Mrs. Rosado Room A105
Lesson Plans September Week 8 October
8-12
ELD/Rti
Fourth Grade Unit of Study: Food Chain Frenzy/Ecosystem 8:00-8:55
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Monday
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Standards
L/S Orally Communicate Basic
needs,
4th grade 1.8
Use details, examples anecdotes, or experiences to explain or clarify
information
RF/SVD Read simple vocabulary phrases and sentences
(CELDT)
4th grade 1.3
Read aloud narrative and expository text fluently and accurately and with
appropriate pacing intonation and expression.
RC Generate and respond to comprehension
questions related to text (CELDT)
4th grade 2.3
Demonstrate comprehension by identifying answers in the text
LR &A Distinguish text by using simple sentences to
descrbe myths folktales fairy tales and legends
4th grade
3.1 Distinguish common forms of
literature
Mini Lesson: We began
reading Chapter 3 in the food chain frenzy. We are going to continue to read
this chapter together and we are reading for entertainment so we are mostly
going to focus on how the narrative progresses. We are going to focus on
Cause and Effects that occur in this story.
We are going to use this flow map. So while we read we are going make
cause and effect maps. This map will just hold our ideas so that we can begin
to discuss the cause and effects using strong powerful language.
Guided Practice: Read aloud 2 pages or until a clear cause and effect
can be established. Then have the students fill in interactively the map.
Then show them how to determine what is the cause and what is the effect as
well as how to convert that into a strong statement which is a complex
statement with past tense verbs.
Pair/ Share Practice reading the cause and effect
statement to each other and see if you can identify the past tense verb and
the two clauses that make the sentence complex
Independent Practice:
We are all going to do this work
together then we are going to share out what we have learned about cause and
effect
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Strategic
Group
procedures
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Reading for
meaning – Ana Valeria Jazmin
Creating a
process- Heidy Tomas Gilberto
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Tuesday
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Mini Lesson: Today I want
you to continue your work on cause and effect statements. Continue reading
the text and then we will share what we have learned. Today will be our last
day of focusing on the narrative.
Guided Practice: Review anchor chart from previous day
Independent
Practice: Students will read and
create cause and effect relationships
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Strategic Groups
Fluency
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Reading for
meaning – Ana Valeria Jazmin
Creating a process- Heidy Tomas Gilberto, Jose and Eric
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Wednesday
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Mini Lesson: Today
we are going to begin reading to understand the vocabulary and the science of
this chapter there are three key words that will make this piece of science
more understandable. Herbivore carnivores and ominvores. In order to gain a deep understanding of these
words we are going to use the text as our guide.
NEED COPIES OF PG
34 for each student
Guided Practice: We are going to take these piece of the text and we are going to try to stick it into our heads. First we are going to read it slowly so we really understand it. Next we are going to circle the science vocabulary. Next we are going to look for key words that help it make sense to us. Then we are going to underline an example the book gives us. Now we are going to take that information and create 3 circle maps. When you create this circle map think about if this is going to teach someone what the word means. If not then you need to re do it. We are going to send these definitions to a first grade class and see if they learned what we wanted them to learn.
Independent
Practice: Text mapping then, create 3 circle maps
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Strategic
Group
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Taking words apart into
root words- Ja bree Daniel Reina Eilyn
Cipriano Leon Giselle Andres
Carni- flesh herbi –
plant omni – all
Speaking in a teaching
tone and expanding root words- Anthony Nathan Jeremiah Jasmin Vivien
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Thursday
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Mini Lesson: Now that we know the vocabulary and we know it so
well we are trying to teach it to others. We also need to work on learning
about the relationship these words have to what we are learning about in the
science. So we will begin analyzing two pieces of text the two notebook entries by Arnold and D.
A. These two entries talk about processes and scientific relationships or it
literature narratives we call this cause and effect.
Guided Practice: So now today
we are going to use the knowledge we built during the narrative to build our
science. You are going to take these two entries and turn them into mulit
flow maps and create cause and effect statements. That are both complex and
use past tense verbs.
