Teacher’s Name-Mrs. Marva L. Parker Dates for Plans- January 3, 2011-January 7, 2011
Subject- Reading/Writing/Social Studies
Monday, 1-3-2011
Grade- 4
8:30-9:00 Morning Work/Breakfast/Announcements/Attendance
Morning Routine: Enter quietly, unpack, sharpen pencils, breakfast
Morning Work:
SOL 4.8 The student will edit writing for correct grammar,
capitalization, spelling, punctuation, and sentence structure.
a) Use subject-verb agreement.
Morning Work: Copy Spelling Words for this week! Test on Friday.
[change, village, edge, except, excited, explain, expect, Texas, quick, equal, charge, bridge,
fudge, excellent, relax, extra, queen, quart, liquid, quilt]
Complete DLR Wk 15 D1
Complete Math Skill
Prepare to SWITCH
9:05 – 9: 45 Resource PE Art on Tuesdays SWITCHED in December
9:50—10:50 Reading w/Mrs. Macintosh’s class
Reading
4.3 The student will read fiction and nonfiction with fluency and accuracy.
d) Use word-reference materials, including the glossary, dictionary, and thesaurus.
4.4
The student will read and demonstrate comprehension of fiction.
a) Explain the author’s purpose.
b) Describe how the choice of language, setting, and information contributes to the
author’s purpose.
c) Compare the use of fact and fantasy in historical fiction with other forms of
literature.
d) Identify major events and supporting details.
e) Describe the relationship between text and previously read materials.
f) Identify sensory words.
AS: Have you ever been caught outside in a ‘big’ storm. Present other weather
scenarios and ask TS for their predictions. TTW review predicting and author’s
purpose. TTW ask students for a definition of predicting, make predictions about the
story. TSW listen to Summer Surfers on tape and make predictions about the story
‘The Storm’. TSW be introduced to the vocabulary for the week [accident, coaxed,
nuzzled, soothing, tornado, wail, advisory, flashbacks, scythe, therapists.
IP: TSW complete Practice page 131.
***Review for Second Nine Weeks On- going English Assessment.
Pre-assessment: K-W-L GO, Brainstorming/Graphic Organizers, Think-Pair-Share, Anticipation Guide
Teacher Observations, Preview, Webs,
Assessments: Practice, Quizzes, Predictions, TS comprehension, Reading and Discussing
9:55- 10:50 Mr. Seed *Will read with, listen to TS, monitor center station activities on Monday,
Tuesday, and Friday.
10:50- 11:30 Mrs. Ward, TA TTAW assist students [Noah, Christian, Andrea, David] as needed.
*Will read with, listen to TS, and monitor center station activities during guided reading.
*11:30-12:05 Mrs.Napier Title 1 students [ Andrea, Christian, Cody, David].
Guided Reading Groups: TSW read Leveled Readers and discuss.AM
Some students have been switched in Guided Reading Groups for this Nine Weeks!
Parker Purple
A.R 2.1-3.2
Pet-Sitting Partners
Easy/Genre: Realistic Fiction
Intro: Review Predicting,
Generalizations, Homophones,
Multiple Meaning Words,
context clues, Comparing
Fact/fantasy
Words: coaxed, nuzzled,
soothing, allergic, cranky,
blistering
SR: Point out clues to help TS
recall the differences between
fact, realistic fiction, and
fiction.
TP: Lead discussion about
predictions [what you think
might happen next in a story]
and help TS make predictions
about pet-Sitting Partners
Assessment: Complete the LR
practice independently.TSW
use word and picture clues to
predict the kinds of problems
the girls encounter.
IP: TSW use simple reference
materials to help them make a
pet care poster.
Parker Green
A.R 3.3-3.9
Storm Chasers
Average/Genre: Realistic
Fiction ,Autobiography
Intro: Predicting,
Generalizations, Homophones,
Multiple Meaning Words,
context clues, Comparing
Fact/fantasy
Words: tornadoes, wail,
accident
SR: Identify the purpose of
understanding purposes for
and making predictions about
articles and stories as they
read. TSW use the Model
Your Thinking Think Aloud,
look at illustrations, and scan
some words to help make
predictions about what
information they might find in
a non-fiction book or what
might happen in a fictional
story.
TP: Have TS reread the book
in pairs and complete a K-WL chart.
Assessment: TSW record what
they have learned about
tornadoes in the third column
Of the chart.
Parker Yellow
A.R 4.0-6.0
Keys to Success L3C
Challenge
Intro: Predicting,
Generalizations, Homophones,
Multiple Meaning Words,
context clues, Comparing
Fact/fantasy
Words:
Cody, Andrea, Christian, David
Sydney, Noah, Kyle, Jeremy,
Jenna
Carson, Katelyn, Jahiem, Alianys
accident,
coaxed,
nuzzled,
soothing,
tornado,
wail,
advisory,
flashbacks,
scythe,
therapists.
SR: Use Model for Your
Thinking
TP: Read Be a Bird Watcher
Assessment: Complete the LR
practice independently.
Center Activities:
Mrs. Parker
Purple
*Word Study:
Reinforce skills
*A.R:
Quizzes/entertainment
Word Study
Green
Parker
AR
Yellow
A.R
Word Study
Parker
Teacher Support: Title 1 Teacher/SPED/Classroom teacher/Resource
1:15-2:30 Mrs. Ward, TA /TTW assist students [Hunter, Jabria, *Decory] as needed. *Will read
with, listen to TS, and monitor center station activities during guided reading.
1:20-2:00 Mrs. Napier Title 1 pushes in [Hunter,Jabria].
*1:20-2:30 Mr. Polston pulls Decory out for Reading.
Reading
4.4 The student will read fiction and nonfiction with fluency and accuracy.
d) Use word-reference materials, including the glossary, dictionary, and thesaurus.
4.4
The student will read and demonstrate comprehension of fiction.
g) Explain the author’s purpose.
h) Describe how the choice of language, setting, and information contributes to the
author’s purpose.
i) Compare the use of fact and fantasy in historical fiction with other forms of
literature.
j) Identify major events and supporting details.
k) Describe the relationship between text and previously read materials.
l) Identify sensory words.
m) AS: Have you ever been caught outside in a ‘big’ storm. Present other weather
scenarios and ask TS for their predictions. TTW review predicting and author’s
purpose. TTW ask students for a definition of predicting, make predictions about the
story. TSW listen to Summer Surfers on tape and make predictions about the story
‘The Storm’. TSW be introduced to the vocabulary for the week [accident, coaxed,
nuzzled, soothing, tornado, wail, advisory, flashbacks, scythe, therapists.
IP: TSW complete Practice page 131.
***Review for Second Nine Weeks On- going English Assessment.
Reading Groups: PM TSW read Leveled Readers and discuss.
Parker Purple
A.R 2.1-3.2
Pet-Sitting Partners
Easy/Genre: Realistic Fiction
Intro: Review Predicting,
Parker Green
A.R 3.3-3.9
Storm Chasers
Average/Genre: Realistic
Fiction ,Autobiography
Parker Yellow
A.R 4.0-6.0
Keys to Success L3C
Challenge
Intro: Predicting,
Generalizations, Homophones,
Multiple Meaning Words,
context clues, Comparing
Fact/fantasy
Words: coaxed, nuzzled,
soothing, allergic, cranky,
blistering
SR: Point out clues to help TS
recall the differences between
fact, realistic fiction, and
fiction.
TP: Lead discussion about
predictions [what you think
might happen next in a story]
and help TS make predictions
about pet-Sitting Partners
Assessment: Complete the LR
practice independently.TSW
use word and picture clues to
predict the kinds of problems
the girls encounter.
IP: TSW use simple reference
materials to help them make a
pet care poster.
