11:30 -12:10
Reading Workshop
Transition 3
Mini Lesson Focus: Interactive Read Aloud with Accountable Talk (Comprehension)
Day 1
Second Grade Readers will be able to create a flow map with beginning middle and end of story.
Read Aloud: Gingerbread Man
Active Engagement: Literacy Notebooks to draw a flow map of the story
Apply and Check for Understanding: Tell your partner one transition you learned while reading the story.
Second Grade readers I want you to go back and re read the story Gingerbread story and add transistions to flow map
Independent Reading:Gingerbread Man
Day 2
Second Grade Readers Understand the genre of fiction?
Read Aloud: Around the Pond: Gingerbread Man
Active Engagement: Retell the story using your flow map to your friend add dialogue when needed
Apply and Check for Understanding: Go back and add a piece of dialogue to your flow map.
Second Grade readers I want you to go back and re read the story Gingerbread Story.
Day 3
Second Grade Readers can begin to understand how to draw conclusions from text and illustrations and make connections across content areas?
Read Aloud: China Town
Apply and Check for Understanding: Make a brace map to show the various location in China Town.
Second Grade readers I want you to go back and re read the story China Town and find one detail to each location.
Independent Reading: China Town.
Day 4
Second Grade Readers can begin to synthesize learning into something new comparing?
Read Aloud: China Town
Active Engagement: Tree Map Pomona and China Town
Second Grade readers I want you to go back and re read the story China Town and find things that are the same and not the same as compared to Pomona
Apply and Check for Understanding: Write one sentence using the words " alike" and "different"
Day 5
Second Grade Readers recognize and begin to understand authors craft.
Read Aloud: China Town
Active Engagement: Tree Map a list of nouns in the story China Town
NOUN SONG
Second Grade readers I want you to go back and re read the story China Town and add three nouns
Independent Reading: China Town
Apply and Check for Understanding: Read aloud nouns and explain why it is a noun
Is it a person place or thing.
Day 6
Second Grade Readers recognize and begin to grammar Verbs.
Read Aloud: China Town
Active Engagement: Literacy Notebooks students find verbs in the story
Independent Reading: China Town
Apply and Check for Understanding: Explain why it is a verb
VERB SONG
Day 7
Second Grade Readers recognize and begin to understand possesive nouns
Read Aloud: China Town
Active Engagement: Write any posessive nouns in the story China Town
Second Grade readers I want you to go back and re read the story China Town and possesive nouns.
Independent Reading: China Town
Apply and Check for Understanding: Find 2 possesive nouns. Explain how you know you were a possesive nouns.
12:10-12:50
LUNCH
12:10-12:50
LUNCH
MATH 12:50-1:25
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
2+0
2+2
2+2+2
2+2+2+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.
Hector is training for a bike race. He rides 5 miles everyday. Skip count by five to find how many miles he rides in one week.
Apply and Check for Understanding: Have students solve and explain how they solved it to the group.
DATA: Skip count orally by two's using this months calendar, Describe the pattern
Independent Practice
Blank Grid
Color a grid and skip count by 2's color each box
Explain the difference between counting and skip counting.
Look at the hundred chart that you shaded by skip counting by 5s What pattern do you see with the ones place?
Day 2
Warm Up
IF you had 6 bikes how could you use skip counting to find out how many wheels you have on the bikes.If we kept going with this pattern do you think 86 will be part of the pattern.Why ?
Use the 100 chart Start at 75 Skip Count backwards by fives
Write even or odd next to the number 42
6+4+3=
Sally is skip counting by fours. What will the next number be?
4 8 12 16
a 16 b 20 c 18 d22
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.
DATA: Have the student write the date then ask them to write the abbreviation for Monday and the abbreviation for November.
1:25-1:45
Independent practice
pg 79-80
Day 3
Independent practice
Engage and ExploreDraw a number line and show how to count by 2s on a number line
Explain
Start at 11 How do you skip count by 2's on the number line?
Start at 7 and skip count by 3's What number will you land on after 3 jumps
Elaborate and Evaluate
Skip Count fill in the missing numbers
10 12 14 16 18 __ ___ Count by
10 14 18 ___ ___ Count by
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
Skip Counting by 5's
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.
Hector uses his bike to deliver newspapers in his neighborhood. He has delivered 20 newspapers so far today. Each block, he delivers 4 more newspapers. After how many more blocks will he have delivered 36 newspapers in all. Skip count on a number line to help find the answer
Apply and Check for Understanding: Have students solve and explain how they solved it to the group.
DATA: Skip count the dates of the aloud by 2's .POint to each date as you say it. Ask children to identify a rule for the pattern ( Count by) Repeat with other patterns
Day 4
Warm Up
Count by 3's Color the Squares
What is the rule for the pattern in the model?
