TEACHER/GRADE: Class 1-5Maureen Pica

TEACHER/GRADE: Class 1-5Maureen Pica

Journeys Lesson 7/ Scholastic -Bats

STANDARD(S): CCSS RF. 1.2d, RF1.3g, RF. 1.5, RF.1.7, SL.1.1a, SL.1.1b, SL.1.3

Subject(s): ELA_xMath_ Religion_Soc Stud_Science_ Art _Music _Phys. Ed_Spanish _Tech_

Use drop down menu next to each subject to select “X” for the appropriate subjects

SUGGESTED PRE-ASSESSMENT ACTIVITIES TO ACCESS PRIOR KNOWLEDGE

Quiz/Test Journal Survey Self-assessment KWL Chart Questioning Brainstorm

INSTRUCTIONAL MATH PRACTICES:INSTRUCTIONAL ELA PRACTICES:

Make sense of problems and persevere in solving themUse informational texts Reason abstractly and quantitatively Write to state opinion or argument with evidence of claim Construct viable arguments and critique the reasoning of others Read closely Model with mathematics Site evidence from multiple sources Use appropriate tools strategically Analyze the 5 W’s and H of multiple texts Attend to precision Interpret words and phrases Look for and make use of structure Integrate and evaluate content Look for and express regularity in repeated reasoning Include speaking and writing activities

SUGGESTED CLOSURE/ASSESSMENTS: BEST PRACTICES:

Exit cardsQuiz/Test Differentiate according to intelligence/learning styles/Lexiles : Whole, Flexible, One-To-One Observation Checklist Identify the Standards to be taught Projects Presentation Identify the Skills to be taught Written Assessments Identify the Learning Targets Categories Use: Explaining/Demonstration Degrees of Knowledge Wheel: Levels 3-4 Learning Centers Bloom’s Taxonomy Collaborating/Discussion Include rubric when applicable Modeling & Structured Practice Guided Practice/ Independent Practice Defending/Debating/ Real World Prompts

ESSENTIAL QUESTION: How do animals communicate?

Lesson 7 “How DO Animals Communicate?”/ “Insect Messages”

MondayTuesdayWednesdayThursdayFriday

VOCABULARY: / creek animal
warn of
crowd how
agreement some
discussed make
bills why / See Monday / See Monday / Review Weekly words. / Scholastic New Magazine
“I Didn’t Know a Bat Could Do That”
nocturnal
hibernate
nectar
dim /
ACTIVATE PRIOR KNOWLEDGE What do the students now before the lesson? / Students know how to recognize words with irregular spellings.
Students know the meaning of some oral vocabulary after listening to text read aloud.
Students know how to ask/answer questions about a text read aloud.
Interpret words and phrase use in a Read Aloud. / Students know the meaning for Read Aloud voc.
Students can rec/ read irregularly spelling Words to Know.
Students can read blend/build and decode regularly spelled one syllable words/ words with r blends.
Students can read on level text fluently. / Students can blend read regular spelled words.
Blend/read words with r blends/short I vowel.
Students can read text with regular/ irregularly spelled words.
Ask/answer quseions about story details. / Students know how to ask/answer questions about a text.
Listen to a story read aloud.
Students can identify main idea/story details. / Students can read on level informational text.
Ask/anwser questions for grade level material.
Understand meaning of story vocab. /
INSTRUCTIONAL PRACTICES* Practices used to determine how students are showing they are mastering the standards-based learning. / Lead class in a discussion after listening to a Read Aloud “Prairie Dogs”.
Listen for the meaning of some oral voc. using context clues.
-Use 5 fill in sentences for irregularly spelled high frequency words. / Use Morning Warm Up to review phonics/ word recognition/voc. boost. TM p. 135.
Reading Circle – have students read for information using text evidence.
Use Decodable Reader What Did Dad Get? / Display class chart-
Have students practice reading word lists.
Readers Circle-
Listen to/document oral reading progress. / Read “Ish” by author Pter H Renynolds.
Have students identify main idea and story details (use text eveidence). / Use independent /guided reading strategies.
Use interactive Scholastic video / text recording /game. /
CLOSURE/ASSESSMENT* Evaluate for the level of success. / Students will listen to Read Aloud “Prairie Dogs”.
Tell main idea and details during question/answer time.
Use Words to Know in written sentences. / Students will read/ irregularly spelled words/ words with short i vowel pattern.
Listen to students read on level text.
Draw/ label a picture showing what the story is about. / Students will use text to complete “How Animals Communicate”written Readers otebook p. 96. / *Journal _Write what the story is about illustrate writing. / Students main idea / list 2-3 details they can prove to be true. /
Homework: / Read” Words to Know” Journeys Text p.42-43
Write Words to Know 2x
Copy Spelling list 1more time. / Reread “How Do Animals Communicate?” Journeys text
Write 3 sentences for animal, some, why. / Complete Readers Notebook p. 97. Use text to answer questions.
Read “Insect Messages” Journeys text. / Study for spelling assessment.
Readers Notebook p. 101/102 / No Homework /
ELA SHIFTS: (USE DROP DOWN MENU TO PLACE AN “X” NEXT TO THE DIFFERENT OPTIONS. / _xuse text based evidence
_write from sources
_xbuild academic vocabulary
_ x increase text complexity
_balance inform /literarytxts
_buildknwldg in disciplines / _xuse text based evidence
_ xwrite from sources
_xbuild academic vocabulary
_increase text complexity
_xbalance inform /literarytxts
_buildknwldg in disciplines / _xuse text based evidence
_xwrite from sources
_xbuild academic vocabulary
_xincrease text complexity
_balance inform /literarytxts
_buildknwldg in disciplines / _xuse text based evidence
_xwrite from sources
_xbuild academic vocabulary
_increase text complexity
_balance inform /literarytxts
_buildknwldg in disciplines / _xuse text based evidence
_xwrite from sources
_xbuild academic vocabulary
_xincrease text complexity
_balance inform /literarytxts
_buildknwldg in disciplines
Math Shifts:(USE DROP DOWN MENU TO PLACE AN “X” NEXT TO THE DIFFERENT OPTIONS / _focus
_coherence
_rigor
_fluency
_application
_deep understanding / _focus
_coherence
_rigor
_fluency
_application
_deep understanding / _focus
_coherence
_rigor
_fluency
_application
_deep understanding / _focus
_coherence
_rigor
_fluency
_application
_deep understanding / _focus
_coherence
_rigor
_fluency
_application
_deep understanding