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Notes
NO SCHOOL- MLK
Subject/Time
DAY
Monday, 1/16
8:30-8:45
8:45-9:00
10:00-11:00 STAR
Tuesday, 1/17
Testing today!
Wednesday, 1/18
Thursday,1/19
Breakfast/ Morning Work/ Book Shopping
Group Bathroom Break
9:00-9:15
MORNING MEETING/SEL
Friday, 1/20
Standard: CC.1.1.1.B
Objective: Students will practice/perform calendar routine and morning message routine.
Morning Message, Calendar Routine, Pattern, How many days in school, Weather, etc
9:15-9:40
READ ALOUD
Standard: CC.1.3.1.C,
CC.1.3.1.G
Objective: I can stop and jot when reading an informational text on arctic animals in
order to be a better thinker and to understand what I just read.
*Repeat Lesson every day but with a different text to help students really understand
reading strategy
We Do: Practice using arctic animals passage to stop and jot together as a class using post-its, whiteboard
or stop and jot graphic organizer Think-Pair-Share and discuss what was jotted and why
You Do/Check for Understanding: Teacher reads information text and stops at points to have students
jot what they are thinking and to discuss
Extension Activity: Non-fiction text features (if time allows
Closure: Share out what you learned today from stopping and jotting
9:40-10:30
Standard: CC.1.1.1.E
GUIDED READING/DAILY 5
CENTERS
Below
Andersen
10:30-10:50
Standard: CC.1.3
Standard: CC.1.3
CLOSE READING
Close Reading
Close Reading
Close Reading
comprehension questions
aboutWoodland Animals
evidence in order to
passage.
clues.
Woodland Animals
10:50-11:15
WORD WORK/PHONICS
Day 1:
Students listen to
the text and follow
along as teacher
reads and points to
each word
Vocab introduction
and discussion:
Woodland,
Burrows, Hind,
Prickles, Talon,
Muzzle (Students
circle vocabulary
words)
Teacher shows
pictures on
smartboard of
each vocabulary
word and students
discuss
Sight word to focus
on : With
Star
Testing
Today
10:0011:00
evidence.
passage on chart
paper and students
have their own
copy)
Model reading for
understanding
Teacher models
how to read
fluently as
students follow
along and echo
read
Discuss key details
and guide students
to use higher order
thinking skills to
draw more
knowledge from
text COLOR THE
EVIDENCE
I Do
We Do
Focus: CH Words
You Do
Choral Reading
Students discuss
to use evidence
from text to talk
it out and find
the main idea of
the passage
(**There are many
types of woodland
animals)
Friday Schedule
(see lessons next
to subject)
Have students practice building words of the week using whiteboards or letter tiles (check for
understanding)
Standard: CC.1.1.1.C
Read Aloud/
Extension: 9:009:45
Andersen
words using whiteboard and
, Tuesday: page 167 and 168, Wednesday: NO WORD WORK PAGE (STAR TESTING), Thursday:
workbook activities.
page 174
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Chin
Chop
Much
Chip
Rich
Chick
Out
Very
Never
Off
Lunch 10:30-10:55
Bathroom Break
11:00-11:10
11:23-11:43
Lunch
11:45-12:03
12:08-12:53
Yoga
Recess
Spanish
Yoga
Spanish
Yoga
SPECIAL
Bathroom break after special until 1:05
1:05-1:30
READERS WORKSHOP/
INDEPENDENT READING/
TEACHER CONFERENCING
NOTE: STUDENT TEACHER
ALOS MEETS WITH CHILDREN
ONE ON ONE FOR
CONFERENCIGN
DO NOW
(Connection)
DO NOW
(Connection)
DO NOW
(Connection)
DO NOW
(Connection)
Direct
Andersen
monkey to help me solve
tricky words. I can read
independently and build
my reading stamina.
what we already
know in a word and
blending the rest
Direct
Instruction
(Demonstratio
n)
- Tell the
students that
Chunky Monkey
says Look for
chunks or small
words inside a
big word A
chunk can be
any part of the
word they know.
Read through
chunky monkey
small word cards
and tell them
these are sight
words they
know.
They will use chunky
monkey strategy to
find these words in
bigger words and
that will help them
read the bigger
words.
Guided
Practice
(active
engagement)
Direct
Instruction
(Demonstratio
n)
Remind
students what
Chunky Monkey
reading strategy
is and how to
use it
Model how to use it
using a word card
Guided
Practice
(active
engagement)
Post word cards on
easel and have
students highlight
the chunks on the
card and blend the
rest of the sounds
together with the
chunk.
Independent
Practice/
Teacher
Conferencing
Have students read
their just right books
independently and
practice becoming
chunky monkey.
Direct
Instruction
(Demonstratio
n)
Instruction
(Demonstratio
n)
- Distribute chunky
monkey bookmark
to students and tell
them to always keep
it in their book
baggies because it
is a reminder to use
chunky monkey to
help read bigger
words using smaller
words you already
know within that
word.
Remind students
what Chunky
Monkey reading
strategy is and
how to use it
Model how to use it
using a word card
Guided
Practice
(active
engagement)
Students will work
together to circle
the chunks inside of
words on their
handout-
Guided
Practice
(active
engagement)
Independent
Practice/
Teacher
Conferencing
Independent
Practice/
Teacher
Conferencing
Andersen
Put up presentation
and find chunky
monkey small word
cards that go with
slide 2. Show
children 1 card at a
time and have them
find the word in one
of the big words in
the presentation,
and circle it.
Closure
Closure
Have students share
out the words they
make chunks for
Closure
Independent
Practice/
Teacher
Conferencing
Closure
Have students share
out the words they
make chunks for
1:30-2:00
Lesson: Table of
WRITING WORKSHOP
Objective: Students
Author Page
Contents
to shortened day
Informational Writing
Objective: Students
Objective: Students
Andersen
features to their
writing.
features to their
writing.
Teacher reads
mentor text and
focuses on making a
how to page
Teacher models
how to do this
Students create
focuses on captions
Students write and
text
Teacher models how
text features to
author page
Students create
About Book as
conferences. .
teacher
author page as
conferences with
teacher conferences
2:00-2:40
Teacher shows a
Teacher reads
students
Lesson: Place Value
MATH
other informational
teacher
with students.
Lesson: Comparing
Lesson: Making
Numbers
CHAPTER 7: Numbers to 20
Objective: Students
Objectives: Students
Objectives: Students
show numbers up to 20
Objective: Students
to 20 using connection
cubes.
number patterns.
numbers up to 20
Numbers
connection cubes to
review previous lesson.
connecting cubes to
-Using connecting
make a pattern
to compare numbers 10
connections cubes to
-20
others on a different
to twenty.
consecutive numbers
color)
volunteers to make
students to compare
to continue to pattern.
to determine which is
- whole group will
more.
most: 11,13,16.
Andersen
many more than, how
many fewer than,
pages 185-192
than.
group
mini lesson
mini lesson
this block
Objective: I can
Objective: I can
demonstrate my
my understanding of
understanding of MLK
MLK by completing
by completing
fact page.
assessment.
2:45-3:00
MLK shared
read shared
reading book
reading book
DISMISSAL
Accommodations for students in my class with IEP :
Andersen
Have out cotton balls and give students opportunities to earn them
Give students more time to talk together during lessons