Thursday, November 1, 2012
Tuesday, May 29, 2012
GRADES 1/2 ORATORICAL/MUSIC PRESENTATION
Grades 1/2 Oratorical/Music Presentation Check out our Upcoming Presentation Hope everyone can join us. click on the link below to get the information Grades 1/2 Oratorical/Music Presentation
Saturday, April 14, 2012
Saturday, February 4, 2012
Sunday, January 22, 2012
January 3
Opening Business
Back packs
Entry Question: Sight words on ipad prefixes/suffixes
Homework binders
Silent Reading
Classroom Jobs/ Question of the day
Back packs
Entry Question: Sight words on ipad prefixes/suffixes
Homework binders
Silent Reading
Classroom Jobs/ Question of the day
Pledge of Allegiance
Banker: Counts the Classroom Points
Colors fraction graph writes fraction, decimal, and percent
Payroll: Gets marker and begins to add points for Following Directions Quickly
Banker: Counts the Classroom Points
Colors fraction graph writes fraction, decimal, and percent
Payroll: Gets marker and begins to add points for Following Directions Quickly
Attendance
9:00-9:45
Writing Workshop
Interactive Student Objectives:
Unit of Study: Write a Friendly Letter
9:00-9:45
Writing Workshop
Interactive Student Objectives:
Unit of Study: Write a Friendly Letter
Day 1
Second Grade Writers will use use prior knowledge to write a letter that includes a date, greeting, body, salutation and signature. Making sure to place commas in the correct places
Model: Using Student sample Circle them together
Apply and Check for Understanding: Turn and teach you partner 5 parts of a friendly letter.
Synthesize: Second Grade Writers today I want you write a letter to a first grader and invite them to our Expert Fair. We have been writing expert books and I would like to have some students come to class and you present your ideas from your expert books.
Small Group: Ideas
Oswaldo Lupita Ana
Day 2
Second Grade Writers use use knowledge about purpose of a letter and organization of a letter to write a letter to your parents inviting them to our expert fair.
Re read:
Plan your letter:
Turn and Teach: Your partner what you plan to write in your letter to a Disney character.
Synthesize: Second Grade Writers write to your families
Strategic Groups/Conferences: Week 1 -Conventions Week 2- Voice
Oswaldo Hector Natasha Lupita
Day 3
Second Grade Writers will to write a letter to Ms. Pantney or Mrs. Acosta or Mrs Ambriz asking them to attend our expert fair.
BYOP: Bring your old letter and share one idea with a partner or scholar in need.
Turn and Talk: Tell your partner one fun thing to add to a request letter
Synthesize: Second Grade Writers today I want you to go back to your re read and determine if it has all the information needed to be an effective letter.
Strategic Groups/Conferences: Week 1 -organization
Day 4
Second Grade Writers will edit and decorate letters and prepare them for mailing. Focus what is the purpose of this writing.
Teach: Model different purposes for letters.
Turn and talk: What is the purpose of your writing.
Strategic Groups/Conferences: word choice
Day 5
Assessment
9:45- 10:00
RECESS
RECESS
10:00-10:30
Reading Workshop
Transition 1
Fluency
Mini Lesson Focus: Reading Fluency
Day 1
Second Grade Readers will read two simple passages for fluency and then determine main idea of each.
Second Grade Readers read fluently reading high frequency words in a snap
Introduce Homework Fluency Passage
Teach how the difference between reading quickly vs speed reading.
Model both types of reading
Active Engagement:
Echo Read
Time it 1 minute
Second Grade Readers today I want you to time how long it takes you to read your AR book with a partner. Then record your fluency rate in your Reading note book under the title of the AR book.
Daily Challenge: Find a word with a prefix or a suffix that mean "you are able to"
Use a sticky to store information
Strategic Groups/Conferences: Levels Group 4 Running Record
Day 2
Second Grade Readers Readers will voraciously read poetry/passages fluently with expression and purpose.