Intro: Predicting,
Generalizations, Homophones,
Multiple Meaning Words,
context clues, Comparing
Fact/fantasy
Words: tornadoes, wail,
accident
SR: Identify the purpose of
understanding purposes for
and making predictions about
articles and stories as they
read. TSW use the Model
Your Thinking Think Aloud,
look at illustrations, and scan
some words to help make
predictions about what
information they might find in
a non-fiction book or what
might happen in a fictional
story.
TP: Have TS reread the book
in pairs and complete a K-WL chart.
Assessment: TSW record what
they have learned about
tornadoes in the third column
Of the chart.
*Decory, Hunter, Jabria,
Taylor, Harley, Travis,
Abigail, Jenna
Center Activities:
#1 Mrs. Parker
#2 Word Study
Travis, *Decory
Jabria
Generalizations, Homophones,
Multiple Meaning Words,
context clues, Comparing
Fact/fantasy
Words:
accident,
coaxed,
nuzzled,
soothing,
tornado,
wail,
advisory,
flashbacks,
scythe,
therapists.
SR: Use Model for Your
Thinking
TP: Read Be a Bird Watcher
Assessment: Complete the LR
practice independently.
Wesley, Haley, Jacob, Lauren
Casey, Johanna
#3 Seatwork/AR
Wesley, Johanna,
Casey, Harley
Abigail, Hunter, Jenna
Taylor
Jacob, Haley, Lauren
Pre-assessment: Brainstorming/Graphic Organizers, Think-Pair-Share, Anticipation Guide
Teacher Observations, Preview
Assessments: Practice, Quizzes, Predictions, TS comprehension
Writing SOL 4.7 and SOL 4.8
Writing
4.7
The student will write effective narratives, poems, and explanations.
a) Focus on one aspect of a topic.
Develop a plan for writing.
Organize writing to convey a central idea.
Write several related paragraphs on the same topic.
Utilize elements of style, including word choice and sentence variation.
4.8
The student will edit writing for correct grammar, capitalization, spelling, punctuation,
and sentence structure.
a) Use subject-verb agreement.
b) Eliminate double negatives.
c) Use noun-pronoun agreement.
d) Use commas in series, dates, and addresses.
e) Incorporate adjectives and adverbs.
f) Use the articles a, an, and the correctly.
g) Use correct spelling for frequently used words, including common
homophones
AS: Ask TS what they think a descriptive narrative is. TTW model several passages with the
inclusion of descriptive passages and TS will be asked if they can identify the words that
describe in the something in the passage.
TTW introduce and model couplets. TSW complete practice couplets and complete a
brainstorming web activity to write their formal 2B couplet.
a) IP: TSW practice writing descriptive sentences using adverbs and
adjectives and editing them. TSW complete GWB p.97-98 on
using adverbs to improve sentences.TSW also Use subject-verb
agreement practice and complete GWB 59-60 review on adverbs
b)
c)
d)
e)
Pre-assessment: Brainstorming/Graphic Organizers, Think-Pair-Share, Anticipation Guide
Pre-writes, Teacher Observations, TS responses
Assessments: Daily Practice
Teacher Support: Title 1 Teacher/SPED/Classroom teacher/Resource
The Elmo is used daily w Virginia Studies for note-taking and textbook
reading. The TSW review :
VS.4
The student will demonstrate knowledge of life in the Virginia colony by
a) explaining the importance of agriculture and its influence on the institution of slavery;
b) describing how the culture of colonial Virginia reflected the origins of European (English,
Scots-Irish, German) immigrants, Africans, and American Indians;
c) explaining the reasons for the relocation of Virginia’s capital from Jamestown to
Williamsburg to Richmond;
d) describing how money, barter, and credit were used;
e) describing everyday life in colonial Virginia.
IP: TSW complete the Colonial Days activity that was started on Friday.
SOL VS.5 The student will demonstrate knowledge of the role of Virginia in the American Revolution
by
a) identifying the reasons why the colonies went to war with Great Britain, as expressed in the
Declaration of Independence;
b) identifying the various roles played by whites, enslaved African Americans, free African
Americans, and American Indians in the Revolutionary War era, including George
Washington, Thomas Jefferson, Patrick Henry, and James Lafayette;
c) identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the
American victory at Yorktown.
AS: Ask TS to explain why people disagree and argue about certain things. TTW explain to the students
the significance of the Constitutional confusion and how it was settled.
TTW review with TS and TS will read Essential Knowledge questions and answers as a review from VS 5ac. TSW complete assigned reading Our Virginia textbook pages 80-91 Revolutionary period. TSW peer
complete path to the American Revolution Story Map. TSW use INB notes to review VS5 for test on VS 5
Friday.
IP: TSW cut, paste, and highlight Essential Knowledge questions and answers in their INB.
Pre-assessment: KWL, Brainstorming/Graphic Organizers, Think-Pair-Share, Anticipation Guide
Teacher Observations, Oral responses, class participation
Assessments: Questioning, Recall, Formal assessments [quizzes, tests] Homework, INB entries
and class work.
Teacher’s Name-Mrs. Marva L. Parker Dates for Plans- January 3, 2011-January 7, 2011
Subject- Reading/Writing/Social Studies
Tuesday, 1-4-2011 Grade- 4
8:30-9:00 Morning Work/Breakfast/Announcements/Attendance
Morning Routine: Enter quietly, unpack, sharpen pencils, breakfast
Morning Work:
SOL 4.8 The student will edit writing for correct grammar,
capitalization, spelling, punctuation, and sentence structure.
b) Use subject-verb agreement.
Morning Work:
Complete DLR Wk 15 D2
Complete Math Skill
Prepare to SWITCH
9:05 – 9: 45 Resource Art
9:50—10:50 Reading w/Mrs. Macintosh’s class
Reading
4.5 The student will read fiction and nonfiction with fluency and accuracy.
d) Use word-reference materials, including the glossary, dictionary, and thesaurus.
4.4
The student will read and demonstrate comprehension of fiction.
n) Explain the author’s purpose.
o) Describe how the choice of language, setting, and information contributes to the
author’s purpose.
p) Compare the use of fact and fantasy in historical fiction with other forms of
literature.
q) Identify major events and supporting details.
r) Describe the relationship between text and previously read materials.
s) Identify sensory words.
AS: Have you ever been caught outside in a ‘big’ storm. Present other weather
scenarios and ask TS for their predictions. TTW review predicting and author’s
purpose. TTW ask students for a definition of predicting, make predictions about the
story. TSW listen to Summer Surfers on tape and make predictions about the story
‘The Storm’. TSW be introduced to the vocabulary for the week [ accident, coaxed,
nuzzled, soothing, tornado, wail, advisory, flashbacks, scythe, therapists.
IP: TSW copy vocabulary definitions and complete Practice page 132.
***Review for Second Nine Weeks On- going English Assessment.
Pre-assessment: K-W-L GO, Brainstorming/Graphic Organizers, Think-Pair-Share, Anticipation Guide
Teacher Observations, Preview, Webs,
Assessments: Practice, Quizzes, Predictions, TS comprehension, Reading and Discussing
9:55- 10:50 Mr. Seed *Will read with, listen to TS, monitor center station activities on Monday,
Tuesday, and Friday.
10:50- 11:30 Mrs. Ward, TA TTAW assist students [Noah, Christian, Andrea, David] as needed.
*Will read with, listen to TS, and monitor center station activities during guided reading.
*11:30-12:05 Mrs.Napier Title 1 students [ Andrea, Christian, Cody, David].
Guided Reading Groups: TSW read Leveled Readers and discuss.AM
Some students have been switched in Guided Reading Groups for this Nine Weeks!
