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, January 6 / L.2.2
L.2.9
Lang.2.6
FS.2.3.f / I can develop oral vocabulary.
I can compare and contrast to tell how parts of a story are alike and different.
I can infer by using clues from the story and background knowledge. / Focus: Compare and Contrast
Focus: Inferring
One Good Turn Deserves Another
Before reading:
SMART Board Focus Page
Weekly vocabulary introduction Genre (folk tale) introduction
Compare and contrast introduction (EI 5)
Inferring introduction (EI 20)
During reading:
Model weekly focus, compare and contrast and inferring
Use illustrations for details
Introduce multiple meaning words and character traits
Review background knowledge, setting, and author’s purpose
After reading: Exit Slip – Use the clues presented on the page to make an inference about the character (Blind Mice) / Exit Slip – Inferring
Tuesday, January 7 / L.2.2
L.2.9
Lang.2.6
FS.2.3.f / I can develop oral vocabulary.
I can compare and contrast to tell how parts of a story are alike and different.
I can infer by using clues from the story and background knowledge. / Focus: Compare and Contrast
Focus: Inferring
One Good Turn Deserves Another
Daily 5 Formative Assessment Sheet
Café Table:
Group A/B – Students read two texts aloud, compare and contrast using comprehension constructed response questions
Group C/D – Students read two texts aloud, compare and contrast using chart / Daily 5 Formative Assessment Sheet – Based upon Daily 5 station
Wednesday, January 8 / L.2.2
L.2.9
Lang.2.6
FS.2.3.f / I can develop oral vocabulary.
I can compare and contrast to tell how parts of a story are alike and different.
I can infer by using clues from the story and background knowledge. / Focus: Compare and Contrast
Focus: Inferring
One Good Turn Deserves Another
Daily 5 Formative Assessment Sheet
Café Table:
Group A/B – Students read two texts aloud, compare and contrast using comprehension constructed response questions
Group C/D – Students read two texts aloud, compare and contrast using chart / Daily 5 Formative Assessment Sheet – Based upon Daily 5 station
Thursday, January 9 / L.2.2
L.2.9
Lang.2.6
FS.2.3.f / I can develop oral vocabulary.
I can compare and contrast to tell how parts of a story are alike and different.
I can infer by using clues from the story and background knowledge. / Focus: Compare and Contrast
Focus: Inferring
One Good Turn Deserves Another
Daily 5 Formative Assessment Sheet
Café Table:
Group A/B – Students read two texts aloud, compare and contrast using comprehension constructed response questions
Group C/D – Students read two texts aloud, compare and contrast using chart / Daily 5 Formative Assessment Sheet – Based upon Daily 5 station
Friday,
January 10 / L.2.2
L.2.9
Lang.2.6
FS.2.3.f / I can develop oral vocabulary.
I can compare and contrast to tell how parts of a story are alike and different.
I can infer by using clues from the story and background knowledge. / One Good Turn Deserves Another
Review:
Genre, compare and contrast, inferring, and weekly vocabulary
Fresh Read – Application of weekly focus
Mahaney – Above level test (introduction phase)
Wood – On level test (introduction phase)
Weekly Test – Comprehension
Vocabulary Test – Missing word
MAP Goal Setting / 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, January 6 / FS.3.3.a
Lang.3.2.f
L.3.1
L.3.3
Lang.3.4 / I can develop oral vocabulary.
I can recognize that a plot contains a problem and solution.
I can infer by using clues from the story and background knowledge. / Focus: Literary Elements
Focus: Inferring
Pushing Up the Sky
Before reading:
Weekly vocabulary introduction
Amazing words introduction
Genre Introduction – Drama
Review literary elements (408)
Introduce inferring (EI 20)
During reading:
Model weekly focus (literary elements and inferring)
Discuss dialogue, plot, unknown words, and comparing and contrasting
After reading:
Post-It Note – Problem from the story on the front, solution from the story on the back / Post-It Note – Accuracy of problem and solution
Tuesday, January 7 / FS.3.3.a
Lang.3.2.f
L.3.1
L.3.3
Lang.3.4 / I can develop oral vocabulary.
I can recognize that a plot contains a problem and solution.
I can infer by using clues from the story and background knowledge. / Focus: Literary Elements
Focus: Inferring
Daily 5 Station Rotation
Daily 5 Formative Assessment Sheet
Café Table:
Group A/B – Above grade level literary elements assessment, guided by discussion
Group C/D – Students read drama aloud, answer constructed comprehension questions regarding character, setting, and plot
Group E/F – Students read drama aloud, answer constructed comprehension questions regarding plot / Daily 5 Formative Assessment Sheet – Based upon Daily 5 station
Wednesday, January 8 / FS.3.3.a
Lang.3.2.f
L.3.1
L.3.3
Lang.3.4 / I can develop oral vocabulary.
I can recognize that a plot contains a problem and solution.
I can infer by using clues from the story and background knowledge. / Focus: Literary Elements
Focus: Inferring
Daily 5 Station Rotation
Daily 5 Formative Assessment Sheet
Café Table:
Group A/B – Above grade level literary elements assessment, guided by discussion
Group C/D – Students read drama aloud, answer constructed comprehension questions regarding character, setting, and plot
Group E/F – Students read drama aloud, answer constructed comprehension questions regarding plot / Daily 5 Formative Assessment Sheet – Based upon Daily 5 station
Thursday, January 9 / FS.3.3.a
Lang.3.2.f
L.3.1
L.3.3
Lang.3.4 / I can develop oral vocabulary.
I can recognize that a plot contains a problem and solution.
