File

Shannon Kelly October 22-26 Mrs. Prater 2 nd

Grade

Week #1

October 22-26

Monday October 22—Day 1

Morning Work

Administrative Work—take attendance, bus sheet, ice cream money, picture money, fundraiser money, Halloween candy, parent teacher conference forms.

Math Lesson

Daily Objectives:

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Assess children’s understanding of the concepts and skills in Topic 5 using a multiple choice format.

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Students will identify the value of a group of dimes, nickels, and pennies through 99 cents.

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Students will count a collection of coins that includes half-dollars, quarters, dimes, nickels, and pennies.

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Students will show the same amount of money using different sets of coins.

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Students will count money amounts greater than one dollar and write the amount with a dollar sign and a decimal point.

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Make an organized list to find different combinations of coins.

SOLs

2.10b: The student will correctly use the cent symbol (¢), the dollar symbol ($), and decimal point (.).

2.10a: The student will count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less.

Procedures

1.

Review each of the topics that will be on the test. a.

Ask students what is the worth of a half-dollar, a quarter, a dime, a nickel, and a penny. b.

Ask which of these coins has the greatest value. c.

Tell students to put them in order from greatest to least. Use the magnetic coins and have students come up to put these in order from greatest to least. d.

Ask students what the total amount would be if I had a combination of a quarter, 2 dimes, 3 nickels, and 5 pennies. Model this by using the magnetic coins. e.

Ask students what are all the ways that we can make 75¢. Have students come to the board and make all the ways possible for 75¢ with the magnetic coins. Keep track of the student’s possibilities by writing them on the board.

2.

Discuss test-taking tips with the students. I will read the test to students orally.

Understand the Question a.

Tell students to listen and look for important words.


Grade b.

Turn the question into a statement: “I need to find out…”

Gather Information a.

Get information from text b.

Get information from pictures, maps, diagrams, tables, and graphs.

Make a Plan a.

Think about problem-solving skills and strategies. b.

Choose computation methods.

Make Smart Choices a.

Eliminate wrong answers. b.

Try working backward from an answer. c.

Check answers for reasonableness; estimate.

3.

Read Topic 5 Test to the students. a.

Students will complete Topic 5 Test.

4.

Review for the cumulative test. Have student’s complete Worksheet page 13 Related

Addition Facts to review related facts and addition. Introduce the word “Turn-around fact” so students will know the term for the test. Call students up randomly when they have finished to write in the answers on the ELMO. Go over the sheet together.

Assessment will be observational during the review portion of the lesson, and scaffolding and extra guided practice will be provided as needed. During the test portion, students work will be graded for correctness.

Tuesday October 23—Day 2

Morning Work—Do attendance, bus sheet, ice cream, picture money, parent teacher conference forms, and Halloween candy.

Math Lesson

Daily Objectives

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We will review for the Cumulative Benchmark Test.

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The student will understand addition, fact families in addition

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The student will understand place value and counting by tens, and then ones.

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The student will understand subtraction and even numbers

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The student will look at a model and be able to match the model to the correct number sentence.

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The student will understand word problems and how to formulate a number sentence from the word problem

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The student will be able to order numbers from least to greatest.

SOLs

2.6—The student, given two whole numbers whose sum is 99 or less, will a. estimate the sum; and b. find the sum using various methods of calculation.

2.7—The student, given two whole numbers whose sum is 99 or less, will a. estimate the difference; and


Grade b. find the difference, using various methods of calculation.

2.9—The student will recognize and describe the related facts that represent and describe the inverse relationship between additional and subtraction.

2.21—The student will solve problems completing numerical sentences involving the basic facts for additional and subtraction. The student will create story problems, using the numerical sentences.

Procedures

1.

I have created a list of sample problems that parallel the ones that will be on the

Cumulative Benchmark Test. This is a review for the students.

2.

Review each type of question in the review packet I created.

3.

The students will complete the test packet. This will pre-assess the students’ knowledge of what we need to work on before the test.

4.

Assessment—the test packet will be taken up and checked to see what the students need to work on.

Science Lesson

Daily Objectives

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Identify and describe different kinds of water environments and habitats

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Provide examples of animals meeting their needs in different water habitats.

SOLs

2.5—Living Systems. The student will investigate and understand that living things are part of a system. a. Living organisms are interdependent with their living and nonliving surroundings; b. An animal’s habitat includes adequate food, water, shelter or cover, and space; c. Habitats change over time due to many influences; and d. fossils provide information about living systems that were on Earth years ago.

2.1—Scientific Investigation, Reasoning, and Logic. The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a. observations and predictions are made and questions are formed. j. Conclusions are drawn l. Simply physical models are designed and constructed to clarify explanations and show relationships.

Procedures

1.

Motivate and assess prior knowledge – Work with children to make a list of animals that live in or near water. If time permits at the end of the lesson—Ask volunteers to pick an animal from the list and act out its behavior while the other children guess its name.

2.

Investigate—Salt Water and Fresh Water—Science Skills (Predicting) a.

Purpose—predict then observe how salt water affects the leaf of a plant.


Grade b.

Preparation Tips—Keep the lettuce leaves refrigerated or in a basin of cold water until they are used. Use masking tape to label the cups “fresh water” and “salt water.” c.

Time—10 minutes plus 15 minutes the next day for follow up. d.

Expected Results—Children observe that a leaf placed in salt water did not survive as well as a leaf placed in fresh water. e.

Materials—2 cups of water, 2 lettuce leaves, salt and spoon, paper and pencil. i.

Mix two spoonfuls of salt into one cup of water. ii.

Place a lettuce leaf in each cup of water. Leave the lettuce in the water all night. iii.

The students will make a prediction as to what will happen with each leaf.

Ask students who knows what the word predict means. When you predict, you use what you know to tell what you think will happen. Predict what will happen to each leaf. Write your predictions. Draw pictures. iv.

Questions—what helped you make your predictions? If you watered a flower with salt water, what do you think will happen? Explain. v.

Check the lettuce the next day. What do you observe? Did you predict correctly?

3.

Read Living Near the Sea and Living Near a River. Ask students what they think we are going to be talking about today in Science class. [water habitats].

4.

Before Reading—Preview/Set Purpose a.

Have children preview pages B15-B19. b.

Make a word web on the board.

Water Habitats

c.

Tell children that they will help you fill out the chart as we read.

5.

Guide the Learning—Science Ideas a.

“Look at the pictures on page B15 and identify what is the same in each picture.”

[The both show plants and water]. b.

Read the text together choosing students at random. c.

Discuss the animals students think they might see in each water habitat. d.

Develop Vocabulary—Write the words freshwater and saltwater in the word web.

“What are some types of freshwater habitats? What are some types of saltwater habitats? Who thinks they can tell me what the word pond means? What about the word ocean? Who has been to a pond or the ocean?” Allow students to share their experiences. “There are different kinds of freshwater environments. What freshwater environment are we going to read about on page 16?” [ponds] e.

Read pages 16 & 17 calling on volunteers. Discuss the main ideas on these pages.

“There are 3 different parts of the pond. Can anyone name them?”


Grade

Main Ideas i.

Many plant and animal habitats are along the edge of a pond. ii.

A pond’s surface is a habitat for many plants. iii.

Some animal and plant habitats are under the surface of the pond. f.

Visual Learning—To help children relate the pictures to text, have them look at the photo and identify both the pond’s edge and the center of the pond. Ask: i.

What kinds of animals might live along the edge of the pond? [frogs, birds, insects, otters]. ii.

What kinds of living things might live in the water of a pond? [turtles, fish, and plants]. g.

Critical Thinking—To provide children practice in making inferences, ask the following question: i.

How do frogs and turtles use plants for shelter and food? [They eat the plants for food. They hide under or among the plants for shelter]. ii.

Point to each of the animal pictures and have children explain how the animal is using its pond habitat for shelter or food. [The turtle is eating a fish. The muskrat is eating leaves. The spider eats other animals in the pond]. iii.

How are the edge of the pond and the center of the pond alike and different? [They both provide habitats for plants and animals. At the edge of the pond, the water is shallow. The center of the pond has much deeper water.]. iv.

How are plants in the center of the pond different from the plants at the edge of the pond? [The stems and roots of the plants in the center of the pond are under water. The plants at the edge of the pond are mostly above water]. h.

Saltwater i.

“Saltwater environments include oceans, seas, and a few inland lakes.” ii.

Read pages 18-19 and help children identify the main ideas. “What are the main ideas of these two pages?”

1.

The ocean’s saltwater environment has many habitats.

2.

Many ocean animals swim to places to find food. Others live and find food on the ocean floor. i.

Careers/People in Science i.

Jacques-Yves Cousteau, the man on page 19, developed many devices for undersea life. He helped invent the aqualung and developed the first underwater diving station. He also developed an underwater vehicle called the diving saucer. He explored the oceans of the world on his research ship Calypso. He wrote many books about sea life, produced several films about the sea, and had a successful television series.

6.

Wrap-up and Assess a.

Have children summarize what they have learned by helping you complete the word web that was started earlier. Discuss with children how many ideas we learned from reading the lesson and how many they knew before reading.


Grade

Water Habitats frog

Freshwater

Ponds edge surface birds insects otters plants turtles in water fish plants algea surface breathe

Saltwater

Oceans floor in water lobster crab animals swim to find food b.

Freshwater environments: contain little or no salt and include rivers, streams, lakes, and ponds. Because the water of lakes and ponds is relatively still, it contains more plant growth than the water of faster flowing rivers and streams.

Saltwater environments: include oceans, seas, and a few inland lakes. All Earth’s large landmasses are bordered by oceans. The shallow waters of the coastal areas contain many saltwater ecosystems. Life in the open oceans is divided into zones based on the depth to which sunlight penetrates the water. c.

There are freshwater habitats along the edge of a pond, in dens or logs along banks of a pond, and on and under the surface of a pond. d.

There are saltwater habitats along the edge of the ocean, in the ocean water, and on the ocean floor.

Wednesday October 24—Day 3


Math Lesson

Daily Objectives

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The student will understand addition, fact families (turn-around facts) in addition

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Grade

SOLs


2.7—The student, given two whole numbers whose sum is 99 or less, will a. estimate the difference; and b. find the difference, using various methods of calculation.



Procedures

1.

I have created a list of sample problems that parallel the ones that will be on the

Cumulative Benchmark Test.

2.

Hand back the test and review questions 1-15. These questions are most addition/subtraction and writing addition/subtraction number sentences.

3.

The students will complete worksheet pages that relate to the test. Students will complete the worksheet “_______________________” p. _______.

4.

Go over the worksheet to assess students’ knowledge. I will randomly call on students to come up to the ELMO and write the correct answers to the problems.

Science Lesson

1.

Check on the lettuce experiment and see if our predictions were correct.

2.

Ask: “Were our predictions correct? What do you think would happen if we left the lettuce in the water longer?”

3.

Allow students to make more predictions and write them down to be checked the next day.

We do not have a full science lesson today because of Guidance.

Thursday—Day 4

Students will be dismissed 2 hours early for parent-teacher conferences. This is also the 50 th

day of school and the students were asked to dress 50-style. We will have a school parade for the students to show off their outfits.


Math Lesson

Daily Objectives

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Grade

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SOLs





Procedures

1.

I will finish checking the review packet that the students were given (all these questions are contextual based questions). I will ask for volunteers to answer the questions and explain how they got the answer.

2.

The students will then complete another review sheet that covers everything that will be on the test. This work will be done independently. Complete worksheet page ____.

3.

I will randomly call on students to give their answers and explain how they got their answers.

4.

Assessment—We will see if students have mastered the topics addressed on the review sheet.

Friday—Day 5


Math Lesson

Daily Objectives

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Grade

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SOLs





Procedures

1.

Play a review math game.

2.

We will go over review packet. Students will be divided into two teams. I will ask a question from the test and the first team to have the correct answer will receive a point.

To have the question completely correct, the students must provide a correct explanation of how they obtained their answer. A different person has to answer the question each time; therefore the same students are not answering all the questions.

3.

The team with the most points at the end of the test will win. All the students on that team will receive a prize.

Science Lesson

Daily Objectives



Identify and describe different kinds of water environments and habitats



Provide examples of animals meeting their needs in different water habitats.

SOLs


2.1—Scientific Investigation, Reasoning, and Logic. The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a. observations and predictions are made and questions are formed. j. Conclusions are drawn


Grade l. Simply physical models are designed and constructed to clarify explanations and show relationships.

Week #2

October 29-November 2

Monday October 29—Day 1

Morning Work—Do attendance, bus sheet, ice cream, picture money, and Halloween candy.

Students will begin working on Morning work on the board. They will have math review problems and handwriting practice sentence as a review for their History test.

Literacy Lesson

8:30-9:45

Daily Objectives:

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The student will develop an understanding of the weekly vocabulary words: understand, believe, gathered, problem, impatient, demand, impossible, furious.

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The student will read with fluency and expression

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The student will understand and recognize syllables in spoken words and be able to segment them.

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The student will understand and use correct sound and spelling for base words and know when to use the endings –s or –es in words.

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The student will show evidence of listening comprehension by drawing conclusions from an article.

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The student will be able to read a Decodable text with endings –s and –es and high frequency words.

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The student will recognize commands as a kind of sentence.

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The student will identify the characteristics of a good persuasive letter.

Weekly SOLs for Literacy:

Oral Language— 2.2a: Increase listening and speaking vocabularies. 2.2b: Use words that reflect a growing range of interests and knowledge. 2.2c: Clarify and explain words and ideas orally. 2.2e: Use vocabulary from other content areas. 2.4d: Add or delete phonemes (sounds) to make words.

Reading— 2.5c: Decode regular multisyllabic words. 2.6b: Use knowledge of sentence structure. 2.6c: Use knowledge of story structure and sequence. 2.6d: Reread and self-correct.

2.7b: Use knowledge of prefixes and suffixes. 2.7d: Discuss meaning of words and develop vocabulary by listening and reading a variety of texts. 2.7e: Use vocabulary from other content areas. 2.8a: Make and confirm predictions. 2.8e: Describe characters, setting, and important events in fiction and poetry. 2.8h: Summarize stories and events with beginning, middle, and end in the correct sequence. 2.8i: Draw conclusions based on the text. 2.8j: Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression. 2.10d:

Use online resources.

Writing— 2.11: The student will maintain legible printing and begin to make the transition to cursive. 2.12a: Generate ideas before writing. 2.12b: Organize writing to include a beginning, middle, and end for narrative and expository writing. 2.12c: Expand writing to include


Grade descriptive detail. 2.12d: Revise writing for clarity. 2.13a: Recognize and use complete sentences. 2.13b: Use and punctuate declarative, interrogative, and exclamatory sentences.

2.13c: Capitalize all proper nouns and the word I. 2.13e: Use apostrophes in contractions and possessives. 2.13h: Use correct spelling for commonly used sight words, including compound words and regular plurals. 2.13j: Use verbs and adjectives correctly in sentences.

Procedures

1.

Activate Prior Knowledge—Essential Question: What helps you make a decision about a character? Think about your favorite story or a story you’ve read. What are the characters like in the story? What clues in the story help you decide what the characters might do or say? Encourage children to be specific as they talk about the clues they use.

Use guided practice as necessary to help children see that they use how characters look, talk, and act as clues to what the characters might do or say. Remind children to follow good discussion rules. Tell them to speak clearly, listen to others, and stay on topic.

2.

Phonemic Awareness—Syllables in spoken words. Today we are going to count the syllables in words. Remember that syllables are small parts of words. Listen to this word: car. How many parts or syllables do you hear? [one]. Now let’s say a word for more than one car: cars. How many parts or syllables do you hear? [one]. Have children continue by contrasting the syllables in the word pairs: dress/dresses; truck/trucks; box/boxes; wish/wishes; clock/clocks.

Comment: If a child is unable to identify the syllables in a word. Say the word and model the task. The word is dresses. I hear two parts, or syllables, in dresses. Let’s clap once for each sound we hear. For dress-es I will clap twice. Have children clap out the syllables of the words.

3.

Daily High-Frequency Words—This week our High-Frequency Words are another and hard. Our review words are far, grow, heard, kind, light, more, some, and to. Introduce the word “another”. What is this word? How is it spelled? What is this word? Do the same for hard.

4.

Daily Vocabulary Boost—Preview the Target Vocabulary. Display the Vocabulary in

Context Cards and discuss each word. Target Vocabulary words are: understand, gathered, impatient, impossible, believe, problem, demand, furious. These words will be in our story Click, Clack Moo: Cows That Type. Ask students if they can use these words in a sentence. Call on volunteers to use each word in a sentence. a.

Read and pronounce the word. Read the word once alone and then together with the children. b.

Explain the word. Read aloud the text under What Does It Mean? c.

Discuss the vocabulary in context. Together, read aloud the sentence on the front of the card. Help children explain and use the word. Ask students to use the word in a sentence. d.

Engage with the word. Ask and discuss the Think About It question with children on the back of each card.

Comment: Use gestures to demonstrate some of the words. Such as furious and impatient.


Grade

5.

Fluency—Teacher Read-Aloud. We have been working on reading with expression and fluency last week. When good readers read, they make their voice show the feelings in the story or text. Your reading should sound like a conversation. Readers can show feelings by changing the way their voice sounds. For example, if a character in the story is excited, a reader might speak that character’s lines louder or faster. Read the story

“Don’t Play Cards with a Dog in the Room!” Read the sentences and model how to read with feeling. When you can read with expression, it helps you to better understand the meaning and enjoy what you are reading. Stop after reading each highlighted vocabulary words and discuss how it is used in the article to help develop vocabulary. Read the first three paragraphs aloud to the students to model expression. Allow children in the Purple group to read a portion of the story and check for ways to read with expression. Then read the remainder of the story.

6.

Listening Comprehension—Drawing Conclusions. What does it mean to draw a conclusion? Drawing conclusions helps readers to understand things that are not directly written in the text.

Questions a.

What clues does the author give to help draw the conclusion that superstitions can be a problem? b.

Does the author believe in superstitions? What conclusions can you draw? c.

What conclusions can you draw about how superstitions start? d.

Why might people believe that walking under a ladder is bad luck?

7.

Phonics—Base Words and Endings –s and –es. I’ll say a word slowly and clap once for each part, or syllable I hear. Listen: fox (clap once) Now you do it with me. Fox (clap once) How many syllables do you hear? One. Now listen and clap: foxes. How many syllables do you hear? [two]. What ending did we add to foxes to make it plural? Let’s do some more. Listen and clap: car (one), cars (one), dish (one), dishes (two), lake (one), lakes (one), wish (one), wishes (two). Did you notice anything about the word and their endings depending on how many times we clapped? a.

Write the word Bikes on the board. This is the word bikes. I see a word I know, bike, with the ending –s. Listen: /b/ /i/ /k/ /s/. What sound do you hear at the end of bikes? /s/. The s stands for the final /s/ sound in bikes. Which part of this word is the base word and which is the ending. Underline the base word and circle the ending. Read the word together. Now say the word with me and clap the syllables. How many syllables do you hear in bikes? b.

Write and read the word clams. Now look at the word clams. I see the word clam with the ending –s. Listen: /k/ /l/ /a/ /m/ /z/. Point out that the s can stand for the sound /z/ at the end of a word. The s at the end of clams stands for the /z/ sound.

Now say the word with me and clap the syllables. How many syllables do you hear in clams? [one] c.

Write and read dresses. Underline the –es ending. When a word ends in s or ss, we add the ending –es. Listen /d/ /r/ /e/ /s/ /ez/. What do you hear in the second syllable of dresses? /ez/. Now say the word with me and clap the syllables. How many syllables do you hear? [two] The ending –es is often added to base words that end with the letters s, ss, x, z, sh, ch and tch. Point out that adding –es to a


Grade word adds another syllable to the word. Ending with –es can be added to nouns to make them mean more than one.

Comment: More guided practice and scaffolding will be provided as needed. d.

Guided Practice: Continuous Blending Routine—Say the word /t/ /r/ /u/ /ck/ /s/.

Now you blend the word with me. /t/ /r/ /u/ /k/ /s/. What sound do you hear at the end of trucks? /s/ Say the word again and clap the syllables. How many syllables do you hear in trucks? [one]. e.

Apply and Assessment—Students will complete Worksheet page 151 in their

Journeys workbook.

8.

Reading—We’ve talked about base words with –s and –es. Adding an ending to a word can add a syllable like when we change dish to dishes. Have the students preview the first few pages of the story and make a prediction of what they think the story will be about. Model for children how to use the Phonics/Decoding Strategy using the title. Call on volunteers to read the story. Remind children that they should read with expression and fluency. a.

To model using fluency/expression, write the sentence on the board: When the grass is wet. Dad cannot play golf. Dad wishes he could, but he cannot. Read the sentence in an excited tone. Ask whether the feeling I showed with my voice matched the meaning of the words. Model an appropriate sad expression. Did you notice how I tried to show the feelings of the words as I communicated?

Let’s read the sentence together and you try to show feeling for how it should be expressed.

9.

Grammar—Kinds of Sentences. Commands! Write: Stand up. Sit down. These are commands. A command tells someone to do something. In a sentence that is a command the naming part is you even though I don’t say you sit down. A command always starts with a capital letter and ends with either a period or an exclamation mark.

Model giving a command and have a student act it out. [open that door] Ask a volunteer to provide another command of their own. a.

Teacher Think Aloud—to identify a sentence that is a command I need to ask myself: Does this sentence begin with an action word? The word open is an action word. The sentence tells someone to open that door. This sentence is a command. b.

Use projectable 11.2 to guide children. c.

Students will complete Workbook page 152 in their Journeys workbook.

10.

Writing—Writing to Persuade. Teach and Model—Display and read aloud Projectable

11.3. Use the labels for the first letter to identify the goal, reasons, details, and ending.

Circle and discuss the five parts of a letter: heading, date, greeting, body, closing. Point out capitalization and punctuation. Read and discuss characteristic of a persuasive letter. a.

What makes a persuasive letter great? It starts by stating a goal. The goal is what the writer wants the reader to do. It gives a strong reason or reasons that support the goal. It backs up the reasons with details and examples. The ending repeats the goal in different words. A confident, polite voice shows the writer’s feelings. b.

Guided Practice/Apply—Using projectable 11.3 have children help you label the goal, reasons, details, and ending in the second letter. Ask: What is the goal? [to


Grade get stories for a class book] Why doesn’t the crossed-out sentence belong? [Jen is asking her grandmother for stories from when she was a little girl. The crossedout sentence doesn’t support the goal.

Small Group Reading—We did not get to small group reading because of the math test this lesson will be carried over to tomorrow.

9:45-10:45

Comment: During Group work students will complete all morning work and seat work/workbook pages. When students are finished with their work they can read independently a book of their choice or write on a topic of their choice—Daily Independent Reading/Writing.

The green group receives extra support and leaves the classroom for Title services.

Green/Red Group

1.

Teacher Modeling—Write the word hen on the board. What is this word? What if I add an –s? hens—emphasize the final /z/ sound at the end. How many syllables does this word have? Repeat with the words stamp/stamps, prize/prizes, and stitch/stitches. Point out the base words and the endings –s or –es.

2.

Guided Practice—write chain and patch on the board. Ask children which ending should go with each word? –s or –es? Ask the children to read each plural word and use it in a sentence. Say these words orally and ask children if –s or –es is added to each word.

Messes, cooks, fusses, birds, wagons, bikes, rashes, inches, merchants.

3.

Independent Practice—Give each child a word. Cart, brush, kiss, dog, ant or rash. Create a plural form of each noun by adding –s or –es. Read your new word to the group.

4.

Students will reread Jess Makes Gifts.

Blue Group

1.

Complete Unit3—Lesson 11 Word Study

2.

Introduce the book From Typewriters to Computers. What do you know about how people typed before they used computers? People used a mechanical device called a typewriter. Has anyone ever seen a typewriter? Describe and discuss a typewriter. Have children preview the book. Context clues can help readers determine the meaning of an unknown word. I want you to use your context clues to confirm the meaning of an unknown word. Especially your Vocabulary words. Pay attention to how they are used and what they mean. Children will alternate reading portions of the text aloud. Have students complete the responding page 11 and the Blackline Master to develop vocabulary 11.1.

Purple Group

1.


2.

Have students preview From Typewriters to Computers and make predictions about what they think will happen in the story using the text and their prior knowledge of typewriters and computers. You’re going to look for context clues to help determine any unknown words. Children will alternate reading a page at a time. Stop and discuss meanings of unknown words if necessary. Students will complete the Responding p. 11 and the


Grade

Blackline Master 11.1. For the write about activity, children will be expected to include facts and details to support their ideas.

Math Lesson

10:45-11:45

1.

The students will take the Cumulative Benchmark Test. This test is a review of everything the students have learned thus far this year. Students will be tested on addition, subtraction, word problems, even/odd numbers, etc.

Comments: I will read the test to the students to ensure that they know what each question is asking.

SOL s—2.6.b—The student, given two whole numbers whose sum is 99 or less, will find the sum, using various methods of calculation.

Daily Objectives

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The student will mentally add multiples of 10 to a two-digit number.

Procedures

1.

Do the spiral review. Worksheet page 17. Students will review recognizing a number using tens sticks and ones. Students will add two-digit numbers. Students will count money. Students will write a number sentence and solve.

2.

Set the Purpose—You have learned how to count on by ten. What do I mean by counting on by ten? Someone count on by ten for me. Today you will use models and mental math to add tens.

3.

Connect—Did you ever see an adult adding numbers quickly in their head? Where were they? What were they doing? [a parent adding up groceries; a coach adding touchdown scores; a teacher adding grades, etc.]

4.

Pose the problem—Write the problem 44 + 20 = _____ on the board. What strategy could you use to add these two numbers? Use your strategy to find the sum. Give students time to use their own strategy to solve the problem. Ask for volunteers to show their methods. Did anyone solve it differently? If so, how?

5.

Model/Demonstrate—Let’s use tens rods and unit cubes to model the addition. How many tens are there in 44? [4 tens]. How many ones? [4 ones]. Draw 4 tens rods and 4 unit cubes on the board. We want to add 20. How many tens are in 20? [2 tens]. You can count on by tens to find the sum. Draw one tens rod next to the 4 tens rods and 4 unit cubes. Say: Fifty-four. Draw another tens rod. Say: Sixty-four. Now let’s count them together beginning with 44. Write the answer to the problem. 44 + 20 = 64.

6.

Small-Group Interaction—Children will work in pairs. One partner will think of a two digit number and build that number using tens rods and unit cubes. Then children will add the multiples of ten to the model as indicated on page 171. Students will complete numbers 1-4.

7.

Visual Learning—This stage will be completed using the online textbook.


Grade

8.

Guided Practice—Remind children to look for the tens digit to know exactly how many tens to add. For example, in 33 + 30, the 3 in 30 tells them to add 3 tens to 33. Work through page 171 together providing scaffolding as needed.

9.

Independent Practice—Students will complete pages 173-174.

10.

Assessment—Draw names for students to come randomly to the board and write their answers and explain how they got their answer

Lunch 11:45-12:15

Recess 12:15-12:45

Music 12:45-1:15

History 1:15-2:15—Mrs. Prater will still be teaching History lessons until next week.

Ice Cream 2:15-2:30

Gym 2:30-3:00

Tuesday October 30—Day 2

NO SCHOOL—THESE LESSON PLANS WILL BE CARRIED OVER TO

TOMORROW.



Literacy Lesson

8:30-9:45




The student will understand the target vocabulary words: understand, gathered, impatient, impossible, believe, problem, demand, furious



The student will understand and recognize syllables in spoken words.



The student will understand base words and endings –s and –es.




 The student will comprehend texts using the infer/predict strategy while reading “Click,

Clack, Moo: Cows that Type.

Procedures

1.

Daily Phonemic Awareness—Syllables in spoken words. I am going to say a word and clap to count the syllables. Listen to the word: lake. How many syllables? [one] Now let’s say the word for more than one lake? [lakes] Let’s say the words and count the syllables. How many? [one] Repeat the procedure for wish/wishes, dish/dishes, desk/desks, and class/classes.

Comment: If a child is unable to identify the syllables in a word, say the word and model the task. The word is wishes. I can hear two parts or syllables in the word wishes. I will clap for each part: wish-es. Have children clap the syllables with you before doing it on their own.

2.

Daily High Frequency Words—Discuss the word hard. Say the word hard. Spell the word: h-a-r-d. Write the word. Check the word. Repeat the routine with the new word another, and with review words far, grow, heard, kind, light, more, some, and to. Use a


Grade

Word Box. Write this week and last’s on the High-Frequency Words on multiple strips of paper. Place the papers in a box. Invite children to take turns choosing a word and reading it aloud. Have all other children repeat the word.

3.

Daily Vocabulary Boost—We heard all these words in the list when we read the story

“Don’t Play Cards with Dogs in the Room!” Questions: What’s the first thing you try to do with a problem? Name something that you think is impossible. What might you wear if you believe it’s going to rain. Do you understand what your pet wants? What are some things that might have to be gathered before you come to school? When might you be impatient? Give me an example of a demand. Name a time when you were furious and explain why.

4.

Phonics—I’ll say a word and clap once for each word part, or syllable. Listen: church

[one] When I say church I hear one syllable. Now do it with me: church [one] How many syllables do you hear? [one] The word for more than one church is churches. Say and clap: churches. [2 claps] how many syllables do you hear? [2]. Now you do it and clap the syllables in each word: bug, bugs, squash, squashes, plant, plants, frog, frogs, kiss, kisses, grape, grapes. When the base word ending in s, ss, x, z, sh, ch, or tch we add

–es. Write these words on the board and call on children randomly to come up and underline the base word and circle the ending. Wishes, desks, cubes, bunches, passes, didn’t, foxes, she’ll, don’t, buses, you’re, can’t, tigers, lemons.

Guided Practice—Build words. Model how to spell the word trucks. First, I say trucks and listen to the sounds. The first two sounds I say are /t/ and /r/. The letters that stand for those sounds are t and r. The next sound I hear is /u/. The letter u stands for the /u/ sound. Next I hear /k/. I know that the letters c and k often stand for the /k/ sound at the end of a word. Last, I hear the /s/. I’ll add the ending –s to the base word truck. Now read the word with me: trucks.

Model how to spell the word dishes. The first sound in dishes is /s/ so I use the letter d.

The next sound, /i/ is spelled i. The letters sh stand for the /sh/ sound. Last I add the ending –es to stand for the /ez/ sound at the end of dishes. Now read the word: dishes.

Guide children to identify sounds and spell the words glasses, hands, you’ve, matches, didn’t, and noses. Call on children randomly to check their work.

Apply—Students will complete work book page 153.

5.

Targeted Vocabulary—Teach/Model. Use the Flow chart in the student book p. 324 to explain that Click, Clack, Moo: Cows That Type is about how a farmer and his cows word out a problem. Read the selection on reaching an agreement (p. 324).

Guided Practice—Read aloud the questions and discuss the students responses for discussing the vocabulary words.



