Station 2: Group #2 (medium) Station 3: Group #3 (high) Tuesday Station 1: Group #2 (medium) Station 2: Group #3 (high) Station 3: Group #1 (low) Wednesday Station 1: Group #3 (high) Station 2: Group #1 (low) Station 3: Group #2 (medium) Thursday Station 1: Group #1 (low) Station 2: Station 3: Station 4: Groups #2 and #3.
Literacy Groups 2008-2009 Revised January 30, 2009 Mrs. Richey 0-2
3-4
5-8 Sarah Cooper 5
Kamarie Goodman 1 KwaiDaja McNeil-Blakeny 2 Bilal Muhammad 2 Steven Snell 2 Jason Burnham 2 Joseph Gutierrez 3
Sophia Clavon 3 Jay Cormier 3 Rikhya Ford 3 Destinee Labreano 4 Mackenzie Strickland 3 Joseph Howze
Tamara Boykin 7 Michael Culbreth 8 Patrice Greene 6 Shaquan Hardy 5 Ahmonta Jackson 7 Dashanti Price 8 Makayla Rodriguez 5 Seanna Murphy
Jayln McCray 3 Calendar activities: count money, get out calendar and circle all the dates transpired. Call out a various dates from 5-29 and have students point to, odd/even, clock, estimate Skittles containers. Leave 75 in one container and put 90 in the other. Ask: Choose an estimate for the second container. 20, 30, 60, 80, 100. Pair groups for math: Jason/Bilal Steven/Michael Jalyn/Kwai Daja Ahmonte/Mackenzie Rikhya.Tamara Joseph H. /Destinee Partice/Sarah Seanna/Kamarie Makayla/Sophia Joseph/Shaquan Jay/Dashanti
Table Groups as of 1/09 Steven/Michael/Jalyn/Kwai Daja (Front) Ahmonte/Mackenzie/ Rikhya/ Tamara Joseph H. /Patrice/Sarah Joseph/ Shaquan/Jay/Dashanti (Front) Seanna Bilal/Jason/ Makayla/Sophia/ Destinee Kamarie
Homework is assigned daily in ELA and Math. Other assignments include home projects in content areas when applicable. This week homework will be from a choice board. Students will choose the homework activity to work on for ELA and return next week on Wednesday. Homework is a self-paced. With normal homework assignments, students are only required
to turn it in on Friday at which time the homework is collected from yellow homework folders. Homework is not graded rather, it is simply checked to see if the student was able to apply skills learned from the corresponding lesson.
February 15, 2009 Date: Shows when you wrote the letter. Dear Buster, Greeting: Says hello, and shows who you're writing to. Hey! I just saw your picture in the Elwood City Times. Totally cool! Of course, I guess that's what happens when you win the Annual Elwood City Pie-Eating Contest! Body: Here's what you're telling the other person. So, how does it feel to be a celebrity? Do you have to wear dark glasses everywhere you go? If you do, be careful! Remember that thorn bush you crashed into last time? Ouch! Body: For each new thing you talk about, start a new paragraph. Anyway, congratulations! I knew you could do it! Body: Wrap up your note. Your proud friend, Arthur Closing and Signature: Says good-bye, and says who you are. P.S. I think that next year you shouldn't eat a huge pancake breakfast just before the contest. You had me worried! Post Script: Forget something? Add it to the end!
If you want to write a long note, a letter is the best way to go. It's fun to write, and fun to receive. Take a look at the parts of a letter, then write your own. Roll over the text below for more information. February 15, 2009 Date: Shows when you wrote the letter. Dear Buster, Greeting: Says hello, and shows who you're writing to. Hey! I just saw your picture in the Elwood City Times. Totally cool! Of course, I guess that's what happens when you win the Annual Elwood City Pie-Eating Contest! Body: Here's what you're telling the other person. So, how does it feel to be a celebrity? Do you have to wear dark glasses everywhere you go? If you do, be careful! Remember that thorn bush you crashed into last time? Ouch! Body: For each new thing you talk about, start a new paragraph. Anyway, congratulations! I knew you could do it! Body: Wrap up your note. Your proud friend, Arthur Closing and Signature: Says good-bye, and says who you are. P.S. I think that next year you shouldn't eat a huge pancake breakfast just before the contest. You had me worried! Post Script: Forget something? Add it to the end!