Two Passages
http://www.meade.k12.sd.us/Curriculum/2nd%20Grade%20Fluency%20Passages/2nd%20Fluency%20Passage%2022.jpg
http://www.meade.k12.sd.us/Curriculum/2nd%20Grade%20Fluency%20Passages/2nd%20Fluency%20Passage%2016.jpg
Teach how the difference between reading quickly vs speed reading.
Model both types of reading
Active Engagement:Pass out passage ask students to read fluently
Students follow with finger while teacher reads
Echo Read
Time it 1 minute
Second Grade Readers today I want you to try to figure out what is the main idea of your story
Daily Challenge: Find main idea
Friends Being Kind Sharing Working Hard Selfish Fun Animals Entertainment
Strategic Groups/Conferences: Levels Group 3 Running Record
Day 3
Second Grade Readers be able to read identify and divide words into syllables within prose
http://www.meade.k12.sd.us/Curriculum/2nd%20Grade%20Fluency%20Passages/2nd%20Fluency%20Passage%2022.jpg
http://www.meade.k12.sd.us/Curriculum/2nd%20Grade%20Fluency%20Passages/2nd%20Fluency%20Passage%2016.jpg
Chorally Read All together
Accuracy to Build Fluency
Lessons: end marks . ?! question marks? comma, elipses ... "quotation marks" phrasing
Teacher Reads
Read Independently
Time it one minute time with a partner mark your reading
Second Grade Readers today I want you to look forend marks . ?! question marks? comma, elipses ... "quotation marks" phrasing.
Daily Challenge: Pick one character from your book whose character is kind.
Strategic Groups/Conferences: Levels Group 2 Running Record
Day 4
Second Grade Readers use word attack skills to read fluently and identify any interesting vocabulary.
Review Fluency Passage
Choral practice
Accuracy to build Fluency Lessons
Multisyllabic words
HFW
Contractions
Compound Words
Antonyms/synonyms
Read off Games( girls vs boys, dramatic read, teams, read it like someone else, mom dad etc...)
Second Grade Readers read and re-read with partners in order to increase fluency and understanding through self reflection and peer analysis.
Daily Challenge: Write about the main character in your story .
Day 5
Second Grade Readers read and re-read with partners in order to increase fluency and understanding through self reflection and peer analysis.
Final Read
Partner Read
Flip Camera Record your reading.
Reading Workshop
10:45-11:20
Transition 2
Mini Lesson Focus: Accuracy (Word Study)
Day 1
Word Wizard
Second Grade Readers will cross check and ask
Do the pictures and or words look right?
Do they sound right?
Do they make sense?
in order to read words accurately.
Second Grade Readers will recognize identify and use double consonants in their writing.
Interactive lesson on whiteboards
Write the following words
unhappy unreal sleepless teachable understandable speechless
What do all these words have in common?
Apply and Check for Understanding:
Erase the word that has a double consonant ll
Scream the word that has a double consonant dd
Whisper to your friend one word that has a double consonant gg.
Second Grade Readers today in word study groups I want you to focus on finding patterns in your word lists.
Group 1 - Guided sort
Group 2 - Spelling City Word study game
Group 3 - Word study poem read independently and test yourself
A Gift
It was Mia’s birthday. She was feeling unhappy. No one had wished her a happy birthday. She went home. The kitchen was in disorder. It was a real mess. She couldn’t believe it. It was unlikely. But, there was a present. It was from her baby brother. He had wrapped it. It was uneven. She didn’t care. He wanted her to open it. Mia
untied the ribbon. She tried to unwrap it, but the paper was stuck. She felt a little discouraged. Then, she ripped it. It came unstuck. She saw the gift. This was unreal! Her little brother gave her just what she wanted. He smiled at her. She gave him a big hug. Mia was not unhappy any more.
Day 2
Word Wizard
Second Grade Readers will use be able to spell high frequency words correctly.
Interactive lesson on whiteboards
Write the following words
Apply and Check for Understanding:
Sentence dictation. Dictate a sentence that contains a sight words to see if the students spell it correctly
Second Grade Readers today in word study groups I want you to look for and find high frequency words and post them.