First read passage next
find words that make sentences complex like and because or commas. Now
underline verbs ( the verbs in the story are present tense because it is the
character present but it is past for us so we need to convert this) Some
students may use Conditional cause and effect statements
Independent
Practice: Create two mulit flow maps based on the
passages
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Strategy Goup
l
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Reading for
meaning – Ana Valeria Jazmin
Creating a process- Heidy Tomas Gilberto, Jose Eric Reina
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Friday
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Mini Lesson: Today I am
going to give you a few minutes to review your notes and watch a short video
then we are going to take a quick
assessment on chapter 3.
Guided Practice:
Independent
Practice:
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CAFE groups
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Create your own Food
Chain
F Fluency
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Math
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Join Problems
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Join Result unknown (JRU)
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Join Change Unknown (JCU)
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Join Start Unknown (JSU)
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Eva had 5 cookies Andy gave her 10 more . How many
cookies doe Eva have all togeteher in total now?
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Eva has 5 cookies Howmany more cookies does she nned
to have 15 cookies?
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Eva had some cookies. Andy gave her 10 more cookies.
Now she has 15 cookies. How many cookies did Eva have to start with?
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Modeling Strategy
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Set of 5 objects
and set of 10 more
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Counting Strategy
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Ex. Counting on, count by 10
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Fact Derived Facts
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Relationships
Smat switch
comunicative or associative
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Separate Problems
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Separate Result Unknown(SRK)
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Separate Change Unknown
(SCU)
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Separate Start Unknown
(SSU)
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Eva had 15 cookies. She gave 5 cookies to Andy. How many cookies does she have
left/now?
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Eva had 15 cookies? She gave some to Anday. Now she
ahd 5 cookies . Left How amny cookies did she give to Andy?
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Eva had some cookies. She gave 5 to Andy. Now she has
10 cookies left. How many cookies did Eva Have to start with
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Levels of
Understanding: 1.Representational
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2.Procedural
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3.Conceptual
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Monday –Constructive
Response Factors
Tuesday – DWA
review
Wednesday – Missing
numbers
Thursday– Rounding Numbers
Friday-DWA Review
(knowledge)
(comprehend) (application) (Analysis) ( Synthesis/create)
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Monday
Guided Practice
4.8-2.32=
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Mini Lesson: Today I wanted to go back and review how we worked
on and solved our constructive responses. Share strategies.
Guided practice: In order to do this work you had to have a good
understanding of factors and muliples and prime and composite. So We are
going to do some review work so we really understand what is prime and
composite and multiple and factors. So we are going to take a reading
strategy and add it to our math notebook. We are going to make a circle map
to define each of these vocabulary words. Let’s do prime together
Independent
Practice: Create circle maps to use
as a study guide in math
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Strategic
Group
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Conceptual: Students will understand factor pairs as two whole numbers
that multiply together to get one product.
Students will
understand that prime numbers have exactly one factor pair. Students will
understand that composite numbers have more than one factor pair. Students
will understand multiples as a product of two given whole numbers. (Nathan
Anthony Elisa Vivien Cesar Jesus Giselle)
Procedural:
Students can list the multiples of the numbers 2 through
9 up to 100.
Students can
create a list or chart of factor pairs of whole numbers 1-100.
Students can
identify, from a list or chart, which whole numbers are prime or composite.
Students will
create a t – chart and arrays to show factors and mulitples(
Alfredo,Esmeralda Ja bree Cassandra Eddie Leo Reina)
Representational:Students can use tools such as
number lines, hundreds charts, arrays, or cubes to model relationships
between factors and multiples.
Students bring
bags and hundreds chart to identify show factors and multiples(Tomas Sean
Cipriano Gerardo Eilyn Valeria Ana)
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Tuesday
Guided Practice
Round to
the whole number
4.34 5.67 8.56
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Mini Lesson: Rounding Today we are going to prepare to review
the concepts of rounding numbers. In order to prepare ourselves
Guided practice: We are going to go back and review some of the
ways that we can show others we understand rounding. Round 374,590 to the nearest thousand and use a
number line to explain it.