I can infer by using clues from the story and background knowledge. / Focus: Literary Elements
Focus: Inferring
Daily 5 Station Rotation
Daily 5 Formative Assessment Sheet
Café Table:
Group A/B – Above grade level literary elements assessment, guided by discussion
Group C/D – Students read drama aloud, answer constructed comprehension questions regarding character, setting, and plot
Group E/F – Students read drama aloud, answer constructed comprehension questions regarding plot / Daily 5 Formative Assessment Sheet – Based upon Daily 5 station
Friday,
January 10 / FS.3.3.a
Lang.3.2.f
L.3.1
L.3.3
Lang.3.4 / I can develop oral vocabulary.
I can recognize that a plot contains a problem and solution.
I can infer by using clues from the story and background knowledge. / Amazing Bird Nests
Review:
Genre, weekly vocabulary, literary elements, inferring, comparing and contrasting
Fresh Read – Focus for Main Idea and Details (Mahaney’s group read independently)
Weekly Test – Comprehension
Vocabulary Test – Synonyms / 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, January 6
Tuesday, January 7
Wednesday, January 8 / RF.4.4 / I can improve my fluency. / Passage Speed
Read passage multiple times to compare speeds.
Discuss any unknown words in passage. / Time – Improvement
Thursday, January 9 / RF.4.4 / I can record and graph my reading fluency to track growth. / Weekly AIMS Web Test
Fluency and Comprehension Assessments / Product – Graph
Friday,
January 10 / 4th Grade Swimming Trip / 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, January 6 / PS2 / I can define force. / Chapter 3: Simple Machines and How They Work
Lesson 1: Force and Work
Focus: How are force and work related?
Discuss vocabulary (force, gravity, speed, word, distance)
List of machines, verb to describe what machines does, sort as push or pull
Videodisc – Lesson 1
Technology Journal – Fill in the blank / Technology Journal – Accuracy
Tuesday, January 7 / PS2 / I can explain how work is done. / Chapter 3: Simple Machines and How They Work
Lesson 1: Force and Work
Focus: How are force and work related?
Student Book Pg. C60 – C62
Activate prior knowledge, ask questions for discussions, and questions for critical thinking
T-Chart – Describe examples of force and work / Exit Slip – Two examples of a pull and two examples of a push
Wednesday, January 8 / PS2 / I can demonstrate how work is done. / Chapter 3: Simple Machines and How They Work
Lesson 1: Force and Work
Focus: How are force and work related?
Review: Student Book Pg. C60 – C62
Marshmallow Shooter Experiment: Examples of push and pull and amount of force applied / Summary – Describe the experiment and the work done on the marshmallow in the experiment
Thursday, January 9 / PS2 / I can demonstrate how work is done. / Chapter 3: Simple Machines and How They Work
Lesson 1: Force and Work
Focus: How are force and work related?
Student Book Pg. C63
Activate prior knowledge, ask questions for discussions, and questions for critical thinking
Magnet Experiment: What is magnetic? / Manny Magnet – Experiment observations
Friday,
January 10 / PS2 / I can demonstrate how work is done. / Chapter 3: Simple Machines and How They Work
Lesson 1: Force and Work
Focus: How are force and work related?
Student Book Pg. C63
Activate prior knowledge, ask questions for discussions, and questions for critical thinking
Gravity Experiment: Anti-Gravity / Exit Slip – What affect does gravity have on people?

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, January 6 / LS2
LS4 / I can name the five basic parts of a plant. / Chapter 1: Plants
Lesson 1: Plant Parts
Focus: How do different parts of plants help them meet their needs?
Discuss vocabulary (leaves, roots, nutrients, stem, flowers, seeds)
Videodisc – Lesson 1
Plant Parts – Matching and describing / Plant Parts – Matching accuracy
Tuesday, January 7 / LS2
LS4 / I can describe which plant parts make food. / Chapter 1: Plants
Lesson 1: Plant Parts
Focus: How do different parts of plants help them meet their needs?
Read Student Book Pg A2-A4
Parts of a Flower Song and Movements
Activate prior knowledge, ask questions for discussions, and questions for critical thinking
Flipbook Section - Leaves / Rock, Paper, Scissors – What is the job of the leaves? What do the leaves have to use to do their job?
Wednesday, January 8 / LS2
LS4 / I can explain which plant parts store food. / Chapter 1: Plants
Lesson 1: Plant Parts
Focus: How do different parts of plants help them meet their needs?
Review Student Book Pg A4
Read Student Book Pg A5
Parts of a Flower Song and Movements
Activate prior knowledge, ask questions for discussions, and questions for critical thinking
Flipbook Section - Roots / Exit Slip – Where does the roots collect the nutrients from?
Thursday, January 9 / LS2
LS4 / I can explain which plant parts make food. / Chapter 1: Plants
Lesson 1: Plant Parts
Focus: How do different parts of plants help them meet their needs?
Review Student Book Pg A4
Read Student Book Pg A5
Parts of a Flower Song and Movements
Activate prior knowledge, ask questions for discussions, and questions for critical thinking
Flipbook Section - Stem / 1, 2, 3 – Tell me what a stem can be compared to
Friday,
January 10 / LS2
LS4 / I can explain which plant parts makes new plants. / Chapter 1: Plants
Lesson 1: Plant Parts
Focus: How do different parts of plants help them meet their needs?
Review Student Book Pg A4 – A5
Read Student Book Pg A6 – A7
Parts of a Flower Song and Movements
Activate prior knowledge, ask questions for discussions, and questions for critical thinking
Flipbook Section - Flower / Flipbook – Completion and accuracy