Post it
Group 3 - Guided sort
Group 1 - Spelling City Word study game
Group 2 - Read/write poem and find word study words rotate to Computers to take Comprehension quiz
Group 3 - Word study poem read independently and test yourself
Day 3
Word Wizard
Second Grade Readers will "flip the sound" as needed during reading in order to read words accurately.
Second Grade Readers will use be able to spell high frequency words correctly.
Interactive lesson on whiteboards
Write the following words
Apply and Check for Understanding:
Sentence dictation. Dictate a sentence that contains a sight words to see if the students spell it correctly
Second Grade Readers today in word study groups I want you to look for and find high frequency words and post them.
Post it
Group 2 - Guided sort
Group 3 - Spelling City Word study game
Group 1 - Word study poem read independently and test yourself
Day 4
AssessmentSpelling Inventory/ Spelling Test
11:20-12:00
LUNCH
12:00 -12:20
Reading Workshop
Transition 3
Mini Lesson Focus: Interactive Read Aloud with Accountable Talk (Comprehension) Teaching Points based on Lucy Calkins Units of Study
Day 1
Second Grade Readers today I want to teach you that readers don't make guesses about a character, we refer to specific examples form the story to prove that the character is a certain way: We look for information about what kind of person a character is and them we read looking for places in the text that show off that information.
( we push ourselves to come up with more specific words to describe characters)
Read Aloud: The Big Bushy Mustache
Active Engagement: Tell your partner who is our main character. Tell your partner what your think of the partner. Tricky part where you found that evidence
Apply and Check for Understanding: Cold calling
Second Grade readers I want you to go back and re read the story in your book box and start by answering this question. Who is the character in your story and where do they live.
Independent Reading:
Write down the name of the main character in this story. Then write down what you think of the character along with some evidence.
Day 2
Second Grade Readers yesterday we were working on describing Ricky the main character of our story. Today I want to teach you about our characters and stories. Second Grade readers start to notice when our characters act out of character!!!!
We read our books and stop surprised saying Wait a minute that is not what Ricky would do!!! Remember how we all gasped when Dragon started pushing the car and eating all the food in the car. We were like I thought this dragon was smart and nice. We
Read Aloud: Around the Pond: The Big Bushy Mustache
Active Engagement: Think about the story the Big Bushy Mustache Now, think what would have happened if Ricky did not pick the mustache in Mrs. Cortez class would you be surprised or not surprised.
Apply and Check for Understanding: Cold Calling, Explain your thinking
Second Grade readers I want you to go back and write for me what you think Ricky would have picked if he did not pick the mustache in class.
Day 3
Second Grade Readers yesterday we really analyzed the character Ricky and we found out that he was ....... and we knew that because he did ....... Today I want to teach you that readers dont only make predictions at the beginning of books we also confirm or revise predictions as we go along . If what happens in the story matches what we predicted would happen, we notice that and carry our prediction with us as we read on . If that happens story does not match what we predicted then we need to revise.
( Readers read on and create new predictions about what will happen and the we read on with this revised predictions in mind)
Apply and Check for Understanding: The Big Bushy Mustache
Active Engagement: While I read make a prediction of what my character wants and list 3 things why you think that.
Independent Practice
Second Grade readers I want you to your book box and re-read and find out what the character wants.
Independent Reading:
Day 4
Second Grade Readers yesterday we talked about revising our predictions about characters. Today we're going to learn a tip to keep track of our character's actions to make sure that we follow all that is happening in the story . We make a flow map of the big things we've noticed as we read. This helps us get ready to retell as we read. We note what the character wants then what the character does to get it. This helps us keep track of the story and then we are able to retell to ourselves and others.
Read Aloud: The Big Bushy Mustache
Active Engagement: Peppered calling about the story
Second Grade readers I want you to go back and re read the story Around the Pond try find and write a sentence.