Independent
Practice:
I want you to try these
three independently Page 15 nannni.
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Strategic
Group
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Conceptual: Students will understand how to round whole numbers less
than or equal to one million
Students will
understand that rounding can be applied to any place within a number.
(This group
will round one number in every place/ backward rounding What number could it
be- Nathan Jocelyn Jesus Giselle Andrew Haley Vivien Elisa Anthony Cesar
Procedural: Students can identify the place to which they are
rounding.
Students can
identify the digit that affects how they round the number. Students can
identify the rounding choices (the digit stays the same or rounds
higher).Students can correctly write the rounded number in base-ten numeral
form ( This group will begin to explain their thinking with number lines
backwards and review procedures to teach group 3- Alfredo Karly Jackie Cassandra Eddie Brandon Andres Sarah Jeremiah Daniel
Ja bree)
Representational:Students can use visual models to illustrate place value in
rounding e.g., number line, place value drawings, base ten blocks. ( ana
Esmeralda Valeria Leo Gerardo Cipi Eilyn Reina Sean Tomas )
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Wednesday
Concept Lesson
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Mini Lesson: Today
we are going to build on what we did yesterday by adding to our place value
knowledge to add and subtract numbers that have fractions represented by a
decimal
Guided practice: Today we are going to make connections between
what we know about numbers with decimals that they are just another way to
represent fractions. And that they are less than one and as the numbers get
bigger the value decreases.
Independent Practice:
Nannni assessment pg 83 and Khan on Edmodo
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Strategic
Group
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Conceptual – Students understand the a number with a
decimal is represented a fraction of 1 and that in order to add or subtract
the numbers need to be aligned to ensure that they are adding/sub items that
hold the same value
This group will begin to make clear connections between the
representations de walle pg 188 7.4 activity and same activity as procedural
group
Procedural- Students understand that decimal is a place value holder
similar to a comma. They understand that in order to perform an operation
with these number they must align the decimal before they begin and they must
make note of the operation all other operation rules stay consistent.
This group will use money to add/ sub. Use base ten blocks and decimal
circle to manipulate values pag 185 de
walle. They will create a flow map to give to group 1
Representational. Students understand that a decimal is a place holder
for values under 1.
This group will bring bags and use money to represent and add/sub.
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Thursday
Skill Review
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Mini Lesson: Today we are going to again build on your
place value knowledge to put numbers in order from greatest to least and from
least to greatest. We are going to
focus on some vocabulary words to again use as a study guide greastest least
most fewest
Guided practice: Use
circle map model to create four math vocab tools
Independent
Practice: Make them independenly
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Strategic Groups
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u Conceptual:
Students will understand how to write numbers in base-ten
numerals, number names, and expanded form less than or equal to one million.
Students will
understand how to compare numbers less than or equal to one million based on
place and value.
Students will
understand the comparison symbols.
u Procedural:
Students can write numbers in base-ten numerals, number
names, and expanded form using numbers Page 10-11 nannni
Students can
read numbers in base-ten numerals, number names, and expanded form using
numbers less than or equal to one million.
Students can
use symbols (>, <, =) to compare multi-digit numbers less than or equal
to one million. 7.) Think about what you know about comparing numbers. When
you compare the numbers on the left, you need to look at the ones digits.
When you compare the numbers on the right, you do not need to compare the
ones digits. Write to explain your thinking:
6,497 6,493
2,689 2,642
Representational:
Students can
use manipulatives (e.g., place value blocks, mats, charts, etc.) to model the
different
Students can
use manipulatives (e.g., place value blocks, mats, charts, etc.) to compare
different numbers.
Students can
use manipulatives (e.g., place value blocks, mats, charts, etc.) and symbols
(>,<, =) to compare numbers.
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Friday
Assessment
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Mini Lesson: Assessment is your time to show what you
know and earn points.
