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Martin Luther King Jr. Day / 8:25am - 8:45am Calendar/Morning Meeting / 8:25am - 8:45am Calendar/Morning Meeting / 8:25am - 8:45am Calendar/Morning Meeting / 8:25am - 8:45am Calendar/Morning Meeting / Notes
Lesson
ESE
Accommodations
small group testing simplify/ repeat instructions read
aloud allowable text on
assessments/ assignments extended time assessments/ assignments
S.P. visual verbal cues
ESOL Strategies
E5. Peer tutoring
E6. Using written and pictorial forms to teach: maps, graphs, charts, pictures, audiovisual aids, lists semantic maps and web, flow charts, outlines, etc.
E10.
Cooperative learning groups E52 Speak using intonations and pauses as you speak.
E53. Keep directions concise and easy to understand
E54. Use hand- on activities
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Recognize when the narrator is telling the story. Identify the characters in a story. Identify who is telling the story at various points. Identify points of view of narrator and different characters in a story
Identify pictures, illustrations, and words. Identify information from pictures, illustrations, and words. Identify whether information is provided in pictures/ illustrations and by the words. Identify similarities and differences between information provided by pictures, illustrations, or words
Recognize when the narrator is telling the story. Identify the characters in a story. Identify who is telling the story at various points. Identify points of view of narrator and different characters in a story
Identify pictures, illustrations, and words. Identify information from pictures, illustrations, and words. Identify whether information is provided in pictures/ illustrations and by the words. Identify similarities and differences between information provided by pictures, illustrations, or words
Recognize when the narrator is telling the story. Identify the characters in a story. Identify who is telling the story at various points. Identify points of view of narrator and different characters in a story
Identify pictures, illustrations, and words. Identify information from pictures, illustrations, and words. Identify whether information is provided in pictures/ illustrations and by the words. Identify similarities and differences between information provided by pictures, illustrations, or words
Recognize when the narrator is telling the story. Identify the characters in a story. Identify who is telling the story at various points. Identify points of view of narrator and different characters in a story
Identify pictures, illustrations, and words. Identify information from pictures, illustrations, and words. Identify whether information is provided in pictures/ illustrations and by the words. Identify similarities and differences between information provided by pictures, illustrations, or words
Vocabulary- Revie wVocabulary- Revie wVocabulary- Revie wVocabulary- Review
audible
Phonics: oa, ow, oe
inaudible Phonics: oa, ow, oe
faint
Phonics: oa, ow, oe
earsplitting. Vocabulary Test
Phonics: oa, ow,
Grammar: Adjectives oe
Grammar: Adjectives
Mechanics:
Grammar: Adjectives
Grammar: Adjectives
Mechanics: Capitalization and Punctuation Writing; Opinion Writing. Day 1 of Modeled writing lesson plan on page 51. For the example on page 52, use a circle map instead.
Capitalization and Punctuation Writing; Opinion Writing. Day 1 of Modeled writing lesson plan on page 51. For the example on page 52, use a circle map instead.
Standards
Mechanics: Capitalization and Punctuation Writing; Opinion Writing. Day 1 of Modeled writing lesson plan on page 51. For the example on page 52, use a circle map instead.
Mechanics: Capitalization and Punctuation Writing; Opinion Writing. Day 1 of Modeled writing lesson plan on page 51. For the example on page 52, use a circle map instead.
StandardsLAFS.1.W.1.1
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. (DOK 3)
LAFS.1.RF.4.4
Read with sufficient accuracy and fluency to support comprehension. (DOK 2)
LAFS.1.RF.3.3
Know and apply grade-level phonics and word analysis skills in decoding words. (DOK 1)
LAFS.1.RF.1.1
Demonstrate understanding of the organization and basic features of print. (DOK 1)
LAFS.1.RF.2.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (DOK 1)
LAFS.1.RI.2.6
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (DOK 1)
LAFS.1.RL.2.6
Identify who is / LAFS.1.W.1.1
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. (DOK 3)
LAFS.1.RF.4.4
Read with sufficient accuracy and fluency to support comprehension. (DOK 2)
LAFS.1.RF.3.3
Know and apply grade-level phonics and word analysis skills in decoding words. (DOK 1)
LAFS.1.RF.1.1
Demonstrate understanding of the organization and basic features of print. (DOK 1)
LAFS.1.RF.2.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (DOK 1)
LAFS.1.RI.2.6
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (DOK 1)
LAFS.1.RL.2.6
Identify who is telling the story at / Standards
LAFS.1.W.1.1
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. (DOK 3)
LAFS.1.RF.4.4
Read with sufficient accuracy and fluency to support comprehension. (DOK 2)
LAFS.1.RF.3.3
Know and apply grade-level phonics and word analysis skills in decoding words. (DOK 1)
LAFS.1.RF.1.1
Demonstrate understanding of the organization and basic features of print. (DOK 1)
LAFS.1.RF.2.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (DOK 1)
LAFS.1.RI.2.6
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (DOK 1)
LAFS.1.RL.2.6
Identify who is / Comprehension Test: Yard Sale
Standards
LAFS.1.W.1.1
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. (DOK 3)
LAFS.1.RF.4.4
Read with sufficient accuracy and fluency to support comprehension. (DOK 2)
LAFS.1.RF.3.3
Know and apply grade-level phonics and word analysis skills in decoding words. (DOK 1)
LAFS.1.RF.1.1
Demonstrate understanding of the organization and basic features of print. (DOK 1)
LAFS.1.RF.2.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (DOK 1)
LAFS.1.RI.2.6
Distinguish between information provided by pictures or other illustrations and information provided by the
telling the story at various points in a text. (DOK 2) / various points in a text. (DOK 2) / telling the story at various points in a text. (DOK 2) / words in a text. (DOK 1)
LAFS.1.RL.2.6
Identify who is telling the story at
ormsPointofView.pdf
various points in a
text. (DOK 2) / ormsPointofView.pdf
Attachments
RI.1.8DiaryfromaWo ormsPointofView.pdf
Attachments
RI.1.8DiaryfromaW / ArmttsaPcohimnteonfVtsiew.pdf RI.1.8DiaryfromaW
Attachments
RI.1.8DiaryfromaW
11:01am - 11:31am
Lunch / 9:45am - 10:15am
RTI Time / 11:01am - 11:31am
Lunch / 11:01am - 11:31am
Lunch
Lesson
Tier 2: En Fe- letter knowledge
Tier 3: ELA:
X Remediation/ Skill-
X Centers
Leadership Binders
Math:
X Remediation/ Skill-
X Centers
Leadership Binders
11:50am - 12:20pm
RTI Time / 11:01am - 11:31am
Lunch / 11:50am - 12:20pm
RTI Time / 11:50am - 12:20pm
RTI Time
Lesson
Tier 2: Fer Sal, Yad Cas- phon awareness
Tier 3: ELA: / Lesson
Tier 2: Fer Sal, Yad Cas- phon awareness
En Fe- letter knowledge
Tier 3: ELA: / Lesson
Tier 2: Fer Sal, Yad Cas- phon awareness
En Fe- letter knowledge
Tier 3: ELA:
e.com under
= 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2
some kinds of data.
