Lesson Plans for 1st grade October 10-14, 2016

Subject: Math / Unit Title: Number and Operations
Monday / Tuesday / Wednesday / Thursday / Friday
Objective(s):
At the end of today’s lesson the student will be able to … / I can use pictures to show adding to, or joining. / I can model adding to, or joining to, a group. / I can model putting together, or joining. / I can add zero to a number / I can review what I have learned throughout the week
TEKS: / 1.3. B Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem. / 1.3. B Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem.
1.5. E Understand that equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s). / 1.3. B Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem.
1.5. D Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences. / 1.3. D Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10.
1.5. G Apply properties of operations to add and subtract two or three numbers.
Key Vocabulary: / Addition sentence, is equal to=, plus +, sum / zero
Manipulatives Used: / MathBoard / Connecting cubes, MathBoard / Two-color counters, MathBoard / Two-color counters, MathBoard
Lesson Procedures: / Go Math 4.1 Use Pictures to Add To pg.115-118
Homework-pg. 119-120 / Go Math 4.2 Model Adding To pg. 121-124
Homework-pg.125-126 / Go Math 4.3 Model Putting Together pg. 127-130
Homework- pg.131-132 / Go Math 4.4 Add Zero pg. 133-136
Homework-pg. 137-138
Differentiation/scaffolding: / RTI Tier 1 Lesson 17
Challenge-Enrich 16 / RTI Tier 1 Lesson 18
Challenge- Enrich 17 / RTI Tier 1 Lesson 19
Challenge- Enrich 18 / RTI Tier 1 Lesson 27
Enrich 19
Technology Integration: / Math on the Spot
Interactive Student Edition Lesson Opener / Math on the Spot
Interactive Student Edition Lesson Opener / Math on the Spot
Interactive Student Edition Lesson Opener / Math on the Spot
Interactive Student Edition Lesson Opener / Ipad, Istation Math, Go Noodle
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-
Discussion, and observation
Summative-Module test, unit test
Higher Order Thinking / Have children create their own problem using pictures / Have students make up addition story problems with sums of 7 or less / How does the drawing help you write the addition sentence / Have students explain there drawing.

Itasca Elementary School Week of:October 10-14 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 … / Recognize sequence; read HFW words catch good no put said want Identify Common Nouns; Friendly letter segment and blend and spell words with consonant digraphs sh, th / Recognize sequence; read HFW words catch good no put said want Identify Common Nouns; Friendly letter segment and blend and spell words with consonant digraphs sh, th introduce story words Sam Ruby and Grandma / Recognize sequence; read HFW words catch good no put said want Identify Common Nouns; Friendly letter segment and blend and spell words with consonant digraphs sh, th introduce story words Sam Ruby and Grandma / Recognize sequence; read HFW words catch good no put said want Identify Common Nouns; Friendly letter segment and blend and spell words with consonant digraphs sh, th / Recognize sequence; read HFW words catch good no put said want Identify Common Nouns; Friendly letter segment and blend and spell words with consonant digraphs sh, th
TEKS: / 1.27.A.2 ask relevant questions to clarify information
1.28.A.1 share information about the topic
1.28.A.2 Share ideas about the topic
1.2.E.1 isolate initial sounds in one word syllable spoken words
1.3.A.2.ii.3 decode words in isolation by applying common letter- sound correspondence
1.3.B.1 Combine sounds from common spelling patterns to create recognizable words.
1.3.H.1 identify at least 100 high frequency words from list
Question of the Week: / What does a family do together?
Key Vocabulary: / Amazing Words:
Chore household cooperation rule commute subway downtown display / High Frequency Words:
Said want good catch no put the two you we / Academic Vocabulary:
Sequence animal fantasy and common noun
Materials Used: / Unit 1 Student Reading Street Book, Reader’s and Writer’s Notebook, Sing with Me Chart, Decodable Readers, Leveled Readers
Lesson Procedures: / Concept Talk: TE p12j-13
Spelling: TE p16d
High Frequency Words: TE 17
Vocabulary: 13a-13b
Listening Comprehension:sequence 17a-17b
Conventions: TE p. 17c common nouns Friendly letter TE17 d-17f / Concept Talk: TE p18a-18b
Spelling: TE19e
High Frequency Words: TE p 19
Vocabulary: 18b
Story words:20a
Main Selection – First Read: SE 20-33 TE- 20-33
Listening Comprehension: sequence/ Predict and set purpose
Conventions: TE p. 33 / Concept Talk: TE p. 34-34b
Spelling: TE p. 34f
High Frequency Words: 34g
Main Selection – Second Read: TE 20-33
Story Words34g
Fluency: TE p 35b
Conventions: 36-37 common nouns
Friendly letter 36-37 / Summative Assessment: Spelling Test, HFW Test, Common noun test
Read aloud
Guided reading
Write a Friendly letter. / Summative Assessment: Unit 2, Story 7 Test, common noun test
Differentiation/scaffolding: / Provide more opportunities for children use the Amazing words with in more sentences.