Arthur Read 562 Main Street Elwood City, USA Your Address: Your full address goes in the top left corner. Buster Baxter 135 Elm Street Elwood City, USA Your Friend's Address: Your friend's full address goes in the middle. Stamp goes here Stamp: The stamp goes in the top right corner. This pays to have your letter sent.
Letter Writer Helper | Letter | Email | Greeting Card | Postcard Once you've learned the different ways to send a note, write to your ARTHUR friends in Letters To... and to your other friends in Arthur's E-Cards.
Friday: 8:30-9:20
Friday: 9:25-9:50
Friday: 10:15-10:40
Teacher activities: State the objective page 511. Build background with 2minute math page 511A (Numbers and Operations) and problem of the day page 511A for morning activity. Start lesson by reviewing times on Judy clock. Start lesson with activity option on overhead page 511 using digital clock. Proceed with hands on activity “Do You Have the Time?” Students will then be instructed to do page 511 as whole group and page 512 independently. Early finishers can do page 133 of workbook.
Teacher activities: TTW reread the story. Guide students through the comprehension assessment.
Teacher activities: State objective. Recall that we made revisions and edited our simple letter yesterday. Today we will be in the publishing stage of our simple letter. Edit the following with your partner: i am looking forward to goin to mcdonalds this sunday said joseph.
Student activities:. TSW participate in overhead activity, hands on activity, wb pages 511 and 512. Cooperative Learning: Students will pair up to play “Do You Have the Time?” hands on activity. Differentiated Learning: Address difference in learning styles by varying modes of instruction. Use pictorial representations, manipulatives, and hands on activity. Heterogeneous grouping of students during coop learning. Page 405B for early finishers. Accommodations : Students with IEP’s will be closely monitored and paired with students that can provide support. TTW provide
Accommodations : Preferential seating for IEP’s. Repeat directions. Allow extra time.
Assessment: My Robot
Connect to background: Why send a letter rather than using verbal communication? Cooperative Learning: Partners will edit sentence. Student Activities: TSW edit sentences and publish their simple letters. Differentiated Learning:, Students are to edit a sentence and continue publishing/illustrati ng a simple letter. Accommodations: Students with IEP’s will be closely monitored and paired with students that can provide support. Check for understanding and provided assistance in publishing letter. Closure: Today we edited sentences and began publishing a simple letter Assessment: Revised sentences and published letter.
Friday: Teacher activities: TTW review WWW and put them on the wall. TTW dictate sentences for students to write. Words will come from WWW or word families. Student Activities: TSW write dictation sentences. Differentiated learning: Bonus word Accommodations : Preferential seating, check for understanding of instructions. Assessment: Score dictation sentences. Weekly WWW:
does, pretty, say, once, them -ace family 1. Does the pretty pink hat have lace on it? 2. Mrs. Richey will only say the score to them once. 3. I like the show, Without a Trace.
Handwriting will be a part of word study.
1st Grade
Mrs.
Morning Activities -Take attendance and Lunch count. -Students will work on “Morning Message” (on the board). -TTW check homework folders and agendas. TSW have these on the side of their desks. - Watch “Delmae Morning Page” or “Healthersize” Every Day Counts (Morning Math Calendar Activities) Learner Standards: Teacher activities:
TTW guide the students through the calendar activities. The activities for November include the date, the # of day in school (shown on a # line, 100’s chart, blank clock, place value pockets, and 100’s grid), a weather graph, extending a pattern, counting objects, and making equations using the # of the day as the answer.
Student activities: TSW answer questions and participate in equation making. Assessment: T.O. Materials: Calendar board, overhead Self-selected Reading
Target Learner Standards: 1-1.8 Carry out independent reading for an extended time to derive pleasure. Teacher activities: TTW monitor and conference with students.
Student activities: TSW read from A.R. books or book tubs. Assessment: A.R. test as necessary. Materials: Book tubs, A.R. books, reading logs, computers for testing
Math
Readers’ Workshop Shared Reading
Writers’ Workshop
Word Study
Concepts
Weekly learner Standards:
Weekly learner Standards:
Weekly Learner Standards:
Weekly Learner Standards:
Weekly Learner Standards:
1-5.8 Use analog and digital clocks to tell and record time to the half hour.
1-1.1 Summarize the main idea and supporting evidence in literary text during classroom discussion.