Tell why you would or would not believe a friend who said she was flying to the moon?



What can birds do that is impossible for people to do?



Tell about something that makes you feel impatient.



How might someone who is furious speak?



What is something that your teacher might demand?



When have you gathered together with your friends?



How do pictures in a book help you understand the story?



Tell about a problem you solved.

6.

Introduce Comprehension—Infer/Predict.


Grade

Teach/Model. What is a conclusion? A conclusions is a smart guess about something the author does not say. What does it mean to infer something? To figure out something that the author does not say. What are signal words? Words that help the reader draw a conclusion.

Sometimes when we read we have to use story clues and our own experiences to make a smart guess about what the author does not say. This is called drawing a conclusion. We did this yesterday with our Superstitions story. Write: so, make clear, seems, show, suggest, and prove. These are all signal words that may help readers draw conclusions.

Read and discuss student book p. 325. Display projectable 11.4 and have children read

“The Cow Race” Model filling out an Inference Map, pointing out text support for each clue.

Teacher Think-Aloud: How does Skipper win the race? I’ll look for story clues and record them in an Inference Map. Then I’ll draw a conclusion from these clues. Good readers infer ideas that are not stated by the author and predict what will happen next

Teacher Think-Aloud: Skipper sees Farmer Brown’s truck and thinks, “Aha!” Skipper must jump into the truck and ride to the top of the hill. I predict that Flash will be mad at

Skipper for riding the truck instead of running up the hill.

Guided Practice—Have partners copy and complete their Inference Maps for “The Cow

Race.” Then have them review their charts together. Turn and Talk—allow students to share their conclusions with a neighbor.

Apply—Students will complete workbook page 154 in their Journeys Workbook.

7.

Introduce the Selection—Click, Clack, Moo: Cows That Type. Targeted Skill—

Conclusions—children will use Graphic organizer 8 to create an Inference Map to help them draw conclusions about the story. Use projectable 11.4 to model filling out the map. Targeted Strategy—Infer/Predict. We will use story clues to predict what will happen. I will record your predictions. This is a humorous fiction book. Let’s look through at the pictures in our story. Then I’m going to make my own prediction.

Teacher Think-Aloud—Fiction is a story that comes from the author’s imagination.

Sometimes fiction can be about things that are funny. When I look at the illustrations, I see funny pictures of things that could never happen. I think this is an imaginary story that is funny.

Essential Question—What helps you make a decision about a character? I want you to think about this question as we read the story.

Setting a Purpose—Good readers always set a purpose for reading, based on our preview of the selection and what we know about the genre let’s set a purpose for reading.

Teacher Think-Aloud—I’ve never heard of cows that can type. I want to read this selection to find out what the cows do with their typewriter. Have students provide their purposes for reading the story and record their predictions.

8.

Read the Selection—Develop Comprehension

Read the selection stopping after each of the indicated stopping points to ask questions.



Conclusions—What does Farmer Brown hear all day long? [click, clack, moo] Why might that be a problem? [Farmer Brown wants his cows to make milk and not type.]



Text and Graphic Features—Why do you think the word moo is bigger than the words click and clack? [because the mooing is louder than the typing].


Grade



Targeted Vocabulary—Why does Farmer Brown think it is impossible for his cows to type? [Cows don’t have fingers to hit the keys. They can’t read or write. They don’t know how to use machines.]



Sequence of Events—what is Farmer Brown’s first clue that his cows like to type? [he hears typing noises] What finally makes him believe the cows are typing? [he finds a note that is typed from the cows]



Cause and Effect—Why do the cows write Farmer Brown a note? What effect do they want their note to have? [They are cold and they hope the note will make Framer Brown give them electric blankets]

 Author’s Purpose—Why doesn’t the author explain how the cows learn to type? [It is funnier if there is no explanation]



Understanding Characters—How does Farmer Brown probably feel when the cows ask for electric blankets? How can you tell? [I think he is angry because he says No Way!]. What happens after Farmer Brown says he will not give the cows electric blankets? [the cows go on strike].



Conclusions—The art on page 333 shows Farmer Brown in the shadow again the barn wall. What is Farmer Brown doing? [he is jumping up and down waving his arms] What do you think Farmer Brown is feeling? [he is upset]. Write this portion in the story clue on the graphic organizer.



Story Structure—Where are the cows typing their notes? [inside the barn]

How does Farmer Brown know the cows are busy at work when they are inside the barn? [He can hear the “click, clack, moo” sounds the cows make when they type].



Help children use text clues to predict what will happen in the story.

Think-Aloud—I wonder if Farmer Brown will give the cows and hens electric blankets. I can look for clues in the story to predict what will happen next. The text tells me Farmer Brown did not give any electric blankets to the cows, and the illustrations show that he looks angry. I predict that he will not give electric blankets to the hens.



Target Vocabulary—On p. 336, what does the word impatient mean?

[tired of waiting for something] Talk about a time when you felt impatient.



Conclusions—Why is Farmer Brown furious when the cows and hens won’t give milk or eggs? [he can’t run a farm without milk or eggs] How can you tell he is furious? [He looks very angry in the pictures]

 Author’s Craft—Besides “moo” what other sound words does the author use? Why? [Click, clack; clickety, clack; sound words help you imagine the sounds of the story and make the story more real]



Infer/Predict—What do you know about the farmer after reading this page? Is he angry at the cows or hens? [yes] Why? [they are on strike] Do you predict that he will give them the electric blankets? What details can you use to confirm your predictions? [The sentence in Farmer Browns letter, there will be no electric blankets.] Was your prediction correct?



Target Vocabulary—Why can’t the other animals understand what is being said at the cows’ meeting? [none of the other animals can speak the cows language]


Grade



Understanding Characters—Why does Farmer Brown wait all night for the cows to answer his note? [he is nervous about what the cows are going to say]



Conclusions—why does Farmer Brown decide to make a deal with the cows? [he wants to get the typewriter back] Why does Farmer Brown want the typewriter back? [He doesn’t want his animals to type; he wants them to stop typing and start giving milk and eggs]



Sequence of Events—What happens after Farmer Brown delivers the blankets to the barn? [duck takes the typewriter] Why doesn’t duck deliver the typewriter? [the ducks want to type a note to Farmer Brown]



Cause and Effect—What causes the ducks to write the note to Farmer

Brown? [They want a diving board for the pond, and they see that the cows and hens have gotten what they wanted by using the typewriter.



Infer/Predict—What do you think Farmer Brown will do about the ducks’ demands. Encourage them to support their predictions with details from the story. Teacher Think-Aloud—I think Farmer Brown will give the ducks a diving board, but this time he will make sure to get the typewriter back so he doesn’t get notes from any other animals.

In this story we heard a lot of words that sound like an animal or an object makes. Does anyone remember what that word was that means that? [Onomatopoeia] What words on this page remind you of a sound you might hear? [Click, clack, clickety, moo] What makes each of these sounds? [a typewriter, keyboard, or cows]

Sometimes an author writes words that sound like noises to make a story seem real. An author might also use these words to make the story funny. Where else in the story does the author use words that sound like noises?

9.

Grammar—Kinds of Sentences. Go over the explanation of each type of sentence.



A question asks something



A statement tells something



A command tells someone to do something.

Model—Identify the three kinds of sentences: Where is the duck? He is hiding. Find him.

Teacher Think-Aloud—To identify the kind of sentence I am reading, I ask this question.

Does the sentence tell, ask, or command something? The first sentence asks, so it is a question. The second sentence tells, so it is a statement. The third sentence commands, so it is a command.

Go over workbook page 156 with children.

Assessment—Students will complete wbp 156 independently during Small Group

Reading time.

10.

Write to Persuade—Stating a clear goal. Explain that a persuasive letter should start by setting a goal.



The goal tells what the writer wants the reader to do.



The goal should be stated clearly. Writers should tell readers exactly what they want them to do.

Connection to Click, Clack, Moo: Cows That Type: Instead of the author saying….we’d like something. The author wrote… “The barn is very cold at night. We’d like some electric blankets.”


Grade

Why is the second example more exact? [The goal is stated clearly; the cows want electric blankets]

What else did the author add? [a reason to support the goal; the barn is very cold at night]

Write: We would like some magazines.

Ask: How can we state this goal more clearly? Do we want a particular type of magazine?

Write: I want something for our classroom.

Ask: Do I want more desks or chairs? No. Do I want something to put on the walls?

Yes, I’d like something for the walls. How can I state this goal more clearly? [I want some animal posters for our classroom]

Assessment—Students will complete workbook page 157.

Small Group Reading

9:45-10:45



Green/Red Group

1.


2.



3.


4.


Blue Group

1.


2.


Purple Group


Grade

1.


2.



Math Lesson

10:45-11:45

SOL: 2.6.b—The student, given two whole numbers whose sum is 99 or less, will find the sum, using various methods of calculation.

Daily Objectives:



The student will mentally add a two-digit number and a one-digit number.



Essential Learning: When adding a numberless than ten to a two-digit number using the traditional algorithm, it may be necessary to rename 10 ones as 1 ten.

Procedure

1.

Go over the workbook pages assigned for morning work. This is a review of the previous days work.

2.

Complete the daily spiral review as a group. Page 23. This is a review for students.

3.

Overview—In this activity, children use the make-ten strategy to mentally add a one-digit number to a two-digit number.

4.

Focus—How can you add a one-digit number to a two-digit number using make-ten strategy?

5.

Materials—single ten-frame math, double-ten frame mat, number cards 0-11, number cards 12-20, 30 counters

6.

Set the Purpose—You have already learned how to mentally add tens to a two-digit number. Today you will learn how to mentally add ones to a two-digit number.

7.

Connect—Show children three pencils. I have three pencils. How many more do I need to have 10 pencils? [7]

8.

Pose the Problem—On the board, write 17 + 4 = ____. What strategy can I use to add 17 and 4? What is the sum? Provide time for children to find the sum. Ask volunteers to share their answers and tell how they found the sum.

9.

Academic Vocabulary—The next ten is the closest ten to a given number that is also greater than that number.

10.

Model/Demonstrate—Model how to use the make-ten strategy to add a one-digit number to complete the first page. Add 17 and 4. You can use ten-frames to show the addition.

On the board, draw two-ten frames on the left and one ten-frame on the right. Show the number 17 on the left and 4 on the right. Between the ten frames on the left and the one on the right, write the word and. Point to the ten-frames showing 17. You need to find the next ten. How many ones do you need? [3 ones] Model moving 3 counters from ten-frame on the right by drawing them in the second ten-frame on the left to make a ten.


Grade

How many full tens are there now? [2 tens or 20]. Point to the third ten frame. How many ones are left after the 3 ones are moved? [one]. What is 20 + 1 = ? So 17 + 4 = 21.

Have children record the number sentence in item 1.

11.

Small-Group Interaction—For items 2-4, have children work in pairs. Children should have two piles of number cards: 1 pile with cards 14-19 and 1 pile with cards 4-9. The pairs choose a card from each pile and place them on page 175 to create an addition exercise. Children then model the numbers on the double ten-frame and the single tenframe. They then add the numbers using the ten-frames and record their work for items

2-4. Allow students to use ten sticks and ones cubes.

12.

Visual Learning—Use the online site. In this lesson we are going to add two numbers by making the next ten. Have a student come up to solve the problem.

13.

Guided Practice—Remind children that if they make the next ten by using ones from one number, they must remember to add any leftover ones to the new ten they have made.

Encourage them to remember the leftover ones mentally and not write them down. If children add incorrectly using mental math, then have them use counters and ten-frames to show and solve the problems. Complete Items 1-5 with the students. Call on volunteers to come up and solve the problems using the ELMO and write board.

14.

Independent Practice—Children may think they always have to make a ten. Remind children to consider the digit in the ones place of each number in a pair carefully to determine if making a ten is possible. Students will complete items 6-14.

15.

Assessment—Check the answers to the assigned problems.

Lunch 11:45-12:15

Recess 12:15-12:45

Music 12:45-1:15

Science Lesson

1:00-2:15

Daily Objectives



Describe the different types of animal adaptations.



Recognize that adaptations enable an animal to survive.

SOLs


2.1—Scientific Investigation, Reasoning, and Logic. The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a. observations and predictions are made and questions are formed. j. Conclusions are drawn


Grade l. Simply physical models are designed and constructed to clarify explanations and show relationships.

Procedures

1.

Motivate and assess prior knowledge – Talk about adaptation. Have children describe the weather and the kind of clothing they are wearing in response to the weather. Explore with children the type of clothing they would wear if the weather were much hotter or much colder than it is today. Explain that dressing for the weather is a way of adapting.

Point out that throughout time, people, plants, and animals have adapted to their environment in many ways.

2.

Investigate—How Color Helps an Ant—Science skill (forming a hypothesis) a.

Purpose—investigate which color is easier for an ant to see. b.

Preparation Tips—Have the same number of black and red squares. c.

Time—20 minutes. d.

Expected Results—Children observe that it is easier to spot red squares on a black background. e.

Materials—15 small squares of red construction paper, 15 small squares of black construction paper, pencil and paper, 1 sheet of black paper, clock. i.

Place the same number of small red and black squares on the black paper.

Form a hypothesis about which squares will be easier to count. “Who can tell me what a hypothesis is? When you form a hypothesis, you make a statement about something you can test.” ii.

Count red squares for 5 seconds. Record the number. Count black squares for 5 seconds. Record the number. Have students record their own answers then make a class chart. iii.

Questions—Which squares were easier to see and count? Was your hypothesis correct? What can you infer about how color can help an ant? iv.

Critical Thinking Questions—What did you do to test you hypothesis?

What are some other animals whose color helps them survive?

3.


Have children preview pages B21-B27. “Try turning each of the headings into a question that you intend to answer while reading. b.

What do you think these pages will be about?

4.


Draw a name to read page 21. “What is that animal in the picture? What kind of adaptation does it have to help protect itself? How does the chameleon’s color help protect it? [The chameleon’s color is similar to the plants around it, so it can hide from its enemies.] b.

Develop reading skills—Identify the main ideas. Ask children to name the kinds of adaptations mentioned in the text. [an animal’s color, body covering,


Grade movements, and behavior]. Have children find the sentence that tells the main idea. c.

Choose someone to read page 22. Scaffolding to help identify the main idea:

What kind of adaptation is described in this paragraph? [camouflage] Help children recall supporting facts and details. Ask: What two examples of camouflage did you read about? [the color of an arctic fox’s fur and the color and shape of a fish’s body.] d.

Observe—have children observe the photos one at a time. Ask: “How do the color and shape of a razor fish’s body help protect it? [an enemy might mistake the fish for a plant and not attack it]. How does the color of an arctic fox help protect it? [an enemy might not see an arctic fox because of its coloring].

Some of you that read the book, A Fox Lives Here, might remember. What happens to the arctic fox in the warm weather months? Its fur turns brown or gray. How might that help the fox? e.

Building Vocabulary—“Who knows what the word camouflage means?

Camouflage might occur over generations, such as the striping on zebras, from season to season, such as the fur of an arctic hare turning white in the winter and brown or gray in the summer; or in response to a threat, such as the change in color typical of chameleons. The razor fish and many kinds of insects, including the walking leaf, exhibit protective resemblance, a defense in which the shape of their bodies helps them to hide. f.

Read page 23 calling on volunteers. Discuss the main ideas on these pages.

Main Ideas i.

Some animal can hide because of patterns in their fur. ii.

Ask: “How does a tiger’s fur help it? [The stripes in its fur enable the tiger to hide in tall grass.] iii.

How do a zebra’s stripes help protect it? [The stripes make it hard for other animals to pick out one zebra from a herd.] g.

Visual Learning—Discuss the photographs one at a time. Ask children why the stripes help a tiger hide in the grass. [The stripes look like blades of grass. They blend in.] Help children understand that when zebras stand near one another, their stripes overlap, making it difficult to see where one animal ends and another begins. Ask: i.

What other animals have body coverings that help them to hide? [Giraffes or cats. The feathers of many types of birds help them blend in with their environment as do the body coverings of animals such as squirrels and mice. h.

Choose a name to read page 24. Ask: “What are the two major reasons animals move about? [to find food, to get away from danger]. What are some ways that those animals move?” Do the same types of questions for migration. “Look at the picture of the flying ducks. When animals migrate, they usually do it in groups. Why would that be beneficial? Why travel in groups?” [Safety in numbers]. Discuss animals that migrate. “Mule deer exhibit altitudinal migration which means they move from higher ground to lower ground during the winter months. Why would they do that? [The higher you get the colder it is. Animals are a lot like us. Even when feeding, deer for example will be more likely to feed


Grade on an area where the sun is hitting during a big frost. Would you rather eat frozen food or cooked food? Animals are the same way. They would rather have the warm “cooked” grass as opposed to the frozen grass.] Many animals migrate on a seasonal basis, following food or more favorable environmental conditions.” i.

Choose a name to read page 25. Help children identify the main ideas by asking: i.

In addition to migration, what is another type of adaptation that helps protect an animal? [Its body coverings] ii.

What is an example of an animal whose body covering helps protect it?

[armadillo] iii.

How does the armadillo’s body covering help protect it? [Hard plates cover the soft part of its body.] iv.

When attacked the armadillo will curl up in a ball, leaving nothing but its hard places exposed. j.

Relating picture to text—“Look at the Timberwolves. What types of differences do you see in the wolves? [size, markings, color] k.

Choose a name to read pages 26 and 27. “What are the two new adaptations we learned about on these two pages? [Hibernation and estivation]. i.

Have students recall supporting facts and details. “What happens when an animal hibernates? [body temperature falls; breathing slows; heartbeat slows; it stops eating] ii.

What is an example of an animal that hibernates? [squirrel, hedgehog, bear]. iii.

Compare—How are hibernation and estivation alike? [During both states, the animal’s body slows down; it does not need food; it remains in a deep sleep]. iv.

Contrast—How are hibernation and estivation different? [Hibernation takes place during cold weather; estivation takes place during hot, dry weather]. v.

Vocabulary—Hibernate—according to some scientists bears are not true hibernators. Instead they go into a state of dormancy in which their bodies slow down. Point out that bears frequently wake up during winter months and then return to sleep. Estivate—helps an animal survive during very dry periods because it decreases the need for water. Snails, frogs, salamanders, and some types of freshwater fish estivate.

5.


Have children summarize what they have learned by helping you identify the main ideas that were discussed in the reading. Discuss with children how many ideas we learned from reading the lesson and how many they knew before reading. Did you find the answers to your questions when reading? b.

Do the Animal Adaptation Activity.

What I want the children to discover: The students will investigate and understand that different animals belong to different environments based on their ability to adapt to their surroundings.

Description of introductory activity and initial discussion: Reading and Discussion


Grade

First we will show the students a video, http://www.youtube.com/watch?v=zNTHVLxPP54&feature=related . In this video the students will learn about each habitat and the different plants and animals that make up this habitat. I will distribute the Animal Environments: Matching Worksheet. We will go over this as a class.

Materials Needed: Poster boards, construction paper, print outs of animals, Velcro strips, worksheets.

Description of Activity:

Students will read about each type of habitat and name some plants and animals that are in these habitats. Volunteers will be chosen to read from each poster facts about each biome. This will follow by an activity in which the students will be given an animal and an Animal Adaptation worksheet. Students will fill out the Animal Adaptation worksheet independently. When students are finished with the worksheet they raise their hand when they are ready to put their animal on the correct poster. The student will present his/her animal to the class and discuss how that animal has adapted to fit into its surroundings.

If students place their animal incorrectly on the poster, the class will discuss as a group which habitat that animal should have been placed.

Typical Discussion Questions:



What is a habitat?



What does it mean to adapt to your surroundings?



How do animals have to adapt to live in the Arctic Tundra?



How do animals have to adapt to live in the Desert?



How do animals have to adapt to live in the Rainforest?



How do animals have to adapt to live in the Grasslands?



What types of plants and animals are in these different biomes?



Choose another animal (tiger) and discuss the consequences of it moving to a different biome?

How Children Will Be Encouraged To Investigate On Their Own: The students will be able to make their own predictions as to which biome their animal resides.

Expected Conclusion: The children will discover which biome their animal lives in, and will be able to accurately identify different characteristics of each biome as well as the adaptations their animal needs to live there.


Grade

Assessment: Based on the students responses to their worksheets, placement of animals on the posters, and answers to the discussion questions we will be able to access each students learning.

Applications to Real-Life Situations: The earth is filled with many different plants and animals that live in different habitats. These animals must adapt in order to survive in specific living conditions. Different house pets require different care (lizards and hot lights).

Ice Cream—2:15-2:30

Gym— 2:30-3:00

Wednesday October 31—Day 3

We were on a two-hour delay today, and missed all of reading instruction; therefore, I will pick up teaching with math (see above lesson plan).

Schools were closed on Tuesday so I will carry Tuesday’s lessons over to today.

We will have a Halloween party starting at 1:30. Parents will be coming in to help with the party. Due to the Halloween party we will miss Science instruction and this will be carried over until Thursday as will the Reading instruction.

Guidance—2:00-2:30

Gym—2:30-3:00

Thursday November 1—Day 4



Literacy Lesson

8:30-9:45




The student will understand the target vocabulary words: understand, gathered, impatient, impossible, believe, problem, demand, furious



The student will understand and recognize syllables in spoken words.



The student will understand base words and endings –s and –es.




 The student will comprehend texts using the infer/predict strategy while reading “Click,

Clack, Moo: Cows that Type.

Procedures

1.

Daily Phonemic Awareness—Syllables in spoken words. I am going to say a word and clap to count the syllables. Listen to the word: lake. How many syllables? [one] Now


Grade let’s say the word for more than one lake? [lakes] Let’s say the words and count the syllables. How many? [one] Repeat the procedure for wish/wishes, dish/dishes, desk/desks, and class/classes.

Comment: If a child is unable to identify the syllables in a word, say the word and model the task. The word is wishes. I can hear two parts or syllables in the word wishes. I will clap for each part: wish-es. Have children clap the syllables with you before doing it on their own.

2.

Daily High Frequency Words—Discuss the word hard. Say the word hard. Spell the word: h-a-r-d. Write the word. Check the word. Repeat the routine with the new word another, and with review words far, grow, heard, kind, light, more, some, and to. Use a

Word Box. Write this week and last’s on the High-Frequency Words on multiple strips of paper. Place the papers in a box. Invite children to take turns choosing a word and reading it aloud. Have all other children repeat the word.

3.

Daily Vocabulary Boost—We heard all these words in the list when we read the story

“Don’t Play Cards with Dogs in the Room!” Questions: What’s the first thing you try to do with a problem? Name something that you think is impossible. What might you wear if you believe it’s going to rain. Do you understand what your pet wants? What are some things that might have to be gathered before you come to school? When might you be impatient? Give me an example of a demand. Name a time when you were furious and explain why.

4.

Phonics—I’ll say a word and clap once for each word part, or syllable. Listen: church

[one] When I say church I hear one syllable. Now do it with me: church [one] How many syllables do you hear? [one] The word for more than one church is churches. Say and clap: churches. [2 claps] how many syllables do you hear? [2]. Now you do it and clap the syllables in each word: bug, bugs, squash, squashes, plant, plants, frog, frogs, kiss, kisses, grape, grapes. When the base word ending in s, ss, x, z, sh, ch, or tch we add

–es. Write these words on the board and call on children randomly to come up and underline the base word and circle the ending. Wishes, desks, cubes, bunches, passes, didn’t, foxes, she’ll, don’t, buses, you’re, can’t, tigers, lemons.

Guided Practice—Build words. Model how to spell the word trucks. First, I say trucks and listen to the sounds. The first two sounds I say are /t/ and /r/. The letters that stand for those sounds are t and r. The next sound I hear is /u/. The letter u stands for the /u/ sound. Next I hear /k/. I know that the letters c and k often stand for the /k/ sound at the end of a word. Last, I hear the /s/. I’ll add the ending –s to the base word truck. Now read the word with me: trucks.

Model how to spell the word dishes. The first sound in dishes is /s/ so I use the letter d.

The next sound, /i/ is spelled i. The letters sh stand for the /sh/ sound. Last I add the ending –es to stand for the /ez/ sound at the end of dishes. Now read the word: dishes.

Guide children to identify sounds and spell the words glasses, hands, you’ve, matches, didn’t, and noses. Call on children randomly to check their work.

Apply—Students will complete work book page 153.

5.

Targeted Vocabulary—Teach/Model. Use the Flow chart in the student book p. 324 to explain that Click, Clack, Moo: Cows That Type is about how a farmer and his cows word out a problem. Read the selection on reaching an agreement (p. 324).

Guided Practice—Read aloud the questions and discuss the students responses for discussing the vocabulary words.


Grade



Tell why you would or would not believe a friend who said she was flying to the moon?



What can birds do that is impossible for people to do?



Tell about something that makes you feel impatient.



How might someone who is furious speak?



What is something that your teacher might demand?



When have you gathered together with your friends?



How do pictures in a book help you understand the story?



Tell about a problem you solved.

6.

Introduce Comprehension—Infer/Predict.

Teach/Model. What is a conclusion? A conclusions is a smart guess about something the author does not say. What does it mean to infer something? To figure out something that the author does not say. What are signal words? Words that help the reader draw a conclusion.

Sometimes when we read we have to use story clues and our own experiences to make a smart guess about what the author does not say. This is called drawing a conclusion. We did this yesterday with our Superstitions story. Write: so, make clear, seems, show, suggest, and prove. These are all signal words that may help readers draw conclusions.

Read and discuss student book p. 325. Display projectable 11.4 and have children read

“The Cow Race” Model filling out an Inference Map, pointing out text support for each clue.

Teacher Think-Aloud: How does Skipper win the race? I’ll look for story clues and record them in an Inference Map. Then I’ll draw a conclusion from these clues. Good readers infer ideas that are not stated by the author and predict what will happen next

Teacher Think-Aloud: Skipper sees Farmer Brown’s truck and thinks, “Aha!” Skipper must jump into the truck and ride to the top of the hill. I predict that Flash will be mad at

Skipper for riding the truck instead of running up the hill.

Guided Practice—Have partners copy and complete their Inference Maps for “The Cow

Race.” Then have them review their charts together. Turn and Talk—allow students to share their conclusions with a neighbor.

Apply—Students will complete workbook page 154 in their Journeys Workbook.

7.

Introduce the Selection—Click, Clack, Moo: Cows That Type. Targeted Skill—

Conclusions—children will use Graphic organizer 8 to create an Inference Map to help them draw conclusions about the story. Use projectable 11.4 to model filling out the map. Targeted Strategy—Infer/Predict. We will use story clues to predict what will happen. I will record your predictions. This is a humorous fiction book. Let’s look through at the pictures in our story. Then I’m going to make my own prediction.

Teacher Think-Aloud—Fiction is a story that comes from the author’s imagination.

Sometimes fiction can be about things that are funny. When I look at the illustrations, I see funny pictures of things that could never happen. I think this is an imaginary story that is funny.

Essential Question—What helps you make a decision about a character? I want you to think about this question as we read the story.

Setting a Purpose—Good readers always set a purpose for reading, based on our preview of the selection and what we know about the genre let’s set a purpose for reading.


Grade

Teacher Think-Aloud—I’ve never heard of cows that can type. I want to read this selection to find out what the cows do with their typewriter. Have students provide their purposes for reading the story and record their predictions.

8.

Read the Selection—Develop Comprehension

Read the selection stopping after each of the indicated stopping points to ask questions.



Conclusions—What does Farmer Brown hear all day long? [click, clack, moo] Why might that be a problem? [Farmer Brown wants his cows to make milk and not type.]



Text and Graphic Features—Why do you think the word moo is bigger than the words click and clack? [because the mooing is louder than the typing].



Targeted Vocabulary—Why does Farmer Brown think it is impossible for his cows to type? [Cows don’t have fingers to hit the keys. They can’t read or write. They don’t know how to use machines.]



Sequence of Events—what is Farmer Brown’s first clue that his cows like to type? [he hears typing noises] What finally makes him believe the cows are typing? [he finds a note that is typed from the cows]



Cause and Effect—Why do the cows write Farmer Brown a note? What effect do they want their note to have? [They are cold and they hope the note will make Framer Brown give them electric blankets]

 Author’s Purpose—Why doesn’t the author explain how the cows learn to type? [It is funnier if there is no explanation]



Understanding Characters—How does Farmer Brown probably feel when the cows ask for electric blankets? How can you tell? [I think he is angry because he says No Way!]. What happens after Farmer Brown says he will not give the cows electric blankets? [the cows go on strike].



Conclusions—The art on page 333 shows Farmer Brown in the shadow again the barn wall. What is Farmer Brown doing? [he is jumping up and down waving his arms] What do you think Farmer Brown is feeling? [he is upset]. Write this portion in the story clue on the graphic organizer.



Story Structure—Where are the cows typing their notes? [inside the barn]

How does Farmer Brown know the cows are busy at work when they are inside the barn? [He can hear the “click, clack, moo” sounds the cows make when they type].



Help children use text clues to predict what will happen in the story.

Think-Aloud—I wonder if Farmer Brown will give the cows and hens electric blankets. I can look for clues in the story to predict what will happen next. The text tells me Farmer Brown did not give any electric blankets to the cows, and the illustrations show that he looks angry. I predict that he will not give electric blankets to the hens.



Target Vocabulary—On p. 336, what does the word impatient mean?

[tired of waiting for something] Talk about a time when you felt impatient.



Conclusions—Why is Farmer Brown furious when the cows and hens won’t give milk or eggs? [he can’t run a farm without milk or eggs] How can you tell he is furious? [He looks very angry in the pictures]


Grade

 Author’s Craft—Besides “moo” what other sound words does the author use? Why? [Click, clack; clickety, clack; sound words help you imagine the sounds of the story and make the story more real]



Infer/Predict—What do you know about the farmer after reading this page? Is he angry at the cows or hens? [yes] Why? [they are on strike] Do you predict that he will give them the electric blankets? What details can you use to confirm your predictions? [The sentence in Farmer Browns letter, there will be no electric blankets.] Was your prediction correct?



Target Vocabulary—Why can’t the other animals understand what is being said at the cows’ meeting? [none of the other animals can speak the cows language]



Understanding Characters—Why does Farmer Brown wait all night for the cows to answer his note? [he is nervous about what the cows are going to say]



Conclusions—why does Farmer Brown decide to make a deal with the cows? [he wants to get the typewriter back] Why does Farmer Brown want the typewriter back? [He doesn’t want his animals to type; he wants them to stop typing and start giving milk and eggs]



Sequence of Events—What happens after Farmer Brown delivers the blankets to the barn? [duck takes the typewriter] Why doesn’t duck deliver the typewriter? [the ducks want to type a note to Farmer Brown]



Cause and Effect—What causes the ducks to write the note to Farmer

Brown? [They want a diving board for the pond, and they see that the cows and hens have gotten what they wanted by using the typewriter.