Parker Purple
A.R 2.1-3.2
Pet-Sitting Partners
Easy/Genre: Realistic Fiction
Intro: Review Predicting,
Generalizations, Homophones,
Multiple Meaning Words,
context clues, Comparing
Fact/fantasy
Words: coaxed, nuzzled,
soothing, allergic, cranky,
blistering
SR: Point out clues to help TS
recall the differences between
fact, realistic fiction, and
fiction.
TP: Lead discussion about
predictions [what you think
might happen next in a story]
and help TS make predictions
about pet-Sitting Partners
Assessment: Complete the LR
practice independently.TSW
use word and picture clues to
predict the kinds of problems
the girls encounter.
IP: TSW use simple reference
materials to help them make a
pet care poster.
Parker Green
A.R 3.3-3.9
Storm Chasers
Average/Genre: Realistic
Fiction ,Autobiography
Intro: Predicting,
Generalizations, Homophones,
Multiple Meaning Words,
context clues, Comparing
Fact/fantasy
Words: tornadoes, wail,
accident
SR: Identify the purpose of
understanding purposes for
and making predictions about
articles and stories as they
read. TSW use the Model
Your Thinking Think Aloud,
look at illustrations, and scan
some words to help make
predictions about what
information they might find in
a non-fiction book or what
might happen in a fictional
story.
TP: Have TS reread the book
in pairs and complete a K-WL chart.
Assessment: TSW record what
they have learned about
tornadoes in the third column
Of the chart.
Parker Yellow
A.R 4.0-6.0
Keys to Success L3C
Challenge
Intro: Predicting,
Generalizations, Homophones,
Multiple Meaning Words,
context clues, Comparing
Fact/fantasy
Words:
Cody, Andrea, Christian, David
Sydney, Noah, Kyle, Jeremy,
Jenna
Carson, Katelyn, Jahiem, Alianys
Center Activities:
Mrs. Parker
Purple
*Word Study:
Word Study
Green
Parker
accident,
coaxed,
nuzzled,
soothing,
tornado,
wail,
advisory,
flashbacks,
scythe,
therapists.
SR: Use Model for Your
Thinking
TP: Read Be a Bird Watcher
Assessment: Complete the LR
practice independently.
AR
Yellow
A.R
Reinforce skills
*A.R:
Word Study
Quizzes/entertainment
Parker
Teacher Support: Title 1 Teacher/SPED/Classroom teacher/Resource
1:15-2:30 Mrs. Ward, TA /TTW assist students [Hunter, Jabria, *Decory] as needed. *Will read
with, listen to TS, and monitor center station activities during guided reading.
1:20-2:00 Mrs. Napier Title 1 pushes in [Hunter,Jabria].
*1:20-2:30 Mr. Polston pulls Decory out for Reading.
Reading
4.6 The student will read fiction and nonfiction with fluency and accuracy.
d) Use word-reference materials, including the glossary, dictionary, and thesaurus.
4.4
The student will read and demonstrate comprehension of fiction.
t) Explain the author’s purpose.
u) Describe how the choice of language, setting, and information contributes to the
author’s purpose.
v) Compare the use of fact and fantasy in historical fiction with other forms of
literature.
w) Identify major events and supporting details.
x) Describe the relationship between text and previously read materials.
y) Identify sensory words.
z) AS: Have you ever been caught outside in a ‘big’ storm. Present other weather
scenarios and ask TS for their predictions. TTW review predicting and author’s
purpose. TTW ask students for a definition of predicting, make predictions about the
story. TSW listen to Summer Surfers on tape and make predictions about the story
‘The Storm’. TSW be introduced to the vocabulary for the week [ accident, coaxed,
nuzzled, soothing, tornado, wail, advisory, flashbacks, scythe, therapists.
IP: TSW copy vocabulary definitions and complete Practice page 132.
***Review for Second Nine Weeks On- going English Assessment.
Reading Groups: PM TSW read Leveled Readers and discuss.
Parker Purple
A.R 2.1-3.2
Pet-Sitting Partners
Easy/Genre: Realistic Fiction
Intro: Review Predicting,
Generalizations, Homophones,
Multiple Meaning Words,
context clues, Comparing
Parker Green
A.R 3.3-3.9
Storm Chasers
Average/Genre: Realistic
Fiction ,Autobiography
Intro: Predicting,
Generalizations, Homophones,
Multiple Meaning Words,
Parker Yellow
A.R 4.0-6.0
Keys to Success L3C
Challenge
Intro: Predicting,
Generalizations, Homophones,
Multiple Meaning Words,
context clues, Comparing
Fact/fantasy
Words: coaxed, nuzzled,
soothing, allergic, cranky,
blistering
SR: Point out clues to help TS
recall the differences between
fact, realistic fiction, and
fiction.
TP: Lead discussion about
predictions [what you think
might happen next in a story]
and help TS make predictions
about pet-Sitting Partners
Assessment: Complete the LR
practice independently.TSW
use word and picture clues to
predict the kinds of problems
the girls encounter.
IP: TSW use simple reference
materials to help them make a
pet care poster.
context clues, Comparing
Fact/fantasy
Words: tornadoes, wail,
accident
SR: Identify the purpose of
understanding purposes for
and making predictions about
articles and stories as they
read. TSW use the Model
Your Thinking Think Aloud,
look at illustrations, and scan
some words to help make
predictions about what
information they might find in
a non-fiction book or what
might happen in a fictional
story.
TP: Have TS reread the book
in pairs and complete a K-WL chart.
Assessment: TSW record what
they have learned about
tornadoes in the third column
Of the chart.
*Decory, Hunter, Jabria,
Taylor, Harley, Travis,
Abigail, Jenna
Center Activities:
#1 Mrs. Parker
#2 Word Study
Travis, *Decory
Jabria
Fact/fantasy
Words:
accident,
coaxed,
nuzzled,
soothing,
tornado,
wail,
advisory,
flashbacks,
scythe,
therapists.
SR: Use Model for Your
Thinking
TP: Read Be a Bird Watcher
Assessment: Complete the LR
practice independently.
Wesley, Haley, Jacob, Lauren
Casey, Johanna
#3 Seatwork/AR
Wesley, Johanna,
Casey, Harley
Abigail, Hunter, Jenna
Taylor
Jacob, Haley, Lauren
Pre-assessment: Brainstorming/Graphic Organizers, Think-Pair-Share, Anticipation Guide
Teacher Observations, Preview
Assessments: Practice, Quizzes, Predictions, TS comprehension
Writing SOL 4.7 and SOL 4.8
Writing
4.7
The student will write effective narratives, poems, and explanations.
f) Focus on one aspect of a topic.
g) Develop a plan for writing.
h) Organize writing to convey a central idea.
i) Write several related paragraphs on the same topic.
Utilize elements of style, including word choice and sentence variation.
4.8
The student will edit writing for correct grammar, capitalization, spelling, punctuation,
and sentence structure.
b) Use subject-verb agreement.
c) Eliminate double negatives.
d) Use noun-pronoun agreement.
e) Use commas in series, dates, and addresses.
f) Incorporate adjectives and adverbs.
g) Use the articles a, an, and the correctly.
h) Use correct spelling for frequently used words, including common
homophones
AS: Ask TS what they think a descriptive narrative is. TTW model several passages with the
inclusion of descriptive passages and TS will be asked if they can identify the words that
describe in the something in the passage.
TTW introduce and model couplets. TSW complete practice couplets and complete a
brainstorming web activity to write their formal 2B couplet.
IP: TSW practice writing descriptive sentences and editing them. TSW complete GWB p.97-98
on using adverbs to improve sentences.
