MORNING BUSINESS
14 Shower the People (Live)
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13 You've Got a Friend (Live)
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back packs
homework binders
Daily 5 Choices
Classroom Jobs/ Question of the day
Pledge of Allegiance
Attendance
8:15-8:50
14 Shower the People (Live)
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Writing Workshop
Student Objectives:
Day 1- Students will revise and ensure they have:
A title that says it is a How to book
List to help the reader
Pictures with labels that teach
Numbers on each step
Day 2 - Revising-
C:Read a memo from the office that is a How to memo
T:Highlight the idea of a cautionary memo( Be careful to lower the setting on your toaster so you don't burn toast)
AE:Pass out how to books to investigate
Day 3 - Revising-
C:Read a memo from the office that is a How to memo
T:Highlight the idea of a cautionary memo( Be careful to lower the setting on your toaster so you don't burn toast)
AE:Pass out how to books to investigate
Day 4 -Editing using, periods, parentheses and colons
Students need to begin to select a text they would like to publish
A title that says it is a How to book yes not yet
List to help the reader yes not yet
Pictures with labels that teach yes not yet
Numbers on each step yes not yet
Use one piece of writing to add punctuation(NEED TO COPY SOMEONES WRITING)
9:00-9:40
Reading Workshop
Daily 5 Transition 1
Mini Lesson Focus: Fluency/Management
Day 1 - Readers will read independently by themselves and set goals in writing for their reading Try to build stamina focus on graphing stamina.
Day 2- Focus on reading in phrases ( on bulletin board). Use phrase cards on projector to chorally read in phrases. Have students read them with a partner.
Day 3- Introduce fluency passage from theme/new poem and have students highlight sight words
Day 4 - Re-read fluency passage from theme/new poem , word hunt words by circling words that match word study
Day 5 -
Re-read fluency passage from theme/new poem , word hunt words by circling words that match word study. Sign up to read poem for blog fluently
9:40- 9:55
RECESS
Review Sight Words
10:00-10:40
Reading Workshop
Daily 5 Transition 2
Mini Lesson Focus: Accuracy (Word Study)
Day 1- Model Sorting /Reading strategy ( skip a word and come back to it)
Students sort using word study mats and share with a partner
Day 2- Sort With Spelling pattern/Reading strategy ( chunk letters and sounds together)
Students write the words in the word study notebook
Day 3- Blind Sort Reading strategy ( use beg and ending sounds, flip a sound)
Students sort using their own sorting groups
Day 4- What can you add to the sort?/Reading Strategy ( blend sounds and stretch out words)
(trade a word, use the picture)
Students glue sorts in Word study book and add words to their word sort lists highlighting new words. Study with a partner
Day 5- Word Study Spelling Assessments
10:40 -11:10
Daily 5 Transition 3
Mini Lesson Focus: Interactive Read Aloud with Accountable Talk ( Comprehension)
Day 1- Readers can Use prior knowledge to make connections-monitor and fix up- back up an re-read- during independent reading and monitor their thinking in writing. Re tell and review their bubble maps about Julius and Dragon with partner.
Create maps that compare and contrast.
Day 2- Readers can Infer and support -ask questions throughout reading process-recognize literary elements-compare and contrast within and between text during independent reading and monitor their thinking in writing.
Students will find evidence from the text to support their thoughts about the characters and add pages numbers to their bubbles.
Day 3- Readers can summarize text include main events, use main idea and supporting details to determine importance during independent reading and monitor their thinking in writing.
Students will verbally summarize their three bubbles, Julius Dragon and comparing bubble with a partner
Day 4- Readers can summarize text include main events, use main idea and supporting details to determine importance during independent reading and monitor their thinking in writing.
Students will begin to organize their bubble maps into tree maps to prepare to respond to the text
Day 5- Readers can summarize text include main events, use main idea and supporting details to determine importance during independent reading and monitor their thinking in writing.
Students will write a reading response piece on character analysis between Dragon and Julius integrating non fiction learning.
Edomodo Independent response to literature
11:10-11:30
Days 1 - 3
Partner Read
Day 1- Readers will be able to collaborate with a partner and read with a partner using the strategies: I read you read. Check for Understanding, and choral reading.
Day 2 -Readers will collaborate with a partner to create a plan for Partner read. Discuss levels and goals and try to understand why it is important to find a partner at your level.
Example: Write in your thinking book by Wednesday we each are going to have read 5 books.
Let's bring books about farm animals. Let's shop for the same title etc.....
11:10-11:30
Days 2 and 4
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)
Days 2 - 4
Fill you cup with Test Talk at the Mad Tea Party!