1-1.8 Create responses to literary texts through a variety of methods.
1-2.6 Use graphic features as sources of information.
Science
1-1.9 Classify a text as fiction or nonfiction. 1-1.5 Generate a retelling that identifies the characters and the setting in a story and relates the important events in sequential order. 1-1.8 Create responses to literary texts through a variety of methods. 1-1.10 Explain cause/effect relationships presented in literary texts.
1-4.8 Use appropriate word formation by writing from right to left to the letters that spell a word. 1-4.2 Use simple sentences to write. 1-4.7 Use appropriate spacing between words. 1-5.1 Create written communications for a specific audience
1-3.2 Identify base words and their inflectional endings
1-4.1 Recognize the composition of Earth (including rocks, sand, soil, and water).
1-3.4 Recognize high frequency words encountered in texts.
1-4.2 Classify rocks and sand by their physical appearance.
1-3.6 Use structural analysis to determine of compound words and contractions.
1-4.3 Compare soil samples by sorting them according to properties (including color, texture, and the capacity to nourish growing plants).
1-3.12 Use onsets and rimes to decode and generate words. 1-3.14 Organize a series of words in ABC order by first letter. 1-3.15 Identify beg. mid. and end sounds in a single-syllable word.
1-4.4 Recognize the observable properties of water (including the fact that is takes the shape of its container, flows downhill, and feels wet).
Weekly WWW:
1-4.5 Illustrate the locations of water on Earth by using drawings, maps, or models.
-ou family
1-4.6 Exemplify Earth materials that are used for building structures or for growing plant
HIS, ANY, CAR, RAIN, BEEN
Monday: 9:30-10:20 (today and Wednesday only) Teacher activities: Administer place value assessment (up to 99). Student Activities: TSW complete place value assessment.
Monday: 8:30-9:00 (Today and Wednesday only) Teacher activities: Write on the board Dr. Seuss. Introduce the phrase “author’s craft” and the word “environment”. How would you describe the common characteristics seen in all of Dr. Seuss’s books? Today we will watch a video of the popular Dr. Seuss story “The Lorax”. Each table group will be given a question on an index card to discuss and share with the class. 1. Why do you think the Once-ler did what he did? 2. What changes did you see in the environment? 3. What did things look like before the Thneeds came? 4. What was the author’s message about what one person can do the help or hurt the environment? 5. What changes did you see after the Thneeds came? Following the movie, discuss the importance of trees
(SEE BELOW)
for people and animals. Cooperative Learning: Table groups will discuss then present ideas to the post-video questions. Student Activities: TSW participate in watching video, then discussing post video questions. Differentiated Learning: Visuals, oral and hands on activity. Ask low and high level questions. Accommodations: Students with IEP’s will be closely monitored and paired with students that can provide support.
Monday:
Monday:
9:00 –9:30 (today and Wednesday only)
10:20-10:40 (Today and Wednesday only)
Teacher activities: State objective. (1-1.8) Create responses to text through a variety of methods. Today we watched the video “The Lorax”. We discussed what could happen to the environment when we start destroying trees and plants. You will create a poster stating why we trees are important to people and animals. You can illustrate. First, write a response to one of the he following prompts in your writing notebook.
Trees are important to people and animals because ____________ . or
People can help the environmen t by _________. With a partner revise/edit your sentence. Then complete your poster. Cooperative Learning: Partners will revise/edit sentences. Student Activities: STW complete the writing prompt,
Teacher activities: State objective on page 154i. Connect to prior knowledge by introducing variant vowels /ou/ow, ou. Display letters “ow” and “ou” together. Explain to students that both of these letter combinations can make the same sound as in “owl” and “pout”. Instruct partners to think of other words with the same sound. Share with class. Build spelling words page 154i and 154J. Ask Word build questions page 154J. Introduce new WWW. Generate –ou list. Stomp words. Do mini lesson on personal pronouns and proper nouns. Cooperative Learning: Students will work in pairs to generate a word(s) that have /ou/ow,ou sound. Student Activities: TSW help generate –ou words, word build, and copy words from chart on paper, stomp words. They will work with partner to read WWW and spelling word list. Differentiated Learning: Visuals, oral, kinesthetic, and written expression. High and low questions. Accommodations : Students with IEP’s will be closely monitored and paired with
Monday: 1:30-2:05 Science Earth Materials Unit Teacher activities: See CAD.
