October
English Language Development
First Grade English OnlyDay 1
High frequency words Entry
Daily Dibels Practice
Vocabulary word of the Day
Read Aloud: Pig Party
Baby Grand Discussion: Oral
Look at the Picture and Tell me how Piggie and Gerald Feel. Give me one piece of evidence from the text or pictures.
Exit Spell It:
High frequency words Entry
Daily Dibels Practice
Vocabulary word of the Day
Decorate Reading Response Journals
Introduce Partner Reading
Readers Theater as a group
One have is Gerald one half is Piggie
Gerald and Piggie equity cards
Guided Drawing
Baby Grand Discussion: Oral
Look at the Picture and Tell me how Piggie and Gerald Feel. Give me one piece of evidence from the text or pictures.
Exit Spell It:Day 3
High frequency words Entry
Daily Dibels Practice
Vocabulary word of the Day
Re read Pig Party
Reading Strategy: Make Connections to Prior Knowledge
Analyze a picture
Writing Strategy: Plan your piece
Create a collaborative Circle Map
Mo Willems Website
Baby Grand Discussion Oral
Look at the Picture and Tell me how Piggie and Gerald Feel. Give me one piece of evidence from the text or pictures.
Exit Spell It:
Day 4
High frequency words Entry
Daily Dibels Practice
Vocabulary word of the Day
Re- read Pig Party
Writing Strategy: Plan your piece
Reading Strategy:Make Connections to Prior Knowledge
Students duplicate Circle Map and try to add to it
Exit Spell It:Day 5
High frequency words Entry
Daily Dibels Practice
Vocabulary word of the Day
Re- Read Pig Party
Reading Strategy: Make a Connection to Prior Knowledge
Writing Strategy: Write a complete sentence using information from text
Write a Sentence to using sentence stem:
This Reminds me of_______________________.
Exit Spell It:Back packs
Entry Question: Sight words on ipad
Homework binders
Classroom Jobs/ Question of the day
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
9:00-9:45
Writing Workshop
Interactive Student Objectives:
Unit of Study: Personal Narrative ( Author Study)
Day 1
(ideas strategy group)
Second Grade Writers will use use notice an author's craft by analyzing picture and text of Peter Reynolds book: Ish, I'm here and the dot.
Turn and Talk:Tell your friend two things you noticed in this book about Peter Reynolds writing craft.
Create a Class Generated Bubble Map
Day 2
(organization strategy group)
Second Grade Writers use use what they know to about Peter Reynolds writing and try to apply it in their own writing.
Turn and Talk:Tell your friend one thing you would like to add to your writing to make it rich and meaningful like Peter Reynolds.
Create a Bubble Map/Flow Map of a personal narrative
Day 3
(word choice strategy group)
Second Grade Writers will understand recognize and use memories with big feelings in text and when writing text to ensure their choice of words is powerful and engages the reader.
Turn and Talk: Tell a interesting word that creates a big feeling
Day 4
( sentence fluency strategy group)
Second Grade Writers will write with passion and vigor about a topic that they have strong feelings about.
Turn and talk: BYO Bubble/Flow Map and read it to a partner
Spend time to edit and revise your thinking maps so they provide a clear and easy to follow fluent narrative.
Day 5
(conventions strategy group)
Second Grade Writers will spell high frequency words correctly in order to ensure the reader can understand his or her writing.( Write it as it sounds underline it and when you have time with a partner or at a conference check the spelling of each word)
Turn and Talk: Interactive lesson, underline a students work find mis-spelled high frequency words that can be easily corrected .
9:45- 10:00
RECESS
Exit Question: Find the word
10:00-10:25
Interactive Student Objectives
Daily 5 Transition 1
Daily 5 Word Work
Mini Lesson Focus: Fluency/Management
Second Grade Readers will practice reading high frequency words.
Discuss reading quickly vs speed reading
Model
Students follow with finger while teacher reads
Echo Read
Time it 1 minute
Second Grade Readers Readers will voraciously read poetry/passages fluently with expression and purpose.
Second Grade Readers will practice reading high frequency words
Accuracy to Build Fluency Lessons
end marks
question marks
commas
elipses
quotation marks
phrasing
Teacher Reads
Read Independently Time it
Accuracy to build Fluency Lessons
Multisyllabic words
HFW
Contractions
Compound Words
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.
Final Read
Partner Read
Flip Camera Record your reading.
Teacher Work
Small Group: Word Study
Day 1- Read rhyme Identify pattern. Reread and students find rhyme
Day 2- Model picture sort, Practice sort in sorting mat
Day 3- Find the words in context in the poems(I'm thinking of a word that begins with Tr) find three, Tally mark as you hear the pattern,show me the words that match the text, True or false,team search
Day 4- Apply Sort again glue in word study notebook, brainstorm new words,
Day 5 - play review game take assessment
Individual Conferences: based on student needs
Interactive Student Objectives
Daily 5 Word Work
Daily 5 Transition 2
Mini Lesson Focus: Accuracy (Word Study)
Day 1
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.
