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Full Week (Reading, Language, Math, Social Science) Week of April 1-5

Week 4 Reading Lesson Plans 8:40-10:15 The Signmakers Assistant Mon Date: 4/1 Topic: Question: What happens when we do the wrong thing? ALCOS: ELA.1 Tues Date: 4/2 Wed Date: 4/3 Topic: Question: Have you Topic: Question: Why do ever caused someone to be we have rules to obey? upset? ALCOS: ELA.6 ALCOS: ELA.5b and ELA.3b Thurs Date: 4/4 Topic: Question: How can you make a difference? Fri Date: 4/5 Topic: Question: What can you do when you make a mistake? ALCOS: ELA.5c

ALCOS: ELA.5c

Goal: The students will be able to define and use their amazing words and vocabulary words to increase reading comprehension. Objective: TSWBAT: -Apply word recognition strategies. -Associate the sound/o/ with the aw, au, augh, al spelling patterns. -Blend, read, and build aw, au, augh, and al spelling patterns.

Goal: The students will be able to identify realism/fantasy and the main idea of the story. Objective: TSWBAT: -Identify realism and fantasy. -Infer the main idea of the story. -Provide supporting details.

Goal: The students will be Goal: The students will able to recognize high be able to excel on their frequency words and read vocabulary test! fluently. Objective: TSWBAT: -Read with fluency. -Recognize high-frequency words on grade level. Objective: TSWBAT: -Exhibit vocabulary skills. -Use semantic clues to achieve meaning.

Goal: The students will be able to read with appropriate phrasing.

Objective: TSWBAT: -Read with appropriate phrasing.

Materials/Resources: -PowerPoint -Read the Room -Mapping the Story -Fluency Passage -Reading Workbook

Procedures for lesson: -TTW introduce the lesson with a Power Point Presentation. The teacher and class will discuss the Power Point together. Introduce Amazing Words: apologize, citizen, judgment, hoard, scold, interrupt, protest, troublemaker -The teacher and students will complete an oral introduction of the Amazing words via the power point. Introduce Vocabulary: idea, important, blame, signmaker, townspeople, afternoon -The teacher and students will complete an oral introduction of the vocabulary words via the power point. Phonics: aw, au, augh, al

Materials/Resources: -PowerPoint -Read the Room -Mapping the Story -Fluency Passage -After Reading Evidence from text sheet -Vowel Sound in Fall sheet -Reading Workbook Procedures for lesson: -TTW introduce the lesson with a Power Point Presentation. The teacher and class will discuss the Power Point together. Phonics: -TTW introduce the vowel Sound in Fall. -TSW practice their phonic skill with a skill WS. Authors Purpose: -TSW record the authors purpose and literary elements from the story in their Readers Response Journal. Read aloud Story: -The teacher and students will read the story together in the reading center. Independent Work: -TSW complete their

Materials/Resources: --PowerPoint -Read the Room -Mapping the Story -Fluency Passage -Signmakers Assistant WS -Reading Workbook

Materials/Resources: -Reading Test -PowerPoint -Read the Room -Mapping the Story -Fluency Passage -Spelling Homework

Procedures for lesson: -TTW introduce the lesson with a Power Point Presentation. -The teacher and class will review the story concepts. Review Vocabulary Words: idea, important, blame, signmaker, townspeople, afternoon -The teacher and students will complete an oral review of the vocabulary words via a power point review. -TSW read the story together with their shoulder partner. Independent Work: -TSW complete the Signmakers Assistant WS: Part A and B. This will

Procedures for lesson: -TTW introduce the lesson with a Power Point Presentation. Vocabulary Words Review: idea, important, blame, signmaker, townspeople, afternoon -The teacher and students will complete an oral review of the vocabulary words. Fluency: -TTW work in centers with students on their fluency. -TSW read sentences with appropriate phrasing. -TSW partner and practice speed 100. Mapping the Story: -The teacher and students will review Mapping the story.

Materials/Resources; -Spelling Test -PowerPoint -Read the Room -Mapping the Story -Fluency Passage --The Signmakers Assistant Writers Response Sheet Procedures for lesson: -TTW play Sparkle with the students as a spelling review game. -TSW take their Spelling test. -The teacher and students will review the center work from the week. -TTW then introduce the lesson with a Power Point Presentation. -TSW make their own sign like one from their story and write what it means.

-TTW complete a Power point practice with the students -TSW complete a WB page on their phonic skill. -TTW introduce the Before Reading Questionnaire task card. -TSW Listen to the story The Signmakerss Assistant Readers Response Journals: -TSW complete their 5W Chart about the story in their journals. Independent Work: -TSW work on their Vocabulary Definitions Small Groups: -Instant Word Folders -Progress Monitoring -Centers Centers: Phonics: Read the room Mapping the Story Assessments: The students will be assessed on their Instant Word Folders, Progress Monitoring, Center work, Reader Response Journals, and task cards.

