Week 6 9/16-9/20/19

Week 6  – Date 9/17-9/20

 

Day

Reading Standards

& Objectives

8:50 – 9:20

SIPPS / Whole Group Reading

9:20 – 9:50

Small Group Reading Centers

Monday

 

NO SCHOOL PDD for Teachers

 

Tuesday

Phonological Awareness

Phoneme isolation

-read 3 words, which one doesn’t belong?

mom, sat, pond       

sip, not, him

dot, hop, big            

sad, doll, bag

Phonics-short o

-intro short o

-phonics practice activity

Spelling

Intro spelling words: hop, top, log, hog, hot, lot, they, too

HFW

-intro HFW: fun, make, they, too

Reading Comprehension:

https://safeYouTube.net/w/Qt9r

(friend song)

Read Friends, stopping to discuss vocab words:

Toss-to throw something

Quick-moving fast

Friend-someone you like to spend time with

 

Formative: vocab 4 square

 

Wednesday

 Phonological Awareness

Phoneme segmentation

-say the word, sound the word, count the sounds, tell how many sounds: on, lot, slot, lock, clock, block, job, pot, mom, plop, dog, fox

Phonics-short o

-write words on the board, have students sound then read: lot, mom, pot, rock, dog, doll, sock, block, flop, clock, got, hog, Ron

-build words: pot to pod, plop, slop, slot, lot, got, hot, hat, hack, sack, sock, rock

Spelling

-sort words og, op, ot

HFW

-review fun, make, they, too

Reading Comprehension:

Think Pair Share: tell a vocab word and use it in a sentence

Reread Friends highlighting things the girls did together

Formative: have students write 3 details that tell what the girls did

Thursday

Phonological Awareness

Phoneme Deletion

-saw the word, take away the first sound, what is left: slid, clock, slap, flop, glad, block, plot, flight, plate, cloud

Phonics-short o

Spelling

-place spelling words in ABC order

HFW

-review fun, make, they, too

Reading Comprehension:

Rapid Robin: details from the story

 

Reread Friends highlighting who, what, where, when, why of the story

 

Formative: Questioning sheet

 

 

Friday

 Spelling/HFW Assessment

 

Reading Comprehension:

Rapid Robin: what do you like to do with friends

 

Review feeling/sense words

 

Read There are Days and There are Days finding feeling/sense words

 

Make a list of words on whiteboard

         

 

Math Standards & Objectives

9:50 – 10:15

Whole Group Math

10:15 – 11:30, 11:00-11:15

Math Centers

10:30 – 11:00

 

.

NO SCHOOL PDD for Teachers

 

 

M: Math Facts

Fluency cards

 

 

 

A: At Seat

Workbook practice pages

 

 

 

 

T: Teacher Table

Direct instruction with white boards

 

 

 

H: Hands On (games)

Math manipulatives and puzzles

 

 

 

 

LUNCH

 Topic: Addition Facts to 20; Use Strategies

Focus: Add/Sub within 20 Word Problems

Hook:

WG: model and discuss how to find key words in story problems to add (in all, sum altogether). Model finding the parts in the problem to add to find the sum

-Math Centers

Formative: Ch.1 L.6 pg. 45-46

 Topic: Addition Facts to 20; Use Strategies

Focus: Add/Sub within 20 Word Problems

Hook:

WG: model and discuss how to find key words in story problems to add and sub (in all, sum altogether, how many more, difference, left). Model finding the parts/whole numbers to make sentences.

-Math Centers

Formative: Word Problem Worksheet #1

Topic: Addition Facts to 20; Use Strategies

Focus: Add/Sub within 20 Word Problems

Hook:

WG: model and discuss how to find key words in story problems to add and sub (in all, sum altogether, how many more, difference, left). Model finding the parts/whole numbers to make sentences.

-Math Centers

Formative: Word Problem Worksheet #2

 Topic: Addition Facts to 20; Use Strategies

Focus: Add/Sub within 20 Word Problems

Hook:

WG: tell students a math story problem. Have them use white boards to make sentences to match your story. Discuss whether it’s addition/subtraction sentence

-Math Centers

Formative: Beach Castle Worksheet

 

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

https://jr.brainpop.com/socialstudies

citizenship video

American Symbols

Read “United States of America”

Create Anchor chart

-share which American symbol with shoulder partner. 

-Read and complete American Book

SS.1.C.3.2

 

Restroom Break & Oral Language Activities / SNACK

Grammar:  Share and discuss Punctuation charts (period, exclamation point, and question mark)

Focus: period: used when you’re making a statement. Students will draw, define and write statements.

Writing:

First Draft: Write a compare/contrast piece on a Fall picture. Students will complete a compare/contrast map.  Write two likes and two differences.

Start writing piece. 

LAFS.L.1.2; LAFS.W.1.1 LAFS.1.W.1.3

 

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

https://jr.brainpop.com/science/space/sun/

Describe why the sun’s light is important.

-Discuss the sun’s light and how we use it with the class (to see, to help plants grow, to get vitamin D).

Helpful or Harmful Sort

 

Grammar:

Review exclamation chart with class. Give students exclamation clue cards to use in writing folders.

Focus: exclamation point:  used when you’re excited, demanding, or exaggerating over something.

Students will draw, define and write sentences using an exclamation point.

 

 

Writing:

Cold write Wednesday! 

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

 

American Symbols

-American Symbol an object that represents America

Read Stars and Stripes

-American Flag worksheet

SS.1.C.3.2

 

 

 

 

 

 

Identify how the sun is harmful.

Discuss the sun could hurt us. i.e. What happens in the summer if you are outside for a long time? Can you look at the sun?

Start an anchor chart about how to stay safe from the sun.

Sun Safety sort

 

 

Grammar:

 Review question mark chart with class.  Give question mark clue cards to use in writing folders.

Focus: question mark: used when you are asking questions.

Students will draw, define and write questions.

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

 

Identify how the sun is harmful.

Discuss the sun could hurt us. i.e. What happens in the summer if you are outside for a long time? Can you look at the sun?

Start an anchor chart about how to stay safe from the sun.

Sun Safety sort

 

-how to protect themselves from the sun.

Reread pages 6 – 9 in “The Sun.”

Illustrate and a way to protect your sky and protect your eyes.
SC.1.E.5.1

SC.1.E.5.3