Infer/Predict—What do you think Farmer Brown will do about the ducks’ demands. Encourage them to support their predictions with details from the story. Teacher Think-Aloud—I think Farmer Brown will give the ducks a diving board, but this time he will make sure to get the typewriter back so he doesn’t get notes from any other animals.

In this story we heard a lot of words that sound like an animal or an object makes. Does anyone remember what that word was that means that? [Onomatopoeia] What words on this page remind you of a sound you might hear? [Click, clack, clickety, moo] What makes each of these sounds? [a typewriter, keyboard, or cows]

Sometimes an author writes words that sound like noises to make a story seem real. An author might also use these words to make the story funny. Where else in the story does the author use words that sound like noises?

9.

Grammar—Kinds of Sentences. Go over the explanation of each type of sentence.



A question asks something



A statement tells something



A command tells someone to do something.

Model—Identify the three kinds of sentences: Where is the duck? He is hiding. Find him.

Teacher Think-Aloud—To identify the kind of sentence I am reading, I ask this question.

Does the sentence tell, ask, or command something? The first sentence asks, so it is a question. The second sentence tells, so it is a statement. The third sentence commands, so it is a command.


Grade

Go over workbook page 156 with children.

Assessment—Students will complete wbp 156 independently during Small Group

Reading time.

10.

Write to Persuade—Stating a clear goal. Explain that a persuasive letter should start by setting a goal.



The goal tells what the writer wants the reader to do.



The goal should be stated clearly. Writers should tell readers exactly what they want them to do.

Connection to Click, Clack, Moo: Cows That Type: Instead of the author saying….we’d like something. The author wrote… “The barn is very cold at night. We’d like some electric blankets.”

Why is the second example more exact? [The goal is stated clearly; the cows want electric blankets]

What else did the author add? [a reason to support the goal; the barn is very cold at night]

Write: We would like some magazines.

Ask: How can we state this goal more clearly? Do we want a particular type of magazine?

Write: I want something for our classroom.

Ask: Do I want more desks or chairs? No. Do I want something to put on the walls?

Yes, I’d like something for the walls. How can I state this goal more clearly? [I want some animal posters for our classroom]


Assessment—Students will complete workbook page 153, we will do 154 as a class,

Spelling page 155, types of sentences page 157.

Small Group Reading

9:45-10:45



Green/Red Group

5.


6.



7.


8.



Grade

Blue Group

3.


4.


Purple Group

3.


4.



Math Lesson

10:45-11:45

SOL: 2.6.b—The student, given two whole numbers whose sum is 99 or less, will find the sum, using various methods of calculation.

Daily Objectives:



Children will add a two-digit number to a two-digit number using mental math.



Essential Learning: Two-digit numbers can be broken apart using tens and ones and added in different ways.

Procedure

1.

Go over the workbook pages assigned for morning work. This is a review of the previous days work.

2.

Complete the daily spiral review as a group. Page 29. This is a review for students.

3.

Overview—In this activity, children model mental math strategies to add 2 two-digit numbers using ten-frame cards.

4.

Focus—What are two different ways of adding tens and ones mentally?

5.

Materials—little ten-frames, index cards, bag

6.

Set the Purpose—You have learned how to mentally add tens to a two-digit number.

Today you will learn how to mentally add tens and ones to a two-digit number.

7.

Connect—Ask children to use mental math strategies they have learned to solve the following problem. Jose has 44 markers in the box. He has 20 markers on the table.

How many markers does Jose have in all? [64] Lisa has 21 colored pencils in her case.


Grade

She is using 7 other colored pencils for an art project. How many colored pencils does

Lisa have in all? [28]

8.

Pose the Problem—Present the following problem for children to solve. Monica has 24 crayons. Paul has 64 crayons. How many crayons do they have in all? Encourage children to think of different strategies they could use to solve the problem. Invite children to share their strategies.

9.

Model/Demonstrate—Organize the class into 4 groups of 5 and distribute materials to each group. Ask each group to write the numbers 0-14, 20-24, 30-34, 40-44 on their index cards. Place all cards into a bag. Have volunteers pull out pairs of cards and use the numbers to write additional sentences on the board. Have children work in their groups to complete Item 1 on page 179. Have pairs copy one of the one of the additions sentences onto the lines in Item 1. Use your ten-frame cards to model each number.

Now use your cards to add the two numbers. Allow children to work using any method they want. Once children have added, ask: How did you add your numbers using your ten-frame cards? As children explain their strategies, focus on the following two methods: 1. adding the tens, then adding the ones; 2. Starting with one of the two-digit numbers and then adding on the tens and then the ones of the other number.

10.

Small-Group Interaction—after discussing children’s strategies, have them repeat the activity in order to complete Items 2-6. Remind them to model each of the two addends before beginning to move any of the ten-frames.

11.

Visual Learning—Use the online site. In this lesson, you will learn two different ways to mentally add the tens and ones of 2 two-digit numbers.

12.

Guided Practice—Remind children that when adding just the tens of one number to another number, they also much remember to add the ones of that number. If children become confused when isolating tens or ones, then explain that they can think of the ones digit in each number as 0 when adding only the tens. Likewise, prompt them to think of the tens digit in each number as 0 when adding only ones. Complete Items 1-8 with the students. Call on volunteers to come up and solve the problems using the ELMO and write board.

13.

Independent Practice—Children may have difficulty determining how to best check their work when doing mental math. Encourage children to use both mental addition strategies to confirm their answers. Students will complete items 9-20.

14.

Assessment—Check the answers to the assigned problems.

Lunch 11:45-12:15

Recess 12:15-12:45

History 1:00-2:00—Mrs. Prater will continue to do History until next week.

Computer 2:00-2:30

Gym 2:30-3:00

Friday—November 2—Day 5




Grade

Literacy Lesson

8:30-10:45

1.

Students will take their weekly spelling tests. There are two spelling groups. The A group will take a more difficult spelling test and the B group will take an easier one. The words will be called out orally and be used in a sentence. The spelling words what been seen daily be students in their workbook pages.

2.

Essential Question—What helps you make a decision about a character? What words can you think of to describe real cows? What words would you use to describe the cows in Click, Clack, Moo? What wishes might the cows in the story make next? What will help you decide this?

3.

Daily Phonemic Awareness—Syllables in Spoken Words. a.

Listen as I say a word and clap to count the syllables: dish. How many syllables?

[one]. Let’s try one together. Repeat the word after me and clap to count the syllables. Listen: dishes. Clap as you say the parts of the word: dish-es. How many syllables? [two]. b.

Repeat each routine with the following words: bush/bushes; rag/rags; miss/misses. i.

Comment: Model the correct answer. Listen to this word: miss. Clap the syllables. How many syllables? [one] Listen to this word: misses. Clap the syllables. How many syllable [two]. ii.

Have children clap the syllables with you before doing it on their own.

4.

Daily High-Frequency Words a.

Point to High-Frequency Word Card 102, heard. b.

Say the word: heard. Spell the word: h-e-a-r-d. Write the word. Check the word. c.

Repeat the procedure with the words: another, far, grow, hard, kind, light, more, some, and to. d.

Lead a Cheer: Choose a child to be the cheerleader. Have him or her call out each letter of a High-Frequency Word while the class responds. i.

Give me a S! s! Give me an O! o! Give me an M! m! Give me an E! e!

What does that spell? Some. ii.

Repeat for the remaining words. iii.

Comment: Corrective Feedback—if a child does not recognize the word kind, say the correct word and have children repeat it. Kind. What is the word? Kind. Have children spell the word. K-i-n-d How do we say this word? Kind. Have children reread all the cards in random order.

5.

Daily Vocabulary Boost a.

Guide children to interact with the Target Vocabulary by asking the following questions. Remind them to speak clearly when participating in discussion. i.

Have you ever tried something others said was impossible? Why? ii.

What might happen if you are impatient while painting a picture? iii.

How would you deal with a difficult problem? iv.

Why is it important to understand something before trying to fix it? b.

Have children work together to explain impossible, impatient, problem, and understand in their own words. Make sure children follow appropriate rules for discussion.

6.

Phonics


Grade a.

I’ll say a word and then add or take away sounds to make a new word. Listen: can. Now listen as I add /t/ at the end: can, can’t Now you do it with me. Say: can. Add the sound /t/ at the end of can. What is the word? Can’t. Now you do it. Say we’ll. Take away the /l/ at the end of we’ll. What is the new word? We.

Say she and then add /l/ at the end. She’ll. Say I and then add /m/ at the end. I’m say he and then add /z/ at the end. He’s. say you’ll and then take away the /l/. you b.

Making and reading contractions. Remind children that a contraction is a shortened form of two words. An apostrophe shows where one or more letters are missing. Write the word pairs below on the board. Call on individuals to say the shortened form of each pair and write the contraction. Then have children read the list of contractions and take turns using them in sentences. i.

Was + not ii.

She + will iii.

It + is iv.

You + have v.

I + have vi.

Did + not c.

Sort words with the cv pattern—use the words hotel and finish to review dividing words into syllables. Remind children that open syllables end with a vowel and usually have the long vowel sound. Closed syllables end with a consonant and often have a short vowel. Make a two column chart on the board with the headings ho/tel and fin/ish. List the following words on the board: wagon, tiger, favor, seven, spider, lemon, planet, moment, magnet, music, plastic, panic, robot.

Have children copy the chart and list the words in the correct columns. Ask individuals to share their lists with the class by reading the words aloud. d.

Practice Fluency by reading Cooking With Mom Fox in the Decodable Reader using the appropriate expression. e.

Teach/Model—Tell children that good readers add interest and enjoyment to their reading by reading with expression. Explain that when readers read with expression, they use their voices to communicate the characters’ or author’s thoughts and feelings. Display Projectable 11.7 and read aloud the top section.

Then, as you read each sentence, model how to use appropriate expression.

Discuss the words and end marks you use as clues about how to make your voice sound. Ask children to suggest feelings you show with your voice as you read. f.

Guided Practice—Have children go to Student Book page 328-329. Remind them that reading with expression can help add interest and enjoyment to their reading.

Point out punctuation and words that are clues to expression. Then model reading the pages with expression. Have children repeat after you. g.

Apply—have partners take turns reading the page to each other two or three times.

7.

Deepen Comprehension—Support Conclusions a.

Teach/Model—Discuss the academic language with children: conclusion (a smart guess about something the author does not say); signal words (words that help the reader draw a conclusion); support (give details from a story to explain a conclusion).


Grade b.

The author cannot tell every single detail in the story, sometimes we have to read between the lines. Readers must use story clues and what they already know to make a smart guess about something the author does not say. This is called drawing a conclusion. Point out that a smart guess or conclusion is built from clues that the author does give in the story. Signal words such as so, seems, show, probably, make clear, suggest, or prove can help readers recognize clues that will help them support conclusions. c.

Have children reread through p. 341 of Click, Clack Moo: Cows that Type.

Display Projectable 11.8. Discuss Deepen Comprehension Question 1. An inference map can help them to support conclusions. d.

Model drawing conclusions to complete the Inference Map and answer the question. Teacher Think-Aloud: I’ll think about what has happened in the story so far. I’ll write the story clues in the Inference Map. Now the cows have offered to trade their typewriter for electric blankets. I’ll think about how Farmer Brown feels about the animals’ note and their strike. Then I’ll draw a conclusion. e.

Guided Practice—use the illustrations to review Click, Clack, Moo: Cows that

Type with children. Read and discuss Deepen Comprehension Question 2 on

11.8. Use the following questions to complete the Inference Map. i.

What does Farmer Brown think about the notes from the cows and hens?

[he can’t believe they want electric blankets] ii.

How does Farmer Brown feel when the animals go on strike? [furious] iii.

How does Farmer Brown feel about Duck? [He trusts Duck not to take sides] f.

Guided Discussion—How did the animals get what they wanted? What is another way they could have gotten what they wanted? Could you use the same approach to get what you want? g.

Apply—Have children ask themselves questions about the story and write a few sentences explaining the conclusion they drew.

8.

Grammar—Kinds of Sentences a.

Review with children how to identify a sentence as a question, statement, or command. Review the examples from the previous days. Point out the capitalization and punctuation for each sentence type. [All sentences begin with a captilal letter, but they have different end marks. The questions end with a question mark, and the statements and commands end with a period. b.

Guided Practice—Write: What is the cow doing? He is laughing. Look over there. i.

Help identify a question. Which sentence asks something? What end mark does it have? ii.

Help identify a statement. Which sentence tells something? What end mark does it have? iii.

Help identify a command. Which sentence begins with an action word?

Does it tell someone to do something? What end mark does it have?

9.

Spelling Review—Base words with ending –s and –es. Discuss syllables in words. How many syllables do each of these words have? Boxes, wishes, dresses. Words that end in

–es often have more than one syllable. Listening for the number of syllables will help you identify and spell the words that end in –s or –es.


Grade a.

Have students complete workbook page 160

10.

Writing—Do the daily Proofreading practice. Write on the board: We buy boxs of seeds we sell many egs? a.

Teach/Model—explain that the goal in a persuasive letter should be supported by strong actions. Details and examples should tell more about each reason. You need to use persuasive words such as you should and I really think to make their reasons stronger. i.

Goal—Please send me a list of your favorite books. ii.

Reason—I really loved the last book you told me to read. iii.

Detail or Example—It taught me a lot about animals.



What is the goal? What does the writer want the reader to do?

[send a list of favorite books]



What reason does the writer give? Why should the reader send the list? [The writer thought the last book was great.] b.

Guided Practice/Apply—Display projectable 11.9. Read the prompt aloud. Work with children to complete the Web graphic organizer. i.

Teacher Think-Aloud—My goal is to get a computer for the classroom.

What reasons should I add? We need another computer, and computers help us learn, so I’ll add those reasons. ii.

Prewriting—Read the prompt together and distribute Graphic Organizer

15: Web. Children will complete their own web for their choice of an addition to the classroom.

Math Lesson

10:45-11:45

Finish yesterday’s lesson on adding tens and ones. The students were struggling with this concept so we spent more time with it yesterday, and will finish it up today and give them extra practice. With workbook p. 100. Model using tens sticks and ones on the ELMO. Call children up to complete their mat page as a group. Call on students randomly to come provide answers and explanations as to how they got their answers.

Play a math race game with them when everyone is finished with their independent work.

Lunch 11:45-12:15

Recess 12:15-12:45

Science Lesson—we did not get to this today because my mentor wanted to continue with her History lesson.

12:45:-1:30

Daily Objectives







SOLs


Grade



Procedures

1. Motivate and assess prior knowledge – Talk about adaptation. Have children describe the weather and the kind of clothing they are wearing in response to the weather. Explore with children the type of clothing they would wear if the weather were much hotter or much colder than it is today. Explain that dressing for the weather is a way of adapting. Point out that throughout time, people, plants, and animals have adapted to their environment in many ways.

2.













3.





Grade

4.


Draw a name to read page 21. “What is that animal in the picture? What kind of adaptation does it have to help protect itself? How does the chameleon’s color help protect it? [The chameleon’s color is similar to the plants around it, so it can hide from its enemies.] b.

Develop reading skills—Identify the main ideas. Ask children to name the kinds of adaptations mentioned in the text. [an animal’s color, body covering, movements, and behavior]. Have children find the sentence that tells the main idea. c.








Main Ideas i.





What other animals have body coverings that help them to hide? [Giraffes or cats. The feathers of many types of birds help them blend in with their environment as do the body coverings of animals such as squirrels and mice.


Grade h.

Choose a name to read page 24. Ask: “What are the two major reasons animals move about? [to find food, to get away from danger]. What are some ways that those animals move?” Do the same types of questions for migration. “Look at the picture of the flying ducks. When animals migrate, they usually do it in groups. Why would that be beneficial? Why travel in groups?” [Safety in numbers]. Discuss animals that migrate. “Mule deer exhibit altitudinal migration which means they move from higher ground to lower ground during the winter months. Why would they do that? [The higher you get the colder it is. Animals are a lot like us. Even when feeding, deer for example will be more likely to feed on an area where the sun is hitting during a big frost. Would you rather eat frozen food or cooked food? Animals are the same way. They would rather have the warm “cooked” grass as opposed to the frozen grass.] Many animals migrate on a seasonal basis, following food or more favorable environmental conditions.” i.




[armadillo] iii.










5.


Have children summarize what they have learned by helping you identify the main ideas that were discussed in the reading. Discuss with children how many


Grade ideas we learned from reading the lesson and how many they knew before reading. Did you find the answers to your questions when reading? b.




First we will show the students a video, http://www.youtube.com/watch?v=zNTHVLxPP54&feature=related . In this video the students will learn about each habitat and the different plants and animals that make up this habitat. I will distribute the Animal Environments: Matching Worksheet. We will go over this as a class.






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What is a habitat?

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Grade





Ice Cream 1:30-2:00

Pep Rally 2:00-3:00

Gym 2:30-3:00

Week #3

November 5-November 9

Monday November 5—Day 1

Morning Work—Do attendance, bus sheet, and ice cream money.

Students will begin working on Morning work on the board. They will have math review problems and handwriting practice sentence. Daily Proofreading Practice: The prise for singing goes to jane. She play a pretty tun. Students must fix the errors in the sentence while also working on their handwriting.

Literacy Lesson

8:30-9:45

Weekly SOLS:

Oral Language—



2.1b—Create and participate in oral dramatic activities.



2.2a—Increase listening and speaking vocabularies.



2.2c—Clarify and explain words and ideas orally.



2.2e—Use vocabulary from other content areas.



2.3a—Use oral language for different purposes; to inform, to persuade, to entertain, to clarify, and to respond.



2.4d—Add or delete phonemes (sounds) to make words.

Reading—


Grade



2.5c—Decode regular multisyllabic words.



2.6b—Use knowledge of sentence structure.



2.6c—Use knowledge of story structure.

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2.6d—Reread and self-correct.

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2.7d—Discuss meanings of words and develop vocabulary by listening and reading a variety of texts.

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2.8c—Ask and answer questions about what is read.

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2.8e—Describe characters, setting, and important events in fiction and poetry.

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2.8f—Identify problem and solution.

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2.9a—Preview the selection using text features.

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2.9d—Set purpose for reading.

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2.9e—Ask and answer questions about what is read.

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2.9f—Locate information to answer questions.

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2.10c—Use dictionaries, glossaries, and indices.

Writing—



2.11—The student will maintain legible printing and begin to make the transition to cursive.

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2.12a—Generate ideas before writing.

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2.12c—Expand writing to include descriptive detail.

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2.12d—Revise writing for clarity.

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2.13a—Recognize and use complete sentences.

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2.13b—Use and punctuate declarative, interrogative, and exclamatory sentences.

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2.13c—Capitalize all proper nouns and the word I.



2.13e—Use apostrophes in contractions and possessives.

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2.13h—Use correct spelling for commonly used sight words, including compound words and regular plurals.

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2.13j—Use verbs and adjectives correctly in sentences.

Essential Question—How do you find important story characters?

Connect to essential question—Who is your favorite story character? Tell why you like this character. Is this character important to the story? How do you know?

1.

Daily Phonemic Awareness—Substitute Phonemes.


Grade a.

Today we are going to change the vowel sound in a word to make a new word.

Listen to this word: ran. What is the vowel sound? Short /a/. Now listen as I change the short a to a long /a/ sound. Ran, rain. What is the new word? Rain. b.

The children will repeat with me, and then do it by themselves. Repeat the procedure with the words: tap/tape, pant/paint. c.

Corrective feedback—If a child is unable to make the substitution, say the first word and model the task. The word is tap. I can change the short a sound in tap to the long a sound. Now what is the new word? Tape. Have children try the word with you and then on their own. Continue with other words if needed.

2.


Point to the High-Frequency Words on the Focus Wall. Say: This week, our new

High-Frequency Words are against, girl, morning, part, and someone. Our review words are: along, bird, different, hold, and night. b.

Introduce the word against. What is this word? Against. Let’s spell this word together. A-g-a-i-n-s-t. What is this word? Against. Have students read all the

High-Frequency Words in random order from the word cards.

3.


Preview the Target Vocabulary by displaying the Vocabulary in Context Cards and discussing the words. For example, use these sentences to discuss museum, hours, and alone.

The art museum had many beautiful paintings by famous artists.

Musicians spend many hours writing their songs. Many musicians do not work alone; some work with a partner. b.

Teach—Read and pronounce each word once alone, then together with the children. Explain the word by reading aloud the text under What Does it Mean?

Discuss the vocabulary in context. Read aloud the sentence on the front of the card and help children explain and use the word. Have children come up with their own sentence or act out the word. Engage with the word. Ask and discuss the Think About it with the children. c.

Apply and Assess—Have children work in groups to complete the Talk it Over activity on the back of the card. Throughout the week we will switch cards so that each student gets a chance to do each card. d.

We’re going to be looking at these words more in the stories we read this week.

4.

Teacher Read Aloud--Intonation a.

Fluency—When good readers read aloud, their voice does not sound the same all the time. Does anyone remember what the word that meant use one tone all the time? Monotone. That’s not a good thing. The sound goes up or down to show the mood of the story. While we’re reading I want you to look for different story elements. Look for the characters and the plot especially. b.

As you read each sentence, model how to change the intonation of our voice.


Grade c.

When you use intonation as you read, it helps you to better understand and enjoy what you are reading. d.

Stop after each of the vocabulary words and explain each one and discuss the meaning as it is used in the story. e.

Reread the sentences together with children, checking for places to read with different intonation. f.

Assessment—Call on students randomly to read the rest of the story aloud and check for intonation. g.

Listening Comprehension—Understanding the story structure helps readers better understand what happens in the story. i.

How would you describe the character Miguel? He is picky and organized. He also loves his little sister. ii.

Suppose you could talk to Miguel. What are some questions you might ask him? Why didn’t you want people in your room? Did someone mess up your stuff before? iii.

How would you retell the plot of this story? Miguel hates it when people mess up his things. He returns to his room and finds that his baby sister has gotten into his stuff and made a mess of his room. At first he is mad, but when he sees her holding his favorite baseball card he forgives her. iv.

What questions do you have about this story? How did Rita get into his room? Does Miguel’s mother know that Rita is messing up Miguel’s things?

5.

Phonics—Words with Vowel Digraphs ai, ay a.

Phonemic Awareness Warm-up—I’ll say a word and then change the vowel to make a new word. Listen: am. I’ll change the short a to a long a. aim. Now you do it with me. Say am then change the short a in am to a long a. What is the new word? Aim. Let’s do a few more. Listen to the word and change the vowel sound to make a new word. Change the short a in ran to a long a. rain. Change the short a in pal to a long a. pail. Change the short a in pan to a long a in pain. Change the short a in pad to a long a. paid. b.

Teach/Model—Display the picture of an acorn. Name the picture and say the sound. Now you say it with me. Listen: acorn, long a. Now you say it. c.

Say the sound and give the spelling—Acorn begins with the sound /a/ long a. The letters ai together can stand for the long a sound. The letters ai can stand for the long a sound at the beginning of a word or in the middle of a word. d.

Write and read the word aim. Point out that the long a spelling ai. This is the word aim. The letters ai stand for the sound /a/ long a at the beginning of aim.

Read the word with me: aim


Grade e.

Say the word and give the spelling—Acorn begins with the sound /a/ long a. The letters ay together can stand for /a/ long a. The letters ay can stand for the /a/ in the middle or at the end of a word. f.

Write and read spray. Point out the /a/ long a spelling, ay. This is the word spray.

The letters ay together stand for the sound /a/ long a in spray. Read the word with me: spray. Repeat with the words gray and plain. g.

Guided Practice—Continuous Blending Routine. Display the chart of words.

Have children blend and say the words. Model with the first row and have children do rows 2 and 3. h.

Assessment—Children will complete workbook page 166.

6.

Phonics—Write words with vowel digraphs ai, ay a.

Teach/Model—Now we will write words with the long a sound. Listen as I say a word and use it in a sentence. Model how to spell the word snail. The word snail begins with the /s/ and /n/ sounds. The sounds /s/ and /n/ are spelled sn, so I’ll write sn. The middle sound in snail is long a. I remember that in this word the long a is spelled ai, so I write ai next. The final sound in snail is /l/. It is spelled l so I’ll write l last. Now I’m going to reread to check my spelling. b.

Guided Practice—Have children say each dictation word aloud after me. Then have them identify the sounds they hear at the beginning, middle, and end and write the letters that spell each sound. i.

Snail—Look at the snail on the grass. ii.

Away—Please put the game away. iii.

Faint—I see a faint spot on the rug. iv.

Crayon—You may use my red crayon. v.

Main—We can walk on the main path. vi.

Stray—Todd kept the stray kitten. c.

Apply and Assess—Read aloud the following sentence for students to write.

Remind children to look at the focus wall if they need help spelling the words someone and against. i.

Someone put the painting against the wall.

7.

Decodable Reader—Read Trains a.

Review the high frequency words and the acorn spelling card. b.

Preview the first few pages of the reader and have children make predictions about what they think the story will be about. c.

Use Projectable S1 to review the Phonics/Decoding Strategy. Model the strategy using the title. d.

Have children read the first page silently. Choose a student to read the first page aloud. Continue, having individual children read the text aloud while others follow along.


Grade e.

If the children make more than 6 errors, correct the error. Say the word. That word is trains. The letters ai stand for the long a sound. Have children repeat the word. What is that word? Trains. Go back to the beginning of the sentence and read it again. Review the error again before children reread the story. f.

Review Fluency and intonation—Remind children that when good readers read aloud their reading sounds as if they were telling a story or talking to a friend.

Write on the board the following sentence: Look at this gray train with its red, white, and blue stripes. Would you like to ride on this train?

Read the first sentence in a monotone and ask children whether it sounds interesting and natural. Then model using expressive intonation. Listen to the way my voice rises and falls as I read. Reread the sentences fluently and have children repeat each one. Let’s read the sentences together. Think about making your reading sound interesting and natural. Make your voice rise and fall as you read.

8.

Grammar—Kinds of Sentences. a.

Teach/Model—Exclamations. Display Projectable 12.2. Exclamations begin with a capital letter and end with an exclamation point. An exclamation is used to show strong feeling such as excitement, fear, or surprise. Then model identifying and exclamation. Write the sentence: I missed band practice! i.

Teacher think-aloud—To identify an exclamation, I ask this thinking question. Does the sentence show excitement, surprise, or fear? The sentence shows surprise or fear. I also see an exclamation point. This sentence is an exclamation. b.

Guided Practice—Complete other example on Projectable 12.2 with the children.

Have children use the Thinking Question to identify sentences as exclamations.

Point out the use of capitalization and punctuation. c.

Apply/Assess—Students will complete the workbook page 167 during their seatwork portion of small group.

9.

Write to Persuade. a.

Teach/Model—Display and read aloud Projectable 12.3. Use labels for paragraph

1 on the projectable to identify the opinion, reasons, and ending sentence. b.

Read and discuss the characteristics that make up a great opinion paragraph. i.

It begins with an opinion that clearly states what the writer does or does not like. ii.

It gives strong reasons that explain why the writer thinks or feels that way. iii.

It uses words that let the reader know how strong the writer’s feelings are. iv.

The ending sentence repeats the opinion using different words. c.

Guided Practice—With children, label the opinion, the reasons, and the ending sentence in Paragraph 2 on the projectable. Discuss with children the opinion


Grade stated in the first sentence and how the writer restated his or her opinion in the final sentence. Discuss why the crossed-out sentence was removed.

Small Group

Purple Group will read their favorite page in the book— Bongos, Maracas, and Xylophones.

This story focuses on the weekly vocabulary words.

Blue Group will read From Typewriters to Computers.

This story is a review of last week’s vocabulary words.

Red Group will read Trains. This story is a Decodable Reader that students will know. It contains words that have the ai and ay diagraphs, which are the weekly spelling words.

Spanish

10:30-11:00

The Spanish students from Chilhowie High School will be visiting the classroom for the next two weeks to teach the students Spanish.

Math

11:00-11:45

Mrs. Smar will do an activity with touch counting money as a review for the students on counting money.

Lunch

11:45-12:15

Recess

12:15-12:45

History

1:00-1:45

Mrs. Prater and I will team teach History today.

1.

Introduce the voting packet. Read Let’s Learn About Romney and discuss Romney.

2.

Read Let’s Learn about Obama. Discuss Obama and his role as Presidency.

3.

Discuss how we elect a President. Read “Elect a President.”

4.

Have students write a story using the prompt: If I were President…. a.

Students will write and illustrate their story about what they would accomplish if

Ice Cream

1:45-2:00 they were president. b.

Allow students to share with the class. c.

Tell students that later in the week they will vote for the person who they want to be our new President.


Grade

Library

2:00-2:30

Gym

2:30-3:00

Tuesday, November 6—Day 2


Students will begin working on Morning work on the board. They will have math review problems and handwriting practice sentence.

Literacy

8:30-10:45


Connect to essential question—Think of someone who is important to you. What makes that person special or important? How is that person different from others?

1.

Daily Phonemic Awareness a.

Substitute Phonemes. I am going to say a word and then change the vowel sound to make a new word. Listen: man. Listen as I change the sound /a/ short a, to /a/ long a, main. Try it with me. Say man. Change Short a to long a. What is the new word? Main. b.

Continue the activity with the following words: why/way; plan/plain, pie/pay.

c.

Corrective Feedback: If a child has difficulty, model the task. The word is why.

The vowel sound is long i. Let’s change the long i to long a. What is the new word? Way. Have children repeat once with you before doing it on their own.

2.

Daily High-Frequency Words. a.

Point to the high-frequency word: someone. b.

Say the word: someone. Spell the word: s-o-m-e-o-n-e. Write the word. Check the word. c.

Repeat the routine with new words against, girl, morning, part, and with the review words along, bird, different, hold, and night. d.

Hopscotch: Use pieces of tape to create a hopscotch game on the floor. Put one letter from the word against in each box and then write the whole word at the top.

Have children hop from one letter to the next, saying each letter to spell the word.

Have them say the word.

Repeat with other words. e.

Corrective Feedback—IF a child does not recognize the word different, say the correct word and have children repeat it: different. What is the word? Different.


Grade

Have children spell the word. D-i-f-f-e-r-e-n-t. How do we say this word?

Different. Have children reread all the cards in random order.

3.


Review the Target Vocabulary words and their definitions with children. We have already heard and discussed these words in “Rita Breaks the Rules” b.

Recall the story elements with the children. (Who were the characters? What was the plot of the story?) Guide children to interact with each word meaning. i.

Miguel’s sister Rita is in a nursery. What does a nursery have in it? ii.

Miguel has a real cowboy hat. What might be real about it? iii.

Rita seems happy to be alone in Miguel’s room. How do you feel when you are alone? iv.

Miguel thought his things were more valuable than the things in a museum. What do you own that might be more valuable to you than the things in the museum? v.

Miguel’s mother sang soft and smooth. What is something that you have felt or heard that was smooth? vi.

Miguel had to quit playing hours before he was ready. Have you ever had to quit playing hours before you were ready? vii.

Miguel’s sister began to shake his baseball card at him. When might you shake something? viii.