After Reading Evidence task card. -TSW complete the Vocabulary words in their Reading Workbook. Small Groups: -Fluency Folders -Centers

serve as a review for their test. -TSW complete the Vocabulary words in their Reading Workbook.

Independent Work: -TSW take their Reading Comprehension Test -TSW take their AR Test

Small Groups: -Leveled Readers

Small Groups: -Centers

Centers: Phonics: Read the room Mapping the Story Assessments: The students will be evaluated based on their Fluency folders, task cards, and Readers Response journal.

Centers: Phonics: Read the room Mapping the Story Assessments: The students will be assessed based on their review WS.

Centers: Phonics: Read the room Mapping the Story Assessments: Students will be evaluated based on their Reading Test, AR tests, and center work.

Centers: Phonics: Read the room Mapping the Story Assessments: The students will be evaluated based on their spelling test and sign writing response.

Notes: Fluency Folders Due!

Notes: -No special- Extra time -Continue Mondays Lesson

Notes: Test Review!

Notes: Spelling Homework Due!

Notes: New game: Explain Sparkle!

Language Lesson Plans: During Reading Mon Date: 4/1 Topic: Contractions ALCOS:9) Use abbreviations, apostrophes in contractions correctly. Tues Date: 4/2 Topic: Contractions ALCOS: 9) Use abbreviations, apostrophes in contractions correctly. Wed Date: 4/3 Topic: Contractions ALCOS:8) Organize sentences into a paragraph to address a topic or tell a story. Thurs Date: 4/4 Topic: Contractions ALCOS: 9) Use abbreviations, apostrophes in contractions correctly. Fri Date: 4/5 Topic: Contractions ALCOS:8) Organize sentences into a paragraph to address a topic or tell a story.

Goal: The students will be able to identify contractions.

Goal: The students will be able to identify and use contractions correctly.

Objective: TSWBAT: -Identify Contractions.

Goal: The students will be able to identify and use contractions correctly in their writing. Objective: Objective: TSWBAT: TSWBAT: -Identify Contractions. -Identify Contractions. -Use contractions correctly. -Use contractions correctly. -Organize sentences into a paragraph. Materials/Resources: -The Signmakers Assistant Contraction WS Materials/Resources: -Rough Draft Writers Response sheet

Goal: The students will be able to identify and use contractions correctly.

Materials/Resources: -Contract the Sentence WS -Power Point

Goal: The students will be able to identify and use contractions correctly in their writing. Objective: Objective: TSWBAT: TSWBAT: -Identify Contractions. -Identify Contractions. -Use contractions correctly. -Use contractions correctly. -Organize sentences into a paragraph. Materials/Resources: Materials/Resources; -Language Test -Spelling Test -Contract the Sentence WS - Contract the Sentence

-Brain Pop Procedures for lesson: -TTW introduce contractions during the Power Point presentation. -TTW show a Brain pop video on Contractions. -TTW model how to make contractions. -TSW identify contractions. Independent Work: -TSW complete their Contractions WS. Centers: -Language Grab and Go: Contract the Sentence WS -Weekly Spelling

-Contract the Sentence WS -Power Point Procedures for lesson: -TTW review what contractions are and what they do with the students. -TSW complete an oral review via the Power Point. Independent Work: - TSW complete The Signmakers Assistant Contraction WS Centers: -Language Grab and Go: Contract the Sentence WS -Weekly Spelling

-Contract the Sentence WS -Power Point Procedures for lesson: -TTW review with the students the elements of writing through a Power Point Presentation. -TTW ask the students to search for the signs that were used in the story. -The teacher and class will discuss the signs and their meanings. Independent Work: -TSW complete a rough draft of what their sign would be and what it means. Centers: -Language Grab and Go: Contract the Sentence WS -Weekly Spelling Assessments: The students will be assessed on their center work. Notes: Language will be incorporated during Reading!

-Power Point Procedures for lesson: -TTW provide a review of the skill for the week through the Power Point. Independent Work: -TSW then take their Language Test

WS Procedures for lesson: -TTW play Sparkle with the students as a spelling review game. -TSW take their Spelling test. -The teacher and students will review the center work from the week. -TTW then introduce the lesson with a Power Point Presentation. -TSW make their own sign like one from their story and write what it means.

Centers: -Language Grab and Go: Contract the Sentence WS -Weekly Spelling

Assessments: The students will be evaluated based on their contraction WS. Notes: Language will be incorporated during Reading!