Day 2
Second Grade Readers will use beginning and ending sounds to read words accurately .
Second Grade Readers will "flip the sound" as needed during reading in order to read words accurately.
Silent e
Second Grade Readers will chunk letters sounds together to read words accurately in text
Chunks
Day 5- Second Grade Readers will use knowledge of grammar in English to read words with pre fixes suffixes and compound words.
Compound Words Activity
Small Group: Word Study
Day 1- Read rhyme Identify pattern. Reread and students find rhyme
Day 2- Model picture sort, Practice sort in sorting mat
Day 3- Find the words in context in the poems(I'm thinking of a word that begins with Tr)
Day 4- Apply Sort again glue in word study notebook
Day 5 - play review game take assessment
Individual Conferences: based on student needs
11:30 -12:10
Daily 5 Word Work
Interactive Student Objectives
Mini Lesson Focus: Interactive Read Aloud with Accountable Talk (Comprehension)
Day 1
Second Grade Readers use their prior knowledge and ask questions from the text to envision( make a picture in your head) and comprehend what they are reading?
Read Aloud: Ranger Docket
Independent Reading: Re read Ranger Docket
Second Grade Readers Understand when they read non fiction they can find important facts?
Turn and Talk: Turn and tell your partner one thing you learned about in this selection about Rangers.
Independent: While reading I noticed Rangers __________.
After reading I also found out Rangers________________.
Day 3
Second Grade Readers can begin to understand the authors purpose: why the author wrote this?
Turn and talk: Why do you think the author wrote this nonfiction selection Ranger Docket?
To be funny like Mrs. Brown Goes to Town
To remind us to believe in ourselves like The Dot
To teach information about Rangers
Independent Reading: Re-read text to find evidence
Day 4
Second Grade Readers can begin to synthesize learning into something new?
Grand Conversation: About Ranger Docket
Come prepared with one idea about the Job of Ranger or another job you would like to have.
Day 5- Readers can Use prior knowledge and information from the text to make summarize and make predictions about text.
Turn and Talk: 10 finger retellTeacher Work
Small Group: Word Study
Day 1- Read rhyme Identify pattern. Reread and students find rhyme
Day 2- Model picture sort, Practice sort in sorting mat
Day 3- Find the words in context in the poems(I'm thinking of a word that begins with Tr)
Day 4- Apply Sort again glue in word study notebook
Day 5 - play review game take assessment
Individual Conferences: based on student needs
12:10-12:50
LUNCH
Exit Question: Math Equation
Entry Question: Put the number in order
Day 1 - Operations and Algebraic Thinking
Mathematicians will be able to:
Count on using 100 chart
represent and solve problems add/sub within 100- adding to - taking from - putting together - taking apart - comparing - unknown positions - add/sub within 20, memory - up to 20 determine odd or even( pairing count by 2's write an equation an even number is sum of 2 even addends - use grids to count by adding rows and columns 5x5 - repeated add to x - use repeated sub to %
Day 2 - Numbers and Operations in Base Ten
Mathematicians will be able to:
3 digit number represents 100, 10 1 - 100 is a bundle of 10 10's - 100 = 1 hundred 200=2 hundreds, count 1000 by 2's 5's 10's 100's - read and write numbers up to 1000 with base 10 , number names and expanded form - compare 2 3 digit numbers using ; - fluently add/sub to 100 using place value,properties of operations, relations between add/sub - add 4 digit numbers using place value strategies/properties of operations - add/sub to 1000 using concrete, drawings based on place value/prop of operations/relations of add/sub/relate to written method/compose and decompose numbers - mentally add/sub 10 - 100 to a number - explain why add/sub strategies work
Warm UP: 100's chart fact families
circle two numbers that equal the sum 10
circle the numeral that is the difference of 10-5
13-7 = 6+7= 1+10= 11-1= 10+1= 11-10=
Whiteboard model:
Natasha wants to find 15-6= __. Which related addition fact can help her find the difference? (metacognition)
6+9=15 6+3=9 8+6=14 15+6= 21
O-Katherine and her grandfather are solving a puzzle that has 16 pieces. Katherine has 9 pieces . Her grandfather has the other pieces . How many pieces does Katherine's grandfather have?
hint: Use addition
D-Add the number of months that have passed this year along with the number of months that remain?
Independent Work: Show what you know Page 37 -38
Day 3 - Measurement and Data
Mathematicians will be able to:
measure an object and choose appropriate tools rule, yardstick, meter stick or measuring tape- measure twice using diff units inches centimeter - estimate lengths in inches feet centi and meters- verify estimate - measure and determine how much longer or shorter / use add/sub to solve word problems with lengths same units, create a equally spaced number line / tell and write time analog/digital 5 min and am p m - solve combo of dollars quarters dimes nickels pennies using plot measurement in whole numbers - draw a pic/bar graph with 4 catagories- Solve put together take apart compare problems using info on graph
Warm UP: Math Vocab
Flip page Vocab words
Fact families missing addend
http://www.hbschool.com/glossary/math2/index2.html
O-Valerie and her grandfather are doing a new puzzle. Valerie has 9 puzzle pieces. Her grandfather has the others. They have 18 pieces in all. How many pieces does Valerie's grandfather have?
hint: use subtraction
D-Circle this week. I go to the park 4 days a week. How many days a week do I not go to the park?