Whenever Miguel was at school, he was afraid someone would mess with his things.

4.

Phonics—words with Vowel Diagraphs ai, ay a.

Phonemic Awareness Warm-up: I’ll say a word and then change the vowel sound to make a new word. Listen: try. I’ll change the long i to long a, tray. Now you do it with me. Say try, Change the long i in try to long a. What is the new word?

Tray. Now you do it. Change the short a in pant to long a: paint. Change the short a in sal to long a: sail. Change the long i in mill to long a: mail. Change the short a in Brad to a long a: braid. Change the short u in running to long a: raining. b.

Teach/Model—Continuous Blending Routine. What you can do when you come to a word you don’t know. Look carefully at the word. Look for word parts you know. Think about the sounds of the letters. Blend the sounds to read the word.

Ask yourself: Is it a word I know? Does it make sense in what I am reading? If not, ask yourself: What else can I try? Say these words aloud and see if students can spell the words correctly: braid, obtain, hay, tray, paint, detail, gain, dashes, spray, bells, dismay, stain, dresses, flat, gray, falls. c.

Guided Practice—Build Words. Model how to spell the word drain. The first sound in drain is /d/. The letter d spells /d/. The next sound I hear is /r/. I know that the letter r spells /r/. The next sound in drain is /a/ long a. The letters ai


Grade together stands for the long a sound in drain. The final sound I hear in drain is /n/.

I know that the sound /n/ is spelled n. I check by reading: drain.

Repeat the process for tray. Point out the ay spelling in tray for the long a sound.

Guide children to identify sounds and spell the words grain, playing, afraid, dishes, maps, and played.

Call on individuals to spell the words. a.

Corrective Feedback if needed—Correct the error. The letters ai together stand for the sound /a/ long a in grain. Model the correct sound/spelling as you write the word. What is the vowel sound in grain? Long a. The letters ai can stand for the sound /a/ long a in the middle of the word. The letters ai spell the long a in grain.

Guide—What’s the vowel sound again? Say it with me. /a/ long a. Spell it with me: ai

Check—Say the vowel sound in grain: long a. Now spell it ai.

Reinforce—have children write the corrected spelling. d.

Apply/Assess—Students will complete work book page 168.

5.

Develop Background—Target Vocabulary a.

Teach/model: Explain that Violet’s Music is about a girl who loves music and wants to find friends to play music with her. b.

Guided Practice: Ask questions regarding the Target Vocabulary. i.

What activities at school do you do alone? ii.

What is something you like to do whenever you have a day off from school? iii.

Name three things that feel smooth when you touch them. iv.

What kinds of things would you like to see at the museum? v.

Describe some toys that you might find in a nursery. vi.

Why might you shake a present before opening it? vii.

How are plastic flowers different from real ones? viii.

How many hours do you spend in school each day? c.

Read aloud—What Is A Band? Stop after each highlighted vocabulary word and discuss the meaning.

6.

Introduce Comprehension-Story Structure; Question. a.

Today we are going to identify elements of story structure including characters, setting, and plot; and ask and answer questions as you read. b.

Academic Language—What are the characters in the story? [the people and animals in a story] What is the plot of a story? [the events, including the problem and how it is solved] What is the setting of a story? [where and when a story begins] What is the solution? [what characters do to fix the problem in a story] c.

Review and discuss Academic Language: characters, setting, plot, solution.


Grade d.

Read and discuss students book p. 357. Have them use the Academic Language in the discussion. Display Projectable 12.4 and have children read “The Band.”

Story Structure—Explain that using a Story Map helps readers keep track of the parts of a story. Ask questions about characters, setting, and plot. Record answers in the Story Map.

Teacher Think-Aloud—I’ll use a Story Map to keep track of all characters in the story. As I read, I’ll ask myself questions about the plot. What is the main problem in the story?

As you read you can ask yourself questions to clarify the story structure.

Teacher Think-Aloud—We learn about Baby Hippo’s problem. How does this problem get solved? I’ll record story events in my Story Map and ask myself whether these events are the solution. e.

Guided Practice—Draw a story map on the board. Have children fill in their own

Story Map to record the information about “The Band”. Then have them word together to complete the Story Map, filling in the story’s events and solution. f.

Tell students that we are going to be reading another story called “Violet’s Music.

In this story the main character has a problem, and she tries to solve it. Use the story map to keep tract of the story structure as you read. Tell who is in the story, where it takes place, and what happens. g.

Question—What problem does the main character face? How does she solve it?

As you read think of more questions about Violet’s Music. Then read on to find the answers. Asking and answering questions helps you make sense of the story. h.

Assessment—Complete practice book page 169 together as a class.

7.

Introduce the Selection—Violet’s Music. a.

Don’t forget our questions as we read the story; we want to find the characters, setting, and plot in the story. b.

Question—Target Strategy. We will record questions that we have about the story’s title. c.

Preview the first few pages of the story. Have the children look at the pictures.

Teacher Think-Aloud: As I look through Violet’s Music, I see illustrations of a girl playing music. The illustrations show things that could happen in real life, but I’m not sure if Violet is a real person. I think this story might be a realistic fiction. What is the genre of this story? What are some other clues that tell us this is a realistic fiction story? d.

Introduce the Author and the Illustrator. Read aloud the essential question: How do you find important story characters? This about this question as we read

Violet’s Music.\ e.

Set the Purpose—Read aloud the title and the author’s name. Ask children to describe what they see on page 359. The girl in the picture is playing music.

Model setting a reading purpose. Teacher Think-Aloud—The girl in the picture is


Grade having fun playing music. I think that she might be Violet. I am going to read the story to find out what Violet’s music is like. Have children share their personal reading purposes and record them. f.

Begin Reading the story—Develop Comprehension. Pause at the stopping points to ask children the following questions. i.

Understand Characters—Why does Violet play her rattle in the nursery?

[she hopes other babies will join in.] What does this tell you about Violet?

[She wants to share her love of music with others.] ii.

Target Vocabulary—What games can you play alone? What can you play with others? iii.

Stop and Think—Reread the first paragraph on page, 362 emphasize the

/b/ sound at the beginning of words such as birthday. Point out how repeating the /b/ sound adds a beat to the writing, which sounds like music. iv.

Story Structure—Who is the main character of the story? [Violet] What other characters have you read about? [Aunt Bertha, Violet’s family, the kinds at Kindergarten] What has happened in the story so far? [Violet plays music and wants other people to play with her. Her family doesn’t want to play with her.] v.

Question Strategy—Think-Aloud: I wonder if Violet’s family will play music with her? I can reread to find the answer to this question. The text tells me that Violet can’t get her family to play with her. Will the children at Kindergarten play with her? I will read ahead to find the answer to this question. vi.

Cause and Effect—Why does Violet play pretend guitar? Does this have the effect she wants? [to find someone to play music with; no] vii.

Phonics/Decoding Strategy—Model blending sounds /p/ /a/ /n/ /t/, paint.

Reread the sentence together to be sure paint makes sense. Have children repeat the process for the word play. viii.

Stop and Think—Question. I ask myself, why is it important for Violet to find kids like her? [She probably wants to have friends that like music also.] Have children ask other questions also about Violet and her actions. ix.

Target Vocabulary—If Violet looks for kids like her whenever she walks down the street, how often does she look for them? [always] x.

Story Structure—name some of the places Violet has been so far. [the nursery, her house, kindergarten, the beach, her neighborhood] What does

Violet do in each of these places? [Looks for people to play music with her. Record children’s answers on Projectable 12.5b under settings and

Middle.


Grade xi.

Question Strategy—Have children ask questions that they still have about the story. Record their questions. Have children share any answers that they find as they continue reading. xii.

Understanding Characters—What does Violet do when she can’t find kids like her? [keeps looking] What does this tell you about Violet? [She is determined and won’t give up easily.] xiii.

Target Vocabulary—Describe a time when you visited a museum. Do you think it would be easy to find kids playing music at a museum? [you’re supposed to be quiet in a museum so probably no music] xiv.

Text and Graphic Features—Look at the picture on page 369. How has

Violet changed in this illustration? [She has gotten older, and is now playing a real guitar]. xv.

Target Vocabulary—What are some of the things that feel smooth? What do you think smooth music might sound like? [all the notes blend together; soft and relaxing] xvi.

Story Structure—Have children tell where Violet finds kids like her. In what ways are the kids like her? [Angel, Randy, and Juan] What happens to Violet in the end? [She never stops looking and eventually finds other kids in the park who want to play music. They all start a band]. Record students answers on Projectable 12.5c. xvii.

Alliteration—sometimes we read words in sentences or on a page that have the same beginning sound. Look back at page 360. What words do you see with the same beginning sound? [boom, beat]

Authors sometimes use more than one word with the same beginning sound. The author might want to make the story sound playful or musical or more interesting.

Point out places where Angela Johnson uses words with a beginning b sound. [birthday, Bertha, brought, box]

Have children page through the story and find other examples of words with the same beginning sounds. [p. 362-363; whah, woo; p. 365; plink, plunk]

8.


Display Projectable 12.6. Review that a question ends with a question mark, and an exclamation ends with an exclamation point. b.

Review that a statement and a command end with periods. A command begins with an action word. c.

Model identifying kinds of sentences. Use these examples: May I play the drum?

Drums are fun! Listen to this. I can play for you. d.

Teacher Think-Aloud—I ask this Thinking Question: Does the sentence ask, tell, command, or show strong feeling? The first sentence asks, so it is a question.


Grade

The second sentence shows strong feeling, so it is an exclamation. The third sentence commands, so it is a command. The forth sentence tells, so it is a statement. e.

Guided Practice—complete the examples on Projectable 12.6 with the children.

Have children use the Thinking Question to identify kinds of sentences. f.

Assessment—Students will complete workbook p. 171

9.

Spelling—Words with ai, ay a.

The long a sound can be spelled ai and ay. b.

Draw a chart with heading ai and ay. Have children do a word sort with their spelling words.

10.

Write to Persuade—Focus Trait: Voice a.

Showing Feelings—explain to children that the words they choose can show how b.

strongly they feel about their opinions.

Weak

I like to play the guitar.

Strong

Playing the guitar is better than eating dessert! c.

What do you learn from the first sentence? [that the person likes playing the guitar] Do you get a strong feeling from the first sentence? Does it tell how much the writer enjoys playing guitar? [not really] Why is the second sentence better? [it shows a strong feeling. You understand how much the person likes to play guitar]. d.

Guided Practice/Apply—Write: I like to play drums. Ask children to suggest words or phrases to make the opinion stronger. [I have the most fun when I play the drums]. Write: I like karaoke music. Have children rewrite the sentence to show a strong opinion. [Karaoke music is really fun to sing along with] e.

Independent Practice—Complete workbook page 172 with the children.

Small Group

9:30-10:30

All groups will read Violet’s Music. We read this story in class together during whole group reading; therefore, the students are familiar with the text. We will be working on fluency and reading with expression (intonation).

Spanish

10:30-11:00

The Spanish students from Chilhowie High School will be visiting the classroom for the next two weeks to teach the students Spanish.


Grade

Math

11:00-11:45

Mrs. Smar will continue the activity with touch counting money as a review for the students on counting money.

Lunch

11:45-12:15

Recess

12:15-12:45

Music

12:45-1:15

Science

1:15-2:15

SOLs:



2.5—Students will investigate and understand that living things are part of a system.

Key concepts include: living organisms are interdependent with their living and nonliving surroundings; an animal’s habitat includes adequate food, water, shelter or cover, and space; habitats change over time due to many influences; and fossils provide information about living systems that were on Earth years ago.

Procedures:

1.

Read Where is Home, Little Pip?

2.

What is tundra and what are the characteristics? Does it rain a lot or a little? Is it hot or cold? What kinds of animals live in the tundra?

3.

Watch the Tundra video: http://www.youtube.com/watch?v=WysPqt0Y_-w . Discuss the different animals and plants. Students will understand that the ice in the tundra biome is melting making it hard for the animals to survive.

4.

Distribute the Polar Habitats booklet. Read the booklet together with the students.

Students will be able to color their pictures later.

5.

Make the Tundra Biome. Give each student one piece of paper. Have them fold it into thirds and cut slits where they folded the paper. Some students might need help with this step. Have students pick a few animals they would like to be. Allow students to glue their animal on a Popsicle stick. Students can put the animal up through the slits they have cut to put them in the correct part of the biome. They can be in the water, in the mountains, and on the land of the tundra. Students can choose different animals. They can color their animals and share with others in their group.

Ice Cream

2:15-2:30

Gym

2:30-3:00


Grade

Wednesday November 7—Day 3


Students will begin working on Morning work on the board. They will have math review problems (touch math) and handwriting practice sentence (Science sentence).

Literacy

8:30-10:45


Connect to essential question—

Violet’s Music

is about a girl who plays music whenever she can. Other characters in the story paint. Some of them play music, too. How do you know which characters are important in

Violet’s Music

?

Vowel Diagraphs: play, paint, plays

1.

Daily Phonemic Awareness—Substitute Phonemes a.

Today we’re going to substitute vowels in words to make new words. Listen to this word: pal. What vowel sound do you hear in pal? Short a. I will change the short a to a long a sound. Listen: pail. Let’s try one together. Say the word sigh.

What vowel sound is in sigh? Long I. change the long I sound in sigh to the long a sound. What is the new word? Say b.

Repeat with the word sets, my/may; clam/claim; bat/bait c.

Corrective Feedback—if a child has difficulty substituting vowel sounds, model the task: The word is my. Say the word and listen to the vowel sound /i/ long i.

Now change long I to long a and say the word may. Have children repeat with you before doing it on their own.

2.


Review all the high frequency words. b.

Say the word: morning. c.

Spell the word: m-o-r-n-i-n-g. d.

Write the word. Check the word e.

Repeat the procedure with the words against, along, bird, different , girl, hold, night, part, someone. f.

Corrective Feedback—if a child does not recognize the word along, say the correct word and have children repeat it: along. What is the word? Along. Have children spell the word. A-l-o-n-g. How do we say this word? Along. Have children reread all of the cards in random order.

3.


Guide children to interact with the vocabulary by asking the following questions. i.

Have you ever been to the museum? What did you see?


Grade ii.

What is something that feels smooth? iii.

What kinds of things might make you shake? iv.

What do you like to do whenever you have free time to yourself? b.

Have children work together to explain museum, smooth, shake, and whenever in their own words. Make sure children follow appropriate rules for discussion, such as listening to speakers, taking turns, and staying on topic.

4.

Phonics—Cumulative Review a.

I’ll say a word slowly and clap once for each word part, or syllable, dresses (2 claps) I hear 2 syllables in dresses. Now you do it with me. Say and clap: dresses. How many syllables do you hear in dresses? Two. Let’s do some more.

Say and clap: paints (1). Boxes (2) guesses (2) books (1). b.

The ending –s added to the base words can have the sound /s/, as in paints, or /z/ as in sails. The ending –es is usually added to base words that end with final s, ss, x, ch, or sh. Adding –es usually adds another syllable to the word: watch/watches. c.

Get out a piece of paper and you’re going to write with a partner. I’m going to give you a word and you and your partner are going to spell the word correctly adding –s or –es to make the word plural. Ant, boy, brush, chain, dress, fox, globe, king, pan, rake, swim, watch, zoo. Then you will sort the word by ending. d.

Remember that –es is added to words with the final s, ss, x, ch, or sh. Ask for volunteers to read aloud the words in each group. e.

Assessment—students will complete workbook page 173.

5.

Reading Fluency—Read the Waiting Game a.

Teach/Model--Explain to children that when good readers read aloud, they change the way their voice sounds in order to add interest to the reading and to convey the correct meaning of the text. Readers can use the end marks to help them decide whether their voice should go up or down at the end of a sentence. A reader’s voice drops slightly at the end of a telling sentence and rises slightly at the end of a question. A reader’s voice shows feeling in an exclamatory sentence. b.

Display Projectable 12.7. Read aloud the first sentence, using intonation to convey meaning and to add interest. Then have partners practice reading

Sentences 1-4 to each other. Tell them to read each sentence a few times. c.

Guided Practice—Have children return to page 360 and read aloud, using intonation to convey meaning and to add interest to the reading. Have children echo reading. d.

Apply—Partners will read the page to each other two or three times. e.

Corrective Feedback—if a child reads mail as mall. Correct the error. Say the word. The word is mail. The letters ai together stands for the long a sound.

Have children repeat the word. What is the word? Mail. Go back to the beginning of the sentence and read it again.


Grade

Record the error and review the word again before children reread the story.

6.

Deepen Comprehension—Story Structure. a.

Teach/Model—academic vocabulary. Review that characters are people and animals in a story. Plot is the events, including the problem and how it is solved.

The setting is where and when a story happens. The solution is what characters do to fix the problem in a story. b.

Every story has a beginning, where the characters are usually faced with a problem. In the middle, they try to solve the problem. At the end, the characters finally solve their problem. You can use story detail along with what you already know to understand the plot of a story. c.

Reread pages 360-372 of Violet’s Music. Display Projectable 12.8. Ask: at an early age, what does Violet do to try to solve her problem? Model using story events to understand the plot.

Teacher Think-Aloud—What does Violet keep doing to solve her problem? I’ll see what Violet does as a baby. She makes music and hopes other people will join in. When no one does, she keeps playing. What does Violet do on her second birthday? She does the same things. I’ll look to see if she keeps doing these same things. Then I’ll record these events in my Story Map. d.

Guided Practice—have children reread pages 369-371 of Violet’s Music. Read and discuss question 2 use the prompts to guide children’s thinking. i.

Where is Violet on p. 369? What is she doing? [She’s at the park; playing her guitar] ii.

What happens on page 370? Why is this important? [she hears other people making music; she has been looking for other musicians. iii.

What does she learn about these people? [They’ve always wanted to play their music with other kids, too.] iv.

How does this help Violet to solve her problem? [They join Violet’s band so they can play their music.

Complete the story map for Question 2. e.

Assessment—Have students work in pairs to complete Question 3. Have them write their responses on their morning writing paper. Students will complete

Workbook page 174.

7.


Teach/Model—Review that all sentences begin with a capital letter. How do we identify a question, an exclamation, a command, and a statement. Review the thinking questions from day 1 and 2. b.

Guided Practice/Apply/Assessment— o Write: This is a great song without end punctuation. Read it with a tone of excitement. What kind of sentence is this? [exclamation] What kind of end mark should I use? [exclamation point]


Grade o Write: Do you like it without end punctuation. Read it with a questioning tone. What kind of sentence is this [question] What kind of end mark should I use? [question mark] o Write: I have heard it before without end punctuation. Read it in a neutral tone.

What kind of sentence is this? [statement] What kind of end mark should I use?

[period] o Write: Play it again without end punctuation. Read it in a commanding tone. What kind of sentence is this? [command] What kind of end mark should I use? [period]. c.

Complete workbook page 176.

8.

Spelling—Words with ay and ai a.

Model segmenting the sounds. Listen as I read the word pay: paaay. Listen for each sound in the word. Remember, the letters a and y together make one sound.

Say the sounds with me: paaay. b.

Repeat with the remaining words. Explain that saying the sounds slowly will children to spell the words. c.


9.

Write to Persuade—Prewrite. a.

Using good reasons will help persuade readers to agree with their opinions. i.

Each reason should tell more about your opinion. It should explain why you think or feel the way you do. ii.

Each reason should be stated with a clear, strong voice to help persuade the reader. b.

Read and discuss the model below:

Opinion

I like to practice playing piano.

Reasons

1.

Practicing helps me play better.

2.

Practicing makes my piano teacher proud of me. c.

How does each reason support the opinion? [They explain why the writer likes to practice] d.

Guided Practice/Apply—display Projectable 12.9. Read the prompt aloud. i.

Teacher Think-Aloud: My opinion is that dance music is great. Each of my reasons should support my opinion. One reason is that I can learn about different cultures. That will go in the first reason box. ii.

Go over and complete Projectable 12.9. Have children complete Graphic

Organizer 7: Idea-Support Map. Encourage children to list at least three reasons that support their opinion.

Comment: During Morning Seatwork students will complete their workbook pages and construct their Tundra Biome.

Comment: There will be no small group today because of the Spanish group.


Grade

Math

10:00-10:30 & 11:00-11:45

SOL—2.6b: The student, given two whole numbers whose sum is 99 or less, will find the sum, using various methods of calculation.

Daily Objective: Children will use a hundred chart to add 2 two-digit numbers.

Essential Learning—Patterns on a hundred chart can be used to add numbers and to develop mental math strategies and number sense.

Materials: Hundred Chart, Crayons.

1.

Do Daily Spiral Review and check morning work on the board (this is a review from the previous days lesson)

2.

Overview—In this activity, children will use the patterns on a hundred chart to add 2 two-digit numbers.

3.

Focus—How can patterns on a hundred chart be used to think about adding two-digit numbers?

4.

Set the Purpose—You have learned how to add the tens and ones in 2 two-digit numbers.

Today you will learn how to use a hundred chart to add tens and ones of 2 two-digit numbers.

5.

Connect—What do maps show? [where things or places are] How is a hundred chart like a map? [it shows where numbers are in relation to one another.]

6.

Pose the Problem—write the addition sentence 32 + 43 = ______ on the board. How can you use a hundred chart to find the sum? Encourage children to use the hundred chard on page 183 to find an answer. Invite volunteers to explain how the hundred chart helped them complete the addition sentence.

7.

Model/Demonstrate—Direct children’s attention to the hundred chart. How much is 10 more than 32? [42] If you are at 32 on the hundred chart, which way do you move to get to 42? [down one row] When is the number that is 40 more than 32? [4 rows down from 32]. Draw a circle around the number 32 on the hundred chart with a crayon. Then draw an arrow from 32 to the number four rows down. What number is it? [72] Now add the ones. Move 3 to the right to show 3 ones. What number is it? [75] So the sum of 32 and 43 is 75. Have children record the addition sentence in Item 1.

8.

Small-Group Interaction—Have children work in pairs. On the board, write 14 + 57 = _.

Have children use a different color crayon to solve this problem on their hundred charts.

Note that they will need to wrap around to the next row to solve this one. Then have them write the addition sentence in Item 2. Once children have found the sum using their hundred charts, discuss as a class the steps they used to solve.


Grade

9.

Visual Learning—call students attention to the Visual Learning bridge at the top of the page. In this lesson, you will learn how to use a hundred chart to add tens and ones of 2 two-digit numbers. Do the online visual learning.

10.

Guided Practice—Remind children that each time they cross a row vertically, they have added another ten to the original number. Go through problems 1-8 together as a class.

Call on individuals to provide answers.

Error Intervention—If children do not know how to move horizontally to add the ones, then explain to children that after adding 2 tens, they can add 2 of the 5 ones in 25 to reach 90. Since there are 3 more ones to add, they can move down another row and, starting at the left add 3 ones to 90 to reach 93, the sum.

11.

Independent Practice/Assessment—Children may have difficulty remembering the difference in value between rows. Remind them that they add ten to a number when going down a row, but they only add one when going across a row. Children will complete pages 185-186.

12.

Problem Solving—Language of Math: Ask children to consider the trimmed version of a hundred chart. Where does this hundred chart begin and end? [begins at 31 and ends at

80] Can you still add 32 to 48 on this chart? [Yes, I see 48 on the chart, and I have room to move down three rows and over two columns.]

13.

Test-Taking Tip—Understanding the Questions. Discuss with children how the scale can be balanced. They only way to balance a scale is to have the same amount of weight on each side. What do you need to find out? [which 2 numbers have the same sum as 25 and

13]

14.

Essential Understanding—Patterns on a hundred chart can be used to add numbers and to develop mental math strategies and number sense. In this lesson, you learned that you can use a hundred chart to add 2 two-digit numbers. You move down a row to add a ten, and you move over a column to add a one.

Spanish

10:30-11:00

The Spanish students from Chilhowie High School will work with the students for the next two weeks to develop their Spanish skills and expose the children to a new culture.

Lunch

11:45-12:15

Recess

12:15-12:45

History

1:00-1:45

SOLS:



2.4—The student will develop map skills by: o Locating the United States, China, and Egypt on a map.


Grade o Understanding the relationship between the environment and the culture of ancient China and Egypt



2.5—The student will develop map skills by: o Locating the equator, the seven continents, and the five oceans on maps and globes. o Locating selected rivers (James, Mississippi, Rio Grande, Huang He, and Nile

River), mountain ranges (Appalachian and Rocky) and lakes (Great Lakes) in the

United States and in other countries.

Procedures

1.

Read The First Thanksgiving and discuss how the Pilgrims landed at Plymouth. Discuss where they came from and how far they had come. Discuss the meaning of the word pilgrimage and how the Pilgrims got their name, as well as their reasons for leaving

England.

2.

Pull down the world map and sing the Continent song pointing to each continent as we sing the song.

3.

Distribute the Seven Continents booklet and go over it with the students. Discuss each of the seven continents with the students and how they relate to one another.

4.

Students will be able to color and decorate their continents booklet.

Ice Cream

1:45-2:00

Guidance

2:00-2:30

Gym

2:30-3:00

Thursday—November 8—Day 4


Students will begin working on Morning work on the board. They will have math review problems (adding using the hundreds chart) and handwriting practice sentence (Science sentence).

Literacy

8:30-10:45


Connect to the Essential Question—In Violet’s Music, what is Violet’s favorite thing to do?

Why is it important to Violet to find musical friends?

1.

Daily Phonemic Awareness—Substitute Phonemes. a.

Today we are going to change one sound in a word to make a new word. Say: pan. I’ll change the short a to a long a to make the new word pain. Let’s try some more.


Grade

Change the…

Short a in am to long a long I in buy to long a

Long I in pie to long a

Result

Aim

Bay

Pay

Short a in panting to long a painting b.

Corrective Feedback— If a child does not substitute phonemes correctly, model the task. The word is am, I can change the short a sound in am to long a and make a new word, aim. Have children repeat once with you before doing it on their own.

2.

Daily High Frequency Words a.

Point to the High-Frequency Word List. Say the words, spell the words, write the words, and check the words. b.

Play Pat the Letters—Explain that children will spell each word by acting out each letter. Have them pat their heads for tall letters such as t and l; pat their tummies for short letters such as a, n, o, s, and e; and pat their knees for letters that go below the line, such as g. c.

Corrective Feedback—if a child does not recognize the word. Say the correct word, have children repeat it. Have them spell the word. Have children reread all of the cards in random order.

3.

Daily Vocabulary Boost a.

Guide children to interact with Target Vocabulary by asking the following questions. Remind them to speak clearly when participating in the discussion. i.

What is an activity you can do alone?

ii.

Can you think of a time when you had to wait for hours?

iii.

How can you tell what is real and what is not when you are reading?

iv.

What is the difference between a nursery and a bedroom?

b.

Have children word together to explain alone, hours, real, and nursery in their own words. Make sure children follow appropriate rules for discussion, such as listening to speaking, taking turns, and staying on topic.

4.

Phonics—Review Words with Vowel Diagraphs ay, ai a.

Phonemic Awareness Warm-up. Let’s change the vowel sounds in words to create new words. I’ll do it first. Listen: fill. Listen as I change the long i in fill to long a. The new word is fail. Now do it with me: fill. Change the long i in fill to long a. What’s the word? Fail.

b.

Reading and sorting words: Review the Sound/Spelling Card acorn, pointing out that the ai and ay spelling for long a sound. c.

Assessment—Students will complete workbook page 178. This is a proofreading spelling page d.

Cumulative Review—Today we are going to take sounds away from words to create new words. I’ll do it first. Listen: she’s. Now listen as I take away the sound /z/ from she’s: she. What is the new word? She. Let’s try one together.

Say he’s. Take away the sound /z/ from he’s. What is the new word? He

Now you do it. Say we’ll. Take away the sound /l/ from we’ll. What is the new word? We. Say she’ll. Take away the sound /l/ from she’ll. What is the new word? She. Say: I’m. Take away the sound /m/ from I’m. What’s the new word? I.


Grade e.

Write and read contractions—Write the sentence on the board. James did not play in the game today. Remind children that the word didn’t can take the place of the underlined words without changing the meaning of the sentence. Write didn’t above did not. Point out that the contraction didn’t is a shortened form of the words did not; the apostrophe shows where the letter o in not is missing.

Write on the board the words shown below. Ask volunteers to read the word pairs aloud. Then have children write a contraction for each pair of words. Call on individuals to read each contraction and use it in a sentence.

Do not

Was not

You are

He will

I am

It is

We will

You have

Is not She will I have That is

5.

Connect to Social Studies a.

Biography —Guide children to set a purpose for reading by telling them they will read a biography called “Wolfgang Mozart: Child Superstar.” A biography tells the event of a real person’s life. The biography is about a musician named

Wolfgang Mozart. How is a biography different from a story like Violet’s Music?

[a biography tells about a real person; Violet’s Music tells a make-believe story.

b.

Direct children’s attention to the time lne starting on p. 374. A time line is a line that gives dates and shows events in the order that they happened. Point out that this time line shows events from Wolfgang Mozart’s life. c.

Tell children a biography or a time line something tells about only a part of a person’s life. What is the first event shown on the time line? [Wolfgang Mozart is born] What is the last event? [Wolfgang plays music with his family] After reading ask children if they think the time line represents Mozart’s entire life.

d.

Making Connections— i.

Text to Self—Activities with Friends. Help children compare the activities they and their friends do with those Violet and her friends do in

Violet’s Music. Guild children to think about what else friends do together. [Violet likes to play music with her friends. I like to play music with my friends. I also like to play sports with my friends.] What does

Violet like to do with her friends? Do you enjoy any of those activities with your friends? Write a few sentences to explain.

ii.

Text to Text—Have a Conversation. It may help to model an initial exchange between Violet and Mozart. [Violet: I like to play music everywhere. Mozart: I like to write new songs. Sometimes I play music for grown-ups. Violet: I like to play music with other children] Imagine you and a partner are Violet and Mozart. Have a conversation about how you are alike and different. iii.

Text to World—Connect to Social Studies. Work with children to think of several special events and a song for each event. Then have partners think of more events and accompanying songs. [we think Violet liked to play music for special events. A song we thought of for a special time is “The

Star-Spangled Banner.” Do you think that Violet likes to play music for special events? What songs do you know that people sing at special times? Discuss your ideas with a partner.

6.

Vocabulary Strategies—Idioms.


Grade a.

Academic Language—an idiom is a saying or expression; a group of words that means something different from the meaning of each individual word. b.

Write: I will keep tabs on you. Underline keep tabs on you. What is a tab? [a label or a tag] Do you think this means that I will “label or tag” you. [no] It is an idiom. It means “watch you closely” c.

An idiom is a saying or expression. It is a group of words that means something different than each individual word. d.

Tell children that readers must use the context of the words and sentences around the idiom to figure out its meaning. e.

Point out that many idioms can be found in the dictionary under the main word in the expression.

f.

Write the following sentences on the board: i.

“School starts in ten minutes, and we are late. Shake a leg!” said mom g.