Assessments: The students will be evaluated based on their contraction WS. Notes: Language will be incorporated during Reading!

Assessments: Students will be evaluated based on their center work and language test. Notes: Language will be incorporated during Reading!

Assessments: The students will be evaluated based on their spelling test and writers response. Notes: Language will be incorporated during Reading!

Math Lesson Plans 12:15-1:15 Mon Date: 4/1 Topic: Measure with a Centimeter Model CC.2.MD.1: Measure the length of an object by selecting and using appropriate tools. Goal: The students will understand how to use a centimeter model to measure the lengths of objects. Objective: TSWBAT: -Use a concrete model to measure the lengths of objects in centimeters. Materials/Resources: -base-ten unit cubes -inch tiles -Head to Toe -WS 435-436 -KWL Pre-test Tues Date: 4/2 Topic: Estimate Lengths in centimeters. CC.2MD.3: Estimate lengths using units ofcentimeters. Goal: The students will understand how to use known lengths to estimate unknown lengths. Objective: TSWBAT: -Estimate lengths of objects in centimeters by comparing them to known lengths. Materials/Resources: -classroom objects -10 centimeter unit block Wed Date: 4/3 Topic: Measure with a centimeter ruler. CC.2.MD.1: Measure the length of an object by selecting and using appropriate tools. Goal: The students will be able to use a centimeter ruler to measure lengths. Thurs Date: 4/4 Topic: Problem Solving: Add and Subtract lengths. CC.2.MD.6 and CC.2.MD.5: Relate addition and subtraction to length. Goal: The students will recognize the importance of drawing a diagram when solving problems about length. Objective: Objective: TSWBAT: TSWBAT: -Measure lengths of objects -Solve problems involving to the nearest centimeter adding and subtracting using a centimeter ruler. lengths by using the strategy draw a diagram. Materials/Resources: Materials/Resources: -small classroom objects -diagram template rulers -base-ten unit cubes -Expo markers -centimeter rulers -String -Whale measurements -WB page 445-447 -Turtle Race Procedures for lesson: -TTW introduce the lesson Procedures for lesson: -TSW take their practice Fri Date: 4/5 Topic: Mid-Chapter Checkpoint CC.2.MD.1 CC.2MD.3 CC.2.MD.6 CC.2.MD.5 Goal: The students will be able to recall the skills they have learned throughout the week and apply them. Objective: TSWBAT: -Apply what they have learned throughout the week. Materials/Resources; -Mid-chapter review -Time Test

Procedures for lesson: Procedures for lesson: -TSW take their Practice math -TSW take their Practice

Procedures for lesson: -TSW take their math time

time test! -TTW give a KWL chart to the students as a pre-test on the Metric System. -TTW then introduce the lesson and model for the students how to use a centimeter model. -TSW explore the differences between a centimeter and inch. -TSW compare the differences between two objects with the Head to Toe activity. -TSW work page 435-436 on their own. Centers: -Minute Math -Grab and Go: Measuring Around the room in centimeters and inches Assessments: The students will be assessed based on their Head to Toe activity sheet, centers, and workbook pages. Notes: HW: Math Fact Sheet

math time test! -TTW introduce the lesson and model for the students how to use a known measurement to estimate an unknown measurement. -TSW use their 10 centimeter unit block to compare the lengths of objects they dont know. -TTW estimate lengths with the students together. -TSW then work page 439440 on their own.

and model for the students how to measure lengths of objects to the nearest centimeter. -TSW use their centimeter ruler and small classroom objects to measure. -After the teacher has ensured that each student is finding the correct lengths, the teacher will allow the students to cut and measure their whale body parts. -TSW record the lengths of each part on their answer sheet and glue their whale together. Centers: -Minute Math -Grab and Go: Measuring Around the room in centimeters and inches Assessments: The students will be assessed based on their whale measurements.

math time test! -TTW introduce the lesson and model for the students how to solve problems involving adding and subtracting by drawing a strategy. -TTW work through pages 445-447 with the students. -TTW use a pieces of string to illustrate the difference. -TSW then find the differences between the Turtle Racers.

test. -TTW review with the students the center work that they have completed throughout the week. -TTW work with the students on their midchapter review.

Centers: -Minute Math -Grab and Go: Measuring Around the room in centimeters and inches Assessments: The students will be evaluated based on their participation and workbook pages. Notes: HW: Math fact sheet

Centers: -Minute Math -Grab and Go: Measuring Around the room in centimeters and inches Assessments: Students will be evaluated based on their Turtle Race sheet and center activities. Notes: HW: Math fact sheet

Centers: -Minute Math -Grab and Go: Measuring Around the room in centimeters and inches Assessments: The students will be evaluated based on their chapter review and centers. Notes: Time test!