Tuesday: 8:30-9:20 Teacher activities: State the objective page 503. Spiral review with 2minute math 503A. Problem of the day page 503 for morning work. Activate background knowledge by talking about times we come to school, eat lunch, eat dinner, and go to bed. Begin with activity option page 503. Proceed with hands on activity option page 503 (The Human Clock). Then instruct students to work as a group page 503 in WB and 504 independently. Cooperative Learning: Students will work in two groups of 12 to form a clock. Student Activities: TSW participate in overhead activity, hands on activity, and pages 503 and 504. Differentiated Learning: Address difference in learning styles by varying modes of instruction. Use pictorial representations and hands on activity. Heterogeneous grouping of students during coop learning. Assign challenge activities for early finishers page 50. Accommodation s: Students with IEP’s will be closely monitored and paired with students that can provide support. TTW provide additional support
Tuesday: Teacher activities: Distribute literature books. Build background and connect to prior knowledge by telling the students that they are going to read a story about a robot page 124S. Guide them in making a chart. Help them list things they would and would not expect a robot to do. Discuss Story words, post WWW and vocabulary words. Ask students to turn to a partner and read the WWW on page 126. Prepare to read with prereading strategies page 125A. Set the purpose for reading My Robot Preview/predict. Discuss genre. Go through guided comprehension. Ask questions (Analyzing level IV), Discuss difference between realistic and fantasy. Cooperative Learning: Partners will read WWW to each other. Student Activities: TSW participate in discussion/questionin g and follow along in book as teacher reads. Students will work in pairs to read word list to each other. Differentiated Learning: Visuals, oral reading along with text. Ask low and high level questions. Accommodations: Students with IEP’s will be closely monitored and paired with students that can provide support. Repeat directions. Closure: Today we read a science fiction story about children in the future. Assessment: T.O. of questioning and
Tuesday: 10:15-10:40
Tuesday: 9:55-10:15
State objective. Recall that we began the first stage of a simple letter. Today we will begin to draft the letter. First lets create a sentence with one of the verbs provided.
Teacher activities: State objective on page 124I. Connect to prior knowledge by reminding the children about the different sounds for the letter “c”. Continue lesson with word blending and apply phonics pages 124Q and R. Dictate sentences page 124R. Review spelling and WWW. Do mini lesson on pronouns/nouns. Introduce game. Instruct students to play game with table group. Cooperative Learning: TSW work in table group to play pronoun/noun game. Student Activities: TSW participate in word building, practice writing WWW and spelling words, and play pronoun/noun game. Differentiated Learning: Visuals, oral, written and hands on activity. Accommodations : Students with IEP’s will be closely monitored and paired with students that can provide support. Repeat directions. Check for understanding. Monitor during game. Closure: Today we reviewed WWW, family words, did word building and played a game on pronouns and nouns. Assessment: T.O., spelling/www, game.
With partner, revise:
I like to play soccer. Revise with who, what, where, why when, how. Connect to background: Recall from yesterday that I modeled a letter and we began the pre-write stage. What are some reasons why we might write a letter? Cooperative Learning: Partners will revise sentence. Student Activities: TSW create Abe Lincoln book. Differentiated Learning:, Students are to create a sentence with the verb provided a begin creating a simple letter. Accommodation s: Students with IEP’s will be closely monitored and paired with students that can provide support. Check for understanding and provided assistance in drafting letter. Closure: Today we created/revised sentences and began the draft stage of the writing process.
Handwriting will be a part of word
Tuesday: 1:30-2:05 Science Earth Materials Unit
Wednesday: 8:30-9:20
Wednesday: 9:25-9:50
Wednesday: 10:15-10:40
Wednesday: 9:55-10:15
Teacher activities: State the objective page 505. Spiral review with 2minute math 505A. Problem of the day page 505A for morning work. Activate background knowledge by reviewing how various times using the Judy clock on the hour. Begin lesson with overhead activity page 505. Follow this with hands on activity using paper clocks (teaching tool 30). Instruct students to work in table groups to show various times. Proceed with whole group page 505 of WB and 506 independently. Cooperative Learning: Students will work in table groups to show time of the paper clocks provided. Student Activities: TSW participate in overhead activity, hands on activity, and pages 505 and 506. Differentiated Learning: Address difference in learning styles by varying modes of instruction. Use pictorial representations and hands on activity. Heterogeneous grouping of students during coop learning. Assign challenge activities for early finishers page 50. Accommodation s: Students with IEP’s will be closely monitored
Teacher activities: Distribute literature books. Reread story My Robot. Have each child select his/her favorite section from My Robot. Ask children to practice reading their favorite story part. When they are ready, have them read aloud to classmates. Children can draw and cut out pictures of Cecil and the boys, or have the choice of using the character cut outs to add to the dramatization.
