Mrs. Gurley’s Lesson Plans Week 31
1st Grade / 2014-2015 Week of: 4/20 thru 4/24
Morning Work:Reminder: Sentences count on Spelling Test
READING SCHEDULE ADJUSTED DUE TO STATE TESTING WEEK (M W F)
SUBJECT/TIME
/MONDAY
/ TUESDAY / WEDNESDAYMorning News, Attendance, Lunch, Ice cream, Agendas, &Morning Work / Morning News, Attendance, Lunch,Ice cream, Agendas, &Morning Work / Morning News, Attendance,
Lunch,Ice cream, Agendas, & Morning Work
MATH
Engage NY
8:15/30 – 10:00
BATHROOM
9:50 – 10:00
Technology:
Engage NY Smartboard
Lessons
Differentiation:
Use of manipulatives, visual aids, whiteboards, work less number of problems, partner work
ACTIVITY ONLY TUESDAY/THURSDAY DUE TO TESTING WEEK / ENGAGE NY Lesson 28
Standard: 1.OA.5, 1.OA.6
How do I use strategies to add and subtract up to 20? How do I count on?
OPENING:FLUENCY:
1. Magic Counting Sticks1.NBT.2
2.Sprint: Adding by decomposing Teen
Numbers 1.OA.6
3.
WORKTIME:
APPLICATION PROBLEM:
1. TSW glue into journals.
2. TTW read aloud the problem. As a whole group identify the question being asked. Use a MATH DRAWING AND A NUMBER SENTENCE to show your work. WRITE A STATEMENT.
3. TSW will complete independently using RDW for 5 minutes; then as a whole class discuss the student’s solution.
CONCEPT DEVELOPMENT
Solve addition problems using ten as a unit, and write two-step solutions.
PROBLEM SET:
Solve addition problems using ten as a unit, and write two-step solutions.
CLOSING:
EXIT TICKETTSW will complete ET, Discuss and Solve addition problems using ten as a unit, and write two-step solutions. / ENGAGE NY Lesson 29
Standard: 1.OA.6
How do I use strategies to add and subtract up to 20? How do I use the commutative property to make 10
OPENING:FLUENCY:
1. Say Ten: 5-Group Column 1.NBT.2
2.Magic Counting Sticks 1.OA.6
3. Happy Counting by Fives 1.OA.5
4. Take from Ten Subtraction 1.OA.6
WORKTIME:
APPLICATION PROBLEM:
1. TSW glue into journals.
2. TTW read aloud the problem. As a whole group identify the question being asked. Use a MATH DRAWING AND NUMBER SENTENCE to show your work using your work with related facts/true number sentences. WRITE A STATEMENT.
3. TSW will complete independently using RDW for 5 minutes; then as a whole class discuss the student’s solution.
CONCEPT DEVELOPMENT
Solve subtraction problems using ten as a unit, and write two-step solutions.
PROBLEM SET:
Solve subtraction problems using ten as a unit, and write two-step solutions.
CLOSING:
EXIT TICKETTSW will complete ET, Discuss and Solve subtraction problems using ten as a unit, and write two-step solutions. / ENGAGE NY Module 3 Lesson 1
Standard:1.OA.6 1.NBT.1 1.NBT.2
How do I use non standard and stanadard units to measure objects?
OPENING:FLUENCY:
1. Speed Writing 1.NBT.1
2.Tens and Ones 1.NBT.2
3. Sprint: Subtracting Ones from Teen
Numbers 1.OA.6
WORKTIME:
APPLICATION PROBLEM:
1. TSW glue into journals.
2. TTW read aloud the problem. As a whole group identify the question being asked. Use a MATH DRAWING AND WRITE A STATEMENT.
3. TSW will complete independently using RDW for5minutes; then as a whole class discuss the student’s solution.
CONCEPT DEVELOPMENT
Compare length directly and consider importance of aligning endpoints.