Apply and Check for Understanding: Create a flow map of big things
Day 5
The Big Bushy Mustache CST aligned Assessment
MATH 12:45-1:15
Day 1
Focus: Number Sense, Geometry, Operations (communicative property, fact family). Algebraic Thinking Word Problem, Data Measurement
NUMBER SENSE: Students use their Math binders to circle numbers counting by 2s 5s 10s and palindromes.
Apply and Check for Understanding: Erase the number that is
10+10+10 25+25 50+50 6+6 8+8 12+12 44-10 33-3 77-2
Then have student draw a horizontal and a vertical line. Say aloud the number 708 tell them in the four boxes they need to write the number in expanded form, standard form, written form, picture form
GEOMETRY: Have student draw all the 2d and 3d shapes they can remember
Apply and Check for Understanding:
Play Dough
Draw a shape and label the attributes
Erase the shape that has
3 vertices 4 vertices 0 vertices
circles for faces
triangle for faces
squares for faces
OPERATIONS; Have the students write the following
56-10=
10+46+
46+__ =56
10+__ =56
Introduce Mutiplication Grids
Pass out grids and add to Math Binders
Apply and Check for Understanding: The students should be able to solve all of these problems mentally
ALGEBRAIC THINKING: Read the word problem on the Math wall in the red word problem pocket chart on the Math Wall.Draw out 3X3 on coordinate gr
Paul has 64 sheets of colored paper. He uses 20 blue sheets to make one of his art project. Then he uses 10 green sheets to make another project How many sheets of colored paper does Paul have left
Apply and Check for Understanding: Have students solve and explain how they solved it to the group.
DATA: How many months in a year? How many days in a week? How many hours in a day? How many minutes in an hour?
What time is it when?
Test Review: Geometry Revisit Shapes with play dough
Solve subtraction using picture form
63 - 40 =
How many tens can we count back?
How do you know how many tens to count back?
How is finding 73-30 different from finding 73-3?
Why might you want to count back by tens?
29-20= 74-50= 47-10= 61-30=
Independent Practice
Page 144
Exit card: 54-30=
Solve it 2 ways
Day 2
Warm Up
Review: Skip count backwards by 10's starting with68
Why is counting back by tens a good strategy for 56-30?
65-30=
27+46= add ones add tens all together
Ana has 41 color pencils. She gives 20 to Hector. How many color pencils does she have left
61 21 30 11
ocus: Number Sense, Geometry, Operations (communicative property, fact family). Algebraic Thinking Word Problem, Data Measurement
NUMBER SENSE: Students use their Math binders to circle numbers counting by 2s 5s 10s and palindromes.
Apply and Check for Understanding: Erase the number that is
10+10+10 25+25 50+50 6+6 8+8 12+12 44-10 33-3 77-2
Then have student draw a horizontal and a vertical line. Say aloud the number 789 tell them in the four boxes they need to write the number in expanded form, standard form, written form, picture form
GEOMETRY: Have student draw all the 2d and 3d shapes they can remember
Apply and Check for Understanding: Erase the shape that has
3 vertices 4 vertices 0 vertices
circles for faces
triangle for faces
squares for faces
OPERATIONS; Have the students write the following
56-10=
10+46+
46+ =56
10+ =56
Apply and Check for Understanding: The students should be able to solve all of these problems mentally
ALGEBRAIC THINKING: Read the word problem on the Math wall in the red word problem pocket chart on the Math Wall.Draw out 3X3 on coordinate gr
Apply and Check for Understanding: Have students solve and explain how they solved it to the group.
DATA: Have the student write the date then ask them to write the abbreviation for Monday and the abbreviation for November.
DATA: How many months in a year? How many days in a week? How many hours in a day? How many minutes in an hour?
What time is it when?
INTRODUCE BAR MODEL TO SOLVE WORD PROBLEMS
Independent practice
pg 145-146
Exit card: 72-35=
Day 3
Warm up
Fernando has a sheet of paper with 45 squares. In each square he will draw 1 moon and 1 star . Fernando has drawn a moon and star in 8 of the squares and the star drawing only for 6 of the squares. How many more moon and stars does Pall need to draw?Today is the ___.