Pre-assessment: Brainstorming/Graphic Organizers, Think-Pair-Share, Anticipation Guide
j)
Pre-writes, Teacher Observations, TS responses
Assessments: Daily Practice
Teacher Support: Title 1 Teacher/SPED/Classroom teacher/Resource
The Elmo is used daily w Virginia Studies for note-taking and textbook
reading. The TSW review :
VS.4
The student will demonstrate knowledge of life in the Virginia colony by
a) explaining the importance of agriculture and its influence on the institution of slavery;
b) describing how the culture of colonial Virginia reflected the origins of European (English,
Scots-Irish, German) immigrants, Africans, and American Indians;
c) explaining the reasons for the relocation of Virginia’s capital from Jamestown to
Williamsburg to Richmond;
d) describing how money, barter, and credit were used;
e) describing everyday life in colonial Virginia.
IP: TSW complete the Colonial Days activity that was started on Friday.
SOL VS.5 The student will demonstrate knowledge of the role of Virginia in the American Revolution
by
a) identifying the reasons why the colonies went to war with Great Britain, as expressed in the
Declaration of Independence;
b) identifying the various roles played by whites, enslaved African Americans, free African
Americans, and American Indians in the Revolutionary War era, including George
Washington, Thomas Jefferson, Patrick Henry, and James Lafayette;
c) identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the
American victory at Yorktown.
AS: Ask TS to explain why people disagree and argue about certain things. TTW explain to the students
the significance of the Constitutional confusion and how it was settled.
TTW review with TS and TS will read Essential Knowledge questions and answers as a review from VS 5ac. TSW complete assigned reading Our Virginia textbook pages 80-91 Revolutionary period. TSW peer
complete path to the American Revolution Story Map. TSW use INB notes to review VS5 for test on VS 5
Friday.
IP: TSW cut, paste, and highlight Essential Knowledge questions and answers in their INB.
Pre-assessment: KWL, Brainstorming/Graphic Organizers, Think-Pair-Share, Anticipation Guide
Teacher Observations, Oral responses, class participation
Assessments: Questioning, Recall, Formal assessments [quizzes, tests] Homework, INB entries
and class work.
Teacher’s Name-Mrs. Marva L. Parker Dates for Plans- January 3, 2011-January 7, 2011
Subject- Reading/Writing/Social Studies
Wednesday, 1-5-2011 Grade- 4
8:30-9:00 Morning Work/Breakfast/Announcements/Attendance
Morning Routine: Enter quietly, unpack, sharpen pencils, breakfast
Morning Work:
SOL 4.8 The student will edit writing for correct grammar,
capitalization, spelling, punctuation, and sentence structure.
c) Use subject-verb agreement.
Morning Work:
Complete DLR Wk 15 D3
Complete Math Skill
Prepare to SWITCH
9:05 – 9: 45 Resource Library
9:50—10:50 Reading w/Mrs. Macintosh’s class
Reading
4.7 The student will read fiction and nonfiction with fluency and accuracy.
d) Use word-reference materials, including the glossary, dictionary, and thesaurus.
4.4
The student will read and demonstrate comprehension of fiction.
aa) Explain the author’s purpose.
bb) Describe how the choice of language, setting, and information contributes to the
author’s purpose.
cc) Compare the use of fact and fantasy in historical fiction with other forms of
literature.
dd) Identify major events and supporting details.
ee) Describe the relationship between text and previously read materials.
ff) Identify sensory words.
AS: Have you ever been caught outside in a ‘big’ storm. Present other weather
scenarios and ask TS for their predictions. TTW review predicting and author’s
purpose. TTW ask students for a definition of predicting, make predictions about the
story. TSW begin to understand as TT sets the purpose for reading the story. TSW
continue to use context clues, antonyms, and experience to bring meaning to words
as they read and make predictions about the story ‘The Storm’. TSW complete the
Want to Know section of their K-W-L chart and continue using vocabulary for the
week [ accident, coaxed, nuzzled, soothing, tornado, wail, advisory, flashbacks,
scythe, therapists as they read pages 326-334.
IP: TSW read Leveled Readers and The Storm by Marc Harshman.
***Review for Second Nine Weeks On- going English Assessment.
Pre-assessment: K-W-L GO, Brainstorming/Graphic Organizers, Think-Pair-Share, Anticipation Guide
Teacher Observations, Preview, Webs,
Assessments: Practice, Quizzes, Predictions, TS comprehension, Reading and Discussing
9:55- 10:50 Mr. Seed *Will read with, listen to TS, monitor center station activities on Monday,
Tuesday, and Friday.
10:50- 11:30 Mrs. Ward, TA TTAW assist students [Noah, Christian, Andrea, David] as needed.
*Will read with, listen to TS, and monitor center station activities during guided reading.
*11:30-12:05 Mrs.Napier Title 1 students [ Andrea, Christian, Cody, David].
Guided Reading Groups: TSW read Leveled Readers and discuss.AM
Some students have been switched in Guided Reading Groups for this Nine Weeks!
Parker Purple
A.R 2.1-3.2
Pet-Sitting Partners
Easy/Genre: Realistic Fiction
Intro: Review Predicting,
Generalizations, Homophones,
Multiple Meaning Words,
context clues, Comparing
Fact/fantasy
Words: coaxed, nuzzled,
soothing, allergic, cranky,
blistering
SR: Point out clues to help TS
recall the differences between
fact, realistic fiction, and
fiction.
TP: Lead discussion about
predictions [what you think
might happen next in a story]
and help TS make predictions
about pet-Sitting Partners
Assessment: Complete the LR
practice independently.TSW
use word and picture clues to
predict the kinds of problems
the girls encounter.
IP: TSW use simple reference
materials to help them make a
pet care poster.
Parker Green
A.R 3.3-3.9
Storm Chasers
Average/Genre: Realistic
Fiction ,Autobiography
Intro: Predicting,
Generalizations, Homophones,
Multiple Meaning Words,
context clues, Comparing
Fact/fantasy
Words: tornadoes, wail,
accident
SR: Identify the purpose of
understanding purposes for
and making predictions about
articles and stories as they
read. TSW use the Model
Your Thinking Think Aloud,
look at illustrations, and scan
some words to help make
predictions about what
information they might find in
a non-fiction book or what
might happen in a fictional
story.
TP: Have TS reread the book
in pairs and complete a K-WL chart.
Assessment: TSW record what
they have learned about
tornadoes in the third column
Of the chart.
Parker Yellow
A.R 4.0-6.0
Keys to Success L3C
Challenge
Intro: Predicting,
Generalizations, Homophones,
Multiple Meaning Words,
context clues, Comparing
Fact/fantasy
Words:
Cody, Andrea, Christian, David
Sydney, Noah, Kyle, Jeremy,
Jenna
Carson, Katelyn, Jahiem, Alianys
accident,
coaxed,
nuzzled,
soothing,
tornado,
wail,
advisory,
flashbacks,
scythe,
therapists.
SR: Use Model for Your
Thinking
TP: Read Be a Bird Watcher
Assessment: Complete the LR
practice independently.
Center Activities:
Mrs. Parker
Purple
*Word Study:
Reinforce skills
*A.R:
Quizzes/entertainment
Word Study
Green
Parker
AR
Yellow
A.R
Word Study
Parker
Teacher Support: Title 1 Teacher/SPED/Classroom teacher/Resource
1:15-2:30 Mrs. Ward, TA /TTW assist students [Hunter, Jabria, *Decory] as needed. *Will read
with, listen to TS, and monitor center station activities during guided reading.
1:20-2:00 Mrs. Napier Title 1 pushes in [Hunter,Jabria].
*1:20-2:30 Mr. Polston pulls Decory out for Reading.
Reading
4.8 The student will read fiction and nonfiction with fluency and accuracy.
d) Use word-reference materials, including the glossary, dictionary, and thesaurus.