PROBLEM SET:
Compare length directly and consider importance of aligning endpointsCLOSING:
EXIT TICKETTSW will complete ET and Compare length directly and consider importance of aligning endpoints
ACTIVITY
10:00 – 10.50ONLY ON TUESDAY /THURSDAY / COMPUTER LAB
RTI/INTERVENTIONS (IF NOT IN DS)
DIRECTED STUDIES / ART –GURLEY
Keep my KIDS
MAKING WORDS
ART PROJECT / MUSIC – WALKER
PLC MEETINGS
9AGENDA / BATHROOM
FINISH ANY MATH
10:50 – 11:23 / AGENDA / BATHROOM
FINISH ANY MATH / AGENDA / BATHROOM
FINISH ANY MATH / AGENDA / BATHROOM
FINISH ANY MATH
LUNCH
11:23- 11:53 / LUNCH / LUNCH / LUNCH
BATHROOM
CHANGE CLASSES
11:53-12:00 / BATHROOM
CHANGE CLASSES / BATHROOM
CHANGE CLASSES / BATHROOM
CHANGE CLASSES
READING & PHONICS
(STORY TOWN)
My students leave and go to other homerooms except 2 students
I DO NOT TEACH THIS
ONLY ON LESSON PLANS FOR INFO TO KEEP TRACK OF MY OTHER STUDENTS.
They other classes are on
Story Town Lesson 15
My class is behind due to being absent and in the hospital in December.
12:00 – 1:30 / Lesson 22: Ways People Live
STANDARD ELACC1RL1, ELACC1RL2, ELACC1RL3, ELACC1RL7, ELACC1RL9, ELACC1RI6, ELACC1RI7, ELACC1RI8, ELACC1RF1a, ELACC1RF2a,b,c,d, ELACC1RF3a,b,c,d,g, ELACC1RF4a,b,c, ELACC1W2,ELACC1W3, ELACC1L1cELACC1SL1b ELACC1SL2
EQ: How can I blend and segment words to read?
Opening:Review with a phonics video of i-e: /ike/ /ine/ and /ile/ on Smartboard. TSW will use a page for the students to work on fluency.
Work Session:
Students will choral read the story.
Student can then partner read the story sentence by sentence.
Skill: Sequence & graphic organizers
Review. Prediction/plot/Comprehension.
Writing:
Work Stations:
1.
2.
3.
Closing: Choose 2 children to share / Lesson 22:Ways People Live
STANDARD ELACC1RL1, ELACC1RL2, ELACC1RL3, ELACC1RL7, ELACC1RL9, ELACC1RI6, ELACC1RI7, ELACC1RI8, ELACC1RF1a, ELACC1RF2a,b,c,d, ELACC1RF3a,b,c,d,g, ELACC1RF4a,b,c, ELACC1W2,ELACC1W3, ELACC1L1cELACC1SL1b ELACC1SL2
EQ: How can I blend and segment words to read?
Opening Review with a phonics video of i-e: /ike/ /ine/ and /ile/ on Smartboard. TSW will use a page for the students to work on fluency.
Work Session:
Students will choral read the story.
Student can then partner read the story sentence by sentence.
Skill: Sequence & graphic organizers
Review. Prediction/plot/Comprehension.
Writing:
Work Stations:
1.
2.
3.
Closing: Choose 2 children to share / Lesson 22:Ways People Live
STANDARD ELACC1RL1, ELACC1RL2, ELACC1RL3, ELACC1RL7, ELACC1RL9, ELACC1RI6, ELACC1RI7, ELACC1RI8, ELACC1RF1a, ELACC1RF2a,b,c,d, ELACC1RF3a,b,c,d,g, ELACC1RF4a,b,c, ELACC1W2,ELACC1W3, ELACC1L1cELACC1SL1b ELACC1SL2
EQ: How can I blend and segment words to read?
Opening:Review with a phonics video of i-e: /ike/ /ine/ and /ile/ on Smartboard. TSW will use a page for the students to work on fluency.
Work Session:
Students will choral read the story.
Student can then partner read the story sentence by sentence.
Skill: Sequence & graphic organizers
Review. Prediction/plot/Comprehension.
