Itasca Elementary School Week Of:November 28-December 2, 2016Grade: 1St Grade__

Itasca Elementary School Week of:November 28-December 2, 2016Grade: _1st Grade__

Subject: ELAR / Unit Title:
Monday / Tuesday / Wednesday / Thursday / Friday
Objective(s):
At the end of today’s lesson the student will be able to … / I can decode words with vowel digraphs ee; I can decode syllables with vc/cv pattern; I can compare and contrast; identify expository text; read HF wordsfamily, other, also, their, some, new, are, good, saw, well; identify nouns in a sentence; segment and spell words with the long e sound spelled e, ee. I can understand the features of an expository paragraph. / I can decode words with vowel digraphs ee; I can decode syllables with vc/cv pattern; I can compare and contrast; identify expository text; read HF words family, other, also, their, some, new, are, good, saw, well; identify nouns in a sentence; segment and spell words with the long e sound spelled e, ee. I can understand the features of an expository paragraph. / I can decode words with vowel digraphs ee; I can decode syllables with vc/cv pattern; I can compare and contrast; identify expository text; read HF words family, other, also, their, some, new, are, good, saw, well; identify nouns in a sentence; segment and spell words with the long e sound spelled e, ee. I can understand the features of an expository paragraph. / I can decode words with vowel digraphs ee; I can decode syllables with vc/cv pattern; I can compare and contrast; identify expository text; read HF words family, other, also, their, some, new, are, good, saw, well; identify nouns in a sentence; segment and spell words with the long e sound spelled e, ee. I can understand the features of an expository paragraph. / I can decode words with vowel digraphs ee; I can decode syllables with vc/cv pattern; I can compare and contrast; identify expository text; read HF words family, other, also, their, some, new, are, good, saw, well; identify nouns in a sentence; segment and spell words with the long e sound spelled e, ee. I can understand the features of an expository paragraph.
TEKS: / 1.2. B.1 Distinguish between long and short vowel sounds in spoken one-syllable words.
1.3. A.1.ii.7 Decode words in context by applying common-letter-sound correspondences, including:
single letters (vowels) including long e.
RC-1.D.1 Make inferences about text.
1.4. B.5 Ask relevant questions about other texts.
1.5. A.1 Read aloud grade-level appropriate text with fluency (appropriate phrasing).
1.19. A.1 Write brief compositions about topics of interest to the student.
1.20. A.2.i Understand and use nouns (singular) in the context of reading, writing, and speaking.
Question of the Week: / How is an insect community like a community of people?
Key Vocabulary: / Amazing Words:
Individual, special, industrious, creep, slither, romp, eagerly, wander / High Frequency Words:
Family, other, also, their, some, new, are, good, saw, well / Academic Vocabulary:
Compare, contrast, syllable, antonym, expository text, questioning
Materials Used: / Unit 2Volume 2 Student Reading Street Book, Reader’s and Writer’s Notebook, Sing with Me Chart, Decodable Readers, Leveled Readers
Lesson Procedures: / Concept Talk: TE p. 170j -171, SE p. 170-171
Spelling: TE p. 174d, DVD 118
High Frequency Words: TE/SE p.175
Listening Comp.: TE p. 175a-175b (Compare and Contrast)
Conventions: TE p. 175c (Nouns in Sentences) / Concept Talk: TE p.176a - 176b
Spelling: TE p.177e
High Frequency Words: TE p. 177
Vocabulary: TE p. 178a
Main Selection – First Read: TE 178c – 193a, SE p. 178-193
(Honey Bees)
Conventions: TE p. 193b WS 303(Nouns in Sentences) / Concept Talk: TE p. 194a-194b
Spelling: TE p. 194f, WS 309
High Frequency Words: TE p. 194g
Main Selection – Second Read: TE p. 194h-195a, SE p. 178-193 (Honey Bees)
Fluency: TE p. 195b
Writing: TE p. 196-197
Conventions: TE p.196a (Nouns in Sentences) / Concept Talk: TE p. 198a-198b
Science in Reading TE p. 198i-199a
Fluency: TE p. 199b
Conventions: TE p. 199c (Nouns in Sentences)
Summative Assessments:
Spelling Test and
HFW test / Summative Assessments:
Unit 2 Volume 2, Story 2 “Life in the Forest”
Nouns in Sentences WS 312
Differentiation/scaffolding: / Differentiated Activities Unit 3 Volume 1 pg. 12h-12i
Small groups
Pearson Leveled Reader Guides
Decodable Readers / Differentiated Activities Unit 3 Volume 1 pg. 12h-12i
Small groups
Pearson Leveled Reader Guides
Decodable Readers / Differentiated Activities Unit 3 Volume 1 pg. 12h-12i
Small groups
Pearson Leveled Reader Guides
Decodable Readers / Differentiated Activities Unit 3 Volume 1 pg. 12h-12i
Small groups
Pearson Leveled Reader Guides
Decodable Readers / Differentiated Activities Unit 3 Volume 1 pg. 12h-12i
Small groups
Pearson Leveled Reader Guides
Decodable Readers
Technology Integration: / iStation
Lexia / White Board Vocabulary Games
iStation
Lexia / iStation
Lexia / iStation
Lexia / iStation
Lexia
Assessment: How will I know my students learned it?