4.4
The student will read and demonstrate comprehension of fiction.
gg) Explain the author’s purpose.
hh) Describe how the choice of language, setting, and information contributes to the
author’s purpose.
ii) Compare the use of fact and fantasy in historical fiction with other forms of
literature.
jj) Identify major events and supporting details.
kk) Describe the relationship between text and previously read materials.
ll) Identify sensory words.
mm) AS: Have you ever been caught outside in a ‘big’ storm. Present other weather
scenarios and ask TS for their predictions. TTW review predicting and author’s
purpose. TTW ask students for a definition of predicting, make predictions about the
story. TSW begin to understand as TT sets the purpose for reading the story. TSW
continue to use context clues, antonyms, and experience to bring meaning to words
as they read and make predictions about the story ‘The Storm’. TSW complete the
Want to Know section of their K-W-L chart and continue using vocabulary for the
week [ accident, coaxed, nuzzled, soothing, tornado, wail, advisory, flashbacks,
scythe, therapists as they read pages 326-334.
IP: TSW read Leveled Readers and The Storm by Marc Harshman.
***Review for Second Nine Weeks On- going English Assessment.
Reading Groups: PM TSW read Leveled Readers and discuss.
Parker Purple
A.R 2.1-3.2
Parker Green
A.R 3.3-3.9
Parker Yellow
A.R 4.0-6.0
Pet-Sitting Partners
Easy/Genre: Realistic Fiction
Intro: Review Predicting,
Generalizations, Homophones,
Multiple Meaning Words,
context clues, Comparing
Fact/fantasy
Words: coaxed, nuzzled,
soothing, allergic, cranky,
blistering
SR: Point out clues to help TS
recall the differences between
fact, realistic fiction, and
fiction.
TP: Lead discussion about
predictions [what you think
might happen next in a story]
and help TS make predictions
about pet-Sitting Partners
Assessment: Complete the LR
practice independently.TSW
use word and picture clues to
predict the kinds of problems
the girls encounter.
IP: TSW use simple reference
materials to help them make a
pet care poster.
Storm Chasers
Average/Genre: Realistic
Fiction ,Autobiography
Intro: Predicting,
Generalizations, Homophones,
Multiple Meaning Words,
context clues, Comparing
Fact/fantasy
Words: tornadoes, wail,
accident
SR: Identify the purpose of
understanding purposes for
and making predictions about
articles and stories as they
read. TSW use the Model
Your Thinking Think Aloud,
look at illustrations, and scan
some words to help make
predictions about what
information they might find in
a non-fiction book or what
might happen in a fictional
story.
TP: Have TS reread the book
in pairs and complete a K-WL chart.
Assessment: TSW record what
they have learned about
tornadoes in the third column
Of the chart.
*Decory, Hunter, Jabria,
Taylor, Harley, Travis,
Abigail, Jenna
Center Activities:
#1 Mrs. Parker
#2 Word Study
Travis, *Decory
Jabria
Keys to Success L3C
Challenge
Intro: Predicting,
Generalizations, Homophones,
Multiple Meaning Words,
context clues, Comparing
Fact/fantasy
Words:
accident,
coaxed,
nuzzled,
soothing,
tornado,
wail,
advisory,
flashbacks,
scythe,
therapists.
SR: Use Model for Your
Thinking
TP: Read Be a Bird Watcher
Assessment: Complete the LR
practice independently.
Wesley, Haley, Jacob, Lauren
Casey, Johanna
#3 Seatwork/AR
Wesley, Johanna,
Casey, Harley
Abigail, Hunter, Jenna
Taylor
Jacob, Haley, Lauren
Pre-assessment: Brainstorming/Graphic Organizers, Think-Pair-Share, Anticipation Guide
Teacher Observations, Preview
Assessments: Practice, Quizzes, Predictions, TS comprehension
Writing SOL 4.7 and SOL 4.8
Writing
4.7
The student will write effective narratives, poems, and explanations.
k) Focus on one aspect of a topic.
l) Develop a plan for writing.
m) Organize writing to convey a central idea.
n) Write several related paragraphs on the same topic.
o) Utilize elements of style, including word choice and sentence variation.
4.8
The student will edit writing for correct grammar, capitalization, spelling, punctuation,
and sentence structure.
i) Use subject-verb agreement.
j) Eliminate double negatives.
k) Use noun-pronoun agreement.
l) Use commas in series, dates, and addresses.
m) Incorporate adjectives and adverbs.
n) Use the articles a, an, and the correctly.
o) Use correct spelling for frequently used words, including common
homophones
AS: Ask TS what they think a descriptive narrative is. TTW model several passages with the
inclusion of descriptive passages and TS will be asked if they can identify the words that
describe in the something in the passage.
TTW introduce and model couplets. TSW complete practice quatrains and complete a
brainstorming web activity to write their formal 2B quatrain.
IP: TSW practice writing descriptive sentences and editing them. TSW complete GWB p.99-100
on using adverbs to improve sentences.
Pre-assessment: Brainstorming/Graphic Organizers, Think-Pair-Share, Anticipation Guide
Pre-writes, Teacher Observations, TS responses
Assessments: Daily Practice
Teacher Support: Title 1 Teacher/SPED/Classroom teacher/Resource
The Elmo is used daily w Virginia Studies for note-taking and textbook
reading. The TSW review :
VS.4
The student will demonstrate knowledge of life in the Virginia colony by
a) explaining the importance of agriculture and its influence on the institution of slavery;
b) describing how the culture of colonial Virginia reflected the origins of European (English,
Scots-Irish, German) immigrants, Africans, and American Indians;
c) explaining the reasons for the relocation of Virginia’s capital from Jamestown to
Williamsburg to Richmond;
d) describing how money, barter, and credit were used;
e) describing everyday life in colonial Virginia.
IP: TSW complete the Colonial Days activity that was started on Friday.
SOL VS.5 The student will demonstrate knowledge of the role of Virginia in the American Revolution
by
a) identifying the reasons why the colonies went to war with Great Britain, as expressed in the
Declaration of Independence;
b) identifying the various roles played by whites, enslaved African Americans, free African
Americans, and American Indians in the Revolutionary War era, including George
Washington, Thomas Jefferson, Patrick Henry, and James Lafayette;
c) identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the
American victory at Yorktown.
AS: Ask TS to explain why people disagree and argue about certain things. TTW explain to the students
the significance of the Constitutional confusion and how it was settled.
TTW review with TS and TS will read Essential Knowledge questions and answers as a review from VS 5ac. TSW complete assigned reading Our Virginia textbook pages 80-91 Revolutionary period. TSW finish
their peer complete path to the American Revolution Story Map and summarize the Revolutionary War
Period. TSW use INB notes to review VS5 for test on VS 5 Friday.
IP: TSW cut, paste, and highlight Essential Knowledge questions and answers in their INB.
Pre-assessment: KWL, Brainstorming/Graphic Organizers, Think-Pair-Share, Anticipation Guide
Teacher Observations, Oral responses, class participation
Assessments: Questioning, Recall, Formal assessments [quizzes, tests] Homework, INB entries
and class work.
Teacher’s Name-Mrs. Marva L. Parker Dates for Plans- January 3, 2011-January 7, 2011
Subject- Reading/Writing/Social Studies
Thursday, 1-6-2011 Grade- 4
8:30-9:00 Morning Work/Breakfast/Announcements/Attendance
Morning Routine: Enter quietly, unpack, sharpen pencils, breakfast
Morning Work:
SOL 4.8 The student will edit writing for correct grammar,
capitalization, spelling, punctuation, and sentence structure.
d) Use subject-verb agreement.
Morning Work:
Complete DLR Wk 15 D4
Complete Math Skill
Prepare to SWITCH
9:05 – 9: 45 Resource Library
9:50—10:50 Reading w/Mrs. Macintosh’s class
Reading
4.9 The student will read fiction and nonfiction with fluency and accuracy.
d) Use word-reference materials, including the glossary, dictionary, and thesaurus.
