Mrs.

Faris

MONDAY

Week of September 17-21

HOTS: Does anyone know what a talking stick is? Why do you think we might need a talking stick during our class meetings? TSW: Practice passing the talking stick around the group and say their name. TSW: discuss (while holding the talking stick) If someone feels upset, how do you know what help that person might need? How do you show a friend you care about him or her? Wrap-Up Our class meetings help us to practice showing that we care about each other.

CDT: I can discuss ways to care for others and all living things.

Science/Social Studies

CLASS MEETING TTW: Review the four anti-bully rules with the students (we will not bully others, we will try to help students who are bullied, we will try to include students who are left out, if we know that somebody is being bullied, we will tell an adult at school and an adult at home. TTW: Ask the students how the first week went of following the bully rules. Introduce talking stick to the class Our talking stick will help us take turns and practice listening while we have our class meeting. TTW: Ask the students how would you feel if a friend looked very sad? How could you help someone if that persons belongings kept falling while he or she tried to put them away? CDT: I can identify the traits of a fantasy text. CDT: I can identify and decode words with digraphs. TTW: Give each group of students the vocabulary words for the week. Read through the vocabulary cards and ask the students to make predictions about the story. Match the correct vocabulary card with the correct definition thumbs up for the correct answers. Introduce vocabulary TTW: Introduce the story, The Strongest One and discuss the type of genre. Introduce what fantasy means - it cannot really happen imaginative (While you are listening to the story be thinking about why this story could not really happen.) TTW: Lead the students to create a t-chart (fantasy/reality) and complete the fantasy side with the students (include pictures, phrases, sentences) TTW: Display a consonant digraph chart - /sh/, /ch/, /th/, /wh/ - remind the students the / = sounds like! Explain a consonant digraph has two consonants. *If time allows play the BrainPopJr. Video Phonics (th, sh, wh) CDT: I can recognize a compound word. CDT: I can complete a story organizer for my personal narrative. TTW: Discuss how a compound word is made when two or more words are joined together to form a new word. TTW: Create a list of compound words with the students and explain that they will be adding to the list throughout the week. When you think or a compound word that is not on the list or discover a compound word in your reading go add it to the list. Read Aloud the poem Outdoor Bedtime and identify the compound words. TTW: Discuss how we choose a specific topic for our personal narrative and introduce a story organizer. Explain why it is important to organize our thoughts before we write a rough draft. CDT: I can show my understanding of place value and skip counting up to 1000. (Assessment)

8:45-9:35

*Small Group Reading 10:20-11:25

Whole Group Reading 9:35-10:15

HOTS: Can you think of any other books that we have read that are fantasy? How do you know? TSW: Work with their group to match the vocabulary word with the correct definition. TSW: After listening to the story, create questions for Gallery Walk. TSW: complete the consonant digraph chart (TSW understand each consonant digraph has two consonants the second consonant is an h this is important one consonant followed by the letter h makes a new sound. TSW: each pick up a card (spelling word and new words) from the pile and place it under the correct digraph.

HOTS: Why should we organize our thoughts before writing our rough draft for our personal narrative? TTW: Brainstorm a list of compound words and display it in the classroom, the students can add to the list throughout the week (students will be looking for words in their reading and during conversation with other students) TSW: recognize and circle the compound words in the poem and write the two words that make up the compound word above. TSW: complete the story organizer with information about the experience that you plan to write about after completing the story organizer they will glue/tap it into their writers notebook.

Math 2:25-3:25

Writing/Language Arts 11:25-12:13

TTW: Review key vocabulary words and discuss where they can be found in the room. TTW: Place a three-digit number on the board.

TSW: Use their whiteboards to show different ways to show the three-digit number. TSW: Take the place value & skip counting assessment.

Mrs. Faris
Science/Social Studies

TUESDAY

Week of September 17-21

HOTS: Why dont trees grow in the tundra? TSW: In their flip chart draw a venn diagram and compare tundra to the desert. Write at least three facts in each circle and two similarities. ROUND ROBIN compare and contrast the difference between a tundra and the desert complete graphic organizer with your group (one graphic organizer, one pencil, timed 3 minutes to add as many details as possible) TSW: choose a group leader and have them report their information to the class. HOTS: Could a fantasy story have some elements that could really happen? Give an example of a fantasy story with realistic elements. TSW: Complete activity page they will SORT sentences and illustrations and distinguish if they are from a fantasy or reality text. TSW be given two pictures of book covers and they will explain why the book is fantasy or reality. TSW: during the closing of the lesson complete a statement and question sticky one thing they learned from the lesson and one more question they have for another day or for another student.