Teacher activities: State objective. Recall that we began drafting a simple letter. Today we will continue drafting a letter.
Teacher activities: State objective on page 145F. TTW review WWW and consonant /s/c. Word build. With a partner write down as many words as you can with a beginning or end soft c. Mini lesson: Continue playing pronoun/noun game. Cooperative Learning: Students will work in pairs to create words with soft c sound. Student Activities: TSW review WWW and word family words, Create sentence with soft “c” and play noun/pronoun game. Differentiated Learning: Visuals, oral and written expression. Heterogeneous grouping of students for coop activity.
Cooperative Learning: In groups of four students will read aloud their favorite part of the story with a drawing or cutout. Student Activities: TSW participate in practicing selected page from story then read aloud to group. Differentiated Learning: Visuals, oral reading along with text. Assign more difficult parts to high readers and easier text to low level. Accommodations: Students with IEP’s will be closely monitored and paired with students that can provide support. Assist during oral reading. Closure: Today we reread a science fiction story about children of the future and we reread for fluency. Assessment: T.O. of oral reading.
First with a partner, lets take a sentence and expand it.
My feet were wet. (My toes curled as the spilled fruit juice seeped into the worn corners of my shoes.) Now revise independently:
The pillows smelled bad.
(The odor of the pillows, musty with age, invaded my nostrils.) Connect to background: What are ways we can communicate to others besides writing a letter? (Email, telephone, text message). Cooperative Learning: Partners will revise sentence. Student Activities: TSW revise sentences and continue with drafting simple letter. Differentiated Learning:, Students are to revise a sentence and continue drafting personal simple letter. Accommodation s: Students with IEP’s will be closely monitored and paired with students that can provide support. Check for understanding and provided assistance in drafting letter. Closure: Today we revised sentences and
Accommodation s: Students with IEP’s will be closely monitored and paired with students that can provide support. Repeat directions. Monitor during game. Closure: We identified words with soft “c”, we played game, and practiced spelling/WWW. Assessment: T.O., create words and game.
Handwriting will be a part of word study.
Wednesday 1:30-2:05 Science Earth Materials Unit Teacher activities: See CAD.
Thursday: 8:30-9:20
Thursday: 9:25-9:45
Thursday: 10:30-10:40
Thursday: 9:45 -10:30
Teacher activities: State the objective page 509. Build background with 2minute math page 509A (Numbers and Operations) and problem of the day for morning work. Start lesson with activity option on overhead page 509. Proceed with hands on activity “Skip Around the Clock” page 509. Students will then be instructed to do page 509 as whole group and page 510 independently. Early finishers can do page 132 of workbook. Cooperative Learning: Students will work in groups of 12 to play Skip Around the Clock. Student Activities: TSW participate in hands on activity, two-minute math, hands on activity, complete written exercises pages 505 and 506. Differentiated Learning: Address difference in learning styles by varying modes of instruction. Use pictorial representations and hands on activity. Allow students to use manipulatives. Heterogeneous grouping of students during coop learning. Assign challenge activities for early finishers.
Teacher activities: Reread My Robot. After children reread aloud have groups of four to interview Cecil asking questions based on the story. Explain that in an interview, one person asks another person a question. Use the Character Cutout to make a stick puppet robot. Have the children take turns holding the robot and pretending to be Cecil Student Activities: TSW participate in rereading the story and pretend to conduct an interview of Cecil. Differentiated learning: Monitor the students who will be playing the part of Cecil. Ask questions that can be successfully responded to. Accommodations : Students with IEP’s will be closely monitored and paired with students that can provide support.
Teacher activities: State objective. What are the 5 stages of the writing process? What stage are we in? With a partner, provide an adjective to the following sentence.