4.4
The student will read and demonstrate comprehension of fiction.
nn) Explain the author’s purpose.
oo) Describe how the choice of language, setting, and information contributes to the
author’s purpose.
pp) Compare the use of fact and fantasy in historical fiction with other forms of
literature.
qq) Identify major events and supporting details.
rr) Describe the relationship between text and previously read materials.
ss) Identify sensory words.
tt) AS: Have you ever been caught outside in a ‘big’ storm. ***Present other weather
scenarios and ask TS for their predictions daily. TTW review predicting and author’s
purpose. TTW ask students for a definition of predicting, make predictions about the
story. TSW continue to use context clues, antonyms, and experience to bring
meaning to words as they read and make predictions about the story ‘The Storm’.
TSW summarize the Want to Know section of their K-W-L chart and continue using
vocabulary for the week [ accident, coaxed, nuzzled, soothing, tornado, wail,
advisory, flashbacks, scythe, therapists as they finish reading the story.
IP: TSW complete the Comprehension Check p.340.
***Review for Second Nine Weeks On- going English Assessment.
Pre-assessment: K-W-L GO, Brainstorming/Graphic Organizers, Think-Pair-Share, Anticipation Guide
Teacher Observations, Preview, Webs,
Assessments: Practice, Quizzes, Predictions, TS comprehension, Reading and Discussing
9:55- 10:50 Mr. Seed *Will read with, listen to TS, monitor center station activities on Monday,
Tuesday, and Friday.
10:50- 11:30 Mrs. Ward, TA TTAW assist students [Noah, Christian, Andrea, David] as needed.
*Will read with, listen to TS, and monitor center station activities during guided reading.
*11:30-12:05 Mrs.Napier Title 1 students [ Andrea, Christian, Cody, David].
Guided Reading Groups: TSW read Leveled Readers and discuss.AM
Some students have been switched in Guided Reading Groups for this Nine Weeks!
Parker Purple
A.R 2.1-3.2
Pet-Sitting Partners
Easy/Genre: Realistic Fiction
Intro: Review Predicting,
Generalizations, Homophones,
Multiple Meaning Words,
context clues, Comparing
Fact/fantasy
Words: coaxed, nuzzled,
soothing, allergic, cranky,
blistering
SR: Point out clues to help TS
recall the differences between
fact, realistic fiction, and
fiction.
TP: Lead discussion about
predictions [what you think
might happen next in a story]
and help TS make predictions
about pet-Sitting Partners
Assessment: Complete the LR
practice independently.TSW
use word and picture clues to
predict the kinds of problems
the girls encounter.
IP: TSW use simple reference
materials to help them make a
pet care poster.
Parker Green
A.R 3.3-3.9
Storm Chasers
Average/Genre: Realistic
Fiction ,Autobiography
Intro: Predicting,
Generalizations, Homophones,
Multiple Meaning Words,
context clues, Comparing
Fact/fantasy
Words: tornadoes, wail,
accident
SR: Identify the purpose of
understanding purposes for
and making predictions about
articles and stories as they
read. TSW use the Model
Your Thinking Think Aloud,
look at illustrations, and scan
some words to help make
predictions about what
information they might find in
a non-fiction book or what
might happen in a fictional
story.
TP: Have TS reread the book
in pairs and complete a K-WL chart.
Assessment: TSW record what
they have learned about
tornadoes in the third column
Of the chart.
Parker Yellow
A.R 4.0-6.0
Keys to Success L3C
Challenge
Intro: Predicting,
Generalizations, Homophones,
Multiple Meaning Words,
context clues, Comparing
Fact/fantasy
Words:
Cody, Andrea, Christian, David
Sydney, Noah, Kyle, Jeremy,
Jenna
Carson, Katelyn, Jahiem, Alianys
Center Activities:
Mrs. Parker
Purple
*Word Study:
Word Study
Green
Parker
accident,
coaxed,
nuzzled,
soothing,
tornado,
wail,
advisory,
flashbacks,
scythe,
therapists.
SR: Use Model for Your
Thinking
TP: Read Be a Bird Watcher
Assessment: Complete the LR
practice independently.
AR
Yellow
A.R
Reinforce skills
*A.R:
Word Study
Quizzes/entertainment
Parker
Teacher Support: Title 1 Teacher/SPED/Classroom teacher/Resource
1:15-2:30 Mrs. Ward, TA /TTW assist students [Hunter, Jabria, *Decory] as needed. *Will read
with, listen to TS, and monitor center station activities during guided reading.
1:20-2:00 Mrs. Napier Title 1 pushes in [Hunter,Jabria].
*1:20-2:30 Mr. Polston pulls Decory out for Reading.
Reading
4.10
4.4
The student will read fiction and nonfiction with fluency and accuracy.
d) Use word-reference materials, including the glossary, dictionary, and thesaurus.
The student will read and demonstrate comprehension of fiction.
uu) Explain the author’s purpose.
vv) Describe how the choice of language, setting, and information contributes to the
author’s purpose.
ww) Compare the use of fact and fantasy in historical fiction with other forms of
literature.
xx) Identify major events and supporting details.
yy) Describe the relationship between text and previously read materials.
zz) Identify sensory words.
aaa)
AS: Have you ever been caught outside in a ‘big’ storm. ***Present other
weather scenarios and ask TS for their predictions daily. TTW review predicting and
author’s purpose. TTW ask students for a definition of predicting, make predictions
about the story. TSW continue to use context clues, antonyms, and experience to
bring meaning to words as they read and make predictions about the story ‘The
Storm’. TSW summarize the Want to Know section of their K-W-L chart and continue
using vocabulary for the week [ accident, coaxed, nuzzled, soothing, tornado, wail,
advisory, flashbacks, scythe, therapists as they finish reading the story.
IP: TSW complete the Comprehension Check p.340.
***Review for Second Nine Weeks On- going English Assessment.
Reading Groups: PM TSW read Leveled Readers and discuss.
Parker Purple
A.R 2.1-3.2
Pet-Sitting Partners
Easy/Genre: Realistic Fiction
Intro: Review Predicting,
Generalizations, Homophones,
Parker Green
A.R 3.3-3.9
Storm Chasers
Average/Genre: Realistic
Fiction ,Autobiography
Intro: Predicting,
Parker Yellow
A.R 4.0-6.0
Keys to Success L3C
Challenge
Intro: Predicting,
Generalizations, Homophones,
Multiple Meaning Words,
context clues, Comparing
Fact/fantasy
Words: coaxed, nuzzled,
soothing, allergic, cranky,
blistering
SR: Point out clues to help TS
recall the differences between
fact, realistic fiction, and
fiction.
TP: Lead discussion about
predictions [what you think
might happen next in a story]
and help TS make predictions
about pet-Sitting Partners
Assessment: Complete the LR
practice independently.TSW
use word and picture clues to
predict the kinds of problems
the girls encounter.
IP: TSW use simple reference
materials to help them make a
pet care poster.
Generalizations, Homophones,
Multiple Meaning Words,
context clues, Comparing
Fact/fantasy
Words: tornadoes, wail,
accident
SR: Identify the purpose of
understanding purposes for
and making predictions about
articles and stories as they
read. TSW use the Model
Your Thinking Think Aloud,
look at illustrations, and scan
some words to help make
predictions about what
information they might find in
a non-fiction book or what
might happen in a fictional
story.
TP: Have TS reread the book
in pairs and complete a K-WL chart.
Assessment: TSW record what
they have learned about
tornadoes in the third column
Of the chart.
