Week 4 and 5 9/2-9/13/19

TeacherAmie Dalton
Subject AreaReading, Math, Science, Social Studies, Grammar, Writing
Grade LevelFirst Grade
Week #4 & 5
Unit of InstructionUnit 1
Standard(s) Taught

Week  4– Date 9/4-9/6/19, 9/9-9/13/19

 

Day

Reading Standards

& Objectives

8:50 – 9:20

SIPPS / Whole Group Reading

9:20 – 9:50

Small Group Reading Centers

Monday

 

 

 

 

LAFS.1.RL.1.1- Students will provide questions and/or answers that show understanding of key details in a text.

LAFS.1.RL.3.7- Students will provide a description of characters, setting, or events from a story using illustrations and details from a story.

LAFS.1.RI.2.5- Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

LAFS.1.RI.3.9- Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

 

LABOR DAY

NO SCHOOL

 

 

 

 

 

 

 

Teacher Table:

Reading Fluency Practice

 

Word Work:

Buiding CVC words/Blends practice

 

Sight Words:

Reading/Spelling Sight Words and Spelling Words

 

Technology:

iReady

 

Reading Nook:

Working on spelling puzzles

Reading Leveled Books

 

Writing Table:

Writing stories

Tuesday

Phonological Awareness

Contrast Vowel Sounds

-give a thumbs up if you can hear the short i sound: flip, sand, man, mitt, sit, lick, cap

Phonics-l blends

-intro sounds (cl, fl, bl, pl, sl)

-phonics practice activity

Spelling

-intro spelling words: clip, flip, slip, flag, black , plan (may need to review ck)

HFW

-intro HFW: be, come, good, pull

Comrehension:

https://safeYouTube.net/w/GgJq

(Pet Song)

-read Flip, highlighting story elements (characters, setting, problem, solution)

Formative: Complete Story Elements sheet together

 

Wednesday

 Phonological Awareness

Phoneme Blending

Say the word, say/count the sounds, tell how many sounds you heard: flat, pill, bit, had, black, slip

Phonics-l blends

Plural Nouns-write words on the board, have students read them, add s, read again: lap, plan, mat, map, pig, pill

Spelling

Word sort

-write a, i on board, have students sort words

HFW

-read, spell and punch, read word

(punch up for tall letter, middle for little letter, down for hanging letter)

Comprehension:

Think/Pair/Share: characters and setting in the story.

-read Flip focusing on events

Formative: tell what happened in the beginning, middle, and end of the story (do together)

 

Thursday

Phonological Awareness

Contrast Vowel Sounds

-give a thumbs up if you hear the short a sound: clip, flat, brat, slit, flip, slip

Phonics-l blends

-write word on board, read, change letter, build new word, read (flip to clap, clap to slap, slap to slip, slip to flip)

Spelling

-spelling dictation

-call out word, have students write it on whiteboard, go over spelling: plan, black, flag

HFW

-read, “paint”/spell, read

Comprehension:

Rapid Robin: retell the story

-read What Pets Need pointing out text features (label, bold words)

-after reading have students use highlighter point to text features and tell page numbers

Friday

 Spelling/HFW Assessment

Comprehension:

Think Pair Share: tell what pets need

-reread both stories discussing similarities and differences

Formative: complete Venn Diagram comparing 2 texts

         

 

Math Standards & Objectives

9:50 – 10:15

Whole Group Math

10:15 – 11:30, 11:00-11:15

Math Centers

10:30 – 11:00

 

 

 

M: Math Facts

 

Order of Addends facts.

 

A: At Seat

 

Lesson Practice Sheet.

 

T: Teacher Table

 

Small group work.

 

 

H: Hands On (games)

 

Counting objects buckets.

 

 

 

 

LUNCH

  Topic: Fluently Add and Subtract w/in 10

Focus: Counting On to Add

Hook: Ch. 3 Lesson 1 Video

WG: Model and discuss how to mentally count on. Model starting with bigger number and count on to find the sum. Use number lines if needed or counters

-Math Centers

Formative: Ch.3 L.1 Count On 1, 2, 3

Pgs. 211-214

 

  Topic: Fluently Add and Subtract w/in 10

Focus: Count On w/ Number Lines

Hook: Ch. 3 Lesson 2 Video 

WG: model and practice using number lines properly. Model how to start with bigger number and count on the smaller number using number lines. 