Guided Practice: Reveiw Anchor charts
Independent Practice: Assessment
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RECESS 10:20-10:40
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Shared Reading
10:40-10:50
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Unit of Study: John F Kennedy “Speech to the Moon”
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Monday
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Mini Lesson: Read for Fluency
Guided: Listen to the Audio of the speech
http://www.jfklibrary.org/Asset-Viewer/Archives/JFKWHA-032.aspx
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Tuesday
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Mini Lesson:
Read for fluency, and comprehension
Guided
Practice: Find and read one sentence that you feel is important and
summarizes the speech
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Wednesday
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Thursday
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Mini Lesson: Read
for Fluency and understanding
Guided: Let’s take one sentence and see if we can
use our knowledge of synonyms and antonyms to change and re explain the
meaning of this speech
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Friday
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Mini
Lesson: Read the speech again and see
if you can find any use of figurative language similie metaphor onamonpea,
repetition
Guided:
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Reading
10:50-11:30
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Monday –
passage response
Tuesday-
antonyms
Wednesday –
passage response
Thursday –
figurative language similies and metaphors
Friday – Assessment
(knowledge)
(comprehend) (application) (Analysis) ( Synthesis/create)
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Monday
Word of the Day
Metaphors
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Mini Lesson: Today we are going to
work on our understanding of cause and effect but we are going to do this in
a very different way. What we are going to work on together today is some
test prep on finding the main idea. This will be a question on the DWA and I
want to make sure everyone is able to find the main idea. We are going to
read this passage and we are going to find the main idea as we read. This is
a strategy that you will need to do as you read passages on the test.
Guided
Practice: Read the first
paragraph. I am going to stop right here at the end of the first paragraph
and I want everyone to write this question under the first paragraph. What am
I am I going to learn from this passage? This will be the effect our learning
the main idea. And we are going to start by making a prediction. (Fiction
what is going to be the characters big problem?) Everyone write down what you
think you can learn based on this first paragraph it is like reading a blurb
on the back of a book. Now we are going to fill in the causes and see if it
is a direct match do the details match the effect or learning.
Independent
Practice: Complete
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Strategic Group ( C)
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Tuesday
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Mini Lesson: Today we are going to review another skill that will be on the DWA
we are going to review the use and synonyms and antonyms in order to get a
better understanding of what we are reading.
Guided
Practice: First lets
define what these are, and create a student page in our notebooks. Now we
know what they are know we need to know how do we figure what words are
synonyms and antonyms. Now we know what they are we have a process let’s
start using them to really get a deep understaning of our passage and we are
going to use this for number 2 in our passage response. What does the title
mean. Plants on the move So we are
trying to support the title how did the author find this title do lets break
every word into synonyms we can find. Plants on the Move. Read text and begin
got plug in synoyms into part to whole map
Independent
Practice; I want you to
finish this work and I want you to begin work on a synonym sentence so what
sentences could you create that are synonyms of the title using the words we
found. This will give us are support
and a way we can check our work is by asking is this a synonym or an anotonym
to the title. Be careful because sometimes s
ynoyms are not
exact matches but they are similar or shades of the word.
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Strategic Groups( A)
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Representational- Students will use the
paint chip and brace map to create synonyms/antonyms showing and
understanding for what it is
Procedural- Students will use the paint chip and will be able to
explain their choices verbally. As well as create a statement sentence
Complex sentences using modals and clauses
In my
opinion the writer chose this title
Plants on the move because/so it talks about plants and how they move
in several parts of the passage, here are two examples” blah blah blah” and
“blah blah”.
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Wednesday
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Mini Lesson: Today I wanted to spend some time reviewing what we have learned
when trying to understand root words on root word Wednesdays and explaining
how this will help us on the DWA. This will help you to understand and decode
the part of the test that work on word analysis. And vocabulary.
Guided
Practice: We are going to review a reading strategy
we have learned many years ago but we are going to add one little piece to it
to make it more powerful and apply to vocabulary. We are again going to use
our brace map to hold all our thinking. So what we are going to do is learn a
how to chunk letters within words for two reasons. One to read them
accurately and two to get a better idea of what each word means. So we are
going to use some of our root words. Paragraph, Model using brace map
Independent
Practice: Find 5 words
in your reading, chunk it using the brace map then predict what the word
means based on what we know about root words and the write the complete
sentence underneath if the context is how you figured it out.