Display Projectable S8. Model applying the Vocabulary Strategy to figure out the meaning of the idiom shake a leg.

i.

Teacher Think-Aloud—I see the phrase shake a leg but I’m not sure what that means. I know shake means “to quickly move back and forth” and I know what a leg is, but those words don’t really help me to understand the phrase. I think the phrase is an idiom, so I will reread the sentence to find clues to its meaning. The sentence tells me that someone is late for school. Mom probably wants them to hurry up. I think shake a leg is a way to tell someone to move quickly or to hurry up.

h.

Guided Practice—Display the top half of Projectable 12.10, and read aloud sentences 1-5. Help children to identify the idiom in each sentence. Underline each idiom. Display the chart at the bottom of Projectable 12.10. Write each idiom in the left column of the chart.

i.

Apply/Assessment—Have children apply the Vocabulary Strategy to find the meaning of each idiom. Write the meaning in the right column of the chart. Have children look in a dictionary any idiom that is unfamiliar. Remind them that most idioms can be found in a dictionary under the main word of the expression.

Students will complete workbook page 177.

7.

Grammar: Writing Proper Nouns. a.

Teach/Model—Writing Proper Nouns. Review with children how to identify proper nouns.

i.

A proper noun names a special person, animal, place, or thing.

ii.

Proper nouns begin with capital letters.

iii.

The names of cities, states, countries, and streets are proper nouns.

b.

Guided Practice/Apply . Write: jenna lives on oak street. i.

Ask: Which word names a special person or animal? [Jenna is a name of a special person, so it should begin with a capital letter] ii.

Then Ask: Which word names a special place or thing? [Oak Street is the name of a special place. Each word in the name should begin with a capital letter.] iii.

Have children rewrite the sentence with the correct capitalization.

c.


8.

Spelling—Words with ai, ay.


Grade a.

Children will write their words in sentences about something they have learned from a friend. b.

Have them proofread their sentences. Then invite volunteers to read their sentences aloud. c.

Finally, tell children the class with practice spelling the words together. Say each word and have children spell it aloud with you.

9.

Write to Persuade—Draft a.

Stating a clear opinion. Explain that a good opinion paragraph begins with a clearly stated opinion that tells what the writer likes or does not like. The ending should sum up the opinion using different words.

Weak

I play music.

Strong

I love to play my trumpet in a band. b.

Why is the first sentence not clear? [there is not enough detail, and the writer doesn’t say how he or she feels.

c.

Why is the second sentence better? [it clearly states the writer’s feelings about playing in a band] d.

Guided Practice/Apply—Review the Idea-Support Map on prewriting Projectable

12.9. Display Projectable 12.11, and work with the class to draft an opinion paragraph.

Teach Think-Aloud—I will begin my paragraph by clearly stating my opinion: I think that music you can dance to is great. I will include good reasons to tell why

I feel this way about dance music. I’ll choose my words carefully to make my feelings clear. e.

Have children begin drafting their own opinion paragraphs using the Idea-Support

Maps that they completed on day 3.

Math

10:15-10:30 & 11:00-11:45

SOL—2.20: The student will identify, create, and extend a wide variety of patterns.

Objective—Children will use number patterns to solve problems.

Essential Understanding—Some problems can be solved by identifying elements that repeat in a predictable way.

Materials—Connecting Cubes

Procedures:

1.

Daily Spiral Review

2.

Go over morning work and morning workbook page.

3.

Overview—in this activity, children will use connecting cubes to look for a pattern to solve problems.

4.

Focus—How can looking for a pattern help you solve problems?

5.

Materials—30 connecting cubes per child.


Grade

6.

Set the Purpose—You have learned to make an organized list to solve problems. Today you will learn how to look for a pattern to help you solve problems.

7.

Connect—Ask children to continue the following number patterns. 2,4,6 [8,10,12];

5,10,15..[20,25,30…] 10,20,30…[40,50,60…] For each pattern, you predict what comes next. Can you think of other times when people predict something? [the weather, what comes next in a story]

8.

Pose the Problem—on the board, write 1,4,7,___. Use your cubes to decide what number comes next. [10] Have children discuss and demonstrate how they solved the problem.

If necessary, guide them to build the next train following the pattern they find. Guild children to record the patter with numbers in Item 1 on page 187.

9.

Model/Demonstrate—Have the children make a new pattern with the cubes. Show three trains with 3,5, and then 7 cubes each on your workmats on page 187. What do you notice about the cubes? [they are in a pattern. When you build each train, you add 2 more cubes]. How can you use the pattern to find what comes next? [Build the next train by adding two more cubes onto a train with 7 cubes. 7 + 2 = 9, so the next number in the pattern is 9.] Ask children to record this pattern in Item 2.

10.

Small-Group Interaction—Have children work in pairs. One child makes a pattern by building 3 trains with cubes. The partner “discovers” the pattern and builds the next train. Both children use numbers to record the pattern in Item 3. Have children switch roles to complete Item 4. Once children have completed all four items, invite volunteers to share their patterns and solutions with the class.

11.

Visual Learning—This portion of the lesson will be completed using the online math series. Set the purpose—call children’s attention to the chart. In this lesson, you will learn how finding patterns can help you solve problems.

12.

Guided Practice—Remind children that even though Exercise 2 does not specifically ask them to find the number of insects seen on Friday, they will have to identify that number in order to find the number for Saturday.

Error Intervention—If children have difficulty seeing that the increase of insects each day is the actual pattern, then discuss the specifics of the pattern. Looking at the numbers from Monday, Tuesday, and Wednesday, what do you already know about the pattern?

[Every day, the children see more insects than the day before] You need to find out how many more insects the children see each day—this is the pattern you are looking for.

Do you understand?—One the board, show a pattern as a visual reference. Point out that you want to find the next number in the pattern. Can you find the next number without finding the pattern? How do you know? [No; I need to know the pattern before I can find out the next number]

Independent Practice—Children may have difficulty visualizing patterns. Initially, allow them to write number sentences using the data they are given, such as [Week 1 number]

+? = [Week 2 number]

13.

Problem Solving Strategy: Create a Pattern—Propose that Anne’s bookcase has nine shelves instead of three and that she puts toys away according to a repeating pattern of

8,6,4,8,6,4 going up. How many toys will she put on the seventh shelf? The ninth shelf?

[8,4]

14.

Test Taking Tips—Encourage children to consider computation methods. What operation will you use to find the number of taxis Carlos sees on Friday? Explain by


Grade using a number sentence. [I will use addition. I will add how many more taxis Carlos sees each day, 10 to the total from the day before Friday, 32. So 32 + 10 = 42]

Spanish

10:30-11:00

Lunch

11:45-12:15

Recess

12:15-12:45

History

1:00-1:45

Ice Cream

1:45-2:00

Computers

2:00-2:30

Students will complete I-Stations.

Gym

2:30-3:00

Shannon Kelly

November 12—16

Week #4

Monday, November 12—Day 1

Morning Work— take attendance, lunch money, ice cream money, bus sheet, and any other administrative work. Students will work on their morning math and handwriting practice until class begins.

Literacy

8:30—10:00

Weekly SOLs—

Oral Language

2.2a—Increase listening and speaking vocabularies

2.2b—Use words that reflect a growing range of interests and knowledge

2.2c—Clarify and explain words and ideas orally

2.2e—Use vocabulary from other content areas

2.3a—Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond


Grade

2.3b—Share stories or information orally with an audience

2.4b—Blend sounds to make one-syllable words

2.4e—Blend and segment multisyllabic words at the syllable level

Reading

2.5c—Decode regular multisyllabic words

2.6d—reread and self-correct

2.7d—Discuss meanings of words and develop vocabulary by listening and reading a variety of texts


2.9a—Preview the selection using text features

2.9d—Set purpose for reading

2.9e—Ask and answer questions about what is read

2.9f—Locate information to answer questions

2.9g—Identify the main idea

2.10c—Use dictionaries, glossaries, and indices

Writing

2.11—The students will maintain legible printing and begin to make the transition to cursive

2.12a—Generate ideas before writing

2.12c—Expand writing to include descriptive detail

2.12d—Revise writing for clarity

2.13a—Recognize and use complete sentences

2.13b—Use and punctuate declarative, interrogative, and exclamatory sentences

2.13c—Capitalize all proper nouns and the word I

2.13e—Use apostrophes in contractions and possessives

2.13h—Use correct spelling for commonly used sight words, including compound words and regular plurals

2.13j—Use verbs and adjectives correctly in sentences

Daily Goals—

Vocabulary & Oral Language



Teacher Read Aloud—“One Room Schoolhouse”



Model Fluency



Introduce Vocabulary: culture, subjects, community, lessons, languages, special, transportation, and wear.

Phonemic Awareness



Match Phonemes

Phonics & Fluency



Vowel Diagraphs ee, ea



Fluency: Stress

 Read Decodable Reader: “The Shell Sheep”



High-Frequency Words

Comprehension



Teacher Read Aloud: Listening Comprehension

Grammar & Writing


Grade



Quotation Marks



Write to Persuade

Spelling



Words with ee, ea

Essential Question—Why do authors write different kinds of texts?

Connect to Essential Question—Authors write many kinds of books. What kinds of books do you read? Why do you read those kinds of books?

Display the Focus Wall. Read the message aloud and discuss it with children. Encourage children to talk about many different kinds of books, both fiction and nonfiction.

Procedures :

Daily Phonemic Awareness—Match Phonemes

1.

Today we’re going to match sounds in words. Listen to this sound: /e/ long e. Now listen for words that have the long e sound: seem, leap, tap. The words seem and leap have the long e sound.

2.

Now you do it with me. Say /e/ long e with me. Now listen for words that have the sound long e. green, team, top. Which words have the long e sound? Green and team.

3.

Continue with the words: deep, heel, knit [deep, heel] Which word has the long a? pat mail, wait. [Mail wait] Long e sound feet, fit, seed [seed, feet].

Corrective Feedback—If a child cannot match phonemes, model the task. Green and team have the long e sound. I hear these sound in green. /g/ /r/ /e/ /n/. Green has the long e sound.

I hear these sounds in team /t/ /e/ /m/. The word team has the long e sound. I hear these sounds in top. /t/ /o/ //p/. The word top does not have the long e sound. The words green and team have the same long e sound. Have children repeat with you before doing it on their own.

Daily High-Frequency Words

1.

Point to the High-Frequency Words on the Focus Wall. This week, our new highfrequency words are everything, slowly, story, store, and world. Our review words are about, first, her, of and two.

2.

Introduce the word: story using Instructional Routine 11.

3.

Repeat the routine new the new words everything, slowly, store, world, and for the review words about, first, her, of, two.

Corrective Feedback—If a child does not recognize the word, say the correct word and have the children repeat it. Have children spell the word. Have children reread all the words in random order.

Daily Vocabulary Boost

1.

Preview the Target Vocabulary by displaying the Vocabulary in Context Cards and discussing the words. For example, use sentences such as these to discuss the words community, transportation, and special.

2.

Read and pronounce the word. Read the word once alone, then together with children

3.

Explain the word: Read aloud the text under Do You Understand?


Grade

4.

Discuss vocabulary in context. Read aloud the sentence on the front of the card together.

Help the children use the words in a new sentence and explain the word meaning. a.

Our school is an important place in our community because all of the people rely on it to teach the children. b.

Children use different types of transportation to get to school. c.

Many things, such as the teachers and the children, make our school special.

5.

Engage with the word. Ask and discuss the Think About It question with children.

6.

Tell children that they will find these and other words about school when we read

“Schools Around the World”

Teacher Read Aloud

Objectives



I want you to listen as I read fluently. Listen to what I do with my voice to express what is happening in the story.



Listen to identify the authors purpose in the selection. Why did he write this?



Listen to learn the Target Vocabulary words.

1.

When good readers read, they same some words with more force, or stress.

2.

Display Projectable 13.1. Model how to stress the boldfaced words. Show how putting and emphasis on different words in a sentence can add meaning. When you learn to stress certain words, it helps you to better understand and enjoy what you are reading. Reread the text aloud once more, asking children to listen closely for words that you stress.

3.

Pause after each highlighted vocabulary word to ensure children know the meaning of each word.

Listening Comprehension—Target Skill: The author’s purpose helps you to tell the reader why he or she wrote the selection.

1.

What do you think the author’s purpose was in writing his selection? a.

I think the authors wanted to tell us what it was like to go to school in a one-room schoolhouse in the past.

2.

What words show the reader that children might feel cold in a one-room schoolhouse? a.

“Did you wear something warm today? If you sit far from the wood stove, you may be chilly!”

Tell children that after they understand the author’s purpose, the reader can analyze, or decide, how well the author did in writing an article.

3.

How well do tout ink the author describes what it was like to go to a one-room school? a.

I got a good idea of what my day would be like if I went to a one-room school.

4.

Would you like to be a student in a one-room school long ago? a.

No, I would not like to be cold or do chores like carrying firewood and water buckets.

Phonics

Daily Objectives:



Learn the sound/spellings for vowel diagraphs ee, ea



Match sounds in words



Blend and read words with vowel digraphs ee, ea

Words with Vowel Diagraphs ee, ea


Grade

1.

Phonemic Awareness Warm-up—Guide children to identify words that have the long e vowel sound. Listen to this sound: /e/ long e. Now listen for words that have the vowel sound /e/: green, clean, clap. Green and clean have the sound /e/ long e. Now you do it with me. Say /e/ long e. Say these words: green, clean, clap. Which two words have the long e vowel sound? [green, clean]

2.

Now you do it. Repeat the three words and tell which two words have the long e vowel sounds: stream, storm, scream [scream, stream]. Breeze, meat, froze [breeze, meat].

Snack, sneeze, team [sneeze, team] speak, spoke, feel [speak, feel] leaf, treat, train [leaf, treat] last, beast, screen [beast, screen]

3.

Teach/Model—Sound/Spelling Card. Display the card for eagle. Name the picture and say the sound. Have children repeat it with you. Eagle. Long e sound. a.

Say the sound and give the spelling. Eagle begins with the long e sound. The letters ea together stand for the long e sound. The letters ea can stand for long e at the beginning, middle, or end of a word. b.

Write and read team. Point out that team has the long e sound with the ea spelling. c.

Point out the spelling ee on the card. The letters ee together can also stand for the long e sound at the beginning, middle, or end of the word. d.

Write and read the word eel. Point out the long e spelling: ee. This is the word eel. The letters ee stand for the long e sound in eel. Read the word with me eel.

4.

Guided Practice—Remind children that they can use the ea or ee spellings to say the long e sound. Blend the sounds for the word team together. Say /t/ /e/ /m/. You use the ea spelling for the word team. a.

Blend the sounds for each of these words and ask children how to spell them: sheep, each, please, wheel, deepen, season, gray, keeping, bait, peanut, rabbit, plain, needed, teen, dresses. b.

Write the sentences on the board. Call on individuals to blend one or more of the words and to read the simple sentences. i.

Bea is reading her story about Queen May. ii.

Jay slowly ate two big peaches.

Corrective Feedback—If children do not recognize the long e sound. Correct the error. Say the word and the sound. The word is teen; the letters ee together stand for the long e sound.

Model as you touch the letters. Blend /t/ /e/ /n/. What is the word? [teen] Guide—Let’s blend the word together. Check—now you blend. What is the word? Reinforce—Go back three or four words and have children continue reading. Make note of errors and review those words.

5.

Assessment—Children will complete workbook page 181

Phonics

Daily Objectives:



Write words with vowel diagraphs ee, ea



Read the Decodable Reader with vowel diagraphs ee and ea words and High-Frequency

Words.



Practice reading fluently, using stress to emphasize certain words.

Write Words with Vowel Diagraphs ee, ea

Procedures—


Grade

1.

Teach/ Model—Connect sounds to spelling. Review Sound/Spelling Card: eagle. Now we’re going to write the words with the long e sound.

2.

Use Instruction Routine 6 to dictate the first sentence: Listen as I say a word and use it in a sentence. Leap—A frog can leap far. a.

Point to ea on the sound/spelling card. What is the sound? Long e. Model how to spell the word leap. The word leap begins with the /l/ sound. The /l/ sound is spelled with the letter l. The middle sound is /e/ long e sound. I remember that in this word, the letters ea spell the long e sound, so I’ll write ea. The final sound in leap is /p/. I’ll write the letter p. Then I’ll reread to check: leap.

3.

Guided Practice—Connect Sound to Writing—Continue the dictation, using the following sentences. a.

Have children say each dictation word aloud after you. Then have them identify the sounds they hear at the beginning, middle, and end and write the letters that spell each sound. Distribute dry erase boards to the students and have them spell the words on the board. Play a game: the girls vs. boys. See how can spell the words correctly. b.

Remind children to write only the dictation word.



Week—There are seven days in one week.



Breeze—A cool breeze feels good on a hot day.



Meat—Do you like meat on your pizza?



Sweet—Cupcakes are a sweet treat.



Steam—The steam is coming from a pot on the stove.

4.

Assessment/Apply—Read aloud the decodable sentence for children to write. Remind children to look at the Focus Wall if they need help with the words: her and slowly. a.

The green frog ate her peas slowly. b.

Print the dictation words and the sentence for children to check their work.

Decodable Reader

Procedures—

1.

Distribute the Decodable Readers and have students read the story in small groups. a.

Preview the Decodable Reader “the Shell Sheep.” Have children read the title, browse the beginning pages, and discuss what they think the story is about. b.

Use Projectable S1 to review the Phonics/Decoding Strategy and model using the strategy using the title. c.

Have children read the first page silently. Ask a child to read the page aloud.

Continue, having individual children read aloud as others follow, tracking the print. d.

If children make more than 6 total errors use the corrective feedback steps. i.

Correct the error. Say the word. That word is neat. The letters ea stand for the long e sound. Guide— Have children repeat the word. Check—

Go back to the beginning of the sentence and read the sentence again.

Reinforce—Record the error and review the word again before children reread the story.

2.

Fluency—Stress a.

Tell children that stressing certain words as they read will add interest to their reading and help them better understand the meaning of the text. Write the following sentence: Each day Bev went to the beach and picked up seashells.


Grade

Point to each word as you read it, without varying stress from word to word. Did the sentence sound right? No, because I didn’t vary the stress as I read the sentence. I read each word with the same amount of stress, or force. So the sentence did not sound natural, the way it would if someone were talking. b.

Reread the sentence fluently, emphasizing the more important words. Underline the words you stress: each, Bev, beach, seashells c.

Reread for fluency—Use instructional routine 12 to choral read The Shell Sheep/

Remind children to think about stressing certain words to make their reading sound natural and easier to understand.

Grammar

Daily Objectives—



Use quotation marks



Identify the characteristics of a good persuasive paragraph.

Quotation Marks—

1.

Teach/Model—Using Quotation Marks. Display Projectable 13.2. Explain to children that quotations marks show the exact words a person says or writes. a.

Quotation marks go around the words to tell us exactly what the person said or wrote. b.

Write the following sentence: Julia said, “I am a painter.” Model using quotation marks. c.

Think Aloud—“The word said tells me that I will be reading the exact words Julia said. To find out where quotation marks should be, I ask this Thinking Question:

What are the speaker’s exact words? The quotation marks at the beginning show me where Julia’s exact words start. The quotation mark at the end shows me where her exact words end. Do I put quotation marks around Julia said? No because that is not something that Julia said.

2.

Guided Practice/Assessment a.

Complete the examples on Projectable 13.2 with children. b.

Have children use the Thinking Question to identify the correct use of quotation marks. c.

Students will complete workbook page 182 to be graded.

Writing to Persuade

1.

Teach/Model—Persuasive Paragraph: Explain to children that writing to persuade means writing to talk to someone into acting or thinking a certain way. a.

Display Projectable 13.3 b.

Use the labels for paragraph 1 on the projectable to identify the topic sentence, reasons, and concluding sentence. c.

Read the discuss the goals for What Makes a Good Persuasive Paragraph: i.

It has a strong topic sentence that tells readers what you want them to think or do. ii.

It gives strong reasons that are important to the reader. iii.

Reasons are supported with facts and examples iv.

The writer uses exact words to make the writing more interesting and to help persuade the reader.


Grade v.

The concluding sentence sums up the goal.

2.

Guided Practice/Apply— a.

With children, label the topic sentence, the reasons, and the concluding sentence in paragraph 2 on the projectable.

Spanish Lesson

10:30-11:15

The high school students will do Spanish lessons with the students for the next week.

Math Lesson

10:00-10:30 & 11:15-11:45

SOLS—

2.7.b—The student, given two whole numbers, each of which is 99 or less, will find the difference, using various methods of calculation.

Objective—Children will subtract multiples of 10 from two-digit numbers using mental math.

Essential Understanding—Subtracting tens is like subtracting ones.

Procedures

1.

Check student’s morning work. This will be simple one-digit subtraction problems to introduce subtraction.

2.

Go over the Daily Spiral Review as a class.

3.

Overview—In this activity, children use little ten-frames to subtract multiples of ten from a two digit number.

4.

Focus—Why does only the tens-digit change when subtracting tens from a two-digit number?

5.

Set the Purpose—You have learned to add using mental math. Today you will learn to subtract using mental math.

6.

Connect—In what situations might you need to subtract mentally? [to make sure I receive correct change from the store]

7.

Pose the Problem—Suppose you are in a store and have 65 ¢. You want to buy juice for

30¢. How could you find how much money you will have left over without using pencil and paper?

8.

Link to Prior Knowledge—How did you mentally add tens to a two-digit number? [I counted on by tens] Since subtraction is the opposite of addition, how do you think you can mentally subtract tens from a two-digit number? You must be able to justify and explain your answers.

9.

Small-Group Interaction—Have children work together to complete the items on page

195. Write 98 on the first line in Item 1. Work together to model 98 using your little tenframe cards. Next, choose a number from one of the balloons. Point out that it doesn’t matter which number they choose. Write the number you choose on the next line in Item

1 and model the subtraction using your little ten-frame cards. Once children have completed Item 1, have them work to complete Items 2-4. For each item, children should start with the difference from the previous item and choose another number from a balloon to subtract.


Grade

10.

Expand Student Responses—Once children have completed the activity, gather their attention for a class discussion. Look at the answers you got in each itme. What do you notice about the answers? [the tens-digit is different, but the ones digit are the same]

Guide children to conclude that when subtracting tens from a two-digit number, only the tens digit change.

11.

Visual Learning—This will be complete using the online resources. Set the Purpose—

Call children’s attention to the Visual Learning Bridge at the top of the page. IN this lesson, you will learn how to subtract tens from a two-digit number using mental math.

12.

Guided Practice—Remind children that to subtract tens mentally, they can count back by tens. If children do not understand how to subtract tens, then have them use their little ten-frames to show the subtraction.

13.

Independent Practice—Children can reinforce their understanding of place value and make calculations simpler by thinking of numbers in terms of how many tens and how many ones.

14.

Assessment—This will be observational as I circulate the room and provide guided practice and check their progress on the math pages.

15.

If time permits we will play the math race game with the girls vs. the boys.

Lunch

11:45-12:15

Recess

12:15-12:45

History

1:00-1:45

SOL

—2.5—The student will develop map skills by: a. Locating the equator, the seven continents, and the five oceans on maps and globes. B. Locating selected rives (James River,

Mississippi River, Rio Grande, Huang He, Nile), mountain ranges (Appalachian Mountains and

Rocky Mountain), and lakes (Great Lakes) in the United States and other countries.

2.6—The student will demonstrate map skills by constructing simple maps, using title, map legend, and compass rose.

Procedures—

1.

Pull down the map and sing the Continent Song with the children.

Call on random individuals to come up and point to different continents that I choose.

2.

Today we will be looking at South America. Which continent is that?

3.

Introduce South American. Read the World Atlas book pp. 32-33 and show students the maps on pages 34-38.

South American Facts—Pick and choose which to read



Its population as of 2005 has been estimated at more than 371,090,000. South America ranks fourth in area (after Asia, Africa, and North America) and fifth in population (after

Asia, Africa, Europe, and North America).



South America is home to the world's highest waterfall, Angel Falls in Venezuela; the largest river (by volume), the Amazon River; the longest mountain range, the Andes


Grade

(whose highest mountain is Aconcagua at 6,962 m [22,841 ft]); the driest place on earth, the Atacama Desert; the largest rainforest, the Amazon Rainforest; the highest capital city, La Paz, Bolivia; the highest commercially navigable lake in the world, Lake

Titicaca; and, excluding research stations in Antarctica, the world's southernmost permanently inhabited community, Puerto Toro, Chile .



South America is one of the most biodiverse continents on earth.



Portuguese (196,342,592 speakers)is the most spoken language in South America, followed by Spanish (193,243,411),which is the official language of most countries, along with other native languages in some countries.



Amazon Basin:

The Amazon Basin (Amazonia) is covered by the largest tropical rain forest in the world, and running through its heart is the Amazon River and its more than 1,000 tributaries, seven of them more than 1,000 miles in length. Measurable rain falls on an average of

200 days a year here, and total rainfall often approaches 100 inches per year.

The basin drains over 2,700,000 sq. miles, and covers about one-third of South America.

Rising high in the Andes, the river's network irrigates almost half of the continent, and in terms of volume of water discharged into an ocean... it's the largest in the world.



Andes Mountains:

This toothy-edged mountain system, some 4,500 miles (7,240 km) in length, extends from the southern tip of South America all the way to Panama.

It's the source of most major rivers on the continent, and its many ranges include dozens of peaks that reach over 20,000 ft; the highest point being Aconcagua in Argentina, at

22,384 ft. (6,960m). It's also home to some of the planet's largest volcanoes, and in the far south along the coast of Chile, large glaciers and ice sheets are commonplace.



Atacama Desert:

Sparsely populated and positioned high into the Andes of Chile, this somewhat small desert (or plateau) is a cold place, and one of the few deserts on Earth that doesn't receive any rain. It's approximately 100 miles wide and 625 miles long. The landscape is totally barren and covered with small borax lakes, lava flow remnants and saline deposits.



Brazilian Highlands:

This magnificent landscape of southeastern Brazil is 800 miles in length and contains varied mountain ranges, namely the Serra de Mantiquiera, Serra do Paranapiataba, Serra

Geral, and Serra do Mar. The estimated highest point is 7,368 ft (2,245m).



Brazilian Shield:

The shield is a geologic formation lying south of the Amazon. Hundreds of rivers and streams flow through this area on their way to the Amazon These rivers contain a large number of migratory fish species.



Cape Horn:

The southernmost tip of South America, remains a maritime legend to this day, as sailing around this remote point and through its violent stretch of chaotic water is one of the most challenging nautical routes on the planet.



Guina Highlands:

Over 1,000 miles in length, the Highlands stretch from southern Venezuela to the northern border of Brazil. It's a vast plateau, one marked by deep gorges, tropical rain forests, numerous rivers and waterfalls. It's famed for the highest waterfall in the world


Grade

(Angel Falls) at 3,212 ft (979m) high. The highest point is Mt. Roraima on the borders of

Brazil, Guyana and Venezuela at 9,219 ft (2,810m).



Llanos:

This large and very fertile plain, located in eastern and central Colombia, and central and southern Venezuela, is drained by the Orinoco River and its many tributaries. It's approximately 225,000 sq. miles (582,000 sq. km) in size.



Pampas:

Famed for its many cattle ranches, this large plain in the southern part of the continent (in central Argentina) extends for almost 1,000 miles (1,600 km), and covers 294,000 sq. miles (761,460 sq km).



Pantanal:

The Pantanal is the world's largest wetland of any kind. It lies mostly within southwestern

Brazil, and covers an area estimated at between 140,000 square kilometers (54,000 sq mi) and 195,000 square kilometers (75,000 sq mi). It contains an astonishing collection of aquatic plants and a wide variety of animal species.



Patagonia:

Located between the Andes and the Atlantic Ocean, and about 1,000 miles in length,

Patagonia stretches south from the Rio Negro River to Tierra del Fuego and the Strait of

Magellan. It's mostly rugged, barren land, famed for its beauty and striking mountain scenery.



Tierra Del Fuego:

Located at the southern tip of South America, the Tierra Del Fuego archipelago includes one large island (18,571 sq miles, 48,100 sq km) in size, and a series of smaller ones. It was reportedly named by the Portuguese adventurer, Ferdinand Magellan, the first explorer to circumnavigate the globe. His chosen route through the Magellan Strait proved to be the fastest and safest connection between the Atlantic and Pacific Oceans for sea-going commerce and exploration.

4.

Look at the South American animals on the Google and tell students to be thinking of an animals they would like to research and do their paper and illustration on for their

Science project.

5.

Assessment—Go over students Seven Continents Booklet. a.

There are long mountain ranges—Andes and Brazilian Highlands b.

There are long rivers—Amazon River c.

Do you live in South America? d.

What oceans touch South America? e.

Color the animals that live in South America.

Ice Cream

1:45—2:00

Library—Cancelled!!!

2:00—2:30

Since Library is cancelled I will introduce the students Science/Writing projects!

Science

SOLs:

2.5—Living Systems


Grade

The student will investigate and understand that living things are part of a system. Key concepts include: a.

Living organisms are interdependent with their living and nonliving surroundings; b.

An animal’s habitat includes adequate food, water, shelter or cover, and space; c.

Habitats change over time due to many influences; and d.

Fossils provide information about living systems that were on Earth years ago.

Writing SOLs :

2.11—The student will maintain legible printing

2.12—The student will write, stories, letters, and simple explanations a.

Generate ideas before writing b.

Organize writing to include a beginning, middle, and end for narrative and expository writing. c.

Expand writing to include descriptive detail d.

Revise writing for clarity

2.13—The student will edit writing for correct grammar, capitalization, punctuation, and spelling a.

Recognize and use complete sentences b.

Use and punctuate declarative, interrogative, and exclamatory sentences c.

Capitalize all proper nouns and the word I d.

Use singular and plural nouns and pronouns e.

Use apostrophes in contractions and possessives f.

Use contractions and singular possessives g.

Use knowledge of simple abbreviations h.

Use correct spelling for commonly used sight words, including compound words and regular plurals. i.

Use verbs and adjectives correctly in sentences

2.14—The student will use available technology for reading and writing.

Procedures:

1.

Over the next week we will be doing a project. You are going to choose an animal that you will research. You will become an expert on your animal! There are tons of animals you can choose from. We have learned about different types of biomes and the animals that live there, but today we are just going to look at some different animals and discuss where they live.

2.

Introduce and read The ABCs of Habitats. Select some pages to read and just show the illustrations of others. Tell students the name of each animal. We have made our own tundra, and the students have gone over all the other biomes before with Mrs. Prater. Try to remember your favorite animal.

3.

Show students the pictures in the coloring book and tell them that they may choose an animal in the coloring book, but they will have to research their animal and become experts on them.

4.

Show students how to use the encyclopedia. a.

Teacher Think Aloud—“I will choose the whitetail deer as my animal. I know a lot about whitetail deer because there are several in this area and I have hunted them for several years. I know that deer like to travel from east to west because they like to travel with the sun to their back in the morning and from west to east in the evening.


