Plain View
Primary School
2014—2015
1st Grade
ELA Objectives: SL.1.1a, RF.1.1a, RF.1.2d, RF.1.3a, RF.1.3g, L.1.2d RF.1.3b, W.1.5, SL.1.2
Essential Question: How do we get our food?
Big Idea: What can happen over time?
ELA
Day
Monday
Tuesday
7:55-9:30
Build Background: From Farm
to Table! T320 – T32
Unit 3
OVW: delicious, nutritious,
T320
LC: Big Book—Where Does
Food Come From?,
T322….Digital
Strategy: Reread, T323
7:55-9:30
Oral Lang.: From Farm to Table! T332
OVW: delightful, enormous,
responsibility, T333
LC: Strategy: Reread, T333
IRA: “The Little Red Hen,” T333
Grammar: Contractions with
Not, T331
Word Work T334-T337
Fluency: Sound/Spelling
PA: Review Phoneme Blending
Phonics/Spelling: /ύ/oo, u
Structural A: Inflectional Endings –ed,
-ing
HFW: after, buy, done, every, soon,
work
Shared Reading: Look at Breakfast!
T338-T339
*Comprehension
Genre: Informational
Text/Nonfiction, T338
Skill: Connections within the Text:
Connections within texts/Sequence,
T339
Practice: Your Turn, pp. 142-144
Mechanics: Apostrophes and
Contractions, T331
Grammar: Contractions with Not,
T341
10:15-11:00
Interventions\Reflections
Small Groups\Centers
Mechanics: Apostrophes and
Contractions, T341
Word Work T324-T327
Fluency: Sound- Spellings
PA: Phoneme Segmentation
Phonics/Spelling: Introduce
/ύ/oo, u
HFW: after, buy, done, every,
soon, work
Shared Reading: Look at
Breakfast! T328-T329
Practice: Your Turn, p, 141
SW: Writing Traits, Ideas,
T320 Opinion About a Topic,
T320
10:15-11:00
Interventions\Reflections
Small Groups\Centers
IW: Writing Traits, Ideas, T340
Opinion About a Topic, T340
Wednesday
7:55-9:30
Oral Lang. From Farm to Table!
T342
OVW: delicious, delighted,
enormous, nutritious,
responsibility, T342
LC: Big Book, Where Does Food
Come From, T343
Strategy: Reread, T343
Retelling: T343
Fluency: Intonation, T343
Word Work T344-T347
PA: Phoneme Deletion
Phonics/Spelling: Blend words
with /ύ/oo, u
SA: CVCe Syllables
HFW: after, buy, done, every,
soon, work
Close Reading: From Cows to
You, T347A-T347F
Practice: pp. 145-147
Week: January 12 – 16, 2015
Unit 3 Week 5
Thursday
Friday
7:55-9:30
Oral Lang. From Farm to Table!
T350
Comprehension: Text Feature:
Chart, T350
Close Reading: “A Food Chart,”
T341
7:55-9:30
Integrate Ideas
Text Connections T358
Write About Reading, T359
Word Work T352-T353
Fluency: Sound-Spellings
PA: Phoneme Segmentation
Phonics/Spelling: Build Words
with /ύ/oo, u
SA: Inflectional Endings –ed, ing
HFW: after, buy, done, every,
soon, work
Integrate Ideas: Research and
Inquiry T356-T357
Practice: Your Turn, pp. 148149
Word Work T360-T361
Fluency: Word
Automaticity
PA: Phoneme
Blending/Segmentation
Phonics/Spelling: Blend
and Build Words with
/ύ/oo, u
SA: Inflectional Endings:
-ed, -ing
HFW: after, buy, done,
every, soon, work
Practice: Your Turn, p. 150
Grammar: Contractions
with Not T363
Grammar: Contractions with
Not, T349
Grammar: Contractions with
Not, T355
Mechanics: Apostrophes
and Contractions, T363
Mechanics: Apostrophes and
Contractions, T349
Mechanics: Apostrophes and
Contractions, T355
10:15-11:00
Interventions\Reflections
Small Groups\Centers
10:15-11:00
Interventions\Reflections
Small Groups\Centers
10:15-11:00
Interventions\Reflections
Small Groups\Centers
IW: Writing Trait: Ideas, T348
Opinion About a Topic: Prewrite/Draft, T348-T349
IW: Writing Trait: Ideas, T354
Opinion About a Topic:
Revise/Proofread/Edit, T354T355
IW: Independent Writing—
Opinion About a Topic:
Publish and Present, T362
Reading 3D Mid-Year Assessments
Math: Mid-Year Math Assessment
Monday
Tuesday
Wednesday
Thursday
Friday
Task 1 & 2
Task 3 & 4
Task 5 & 6
Task 7 & 8
Lesson 5
12:00-1:15
12:00-1:00
12:00-1:00
12:00-1:00
12:00-1:30
Children will extend the
counting sequence and
understand place value.
