Subject: ELAR / Unit Title:
Monday / Tuesday / Wednesday / Thursday / Friday
Objective(s):
At the end of today’s lesson the student will be able to … / Distinguish between fact and opinion; read HFW words know, push, done, wait, visit, what, but, with, so, eat; identify verbs am, is, are, was, were; spell words with ending er, ir, and ur / Distinguish between fact and opinion; read HFW words know, push, done, wait, visit, what, but, with, so, eat; identify verbs am, is, are, was, were; spell words with ending er, ir, and ur / Distinguish between fact and opinion; read HFW words know, push, done, wait, visit, what, but, with, so, eat; identify verbs am, is, are, was, were; spell words with ending er, ir, and ur / Distinguish between fact and opinion; read HFW words know, push, done, wait, visit, what, but, with, so, eat; identify verbs am, is, are, was, were; spell words with ending er, ir, and ur / Distinguish between fact and opinion; read HFW words know, push, done, wait, visit, what, but, with, so, eat; identify verbs am, is, are, was, were; spell words with ending er, ir, and ur
TEKS: / 1.2.E.2 – Isolate medial sounds in one-syllable spoken words
1.3.C.1.vi.1 – Use common syllabication patterns to decode words including r-controlled vowel sounds
RC-1.D.1 – Make inferences about text
1.14.D.1 – Use text features to locate specific information in text
1.5.A.1 – Read aloud grade-level appropriate text with fluency
1.20.B.1 – Speak in complete sentences with correct subject-verb agreement
Question of the Week: / What changes can be seen in nature?
Key Vocabulary: / Amazing Words:
cycle, develop, insect, rearrange, flurries, emerge, fragile, vessel / High Frequency Words: know, push, done, wait, visit, what, but, with, so , eat / Academic Vocabulary:
Fact and opinion, literary nonfiction, verbs am, is, are, was, and were
Materials Used: / Unit 3 Student Reading Street Book, Reader’s and Writer’s Notebook, Sing with Me Chart, Decodable Readers, Leveled Readers
Lesson Procedures: / Concept Talk – TE pg. 150j, SE p. 150-151
Spelling – TE p. 154d
Academic Vocabulary – TE pg. 151b
High Frequency Words – TE pg. 155, SE pg. 155, WS 378
Listening Comprehension – Fact and Opinion - TE pg. 155a-155b, WS 379
Conventions – Verbs Am, Is, Are, Was, Were TE p. 155c DVD 17 / Concept Talk – TE pg. 156a
Spelling – TE p. 157
High Frequency Words – TE/SE p. 157, TR DVD 157
Main Selection –I’m a Caterpillar– TE pg. 158c
Read Main Selection – TE/SE p. 158-173, Asking Day 2 Questions
Genre – Literary Nonfiction – TE p. 173a
Conventions – Verbs Am, Is, Are, Was, Were – TE p. 173b / Concept Talk – TE pg. 174a
Spelling – TE p.174f
High Frequency & Story Words – TE p. 174g
Main Selection – Second Read – TE p. 174h
Read Main Selection –TE/SE p. 158-173, Asking Day 3 questions
Think Critically – TE p. 175a, SE p. 174-175
Conventions – Verbs Am, Is, Are, Was, Were – TE p. 176a, WS 390 / Concept Talk – TE pg. 178a
Phonics Review– Ending –ed, -ing, r-Controlled ar– TE pg. 178d, DVD 155-156
Fluent Word Reading – TE p. 178g
HFW Test
Spelling Test / Summative Assessments:
Unit 3, Story 5 – “I’m a Caterpillar”
Conventions – Verbs Am, Is, Are, Was, Were
Differentiation/scaffolding: / Read Decodable Readers story 17a and write words with r controlled er, ir, ur
Pearson Leveled Reader Guides / Read story and have children identify fact and opinions.
Pearson Leveled Reader Guides / Retelling – have children use retelling cards to discuss story.
Pearson Leveled Reader Guides / Partner Read with Decodable readers.
Pearson Leveled Reader Guides
Technology Integration: / White Board Vocabulary Games
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 words with er, ir, ur, distinguish between fact and opinion, recognize literary nonfiction, use HFW words in a sentence, recognize verbs am, is, are was, were
Summative Assessment: Unit 3, Story 5 Test, Spelling Test, HFW Test, Verbs Test / Formative Assessment: Students can write words with er, ir, ur, distinguish between fact and opinion, recognize literary nonfiction, use HFW words in a sentence, recognize verbs am, is, are was, were
Summative Assessment: Unit 3, Story 5 Test, Spelling Test, HFW Test, Verbs Test / Formative Assessment: Students can write words with er, ir, ur, distinguish between fact and opinion, recognize literary nonfiction, use HFW words in a sentence, recognize verbs am, is, are was, were
Summative Assessment: Unit 3, Story 5 Test, Spelling Test, HFW Test, Verbs Test / Formative Assessment: Students can write words with er, ir, ur, distinguish between fact and opinion, recognize literary nonfiction, use HFW words in a sentence, recognize verbs am, is, are was, were
Summative Assessment: Unit 3, Story 5 Test, Spelling Test, HFW Test, Verbs Test / Formative Assessment: Students can write words with er, ir, ur, distinguish between fact and opinion, recognize literary nonfiction, use HFW words in a sentence, recognize verbs am, is, are was, were
Summative Assessment: Unit 3, Story 5 Test, Spelling Test, HFW Test, Verbs Test
Itasca Elementary School Week of:_January 23-27_ Grade: ____1st Grade____
Subject: Math / Unit Title:Monday / Tuesday / Wednesday / Thursday / Friday
Objective(s):
At the end of today’s lesson the student will be able to … / Review Module 9 assessment / Module 9 test / Review for Unit 2 test / Unit 2 test / Review for the next week and the number patterns up to 120
TEKS: / 1.4.C use relationships counting by twos fives and tens to determine the value of a collection of coins
1.4.A Identify us coins and their value
1.4.B write their number with a cent symbol by it.