What date was it 10 days ago? 20 days ago
Apply and Check for Understanding; How did you know 31 was the greatest number out of 23 31 and 27?
How did you know 23 was the least?
Synthesize: Write the numbers 37 32 28 using greater than or less than symbols put them in order.
ocus: Number Sense, Geometry, Operations (communicative property, fact family). Algebraic Thinking Word Problem, Data Measurement
NUMBER SENSE: Students use their Math binders to circle numbers counting by 2s 5s 10s and palindromes.
Apply and Check for Understanding: Erase the number that is
10+10+10 25+25 50+50 6+6 8+8 12+12 44-10 33-3 77-2
Then have student draw a horizontal and a vertical line. Say aloud the number 789 tell them in the four boxes they need to write the number in expanded form, standard form, written form, picture form
GEOMETRY: Have student draw all the 2d and 3d shapes they can remember
Apply and Check for Understanding: Erase the shape that has
3 vertices 4 vertices 0 vertices
circles for faces
triangle for faces
squares for faces
OPERATIONS; Have the students write the following
56-10=
10+46+
46+ =56
10+ =56
Apply and Check for Understanding: The students should be able to solve all of these problems mentally
ALGEBRAIC THINKING: Read the word problem on the Math wall in the red word problem pocket chart on the Math Wall.
Apply and Check for Understanding: Have students solve and explain how they solved it to the group. Draw out 3X3 on coordinate grid
DATA: Have the student write the date then ask them to write the abbreviation for Monday and the abbreviation for November.
DATA: How many months in a year? How many days in a week? How many hours in a day? How many minutes in an hour?
What time is it when?
Teaching with Base Ten:
63-7
Are there enough ones to subtract 7?
How many tens and ones are there?
How is regrouping for subtraction different from regrouping for addition?
When do you have to regroup 1 ten as 10 ones?
Independent Practice:
147-148
6 A DAY CARDS
1. What is the difference of 15 and 10
2. What number is the same as 1 hunderd 5 tens and 3 ones
3.What number is 10 less than 83
4.Draw a four sided figure
5.About how long is a pencil
Day 4
Warm Up
Paul is using craft sticks to make a model of a house. He has a total of 90 craft sticks. Paul decides to use 13 sticks for eash of the four walls of the house and 22 sticks for the roof. After he completes his house, How many craft sticks will Pail have left? Use blocks to solveToday's date is ?
Subtracts the date from the number of days in this month?
ocus: Number Sense, Geometry, Operations (communicative property, fact family). Algebraic Thinking Word Problem, Data Measurement
NUMBER SENSE: Students use their Math binders to circle numbers counting by 2s 5s 10s and palindromes.
Apply and Check for Understanding: Erase the number that is
10+10+10 25+25 50+50 6+6 8+8 12+12 44-10 33-3 77-2
Then have student draw a horizontal and a vertical line. Say aloud the number 789 tell them in the four boxes they need to write the number in expanded form, standard form, written form, picture form
GEOMETRY: Have student draw all the 2d and 3d shapes they can remember
Apply and Check for Understanding: Erase the shape that has
3 vertices 4 vertices 0 vertices
circles for faces
triangle for faces
squares for faces
OPERATIONS; Have the students write the following
56-10=
10+46+
46+ =56
10+ =56
Apply and Check for Understanding: The students should be able to solve all of these problems mentally
ALGEBRAIC THINKING: Read the word problem on the Math wall in the red word problem pocket chart on the Math Wall.Draw out 3X3 on coordinate gr
Apply and Check for Understanding: Have students solve and explain how they solved it to the group.
DATA: Have the student write the date then ask them to write the abbreviaDATA: How many months in a year? How many days in a week? How many hours in a day? How many minutes in an hour?
What time is it when?
Teach:
19-54
Do you subtract the tens or ones first?
Can you subtract 9 ones from 4 ones or should you re group?
After you regroup how many tens and one do you have?
What are some numbers you could subtract from 54 without regrouping?