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Strategic Group(F)
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Representational:
Find a multisyllable word break it
apart. Rewrite sentence. Determine where and how to find chunks
Procedurarl-
Use the brace map students understand where and how to chunk and begin to
attach meaning to the word parts
Conceptual Use
the brace map, understand word then meaning can use in context, can create new
words or manipulate the chunks to create other words
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Thursday
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Mini Lesson: Follow
the sequence of a story. So I want to go back and really figure out how to
track the sequence of characters. So we can understand them and begin to
build ideas about their traits. And actions. So we are going to use a flow
map as our metacognitive thinking tool today and we are going to track our
characters. This is so valuable because it not only helps understand our
characters it will help us learn compare contrast as well.
Guided
Practice: Read Aloud and
students create and character flow map. Focus on feeling and actions.
Independent
Practice: Complete the
same task with a passage in Treasures.
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Strategic Group(E)
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Representational- Flow map of character
feelings, figure out what are the transition points. Create an oral character
summary statement
Procedural- Students understand the character they can chart feeling
and actions as details as well as create a written-Conjunctions
that summarize (to conclude, indeed, in summary,
in short) Conjunctions that summarize (indeed, therefore, consequently)
Conceptual –
Students will use flow map to create a multi sentence answer about the
character to summarize the character
using words like therefore, indeed in summary (Conjunctions) along with
character traits.
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Friday
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Formative
Assessments ongoing throughout week
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AR- Goal Conferences
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Writing Workshop
11:30 -12:05
Unit of Study – Personal Narrative
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Monday
(Word Choice)
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Mini Lesson: Most of us have moved out of personal narratives and we
have chosen to write an essay about a hero. This is work that is exciting and
new. So today as you being to build your paragraphs about your heros one way we can add to the details our own
thoughts and opionions is by adding thought phrases: In other words, this
makes me realize, the thought I had about this. These thought will add voice to your
writing. I also want to point out that metaphors and similies are also a way
to bring voice. In other words mother Teresa lived like a angel of
kindness. This made me realized Willam
Wilburforce was a soilder in the war against slavery. This made me realize Fredrick Douglas words
were bullets in being fired at the those who felt slavery was just.
Guided Practice: Let’s look at a passage and see if we can find an
adjective that we may want to change. ( MY life Alfredo Balthazar
Independent Practice: Go back and re read your piece and find and
edit or revise adjectives. If you are having trouble then have a friend read
your work and decide where to add more powerful adjectives.
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Strategic
(VI)Group
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Develop your ideas again redo or add to flow
map
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Tuesday
(Conventions)
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Mini Lesson: Today, I want you to recognize and make sure you have
used appositves in your writing when needed and that have proper punctuation.
Guided
Practice: Read Fredrick douglas quote
and then add This makes me think and a
metaphor
Share11270
It is easier to build strong children than to repair broken men. Frederick Douglass If there is no struggle, there is no progress. Frederick Douglass Find out just what any people will quietly submit to and you have the exact measure of the injustice and wrong which will be imposed on them. Frederick Douglass I prefer to be true to myself, even at the hazard of incurring the ridicule of others, rather than to be false, and to incur my own abhorrence. Frederick Douglass I am a Republican, a black, dyed in the wool Republican, and I never intend to belong to any other party than the party of freedom and progress. Frederick Douglass I prayed for twenty years but received no answer until I prayed with my legs. Frederick Douglass A battle lost or won is easily described, understood, and appreciated, but the moral growth of a great nation requires reflection, as well as observation, to appreciate it. Frederick Douglass
Read more
at http://www.brainyquote.com/quotes/authors/f/frederick_douglass.html#IrtTgsvRv6BQSdY4.99
Independent
Practice:Writing workshop
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Strategic
Groups ( CO)
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Wednesday
(WS)
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Mini Lesson: So,
today I want you to focus on the structure of your writing. Now we usually
structure our writing with a big idea and then we prove it with details but
with this kind of essay writing we may want to try some new ways to introduce
our readers to this powerful innovative person. It is almost like we are
introducing a
Guided Practice: Watch Lakers intro and have students write 2 things the see or
hear. In the intro before any one details are given
Independent
Practice: Revise intro and structure of essay
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Strategic ( WS)
Groups
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Ideas- Sean Tomas Valeria Karly Eilyn
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Thursday
Conventions
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Mini Lesson: Today we are going to merge our reading and our writing
thinking we are going to use a multi flow map and talk about cause and
effect. We are going to build powerful
connections between the lives of our heros and how the things that happened
to them effected their lives and the lives of others. So today you are
narrators even if you do not have a draft you will read or tell what you know
about your hero and then your partner will create two flow maps in your green
notebooks. 1 cause and effect something that happened to the hero and how it
affected his life and the life of others.