Grade

I know this is because if the sun was in their eyes they would not be able to see their predators coming. The wind is blowing to their face so they will be able to smell their predators coming. They have really good senses of hearing, sight, and smell. It is harder to see if you are facing the sun. They will also feed where the grass has already thawed. This is usually on the south side of the hill because it is warmer.

Like us, they would rather eat the warmer grass than cold food. Even though I know a lot I am still going to use an Encyclopedia to look up more information. I choose this animal because it is something I am interested in; therefore, I will enjoy this project more and be more involved with my research and writing. b.

Show students how to look up information in the Encyclopedia about their animal. I am using a deer. I’ll use the Encyclopedia that had “d” words in it. I know the words are in alphabetical order so I’ll go to deer. I will read the information about the deer and see what is important. In this paper I am going to write about my animal and how it reacts and lives in its environment. I need to find information about how it gets food, water, shelter, and how it adapts in its environment. I need to find out what animals are predators of the deer and will eat them that might be one of my interesting facts. c.

Give students a few minutes and have them write down their animal on a slip of paper along with their name. We will be looking up information about our animals all this week.

Gym

2:30—3:00

Tuesday, November 13—Day 2


Literacy

8:30-10:00

Daily Phonemic Awareness

1.

Match phonemes—Students will match pairs of words out of sets that have the long e sound.


1.

Review all the high-frequency words and have children say them and spell them.


1.

Review the Target Vocabulary words and definitions with children and have them construct their own sentences using these words

Phonics

1.

Students will match and identify sounds in words—long e sound.


Grade

2.

Blend the words in the text box on page 212 and have students tell you the spelling of each word. Play the dry erase board race game.

3.

Students will complete workbook page 183

4.

Guided Practice and corrective feedback will be provided as needed.

Develop Background

1.

Use the photo and caption to explain that Schools Around the World is about how schools are all places for learning, even though they may be different from each other.

2.

Have children silently read p. 384. Then read the passage aloud.

3.

Ask children the discussion questions: a.

What did you learn in a lesson we had today? b.

Name four subjects we study in school. c.

Would you like to wear a uniform to school every day? Why or why not? d.

Name some important buildings that are in our community. e.

Who do you know who can speak more than two or more languages? f.

What are some ways families celebrate their culture? g.

Tell about something special you will do this week. h.

What kinds of transportation do you use each week?

Assessment—I will know based on students responses if they understand the weekly vocabulary words.

Introduce Comprehension—Author’s Purpose; Analyze/Evaluate

1.

The author’s purpose is the reason or reasons that the author wrote the book or selection.

This could include making the audience laugh, explaining something, or convincing readers of something.

2.

Read and discuss page 385.

3.

Display projectable 13.4 and read Catching the School Boat. Explain that students must look for clues to figure out the authors purpose because it may not be explicitly stated.

4.

Teacher Think-Aloud—As I read, I notice that this text has lots of details about taking a boat to school. I think the author’s purpose is to explain by giving the reader facts.

5.

Analyzing and evaluating will help you decide if the author achieved his or her purpose. a.

Teacher Think-Aloud—I’m going to analyze this text and evaluate, or decide, whether the author did a good job achieving the purpose of explaining. The author provided a lot of details, and they all had to do with a school boat. I think the author did a good job.

6.

Guided Practice—Help children to complete the Inference Map for Catching the School

Boat.

7.

Assessment—Students will read and complete their own map on page 184.

Introduce the Selection—Schools Around the World

1.

Discuss the Author’s Purpose for writing

2.

Tell students that they will be analyzing and evaluating as they read.

3.

Discuss the Genre—what type of story is this? a.

Preview the selection and model identifying the genre b.

Teacher Think-Aloud—The pictures show real people and places. The photographs have captions, sentences that give information about the paragraphs. Each section has a heading that tells the topic for each part. This makes me think that the selection will give facts about the topic. It is informational text, not a made-up story.


Grade

4.

Set the Purpose—Good readers set a purpose for reading, based on the preview of the selection and what they know about the genre. a.

Teacher Think-Aloud—Informational text gives facts about a topic. I know from the title that this selection is about schools. One purpose might be to learn about ways schools in different parts of the world are alike or different.

5.

Develop Comprehension a.

Text and Graphic Features—What does the heading on p. 388 show? b.

Analyze and Evaluate—children will evaluate how well the author introduces the main idea of the selection. Teacher Think-Aloud—after reading the first pages of this selection, I can tell that the author is writing about schools in different parts of the world and how they are the same and different. The author gives several details that show that this is her main idea. I think the author does a good job of showing her main idea the right way. c.

Author’s Purpose—It is helpful to use the text and photos as you think about what the author’s purpose is. Ask children to identify the main ideas on page 391. Fill in

Projectable 13.5a d.

Target Vocab—many children walk to school or ride bikes. What kinds of transportation do children use to get to our school? e.

Author’s Purpose—Why did the author use this particular heading on page 392? Do the details support this idea? f.

Target Vocab—why do all the children in the picture wear the same clothes? What kinds of clothing do you wear to school? g.

Author’s Craft—Have children read the caption on 394. In information texts, authors often give descriptive details in photo captions. What new details do you learn from this caption and the photo? h.

Author’s Purpose—look at the large photo on 396. Do you do the same chores as the children shown here? Why do you think the author decided to put this picture here?

What is the author’s purpose for writing this selection? Add info to the projectable. i.

Analyze/Evaluate—on this page, the author is telling about what children do after school. What details show you whether the author does a good job? j.

Compare & Contrast—How is a boarding school different from other schools? k.

Main Idea and Details—What is the main idea of p. 398? How does this idea relate to the topic of the selection? l.

Conclusions—Think about what it would be like to be home-schooled. How would it be different from being taught at our school? m.

Cause & Effect—Why do performers need to go to special schools? n.

Text and Graphic Features—Look at the small box labeled “Amazing School Facts.”

How is it related to the main topic on this page? What do these facts add to the selection? o.

Analyze/Evaluate—Did the author do a good job writing this?

Retelling a.

Have children retell the story in their own words to assess their comprehension.

Grammar—Quotation Marks

1.

Teach children that quotation marks go around the exact words a person says, use a comma after words said and asked, begin the first word inside the quotation marks with a capital letter, and put the end mark inside the quotation mark at the end.


Grade

2.

Teacher Think-Aloud—To identify correct punctuation and capitalization with quotations, I ask this Thinking Question: Where do the speaker’s exact words begin and end? There is a comma after the word asked. The first quotation mark comes after the comma. Then come

Becca’s exact words. Another quotation mark comes at the end, after the question mark.

3.

Guided Practice—Review Projectable 13.6 with the children.

4.

Assessment—Complete workbook page 186.

Spelling—Students will complete a word sort. Each group will separate their words into two groups based on the long e spelling ee or ea.

Writing—Word Choice

1.

Avoid using words such as good, fun, great, etc.

2.

Synonyms are words that have the same meaning. Provide words and have students give you synonyms.

3.

Explain the different in weak and strong sentences. Use the example from the book.

4.

Assessment—Complete workbook page 187 as a class.

Small Group

10:00-10:30

Meet with the Red and Blue groups. Have them read their favorite page in the selected reading for today. Check on reading fluency. Ask children if everything is going okay. We haven’t gotten to have small groups lately because of Spanish.

Spanish

10:30-11:00

Math

11:00-11:45

SOL: 2.21—The children will solve problems by completing numerical sentences involving basic facts for addition and subtraction. The student will create story problems, using the numerical sentences.

Procedures:

1.

Check the morning math work along with the workbook page from the previous day.

2.

Do Daily Spiral Review

Daily Objective—Children will find the missing part of 100 by counting up from the given part.

1.

Overview—In this activity, children will use little ten-frames to model a known part of 100 to find the missing part.

2.

Focus—When one part of 100 is known, how can the other part be found?

3.

Set the Purpose—you have learned to find missing parts of numbers. Today you will find missing parts of 100.

4.

Connect—on the board write 4 + ___ = 10 What is the missing part? Then write 40 + ___ =

100. Just as you added 6 ones to 4 ones to get 10, you can add on some tens to 4 tens to get

10 tens or 100. What is the missing part?

5.

Pose the Problem—a juggler has a box that holds 100 balls. There are 68 balls in the box already. How can the juggler find how many more balls he will need to fill the box?

6.

Model/Demonstrate—Write 68 + ___ = 100 on the board. 68 is one part of 100. We need to find the missing part. The sum of 68 and the missing number is 100. Have students model


Grade

68 on one side with their ten-frames. How many tens? How many ones? Have children place little ten-frames in the other part of the part-part model until they have found the other part of 100. How many tens? How many ones? Write the addition sentence in Item 1.

7.

Small-Group interaction—Have children repeat the activity three more times using 17, 66, and 41 as the known parts of 100.

8.

Visual Learning Online—You will learn how to find parts of 100 by adding on.

9.

Guided Practice—If children count on by ones and not by tens, then review skip counting by tens using little ten-frames as models. We will complete the guided practice problems as a class.

10.

Independent Practice—Make sure that children realize that they can add on tens before ones, or ones before tens, to find the missing part.

11.

Assessment—Students will complete the remainder of their math page to be graded.

Lunch

11:45-12:15

Recess

12:15-12:45

Music

12:45-1:30

Science

1:30-2:15

SOLs:






Writing SOLs:








Recognize and use complete sentences


Grade b.




Use apostrophes in contractions and possessives and regular plurals. i.


2.14—The student will use available technology for reading and writing. f.



Use correct spelling for commonly used sight words, including compound words

Materials:

Encyclopedias, paper, chalk board, chalk

Procedure:

1.

There are steps to good writing. First you must select a topic, what do you want to write about? We have completed this step because each of you has chosen your animal. This should be an animal you are interested in learning more about.

Comment: If students are interested they are more likely to enjoy their writing, and stay on topic.

2.

Students have chosen their animals. Today we are going to gather information about our animal.

3.

What are the three basic needs of every animal? [Food, Water, Shelter] You are going to figure this out for your animal. a.

Teacher Think Aloud: I choose a deer as my animal. I need to make sure I write about the deer’s three basic needs. In order to do this, I need to look up my information in an Encyclopedia. I think I am going to use a web to organize my thoughts and ideas as I find information about my animal. b.

Draw a web on the board and have students do the same on their planning paper.

Write deer in the center of the web. Draw branches and other bubbles out from the center of the web and explain that these bubbles are where we will put our details/facts that we find about our deer.

4.

When you come up to find your Encyclopedia make sure you get the correct one. How do you know which one to get? Choose the one with the letter that begins with your animal.

Have students come up and find the Encyclopedia that they need. This is a review of alphabetical order because students will have to figure out where their words.

5.

Students will need help finding the information that they need because they will not be able to read a lot of the words. Students will have to pull out the most important information based on the criteria I have given them. I understand this will be a hard task for the second graders; therefore, I have checked out books from the school library on each of the student’s animal that they will read tomorrow to finish filling in their web.

6.

Help students to fill in their webs. Make sure students have their 3 basic needs listed in their web, along with a couple of interesting facts about their animal.


Grade

Assessment—This will be observational based on the students ability to find their animal using alphabetical order. They will also be expected to fill in their web correctly with neat, legible handwriting.

Ice Cream

2:15-2:30

Gym

2:30-3:00

Wednesday November 14—Day 3


Literacy

8:30-10:00

1.

Review the Essential Question: Why do authors write different kinds of texts? Children help keep their school neat and clean. What other facts did we learn by reading Schools Around the World ? Why do you think authors write texts about real places?


1.

Identify words that have the long e sound. Provide students with a list of words and have them pick the ones that have the long e sound.

2.

Use the corrective feedback steps if students do not understand and cannot identify the long e sounds.


1.

Review the words and have the children spell the words.

2.

Play Tic-Tac-Toe. Draw a Tic-Tac-Toe game on the board using the high-frequency words.

Have a team member read a word on the board, if they read it correctly put an X or an O on it. If they do not read it correctly that team loses a turn.


1.

Review all the vocabulary words. a.

What are your favorite subjects in school? b.

Would you wear something special to a party or class? c.

Can you name a holiday that celebrates US culture? d.

What are some languages you would like to learn? e.

What are your favorite things to do within your community? f.

What is your favorite type of transportation? g.

What lessons have you really enjoyed doing this year? h.

What is your favorite thing to wear?


Grade

Cumulative Review

1.

Phonemic Awareness Warm-up—Syllables. Clap out the syllables in selected words ending with –s and –es. Discuss the differences in the amount of syllables when you add –s and –es.

2.

Remind children that the ending –es is added when the base word ends in ch, sh, s, ss, x, z, zz, and tch. When you add the ending –es it has the final sound /ez/. When you add –s to the end of words it can have the /s/ or /z/ sound.

3.

Play the dry erase board race game. Provide students with list of review words orally and see if they can spell the words correctly. Ant, boy, brush, chain, dress, fox, globe, king, pan, rake, swim, and watch.

4.

Words with ai and ay spelling have the long a sound.

5.

Play the dry erase board race game with these words as well. Chain, day, afraid, explain, always, faint, dismay, aim, payment, away, main, braid, say, and detail.

6.

Assessment—Students will complete workbook page 188. This will also be observational during the dry erase board race games.

Reading Fluency—Read the Decodable Reader Reef Sees the Wide World. Allow children to take turns reading a page at a time. Explain to children that when they read their voice can get softer or louder. When they make their voices louder they stress important words. This adds emphasis and interest to their reading.

Deepen Comprehension—Author’s Purpose

Teach/Model

1.

Vocabulary a.

Author’s purpose—the reason or reasons that the author writes the book b.

Author’s message—what the author wants to tell the reader c.

Analyze—think carefully about what you have read.

2.

Good readers must determine the author’s purpose for writing. The author’s purpose is often to get a point across to the readers. This is called the author’s message. Make sure children understand the difference between purpose and message.

3.

Have children look at page 393 of Schools Around the World. Display Projectable 13.8 and complete question 1. This Inference Map helps them to keep track of text and photo clues so they can determine the author’s purpose.

4.

Teacher Think-Aloud—Why did the author include this page in the selection? I’ll ask myself what I learn from the text and photos. Then I can determine the author’s purpose and message. I learn how children spend their school day around the world. I think that the author’s purpose is to explain something. The message the author is trying to explain is that children around the world do many things during the school day.

Guided Practice

1.

Look at page 394 of Schools Around the World. Complete comprehension question 2 on

Projectable 13.8. a.

What do you think the author’s purpose is on this page? b.

What details does the author tell us on this page? c.

What do you think the author’s message is about schools around the world?

Assessment—Students will complete practice page 189 as a class.


Teach/Model

1.

Review how to correctly use quotation marks, along with capitalization and punctuation.

2.

Review the thinking question.


Grade

Guided Practice

1.

Write: Carmen said we like your painting on the board. Work with children to correct the sentence to follow correct rules for quotation marks.

2.

Rewrite the sentence correctly.


Spelling

1.

Students will finish their word sort from yesterday. Review all the spelling words and make sure students know what they all are.

Writing—Prewrite

1.

When you are writing you should think about your audience or purpose.

2.

The purpose is to persuade the audience to agree with the goal. You should choose reasons to support their goal, especially reasons that relate to the audience.

Goal Reason

Persuade your teacher to let you play math games

Persuade your friend to play a math game with you.

I will learn a lot about math

I will do better on tests

It’s a lot of fun

You might win

3.

Discuss with children who the audience is in each scenario and why the reasons are different for each one.

Assessment—Have the children write a paragraph that would convince me to take them on a class trip to somewhere that they would like to go.

Spanish

10:00-10:30

Small Groups

10:30-11:00

Children will read their homework book. I will be checking for fluency and making sure the students have comprehended what they have read by questioning. This will also be a time for students to ask any questions they have about their workbook pages.

Math —This is a continuation of yesterday’s lesson. We will have a quick review of the previous day’s work and I will teach them how to begin counting up by ten and then by the ones.

Yesterday the students like starting with the one’s, but it will be beneficial for them to try it both ways. We will work more sample problems and give students more guided and independent problems to work.

11:00-11:45

SOL: 2.21—The children will solve problems by completing numerical sentences involving basic facts for addition and subtraction. The student will create story problems, using the numerical sentences.

Procedures:

1. Check the morning math work along with the workbook page from the previous day.

2. Do Daily Spiral Review


Grade

Daily Objective—Children will find the missing part of 100 by counting up from the given part.

1. Overview—In this activity, children will use little ten-frames to model a known part of 100 to find the missing part.

2. Focus—When one part of 100 is known, how can the other part be found?

3. Set the Purpose—you have learned to find missing parts of numbers. Today you will find missing parts of 100.

4. Connect—on the board write 4 + ___ = 10 What is the missing part? Then write 40 + ___ =

100. Just as you added 6 ones to 4 ones to get 10, you can add on some tens to 4 tens to get

10 tens or 100. What is the missing part?

5. Pose the Problem—a juggler has a box that holds 100 balls. There are 68 balls in the box already. How can the juggler find how many more balls he will need to fill the box?

6. Model/Demonstrate—Write 68 + ___ = 100 on the board. 68 is one part of 100. We need to find the missing part. The sum of 68 and the missing number is 100. Have students model

68 on one side with their ten-frames. How many tens? How many ones? Have children place little ten-frames in the other part of the part-part model until they have found the other part of 100. How many tens? How many ones? Write the addition sentence in Item 1.

7. Small-Group interaction—Have children repeat the activity three more times using 17, 66, and 41 as the known parts of 100.

8. Visual Learning Online—You will learn how to find parts of 100 by adding on.

9. Guided Practice—If children count on by ones and not by tens, then review skip counting by tens using little ten-frames as models. We will complete the guided practice problems as a class.

10. Independent Practice—Make sure that children realize that they can add on tens before ones, ones before tens, to find the missing part.

11. Assessment—Students will complete the remainder of their math page to be graded.

Worksheet page 23 & 25.

Lunch

11:45-12:15

Recess

12:15-12:45

History

12:45-1:45

SOL—2.5—The student will develop map skills by: a. Locating the equator, the seven continents, and the five oceans on maps and globes. B. Locating selected rives (James River,




Procedures—

1.

Give students their Seven Continents packet.


Grade

2.

Pull down the map and sing the continents song. Call on students randomly to find the continents and equator. For North America and South America give clues like: find the continent that you live on or find the continent with the large rainforest called the Amazon.

3.

Introduce Europe. Read pages 40 and 41 of the World Atlas book. Discuss research on

Europe:

Europe

Geography

Europe is the sixth largest continent in size and the third largest in population. It is bordered by the

Mediterranean Sea to the south, Asia to the east, and the Atlantic Ocean to the West. Europe is a wealthy continent and is the center of the West and Western Democracy.

Europe has been the home to some of the Earth's greatest civilizations from Ancient Greece to the Roman

Empire. It is also the home to the birth of democracy. Europe has been the central point of two of the biggest wars in modern history: World War I and World War II. Recently Europe has united under the common union called the European Union. This union allows independent European countries to have a single currency and to combine their economic and military power.

Population: 738,199,000 (Source: 2010 United Nations)

Area: 3,930,000 square miles

Ranking: It is the sixth largest and third most populous continent

Major Biomes: temperate forest, grasslands

Major cities:



Moscow, Russia



London, United Kingdome



St Petersburg, Russia



Berlin, Germany



Madrid, Spain



Rome, Italy



Kiev, Ukraine



Paris, France



Bucharest, Romania



Budapest, Hungary

Fun Facts about Europe:

Europe is the home to many of the world's oldest countries including the 5 oldest; San Marino, France,

Bulgaria, Denmark, and Portugal.


Grade

Europe is home to the smallest country in the world, the Holy See or the Vatican. It is the smallest country both in size and population.

The tallest mountain in Europe is Mount Elbrus in Russia.

Most of Europe now uses the same currency called the Euro.

The area of Russia that is west of the Ural Mountains is usually considered part of Europe.

4.

Students will complete the work in their packet on Europe.

Ice Cream

1:45-2:00

Guidance —If there is no guidance, students will continue to work on their Science projects.

2:00-2:30

Science

SOLs:






Writing SOLs:












Use f.

.apostrophes in contractions and possessives g.

Use contractions and singular possessives h.

Use knowledge of simple abbreviations


Grade i.

Use correct spelling for commonly used sight words, including compound words and regular plurals. j.



Procedures—

1.

Today we are going to finish our web if you haven’t already done so. Distribute the On

Level Library books that I checked out for students to read. These books are on the students level and therefore easy for them to read and find information. Discuss with children that they cannot make up the information, if they do not know and can’t find something we have to keep looking we can’t just write something down.

2.

If you have finished then let’s start writing your paper. Model for students how to brainstorm and begin to write their paper. Get the writing paper and put your name on the paper first thing! Using a teacher think-aloud walk students through the process of organizing ideas to begin writing their papers. a.

Teacher Think-Aloud: The first sentence needs to catch the reader’s attention, so I think that I will put my interesting fact first. The white-tailed deer is the most important deer in North America because it is the most widely distributed big game animal in North America. When a deer gets scared it throws up its white tail to warn other deer of danger. A male deer is the biggest and is called a buck, the female is called a doe, and the baby is called a fawn. Deer live in the edges of woods and forests and thickets of weeds and trees provide them with shelter. White-tail deer get their food from grass, acorns, berries, buds, twigs, and leaves. Deer will drink out of any freshwater source; such as rivers, lakes, ponds, streams, and creeks. Many people hunt deer for a source of meat. There are many interesting things that everyone should know about deer. b.

Model for students how to write their rough draft. I am going to put my most interesting fact first because I want to capture the readers’ attention and get them interested in my writing topic before I provide them with the other information.

Everything does not have to be prefect on the rough draft. We will reread it and correct any errors during the proofreading and editing process. Make sure to skip a line of writing each time to leave room for corrections. c.

Do not spell every word correctly. Model to students that everyone makes mistakes and it is ok if you make a mistake. That is why we are doing a rough draft. We are going to practice before we get to our final draft.

3.

Guided Practice—Help students organize their ideas and turn their web into sentences. Many students will need help when constructing their rough draft.

4.

Students will complete their rough draft in class today.

Gym

2:30-3:00


Grade

Thursday—November, 15—Day 4


Literacy

8:30-10:00

1.

Review the Essential Question: Why do authors write different kinds of texts? If you were an author what would you write about? What would be your reason for writing about the topic you choose? Allow students to provide answers.


1.

Identify words that have the long e sound. Provide students with a list of words and have them pick the ones that have the long e sound.

2.

Use the corrective feedback steps if students do not understand and cannot identify the long e sounds.


1.


2.

Play Guess the Word. Provide students with clues, such as it has five letters; starts with an s; it ends this sentence: I am going to read you a _____. What is the word? Continue with all the other words by providing students with clues.


1.

Review all the vocabulary words.

2.

Have children use each word in a sentence. Call on volunteers to provide sentences, along with the word meaning.

Review Words with Vowel Diagraphs ee, ea

1.

Phonemic Awareness Warm-up—Have students match the words that have the long e sound.

Review the spellings of the long e sound.

2.

The students will have a spelling test tomorrow. We will review all the spelling words by playing the dry erase board race game. I will provide students a spelling word and use it in a sentence. The class is divided into two groups based on their seating arrangements. The group in which every student has the word spelled correctly first gets the point. We will go through all the spelling words. If students get the words wrong spend extra time spelling those words and reviewing them.

Assessment—observe students to see if they can spell all the spelling words correctly

Reading Fluency—Have students read the Decodable Reader Reef Sees the Wide World as a group.

Children will take turns reading a page at a time. Explain to children that when they read their voice can get softer or louder. When they make their voices louder they stress important words. This adds emphasis and interest to their reading.

Connection to Poetry


Grade

Teach/Model

1.

We are going to read some poems about schools. Poets often use words with the same ending sounds, called rhyming words. Poets often contain rhyme. But what is rhythm?

When they read or listen to a poem, children should notice the pattern of beats in the poem.

Model by clapping out the rhythm to a familiar song: “Yankee Doodle.” Have children join in with singing and clapping.

2.

Read aloud each poem. Read “The Best” have children name the rhyming words. Have a volunteer read “School” aloud, emphasizing the words in italics. Read “I Have to Write a

Poem for Class” chorally. Have them tap out the rhythm together.

3.

Connect text to self—have students draw and label a school from Schools Around the World, and our school on the other half of the paper. Write a label to describe each school.

Guided Practice

1.

Connect text to text—Have students write their own poems about school with rhyming words. Make a word list by review the other poems.

2.

Text to world—At what age do children start school? How do children travel to school? Do they have recess? What do they learn about? Do they have a summer vacation?

Assessment—Check students poems to see if they know what rhyming words and can construct a poem.

Vocabulary Strategies—Using a Dictionary

1.

A dictionary entry—lists a word with its correct pronunciation, part of speech, and meanings.

2.

It contains several parts—the entry word is listed in alphabetical order with all the other words in the dictionary; one or more definitions are included; an example sentence is used to show how to use the word correctly; pictures may be included to make the meaning easier to understand.

3.

Look at page 391 in Schools Around the World. Use the Teacher Think-Aloud—I think I can get an idea of the meaning of this word from the context. To be sure, I’ll look for the word’s dictionary entry…I see that there is more than one definition, so I’ll read the sentence again to see which definition makes the most sense for this sentence. I think the definition of transportation in this sentence is “way of traveling from one place to another.” The other definitions don’t work here.

Guided Practice

4.

Display projectable 13.10. Point to the parts of the dictionary entry and explain their purpose. Fill in the parts of the dictionary entry with the students.

Apply/Assessment—Students will complete workbook page 192

Grammar—Action Verbs

1.

Review what verbs are and where they can be found in a sentence, discuss their purpose.

2.

Write the following sentences on the board along with a word bank: a.

Juan _________ baseball. b.

Ariel ________ to the library. c.

Yulian _______ to his mom every day. d.

Word Bank: plays, runs, talks, walks.

3.

Assessment—Have volunteers make a sentence using an action verb. Students will complete workbook page 194.

Small Groups

10:00-10:30


Grade

Children will read their homework book. I will be checking for fluency and making sure the students have comprehended what they have read by questioning. This will also be a time for students to ask any questions they have about their workbook pages.

1.

Red Group—they will read Guide Dog School as a group. They will take One Room Schools home to read for homework

2.

Blue Group—they will read Schools Long Ago as a group. They will take Guide Dog

Schools home to read for homework.

3.

Purple Group—They will read A School in a Garden as a group. They will take Schools

Long Ago home to read for homework.

Spanish

10:30-11:00

The students will take a final Spanish exam for their high school students.

Math

11:00-11:30

SOL:

2.7.B—The student, given two whole numbers, each of which is 99 or less, will find the difference, using various methods of calculations.

Objective—Children will find the difference between two-digit numbers less than 100.

Essential Understanding—Patterns in a hundred chart can be used to subtract numbers and to develop mental math strategies and number sense.

Subtracting on a Hundred Chart

1.

Complete the daily spiral review.

2.

Check morning math problems

3.

Overview—In this activity, children will use a hundred chart to find the difference between 2 two-digit numbers.

4.

Set the Purpose—You have learned how to use a hundreds chart to help you add. Today you will learn to use a hundred chart to help you subtract.

5.

Connect—How can you add ten on a hundred chart? How can you add one on a hundred chart?

6.

Pose the Problem—Write 57 – 23 = ? What is 57 – 23? Can you use the hundreds chart to help you find the difference? Have students share their solutions and how they have found them.

7.

Instruct in Small Steps—how can you rewrite 57 – 23 as an addition sentence? 23 + __ = 57.

Go down 3 rows and over 4 to get from 23 to 57. We moved down 3 and over 4. You can also start at 57 and go up 2 and left 3. What number do we end at? 34. So 57 – 23 = 34.

8.

Expand Student Responses—when children have found the answer, discuss how they used the hundred chart. Make sure children understand the strategy of moving down rows to add tens, and then adding ones, to reach the greater number.

9.

Small-Group Interaction—Have children work in pairs. They should use a hundred chart.

Have them use 86 and 32 in item 2.

10.

Visual Learning—Online.

11.

Guided Practice—Complete 1-7 with children. Remind children to circle in pencil the two numbers whose difference they are finding. Error Intervention—if children confuse tens and


Grade ones as they add on using the hundred chart, then remind them that ones are added by moving to the right, and tens are added by moving down.

12.

Independent Practice—Children may add on tens before ones, or they may go backwards on the hundreds chart. They should realize that they can add on tends before ones, or ones before tens to find the correct difference.

Lunch

11:45-12:15

Recess

12:15-12:45

Finish Math papers until time for Ice Cream

Ice Cream

1:00-1:30

Bible

1:15-2:00

Science

2:00-2:30






Writing SOLs:












Use f.





Grade

1.

Students will continue to work on their rough drafts. Provide students more guided practice and scaffolding if they need help.

Gym i.




2:30-3:00

Friday, November 16—Day 5


Literacy

8:30-10:00

Spelling

1.

Students will take a spelling test. I will read the word, say a sentence with the word, then say the word again.

2.

Assessment—Spelling tests will be graded and recorded in the grade book.


1.

Discuss the rules for using quotation marks. a.

Use a comma after the words said or asked b.

Begin the first word inside the quotation marks with a capital letter. c.

Put the end mark inside quotation marks.

2.

Remind children that when they are writing they need to use correct punctuation and capitalization.

3.

Read page 409.

4.

Assessment—Students will complete page 195. For handwriting write the following sentences. Students must correct each sentence writing them using correct quotation marks, end marks, and capitalization. a.

The bus driver said stay in your seats b.

Jack said how long is the trip c.

The teacher said it will take an hour

Writing

1.

Students will finish writing their rough drafts about their animals.

2.

I will have individual conferences with students while the rest of the class finishes their writing. Edit and proofread children’s papers with them.

3.

Show students how to go through the editing process with a teacher think-aloud:


Grade a.

I need to go back and reread my paper after I’m done to make sure everything makes sense. Ask myself this think question: Does my paper make sense? Does what I’m writing make sense? “Deer get their food from grass, acorns, twigs, and berries. Its gets its water from freshwater; ponds, lakes, and rivers. I don’t like this sentence. I don’t think it makes much sense, so I need to edit something here. “Its gets its” doesn’t make any sense. I need to change its to it or deer to make better sense. b.

Model for students how to read through their papers to make sure everything makes sense. Make sure there are errors in my paper to fix so they will be a good model for the students. c.

Teacher Think-Aloud—Now I need to go back through my paper and edit it. When I edit my paper, I’m going to be looking for grammar mistakes, spelling, punctuation, and capitalization. d.

Reread my paper and find a mistake of each type. Model for students how to correct errors and edit their paper for the final draft.

4.

Students who are finished with their rough draft can get in a group with other students and peer-edit their papers while they wait on a conference with me. Students in the group must remain on task and will be punished if they are simply chattering and not working.

5.

