Instructional Planning Form
Teacher Name: Lacey Mahaney Grade: 2nd Grade
Subject:
Literacy / Core Content/
Program of
Studies/CCAS
(numbers/
bullets) / Learning
Targets for the Day:
"I Can"
Statements
(from Program of Studies) / Activity:
(congruent to the
Learning Target
of the Day)
/ Formative
Assessment:
(Exit slip, rubric, observation
checklist, pre-assessment,
writing to learn, demonstrate
learning, etc.) / Modifications
(RTI/SOAR )
Monday, September 23 / RL.2.1
RL.2.3
RL.2.7 / I can describe how characters in a story respond to major events and challenges. / Focus: Character and Setting
The Twin Club
Before reading: Genre discussion
During reading: Ask comprehension questions that focus on character and setting (Wood – Students read aloud, Mahaney – Mix of students read aloud and teacher read aloud), use illustrations and text during discussion/reading
After reading: Fresh read for application / Fresh Read – Describe character based upon information found in story
Tuesday, September 24 / RL.2.1
RL.2.3
RL.2.7 / I can describe how characters in a story respond to major events and challenges. / Review – Character and Setting
Daily 5 Station Rotation
Introduce Daily 5 Formative Assessment Sheet – expectations for completing sheet: Model and practice for each station
*See attached Formative Assessment Sheet for focus of each station / Daily 5 Formative Assessment Sheet – Based upon Daily 5 station
Wednesday, September 25 / RL.2.1
RL.2.3
RL.2.7 / I can describe how characters in a story respond to major events and challenges. / Review – Character and Setting
Daily 5 Station Rotation
Introduce Daily 5 Formative Assessment Sheet – expectations for completing sheet: Model and practice for each station
*See attached Formative Assessment Sheet for focus of each station / Daily 5 Formative Assessment Sheet – Based upon Daily 5 station
Thursday, September 26 / RL.2.1
RL.2.3
RL.2.7 / I can describe how characters in a story respond to major events and challenges. / Review – Character and Setting
Daily 5 Station Rotation
Introduce Daily 5 Formative Assessment Sheet – expectations for completing sheet: Model and practice for each station
*See attached Formative Assessment Sheet for focus of each station / Daily 5 Formative Assessment Sheet – Based upon Daily 5 station
Friday,
September 27 / RL.2.1
RL.2.3
RL.2.7 / I can describe how characters in a story respond to major events and challenges. / The Twin Club
Review:
Genre, Character Evaluations, Setting Evaluations
Fresh Read – Focus for Character and Setting (Wood – Test with Increased Difficulty, Mahaney – Test with Decreased Difficulty Level)
Weekly Test – Comprehension (Wood – Read independently, Mahaney – Read aloud) / Summative

Instructional Planning Form
Teacher Name: Lacey Mahaney Grade: 3rd Grade
Subject:
Literacy / Core Content/
Program of
Studies/CCAS
(numbers/
bullets) / Learning
Targets for the Day:
"I Can"
Statements
(from Program of Studies) / Activity:
(congruent to the
Learning Target
of the Day)
/ Formative
Assessment:
(Exit slip, rubric, observation
checklist, pre-assessment,
writing to learn, demonstrate
learning, etc.) / Modifications
(RTI/SOAR )
Monday, September 23 / RL.3.2
RL.3.3 / I can tell, in order, the main events of a story.
I can summarize information in a text. / Focus: Summarization and Sequence of Events
What About Me?
Before reading: Discuss story structure (BME), clue words, prereading strategies (genre, preview and predict)
During reading: Model strategy, discuss summarization and sequence of events questions, complete story sequence chart (whole group)
After reading: Higher-order thinking skills (review theme) / Fresh Read – Sequence 4 events using graphic organizer
Tuesday, September 24 / RL.3.2
RL.3.3 / I can tell, in order, the main events of a story.