Formative: (daily)
Summative: (how will objectives be assessed, either now or in the future?) / Formative Assessment: Students can write vowel digraph words, students can decode words with syllables vc/cv pattern, recognize expository text, use HFW words in a sentence, recognize nouns in sentences
Summative Assessment: Unit 2, Story 11 Test, Spelling Test, HFW Test, Nouns in Sentences Test / Students can write vowel digraph words, students can decode words with syllables vc/cv pattern, recognize expository text, use HFW words in a sentence, recognize nouns in sentences
Summative Assessment: Unit 2, Story 11 Test, Spelling Test, HFW Test, Nouns in Sentences Test / Students can write vowel digraph words, students can decode words with syllables vc/cv pattern, recognize expository text, use HFW words in a sentence, recognize nouns in sentences
Summative Assessment: Unit 2, Story 11 Test, Spelling Test, HFW Test, Nouns in Sentences Test / Students can write vowel digraph words, students can decode words with syllables vc/cv pattern, recognize expository text, use HFW words in a sentence, recognize nouns in sentences
Summative Assessment: Unit 2, Story 11 Test, Spelling Test, HFW Test, Nouns in Sentences Test / Students can write vowel digraph words, students can decode words with syllables vc/cv pattern, recognize expository text, use HFW words in a sentence, recognize nouns in sentences
Summative Assessment: Unit 2, Story 11 Test, Spelling Test, HFW Test, Nouns in Sentences Test
Subject: Math / Module Title: Subtraction Strategies
Monday / Tuesday / Wednesday / Thursday / Friday
Objective(s):
At the end of today’s lesson the student will be able to … / Count Back to Find the Difference / Use an addition fact to find the answer for a subtraction fact / Use addition to help find the difference / Make a 10 to help subtract / Practice the subtraction strategies
TEKS: / 1.1.C – Select tools, technology, and techniques
1.1.F – Analyze mathematical relationships
1.1.E – Create and use representations
Key Vocabulary: / Count back
Manipulatives Used: / Two color counters / Connecting cubes / Connecting cubes / Two color counters
Lesson Procedures: / Go Math Lesson 7.1
Pgs. 257-260
Homework – Pgs. 261-262 / Go Math Lesson 7.2
Pgs. 263-266
Homework – Pgs. 267-268 / Go Math Lesson 7.3
Pgs. 269-272
Homework – Pgs. 273-274 / Go Math Lesson 7.4
Pgs. 275-278
Homework – Pgs. 279-280
Differentiation/scaffolding: / RTI Lesson 37
Enrich 36
Have children use counters to fine the difference and describe how they can count back to solve / RTI Lesson 38
Enrich 37
Display fact families and have students describe how they are similar / RTI 39
Enrich 38
Model concepts with connecting cubes / RTI 40
Enrich 39
Technology Integration: / Math on the Spot
Interactive Student Edition Lesson Opener
iStation Math
Math Facts in a Flash / Math on the Spot
Interactive Student Edition Lesson Opener
iStation Math
Math Facts in a Flash / Math on the Spot
Interactive Student Edition Lesson Opener
iStation Math
Math Facts in a Flash / iStation Math
Math Facts in a Flash
Assessment: How will I know my students learned it?
Formative: (daily)
Summative: (how will objectives be assessed, either now or in the future?) / Formative:
Discussion and Observation
Summative:
Module 7 Assessment, Unit 2 Test / Formative:
Discussion and Observation
Summative:
Module 7 Assessment, Unit 2 Test / Formative:
Discussion and Observation
Summative:
Module 7 Assessment, Unit 2 Test / Formative:
Discussion and Observation
Summative:
Module 7 Assessment, Unit 2 Test / Formative:
Discussion and Observation
Summative:
Module 7 Assessment, Unit 2 Test
Subject: Social studies / Unit Title: What we need /What we want
Monday / Tuesday / Wednesday / Thursday / Friday
Objective(s):
At the end of today’s lesson the student will be able to … / Identify and discuss What we need and What we want / Identify and discuss What we need and What we want / Identify and discuss What we need and What we want / Identify and discuss What we need and What we want / Identify and discuss What we need and What we want
TEKS: / 7.A Ways families meet basic needs
7.B similarities and differences in ways families meet basic human needs
17.B Obtain information about a topic using variety of visual sources
17.C sequence and categorize information
18.A Express ideas orally based on knowledge and experience
18.B Create and interpret visual and written material
Key Vocabulary: / Needs, shelter, wants, money
Manipulatives Used: / Student Jounrals foldable, my world book / Student Jounrals foldable, my world book / Student Jounrals foldable, my world book / Student Jounrals foldable, my world book / Student Jounrals foldable, my world book
Lesson Procedures: / Talk to students about how do people get what they need? Have the students look on pg 58 and introduce the vocabulary words talk to them about needs and wants / On page 59 have the students talk about the wants needs and answer the chart. / On page 60 have the students talk about money and how they can use it to buy different things for their needs and wants / Finish up on page 60-61 and answer the questions for needs and wants and money. / Summative Assessment: Needs and Wants Money
Differentiation/scaffolding: / Have the students draw a need or a want in their journal and talk with their table partners about their needs and wants. / Ask the students to name a few needs and wants and then use the sentence stem I need ____ because ____. I want_____ because _____. / Have children to draw a line that divides the paper in half and have them put down the needs and wants. Then they can talk about it with their table partner. / Provide children with magazines and newspaper and they can cut and glue pictures of needs and wants of things they find on index cards. They can create a game with it.
Technology Integration: / My world connections / My world connections / My world connections
Assessment: How will I know my students learned it?
Formative: (daily)
Summative: (how will objectives be assessed, either now or in the future?) / Formative: Daily Observations – students can identify needs and wants
Summative:
Assessment: Needs and wants / Formative: Daily Observations – students can identify needs and wants
Summative:
Assessment: Needs and wants / Formative: Daily Observations – students can identify needs and wants
Summative:
Assessment: Needs and wants / Formative: Daily Observations – students can identify needs and wants
Summative:
Assessment: Needs and wants / Formative: Daily Observations – students can identify needs and wants
Summative:
Assessment: Needs and wants