Writing:
Work Stations:
1.
2.
3.
Closing: Choose 2 children to share
MONDAY / TUESDAY / WEDNESDAY
My Homeroom
SFA/Story Town/ Novels
Student Distribution
M-F
12:00 – 1:30 / GURLEY
SFA
Bailey Peek
Grayton Winters / HULSEY
StoryTown / Novels
Zion Bradley
Mathias Dean
Sidney Dukes / SHEPARD
SFA
Zayden Albert
Aubrey Ware
Charity Bell
Jerrie Ann Cooper / A. SMITH
Story Town
Camryce Benham
Eathyn Davis
Riley Earwood
Corvyn Williams
Jaycie Jackson / WOLFE
Story Town
Brayden Deems
A’Liyah High
Sydney Helton
Jatisha Sims / ZUKER
SFA
Kolten Kent
Joshua Sutherland
MY SFA READING CLASS
Other Homerooms
SFA
Student Distribution
12:00 – 1:30 / GURLEY
SFA
Bailey Peek
Grayton Winters / HULSEY
SFA
Alex Alegria
Jacey Dover / SHEPARD
SFA / A. SMITH
SFA
Zaylee Busie
Tyler Dempsey
Seth Gibbs
Brooklyn Mallett
Aaron Ramos
Jacob Smith
Madalyn Swift
Heather Hughes
Essian Brown SPED / WOLFE
SFA
Ja’Asia Davis
Josie Jacobs
Breshaun Ware
Ethan Whitley
Nathan Davis / ZUKER
SFA
Pastynce Darby
Emily Williams
Dakota Jacobs SPED
READING SCHEDULE ADJUSTED DUE TO STATE TESTING WEEK (M W F)
MONDAY / TUESDAY / WEDNESDAYSFA READING
FASTTRACK PHONICS
12:00 – 1:30
SFA L31
GREEN WORDS:
ride tired saw riding I’ve hugged mine fine looked its how helmet tried pedals handles running
RED WORDS:
pushed try who over beside
READLES
school eyes
Technology:
SFA CD/Smartboard
Differentiation:
Student are grouped all on same SFA level / LESSON 31 DAY 2
Rides a Bike
Sounds: /oa/ /ur/ /i-e/
Strategies & Skills:
Previewing predicting
Star Story: Vera Rides a Bike
Standard: ELACC1RL1, ELACC1RL2,
ELACC1RL3, ELACC1RL7, ELACC1RL9, ELACC1RI6 ELACC1RI7,
ELACC1RI8, ELACC1RF1a, ELACC1RF2a,b,c,d,
ELACC1RF3a,b,c,d,g, ELACC1RF4a,b, ELACC1W2,ELACC1W3
ELACC1L1cELACC1SL1b ELACC1SL2
EQ: How can I blend and segment words to read?
OPENING:
PHONICS
1. Say it Fast
2. Class Review of Sounds and Words
3. Partner Read Sounds and Words
4. Quick Erase
5. Hear the New Sound
6. Stretch and Read with the New Sound
7. Write Words and Sentences
WORKTIME:
SHARED STORY
1. Story Review
2. Partner Words and Sentence Reading
3. Partner Reading
4. Partner Story Questions
5. Reading Celebration
STAR STORY
1. Star Review
2. Structure Review
3. Retell
4 Star Celebration
5. Star Writing
6. Alphie’s Question Quiz
TEAM CELEBRATION / LESSON 31 DAY 3
Rides a Bike
Sounds: /oa/ /ur/ /i-e/
Strategies & Skills:
Previewing predicting
Star Story: Vera Rides a Bike
Standard: ELACC1RL1, ELACC1RL2,
ELACC1RL3, ELACC1RL7, ELACC1RL9, ELACC1RI6 ELACC1RI7,
ELACC1RI8, ELACC1RF1a, ELACC1RF2a,b,c,d,
ELACC1RF3a,b,c,d,g, ELACC1RF4a,b, ELACC1W2,ELACC1W3
ELACC1L1cELACC1SL1b ELACC1SL2
EQ: How can I blend and segment words to read?
