Itasca Elementary School Week of: November 14-18, 2016 Grade: ____1st Grade__

Subject: ELAR / Unit Title: Review
Monday / Tuesday / Wednesday / Thursday / Friday
Objective(s):
At the end of today’s lesson the student will be able to … / Recognize Author’s Purpose, Sequence, Expository Text, and Fiction; review HF words down, inside, now, there, together, around, find, food, water, under; identify singular and plural nouns; identify proper nouns. Identify contractions. Segment and spell words with long vowels (CVCe). / Recognize Author’s Purpose, Sequence, Expository Text, and Fiction; review HF words down, inside, now, there, together, around, find, food, water, under; identify singular and plural nouns; identify proper nouns. Identify contractions. Segment and spell words with long vowels (CVCe). / Recognize Author’s Purpose, Sequence, Expository Text, and Fiction; review HF words down, inside, now, there, together, around, find, food, water, under; identify singular and plural nouns; identify proper nouns. Identify contractions. Segment and spell words with long vowels (CVCe). / Recognize Author’s Purpose, Sequence, Expository Text, and Fiction; review HF words down, inside, now, there, together, around, find, food, water, under; identify singular and plural nouns; identify proper nouns. Identify contractions. Segment and spell words with long vowels (CVCe). / Recognize Author’s Purpose, Sequence, Expository Text, and Fiction; review HF words down, inside, now, there, together, around, find, food, water, under; identify singular and plural nouns; identify proper nouns. Identify contractions. Segment and spell words with long vowels (CVCe).
TEKS: / 1.2.B.1 Distinguish between long and short vowel sounds in spoken one-syllable words.
1.3.A.1.ii.10 Decode words in context by applying common letter-sound correspondences, including: single letters (vowels)
Including CVCe words.
1.9.A.2 Retell a story’s beginning, middle, and end, with attention to sequence of events.
RC-1.F.1 Make connections to own experiences.
1.5.A.1 Read aloud grade-level appropriate text with fluency (appropriate phrasing).
1.19.A.1 Write brief compositions about Thanksgiving.
1.20.A.2.i Understand and use nouns (singular) in the context of reading, writing, and speaking.
1.3.G.1 Identify Contractions
1.13.A.2 Explain the author’s purpose in writing about the text.
Question of the Week:
Key Vocabulary: / Amazing Words: / High Frequency Words:
down, inside, now, there, together, around, find, food, water, under / Academic Vocabulary:
Author’s Purpose, author, fiction, sequence, expository text,
Materials Used: / Unit 2 Student Reading Street Book, Decodable Readers, Leveled Readers, teacherspayteachers activities, author’s purpose task cards, and storyline online
Lesson Procedures: / Have students review author’s purpose, sequence, expository text, fiction, singular and plural nouns, and proper nouns using our Reading Street materials and other materials. Read aloud Junie B Jones book / Have students review author’s purpose, sequence, expository text, fiction, singular and plural nouns, and proper nouns using our Reading Street materials and other materials. Read aloud Junie B Jones book / Have students review author’s purpose, sequence, expository text, fiction, singular and plural nouns, and proper nouns using our Reading Street materials and other materials. Read aloud Junie B Jones book / Have students review author’s purpose, sequence, expository text, fiction, singular and plural nouns, and proper nouns using our Reading Street materials and other materials. Read aloud Junie B Jones book / Summative Assessments:
Differentiation/scaffolding: / *Have students retell the sequence of activities in their school day using clue words such as first, next, then, and last
*Small group activities / *Have students review some of the books they have read and then have them try and decide the authors purpose.
*Small group activities / Have students retell the sequence of activities in their school day using clue words such as first, next, then, and last
*Small group activities / *Have students review some of the books they have read and then have them try and decide the authors purpose.
*Small group activities / Have students retell the sequence of activities in their school day using clue words such as first, next, then, and last
*Small group activities
Technology Integration: / iStation
Lexia
ipads
storyline online / iStation
Lexia
Ipads
storyline online / iStation
Lexia
Ipads
storyline online / iStation
Lexia
Ipads
storyline online / iStation
Lexia
Ipads
storyline online
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 CVCe words, recognize the Author’s Purpose of a story, recognize expository text, use HFW words in a sentence, recognize a Singular and Plural Nouns
Summative Assessment: Thank you Mr. Falker Test, Singular and Plural Nouns Test / Students can write CVCe words, recognize the Author’s Purpose of a story, recognize expository text, use HFW words in a sentence, recognize a Singular and Plural Nouns
Summative Assessment: Thank you Mr. Falker Test, Singular and Plural Nouns Test / Students can write CVCe words, recognize the Author’s Purpose of a story, recognize expository text, use HFW words in a sentence, recognize a Singular and Plural Nouns
Summative Assessment: Thank you Mr. Falker Test, Singular and Plural Nouns Test / Students can write CVCe words, recognize the Author’s Purpose of a story, recognize expository text, use HFW words in a sentence, recognize a Singular and Plural Nouns
Summative Assessment: Thank you Mr. Falker Test, Singular and Plural Nouns Test / Students can write CVCe words, recognize the Author’s Purpose of a story, recognize expository text, use HFW words in a sentence, recognize a Singular and Plural Nouns
Summative Assessment: Thank you Mr. Falker Test, Singular and Plural Nouns Test
Subject: Science / Unit Title: Patterns of Movement
Monday / Tuesday / Wednesday / Thursday / Friday
Objective(s):
At the end of today’s lesson the student will be able to … / Identify and discuss patterns of movement / Identify and discuss patterns of movement / Identify and discuss patterns of movement / Identify and discuss patterns of movement / Identify and discuss patterns of movement
TEKS: / 1.6cd Patterns of movement
Key Vocabulary: / Near, Far, Position, Motion
Manipulatives Used: / Student Journals / Various objects like a ball and toy car to see how fast they move. / Various objects like a ball and toy car to see how fast they move. / Student journals Various objects like a ball and toy car to see how fast they move. / Various objects like a ball and toy car to see how fast they move. Journals
Lesson Procedures: / Ask students what they know about location and how it moves Read page 48-49. Demonstrate how something can be closer to you and farther away from you. / Students can use their journal to predict which object will move faster. Record the data findings in the journal / Students can use their journal to predict which object will move faster. Record the data findings in the journal / Read 50-52 and Talk about how different objects can move and have the students draw and show the different movements in their journal / Magnet Review
Summative Assessment: Patterns of Movement
Differentiation/scaffolding: / Have the students draw a picture of themselves in their journal. They can draw arrows for which way the body is going.