Guided
Practice: Watch “ For the Birds Video”
Independent
Practice:
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Strategic
Group( purpose)
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Check in with WS Group
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Friday
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ON DEMAND Writing Prompt
Use Treasures Practice book page 32
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LUNCH 12:05-12:45
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Accuracy Word Study
12:45-1:15
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Word Study
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Word Study Focus Areas ) Monthly)
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Approaching
Grade Level
Beyond
Test Words:
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Science 1:15 -2:15
Unit of Study: Ecosystem/food web
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Monday
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Mini Lesson: We
have spent a great deal of time learning about ecosystems and how to research
them. We are now going to work on a more specific piece of ecosystems which
are the food webs and how different types of animals act within an ecosystem.
So as we begin learning about this new
piece of the ecosystem we need to remember as you read today you are a
nonfiction science reader and you are reading to gain information. So you
have to dig in and reread to find what your need.
Guided Practice: Read the first 3 paragraphs together. Practice rereading and finding facts. As I read I am going to create tree map of the information that I learn in the text
Independent practice: 50- 53 tree map of treasures
Focus: Heading
Subheadings and highlights
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Tuesday
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Mini Lesson: yesterday we spent some time
digging for information, I want you to look at that information again and
decide what is the main idea of this informaiotion. One way that may help us
do this is by going back and looking at the Title of chapter. Great So we have a clear may idea and some
details. Now in order for us to begin our work of becoming experts of
Interactions of Living Things we need to have a very clear understanding of
the vocabulary so we are going to make an anchor chart for the whole class to
use that clearly explains our vocab
Guided Practice:
Circle map of Interdependence
Independent
practice: Table 1 consumer Table 2 pollinator
Table 3 producer Table 4 decomposer
Table 5 carnivore Table 6
herbivore EXTRA CREDIt Ominvore SEED DISPERSAL
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Wednesday
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Thursday
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Mini Lesson: So
we have dug into our Science reading and found a main idea we have the key
vocabulary now we are going do the most important part of the work of a
Science researcher is thinking and specifically inference. We are going to
take all the information we have very carefully gathered and we are going to
create a make a prediction of how we think this information relates to
energy.
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Guided Practice: Think Aloud Turn and Talk I predict that
Independent
practice: Create your own Scientific statement that you can prove or disprove
using your Science knowledge. I
predict that all animals in an ecosystem share the energy by passing it
around.
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Friday
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Independent work
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Social
StudiesScience 2:15 -2:45
Unit of Study: Map Skills
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Monday
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Mini Lesson: Today we are going to
begin to build our skills as Historical writers. We are going to begin
writing about history which is different from a narrative. We are going to
study the text of our region. We specifically going to find the features of
the text so we can begin to write like a historian
Guided practice: Review that we will
find sub heaings maps etc. Model how to create a tree map that shows all of the
elements about their region.
Independent work: Each team will begin
a tree map of their region
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Tuesday
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Progress Binders
Mini Lesson: Today I want to teach you
that for this type of writing we really need to engage and hook our readers
and one way to do that is to create a powerful blurb on the back of a book
that says to the reader hey I may want to learn more about this. This blurb
is just a nice fun summary
Guided
practice: Model how the tree map can be a tool to start this blurb.