How do you know?
If the rule was count by 4's which numbers would the jumps land on the number line?
Why is it helpful to use a number line when skip counting?
Skip count write the missing number and the rule
42 45 48 __ ___
Write the number 70+3
Ana skip counts on a number line to make a number pattern What are the next two numbers
18 23 28
a 33 38 b 33 43 c38 43 d38 48
Independent practice
Page 81 - 82
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.
DATA: Have the student write the date then ask them to write the abbreviation for Monday and the abbreviation for November.
Day 5
Warm Up
Every day Matthew crosses 2 streets during his bicycle ride to school and 2 streets on his ride home. How many streets does Wallace cross riding to and from school in one week Complete the table to solve the problemnumber of toys 1 2 3 4 5
number of street crossings 4 8 12 16 20
Create a table to find out how many days they go to school in 5 weeks
Number of week 1 2 3 4 5
days in school 5 10 15 20 25
Independent/Guided practice
There are 2 wheels on a toy motorcyle. How many wheels are on 5 toy motorcycles?
Apply
Re read and say it in your own words
Draw and label a table
Math Conversions
What do you need to find out?
What information form the problem will help you find a pattern to solve?
How can you solve ?
Practice
There are 4 wheels on a skateboard. How many wheels are on 4 skateboards.
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.
DATA: Have the student write the date then ask them to write the abbreviation for Monday and the abbreviation for November.
Day 6
Warm Up
Start at 50 count by 10's
50 60 --
Page 83
What information does the table tell you?
What pattern does the first table show? How do you know?
HOw is the second table different from the first?
How many wheels are on 6 wagons? How do you know?
Independent practice
Joey and his dad need 4 wheels for each car they are building 5 cars.
Circle what is important
What do you want to find out?
Underline question
Plan- How can you solve this problem
Solve - How can you find the answer from the table?
Check- How can you check that your answer makes sense?
Independent Practice
85 -86
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.
DATA: Have the student write the date then ask them to write the abbreviation for Monday and the abbreviation for November.
Day 7
Warm Up
skip count by 2's
What patterns do you see on the 100's chart?
Four is first number in the pattern Does that mean you skip count by fours Explain?
Start on number 26 skip count by 2 3 4 5 or 10 color the numbers of your pattern on the 100 chart. Describe the pattern or patterns you see
Start at 22 skip count by 5's what are the numbers
Start at 76 skip count backwards by 2's write the numbers
4+4
Joel skip counts by tens. He starts with the number 37. What will the next three numbers in his pattern be?
a47 57 67 b57 47 37 c47 67 87 d 57 67 77
Independent practices
Page 87 - 88
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.
DATA: Have the student write the date then ask them to write the abbreviation for Monday and the abbreviation for November.
Day 2 and Day 4
Social Studies.
Unit of Study: Unit 2 The Land Around Us
Focus: Big Idea
1:45-2:00
Day 1 Mondays
We are going to learn about Maps
Maps give us information
What kinds of maps have you used?
Create a brace map to describe location
America California Pomona Lexington Room 6
Analyze the picture:
Social Studies Journal
What interesting details do you see?
Why is it important for all Americans to be able to visit Yosemite?
Grand Conversation:
Why are the children holding these objects?
Why do you think the girl is pointing to a feature on the map?
Day 2 Tuesdays
Unit of Study: Unit 2 The Land Around Us
Interactive Reading:
Read the words on page 66 - 67
Create a list of vocabulary words. Add one word to the Expand Vocab wall
1. Connect have you used a Directory map like at the mall or Disneyland. Why people use maps like this?
2. What area of land does this map show
3. Describe the shape of this landform
4. N S E W on the weather van
5. What are the people in the picture doing
How is this family different from your family? How are they alike
What might they a have in their luggage?
Mutiple meaning words: Country and country
Day 4 Thursdays
Compare and Contrast
Words to compare and contrast- and both each but however)
Create a tree map to compare places where people live
What is an activity that people can do in both cities?
Post it
Day 2 Mondays
Study Skills
Use visuals to understand text and obtain information
Photo by Ansel Adams
Social Studies Journal
Does this land look like the place where your live.
How is it the same?
How is it different?
How do you think people use this land?
Apply and Check for Understanding: Preview the visuals of this unit and ask questions?
Post it
Test Talk Team
Day 1 Wednesdays 1:00-1:25
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
Test Talk Team
Day 1 Wednesdays 1:00-1:25
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
Homonyms
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
Properties
Telling Time to hour
Measuring
Classify shapes number and shape of vertices edges and faces
Put shapes together
Counting patterns
Carry over 2 digit addition
Fractions
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
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.
| ||||||
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
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.
| ||||||
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