Sentence Stem I use my ______(body part) to change directions
Use an exit ticket for advance and asking them what could be something that is far away from them. / Have student describe different ways movement can happen ex: zig zag back and fourth ect..
Name some objects that move fast and slow / Write in the journals what their predictions are for what objects that will move and how do they move. / Have student describe different ways movement can happen ex: zig zag back and fourth ect..
Name some objects that move fast and slow
Technology Integration: / Stemscope Connections Video 1 / Stemscope Picture Vocabulary / Stemscope Connections Video 2,3 / Stemscope Connections Video 4,5
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 patterns of movement
Summative:
Stemscope Assessment: Patterns of movement / Formative: Daily Observations – students can identify patterns of movement
Summative:
Stemscope Assessment: Patterns of movement / Formative: Daily Observations – students can identify patterns of movement
Summative:
Stemscope Assessment: Patterns of movement / Formative: Daily Observations – students can identify patterns of movement
Summative:
Stemscope Assessment: Patterns of movement / Formative: Daily Observations – students can identify patterns of movement
Summative:
Stemscope Assessment: Patterns of movement
Subject: Math / Module Title: Addition Strategies
Monday / Tuesday / Wednesday / Thursday / Friday
Objective(s):
At the end of today’s lesson the student will be able to … / Practice the Addition Strategies / Make a 10 to Add / Use Make a 10 to Add / Practice the Addition Strategies
TEKS: / 1.1.D – Communicate mathematical ideas and reasoning
1.1.F – Analyze mathematical relationships
1.1.E – Create and use representations
1.1.C – Select tools, technology, and techniques
Key Vocabulary: / Make a Ten
Manipulatives Used: / Connecting cubes
Two color counters
crayons / Connecting cubes
crayons / Connecting cubes
Two color counters
crayons
Lesson Procedures: / Go Math Lesson 6.5
Pgs. 237-240
Homework – Pgs. 241-242 / Go Math Lesson 6.6
Pgs. 243-246
Homework – Pgs. 247-248 / Go Math Lesson 6.5
Pgs. 249-252
Homework – Pgs. 253-254 / Addition Strategies Review Pgs. 255-256
Differentiation/scaffolding: / RTI Lesson 34
Enrich 33 / RTI Lesson 35
Enrich 34 / Ten Frames and 2 color counters to make 10
RTI 36
Enrich 35
Subject: Math / Module Title: Addition Strategies
Monday / Tuesday / Wednesday / Thursday / Friday
Objective(s):
At the end of today’s lesson the student will be able to … / Practice the Addition Strategies / Make a 10 to Add / Use Make a 10 to Add / Practice the Addition Strategies
TEKS: / 1.1.D – Communicate mathematical ideas and reasoning
1.1.F – Analyze mathematical relationships
1.1.E – Create and use representations
1.1.C – Select tools, technology, and techniques
Key Vocabulary: / Make a Ten
Manipulatives Used: / Connecting cubes
Two color counters
crayons / Connecting cubes
crayons / Connecting cubes
Two color counters
crayons
Lesson Procedures: / Go Math Lesson 6.5
Pgs. 237-240
Homework – Pgs. 241-242 / Go Math Lesson 6.6
Pgs. 243-246
Homework – Pgs. 247-248 / Go Math Lesson 6.5
Pgs. 249-252
Homework – Pgs. 253-254 / Addition Strategies Review Pgs. 255-256
Differentiation/scaffolding: / RTI Lesson 34
Enrich 33 / RTI Lesson 35
Enrich 34 / Ten Frames and 2 color counters to make 10
RTI 36
Enrich 35
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 6 Assessment, Unit 2 Test / Formative:
Discussion and Observation
Summative:
Module 6 Assessment, Unit 2 Test / Formative:
Discussion and Observation
Summative:
Module 6 Assessment, Unit 2 Test / Formative:
Discussion and Observation
Summative:
Module 6 Assessment, Unit 2 Test / Formative:
Discussion and Observation
Summative:
Module 6 Assessment, Unit 2 Test