OPENING:
PHONICS:
1. Break It Down
2. Class Review –Sounds and Words
3. Partner Practice Sound and Words
4. Quick Erase
5. Hear the New Sound
6. Introduce Letter Group
7. Stretch and Read with the New Sound
8. Write Letters and Words
WORKTIME:
SHARED STORY
1. Partner word and Sentence Reading
2. Partner Reading
3. All Together Now
ADVENTURES IN WRITING
1. Prewriting
2. Partner Planning
3. Writing
4. Writing Celebration
Students will provide feedback to their partners to help them make their sentences more interesting.
TEAM CELEBRATION
CLOSING:
TEST ON SFA STORY / LESSON 32 DAY 1
The Painters
Sounds: /ur/ /o-e/ /oe/
FTP Assessment 8
SOLO Assessment 8
Strategies & Skills:
Previewing predicting
Star Story: The Big Snow
Standard: ELACC1RL1, ELACC1RL2,
ELACC1RL3, ELACC1RL7, ELACC1RL9, ELACC1RI6 ELACC1RI7,
ELACC1RI8, ELACC1RF1a, ELACC1RF2a,b,c,d,
ELACC1RF3a,b,c,d,g, ELACC1RF4a,b, ELACC1W2,ELACC1W3
ELACC1L1cELACC1SL1b ELACC1SL2
EQ: How can I blend and segment words to read?
OPENING:
PHONICS
1. Break It Down
2. Class Review of Sound and Words
3. Partner Practice Sounds and Words
4. Quick Erase
5. Hear the New Sound
6. Introduce the Letter Group
7. Stretch and Read with the New Sound
8. Write Letters and Words
WORKTIME:
SHARED STORY
1. Previewing
a. Teacher overview
b. Video Word Play
2. Word Presentation
3. Partner Word and Sentence Reading
4. Guided Partner Reading
5. Discussion Questions
STAR STORY
1. Preview
2. Interactive Reading
3. Star Celebration
4. Star Writing
5. Alphie’s Question Quiz
TEAM CELEBRATION
CLOSING
Mrs. Gurley’s Lesson Plans Week 31
1st Grade / 2014-2015 Week of: 4/20 thru 4/24
MONDAY / TUESDAY / WEDNESDAYLANGUAGE ARTS
GRAMMAR
1:30 – 2:00
BATHROOM
9:50 -10:00
ELA STATE UNIT
SEE NEXT PAGE
Technology: My Teacher website with videos(you tube),games, and posters.
Differentiation:
visual aids, complete less number of problems, partner work. / Standard:ABC Order/Dictionary Skills
EQ: How do I put words in ABC order? How does the alphabet help me to put words in order? How does ABC order help with using a dictionary?
OPENING:Introduce & Discuss ABC order.Use a smartboard document
WORK TIME:
Independent work over using ABC Order/ Dictionary skills
1. ABC Order p 11
2. What comes First? P376
3. Putting words in ABC order p.40.
4. Kite ABC order cut/paste.
CLOSING: Choose 2 children to share. / Standard: ABC Order/Dictionary Skills
EQ: How do I put words in ABC order? How does the alphabet help me to put words in order? How does ABC order help with using a dictionary?
OPENING:Introduce & Discuss ABC order. Use a smartboard document
WORK TIME:
Independent work over using ABC Order/ Dictionary skills
1. ABC Order p 13
2. High Fliers P3 76
3. Flower -“ill” words in ABC order cut/paste.
CLOSING: Choose 2 children to share. / Standard: ABC Order/Dictionary Skills
EQ: How do I put words in ABC order? How does the alphabet help me to put words in order? How does ABC order help with using a dictionary?
OPENING:Introduce & Discuss ABC order. Use a smartboard document
WORK TIME:
Independent work over using ABC Order/ Dictionary skills
1. DictionarySkills
2. Study Skill: Dictionary p72
3. Dictionary Skills.
4. Frog “og” ABC order cut/paste.
DAILY GRADE:Commas in a List
CLOSING: Choose 2 children to share.