*Decory, Hunter, Jabria,
Taylor, Harley, Travis,
Abigail, Jenna
Center Activities:
#1 Mrs. Parker
#2 Word Study
Travis, *Decory
Jabria
Multiple Meaning Words,
context clues, Comparing
Fact/fantasy
Words:
accident,
coaxed,
nuzzled,
soothing,
tornado,
wail,
advisory,
flashbacks,
scythe,
therapists.
SR: Use Model for Your
Thinking
TP: Read Be a Bird Watcher
Assessment: Complete the LR
practice independently.
Wesley, Haley, Jacob, Lauren
Casey, Johanna
#3 Seatwork/AR
Wesley, Johanna,
Casey, Harley
Abigail, Hunter, Jenna
Taylor
Jacob, Haley, Lauren
Pre-assessment: Brainstorming/Graphic Organizers, Think-Pair-Share, Anticipation Guide
Teacher Observations, Preview
Assessments: Practice, Quizzes, Predictions, TS comprehension
Writing SOL 4.7 and SOL 4.8
Writing
4.7
The student will write effective narratives, poems, and explanations.
p) Focus on one aspect of a topic.
q) Develop a plan for writing.
r) Organize writing to convey a central idea.
s) Write several related paragraphs on the same topic.
t) Utilize elements of style, including word choice and sentence variation.
4.8
The student will edit writing for correct grammar, capitalization, spelling, punctuation,
and sentence structure.
p) Use subject-verb agreement.
q) Eliminate double negatives.
r) Use noun-pronoun agreement.
s) Use commas in series, dates, and addresses.
t) Incorporate adjectives and adverbs.
u) Use the articles a, an, and the correctly.
v) Use correct spelling for frequently used words, including common
homophones
AS: Ask TS what they think a descriptive narrative is. TTW model several passages with the
inclusion of descriptive passages and TS will be asked if they can identify the words that
describe in the something in the passage.
TTW introduce and model what a Cinquain is and how to write one. TSW practice and complete
a brainstorming activity to write a Cinquain for their formal 2B writing.
IP: TSW practice writing descriptive sentences and editing them. TSW complete GWB p.2122on using adverbs to improve sentences and using complex sentences.
Pre-assessment: Brainstorming/Graphic Organizers, Think-Pair-Share, Anticipation Guide
Pre-writes, Teacher Observations, TS responses
Assessments: Daily Practice
Teacher Support: Title 1 Teacher/SPED/Classroom teacher/Resource
The Elmo is used daily w Virginia Studies for note-taking and textbook
reading. The TSW review :
VS.4
The student will demonstrate knowledge of life in the Virginia colony by
a) explaining the importance of agriculture and its influence on the institution of slavery;
b) describing how the culture of colonial Virginia reflected the origins of European (English,
Scots-Irish, German) immigrants, Africans, and American Indians;
c) explaining the reasons for the relocation of Virginia’s capital from Jamestown to
Williamsburg to Richmond;
d) describing how money, barter, and credit were used;
e) describing everyday life in colonial Virginia.
SOL VS.5 The student will demonstrate knowledge of the role of Virginia in the American Revolution
by
a) identifying the reasons why the colonies went to war with Great Britain, as expressed in the
Declaration of Independence;
b) identifying the various roles played by whites, enslaved African Americans, free African
Americans, and American Indians in the Revolutionary War era, including George
Washington, Thomas Jefferson, Patrick Henry, and James Lafayette;
c) identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the
American victory at Yorktown.
AS: Ask TS to explain why people disagree and argue about certain things. TTW explain to the students
the significance of the Constitutional confusion and how it was settled.
TTW review with TS and TS will read Essential Knowledge questions and answers as a review
from VS 5a-c. TSW complete assigned reading Our Virginia textbook pages 82-93. TSW
use INB notes to review and complete a What They Were Talking About ? a)identifying the
reasons why the colonies went to war with Great Britain, as expressed in the Declaration of
Independence;
b) identifying the various roles played by whites, enslaved African Americans, free African
Americans, and American Indians in the Revolutionary War era, including George
Washington, Thomas Jefferson, Patrick Henry, and James Lafayette;
c) identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the
American victory at Yorktown.
VS.5 for test on VS 5 Friday.
IP: TSW review Essential Knowledge questions and answers in their INB.
Pre-assessment: KWL, Brainstorming/Graphic Organizers, Think-Pair-Share, Anticipation Guide
Teacher Observations, Oral responses, class participation
Assessments: Questioning, Recall, Formal assessments [quizzes, tests] Homework, INB entries
and class work.
Teacher’s Name-Mrs. Marva L. Parker Dates for Plans- January 3, 2011-January 7, 2011
Subject- Reading/Writing/Social Studies
Friday, 1-7-2011 Grade- 4
8:30-9:00 Morning Work/Breakfast/Announcements/Attendance
Morning Routine: Enter quietly, unpack, sharpen pencils, breakfast
Morning Work:
SOL 4.8 The student will edit writing for correct grammar,
capitalization, spelling, punctuation, and sentence structure.
e) Use subject-verb agreement.
Morning Work:
Complete DLR Wk 15 D5
Complete Math Skill
Prepare to SWITCH
9:05 – 9:45 Resource Music
9:50—10:50 Reading w/Mrs. Macintosh’s class
Reading
4.11
4.4
The student will read fiction and nonfiction with fluency and accuracy.
d) Use word-reference materials, including the glossary, dictionary, and thesaurus.
The student will read and demonstrate comprehension of fiction.
bbb) Explain the author’s purpose.
ccc)
Describe how the choice of language, setting, and information contributes to
the author’s purpose.
ddd) Compare the use of fact and fantasy in historical fiction with other forms of
literature.
eee)
Identify major events and supporting details.
fff) Describe the relationship between text and previously read materials.
ggg) Identify sensory words.
IP: TSW respond to the Comprehension Check questions and then complete the On the Pampas
Selection Test. Read AR and conferences with TT.
Pre-assessment: K-W-L GO, Brainstorming/Graphic Organizers, Think-Pair-Share, Anticipation Guide
Teacher Observations, Preview, Webs,
Assessments: Practice, Quizzes, Predictions, TS comprehension, Reading and Discussing
9:55- 10:50 Mr. Seed *Will read with, listen to TS, monitor center station activities on Monday,
Tuesday, and Friday.
10:50- 11:30 Mrs. Ward, TA TTAW assist students [Noah, Christian, Andrea, David] as needed.
*Will read with, listen to TS, and monitor center station activities during guided reading.
*11:30-12:05 Mrs.Napier Title 1 students [ Andrea, Christian, Cody, David].
Guided Reading Groups: TSW read Leveled Readers and discuss.AM
Some students have been switched in Guided Reading Groups for this Nine Weeks!
Parker Purple
Parker Green
Parker Yellow
Cody, Andrea, Christian, David
Sydney, Noah, Kyle, Jeremy,
Jenna
Carson, Katelyn, Jahiem, Alianys
Center Activities:
Mrs. Parker
Purple
*Word Study:
Reinforce skills
*A.R:
Quizzes/entertainment
Word Study
Green
Parker
AR
Yellow
A.R
Word Study
Parker
Teacher Support: Title 1 Teacher/SPED/Classroom teacher/Resource
1:15-2:30 Mrs. Ward, TA /TTW assist students [Hunter, Jabria, Decory] as needed. *Will read
with, listen to TS, and monitor center station activities during guided reading.
1:20-2:00 Mrs. Napier Title 1 pushes in [Hunter and Jabria].
*1:20-2:30 Mr. Polston pulls Decory out for Reading.
Reading
4.12
4.4
The student will read fiction and nonfiction with fluency and accuracy.
d) Use word-reference materials, including the glossary, dictionary, and thesaurus.