CDT: I can describe a tundra habitat. Vocabulary tundra: cold and windy environment. TTW: Show the kids the website -

8:45-9:35
*Small Group Reading 10:20-11:25

http://kids.nationalgeographic.com/kids/animals/creaturefeatu re/tundra-swans/

TTW: Discuss different types of animals and the different habitats they live in. The Tundra Swan lives in the artic, which will lead into a discussion about the tundra. Read page B13 in big book and think about other animals that would live in the tundra. TTW: Show the students different types of pictures of the tundra
http://environment.nationalgeographic.com/environment/phot os/tundra-landscapes

CDT: I can distinguish between fantasy and reality texts. CDT: I can create and decode words with digraphs. TTW: Introduce the lesson with a paragraph on the board, read the sentences with the students and ask them to decide if this story is fantast or reality. Help the students conclude the story is a fantasy. TTW: Review with the students fantasy and reality by Referring to anchor charts from previous lessons (reality a story with events that can happen in real life Fantasy A story with events or characters that could NOT exist in real life) begin new chart with students to sort illustrations and sentences to distinguish between reality and fantasy. TTW: Compare two texts that we have previously read. (Lilys Purple Plastic Purse and Henry and Mudge the Starry Night) fiction and realistic fiction. TTW: Remind the students to be thinking about the difference and similarities between fantasy and reality texts throughout the week. CDT: I can join together two words to form a compound word. CDT: I can write a rough draft for a personal narrative. TTW: Review with the students the compound words that have been placed on the chart. Model for the students how to complete the compound word activity (make two flaps on white paper) on the outside illustrate the two words that make up the compound word and inside illustrate the compound word. TTW: Complete a mini-lesson on Word Choice - Show Me, Dont Tell Me Have the students read sample A and sample B Discuss with the students the differences between the two samples sample A relies on generalities (a vague statement), sample B is highly detailed! TTW: Remind the students to put their voice into their writing and show the reader every detail they can! CDT: I can collect data and create a horizontal pictograph. Vocabulary horizontal (parallel to level group flat),vertical (upright), pictograph (a kind of graph that uses pictures to show information and each pictograph has a key that tells how many each picture stands for) TTW: Model and discuss how to make a pictograph ask the students what their favorite color is and create a pictograph using cubes. (Select only four colors to choose from) Discuss the results of the groups concrete graph. Determine the favorite color of the whole class by interpreting the data. Concrete graph is a graph that uses real objects to represent data. TSW: Lead the students to create a horizontal concrete graph using one shoe and placing it on the graph. Discuss and interpret the data what did we discover by creating this graph? *** Model for the students a pictograph using boys and girls in the classroom on the whiteboard and use smiley faces for the symbol.

Whole Group Reading 9:35-10:15

Writing/Language Arts 11:25-12:13

HOTS: How can identifying the meaning of the two words that make up a compound word help us understand the new words meaning? TSW: Complete the compound word activity by illustrating the two words that make up the compound word and then the compound work inside. (using a compound word that demonstrates an influence on the meaning of the compound word) eyeball, watermelon (not butterfly). TSW: Begin writing their personal narrative while continuously reflecting on their graphic organizer

HOTS: How can creating graphs help us outside of our classroom? TSW: *Collect the data during recess for a graph. What is your favorite subject in school? (Math, Social Studies, Science, Reading) What is your favorite habitat? (Tundra, Desert, Forest, Rain Forest, Pond, Ocean) What type of shoe are you wearing? (sneakers, boots, sandal, other) TSW: Create a pictograph at their seat along with the teacher for students favorite colors. TSW: create a horizontal concrete graph using one shoe and placing it on the graph paper. After the students have interpreted the date, they will create their own horizontal pictograph using the data they collected for the two other questions.

Math 2:25-3:25

Mrs. Faris

WEDNESDAY

Week of September 17-21

HOTS: How are the plants in the center of the pond different from the plants at the edge of the pond? TSW: Read pages B16-B19 with a partner (someone they have not worked with yet this year) and discuss the main ideas on each page. Highlight the supporting details on each page and write the main idea on the whitespace below each page. Discuss as a group the main idea of the text. *Many plants and animal habitats are along the edge of a pond. *A ponds surface is a habitat for many plants. *Some animals and plant habitats are under the surface of the pond. TSW: Write two facts in their flip-chart. HOTS: How can visualizing and creating mental images help us with our reading and writing? TSW: Brainstorm ideas for visualizing and creating mental images while reading. Illustrate the first images that come to your head after reading the story. TSW: go back in the poem and underline words they used to help them visualize. Share with shoulder partner. TSW: read aloud Shhh! They Are Sleeping and then write one sentence When I read this poem I visualize __________ and create your visual image on the page. TTW: blend the onsets and rimes to make words and then put them under the correct consonant digraph! HOTS: If another student read your story, would they be able to create a mental image and illustrate details about your personal narrative? TSW: Continue to work on the rough draft for their personal narrative.