Compass Lab
Accommodations : Students with IEP’s will be closely monitored and paired with students that can provide support. TTW provide
Closure: Today we reread a story for clarity and conducted an interview of one of the characters. Assessment: T.O. of oral reading and oral responses.
Ahmonte walked ________through the hallway and ran into Mrs. Richey. (briskly) Revise with who, where, why when, how. It is snowing. Today we will start the revision/editing stages. Connect to background: Recall that a letter has 5 main parts. Date, Greeting, Body, Closing and Signature. What is post script? Cooperative Learning: Partners will complete a sentence providing an adjective. Student Activities: TSW revised sentences and start revisions and editing simple letter. Differentiated Learning:, Students are to revise a sentence adding details such as who, where, when, why, how. Accommodations : Students with IEP’s will be closely monitored and paired with students that can provide support. Check for understanding and provided assistance in
Thursday: 1:30-2:05 Science Earth Materials Unit Teacher activities: See CAD.
Friday:
Friday:
Friday:
Friday:
Friday
NO SCHOOL
NO SCHOOL
NO SCHOOL
NO SCHOOL
NO SCHOOL
Materials:
Materials: Harcourt Trophies Student Edition, Yertle the Turtle, cardstock characters, Popsicle sticks, glue,
Materials: paper, pencil, transparencies, overhead projector, writing journal, lined writing paper, markers, stationary paper, whiteboard, Resources: Harcourt Trophies Teachers Edition; ELA CAD; Ready Set, Edit; Ready, Set, Revise (Connie Prevatte),
Materials: paper, pencil, transparencies, overhead projector, whiteboard, writing journal, lined writing paper, markers, alphabet cards for word building..
Materials: PC, journals, science books, paper, Foss kit, paper booklet, trade book Riki and Ronde Barber Game Day.
overhead, student workbook/practice book, digital clocks, string, place cards with numbers, Judy clock, paper clocks.
Resources:
CAD, Teacher’s South Carolina Edition Mathematics (Houghton Mifflin)
Resources: Harcourt Trophies Teachers Edition; ELA CAD
Resources: CAD, Teacher’s South Carolina Edition ELA
Resources: United Streaming, South Carolina Science (Macmillan, McGraw-Hill)
Science CAD, Foss Manual,
ELA Simple Letter http://pbskids.org/arthur/games/letterwriter/letter.html
Dr. Seuss activities
http://www.atozteacherstuff.com/pages/250.shtml#lorax http://www.sd5.k12.mt.us/glaciereft/bottr312.htm Pronouns http://www.talibiddeenjr.com/downloads/la_english_gum-pronouns-subject-game.pdf
http://www.lessonsnips.com/lesson/basicpronouns
Importance of trees http://wiki.answers.com/Q/What_is_the_importance_of_trees Answer
Trees help us breathe and provide a home for quite a few diverse kinds of animals and insects. They are the largest and longest living organisms on earth. To grow tall the tree has become a miracle of engineering and a complex chemical factory. It is able to take water and salts out of the earth and lift them up to the leaves, sometimes over 400 ft above. By means of photosynthesis the leaves combine the water and salts with carbon dioxide from the air to produce the nutrients which feed the tree. In this process, as well as wood, trees create many chemicals, seeds and fruit of great utility to man. Also, trees provide refreshing shade. Apart from the above, trees are effectively the lungs of the environment. They take much of carbon dioxide from the atmosphere and release oxygen via photosynthesis. Therefore, the greenhouse gas load is reduced and effects of global warming are also brought down. Further dead trees that get buried in soil eventually provide fossil fuels like coal, gasoline products, etc. Among all, trees have an indisputable role in bringing rain to earth. Moreover, they provide a cover over the top surface of earth preventing excessive heating up by solar rays. http://buddika.wordpress.com/2007/09/29/keeping-the-environment-clean/ THE IMPORTANCE OF TREES
Jump to Comments Trees play an important role in the weather and climate.Trees provide us food and shelter.Thet also provides fire wood,furniture and medicine.The roots of the trees retain the moisture of the soil.Trees also clean polluted air.But people cut down trees without thinking.They sell the timber and down the forests.As a result the rivers dry up or cause disastrous floods.Thus green land of ours will turn into a desert and economic and social life of the people would affected.By cutting down trees people not only distroy human like but also animals and their habitat.As the forests are diminishing we are losing large number of our rare animals.When people destory forests them destroy medicinal plants as well.This affets the Ayurvedic Medcal System too.The forest department is talking every step to solve this problem.Therefore in stead of destroying.This green cover of the earth we all must strive hard to protect the forests for our selves and the future generations.