The student will read and demonstrate comprehension of fiction.
hhh) Explain the author’s purpose.
iii) Describe how the choice of language, setting, and information contributes to the
author’s purpose.
jjj) Compare the use of fact and fantasy in historical fiction with other forms of
literature.
kkk) Identify major events and supporting details.
lll) Describe the relationship between text and previously read materials.
Identify sensory words.
IP: TSW respond to the Comprehension Check questions and then complete the The Storm
Selection Test. Read AR and conferences with TT.
Reading Groups: PM TSW read Leveled Readers and discuss.
Parker Purple
Parker Green
Parker Yellow
Decory, Hunter, Jabria, Jenna
Taylor, Harley, Travis,
Abigail
Wesley, Haley, Jacob, Lauren
Casey, Johanna
Center Activities:
#1 Mrs. Parker
#2 Word Study
#3 Seatwork/AR
Travis, Decory
Jabria
Wesley, Johanna,
Casey, Harley
Abigail, Hunter, Jenna
Taylor
Jacob, Haley, Lauren
Pre-assessment: Brainstorming/Graphic Organizers, Think-Pair-Share, Anticipation Guide
Teacher Observations, Preview
Assessments: Practice, Quizzes, Predictions, TS comprehension
Writing SOL 4.7 and SOL 4.8
Writing
4.7
The student will write effective narratives, poems, and explanations.
u) Focus on one aspect of a topic.
v) Develop a plan for writing.
w) Organize writing to convey a central idea.
x) Write several related paragraphs on the same topic.
y) Utilize elements of style, including word choice and sentence variation.
4.8
The student will edit writing for correct grammar, capitalization, spelling, punctuation,
and sentence structure.
w) Use subject-verb agreement.
x) Eliminate double negatives.
y) Use noun-pronoun agreement.
z) Use commas in series, dates, and addresses.
aa) Incorporate adjectives and adverbs.
bb) Use the articles a, an, and the correctly.
cc) Use correct spelling for frequently used words, including common
homophones
dd) TSW continue to practice and write their formal 2B Cinquain.
TSW peer discuss and continue to write a Cinquain.
TSW complete Daily Oral Language Assessment 7 for a grade.
Pre-assessment: Brainstorming/Graphic Organizers, Think-Pair-Share, Anticipation Guide
Pre-writes, Teacher Observations, TS responses
Assessments: Daily Practice
Teacher Support: Title 1 Teacher/SPED/Classroom teacher/Resource
The Elmo is used daily w Virginia Studies for note-taking and textbook
reading.
Colonization and Conflict: 1607 through the American Revolution
[Review]
VS.3
The student will demonstrate knowledge of the first permanent English settlement in America
by
a) explaining the reasons for English colonization;
b) describing how geography influenced the decision to settle at Jamestown;
c) identifying the importance of the charters of the Virginia Company of London in
establishing the Jamestown settlement;
d) identifying the importance of the General Assembly (1619) as the first representative
legislative body in English America;
e) identifying the importance of the arrival of Africans and English women to the Jamestown
settlement;
f) describing the hardships faced by settlers at Jamestown and the changes that took place to
ensure survival;
g) describing the interactions between the English settlers and the native peoples, including
the contributions of Powhatan to the survival of the settlers.
VS.4
The student will demonstrate knowledge of life in the Virginia colony by
a) explaining the importance of agriculture and its influence on the institution of slavery;
b) describing how the culture of colonial Virginia reflected the origins of European (English,
Scots-Irish, German) immigrants, Africans, and American Indians;
c) explaining the reasons for the relocation of Virginia’s capital from Jamestown to
Williamsburg to Richmond;
d) describing how money, barter, and credit were used;
e) describing everyday life in colonial Virginia.
VS 5
The student will demonstrate knowledge of the role of Virginia in the American Revolution by
a) identifying the reasons why the colonies went to war with Great Britain, as expressed in the
Declaration of Independence;
b) identifying the various roles played by whites, enslaved African Americans, free African
Americans, and American Indians in the Revolutionary War era, including George
Washington, Thomas Jefferson, Patrick Henry, and James Lafayette;
c) identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the
American victory at Yorktown.
TSW peer review and complete the VS 5 Test .
Pre-assessment: KWL, Brainstorming/Graphic Organizers, Think-Pair-Share, Anticipation Guide
Teacher Observations, Oral responses, class participation
Assessments: Questioning, Recall, Formal assessments [quizzes, tests] Homework, INB entries
and class work.
Mark strategies used in this week’s lessons. Highlight, bold, italicize, or underline.
Brain Compatible Strategies
1. Brainstorming/Discussion
2. Drawing/Artwork
Marzano’s Essental Strategies
1. Activating prior knowledge
2. Identifying similarities and differences and
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Field Trips
Games
Graphic Organizers/Semantic Maps/Word Webs
Humor
Manipulatives/Experiments/Labs/Models
Metaphor/Analogy/Simile
Mnemonic Devices
Movement
Music/Rhythm/Rhyme/Rap
Project/Problem-based Instruction
Reciprocal Teaching/Cooperative Learning
Role Play/Drama/Pantomime/Charades
Storytelling
Technology
Visualization/Guided Imagery
Visual
Writing/Journal
Work Study/ Apprenticeships (Not usually elementary schools)
3.
4.
5.
6.
7.
8.
note taking
Reinforcing effort and providing
recognition
Nonlinguistic representations
Setting goals and providing feedback
Structured small groups
Generated and testing hypothesis
Homework and practice
1956 Original Terms of Bloom’s Taxonomy
How high up will your students think and ask
questions this year?
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
HOMEWORK FOR THE WEEK of January 3, 2011-January 7, 2011
READING SOL 4.3 & 4.4 TSW:
Monday: TSW read your AR book for 20 minutes and have an adult initial in your reading log
when you read nightly. Read the passage “On The Pampas’ and answer the questions.
Tuesday: TSW read your AR book for 20 minutes and have an adult initial in your reading log
when you read nightly. Study definitions for [accident, coaxed, nuzzled, soothing, tornado, wail]
Wednesday: TSW read your AR book for 20 minutes and have an adult initial in your reading
log when you read nightly. Study definitions for accident, coaxed, nuzzled, soothing, tornado,
wail]
Thursday: TSW read your AR book for 20 minutes and have an adult initial in your reading log
when you read nightly. Study definitions for [accident, coaxed, nuzzled, soothing, tornado, wail]
SPELLING SOL 4.7/8
Spelling Words for the week: [change, village, edge, except, excited, explain, expect, Texas,
quick, equal, charge, bridge, fudge, excellent, relax, extra, queen, quart, liquid, quilt]
Monday: Write the spelling words in your BEST handwriting three times each.
Tuesday: Write sentences for ten 1-10 [10] spelling words.
Wednesday: Write sentences for ten 11-20 [10] spelling words.
Thursday: Study for the spelling test.
SOCIAL STUDIES VS. 5
Monday: Study Interactive Note Book notes. Use the VS. 1-5 Essential Knowledge Notes to
study for the test. Cumulative Test Friday. Declaration of Independence Project passed out on
December 15, 2010 due January 20, 2011.
Tuesday: Study Interactive Note Book notes. Use the VS. 1-5 Essential Knowledge Notes to
study for the test. Cumulative Test Friday. Declaration of Independence Project passed out on
December 15, 2010 due January 20, 2011.
Wednesday: Study Interactive Note Book notes. Use the VS. 1-5 Essential Knowledge Notes to
study for the test. Cumulative Test Friday. Declaration of Independence Project passed out on
December 15, 2010 due January 20, 2011.
Thursday: Study Interactive Note Book notes. Use the VS. 1-5 Essential Knowledge Notes to
study for the test. Cumulative Test Friday. Declaration of Independence Project passed out on
December 15, 2010 due January 20, 2011.
Please get an adult signature on homework papers nightly. *Parents may initial beside the day.