Notes: Math Homework DUE!

-Need Whale Templates!

Social Science Lesson Plans 1:20-2:20 Mon Date: 4/1 Topic: Unit Introduction: Earth and Space ALCOS: 2.ES.11: Identify basic components of our solar system, including the sun, planets, and Earths moon. Tues Date: 4/2 Topic: What is the Sun? Thurs Date: 4/4 Topic: What causes day and night? ALCOS: 2.ES.11: Identify ALCOS: 2.ES.11: Identify ALCOS: 2.ES.11: Identify basic components of our basic components of our basic components of our solar system, including the solar system, including the solar system, including the sun, planets, and Earths sun, planets, and Earths sun, planets, and Earths moon. moon. moon. Goal: For the students to know the Suns role. Goal: For the students to know the Suns role. Goal: For the students to know how the Earths axis and rotation cause day and night. Wed Date: 4/3 Topic: What is the Sun? Fri Date: 4/5 Topic: What causes seasons to change? ALCOS: 2.ES.11: Identify basic components of our solar system, including the sun, planets, and Earths moon. Goal: For the students to know that the Moon moves around the Earth, the Earth moves around the Sun, and the Moon is visible when it reflects the light from the Sun. Objective: TSWBAT -Identify that the Moon moves around the Earth, and the Earth moves around the Sun. -Recognize that the Moon is visible when it reflects the light from the Sun.

Goal: For the students to be able to construct meaning from the text and pictures.

Objective: TSWBAT -Identify words and construct meaning from text, illustrations, graphics, and charts using the strategies of phonics, word structure, and context clues.

Objective: TSWBAT -Recognize that the Sun supplies heat and light energy to Earth.

Objective: TSWBAT -Recognize that the Sun supplies heat and light energy to Earth.

Objective: TSWBAT -Identify that a rotation during 24 hours is what causes day and night. -Recall that the appearance of sunrise and sunset is due to the rotation of Earth every 24 hours.

Materials/Resources: -Chapter 12 Concept Web -Vocabulary index cards -Vocabulary Search -Unit Vocabulary Pre-Test -Science Journal

Materials/Resources: -Our Sun booklet -Scissors -Crayons -Science Journal

Materials/Resources: -Our Fiery Star Comprehension sheet -Lesson 1: What is the Sun? -Why we need to Sun Writing response sheet -Science Journal Procedures for lesson: -TSW complete any work from yesterday. -The teacher and students will read Lesson 1 together. -TSW then read Our Fiery Star and complete the reading comprehension questions individually. -TSW complete Why we need the Sun writing response sheet. -TSW cut and glue their writing response sheet in their science journal and record the page in their table of content.

Materials/Resources: -The Earth is always moving Summary -Review Check-up sheet -Sun, Earth, and Moon cut out -Science Journal

Procedures for lesson: -TTW give a Vocabulary Pretest. -TTW then introduce the unit on our Solar System. -TSW make vocabulary index cards to study with at home. -The teacher and students will make a concept web for chapter 12 in their Science journals. -TSW set up the outline of their science journals: title page and table of content.

Procedures for lesson: -TTW introduce the lesson on the importance of our Sun. -TSW cut out and staple their Sun booklet. -The students and teacher will read the Sun booklet together. -If time permits, the students will color their book. -TSW glue their booklets into their science journals and record the page in their table of content.

Assessments:

Assessments:

Assessments:

Materials/Resources; -When the Earth Moves booklet -Picture on page 375 -A trip to the Moon Writing Response sheet -Scissors -Crayons - Science Journal Procedures for lesson: Procedures for lesson: -TTW introduce the lesson -TTW review the lesson on the Earths rotation. vocabulary and -TSW define the yesterdays lesson. vocabulary words for the -The teacher and students lesson. will go over the When -The students and teacher the Earth Moves booklet will read The Earth is with the class. always moving summary -TSW cut out and make sheet. their booklets. -TSW complete a review -The teacher and class will check-up. then read about what -TSW meet in groups to act happens when the Earth out the Sun, Moon, and moves and the Seasons Earth rotations. that happen. -TSW cut and glue their -TSW write about a trip to summary sheet into their the Moon. science journals and record -TSW cut and glue their the page in their table of booklet and writing content. response sheet into their science journals and record the pages in their table of content. Assessments: Assessments:

The students will be assessed based on their index cards and concept webs.

The students will be evaluated based on their Sun booklet.

Notes:

Notes: Short Lesson due to Enrichment!

The students will be assessed based on their comprehension sheet and Why we need the Sun writing response sheet. Notes:

Students will be evaluated based on their summary sheet.

The students will be evaluated based on their booklets and writing response sheet.

Notes:

Notes:

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