Literacy Groups/Centers Station 1: Group #1 (low) Literacy Group 1-1.1 Summarize the main idea and supporting evidence in literary text during classroom discussion. 1-1.9 Classify a text as fiction or nonfiction. 1-1.5 Generate a retelling that identifies the characters and the setting in a story and relates the important events in sequential order.
Station 2: Group #2 (medium) 1-3.12 Use onsets and rimes to decode and generate words.
Designate a “caller” and play Bingo. Station 3: Group #3 (high) 1-3.4 Recognize high frequency words encountered in texts.
Students will use “dictionary” of words to locate and highlight WWW and high frequency words. Station 4: Whiteboards 1-3.14 Organize a series of words in ABC order by first letter.
Put your WWW in alphabetical order on large and individual whiteboards. Station 5: Provide 5 sentences on sentence strips which students will work in pairs to write and complete with WWW or –old. Station 6: Give students sentence strips with errors. Edit
Station 7: Draw a jar on chart paper. Provide list of words. Students will write on post it paper the /e/y words then place on the jar. Write a sentence for each word on paper provided. Station 8: Math bingo with candy hearts.
Monday Station 1: Group #1 (low) Station 2: Group #2 (medium) Station 3: Group #3 (high) Tuesday Station 1: Group #2 (medium) Station 2: Group #3 (high) Station 3: Group #1 (low) Wednesday Station 1: Group #3 (high) Station 2: Group #1 (low) Station 3: Group #2 (medium) Thursday Station 1: Group #1 (low) Station 2: Station 3: Station 4: Groups #2 and #3.
Literacy Groups 2008-2009 Revised January 30, 2009 Mrs. Richey 0-2
3-4
5-8 Sarah Cooper 5
Kamarie Goodman 1 KwaiDaja McNeil-Blakeny 2 Bilal Muhammad 2 Steven Snell 2 Jason Burnham 2 Joseph Gutierrez 3
Sophia Clavon 3 Jay Cormier 3 Rikhya Ford 3 Destinee Labreano 4 Mackenzie Strickland 3 Joseph Howze
Tamara Boykin 7 Michael Culbreth 8 Patrice Greene 6 Shaquan Hardy 5 Ahmonta Jackson 7 Dashanti Price 8 Makayla Rodriguez 5 Seanna Murphy
Jayln McCray 3 Calendar activities: count money, get out calendar and circle all the dates transpired. Call out a various dates from 5-29 and have students point to, odd/even, clock, estimate Skittles containers. Leave 75 in one container and put 90 in the other. Ask: Choose an estimate for the second container. 20, 30, 60, 80, 100. Pair groups for math: Jason/Bilal Steven/Michael Jalyn/Kwai Daja Ahmonte/Mackenzie Rikhya.Tamara Joseph H. /Destinee Partice/Sarah Seanna/Kamarie Makayla/Sophia Joseph/Shaquan Jay/Dashanti
Table Groups as of 1/09 Steven/Michael/Jalyn/Kwai Daja (Front) Ahmonte/Mackenzie/ Rikhya/ Tamara Joseph H. /Patrice/Sarah Joseph/ Shaquan/Jay/Dashanti (Front) Seanna Bilal/Jason/ Makayla/Sophia/ Destinee Kamarie
Homework is assigned daily in ELA and Math. Other assignments include home projects in content areas when applicable. This week homework will be from a choice board. Students will choose the homework activity to work on for ELA and return next week on Wednesday. Homework is a self-paced. With normal homework assignments, students are only required
to turn it in on Friday at which time the homework is collected from yellow homework folders. Homework is not graded rather, it is simply checked to see if the student was able to apply skills learned from the corresponding lesson.