I can summarize information in a text. / Review: Sequence of Events and Summarization
Daily 5 Station Rotation
Daily 5 Formative Assessment Sheet
*See attached Formative Assessment Sheet for focus of each station
Café Table – See Café binder for group work and focus / Daily 5 Formative Assessment Sheet – Based upon Daily 5 station
Wednesday, September 25 / RL.3.2
RL.3.3 / I can tell, in order, the main events of a story.
I can summarize information in a text. / Review: Sequence of Events and Summarization
Daily 5 Station Rotation
Daily 5 Formative Assessment Sheet
*See attached Formative Assessment Sheet for focus of each station
Café Table – See Café binder for group work and focus / Daily 5 Formative Assessment Sheet – Based upon Daily 5 station
Thursday, September 26 / RL.3.2
RL.3.3 / I can tell, in order, the main events of a story.
I can summarize information in a text. / Review: Sequence of Events and Summarization
Daily 5 Station Rotation
Daily 5 Formative Assessment Sheet
*See attached Formative Assessment Sheet for focus of each station
Café Table – See Café binder for group work and focus / Daily 5 Formative Assessment Sheet – Based upon Daily 5 station
Friday,
September 27 / RL.3.2
RL.3.3 / I can tell, in order, the main events of a story.
I can summarize information in a text. / What About Me?
Review:
Genre, Summarize, Character Evaluations, Setting Evaluations, Sequence of Events
Fresh Read – Focus for Sequence of Events (Three levels of test depending upon group)
Weekly Test – Comprehension / Summative

Instructional Planning Form
Teacher Name: Lacey Mahaney Grade: 4th Grade
Subject:
RtI – Reading / Core Content/
Program of
Studies/CCAS
(numbers/
bullets) / Learning
Targets for the Day:
"I Can"
Statements
(from Program of Studies) / Activity:
(congruent to the
Learning Target
of the Day)
/ Formative
Assessment:
(Exit slip, rubric, observation
checklist, pre-assessment,
writing to learn, demonstrate
learning, etc.) / Modifications
(RTI/SOAR )
Monday, September 23 / L.4.3 / I can identify suffixes. / Chapter Book
CAFÉ: A – Use beginning and end sounds
Suffix Search – Find suffixes in passage before reading
Word List – (Teacher) List the word that is read incorrectly (Distinguish between unknown words and words known)
Fluency Passage – Practice reading passage #1 multiple times to improve rate and accuracy / Suffix Search – Is the student able to determine if a root word has a suffix?
Tuesday, September 24 / RL.4.3 / I can sequence the events in a story. / Chapter Book
Read chapter book with CAFÉ focus
CAFÉ: A – Use beginning and end sounds
Skill – Sequence: Discuss the beginning, middle, end of the story
Word List – (Teacher) List the word that is read incorrectly (Distinguish between unknown words and words known)
Fluency Passage – Practice reading passage #1 multiple times to improve rate and accuracy (Compare to Monday) / Marker Board – Each student list one part of the story to demonstrate sequence
Wednesday, September 25 / RL.4.2 / I can determine what information is essential in a story. / Chapter Book
Read chapter book with CAFÉ focus
CAFÉ: A – Use beginning and end sounds
Skill – Summary: Discuss what information is important to include in a summary (main ideas)
Word List – (Teacher) List the word that is read incorrectly (Distinguish between unknown words and words known)
Fluency Passage – Practice reading passage #2 multiple times to improve rate and accuracy / Important or Not Important – Determine if given information from the story should be included in summary
Thursday, September 26 / RL.4.2 / I can summarize a story. / Chapter Book
Read chapter book with CAFÉ focus
CAFÉ: A – Use beginning and end sounds
Skill – Summary: Write a summary of given text
Word List – (Teacher) List the word that is read incorrectly (Distinguish between unknown words and words known)
Fluency Passage – Practice reading passage #2 multiple times to improve rate and accuracy (Compare to Wednesday) / Written – Check summary for details
Friday,
September 27 / RF.4.4 / I can record and graph my reading fluency to track growth. / Weekly AIMS Web Test
Fluency and Comprehension Assessments / Product – Graph

Instructional Planning Form
Teacher Name: Lacey Mahaney Grade: 3rd Grade
Subject:
Science / Core Content/
Program of
Studies/CCAS
(numbers/
bullets) / Learning
Targets for the Day:
"I Can"
Statements
(from Program of Studies) / Activity:
(congruent to the
Learning Target
of the Day)
/ Formative
Assessment:
(Exit slip, rubric, observation
checklist, pre-assessment,
writing to learn, demonstrate
learning, etc.) / Modifications
(RTI/SOAR )
Monday, September 23 / LS1.B
LS3.A / I can understand that animals develop in many ways. / Lesson 5: Development and Reproduction
Focus: Three Ways Animal Develop
Read student book pg. B56
Animals that do not go through metamorphosis – Think, Pair, Share (Web)
Pass out Mealworms for study on complete metamorphosis / Exit Slip – What does it mean when an animal goes through metamorphosis?