Test samples
Day 2- Test takers will be able to read passages and answer comprehension questions!!!!
Students will use comprehension cards in the box. To work as a team to solve and answer questions in testing format.
Day 3
Teams will battle to be Jeopardy champs.
main jeopardy theme short version
jeopardylabs.com/edit/second-grade-reveiw
11:30-12:10
LUNCH
12:10- 12:15
Math Stretches
( math stretches are quick review games that can be played as the class settles in)
Day 1- Operations and Algebraic Thinking
Day 2- Number and Operations in Base Ten
Day 3- Measurement and Data
Day 4- Geometry
Day 5- Review or based on student needs
12:15- 1:10
MATH WALL
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
Count on using 100 chart
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
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 equa spaced number line / tell and write time analog/digital 5 min and am p m - solve combo of dollars quarters dimes nickels pennies using$ C/ plot measurement in whole numbers - draw a pic/bar graph with 4 catagories- Solve put together take apart compare problems using info on graph
Day 4 - Geometry
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
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 problems
adding to - taking from - putting together - taking apart - comparing - unknown positions
Problem of the week
Yesterday, Katherine saw 9 flowers in the garden. Today, she saw 2 new flowers in the garden. How many flowers did she see all together in the garden?
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.
1:00- 1:25
Guided Math/Independent Inquiry
Day 1 .
Math Journals:
Introduce vocabulary : Number sentence add
3+2 =5
2+4=
6+1=
T: in 4+3 =7 what does the number 4 tell you? The number 3? The number 7?
How could you use addition to find the total number of moths and ladybugs at he top of the page.
Practice : 1 2
Group A at kidney table
Close-Part Part whole
CFU TE page 6
Day 2-
Math Journals:
Introduce vocabulary : sum
4 3 7 write a number sentence6 2 8 write a number sentence
T: How do you count on to find 8+1? Why did you start with 8 instead of 1
Matthew wants to find 9+3 He says 9 What numbers should he say next to count on?
Practice : page 7 1-18
Group B at kidney table
How can you count on to solve 2+8
CFU TE page 6
Day 3 - Math Journals:
Introduce vocabulary : Number sentence addends
5+2=
3+8=
6+1=
T: How do you know if a fact is a doubles face?
How do you know if a fact is a double plus one fact?
Practice : page 9
Group C at kidney table
doubles and doubles plus one
Justin has 4 cars Vicente has 5 cars Explain how a doubles fact and doubles plusone fact will help you find out how many cars they have in all?
CFU TE page 6
Day 3
Engage and Explore
(workmat 7 and red and yellow counters)
7+5=
Explain
Describe how you would solve 4+7 using a ten frame
Why do you start with the greater number in the ten frame?
Elaborate and Evaluate
TE page 11
Day 4- Math Journals:
Introduce vocabulary : review addend number sentence add
__+___=14
___+___=15
T: How would you solve 9=4 by making 10?
Practice : page 11
Group C at kidney table
Close
Explain how to use a ten frame and counters to solve 7 +9
CFU TE page 6
(Use Achieving the Standard Transparency)
Days 2 and 4
Mathematicians will analyze, evaluate and discuss Math Test Talk
Focus Areas:
Day 2 - Teams plan solve and establish a clear explanation using language of mathematics and test talk.
Day 4 - Mathematicians present their ideas in a clear understandable format, Mathematicians listen to the thoughts and ideas of others.
1:25-1:45
Read Aloud
Days 1 and 3
Day 1- Good Listeners will be able to sit quietly while being read to. They will be able to jot down key points that will be helpful to making the learning stick.
Day 3- Good speakers will be able to use retelling skills to prepare themselves to read with understanding and purpose.
1:45 -2:20
Science and Social Studies
Day 1 - Start with a poem (thinking books)
Activate Prior knowledge of caterpillars
Set purpose for reading: To learn about caterpillars.
Analyze: "You will soon be wrapped in silk, Asleep fo many a day
What can you infer that this means?
Read
Interactive Talk
Tell about caterpillars, What are the changes of a caterpiller
Day 1 -Physical Education 2:05-2:25
Day 2- Preview Chapter
Look at the Plant and describe the flower in thinking book
Day 3- Vocabulary
Reading Strategy- Chunks ( science words are often long it may be necessary to chunk words to read accurately)
Write words in Word study Notebooks
Flower Fruit seed life cycle cone inherit environment population gravity
En vi ron ment
partner work on reading accurately
2:25
Monday Homework
DOT Binder Word Problem
Gilbert has 5 bugs in his bug box. Jacob gave him 5 more. How many does Gilbert have in all?
DISMSAL
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