February 15, 2009 Date: Shows when you wrote the letter. Dear Buster, Greeting: Says hello, and shows who you're writing to. Hey! I just saw your picture in the Elwood City Times. Totally cool! Of course, I guess that's what happens when you win the Annual Elwood City Pie-Eating Contest! Body: Here's what you're telling the other person. So, how does it feel to be a celebrity? Do you have to wear dark glasses everywhere you go? If you do, be careful! Remember that thorn bush you crashed into last time? Ouch! Body: For each new thing you talk about, start a new paragraph. Anyway, congratulations! I knew you could do it! Body: Wrap up your note. Your proud friend, Arthur Closing and Signature: Says good-bye, and says who you are. P.S. I think that next year you shouldn't eat a huge pancake breakfast just before the contest. You had me worried! Post Script: Forget something? Add it to the end!
If you want to write a long note, a letter is the best way to go. It's fun to write, and fun to receive. Take a look at the parts of a letter, then write your own. Roll over the text below for more information. February 15, 2009 Date: Shows when you wrote the letter. Dear Buster, Greeting: Says hello, and shows who you're writing to. Hey! I just saw your picture in the Elwood City Times. Totally cool! Of course, I guess that's what happens when you win the Annual Elwood City Pie-Eating Contest! Body: Here's what you're telling the other person. So, how does it feel to be a celebrity? Do you have to wear dark glasses everywhere you go? If you do, be careful! Remember that thorn bush you crashed into last time? Ouch! Body: For each new thing you talk about, start a new paragraph. Anyway, congratulations! I knew you could do it! Body: Wrap up your note. Your proud friend, Arthur Closing and Signature: Says good-bye, and says who you are. P.S. I think that next year you shouldn't eat a huge pancake breakfast just before the contest. You had me worried! Post Script: Forget something? Add it to the end!
Arthur Read 562 Main Street Elwood City, USA Your Address: Your full address goes in the top left corner. Buster Baxter 135 Elm Street Elwood City, USA Your Friend's Address: Your friend's full address goes in the middle. Stamp goes here Stamp: The stamp goes in the top right corner. This pays to have your letter sent.
Letter Writer Helper | Letter | Email | Greeting Card | Postcard Once you've learned the different ways to send a note, write to your ARTHUR friends in Letters To... and to your other friends in Arthur's E-Cards.
Friday: 8:30-9:20
Friday: 9:25-9:50
Friday: 10:15-10:40
Teacher activities: State the objective page 511. Build background with 2minute math page 511A (Numbers and Operations) and problem of the day page 511A for morning activity. Start lesson by reviewing times on Judy clock. Start lesson with activity option on overhead page 511 using digital clock. Proceed with hands on activity “Do You Have the Time?” Students will then be instructed to do page 511 as whole group and page 512 independently. Early finishers can do page 133 of workbook.
Teacher activities: TTW reread the story. Guide students through the comprehension assessment.
Teacher activities: State objective. Recall that we made revisions and edited our simple letter yesterday. Today we will be in the publishing stage of our simple letter. Edit the following with your partner: i am looking forward to goin to mcdonalds this sunday said joseph.
Student activities:. TSW participate in overhead activity, hands on activity, wb pages 511 and 512. Cooperative Learning: Students will pair up to play “Do You Have the Time?” hands on activity. Differentiated Learning: Address difference in learning styles by varying modes of instruction. Use pictorial representations, manipulatives, and hands on activity. Heterogeneous grouping of students during coop learning. Page 405B for early finishers. Accommodations : Students with IEP’s will be closely monitored and paired with students that can provide support. TTW provide
Accommodations : Preferential seating for IEP’s. Repeat directions. Allow extra time.
Assessment: My Robot
Connect to background: Why send a letter rather than using verbal communication? Cooperative Learning: Partners will edit sentence. Student Activities: TSW edit sentences and publish their simple letters. Differentiated Learning:, Students are to edit a sentence and continue publishing/illustrati ng a simple letter. Accommodations: Students with IEP’s will be closely monitored and paired with students that can provide support. Check for understanding and provided assistance in publishing letter. Closure: Today we edited sentences and began publishing a simple letter Assessment: Revised sentences and published letter.
Friday: Teacher activities: TTW review WWW and put them on the wall. TTW dictate sentences for students to write. Words will come from WWW or word families. Student Activities: TSW write dictation sentences. Differentiated learning: Bonus word Accommodations : Preferential seating, check for understanding of instructions. Assessment: Score dictation sentences. Weekly WWW:
does, pretty, say, once, them -ace family 1. Does the pretty pink hat have lace on it? 2. Mrs. Richey will only say the score to them once. 3. I like the show, Without a Trace.
Handwriting will be a part of word study.
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