Angela April Bellman
Lesson Plans: November 2-6
Bell Ringer
First five students in the class will get on Iready Math or St Math, the rest of the students will be working on
morning work.
Computer Lab Schedule
Bellman’s Class – 11am-12pm, Rm 11
Monday – Iready Math
Wednesday – St Math
Thursday – Iready Math
Monday-Friday
Math
Objectives
2. NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number
names, and expanded form.
Technology
Monday – Interactive tutorial from iReady – Interactive tutorial from iReady – Read
and write three-digit numbers.
Tuesday – Brain Pop, Place Values
Lesson
We will be covering the following pages in the Math Ready Common Core Book
Lesson 11.
Opening activity – Materials: base-ten blocks, activity sheet 6 (place-value mat).
TSW have a place value mat sheet. TTW call out number and they will place the
value of each number, in base ten blocks, in the appropriate space on their number
mats. TTW use several different numbers. TTW and the ATW circulate to check
progress.
Monday – pgs. 96 - 97 TSW use what they know about hundreds, tens, and ones to
solve a problem. TSW determine the value of a digit based on its placement in a
number.
Tuesday – pgs. 98 – 99 TSW examine a three-digit number represented in pictures
and in a chart. TSW revisit the problem by connecting the digits to the values they
represent.
Wednesday – pg. 100 TSW connect various representations to three-digit numbers
(guided practice).
Thursday – pg. 101 TSW continue to connect various representations to three-digit
numbers (guided practice).
Center 1
Center 2
Center 3
Center 4
Center 5
Homework
Vocabulary
Essential Question
I Can
Intervention
Friday – Formal assessment will be given from Pgs. 102-103 TSW solve problems
about three-digit numbers on a math test. Extra problems will be provided.
Teacher Center - Remediation/skill building center. Materials – playing cards, value
place mat. TSW will pull three cards and put them down in the order they pull them
on the value place mat. TSW say the number in hundreds, tens and ones. TSW
write the number in expanded form and numerical form.
Asst. Teacher Center – Materials – Three dice and white boards. TATW cover three
digit numbers and place values. TSW roll the dice and put them in order and write
the numbers rolled and write the number in expanded form.
Computer Center – Iready Math or ST Math
Visual Model: TSW work in pairs to complete Write the Numbers in Standard Form
and Write the Numbers in Expanded Form.
Student Lead Activities – TSW work in pairs to solve a list of numbers placing them
in the value number chart. TSW then record all the different ways that they can
write the number in their math journal.
Monday homework is given to each student. It is due on Friday. The homework will
focus on language, reading, and math skills from the lessons taught during the
week.
Place value – the value assigned to a digit based on its position in a number.
Digit – any of the ten symbols used to write number: 1,2,3,4,5,6,7,8,9, and 0.
How do I identify the place value of each digit in a three-digit number?
How do I interpret a model and write the number value?
I can identify the place value of each digit in a three-digit number.
I can interpret a model and write the number value.
Math – Mr. Allen will work with the following students from Ms. Bellman’s Class –
E.B.
Angela April Bellman
Lesson Plans: November 2-6
Bell Ringer
First five students in the class will get on Iready Math or St Math, the rest of the students will be working on
morning work.
Computer Lab Schedule
Bellman’s Class – 11am-12pm, Rm 11
Tuesday – Iready ELA
Friday – Iready ELA
Monday-Friday
READING
Objectives
RI.2.5. Requires students to effectively use additional text features, including
captions, bold print, and subheadings, to find key facts or information in a text.
Lesson
We will be covering the following pages in the ELA Ready Common Core Book
Lesson 11.
Monday pg. 99 – Through a picture and text, students are introduced to text
features that help readers find information quickly. TSW learn that using text
features to quickly find information is a useful strategy they can use when reading
informational text.
Tuesday - pgs. 100 – 101 TSW read the passage “Sod Houses” twice. TSW use the
text features to quickly find information. TSW continue reading the article about
sod houses. TSW answer a question and analyze how text features help them
answer the question.
Wednesday – pgs. 102 - 103 - TSW read the article “Homes Around the World”
twice. After the first reading, TTW ask three questions to check my students’
comprehension of the story. TSW read questions 1-3, using the Hints to help them
answer those questions.
Thursday – pgs. 104 - 106 TSW independently read a longer article, “Abe Lincoln’s
Cabin” and answer questions. This will be used a formal assessment.