Once students have completed their rough draft and it has been edited and proofread they can begin writing their final draft. Students are expected to write on the handwriting paper in their very best handwriting.

Small Group

10:00-10:30

1.

Students will reread their homework book. I will be checking for fluency and see if students can read with expression. I will work with the red, blue, and purple group. They will not get a homework book today.

Spanish Party

10:30-11:00

Math

11:00-11:45

SOL: 2.9—The students will recognize and describe the related facts that represent and describe the inverse relationship between addition and subtraction.

Objective—Children will subtract a two-digit number from a two-digit number mentally or with models.

Essential Understanding—The difference between two numbers can be found by adding up from the smaller number to the larger number.

Overview—In this activity, children use models to find the difference between 2 two-digit numbers.

Focus—How can you add on to find the difference between 2 two-digit numbers mentally?

Materials—little ten-frames


Grade

1.

Set the Purpose—You have learned to subtract using a hundred chart. Today you will learn to use models to subtract two-digit numbers.

2.

Connect—How did you use a hundred chart to subtract?

3.

Pose the Problem—a farmer has 52 tomatoes. He places 18 of them into one box and the rest in another box. How many does he place in the second box? Allow children to work in pairs. Encourage them to use their little ten-frames for help, but allow them to use any method they would like to find the answer.

4.

Instruct in Small Steps—What number sentence will solve the problem? 52 – 18 = ____.

Write this sentence on the board. You can think 18 + ____ = 52 to subtract. Or you can count backwards on your number chart. Have children model 18 at the top of their workmat with the ten-frames, placing the tens on the left side and the ones on the right side. How many ones will fill up the ten-frame and give you the 2 ones you need to get to 52? Guide children to place the ten-frame showing 4 on the right side. Cross out the dots that you need to fill the ten-frame and draw these dots to fill the frame. What number does your model show now? How many more tens do you need to get to 52? Guide children to place 3 full ten-frames on the left side. You added 3 tens and 4 ones. What number did you add? What is 52 – 18 = ? 34.

5.

Small Group Interaction—Have children work in the same pairs to complete Items 1 and 2 on page 207. Provide children with the numbers of your choice and use the scenario of the farmer and the tomatoes. Have children add on to find the differences using their ten-frame cards.

6.

Visual Learning—online

7.

Guided Practice—Remind children to think how many ones and how many ten to add on.

Error Intervention—if children do not understand the connection between subtraction and adding on, then model the subtraction problem using little ten-frames. Students will complete 1-2 and Do you Understand Question.

8.

Check for understanding before moving to independent practice—suggest that children make up a subtraction problem and model the solution using adding on subtraction.

9.

Independent Practice—Remind children to add on ones and then add on tens to find the difference.

10.

Assessment—Students will complete 3-12 independently. Switch papers and have children grade them.

Lunch

11:45-12:15

Recess

12:15-12:45

History

12:45-1:30





Grade


Procedures—

1.



Give clues for the continents we have already been over. Such as this is the continent that we live on, this is the continent that has the amazon rainforest, and this is the

2.

continent that is connected to Asia.

Today we will be looking at Africa. Introduce Africa on the map and discuss it’s history.

Talk about the desert and read the Africa section in the Atlas book.

3.

Watch the video on Africa: https://www.youtube.com/watch?v=n2s5ev0i8tM

Africa

Geography

The continent of Africa borders the southern half of the Mediterranean Sea. The Atlantic Ocean is to the west and the Indian Ocean is to the Southeast. Africa stretches well south of the equator to cover more than 12 million square miles making Africa the world's second largest continent.

Africa is also the world's second most populous continent. Africa is one of the most diverse places on the planet with a wide variety of terrain, wildlife, and climates.

Population: 1,022,234,000 (Source: 2010 United Nations)


Ranking: It is the second largest and second most populous continent.

Major Biomes: desert , savanna, rain forest

Major cities:



 Cairo, Egypt



 Lagos, Nigeria

 Kinshasa, Democratic Republic of the Congo

Johannesburg-Ekurhuleni, South Africa

 Khartoum-Umm Durman, Sudan

 Alexandria, Egypt

Abidjan, Côte d'Ivoire

 Casablanca, Morocco

 Cape Town, South Africa

Shannon Kelly October 22-26

 Durban, South Africa

Mrs. Prater 2 nd

Grade

Fun Facts about Africa:

The highest point in Africa is Mount Kilimanjaro in Tanzania at 5895 meters high. The lowest point is Lake Asal in Djibouti at 153 meters below sea level.

The largest country in Africa is Sudan, the smallest is The Seychelles. The most populated country is Nigeria and the largest city is Cairo in Egypt.

The largest lake in Africa is Lake Victoria and the longest river is The Nile River, which is also the longest river in the world.

Africa is rich with varied wildlife including elephants , penguins, lions, cheetahs, seals, giraffes , gorillas, crocodiles, and hippos.

African languages are varied with more than 1000 languages spoken across the continent.

Dome Theater

1:30-2:00

Ice Cream

2:15-2:30

Gym

2:30-3:00

Shannon Kelly

November 19—23

Week #5

Monday, November 19—Day 1


Literacy

8:30—10:00

SOLS:



Grade

The student will investigate and understand that living things are part of a system. Key concepts include: e.

Living organisms are interdependent with their living and nonliving surroundings; f.

An animal’s habitat includes adequate food, water, shelter or cover, and space; g.

Habitats change over time due to many influences; and h.


Writing SOLs :


2.12—The student will write, stories, letters, and simple explanations e.

Generate ideas before writing f.

Organize writing to include a beginning, middle, and end for narrative and expository writing. g.

Expand writing to include descriptive detail h.


2.13—The student will edit writing for correct grammar, capitalization, punctuation, and spelling j.

Recognize and use complete sentences k.

Use and punctuate declarative, interrogative, and exclamatory sentences l.

Capitalize all proper nouns and the word I m.

Use singular and plural nouns and pronouns n.

Use apostrophes in contractions and possessives o.

Use contractions and singular possessives p.

Use knowledge of simple abbreviations q.

Use correct spelling for commonly used sight words, including compound words and regular plurals. r.



Procedures

6.


7.


8.

Show students how to go through the editing process with a teacher think-aloud: a.

I need to go back and reread my paper after I’m done to make sure everything makes sense. Ask myself this think question: Does my paper make sense? Does what I’m writing make sense? “Deer get their food from grass, acorns, twigs, and berries. Its gets its water from freshwater; ponds, lakes, and rivers. I don’t like this sentence. I don’t think it makes much sense, so I need to edit something here. “Its gets its” doesn’t make any sense. I need to change its to it or deer to make better sense. b.


Teacher Think-Aloud—Now I need to go back through my paper and edit it. When I edit my paper, I’m going to be looking for grammar mistakes, spelling, punctuation, and capitalization.


Grade d.

Reread my paper and find a mistake of each type. Model for students how to correct errors and edit their paper for the final draft.

9.


10.


11.

Students will begin illustrating their animals’ habitat. The student will draw their animal in its habitat. The students will label the animal’s three basic needs: source of water, food, and shelter. The students will present their illustrations when they present their papers to the class.

Small Group

10:00-10:30

2.

Students will reread their homework book. I will be checking for fluency and see if students can read with expression. I will work with the red, blue, and purple group. They will not get a homework book today.

Math Lesson

10:30-11:45

SOL: 2.9—The students will recognize and describe the related facts that represent and describe the inverse relationship between addition and subtraction.

Objective—Children will subtract a two-digit number from a two-digit number mentally or with models.

Essential Understanding—The difference between two numbers can be found by adding up from the smaller number to the larger number.

Overview—In this activity, children use models to find the difference between 2 two-digit numbers.

Focus—How can you add on to find the difference between 2 two-digit numbers mentally?

Materials—little ten-frames

11.

Set the Purpose—You have learned to subtract using a hundred chart. Today you will learn to use models to subtract two-digit numbers.

12.

Connect—How did you use a hundred chart to subtract?

13.

Pose the Problem—a farmer has 52 tomatoes. He places 18 of them into one box and the rest in another box. How many does he place in the second box? Allow children to work in pairs. Encourage them to use their little ten-frames for help, but allow them to use any method they would like to find the answer.


Grade

14.

Instruct in Small Steps—What number sentence will solve the problem? 52 – 18 = ____.

Write this sentence on the board. You can think 18 + ____ = 52 to subtract. Or you can count backwards on your number chart. Have children model 18 at the top of their workmat with the ten-frames, placing the tens on the left side and the ones on the right side. How many ones will fill up the ten-frame and give you the 2 ones you need to get to 52? Guide children to place the ten-frame showing 4 on the right side. Cross out the dots that you need to fill the ten-frame and draw these dots to fill the frame. What number does your model show now? How many more tens do you need to get to 52? Guide children to place 3 full ten-frames on the left side. You added 3 tens and 4 ones. What number did you add? What is 52 – 18 = ? 34.

15.

Small Group Interaction—Have children work in the same pairs to complete Items 1 and 2 on page 207. Provide children with the numbers of your choice and use the scenario of the farmer and the tomatoes. Have children add on to find the differences using their ten-frame cards.

16.

Visual Learning—online

17.

Guided Practice—Remind children to think how many ones and how many ten to add on.

Error Intervention—if children do not understand the connection between subtraction and adding on, then model the subtraction problem using little ten-frames. Students will complete 1-2 and Do you Understand Question.

18.

Check for understanding before moving to independent practice—suggest that children make up a subtraction problem and model the solution using adding on subtraction.

19.

Independent Practice—Remind children to add on ones and then add on tens to find the difference.

20.

Assessment—Students will complete 3-12 independently. Switch papers and have children grade them.

Lunch

11:45-12:15

Recess

12:15-12:45

History—we will get through as much of this as time will permit…the rest will be finished on

Tuesday.

12:45-1:45





Procedures—

4.



Give clues for the continents we have already been over. Such as this is the continent


Grade that we live on, this is the continent that has the amazon rainforest, this is the continent

5.

that is connected to Asia, and the Sahara Desert is located in this island.

Today we will be looking at Asia. Introduce Asia on the map and discuss its history.

6.

Read the Asia section in the Atlas book.

Read the book on Asia

7.

Discuss Asia facts and geography

Asia

Geography

The continent of Asia is the world's largest and most populous continent with over 4 billion people calling Asia home. Asia also contains the world's most populous country, China, and the world's largest country, Russia. Asia borders Africa and Europe to the west and the Pacific

Ocean to the east.

The continent of Asia is so large and diverse that it often is divided into sub-regions (see map below).

Northern Asia

Middle East

Southern Asia

Eastern Asia

Southeastern Asia

Asia is rich in diverse races, cultures, and languages. Many of the world's major religions came out of Asia including Christianity, Judaism, Islam, Hinduism, and Buddhism.

Asia has a major influence on world culture and the world's economy. Countries such as Russia,

China, Japan and India produce products and services that are used by every nation in the world.

Asia is also abundant in natural resources. Oil in the Middle East is a major supplier of much of the world's energy.

Fun Facts about Asia:

Asia is almost 30% of the worlds land area and contains 60% of the worlds population.

The highest point on earth, Mt. Everest, is in Asia. The lowest point on land, the Dead

Sea, is also in Asia.


Grade

Asia is the only continent that shares borders with two other continents; Africa and

Europe. It sometimes joins with a third continent, North America, in the winter by ice forming in the Bering Sea.

Asia contains many of the largest cities in the world including the two largest; Shanghai,

China and Mumbai, India.

8.

Students will complete their packet pages on Asia.

9.

Introduce Antarctica. Watch the video on Antarctica: https://www.youtube.com/watch?v=VwADGPfjerI

Antarctica

Geography

Antarctica is located at the South Pole and is surrounded by the Southern Ocean. Over 98% of

Antarctica is covered by ice. It is the driest and coldest continent on earth. Antarctica is the fifth largest continent based on size, but it is the smallest in population with an official population of 0

(although some people do visit for scientific research).

Some animals do manage to survive in the cold and dry climate of Antarctica. These animals include penguins , seals, and the snow petrel (a bird).

Antarctica has no countries and no portions of the continent are owned by any country.

Shannon Kelly October 22-26

Population: Visiters vary between 1000 and 4000 researchers


Ranking: It is the fifth largest and the least populous of the continents

Major Biomes: icy desert

Major cities: No major cities, just a few scientific outposts.

Mrs. Prater 2 nd

Grade

Click here to see large map of Antarctica

Fun Facts about Antarctica:

Antarctica is the windiest place on earth.

There is as much ice on Antarctica as there is water in the Atlantic Ocean.

The lowest recorded temperature in history was -128 degrees F in Antarctica.

Antarctica has the highest average elevation of any continent. This is due to all the ice on it!

Because it never rains in Antarctica, it is considered the world's biggest desert.

10.

Read the Polar book.

11.

Students will complete the section in their packet on Antarctica.

Ice Cream

1:45-2:00

Library

2:00-2:30


Grade

Gym

2:30-3:00

Literacy

8:30—10:00

SOLS:


The student will investigate and understand that living things are part of a system. Key concepts include: i.

Living organisms are interdependent with their living and nonliving surroundings; j.

An animal’s habitat includes adequate food, water, shelter or cover, and space; k.

Habitats change over time due to many influences; and l.


Writing SOLs :


2.12—The student will write, stories, letters, and simple explanations i.

Generate ideas before writing j.

Organize writing to include a beginning, middle, and end for narrative and expository writing. k.

Expand writing to include descriptive detail l.


2.13—The student will edit writing for correct grammar, capitalization, punctuation, and spelling s.

Recognize and use complete sentences t.

Use and punctuate declarative, interrogative, and exclamatory sentences u.

Capitalize all proper nouns and the word I v.

Use singular and plural nouns and pronouns w.

Use apostrophes in contractions and possessives x.

Use contractions and singular possessives y.

Use knowledge of simple abbreviations z.

Use correct spelling for commonly used sight words, including compound words and regular plurals. aa.



Procedures

1.


2.


3.



Grade

4.


5.

Students will begin illustrating their animals’ habitat. The student will draw their animal in its habitat. The students will label the animal’s three basic needs: source of water, food, and shelter. The students will present their illustrations when they present their papers to the class.

Math

10:45-11:45

1.

Go over lesson 7-5—Missing or Too Much Information. This will be a short mini-lesson.

2.

Give students a few examples and explain that if there is too much information then there is something that does not help you solve the problem. If there is missing information then the problem is impossible to be solved. Read the sample problems in the book, and have students complete the front page of their workbook page. This will be a short lesson because it is the last lesson in the unit and I do not want the students to go on break without taking their test.

3.

Assessment—Students will complete the Topic 7 test. Tests will be graded immediately

Lunch and students will complete the back of the page to ensure understanding.

11:45-12:15

Recess

12:15-12:45

Music

12:45-1:30

Ice Cream

1:30-1:45

Fun Friday—7 of the students will get to go to a Fun Friday activity. Every 9 weeks 7 students are chosen out of each classroom to go to an activity for being all-around good students. The remaining students can work on their papers, or clean out their desks. Too many students will be out of the room to begin a new topic in history.

2:00-3:00

Gym

2:30-3:00

Shannon Kelly

November 26-30

Week #6


Grade

Monday—November 26—Day 1

Math

10:30—11:45

Complete 8.1—Regrouping 10 ones for 1 ten

Tuesday—November 27—Day 2

Literacy

8:30-10:30

SOL:

Oral Language—

2.2a—increase listening and speaking vocabularies

2.2b—use words that reflect a growing range of interests and knowledge

2.2c—clarify and explain words and ideas orally

2.2e—use vocabulary from other content areas

2.3c—Participate as a contributor and leader in a group

2.4b—Blend sounds to make one-syllable words

2.4c—segment one-syllable words into individual speech sounds (phonemes)

2.4e—Blend and segment multisyllabic words at the syllable level

Reading

2.5b—Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words


2.6c—Use knowledge of story structure and sequence

2.6d—reread and self-correct

2.7b—Use knowledge of prefixes and suffixes

2.7d—Discuss meanings of words and develop vocabularies by listening and reading a variety of texts



2.9a—Preview the selection using text features

2.9d—Set purpose for reading

2.9e—Ask and answer questions about what is read

2.9f—Locate information to answer questions

2.9g—identify the main idea

2.10a—Use table of contents

Writing


2.12a—Generate ideas before writing

Essential Question—How do you know when story ideas are important?

-All stories we read have ideas in them.


Grade

-What clues can we use to find out which ideas are important?

-A good place to get started is to look at the front cover of a book.

Procedures


3.

Identify words that have the long o sound. Provide students with a list of words and have them pick the ones that have the long o sound.

4.

Use the corrective feedback steps if students do not understand and cannot identify the long o sounds, and make distinctions between the long o and the short o sound.


3.


4.

Play Tic Tac Toe. Write the sight words on the board in a Tic Tac Toe board and call on students randomly to come up to the board. The student must spell the word and say the word correctly. The students will be divided into two groups based on their rows. One row will be x’s and the other will be o’s. We will play until one group wins or until all the words have an x or an o on them.


3.

Review all the vocabulary words.

4.

Have children use each word in a sentence. Call on volunteers to provide sentences, along with the word meaning.

Review Words with Long o (o, oa, ow)

3.

Phonemic Awareness Warm-up—Have students match the words that have the long o sound.

Review the spellings of the long o sound.

4.

The students will have a spelling test tomorrow. We will review all the spelling words by playing the dry erase board race game. I will provide students a spelling word and use it in a sentence. The class is divided into two groups based on their seating arrangements. The group in which every student has the word spelled correctly first gets the point. We will go through all the spelling words. If students get the words wrong spend extra time spelling those words and reviewing them.

Assessment—observe students to see if they can spell all the spelling words correctly. Students will complete workbook page 198.

Develop Background

Teach/Model—Use the photograph and chart on page 414 to explain that Helen Keller was a girl who could not see or hear. Explain that Helen learned to read using the Braille system.

1.

Review the vocabulary words. Use the questions below: a.

Where might you go if you are curious about animals? b.

What kind of behavior is expected at school? c.

Tell how you feel when you have an illness. d.

What motion can you make to say hello without speaking? e.

Where in your body do you keep all of your knowledge? f.

What things would you do if you imitated a bird? g.

What are some ways that you can see in the darkness? h.

What kinds of places might need silence?

2.

Read Braille and Keller to the students.


Grade

Introduce Comprehension

1.

Review the definitions of main idea and supporting detail. Tell students that every story has a main idea and supporting details. Draw a fat man on the board with four smaller guys holding him up. The fat man is the main idea and the smaller guys are the supporting details.

2.

Complete projectable 14.4 with students so they will understand the process of finding the main idea and supporting details.

3.

Use a teacher think-aloud—I see that most of these sentences are about Louise Sauvage playing sports. I think the main idea is that she is a great athlete. I will write that in the top box. Now let’s all think of details that tell more about this idea.

4.

Explain that the main idea and supporting details can help readers summarize the selection.

Use a teacher think-aloud—I can use the main idea and details to summarize the selection.

I’ll start by stating the main idea, and then I’ll add details that support it.

5.

Have children draw a Main Idea Map and tell them they will be filling it out as we read

Helen Keller .

Introduce/Read the Selection

1.

Have students preview the selection and take a picture walk. Identify the genre of the selection by using a teacher think aloud—“A biography tells about a real person’s life. I think Helen Keller is a biography because the title is the name of a real person that I have heard of.

2.

Introduce the author and the illustrator. Ask what each person does and ensure that children can provide the definition of each person.

3.

Set the Purpose—All good readers set a purpose when reading. Use a teacher think aloud—“The title is Helen Keller so I think the girl in the picture must be Helen Keller.

She is touching her dog, but she is not looking at it. Could she be using her hands to figure out what her dog looks like? I’m going to read to find out about Helen Keller’s life and how she uses her hands to learn.

4.

Have students make their own predictions or tell what they want to learn about Helen

Keller. Write student responses on the board.

5.

Have students popcorn read the story Helen Keller. Ask students the questions that correspond with each page. Stop at each stopping point to discuss the main idea and supporting detail while filling in the graphic organizer.

6.

Assessment—Review the graphic organizer and ask students to summarize the story.

Grammar—Using Proper Nouns—Months and Holidays

1.

Display projectable 14.6. Explain that there are 12 months in a year, and that the names of the months always begin with a capital letter.

2.

Explain that, like names of the month, the names of holidays, also begin with a capital letter. Write Thanksgiving, New Year’s Day, and Veterans Day on the board. Underline the capital letter.

3.

Model identifying the name of the month and a holiday in this sentence: In July, we celebrate Independence Day.

4.

Teacher Think Aloud—To identify which words to capitalize, I ask this Thinking

Question: Which word names a month or a holiday? The word July is the name of a month. It begins with a capital letter. Independence Day names a holiday. Each word of the name begins with a capital letter.


Grade

5.

Assessment—Students will complete workbook page 201 only writing the holiday or month correctly in each blank.

Writing

1.

Discuss the difference between the fact/opinion. A fact can be proven to be true, and an opinion is what a person thinks about something and often cannot be proven to be true.

Good writer use facts, not opinions, to support ideas as they write. Words such as I think,

I believe, and we should show that an opinion is being used.

2.

Review some facts and opinions with the children and have them tell you which is which.

3.

Assessment—Students will complete workbook page 202 by distinguishing between the facts and the opinions.

Math

10:30-11:45

Complete Lesson 8-2 models to add two and one-digit numbers.

Lunch

11:45-12:15

Recess

12:15-12:45

History

12:45-1:30

Continue to work on history unit.

Ice Cream

1:30-2:00

Library

2:00-2:30

Gym

2:30-3:00

The remainder of the week I will be observing other grades, but will still be teaching history and science using my units.

Shannon Kelly

Second Grade

December 4, 2012


Grade


Literacy

8:30-10:30

SOL:

Oral Language

2.2.a—Increase listening and speaking vocabularies

2.2b—Use words that reflect a growing range of interests and knowledge

2.2c—Clarify and explain words and ideas orally


2.3a—Use oral language for different purposes; to inform, to persuade, to entertain, to clarify, and to respond.

2.3d—Retell information shared by others

Reading


2.6c—Use knowledge of story structure and sequence

2.6d—Reread and self-correct

2.7d—Discuss meanings of words and develop vocabulary by listening and reading a variety of texts.


2.8a—Make and confirm predictions


2.8h—Summarize stories and events with beginning, middle, and end in the correct sequence

2.8i—Draw conclusions based on the text.

2.8j—Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression.

2.9h—Read and reread familiar passages with fluency, accuracy, and meaningful expression

2.10a—Use table of contents

2.10c—Use dictionaries, glossaries, and indices

Writing

2.11—The student will maintain legible printing and begin ot make the transition to cursive

2.12b—Organize writing to include a beginning, middle, and end for narrative and expository writing

2.12d—Revise writing for clarity

2.13a—Recognize and use complete sentences

2.13b—Use and punctuate declarative, interrogative, and exclamatory sentences

2.13c—Capitalize all proper nouns and the word I

2.13e—Use apostrophes in contractions and possessives

2.13g—Use knowledge of simple abbreviations

2.13h—Use correct spelling for commonly used sight words, including compound words and regular plurals


Grade

2.13j—Use verbs and adjectives correctly in sentences.

Review the essential question—What might cause a story character to change?

Sometimes characters in a book change because they learn something new.

Have you ever changed after learning something new? What did you learn? How did you change?


1.

Change syllables in words. Change words to make new words—change the last syllable in bathtub to robe, we have bathrobe.

2.

Repeat for classroom/classmate, snowball/baseball, treetop/hilltop


1.

Play hangman with the daily high frequency words. Draw blanks on the board for each letter, and have children guess the letters until they figure out the words.


1.

Review the definitions of each word and have students read the sentences and discuss the meaning of each word. a.

All the kids were a bit rowdy, so the camp director had to get their attention.

How do you get your teacher’s attention so you can talk? b.

Then she gave a speech about campers helping each other and staying safe. If you had to give a speech, what would you talk about? c.

There are safety tips posted all around. Why is it important to follow safety rules at school?

Continue in the same manner with the words obeys, buddy, enormous, shocked, and station.

Phonics—Compound Words

1.

Change the syllable in a two-syllable word to make a new word. Change haystack to hayride. Change cut in haircut to brush. Change the one in someone to where. Change the robe in bathrobe to tub. Change the mate in classmate to room.

2.

Build words. Have children build words on their dry erase boards. Use the spelling words and have the student spell the first word then the second word.

3.

Apply—Have children make as many compound words as they can using the word sun.

Students will complete workbook page 213

Develop Background

1.

Review vocabulary words. a.

Tell about an enormous animal that you have seen or read about. b.

Name some school rules your class obeys. c.

How are a police station and a fire station alike and different? d.

What kinds of things do you like to do with a buddy? e.

How might you get ready to give a speech to the class? f.

How do you look when you pay attention to your teacher? g.

Name some kinds of safety gear that people wear while playing sports.


Grade h.

Tell about a time when you felt shocked.

2.

Read the Background section stopping to discuss the vocabulary words throughout the passage.

Introduce Comprehension—cause and effect; monitor/clarify

1.

Review the terms cause and effect. Cause is the reason something happens and effect is something that happens.

2.

Complete projectable 15.4 using the cause and effect. Use the teacher think-alouds and direct teacher modeling.

Read the selection

1.

Do a picture walk with the children

2.

Discuss the genre of the story. Teacher Think-Aloud—Humorous fiction is written to make the reader laugh and often has characters that do silly things. As I look through some of the pictures in this story. I see a police officer with a dog who seems to be doing strange and funny things. I think this story is a humorous fiction.

3.

Introduce the author and the essential question.

4.

Set the purpose for reading—Teacher Think-Aloud—I like to read funny books. It looks as if Gloria, the dog, does some amazing and funny things. I think this selection will make me laugh. I’ll read it for fun and to find out what Gloria and Officer Buckle do together. Allow students to provide their purposes for reading.

5.

Read the selection pausing periodically to question students about different parts of the story. Draw random names out of the basket to have random students read.

6.

Complete a T-Map on cause and effect as we read.

7.

Assessment—This will be observation based on student responses. Also, I will be checking for reading fluency.

Grammar—Abbreviations

1.

Provide children with the definition of abbreviations, only after you have assessed their prior knowledge to see if they know what an abbreviation is. Use the sentence: The fourth Thurs. in Nov. is Thanksgiving.

2.

Teacher Think-Aloud—To read an abbreviation for a month or day, I ask this Thinking

Question: What does the short form of the word look like? Thurs. is an abbreviation. It sounds like the beginning of what word? Thursday. The short form for Thursday is

Thurs. What word does Nov. sound like? November. The short form for November is

Nov.

3.


Writing—Organization

1.

The goal in a persuasive essay should be supported by strong reasons. List reasons for your goal. Each reason should begin a new paragraph and start with a topic sentence.

2.

Model for students how to write a reason as a topic sentence. Tell children that your goal is to convince your principal to invite Officer Buckle to bring Gloria to your school.

3.

Assessment—Student will write their own persuasive letter to the principal asking

Officer Buckle and Gloria to come our school.


Grade

Math

10:45-11:45

SOL:

2.6.B—The student, given two whole numbers whose sum is 99 or less, will find the sum using various methods of calculation.

Objective—Children will draw pictures and write number sentences to solve addition problems.

Essential Understanding—Information in a problem can often be shown using a diagram and used to solve the problem. Some problems can be solved by writing and completing a number sentence or equation.

Procedures:

1.

Check morning math work on the board and workbook pages.

2.

Set the Purpose—You have learned how to solve story problems and how to add twodigit numbers. Today you will learn how drawing pictures and writing number sentences are two ways to help solve a story problem.

3.

Do section 8-7 from the math book. Have students complete p. 243 as I read the problems aloud and work them on the board with the students.

4.

Do the visual learning online.

5.

Complete the guided practice with the children.

6.

Have children do the independent practice on their own.

7.

Assessment—Students will complete workbook page 127-128 to be checked for a grade.

Lunch

11:45-12:15

Recess

12:15-12:45

Music

12:45-1:30

Science

1:30-2:00

Daily Objectives







SOLs

2.5—Living Systems. The student will investigate and understand that living things are part of a system. a. Living organisms are interdependent with their living and nonliving surroundings; b. An animal’s habitat includes adequate food, water, shelter or cover, and space; c. Habitats change over time due to many influences; and


Grade d. fossils provide information about living systems that were on Earth years ago.


Procedures

6.

Motivate and assess prior knowledge – Talk about adaptation. Have children describe the weather and the kind of clothing they are wearing in response to the weather. Explore with children the type of clothing they would wear if the weather were much hotter or much colder than it is today. Explain that dressing for the weather is a way of adapting.

Point out that throughout time, people, plants, and animals have adapted to their environment in many ways.

7.













8.




9.


Draw a name to read page 21. “What is that animal in the picture? What kind of adaptation does it have to help protect itself? How does the chameleon’s color


Grade help protect it? [The chameleon’s color is similar to the plants around it, so it can hide from its enemies.] b.

Develop reading skills—Identify the main ideas. Ask children to name the kinds of adaptations mentioned in the text. [an animal’s color, body covering, movements, and behavior]. Have children find the sentence that tells the main idea. c.








Main Ideas i.





What other animals have body coverings that help them to hide? [Giraffes or cats. The feathers of many types of birds help them blend in with their environment as do the body coverings of animals such as squirrels and mice. h.

Choose a name to read page 24. Ask: “What are the two major reasons animals move about? [to find food, to get away from danger]. What are some ways that those animals move?” Do the same types of questions for migration. “Look at the picture of the flying ducks. When animals migrate, they usually do it in groups. Why would that be beneficial? Why travel in groups?” [Safety in


Grade numbers]. Discuss animals that migrate. “Mule deer exhibit altitudinal migration which means they move from higher ground to lower ground during the winter months. Why would they do that? [The higher you get the colder it is. Animals are a lot like us. Even when feeding, deer for example will be more likely to feed on an area where the sun is hitting during a big frost. Would you rather eat frozen food or cooked food? Animals are the same way. They would rather have the warm “cooked” grass as opposed to the frozen grass.] Many animals migrate on a seasonal basis, following food or more favorable environmental conditions.” i.




[armadillo] iii.










10.


Have children summarize what they have learned by helping you identify the main ideas that were discussed in the reading. Discuss with children how many ideas we learned from reading the lesson and how many they knew before reading. Did you find the answers to your questions when reading? b.



Grade



First we will show the students a video, http://www.youtube.com/watch?v=zNTHVLxPP54&feature=related . In this video the students will learn about each habitat and the different plants and animals that make up this habitat. I will distribute the Animal Environments: Matching Worksheet. We will go over this as a class. We will read pages B21-B27.








What is a habitat?
























Grade




History Unit

History—Day 1

1:00-1:45

SOL





Procedures—

Comment— I have given students the Where Have I Been? worksheet to take home and complete for homework. See the attached worksheets at the end of the lesson plan.

1.

Pull down the big map and teach children the Continent Song. North America, South

America, Europe, Asia, Africa, Australia, Antarctic too. While pointing to each of the continents. Sing through the songs a couple of times with the students until they know it.