SOCIALSTUDIES/
SCIENCE/HEALTH
(STATION ROTATIONS)
Guided Reading/Centers
1:30 – 2:00
Technology: My Teacher website with videos (you tube), games, and posters.
Brainpop Jr.
Differentiation:
Visual aids, partner work, complete less number of problems
Snack: 2:00 -2:10 / Standard: S1L1b,d
EQ: What do animals need to survive? How are animals alike? How are they different?
Opening:
Watch a video about Amphibians
Use a video to introduce and discuss Retiles
Work Session:
Students will brainstorm about what they know and learned about Amphibians
Use a video to introduce and discuss Amphibians
Complete a circle map to use with writing informational facts.
Closing:
Review standard and essential question and
how it relates to the day's lesson / Standard: S1L1b,d
EQ: What do animals need to survive? How are animals alike? How are they different?
Opening:
Watch a video about Amphibians
Use a video to introduce and discuss Retiles
Work Session:
Students will brainstorm about what they know and learned about Amphibians
Use a video to introduce and discuss Amphibians
Complete a circle map to use with writing informational facts.
Closing:
Review standard and essential question and how it relates to the day's lesson / Standard: S1L1b,d
EQ: What do animals need to survive? How are animals alike? How are they different?
Opening:
Watch a video about Amphibians
Use a video to introduce and discuss Retiles
Work Session:
Students will brainstorm about what they know and learned about Amphibians
Use a video to introduce and discuss Amphibians
Complete a circle map to use with writing informational facts.
Closing:
Review standard and essential question and how it relates to the day's lesson
RECESS
2:10 -2:30 / RECESS / RECESS / RECESSAR/DISMISSAL
2:45 – 3:00 / AR/DISMISSAL / AR/DISMISSAL / AR/DISMISSAL
GA ELA
STATE UNIT
READ ALOUD / Freckle Juice
STANDARD:ELACC1RL3
EQ: What are some ways to identify different characters using a character map?
OPENING:
Read Chapters 2 in the novel. Students will continue to work on character maps.
WORKTIME
Activities
1.Add to the character map about Andrew
2.discuss Beginning Middle End
3. Setting
CLOSING:Review standard and essential question. Share completed story maps with class. / Freckle Juice
STANDARD:ELACC1RL3
EQ: What are some ways to identify different characters using a character map?
OPENING:
Read Chapters 2 in the novel. Students will continue to work on character maps.
WORKTIME
Activities
1.Add to the character map about Andrew
2.discuss Beginning Middle End
3. Setting
CLOSING:Review standard and essential question. Share completed story maps with class. / Freckle Juice
STANDARD:ELACC1RL3
EQ: What are some ways to identify different characters using a character map?
OPENING:
Read Chapters 3 in the novel. Students will continue to work on character maps.
WORKTIME
Activities
1.Start a character map about Nicky
2. Discuss Beginning Middle End
3. Setting
4. Problem / Solution
CLOSING:Review standard and essential question. Share completed story maps with class.`
PHONICS
Making Words
Explode the Code
(DURING Art on Wednesday)
10:00 – 10:50 / MAKING WORDS
Mystery Word: things (L11)
Lesson 3: br, cr, dr, fr, gr, blends
EQ: How do I build, blend, and segment words?
OPENING:sight word video & l blends video from or you tube
MINI LESSON:
TSW will decode, manipulate, blend, segment letter to make words. Multiple skills are taught during this lesson
WORKTIME:TSW will glue the mystery word, write a sentence and illustrate a picture to match the sentence
CLOSING: Choose 2 students to share their sentence /illustration
Morning Work:
SUBJECT/TIME
/THURSDAY
/ FRIDAY / NOTESHomeroom
7:55 – 8:15
Bathroom 8:00 / Morning News, Attendance,
Lunch,Ice cream, Agendas, &
Morning Work**HC** / Morning News, Attendance,
Lunch,Ice cream, Agendas, &
Morning Work /
SPECIAL EVENTS
MATHEngage NY
8:15/30 – 10:00
BATHROOM
9:50 – 10:00
Technology:
Engage NY Smartboard
Lessons
Differentiation:
Use of manipulatives, visual aids, whiteboards, work less number of problems, partner work / ENGAGE NY Module 3 Lesson 2
Standard:1.OA.5 1.NBT.2 1.NBT.4 1.NBT.5 1.NBT.6
How do I use non standard and stanadard units to measure objects?