Challenge students who spell words correctly to spell harder words / Act out a concept if learners have a hard time understanding commute.
Encourage children to write a paragraph description of the character of their choice / Retelling the story if the children have a hard time understanding the story. / Have students build longer words with their spelling words / IF students are struggling with sequence break it down for you ex: what do you put on first socks or shoes? Then apply that to the story Max and the Big fish
Partner Read with Decodable readers.
Pearson Leveled Reader Guides
Technology Integration: / iStation
Lexia / iStation
Lexia / iStation
Lexia / iStation
Lexia / IPAD Epic app
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 CVC words with shth recognize sequence of a story, recognize animal fantasy, use HFW words in a sentence, and recognize a common noun.
Summative Assessment: Unit 1, Story 7 Test, Spelling Test, HFW Test, Common NounTest / Formative Assessment: Students can write CVC words with shth recognize sequence of a story, recognize animal fantasy, use HFW words in a sentence, and recognize a common noun.
Summative Assessment: Unit 1, Story 7 Test, Spelling Test, HFW Test, Common NounTest / Formative Assessment: Students can write CVC words with shth recognize sequence of a story, recognize animal fantasy, use HFW words in a sentence, and recognize a common noun.
Summative Assessment: Unit 1, Story 7 Test, Spelling Test, HFW Test, Common NounTest / Formative Assessment: Students can write CVC words with shth recognize sequence of a story, recognize animal fantasy, use HFW words in a sentence, and recognize a common noun.
Summative Assessment: Unit 1, Story 7 Test, Spelling Test, HFW Test, Common NounTest / Formative Assessment: Students can write CVC words with shth recognize sequence of a story, recognize animal fantasy, use HFW words in a sentence, and recognize a common noun.
Summative Assessment: Unit 1, Story 7 Test, Spelling Test, HFW Test, Common NounTest
Higher Order Thinking / Can children show and understanding of a synonyms challenge them for example chore=job what is the meaning of the word. / Look at the picture on Page 20 how can you tell this story is an animal fantasy / Why would Grandma want a fat fish ?
Subject: Science / Unit Title: Forms of Energy
Monday / Tuesday / Wednesday / Thursday / Friday
Objective(s):
At the end of today’s lesson the student will be able to … / Identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life / Identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life / Identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life / Identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life
TEKS: / 1.6A – Identify and discuss how different forms of energy are important to everyday life.
Key Vocabulary: / Energy, light, sound, heat
Manipulatives Used: / Flashlights, student journals / Hair dryer, holiday lights, thermometer, electrical pencil sharpener / Student journals
Lesson Procedures: / Students use flashlights to find different forms of energy
Read p. 25-29 in student workbook / Students observe different objects and decide what type of energy is being used with each item / Read p. 25-29 in student workbook, answer questions on p. 30-32 / Summative Assessment: Forms of Energy
Differentiation/scaffolding: / Forms of Energy Foldable / Forms of Energy Foldable / Forms of Energy Foldable
Technology Integration: / Stemscope Picture Vocabulary / Stemscope Rock Energy Song / Stemscope Connections Video
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 energy by light, sound, heat
Summative:
Stemscope Assessment: Forms of Energy / Formative: Daily Observations – students can identify energy by light, sound, heat
Summative:
Stemscope Assessment: Forms of Energy / Formative: Daily Observations – students can identify energy by light, sound, heat
Summative:
Stemscope Assessment: Forms of Energy / Formative: Daily Observations – students can identify energy by light, sound, heat
Summative:
Stemscope Assessment: Forms of Energy