24-51
38-54
6 A DAY CARDS
1. What is the difference of 15 and 10
2. What number is the same as 1 hunderd 5 tens and 3 ones
3.What number is 10 less than 83
4.Draw a four sided figure
5.About how long is a pencil
Independent practice 149-150
Day 5
REVIEW BAR MODEL
Assessment CGI equation
Social Studies.
Unit of Study: Unit 2 The Land Around Us
Focus: Big Idea
1:45-2:00
Day 1 Mondays
Compare and contrast urban land use with rural and use
Social Studies Journal
Write the following words in your Science/Social Studies journal
state city urban suburb rural
Stop and try to define vocab
Grand Conversation:
Now we are going to use this vocabulary to discuss Living in California,
What stores and buisnesses might you see in an urban area like a city?
Do you think you live in an urban area? Why? or Why Not?
Interactive Reading ; Page 87
Independent practice: answer review questions
Day 2 Tuesdays
Unit of Study: Unit 2 The Land Around Us
Objective: Identify the map element of scale
use a map scale to measure distances
Interactive Reading:
Read the words on page 88-89
Find Pomona on a map
Independent Practice;
Page 13
Day 4 Thursdays
Test Talk Team
Day 1 Wednesdays 1:25-2:00
Read a passage and find answers
Language arts/writing
Dipthongs
Syllables
Decode 2 syllable words
Titles and streets
Plurals
Synonyms
Distinguish compound word from multi syllable words
Match prefixes and suffixes with meanings
Words with two meanings
Facts in non fiction text
Generate alternative endings
Rhythm and rhyme
Circular story
Complete and incomplete sentences
Group related ideas, writing
Conventions word order
Subject verb agreement
Purpose of resource materials
Short and long vowels
Math
Day 5 Fridays 2:00-2:25
Adding and subtracting with money
Telling Time to hour
Measuring
Classify shapes number and shape of vertices edges and faces
Put shapes together
Counting patterns
Expand Vocabulary
Day 1
Vocabulary Sort by syllables
Second Grade Readers expand their vocabulary by understanding and using syllables to build accurate reading skills and build vocabulary.
Interactive Lesson: Reading Notebooks, Students look at an illustration and create a descriptive word sort list. Sorting by syllable count
Apply and Check For Understanding:
Circle a word with ___ syllables that begins with the letter
Circle a word with ___ syllables and has the ___letter at the end
Add a word with syllables.
Second Grade Readers when you read in your book boxes I want you to find words ___ syllables and post it.
Day 2
Tuesdays
Vocabulary Sort by syllables
Second Grade Readers expand their vocabulary by understanding and using syllables to build accurate reading skills and build vocabulary.
Interactive Lesson: Reading Notebooks, Students look at an illustration and create a descriptive word sort list. Sorting by syllable count
Apply and Check For Understanding:
Circle a word with ___ syllables that begins with the letter
Circle a word with ___ syllables and has the ___letter at the end
Add a word with syllables.
Second Grade Readers when you read in your book boxes I want you to find words ___ syllables and post it.
Text Talk
| Picture/Book: | Vocab Words: | |||||
| Contextualize the word Tell how it was used in the story reread sentence | Say the word together Put the word in the childs phonological processor | Give a student friendly definition Define word in your own words w example | Use in other contexts Give example in contexts other thatn the one used in the story | Engage Students Students interact with target words | Say the word together Repeat the word again to reinforce the phonological processor | |
|
|
|
|
| Questions reasons and Es why and why not | Making Choices examples vs non examples |
|
| Use the words together: All words taught during the lesson are brought together by relating words. One context for all the words or same format | ||||||
| What’s the word? Say a sentence that has a word. Missing. Tell them that either _____ or ______ will fit. Fore each sentence explain why Repeat 3 times | Word Association What’s the word that describes? What’s the word that means something that? What’s the word that means? | |||||
| Confirm: I have some sentences that need endings.
| ||||||
Phyiscal Education
2:25 Dismissal
Read Aloud Junie B Jones
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