Science/Social Studies

8:45-9:35
*Small Group Reading 10:20-11:25

CDT: I can identify the four types of land habitats. (Review) CDT: I can identify and describe water habitats. TTW: Review the vocabulary words habitat (a place where an animal finds the food, water, and shelter it needs to live) environment (living and nonliving things in a place) and add the words pond (small body of fresh water) and ocean (a large saltwater environment) to the vocabulary list. Use the Big Book (Unit B) page 15 to identify the two different types of water habitats. TTW: Discuss background knowledge of a freshwater environment and a saltwater environment Make a t-chart on the board.
If an animal lives in a freshwater environment, can I move it to a saltwater environment and will it survive? Freshwater: contain little or no salt and include rivers, streams, lakes, and ponds water in lakes and ponds is relatively still contains more plant growth than the water of faster flowing rivers and streams. Saltwater: include oceans, seas and a few inland lakes. All Earths large landmasses are bordered by oceans life in the open oceans is divided into zones based on the depth to which sunlight penetrates the water.

*Close the lesson by asking the students if there is a main idea in all the texts we read? Discuss why we should be always looking for the main idea of the text. CDT: I can create mental images from a poem. CDT: I can sort words into digraphs and blend categories. TTW: Discuss with the students (create poster) how a good reader creates mental images during and after reading, good readers understand that creating images helps in understanding and comprehending text, good readers use images to draw conclusions, recall detail. Remind students to create an image in their head as we read the poem - Up and Down create an image on the board with feedback from students. Ask the students to visualize while reading - Shhh! They Are Sleeping then give a copy to the students and read as a class. TTW: Review with the students digraphs and consonant blends and the chart we created Monday give each students an addition work to add to the chart. Then discuss the onset and the rime /sh/ /i/ /p/. CDT: I can write a rough draft for a personal narrative.

Writing/Language Arts 11:25-12:13

Whole Group Reading 9:35-10:15

TTW: Remind the students to use visualization when continuing to work on personal narrative. Discuss that when we start writing on our personal narrative and have not seen it from the day before, we always reread the text and then begin our thoughts. CDT: I can collect data using tally marks and create a vertical pictograph. TTW: show the students a three-minute clip on the difference between vertical and horizontal bar graphs. http://studyjams.scholastic.com/studyjams/jams/math/ data-analysis/bar-graphs.htm Discuss and review vocabulary wall and introduce the new vocabulary word MODE the value or item occurring most frequently. Discuss how we created a horizontal graph yesterday and today we will be creating a vertical graph.

HOTS: How can bar graphs be a useful too to visually compare data? TSW: *Collect data using tallies at recess for graph. What is your favorite season (fall, spring, summer, winter) What is your favorite recess spot (track, 5th grade playground, lower, upper) What is your favorite genre (fantasy, realistic fiction, legend or poetry) TSW: choose one questions and transfer the data onto the graph (making sure to create a title and labels)

Math 2:25-3:25

Mrs. Faris

THURSDAY

Week of September 17-21

HOTS: How are the edge of the pond and the center of the pond alike and different? Are there different animals that live in the center and edge of the pond? TSW: look through the nonfiction book with their shoulder partner and choose one or two animals from the book and identify their habitat. Why does the animal need to live in the specific habitat? TSW: Collaborate and write about their animal and how its needs are met by living in that specific environment. (Complete Habitat Investigation sheet with partner)

CDT: I can provide examples of animals meeting their needs in different habitats.