OPENING:FLUENCY:
1. Happy Counting: 1.OA.5, 1.NBT.5
2.Hide Zero Number Sentences
1.NBT.2, 1.NBT.4
3. Addition with Cards 1.NBT.6
WORKTIME:
APPLICATION PROBLEM:
1. TSW glue into journals.
2. TTW read aloud the problem. As a whole group identify the question being asked. Use a MATH DRAWING to show your work. WRITE A STATEMENT.
3. TSW will complete independently using RDW for 5 minutes; then as a whole class discuss the student’s solution.
CONCEPT DEVELOPMENT
Compare length using indirect comparison by finding objects longer than shorter than, and equal to that of a string.
PROBLEM SET:
Compare length using indirect comparison by finding objects longer than shorter than, and equal to that of a string. CLOSING:
EXIT TICKETTSW will complete ET, Discuss and Compare length using indirect comparison by finding objects longer than shorter than, and equal to that of a string. / ENGAGE NY
Lessons28-Module 3 Lesson 2
WEEKLY ASSESSMENT
over previous taught concepts.
Number Bonds, ways to make 5,6,7, 8, 9, and 10; missing addends; result unknown; change unknown, understanding the equal sign;
Commutative property/fact families;
Doubles; doubles plus one; plus zero
Subtraction; 1 less; 2 less; take away; minus make ten;
Measurement, comparing lengths.
WORKTIME: STW complete stations if time available / MATH VOCABULARY
Graphstally marksways to make ___
math way countingnumber bonds
parttotaltotal unknownone more than
count onmissing addend
part unknowndoubledoubles plus one
plus zero take from with result unknown
take apart addend unknown; length measurement
RDW: Read, Draw, Write:
ACTIVITY
10:00 – 10.50 / P.E. – JAY / P.E. ALLISONAGENDA / BATHROOM
FINISH ANY MATH
10:50 – 11:20 / AGENDA
FINISH ANY MATH / AGENDA
FINISH ANY MATH
LUNCH
11:25- 11:55 / LUNCH / LUNCH
BATHROOM
CHANGE CLASSES
11:55-12:30 / BATHROOM
CHANGE CLASSES / BATHROOM
CHANGE GLASSES
READING & PHONICS
(Story Town)
My students leave and go to other homerooms except 2 students
I DO NOT TEACH THIS
ONLY ON LESSON PLANS FOR INFO TO KEEP TRACK OF MY OTHER STUDENTS.
12:00 – 1:30 / Lesson 20:Ways People Live
STANDARD ELACC1RL1, ELACC1RL2, ELACC1RL3, ELACC1RL7, ELACC1RL9, ELACC1RI6, ELACC1RI7, ELACC1RI8, ELACC1RF1a, ELACC1RF2a,b,c,d, ELACC1RF3a,b,c,d,g, ELACC1RF4a,b,c, ELACC1W2,ELACC1W3, ELACC1L1cELACC1SL1b ELACC1SL2
EQ:How can I blend and segment words?
Opening:Review with a phonics video of i-e: /ike/ /ine/ and /ile/ on Smartboard. TSW will use a page for the students to work on fluency.
Work Time:
Review Spelling and Sight Words
Skill: Sequence & graphic organizers
Review: Prediction/plot/Comprehension
Work Stations:
1.
2.
3
Closing: Choose 2 children to share. / Lesson 20; Ways People Live
Weekly Assessments
Review story, spelling words, sight words, and skills.
READING TEST
SIGHT WORD
SIGHT WORD SENTENCE TEST