4+___=7 days
Engage And Explore(Math Bags)
6+___+14
You can use addition to find the missing addend
Partners
Explain (metacognition)
10-7=3 and 7+__=17
Can this equation/number sentence help you find the missing addend. How do you know what subtraction fact would help you find the missing addend?
Elaborate and Evaluate:
Use addition to Solve
1. 9+___=16 9+_=16
16 +9=___
The missing addend is __
Day 4 - Geometry
Warm UP:
12-7=___ 14-5= ___
__+__=___ ___+___=____
How are the two ways to solve the missing addend different?
)- Breanna want to find the missing addend in the number sentence 4+__=13 What related fact can help Breanna solve the problem?
a. 13-3= 10 b. 4+13=17 c. 10+3=13 d. 13-4=9
Independent Practice: Page 39-40
Day 4
Mathematicians will be able to
draw shapes with specified attributes - 4 angles , equal faces - identify triangles quadrilaterals pentagons hexagons and cubes - part a rectangle in rows/columns of same size and count them to find total - part circles rectangles in2 3 4 equal shares describes shares as halves or thirds - equal shares of identical wholes need not have the same shape
Warm UP: 100 board, standard, expanded, written and picture form
O-Lupita has a new puzzle that has 18 pieces. She gives her grandfather 8 pieces. She then gives her grandfather another 3 pieces. Write a number sentence/equation that helps you find How many pieces Nancy has left.
hint: Use addition
D-Choose 2 numbers between 1-10 from the calendar . Have them make up an addition story problem and a subtraction story problem using both numbers
Independent Work : 41-42
Day 5- CGI word problem, Unpack the problem
Mathematicians will be able to apply math knowledge and mathematical thinking to analyze a word problem in a collaborative group setting.within 100 `1-2 step problemsadding to - taking from - putting together - taking apart - comparing - unknown positions
Introduce: Good Second Grade Mathematicians use context clues and knowledge to help determine what is happening and they are careful to choose the correct operation to solve the problem
Issaiah has 16 stickers. He gives 7 of them to his sister. How many stickers does Issaiah have left?
Apply: Read . Ask what action is taking place and how does that help us figure out the operation
Math Partner Questions;
What context clue helped you decide the operation for the problem?
What is another context clue that could help you know to choose subtraction as the operation for this problem?
What are some other context clues that could help you know to choose addition as the operation for a problem?
Problem of the week
Show me 2 Strategies
number line 100 chart doubles doubles plus one count one
picture form expanded form number sentence/equation tally mark
Write a flow map with the steps you did to solve the problem.
1:15- 1:45
Science and Social Studies
Day 1
Second Grade Scientist are able to read with purpose to find answers to scientific questions
Set purpose for reading: Plants and Their Parents?
Read; Pg 20-21
Science Partner Read
- Partners
- Fernando-Edwin
- Hector- Gilbert Joel
- Breanna- Natasha
- Katherine-Elena
- Issaiah-Justin
- Valerie-Matthew
- Vicente- Marco
- Angelica-Melonie
- Junnuen-Lupita
- Leonicio-Joel Matthew
- Jacob- Ivan-Oswaldo
Turn Talk: Tell your partner two things you read that lead you to infer that plants are like their parents?
Observe: Observe and label the seeds on the table trays. Create a diagram of the seed and what you predict they will look like as they grow?
Day 2-
Second Grade Scientist are able to read with purpose to find answers to scientific questions
Science Journal: What if I planted a _____seed ? What would happen?
Sequence a Circular story: What is the next stage in the life cycle of a plant after it makes flowers?
Day 3-Second Grade Scientist demonstrate their knowledge of learning through their writing
1. How do you know that a mustard seed will grow to be a mustard plant?
2. Draw a a linear flow map to show the life cycle of a plant?
Days 3 5
Test Talk
( Test Talk is a Unit of Study we will work on all year because second grades are asking to demonstrate learning on multiple standardized test for the first time)
Day 3 (Wednesday)
Second Grade Scholars use their literacy learning to demonstrate understanding on various types of tests.
Grammar
AccuracyRoot Words
Word Sorts
Comprehension
Release Questions
Day 5 (Friday)
Second Grade Scholars use their math learning to demonstrate understanding on various types of tests.
Number Sense
Place Value
Operations and Mathematical Thinking
Number Jumbler
Data and Measurment
Riverdeep
2:00- 2:25
Day 1(Mondays)- Homework
Day 2 (Tuesdays)4(Thursdays) - Physical Education
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