Children will represent and solve
problems involving addition and
subtraction.
Children will represent and solve
problems involving addition and
subtraction.
Children will Represent and solve
problems involving addition and
subtraction. Children will
understand and apply properties of
operations and the relationship
between addition and subtraction.
Children will reason with shapes
and their attributes.
Open the lesson by having
students fill in a hundred
board. Then discuss number
sequences. Next review
greater than, equal to and less
than. Use number cards,
greater than, less than and
equal to signs. Choose three
students. Give two students
each a number card and
instruct the third student to
choose which sign will go
between the two numbers.
Repeat as many times as
needed.
Began the lesson by giving each
student the following word
problem to solve: Sam has 10
marbles. 6 marbles are blue, and
the rest of the marbles are green.
How many green marbles does
Sam have?
Began the lesson by giving each
student the following word problem
to solve: There were 6 books on
the shelf. Some books fell off the
shelf. Now there are 4 books on
the shelf. How many books fell off
the shelf? Allow the students to
show and discuss how they solved
the problem. Review with the
students how to solve word
problems by solve the following
problem: Christ has 10 toy cars.
Jack has 5 toy cars. How many
fewer toy cars does Jack have than
Christ?
Began the lesson by giving each
student the following word problem:
Mike found 7 shells on the beach.
Don found 14 shells on the beach.
How many more shells did Don find
than Mike? Allow the students to
show and discuss how they solved
the problem. Review with the
students how to solve word
problems. Next, write the following
problem on the board: 3+2=2+3.
Ask the students if the number
sentence is True or False. Ask them
to explain their answers. Review
with the students that the number
sentence is True if both sides of the
equal sign have the same value. The
number sentence is false if both
sides of the equal sign have different
problems. Students will complete
Task 7 and Task 8 of the Mid-Year
Math Assessment.
Began the lesson by showing the
students various shapes ( circle,
square, rectangle, triangle) and
discuss the attributes of each
shape.
Students will complete Task 1
and Task 2 of the Mid- Year
Math Assessment.
Allow the students to show and
discuss how they solved the
problem. Review with the
students how to solve word
problems. Use the following
Problem: Two students were in
the computer lab. Some more
students came to the lab. Now
there are 5 students in the lab.
How many more students came
to the lab?
Students will complete Task 3 and
Task 4 of the Mid-Year Math
Assessment.
Students will complete Task 5 and
Task 6 of the Mid-Year Math
Assessment.
Students will complete Task 9 of
the Mid-Year Math Assessment.
Standards:
1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a
number of objects with a written numeral.
1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols <,>, and =.
1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by sing objects, drawings and equations with a symbol for the unknown number to represent the problem.
1.OA.4 Understand subtraction as an unknown –addend problem.
1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10
1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers.
1.OA.3 Apply properties of operations as strategies to add and subtract
1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
1.G.1 Distinguish between defining attributes versus non-defining attributes; build and draw shapes to posses defining attributes.
Social Studies
Monday
Tuesday
Wednesday
Thursday
Friday
1:15-2:15
1:00-2:00
1:00-2:00
1:00-2:00
12:30-1:40
Standard: 1.H.1.3 I can explain
why national holidays are
celebrated
Standard: 1.H.1.3 I can
explain why national holidays
are celebrated
Standard: 1.H.1.3- I can explain
why national holidays are
celebrated.
Standard: 1.H.1.3- I can explain
why national holidays are
celebrated.
Standard: 1.H.1.3- I can explain why
national holidays are celebrated.
Activity: Teacher will introduce
MLK Jr. and ask students what
they know about him. As a class
watch a PowerPoint on MLK Jr.
They will then define the terms
just and unjust as a class. As a
class students will then sort
statements determining if they
are just or unjust.
Activity: Teacher will read a
book about MLK Jr.’s life.
Students will then complete
Working for Peace worksheet
and color the pictures.
Activity: Teacher will read a book
to class or watch a Brainpop Jr. on
MLK Jr. As a class discuss what
they could do with their own two
hands to make the world a better
place. Students will trace hands
side by side and begin writing
about how they can make the
world better.
Activity: Teacher will read poem
“My own two hands” to class.
Students will finish writing how
they can make the world a better
place and add to a poster with
their hands and a picture of them
making the world better.
Activity: Students will watch MLK Jr.
video