Tuesday, September 24 / LS1.B
LS3.A / I can describe the habitat of Mealworms. / Lesson 5: Development and Reproduction
Focus: Metamorphosis (Mealworms)
My Very Own Meal Worm
Create and read – All About Mealworms (5-8, 10) Habitat
Mealworms Measure Up / Pictorial Representation – A Home for My Mealworm
Wednesday, September 25 / LS1.B
LS3.A / I can develop a hypothesis and test it. / Lesson 5: Development and Reproduction
Focus: Metamorphosis (Mealworms)
Experimenting with Mealworms
Black or White / Exit Slip – Was your hypothesis correct? Explain why or why not.
Thursday, September 26 / LS1.B
LS3.A / I can describe the way mealworms move. / Lesson 5: Development and Reproduction
Focus: Metamorphosis (Mealworms)
Mealworms on the Move
Back Up Buggy Buddy / Class Participation – Group reenactment of how mealworms walk
Friday,
September 27 / LS1.B
LS3.A / I can describe the process of metamorphosis through illustrations and text. / Lesson 5: Development and Reproduction
Focus: Metamorphosis (Mealworms)
My Very Own Meal Worm
Create and read – All About Mealworms (2, 3) Metamorphosis
Life Cycle Poster – Group Work / Product – Accuracy of life cycle poster

Instructional Planning Form
Teacher Name: Lacey Mahaney Grade: 2nd Grade
Subject:
Science / Core Content/
Program of
Studies/CCAS
(numbers/
bullets) / Learning
Targets for the Day:
"I Can"
Statements
(from Program of Studies) / Activity:
(congruent to the
Learning Target
of the Day)
/ Formative
Assessment:
(Exit slip, rubric, observation
checklist, pre-assessment,
writing to learn, demonstrate
learning, etc.) / Modifications
(RTI/SOAR )
Monday, September 23 / Guidance with Mrs. Beckham
Tuesday, September 24 / ESS.1.c / I can classify rocks based on what they are composed of. / Earth’s Surface
Sorting Rocks – Compare rocks based upon attributes (color, brightness, size, texture, softness)
Vocabulary Review – Fill in the Blank, True and False / Post It Note – List accurate description of rocks
Wednesday, September 25 / ESS.1.c / I can explain how rocks become sand. / Earth’s Surface
Rocks to Soil Video Disc
Technology Journal – True or False / Question 8, 9, 10 of Technology Journal - Accuracy
Thursday, September 26 / ESS.1.c / I can explain what soil is made of. / Earth’s Surface
Student Book Pg. B32-35
Checkpoint #1 and How do rocks change over time? / Exit Slip – Checkpoint #2
Friday,
September 27 / ESS.1.c / I can explain the effects of weather on rocks. / Earth’s Surface
Experiment – Crumbling Rocks / Product – Recording Sheet