Lesson:
Start lesson with daily review found on
let two students share their thinking.
3. Teacher model page 360 and vocabulary.
share their thinking.
3. Teacher model page 366 and vocabulary.
4. Do you
+ 6 + 4, the second www.pearsonrealize4..cDoomyuonuder understand? Show
two numbers can be added to make a ten, so 2 + 6 + 4
= 2 + 10 = 12.
(Associative property of addition.) (DOK 2)
math anytime.
1. Pose solve and share problem on page 353 student and teacher edition.
2. Let students model with cubes. Ask guiding questions. Then,
understand? Show me on pg.360
5. Independent practice on
pg. 360-362
6. Break into small groups for intervention/ center practice.
me on pg.366
5. Independent practice on
pg. 366-368
6. Break into small groups for intervention/ center practice.
Vocabulary:
let two students Vocabulary: pictureAdditional
share their thinking.
3. Teacher model
graph, survey Additional Resources:
Resources: http://www.engageny.org/ resource/
page 354 and http://www.georgiastgarnaddaer-d1s-m.oargth/ ematics-
vocabulary.
4. Do you understand? Show me on pg.354
5. Independent practice on
pg. 3354-356
6. Break into small groups for intervention/ center practice.
Vocabulary: tally marks, data, Tally Chart, picture graph, survey Higher Order Questions:
How can we represent problem situations? How can we use information from questions to create a table or chart?
How can you use Tally marks to collect and interpret information? What steps do you take to collect and show information in a Tally chart? How is counting up used
Georgia- Standards/Pages/ Math-
K-5.aspxTask 1 How Long is Your Name?
i-ready Lesson, Measurement and Data: Picture Graphs
i-ready Lesson, Measurement and Datat: Picture Graphs and Bar Graphs
Materials: Teacher Text pg. 359-364
Student Text pg. 359-362
Standards
MAFS.1.MD.3.4
Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each
module-3-topic-d-
lesson-10 http://www.engageny.org
http://www.cpalms.org/ Public/
PreviewResourceAssessment/ Preview/36694 -
Flavors of Ice Cream
Materials: Teacher Text pg. 365-370
Student Text pg. 365-368
Standards
MAFS.1.MD.3.4
Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less
o
piece of paper in half. On one half have them draw an object (a sun, a star etc...) Tell students to do their very best work.Now tell student to go under the desk facing up. Now they will do the SAME drawing but with the paper pressed against the table. Make sure to tell students to do the SAME EXACT
drawing. Have students open the piece of paper and compare both drawings.
How did gravity help them on the first drawing? Why was it difficult to draw with "no" gravity? Think of other activities that would be hard if there was no gravity.
SC.1.E.5.2: (DOK
2) Explore the Law of Gravity by demonstrating that Earth's gravity pulls any object on or near Earth toward it even though nothing is touching the object.
2:00pm - 2:45pm Science/Social Studies / 1:50pm - 2:15pm Dismissal / 2:00pm - 2:45pm Science/Social Studies / 2:00pm - 2:45pm Science/Social Studies
Lesson
Unpack standard "Gravity" Fill in the blank (One Drive) / Lesson Review what is gravity.
Ask students what happens when you / Lesson
Watch Magic School Bus gains weight
Create a KWL chart about gravity.
throw a ball into the air or when you
http://lsl-10031207.lakeschools.local/ SAFARI/montage/
get to the to the top play.php?keyindex=170576&location=local&filety
Watch BrainPop Jr Gravity
Complete KWL chart based on what students learned.
There are resources on the one drive under science: Force and Motion
of the slide. (Things come down because of gravity)
Have students draw what would happen if those things happened and there was NO gravity.
SC.1.E.5.2: (DOK
2) Explore the Law of Gravity by demonstrating that Earth's gravity pulls any object on or near Earth toward it even though nothing is touching the object.
2:50pm - 3:15pm Dismissal
SC.1.E.5.2: (DOK
2) Explore the Law of Gravity by demonstrating that Earth's gravity pulls any object on or near Earth toward it even though nothing is touching the object.
2:50pm - 3:15pm Dismissal
2:50pm - 3:15pm Dismissal