Question of the Week: / What are the values of the Pennies, Nickels, dimes,
Key Vocabulary: / Quarter nickel dime and pennies / Quarter nickel dime and pennies / Quarter nickel dime and pennies
Materials Used: / Coins, Text book digital activity
Lesson Procedures: / Review assessment for test / Module 9 test / Review for Unit 2 test / Unit 2 test
Differentiation/scaffolding:
Technology Integration: / Math on the spot and Interactive student edition opener / Math on the spot and Interactive student edition opener / Math on the spot and Interactive student edition opener / Math on the spot and Interactive student edition opener / Math on the spot and Interactive student edition opener
Assessment: How will I know my students learned it?
Formative: (daily)
Summative: (how will objectives be assessed, either now or in the future?) / Formative- checked exercise worksheet,
Discussion, and observation
Summative-Module test, unit test / Formative- checked exercise worksheet,
Discussion, and observation
Summative-Module test, unit test / Formative- checked exercise worksheet,
Discussion, and observation
Summative-Module test, unit test / Formative- checked exercise worksheet,
Discussion, and observation
Summative-Module test, unit test / Formative- checked exercise worksheet,
Discussion, and observation
Summative-Module test, unit test
Subject: Social Studies / Unit Title: Looking at Our World
Monday / Tuesday / Wednesday / Thursday / Friday
Objective(s):
At the end of today’s lesson the student will be able to … / Recognize that maps can be used to locate and identify places.
Identify and describe the relative location of places in the school and community. Locate and identify places on a map using the four cardinal directions / Recognize that maps can be used to locate and identify places.
Identify and describe the relative location of places in the school and community. Locate and identify places on a map using the four cardinal directions / Recognize that maps can be used to locate and identify places.
Identify and describe the relative location of places in the school and community. Locate and identify places on a map using the four cardinal directions / Recognize that maps can be used to locate and identify places.
Identify and describe the relative location of places in the school and community. Locate and identify places on a map using the four cardinal directions / Recognize that maps can be used to locate and identify places.
Identify and describe the relative location of places in the school and community. Locate and identify places on a map using the four cardinal directions
TEKS: / 4.A Locate places using the four cardinal directions. 4.B Describe the location of self and objects relative to other locations in the classroom and school. 5.A Create and use simple maps such as maps of the home, classroom, school, and community. 17.B Obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts. 18B Create and interpret visual and written material.
Key Vocabulary: / Direction, map, globe, mountain, desert, ocean, lake, continent, reduce, reuse, recycle, legend, river, weather, transportation, communicate.
Manipulatives Used: / Envision It! Google Map / Envision It! Google Map / Envision It! Google Map / Envision It! Google Map
Lesson Procedures: / Looking at Our World pg. 92. The Big question pg. 92-93. Vocabulary Preview pg. 94-95. (Where Things Are Located pg. 96-99) Introduce the Key Idea, Introduce the Vocabulary, Complete the Activity / Looking at Our World pg. 92. The Big question pg. 92-93. Vocabulary Preview pg. 94-95. (Where Things Are Located pg. 96-99) Introduce the Key Idea, Introduce the Vocabulary, Complete the Activity / Looking at Our World pg. 92. The Big question pg. 92-93. Vocabulary Preview pg. 94-95. (Where Things Are Located pg. 96-99) Introduce the Key Idea, Introduce the Vocabulary, Complete the Activity / Looking at Our World pg. 92. The Big question pg. 92-93. Vocabulary Preview pg. 94-95. (Where Things Are Located pg. 96-99) Introduce the Key Idea, Introduce the Vocabulary, Complete the Activity / Looking at Our World pg. 92. The Big question pg. 92-93. Vocabulary Preview pg. 94-95. (Where Things Are Located pg. 96-99) Introduce the Key Idea, Introduce the Vocabulary, Complete the Activity
Differentiation/scaffolding: / Play Simon Says with children using direction words. (Advanced) Have children take turns being Simon, the leader, as they play the game. / Play Simon Says with children using direction words. (Advanced) Have children take turns being Simon, the leader, as they play the game. / Play Simon Says with children using direction words. (Advanced) Have children take turns being Simon, the leader, as they play the game. / Play Simon Says with children using direction words. (Advanced) Have children take turns being Simon, the leader, as they play the game. / Play Simon Says with children using direction words. (Advanced) Have children take turns being Simon, the leader, as they play the game.
Technology Integration: / Google Maps, Ipad / Google Maps, Ipad / Google Maps, Ipad / Google Maps, Ipad / Google Maps, Ipad
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 Workbook (Got It Questions). Observation
Summative: Weekly Test / Formative:
Daily Workbook (Got It Questions). Observation
Summative: Weekly Test / Formative:
Daily Workbook (Got It Questions). Observation
Summative: Weekly Test / Formative:
Daily Workbook (Got It Questions). Observation
Summative: Weekly Test / Formative:
Daily Workbook (Got It Questions). Observation
Summative: Weekly Test