Science/Social Studies

8:45-9:35

TTW: Show the students a variety of books with animals and have the students sort the books into two different categories Animals that live in land habitats and Animals that live in water habitats. Students will choose a book to investigate. Get the students thinking about how animals meet their needs in different environments by asking How do frogs and turtles use plants for shelter and food? How is the saguaro cactus (we learned about this cactus last week in A Walk in the Desert) meeting its needs in the desert? (How do desert plants and animals get the water they need? CDT: I can identify the words that help me visualize a mental image from a text. (small group Wednesday & Friday) *Learning Links Reading Test (One Hour Block) 9:40-10:40 10:40 Bathroom Break 10:45 11:45 Small Group Reading CDT: I can explain the peer editing process. CDT: I can write a rough draft for a personal narrative. TTW: Discuss with the students the next step in the writing process is editing working with your classmates to help improve their writing can be lots of fun. But first, you have to learn what it means to peer edit and how to do it! A peer is someone your own age. Editing means making suggestions, comments, compliments, and changes to writing. Peer editing means working with someone your own age usually someone in your class to help improve, revise, and edit his or her writing. TTW: Show the students the Peer Editing PowerPoint and introduce Editing Eddy!
10:20-11:25

*Small Group Reading

Whole Group Reading 9:35-10:15

HOTS: Why do we need to edit our writing? TSW: Before beginning the lesson - RALLY ROBIN Take a minute each to discuss why we need to edit our writing. Discuss with face partner and the student who has the birthday that is closest to mine can report first. TSW: Write in the writers notebook why we peer edit and then draw Editing Eddy and label the diagram.

Math 2:25-3:25

Writing/Language Arts 11:25-12:13

*Learning Links Math Test (One Hour Block) 2:20 3:20

Mrs. Faris FRIDAY (EARLY RELEASE) Specials 10:15-10:40 Lunch 10:54-11:24 Bell Time 1:20
Science/Social Studies
CDT: I can compare and contrast two different types of habitats.

Week of September 17-21

HOTS: How are the desert and tundra similar? How are they different? TSW: Complete a quiz on the different types of habitats and how animals meet their needs in specific habitats. TSW: After the quiz in complete, they will compare two habitats using a venn diagram. The students will work independently to show their knowledge of habitats. HOTS: Compare and Contrast a fantasy text to a reality text?

8:45-9:35

TTW: Review using our flip-chart the six habitats that we learned about over the last week and a half. Review vocabulary with the students, habitat, environment, tundra, desert, forest, rain forest, pond, and ocean. TTW: Provide the students with a venn diagram, the students can choose two habitats to compare and contrast.

Whole Group Reading 11:35-12:30

CDT: I can show my understanding of fiction/nonfiction and fantasy/reality text within a specific topic. CDT: I can find words with digraphs in a text. TTW: Review how visualizing helps us during our reading. Discuss the difference between reality and fantasy. Compare and contrast the nonfiction and fiction books we read throughout the week. CDT: I can use the CUPS revise/edit checklist to peer conference on a personal narrative. TTW: Explain the CUPS revise/edit checklist and where to find it in the classroom. Review expectations during peer editing. C Capitalization, U Understanding, P Punctuation, S Spelling. Model for the students how to peer edit.

TSW: RALLY ROBIN and discuss a book that is fantasy and a book that is reality. Explain what makes that book a fantasy or reality. TSW: Reading Assessment/Spelling Words HOTS: Why do we need to use a revise/edit checklist? Do you think the authors that we studied this week revise their writing? TSW: have a mock peer editing session for 5 minutes to model how the peer editing process should go. Students will show/explain what the peer editing process will not look like. TSW: Continue working on the rough draft of their personal narrative or begin the peer editing process. (Remembering to always move their clip on our writing process pencil) HOTS: (Review) John has swimming classes on September 4, 7, 10, ?, and 16. Oophs! One of the dates has been washed off of the calendar. John knows that her lessons are ever so many days. What day is the missing lesson? TSW: interpret the two graphs summer camp survey and bake sale bonanza and use the information in the bar graphs to answer the questions. *The Students will move into centers when seatwork is complete.

Writing/Language Arts 9:35-10:15 Math 12:30-1:20

CDT: I can read and interpret a horizontal and vertical bar graph.

TTW: Give the students a one-minute fluency (addition and subtraction) page. Review with the students - bar graphs allow people to analyze data and compare information. A vertical and horizontal bar graph displays the same information, but they just look different. Introduce (x-axis and y-axis) and how there will always be a label on each. TTW: Display a vertical bar graph and interpret the data.

Mrs. Faris Tuesday-Friday Reading Small Group Tuesday Pink (Title 1) Green (Low)
TTW: use the knowledge of the meaning of individual words to determine the meaning of compound words Use task cards to match two words and create a compound word. Discuss the meaning of the two separate words and how their meaning changes when joined to another word. Complete the compound word builders activity page as a group. TTW: use the knowledge of the meaning of individual words to determine the meaning of compound words Use task cards to match two words and create a compound word. Discuss the meaning of the two separate words and how their meaning changes when joined to another word. Complete the compound word builders activity page as a group. Read Chapter 5 of Charlottes Web throughout the reading look for compound words, synonyms and antonyms create a chart and record our findings. TSW discuss if the book is a fantasy or reality Exit Ticket from group write why you believe the book is a fantasy or reality and provide evidence from the text.