2.

Call on random students to come up and identify the continents, the oceans, and the equator.

3.

Do the continent labeling sheet. Reproducible page 32 from the Social Studies book to assess students’ prior knowledge.

4.

Introduce the continent North America. Discuss with children how our ancestors came from Plymouth, England on the Mayflower in 1620. These people were called the

Pilgrims (which comes from the word Pilgrimage meaning voyage). The voyage lasted from Sept 16-Dec 26. Discuss the hardships that the Pilgrims faced on the Mayflower as well as on the new continent of North America.

5.

Read Coming to America by Betsy Morestro. Discuss the story with the children and explain the reasons the Pilgrims left England for their religious freedoms.


Grade

6.

Discuss with children all the different places/states we have been to in North America— their homework papers. Read or allow students to read their papers aloud to the class and make a list of where every student has been.

North America

Geography

North America is the third largest of the seven continents. It is bordered by the Atlantic Ocean to the east and the Pacific Ocean to the west. North America is dominated by its three largest countries: Canada, Mexico, and the United States. Central America and the Caribbean are usually considered part of North America, but they have their own section here (see link).

Although Columbus is given much credit as having discovered America, there were plenty of people already living in North America prior to the Europeans having arrived. This included many Native American tribes and the Aztec civilization in what is now Mexico. In the 1600's the

Europeans quickly colonized and took over much of North America. The largest country in

North America, the United States, was formed in the late 1700's and became a "melting pot" of people and cultures from around the world.

Population: 528,720,588 (Source: 2010 United

Nations)


Ranking: It is the third largest and the fourth most populous continent

Major Biomes: desert, temperate forest, taiga, grasslands

Major cities:



 Mexico City, Mexico

 New York City, USA

 Los Angeles, USA

 Chicago, USA

 Toronto, Canada

 Houston, USA

Ecatepec de Morelos, Mexico

 Montréal, Canada

 Philadelphia, USA

Click here to see large map of North America

Shannon Kelly

 Guadalajara, Mexico

October 22-26 Mrs. Prater 2 nd

Grade

Fun Facts about North America:

The city with the largest population in North America is Mexico City, Mexico. The most populous country is the United States. (2010 census)

The longest river in North America is the Mississippi River.

Lake Superior is the largest fresh water lake in the world. It is located on the border between the United States and Canada.

The country of Greenland is the biggest island on the planet.

The North American and South American continents are thought to have been named after Italian explorer Amerigo Vespucci.

7.

Discuss the types of animals that we find in different parts of North America.

8.

Read Atlas pages 28-29 for most information on North America.

9.


There are long mountain ranges—Appalachian and Rockies. b.

There are long rivers—Mississippi River, James River in Jamestown. c.

Do you live in North America? d.

What oceans touch North America? e.

Color the animals that live in North America.

History—Day 2

1:00-1:45

SOL





Procedures—

6.



7.

Today we will be looking at South America. Which continent is that?

8.

Introduce South America. Read the World Atlas book pp. 32-33 and show students the maps on pages 34-38.


Grade

South America

Geography

South America is the fourth largest continent in size and the fifth largest in population. It is located primarily in the southern hemisphere. It is bordered by the Atlantic Ocean to the east and the Pacific Ocean to the West. The geography of South America is dominated by the Andes

Mountain Range and the Amazon River (second longest river in the world).

Prior to European colonization, the Incan Civilization was a dominant force in South America. In the 1500's, Spain and Portugal colonized much of South America. The colonies gained independence in the 1800's with the help of leaders such as Simon Bolivar and Jose de San

Martin. As a result, much of South America still speaks Spanish and Portuguese is the primary language of Brazil.

Population: 387,489,196 (Source: 2010 United

Nations)


Ranking: It is the fourth largest and fifth most populous continent

Major Biomes: rainforest, savanna, grassland

Major cities:

 São Paulo, Brazil

 Buenos Aires, Argentina

 Rio de Janeiro, Brazil



 Santiago, Chile

 Brasilia, Brazil

 Lima, Peru

Bogota, Colombia

 Caracas, Venezuela

 Belo Horizonte, Brazil

 Medellín, Colombia

Click here to see large map of South America

Fun Facts about South America:

The highest point in South America is Cerro Aconcagua in the Andes Mountains in the country of Argentina.


Grade

The largest South American country in both size and population is Brazil. The largest city is Sao Paulo, Brazil, which is also one of the ten largest cities in the world.

North and South America were named after Italian explorer Amerigo Vespucci.

The highest waterfall in the world is Santo del Angel (also called Angel Falls). It is almost 1000 meters high!

9.

Look at the South American animals on the Google and tell students to be thinking of an animals they would like to research and do their paper and illustration on for their

Science project.

10.

Read The Great Kapok Tree by Lynne Cherry. Discuss the rainforest and the term biodiversity.

11.


There are long mountain ranges—Andes and Brazilian Highlands b.

There are long rivers—Amazon River c.

Do you live in South America? d.

What oceans touch South America? e.

Color the animals that live in South America.

History—Day 3

12:45-1:45





Procedures—

5.

Give students their Seven Continents packet.

6.

Pull down the map and sing the continents song. Call on students randomly to find the continents and equator. For North America and South America give clues like: find the continent that you live on or find the continent with the large rainforest called the Amazon.

7.

Introduce Europe. Read pages 40 and 41 of the World Atlas book. Discuss research on

Europe:


Grade

Europe

Geography

Europe is the sixth largest continent in size and the third largest in population. It is bordered by the

Mediterranean Sea to the south, Asia to the east, and the Atlantic Ocean to the West. Europe is a wealthy continent and is the center of the West and Western Democracy.

Europe has been the home to some of the Earth's greatest civilizations from Ancient Greece to the Roman

Empire. It is also the home to the birth of democracy. Europe has been the central point of two of the biggest wars in modern history: World War I and World War II. Recently Europe has united under the common union called the European Union. This union allows independent European countries to have a single currency and to combine their economic and military power.

Population: 738,199,000 (Source: 2010 United Nations)


Ranking: It is the sixth largest and third most populous continent

Major Biomes: temperate forest, grasslands

Major cities:



Moscow, Russia



London, United Kingdome



St Petersburg, Russia



Berlin, Germany





Madrid, Spain



Rome, Italy

Kiev, Ukraine



Paris, France



Bucharest, Romania



Budapest, Hungary

Fun Facts about Europe:

Europe is the home to many of the world's oldest countries including the 5 oldest; San Marino, France,

Bulgaria, Denmark, and Portugal.

Europe is home to the smallest country in the world, the Holy See or the Vatican. It is the smallest country both in size and population.

The tallest mountain in Europe is Mount Elbrus in Russia.


Grade

Most of Europe now uses the same currency called the Euro.

The area of Russia that is west of the Ural Mountains is usually considered part of Europe.

8.

Read Percy to the Rescue by Steven Simmons.

9.

Assessment—Students will complete the work in their packet on Europe. a.

There are major landmarks—Eiffel Tower and Big Ben b.

It is a small continent with many countries. c.

Do you live in Europe? d.

What oceans touch Europe? e.

Color the animals that live in Europe.

History—Day 4

12:45-1:30





Procedures—

12.



Give clues for the continents we have already been over. Such as this is the continent that we live on, this is the continent that has the amazon rainforest, and this is the continent that is connected to Asia.

13.

Today we will be looking at Africa. Introduce Africa on the map and discuss it’s history.

Talk about the desert and read the Africa section in the Atlas book.

14.

Watch the video on Africa: https://www.youtube.com/watch?v=n2s5ev0i8tM

Africa

Geography

The continent of Africa borders the southern half of the Mediterranean Sea. The Atlantic Ocean is to the west and the Indian Ocean is to the Southeast. Africa stretches well south of the equator to cover more than 12 million square miles making Africa the world's second largest continent.

Africa is also the world's second most populous continent. Africa is one of the most diverse places on the planet with a wide variety of terrain, wildlife, and climates.


Grade

Population: 1,022,234,000 (Source: 2010 United Nations)


Ranking: It is the second largest and second most populous continent.

Major Biomes: desert , savanna, rain forest

Major cities:



 Cairo, Egypt



 Lagos, Nigeria

 Kinshasa, Democratic Republic of the Congo

Johannesburg-Ekurhuleni, South Africa

 Khartoum-Umm Durman, Sudan

 Alexandria, Egypt

Abidjan, Côte d'Ivoire





Casablanca, Morocco

 Cape Town, South Africa

Durban, South Africa

Fun Facts about Africa:

The highest point in Africa is Mount Kilimanjaro in Tanzania at 5895 meters high. The lowest point is Lake Asal in Djibouti at 153 meters below sea level.

The largest country in Africa is Sudan, the smallest is The Seychelles. The most populated country is Nigeria and the largest city is Cairo in Egypt.

The largest lake in Africa is Lake Victoria and the longest river is The Nile River, which is also the longest river in the world.

Africa is rich with varied wildlife including elephants , penguins, lions, cheetahs, seals, giraffes , gorillas, crocodiles, and hippos.

African languages are varied with more than 1000 languages spoken across the continent.

15.

Read Bringing the Rain to Kapiti Plain by Verna Aardema.

16.

Assessment—Students will complete the Europe portion of their continents packet. a.

It has the largest desert in the world—Sahara Desert. b.

It has the longest river in the world—Nile in Egypt. c.

Do you live in Africa?


Grade d.

What oceans touch Africa? e.

Color the animals that live in Africa.

History—Day 5—we will get through as much of this as time will permit…the rest will be finished on Tuesday.

12:45-1:45





Procedures—

1.



Give clues for the continents we have already been over. Such as this is the continent

2.

3.

that we live on, this is the continent that has the amazon rainforest, this is the continent that is connected to Asia, and the Sahara Desert is located in this island.

Today we will be looking at Asia. Introduce Asia on the map and discuss its history.

Read the Asia section in the Atlas book.

Read Dragon Dance by Joan Holub. Discuss how China is the most populated continent, and we get most of our merchandise from China because they have many factories.

4.

Discuss Asia facts and geography

Asia

Geography

The continent of Asia is the world's largest and most populous continent with over 4 billion people calling Asia home. Asia also contains the world's most populous country, China, and the world's largest country, Russia. Asia borders Africa and Europe to the west and the Pacific

Ocean to the east.

The continent of Asia is so large and diverse that it often is divided into sub-regions (see map below).


Grade

Northern Asia

Middle East

Southern Asia

Eastern Asia

Southeastern Asia

Asia is rich in diverse races, cultures, and languages. Many of the world's major religions came out of Asia including Christianity, Judaism, Islam, Hinduism, and Buddhism.

Asia has a major influence on world culture and the world's economy. Countries such as Russia,

China, Japan and India produce products and services that are used by every nation in the world.

Asia is also abundant in natural resources. Oil in the Middle East is a major supplier of much of the world's energy.

Fun Facts about Asia:

Asia is almost 30% of the world’s land area and contains 60% of the world’s population.

The highest point on earth, Mt. Everest, is in Asia. The lowest point on land, the Dead

Sea, is also in Asia.

Asia is the only continent that shares borders with two other continents; Africa and

Europe. It sometimes joins with a third continent, North America, in the winter by ice forming in the Bering Sea.

Asia contains many of the largest cities in the world including the two largest; Shanghai,

China and Mumbai, India.

5.

Students will complete their packet pages on Asia. a.

Is Asia the most populated continent? b.

What is the largest city and what do we get from them? c.

Do you live in Asia? d.

What oceans touch Asia? e.

Color the animals that live in Asia.

6.

Introduce Antarctica. Watch the video on Antarctica: https://www.youtube.com/watch?v=VwADGPfjerI

Antarctica

Geography


Grade

Antarctica is located at the South Pole and is surrounded by the Southern Ocean. Over 98% of

Antarctica is covered by ice. It is the driest and coldest continent on earth. Antarctica is the fifth largest continent based on size, but it is the smallest in population with an official population of 0

(although some people do visit for scientific research).

Some animals do manage to survive in the cold and dry climate of Antarctica. These animals include penguins , seals, and the snow petrel (a bird).

Population: Visiters vary between 1000 and 4000 researchers


Ranking: It is the fifth largest and the least populous of the continents

Major Biomes: icy desert

Major cities: No major cities, just a few scientific outposts.

Click here to see large map of Antarctica

Antarctica has no countries and no portions of the continent are owned by any country.

Fun Facts about Antarctica:

Antarctica is the windiest place on earth.

There is as much ice on Antarctica as there is water in the Atlantic Ocean.

The lowest recorded temperature in history was -128 degrees F in Antarctica.

Antarctica has the highest average elevation of any continent. This is due to all the ice on it!


Grade

Because it never rains in Antarctica, it is considered the world's biggest desert.

7.

Read the Antarctica by Helen Cowchen. Discuss the cold climate and the animals that live there.

8.

Students will complete the section in their packet on Antarctica. a.

A land buried under ice. b.

Little plants and vegetation. c.

Do you live in Antarctica? Would you like to? d.

What oceans touch Antarctica? e.

Color the animals that live in Antarctica.

History—Day 6

12:45-1:45





1.

Pull down the map and sing the Continent Song with the children. Call on random individuals to come up and point to different continents that I choose. Give clues for the continents we have already been over. Such as this is the continent that we live on, this is the continent that has the amazon rainforest, this is the continent that is connected to

Asia, the Sahara Desert is located in this island, and the continent where penguins live that has a very cold climate is?

2.

Introduce Australia. Read the Australia section of the Atlas book. Discuss with children what they know about Australia to activate their prior knowledge.

3.

Read Koala Lou by Mem Fox. Discuss with children the climate, animal and plant life, and the important facts.

4.

Watch the video on Australia : http://www2.lhric.org/pocantico/australia/australia.htm

5.

Discuss with children the Sydney Opera House. Relate it to the movie Finding Nemo.

6.

Marlin and Dorie were traveling to Sydney, Australia to find his son Nemo.

Discuss the facts about Australia with children.


Grade

Australia

Geography

The continent of Australia is often call Australia as well, but includes more countries than just

Australia. Australia is the smallest continent by size and the second smallest in terms of population. Australia is located to the southeast of Asia. It is made up of Australia and a number of island countries. Australia and its islands are surrounded by the Indian Ocean and the Pacific

Ocean.

Much of Australia’s land mass is desert, but there are also very lush areas. Australia has some very unique animal life for such a small continent. Some examples are the Koala Bear (which is not really a bear, but a marsupial), the platypus, and the Kangaroo.

Population: 36,593,000 (Source:

2010 United Nations)


Ranking: It is the seventh largest

(smallest) and sixth most populous continent

Major Biomes: rain forest, desert, savanna, temperate forests

Major cities:

 Sydney, Australia





Melbourne, Australia

 Brisbane, Australia

 Perth, Australia

Adelaide, Australia

 Gold Coast, Australia





Auckland, New Zealand

 Manukau, New Zealand

Christchurch, New

Zealand

 Canberra, Australia

Click here to see large map of Oceania

Fun Facts about Australia:


Grade

Much of Australia is sparsely populated and there are more sheep in Australia than people.

Australia was first settled by Europeans as a penal colony or prison colony.

The name Australia means "land of the south".

There are less people that live in Australia than in the US state of Texas.

Australia is located in the southern hemisphere. This means that its winter is during June, July, and August and its summer during the months of December, January, and February.

7.

Students will complete the section in their packet on Antarctica. a.

Is Australia an island? b.

It contains both deserts and rainforests. c.

Do you live in Australia? Would you like to? d.

What oceans touch Australia? e.

Color the animals that live in Australia.

History—Day 7

12:45-1:45





Procedures —

1.

All the continents have been introduced. We will be playing a game. I have constructed a puzzle out of poster boards and cut them out in shapes of the continents. I will group students and each group will get a continent. We will construct a floor puzzle to see if the students understand the placement of the continents.

2.

Discuss the placement of the oceans and place the equator and the prime meridian where they belong.

3.

Switch groups and go through until every group gets to have each continent.

4.

Assessment—See if students can place the equator, prime meridian, continents, and oceans where they belong. Questions students to see if they know the directions on the compass rose. Ask questions such as:



If I started at Asia and traveled east to North America which ocean would I cross?



If I traveled north from Africa which continent would I be on?


Grade



Which ocean would I cross to get from North America to Europe?



Which continent is the largest rainforest located in?



If I traveled south from South America which continent would I end up on if I crossed the

Southern Ocean?



If I traveled west from Africa which continent would I reach if I crossed the Atlantic

Ocean?



Which continent is the Sahara Desert located in?

5.

Do the continent labeling and continent review sheet. Continental Explorer and Wide

World Word bank from the Social Studies book.

History—Day 8

12:45-1:45





Procedures—

1.

Chapter Assessment—Students will complete the Continents test.

Where Have I Been?

Name: _________________________________


Grade

DUE BACK IN CLASS: Monday

We are researching the North America in class. Please help me remember the different states we have visited, what we saw, and what we did. Do we have any pictures or postcards I can take to school to share with my class?

For homework, my teacher wants me to list the names of the states I have lived in or visited.

Please help me spell the words. Also, if I have visited any other continents or countries please help me list them as well.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Do we have any friends or relatives who live in other states? In what states do they live?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Thank you for helping me!

Please sign here: ________________________________________________________

Continental Explorer

Name:_______________________________________________________ Reproducible 33


Grade

1.

What is a continent?

________________________________________________________________________

________________________________________________________________________

2.

Which two continents are hooked together in one large land mass?

______________________________ and ___________________________

3.

Which continents touch the equator?

______________________________________________________________________

4.

What is the name of the continent where you live?

______________________________________________________________________

5.

If you were in Africa, in which direction would you travel to get to Europe?

____________________________________

6.

Which ocean is between North America and Europe?

_____________________________________________________________________________

7.

If you were in Asia and sailed east to North America which ocean would you cross?

_____________________________________________________________________________

8.

If you were at the North Pole, you would be surrounded by which ocean?

____________________________________

9.

On the back of this paper list all of the continents.


Grade


Grade

Writing Unit

Objectives:

1.

The student will understand the writing process: brainstorming, drafting, editing, proofreading, and publishing.

2.

The student will write with complete sentences.

3.

The student will use correct punctuation, spelling, and capitalization.

4.

The student will understand the three basic needs of every animal.

5.

The student will understand that different animals live in different habitats and why.

Science

SOLs:


The student will investigate and understand that living things are part of a system. Key concepts include: m.

Living organisms are interdependent with their living and nonliving surroundings; n.

An animal’s habitat includes adequate food, water, shelter or cover, and space; o.

Habitats change over time due to many influences; and p.


Writing SOLs:


2.12—The student will write, stories, letters, and simple explanations m.

Generate ideas before writing n.

Organize writing to include a beginning, middle, and end for narrative and expository writing. o.

Expand writing to include descriptive detail p.


2.13—The student will edit writing for correct grammar, capitalization, punctuation, and spelling bb.

Recognize and use complete sentences cc.

Use and punctuate declarative, interrogative, and exclamatory sentences dd.

Capitalize all proper nouns and the word I ee.

Use singular and plural nouns and pronouns ff.

Use apostrophes in contractions and possessives gg.

Use contractions and singular possessives hh.

Use knowledge of simple abbreviations ii.

Use correct spelling for commonly used sight words, including compound words and regular plurals. jj.


Procedures—Day 1:

Introduction

5.

“Over the next week we will be doing a project. You are going to choose an animal that you will research. You will become an expert on your animal! There are tons of animals you can choose from. We have learned about different types of biomes/habitats and the animals that


Grade live there, but today we are just going to look at some different animals and discuss their habitat.”

6.

Introduce and read The ABCs of Habitats. Select some pages to read and just show the illustrations of others. Tell students the name of each animal. We have made our own tundra, and the students have gone over the biomes before with Mrs. Prater. We have reviewed other biomes and discussed different animals that live in each of them. Encourage children to remember their favorite animal that we have talked about thus far.

7.

Show students the pictures in the coloring book and in the ABC Habitats book, and tell them that they may choose an animal in the coloring book, but they will have to research their animal and become experts on them.

8.

Show students how to use the encyclopedia. a.

Teacher Think Aloud—“I will choose the whitetail deer as my animal. I know a lot about whitetail deer because there are several in this area and I have hunted them for several years. I know that deer like to travel from east to west because they like to travel with the sun to their back in the morning and from west to east in the evening.

I know this is because if the sun was in their eyes they would not be able to see their predators coming. The wind is blowing to their face so they will be able to smell their predators coming. They have really good senses of hearing, sight, and smell. It is harder to see if you are facing the sun. They will also feed where the grass has already thawed. This is usually on the south side of the hill because it is warmer.

Like us, they would rather eat the warmer grass than cold food. Even though I know a lot I am still going to use an Encyclopedia to look up more information. I choose this animal because it is something I am interested in; therefore, I will enjoy this project more and be more involved with my research and writing.” b.

Show students how to look up information in the Encyclopedia about their animal. I am using the deer. I’ll use the Encyclopedia that has “d” words in it. I know the words are in alphabetical order so I’ll go in order to find deer. I will read the information about the deer and see what is important. In this paper I am going to write about my animal and how it reacts, adapts, and lives in its environment. I need to find information about how it gets food, water, shelter, and how it adapts in its environment. I need to find out what animals are predators of the deer and will eat them. You must be able to tell what your animal’s three basic needs are, and this must be addressed in your paper. When you write your paper make sure it is in your very best handwriting because it will be published and put in the hallway for the whole school to see. c.

Give students a few minutes and have them write down their animal on a slip of paper along with their name. We will be looking up information about our animals all this week. Make a list of the students names along with their animal that they have chosen.


Grade

Science—Day 2

1:30-2:15

Science SOLs:

2.15—Living Systems: The student will investigate and understand that living things are part of a system. Key concepts include: a.





Writing SOLs






Revise writing for clarity e.











Materials:

Encyclopedias, paper, chalk board, chalk

Procedure:

7.

There are steps to good writing. First you must select a topic, what do you want to write about? We have completed this step because each of you has chosen your animal. This should be an animal you are interested in learning more about. This will give students a purpose for writing.

Comment: If students are interested they are more likely to enjoy their writing, and stay on topic.


Grade

8.

Students have chosen their animals. Today we are going to gather information about our animal.

9.

Review—What are the three basic needs of every animal? [Food, Water, Shelter] You are going to figure this out for your animal. a.

Teacher Think Aloud: I choose a deer as my animal. I need to make sure I write about the deer’s three basic needs. In order to do this, I need to look up my information in an Encyclopedia. I think I am going to use a web to organize my thoughts and ideas as I find information about my animal. b.

Draw a web on the board and have students do the same on their planning paper.

Write deer in the center of the web. Draw branches and other bubbles out from the center of the web and explain that these bubbles are where we will put our details/facts that we find about our deer. Explain that this is the brainstorming portion of the writing process.

10.

When you come up to find your Encyclopedia make sure you get the correct one. How do you know which one to get? Choose the one with the letter that begins with your animal. Have students come up and find the Encyclopedia that they need. This is a review of alphabetical order because students will have to figure out where their words.

Not every student will get an Encyclopedia because some animals begin with the same letter, and there is only one copy per letter. The students will have to take turns using the

Encyclopedias. The ones who do not have an Encyclopedia can get the library books that

I have checked out for them.

11.

Students will need help finding the information that they need because they will not be able to read a lot of the words. Students will have to pull out the most important information based on the criteria I have given them. I understand this will be a hard task for the second graders; therefore, I have checked out books from the school library on each of the student’s animal that they will read tomorrow to finish filling in their web.

12.

Help students to fill in their webs. Make sure students have their 3 basic needs listed in their web, along with a couple of interesting facts about their animal.

Assessment—This will be observational based on the students ability to find their animal using alphabetical order. They will also be expected to fill in their web correctly with neat, legible handwriting.


Grade

Science—Day 3

SOLS: 2.15—Living Systems: The student will investigate and understand that living things are part of a system. Key concepts include: a.





Writing SOLs:

















Procedures—

5.

Today we are going to finish our web if you haven’t already done so. Distribute the On

Level Library books that I checked out for students to read. These books are on the students level and therefore easy for them to read and find information. Discuss with children that they cannot make up the information, if they do not know and can’t find something we have to keep looking we can’t just write something down.

6.

If you have finished then let’s start writing your paper. Model for students how to brainstorm and begin to write their paper. Get the writing paper and put your name on the paper first thing! Using a teacher think-aloud walk students through the process of organizing ideas to begin writing their papers.


Grade a.

Teacher Think-Aloud: The first sentence needs to catch the reader’s attention, so

I think that I will put my interesting fact first. The white-tailed deer is the most important deer in North America because it is the most widely distributed big game animal in North America. When a deer gets scared it throws up its white tail to warn other deer of danger. A male deer is the biggest and is called a buck, the female is called a doe, and the baby is called a fawn. Deer live in the edges of woods and forests and thickets of weeds and trees provide them with shelter.

White-tail deer get their food from grass, acorns, berries, buds, twigs, and leaves.

Deer will drink out of any freshwater source; such as rivers, lakes, ponds, streams, and creeks. Many people hunt deer for a source of meat. There are many interesting things that everyone should know about deer. b.

Model for students how to write their rough draft. I am going to put my most interesting fact first because I want to capture the readers’ attention and get them interested in my writing topic before I provide them with the other information.

Everything does not have to be prefect on the rough draft. We will reread it and correct any errors during the proofreading and editing process. Make sure to skip a line of writing each time to leave room for corrections. c.

Do not spell every word correctly. Model to students that everyone makes mistakes and it is ok if you make a mistake. That is why we are doing a rough draft. We are going to practice before we get to our final draft.

7.

Guided Practice—Help students organize their ideas and turn their web into sentences.

Many students will need help when constructing their rough draft.

8.

I will be working one-on-one with students as needed. Some students will continue to find information about their animal while others will begin writing their rough drafts.

Students will need help turning their ideas in the web into sentences. All students will be busy working on a either their research or their writing.

9.

Students will complete their rough draft in class today if time allows.

Science—Day 4

2:00-2:30

2.15—Living Systems: The student will investigate and understand that living things are part of a system. Key concepts include: e.

Living organisms are interdependent with their living and nonliving surroundings; f.

An animal’s habitat includes adequate food, water, shelter or cover, and space; g.

Habitats change over time due to many influences; and h.


Writing SOLs:


Grade


2.12—The student will write, stories, letters, and simple explanations e.

Generate ideas before writing f.

Organize writing to include a beginning, middle, and end for narrative and expository writing. g.

Expand writing to include descriptive detail h.


2.13—The student will edit writing for correct grammar, capitalization, punctuation, and spelling k.

Recognize and use complete sentences l.

Use and punctuate declarative, interrogative, and exclamatory sentences m.

Capitalize all proper nouns and the word I n.

Use singular and plural nouns and pronouns o.

Use p.

.apostrophes in contractions and possessives q.

Use contractions and singular possessives r.

Use knowledge of simple abbreviations s.

Use correct spelling for commonly used sight words, including compound words and regular plurals. t.


Procedures

2.

Many students did not finish their rough drafts yesterday, so we will continue to work on them today.

3.

Students will continue to work on their rough drafts. Provide students more guided practice and scaffolding if they need help. Go around and assist students one-on-one if they are still having trouble finding information about their animals. Everyone will be finished with their research today!

4.

For students who are finished writing their rough drafts I will meet individually in a conference. We will go to our small reading group table to be away from the other students who are working. The student will read me their paper and I will question them.

The following are possible questions that may be asked in the conference.



Do you have any changes that you want to make in your paper?



How do you feel about your paper?



Does your paper make sense?



Do you have all the information you need, including your basic facts?



Does every sentence begin with a capital letter and end with a period?



Is every sentence a complete sentence?

 Now let’s look at the spelling of every word.


Grade

5.

Students who are finished with their writing will get with a partner who is also finished and read their papers to one another. Model for students how to edit their papers and what they are looking for. Share the above questions with students and allow them to practice editing doing a fish bowl. Two students will come to the front of the class and model how to peer edit while to rest of the class watches, and I provide guided practice and support.

6.

All students are on different levels; therefore, they are all on different stages of the writing process. Some students will still be at their desk writing their rough drafts, others will be having individual conferences with me, others will be peer editing with a partner, and some will be writing their final drafts. Whatever stage the students are in they will all be working and remain on task.

Science/Writing—Day 5

2:00-2:30

Science SOL:

2.15—The student will investigate and understand that living things are part of a system. Key concepts include: a.





Writing SOLs:












Use f.





Grade i.



Procedures

12.


13.


14.

Review with students how to go through the editing process with a teacher think-aloud: a.

I need to go back and reread my paper after I’m done to make sure everything makes sense. Ask myself this think question: Does my paper make sense? Does what I’m writing make sense? “Deer get their food from grass, acorns, twigs, and berries. Its gets its water from freshwater; ponds, lakes, and rivers. I don’t like this sentence. I don’t think it makes much sense, so I need to edit something here.

“Its gets its” doesn’t make any sense. I need to change its to it or deer to make better sense. I also do not need to begin every sentence with the deer. b.


Teacher Think-Aloud—Now I need to go back through my paper and edit it.

When I edit my paper I’m going to be looking for grammar mistakes, spelling, punctuation, and capitalization. I will ask myself these questions that I introduced to you yesterday: o Do you have any changes that you want to make in your paper? o How do you feel about your paper? o Does your paper make sense? o Do you have all the information you need, including your basic facts? o Does every sentence begin with a capital letter and end with a period? o Is every sentence a complete sentence? o Now let’s look at the spelling of every word. d.

Reread my paper and find a mistake of each type. Model for students how to correct errors and edit their paper for the final draft. e.

The final step of the writing process is publishing. You are going to edit your paper so it will be perfect for you to publish later. You want to make sure your writing is in your very best handwriting because you will be sharing these with the class and they will be put out in display in the hallway for everyone to see.

15.



Grade

16.

Publishing—Once students have completed their rough draft and it has been edited and proofread they can begin writing their final draft. Students are expected to write on the handwriting paper in their very best handwriting.

Science/Writing—Day 6

2:00-2:30

Science SOL:

2.15—The student will investigate and understand that living things are part of a system. Key concepts include: a.





Writing SOLs:












Use f.



Use knowledge of simple abbreviations i.



Procedures—

1.

Students who have not finished their final copy will complete it. All students have finished the editing process, and are finishing up their final draft for publishing.

2.

I have printed copies of students’ animals off the Internet, and made copies from an animal coloring book for the students to do their illustrations. Students may choose to cut the


Grade animal out, color it, and glue it to the large paper we will be publishing on; or students can trace the animal and draw it for themselves on the publishing paper.

3.

Students will draw their animal in its habitat along with its three basic needs. They can use crayons or markers to complete their illustrations.

4.

After all students have completed their final draft and their illustrations they will present their papers to the class. Students will read their papers and explain their illustrations. We will learn about every animal that the students have chosen to do their research paper on.

The students will practice good listening skills and be respectful to one another while they are presenting.

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