Historically accurate vocabulary and
Conjunctions that summarize (to conclude,
indeed, in summary, in short)
Conjunctions that summarize (indeed, therefore, consequently)
Independent work: Write a blurb and
share with the class
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Wednesday
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Thursday
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Mini Lesson: So, now that we have a
strong blurb an outline of everything we may encounter about our tribe we
need to start organizing the our text structure so someone else can learn.
The best way to start is to build a table of contents.
Guided practice: Model how to use text
to build table of contents
Independent
work: Create a group table of contents
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Friday
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SPARKS
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WEDNESDAY READ ALOUD 12:45-
1:15
Unit of Study: Narrative
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Title
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Zorro Hero
of California
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Comprehension Focus
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Focus
Students
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Comprehension –
Make a connection to history
Accuracy-Multisyllable
words/root words
Fluency-punctuation/
three word sweep
Vocabulary-
tune into interesting words.
Text Features-
Historical call outs
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Control the game
Interactive Read aloud
Engagment tools
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Keep durations unpredictable
1.Pick up please James
2. Keep the
Identity of the next reader unpredictable
3. Keep
durations short
4. reduce transactions costs (Susan Pick up)
5. Using bridging to maintain consistency(Teacher is the bridge between
readers)6. Oral Cloze7. Rely on a placeholder ( Hold your place and track me)
Finger Freeze.
Can
you take that sentence and put it in simpler language
How
might we express that today?
What
part of the paragraph tells you Hoki is mean sprited?
What
is the purpose of
Passage
– is her brother older
Phrase:
What does it tell you about him when he says “waiting for her”
Who
is he in the sentence
What
was the most exciting part/
Find
a sentence that proves
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Reminders Address Decoding errors
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Punch
the Error- repeat or describe, you got the first two sounds try it again
Mark
the spot-reread the 3 words before He
ran thtough the door. Teacher He ran
Name
the sound- should make and ask students to repeat and apply it
Identify
vowel short or long fip/ consonants
hard or soft/ Id sound pattern
Chunk
it-
Speed
the exceptions- That is a sight word
that does not follow the rule. The word is bury we say berry
Letter
cueing- can it be bark if it starts with f
Grammar
and syntax- The boys wore their COAT- one coat
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CLEAN UP AGENDA
HOMEWORK
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SPARKS 1:30- 2:15 FRIDAYS
Unit of Study: Pablo Picasso
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Week 1
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Watch Power point
http://www.mykidsart.com.au/Pablo_Picasso_Famous_Artists_My_Kids_Art.html
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Week 2
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Mini Lesson: Today I want to begin our work into painting
like Pablo Picasso So let’s review a few key vocabulary words.
Guided Practice:
Independent
practice:
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Week 3
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Mini Lesson: Today I want you to reflect on what you have
written and share it with a partner to decide if you are ready to plan you
work.
Guided Practice: Turn and Talk sketch out how you will
recreate the work of picasso
Independent
practice: Create a plan, or vision for your piece
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Week 4
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Mini Lesson:. Today we will begin our work as artist. We
will begin to create based on our inspiration.
Guided Practice: Create
a digital Picasso
http://www.picassohead.com/#2fa702a
Independent
practice: Put newspaper on the desk and then begin
your work.
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Week 5
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Mini Lesson: Continue
work and begin water colors and color blocking printed work.
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CLASS ECONOMY FRIDAYS
2:15- 2:35
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Monthly
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Banker- Pays all students for jobs
Deducts Dojo points for fees and fines
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Fridays or as needed
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Merchant- Sells Supplies and passes
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DISMISSAL
Homework
Check
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Monday
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Reading – Check
how many pages read in agenda
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Tuesday
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Math- Partner Check each others work attach homework cards
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Wednesday
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Social Studies- - Partner Check each others work
attach homework cards
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Thursday
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Science-- Partner Check each others
work attach homework cards
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Friday
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Calendar Math
and Word of the Week
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