Week of September 17-21

Wednesday
TTW: read the poem The Spider Web and discuss the importance of visualization. Underline words that are significant to visualize the setting, characters, plot. TSW take the mental image from their head and put it onto the paper by illustrating their thoughts. At the bottom of the page they will write: When I read this poem I visualize and write at least two complete sentences. TTW: read the poem The Spider Web and discuss the importance of visualization. Underline words that are significant to visualize the setting, characters, plot. TSW take the mental image from their head and put it onto the paper by illustrating their thoughts. At the bottom of the page they will write: When I read this poem I visualize and write at least two complete sentences. Read the poem The Spider Web and visualize the text. At the bottom of the page they will write: When I read this poem I visualize and write at least two complete sentences. TSW compare the visual image this poem gives us to Chapter 6 in Charlottes Web. Read chapter 6 and discuss the differences and similarities of the texts.

Thursday
TSW read through the spelling words and divide the cards evenly. TSW place the word card onto the phonics mat with the correct digraph. Discuss digraphs and their importance. TSW read the poem aloud and then identify (underline or highlight) the digraphs in the poem

Friday
TTW: read Grandma Hugfuzzy and Mr. Lees Store passages and distinguish between fantasy and reality. The students will highlight and put a R on the sentences that are reality and underline and put a F on the sentences that are fantasy. TTW be thinking about the difference and similarities between fantasy and reality texts and how we can identify one text with both types of sentences. TTW: read Grandma Hugfuzzy and Mr. Lees Store passages and distinguish between fantasy and reality. The students will highlight and put a R on the sentences that are reality and underline and put a F on the sentences that are fantasy. TTW be thinking about the difference and similarities between fantasy and reality texts and how we can identify one text with both types of sentences. Finish Chapter 6 of Charlottes Web and provide the students with a photocopy of one of the pages have the students distinguish between fantasy and reality within the page of the text.

Yellow (On-Level)

TSW read through the spelling words and divide the cards evenly. TSW place the word card onto the phonics mat with the correct digraph. Discuss digraphs and their importance. TSW read the poem aloud and then identify (underline or highlight) the digraphs in the poem

Blue (Advanced)

Read two paragraphs from Chapter 3 (descriptive paragraph of setting) discuss how visualizing this section of the book sets the setting for the rest of the book. Why is visualizing these paragraphs going to help us with our comprehension? Fold a paper in half and create two columns one side (word generator) write all the key/important ideas that help you visualize on the other side illustrate your mental image of the text.

Mrs. Faris Small Reading Groups Choose 2:

Week of September 17-21

Each day, students choose 2 activities to complete for 10 minutes each. There will be a total of 8 activities to choose from and they must complete all 8 by the end of the week. There can only be 2 students at each activity at a time. When students complete the activity, they will score themselves on effort for the activity and keep any complete or incomplete work in their morning work folder. Vocabulary Listening Center Word Generator *This may turn into a larger variety of word work activities Computer (Study Island) Read-to-Self (What? How? Why?) Vocabulary activities will differ each week. They will frequently be FCRR activities or involve other disciplines. The students will choose from three stories and listen to the story while following along in the book. A backdrop or image will be displayed for students. They are to generate as many words as they can that fit with the image. The teacher may ask for a specific type of word (i.e. noun, verb, adjective, or adverb) Students will engage in a Study Island lesson or test. The students will take a book out of their reading box and engage in independent reading. Students will be required to write a brief explanation of the book they chose, why they chose it and how they enjoyed it in their response journal. Students will choose their reading file (their colored group) and engage in practicing fluency at their level. This may be poems, songs, phrases, words, etc. Students will engage in a variety of writing practices. They may be asked to respond to a prompt, have journal writing time, work on a current piece, etc. On Monday, the class will generate questions about the weekly story. The questions will be posted in the room and during the gallery walk, students will respond to the question or to each others thoughts on post-its.

Fluency Writing Gallery Walk

The Highlighted Choose 2 Centers are currently available to the students. Each week a new Choose 2 is introduced to the students. The students rotate between reading small groups, choose 2, and seatwork (which is a leveled foursquare document, specific to the weekly story that covers comprehension, phonics, word work, and respond/retell.