Center 1
Center 2
Center 3
Center 4
Center 5
Friday – TSW complete centers rotations. TSW complete a spelling test and a test
on adjectives.
Teacher center: Remediation/skill building center – TSW make a flip book about text
features.
Asst. Teacher Center – TSW complete a non-fiction scavenger hunt; they will read an
assortment of books to locate all the text features.
Computer Center – Iready ELA
Language Center: Language Center – TSW work in pairs to answer a packet about
adverbs.
Pair-Share Center – TSW read the passage “Coins!” TSW answer questions about the
story. TSW locate the different text features, highlight the features and label them.
Homework
Vocabulary
Essential Question
I Can Statements
Intervention
Monday homework is given to each student. It is due on Friday. The homework will
focus on language, reading, and math skills from the lessons taught during the
week.
Bold Words – shows important words in heavy, dark letters
Subheading – tells about the topic of the text that comes after it
Caption – tells about an illustration or photo
Diagram – a picture that has labels on it
Maps – show you where something is located
Photographs – these are real pictures not drawings
Index – in the back of a book, look up topic and the index tells you which page it is
in.
Glossary – dictionary for your non-fiction books
How can I identify common text features, such as captions, bold print, and
subheadings?
How do I understand how text features organize and author’s ideas and highlight
important information?
How do I use text features to locate key facts or information in a text?
I can identify common text features, such as captions, bold print, and subheadings.
I can understand how text features organize and author’s ideas and highlight
important information.
I can use text features to locate key facts or information in a text.
Boost – Ms. Benton will work with the following students from Ms. Bellman’s Class H. L., L.L., and N.S.
Mr. Redmond – will work with the following students from Ms. Bellman’s Class –
K.M.
GCMH – the following students will go to GCHM from Ms. Bellman’s Class – E. B.
and X. M.
Computer Intervention – Extra iReady –
On Monday and Thursday – 30 minutes on iReady Math – M. R., N.P., and T. M.
On Tuesday and Wednesday – 30 minutes on iReady Reading – M. R. and N. P.
On Tuesday, Wednesday, and Friday –30 minutes on My Reading Coach – T.M.
Teacher - Remediation/skill building center. TTW work with letters, sounds, and
blends with J. C., C. C., D. G., T.W. and M. D. TTW use flash cards to help build red
word knowledge. TTW distribute Phonics Fluency books to have students read a
page at a time out loud. TTW ask question to check for comprehension.
Asst. Teacher – TATW work with five students at a time on reading and
comprehension skills. This group will circulate to the Reading Center.
TSW –TSW individual reading. This group will circulate to the Asst. Teacher Center.
Angela April Bellman
Lesson Plans: November 2-6
Computer Lab Schedule
Bellman’s Class – 11am-12pm, Rm 11
Tuesday – Iready ELA
Friday – Iready ELA
Objectives
Monday-Friday
Writing and Language
W.2.3 Write narratives in which they recount a well-elaborated event or short
sequence of events, include details to describe actions, thoughts and feelings, use
temporal words to signal event order, and provide a sense of closure.
RI.2.2 Identify the main parts of a narrative paragraph.
L.2.le Use adjectives and adverbs, and choose between them depending on what is
to be modified.
Project Read
Unit 18, -tch words, and -ch words – match, pitch, hatch, stitch, stretch, witch,
latch, switch, much, such, rich, which
Technology
Brain Pop, Jr. – Adjectives and Adverbs
Lesson
We will be covering the following pages in the Writing Ready Common Core Book
Lesson 2.
Monday – pg. 53 TSW write a draft for their end section of their paragraph.
Wednesday – pg. 54 TSW analyze a draft mentor text. TSW revise a narrative
paragraph for time-order words.
Thursday –
Language – Pg. 202 – TSW identify adjectives and adverbs in a sentence.
Center 3
Center 4
Center 5
Homework
Essential Question
I Can
Intervention
Computer Center – I-ready ELA
Language Center – TSW complete a packet on adverbs.
Pair-Share Center – TSW read the passage “Coins!” TSW answer questions about the
story. TSW locate the different text features, highlight the features and label them.
Monday homework is given to each student. It is due on Friday. The homework will
focus on language, reading, and math skills from the lessons taught during the
week.
How can I revise a narrative paragraph for time-order words?
How do I use a checklist to revise writing?
I can revise a narrative paragraph for time-order words.
I can use a checklist to revise writing.
Intervention listed on the Reading Lesson Plans.