-Math Centers

Formative: Ch. 3 L.2 Use Number Lines

Pgs. 223-226

 

Topic: Fluently Add and Subtract w/in 10

Focus: Count Back to Subtract

Hook: Ch. 4 Lesson 1 Video

WG: model and discuss how to mentally and with cubes/counters count back to subtract. Model making larger number and counting back the smaller to get the difference; Math Centers

Formative: Ch. 4 L. 1 Count Back 1,2,3

Pgs. 281-284

  Topic: Fluently Add and Subtract w/in 10

Focus: Use Number Line to Subtract

Hook: Ch. 4 Lesson 1 Video 2

WG: model and practice using number lines to subtract. Start at larger number and count back the smaller to find the difference

Formative: Ch. 4 L. 2 Number Line to Subtract.  Pgs. 287-290

 

11:15 – 11:50

Science / Social Studies

11:50 – 1:15

ARTS

1:30 –
1:45

1:15 – 2:15

Language Arts / Writing

2:15 – 2:50

RTI / Learning Labs

2:50 – 3:00

 

 

Restroom Break & Oral Language Activities / SNACK

LABOR DAY

 

 

Wrap-Up Activities / Clean Up, Pack Up, Go to Parent Pick-Up

Unit 2: Objects in the Sky:Lesson 1:

Observe the Sky

Students make observations and describe daytime, and nighttime sky.Vocabulary: sun, star, gravity

Together read and complete pgs 8-9

When can you see the moon?   Discuss what we can see at night and what we can see during the day. Day and night cut and paste

SC.1.E.5.1, SC.1.E.5.3

 

 

Grammar: 

Handwriting practice: Have students circle capitalization and punctuation after rewriting jokes. Encourage Capitalization at the beginning of sentences, proper spacing and punctuation.

Writing:

First Draft: Write a narrative piece focusing on using temporal words to signify event order and provide a closure.

LAFS.L.1.2; LAFS.W.1.1 LAFS.1.W.1.

Sight Word Races!

https://jr.brainpop.com/socialstudies/citizenship/rightsandresponsibilities/  Discuss the difference between a right and a responsibility?

·          A right is a freedom that is protected,

·          A responsibility is something you should do, doing your homework.

·          Voting is both a right and a responsibility.

Complete right and responsibility sort

SS.1.C.2.1 SS.1.C.2.2

 

 

Grammar:

Handwriting practice: Have students circle capitalization and punctuation after rewriting jokes. Use colored pencils this time.  Encourage

Capitalization at the beginning of sentences, proper spacing and punctuation.

Writing:

Cold write Wednesday!  Encourage the usage of First, Next and Last in writing piece.

LAFS.1.L.1.2; LAFS.1.W.1.2

White Boards – partner pair editing sentences.

http://safeYouTube.net/w/3s6e

 

Review what we can see in the day and the night.

 

Write what you do in the day and night

 

 

 Grammar:

Handwriting practice: Have students circle capitalization and punctuation after rewriting jokes. Use colored pencils this time.  Encourage Capitalization at the beginning of sentences, proper spacing and punctuation.  Have students pair up to read jokes and edit sentences.

Writing:

Revise and edit writing from Tuesday for a final draft.  Show students how to go back and reread sentences looking for Capitalization, proper spacing and punctuation.

LAFS.1.L.1.2; LAFS.1.W.1.2

Letter formation practice.

Students will determine how to be responsible in everyday life.

Vocabulary: Responsibility

Read “Little Critter: I Just Forgot.”

https://safeYouTube.net/w/Zevr

•How could he be more responsible? 

•Why is it important for him to be responsible?

•Is it okay to forget sometimes?

•How can we be responsible at school?

Formative: Respond in student reflection log pg. 6

SS.1.C.2.1 SS.1.C.2.2

 

 

 

 

 

Learning Targets and Learning Criteria
Classroom Activities
Assignments Due
Additional Resources