Itasca Elementary School Week Of:Jan. 9-13, 2017Grade: ____1St Grade__
Monday / Tuesday / Wednesday / Thursday / Friday
Objective(s):
At the end of today’s lesson the student will be able to … / I can identify examples of choices families make when buying goods and services.
I can identify an example of scarcity / I can identify examples of choices families make when buying goods and services.
I can identify an example of scarcity / I can identify examples of choices families make when buying goods and services.
I can identify an example of scarcity / I can identify examples of choices families make when buying goods and services.
I can identify an example of scarcity / I can identify examples of choices families make when buying goods and services.
I can identify an example of scarcity
TEKS: / 9.A Identify examles of people wanting more than they can have
9. B Explain why wanting more than they can have requires that people make choices.
9.C Identify examples of choices families make when buying goods and services
17. B Obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts.
18. A Express ideas orally based on knowledge and experiences.
18. B Create and interpret visual and written material.
Key Vocabulary: / Choice
scarce
Manipulatives Used: / Worktext or eText, Digital Activity / Worktext or eText, Digital Activity / Worktext or eText, Digital Activity / Worktext or eText, Digital Activity / Worktext or eText, Digital Activity
Lesson Procedures: / MyWorld Social Studies book pgs. 68-73 / MyWorld Social Studies book pgs. 68-73 / MyWorld Social Studies book pgs. 68-73 / MyWorld Social Studies book pgs. 68-73 / MyWorld Social Studies book pgs. 68-73
Assessment- Stemscope Assessment
Differentiation/scaffolding: / Extra Support- Point out that people make choices every day. Ask children about a time they made a choice, such as which after-school activity to do, or whether to get a new pair of jeans or a new pair of sneakers. Then ask them to write down the pair of options and circle the one they chose.
On-Level- Have children draw a comic strip showing a choice they have made.
Gifted- Have children write a paragraph telling about a time when they made a choice between two goods or services. Encourage them to tell why they made their decision and if they were happy with it. / Extra Support- Point out that people make choices every day. Ask children about a time they made a choice, such as which after-school activity to do, or whether to get a new pair of jeans or a new pair of sneakers. Then ask them to write down the pair of options and circle the one they chose.
On-Level- Have children draw a comic strip showing a choice they have made.
Gifted- Have children write a paragraph telling about a time when they made a choice between two goods or services. Encourage them to tell why they made their decision and if they were happy with it. / Extra Support- Point out that people make choices every day. Ask children about a time they made a choice, such as which after-school activity to do, or whether to get a new pair of jeans or a new pair of sneakers. Then ask them to write down the pair of options and circle the one they chose.
On-Level- Have children draw a comic strip showing a choice they have made.
Gifted- Have children write a paragraph telling about a time when they made a choice between two goods or services. Encourage them to tell why they made their decision and if they were happy with it. / Extra Support- Point out that people make choices every day. Ask children about a time they made a choice, such as which after-school activity to do, or whether to get a new pair of jeans or a new pair of sneakers. Then ask them to write down the pair of options and circle the one they chose.
On-Level- Have children draw a comic strip showing a choice they have made.
Gifted- Have children write a paragraph telling about a time when they made a choice between two goods or services. Encourage them to tell why they made their decision and if they were happy with it. / Extra Support- Point out that people make choices every day. Ask children about a time they made a choice, such as which after-school activity to do, or whether to get a new pair of jeans or a new pair of sneakers. Then ask them to write down the pair of options and circle the one they chose.
On-Level- Have children draw a comic strip showing a choice they have made.
Gifted- Have children write a paragraph telling about a time when they made a choice between two goods or services. Encourage them to tell why they made their decision and if they were happy with it.
Technology Integration: / Stemscope digital activity (myWorld and me) / Stemscope digital activity (myWorld and me) / Stemscope digital activity (myWorld and me) / Stemscope digital activity (myWorld and me) / Stemscope digital activity (myWorld and me)
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 why we make choices
Summative:
Stemscope Assessment:
Why we make choices / Formative: Daily Observations – students can identify why we make choices
Summative:
Stemscope Assessment:
Why we make choices / Formative: Daily Observations – students can identify why we make choices
Summative:
Stemscope Assessment:
Why we make choices / Formative: Daily Observations – students can identify why we make choices
Summative:
Stemscope Assessment:
Why we make choices / Formative: Daily Observations – students can identify why we make choices
Summative:
Stemscope Assessment:
Why we make choices
Subject: Math / Unit Title: addition and subtraction word problems
Monday / Tuesday / Wednesday / Thursday / Friday
Objective(s):
At the end of today’s lesson the student will be able to … / I can solve multi-step word problem / Review / Module 8 assessment / I know what the value of a penny, nickel, and a dime. / Review for next week in money
TEKS: / 1.3. E explain strategies used to solve addition and subtraction
1.1.C / 1.3. E explain strategies used to solve addition and subtraction
1.1.C / 1.3. E explain strategies used to solve addition and subtraction
1.1.C / 1.4.A.
1.4.B
1.4.c / 1.4.A.
1.4.B
1.4.c
Key Vocabulary: / Addition and subtraction / Addition and subtraction / Addition and subtraction / Penny Nickel dime and cent / Penny Nickel dime and cent
Manipulatives Used: / Color counters / Red and blue connecting cubes / Two-color counters. / Penny Nickel dime and cent / Penny Nickel dime and cent
Lesson Procedures: / Go Math lesson 8.1 lesson pages 313-316
Homework pages 317-318 / Review for module 8 test / Module 8 assessment / Go math lesson 9.1 lesson pages 321-324 Home work –pages 325-326 / Go over money
Differentiation/scaffolding: / RTI Tier 1 Lesson45
Enrich44 / RTI tier lesson 48/ Enrichment 45
Technology Integration: / Math on the Spot
Interactive Student Edition Lesson Opener / Math on the Spot
Interactive Student Edition Lesson Opener / Math on the Spot
Interactive Student Edition Lesson Opener / Math on the Spot
Interactive Student Edition Lesson Opener
Assessment: How will I know my students learned it?
Formative: (daily)
Summative: (how will objectives be assessed, either now or in the future?) / Formative- checked exercise worksheet,
Discussion, and observation
Summative-Module test, unit test / Formative- checked exercise worksheet,
Discussion, and observation
Summative-Module test, unit test / Formative- checked exercise worksheet,
Discussion, and observation
Summative-Module test, unit test / Formative- Module Assessment Review
Summative-Module test, unit test / Formative-
Discussion, and observation
Summative-Module test, unit test
Higher Order Thinking / Have children identify more than 2 steps to solve the problem / Have the children determine the number of pennies and dimes that have the same value as 4 nickels
Itasca Elementary School Week of:Jan. 9-13, 2017Grade: ____1st Grade__
Subject: ELAR / Unit Title:Monday / Tuesday / Wednesday
Objective(s):
At the end of today’s lesson the student will be able to … / Distinguish between fact and opinion; read HFW words away, car, friends, house, school, very, our, went have, brown; identify verbs that do not add -s; understand and write a summary; spell words with ending -es / Distinguish between fact and opinion; read HFW words away, car, friends, house, school, very, our, went have, brown; identify verbs that do not add -s; understand and write a summary; spell words with ending -es / Distinguish between fact and opinion; read HFW words away, car, friends, house, school, very, our, went have, brown; identify verbs that do not add -s; understand and write a summary; spell words with ending -es
TEKS: / 1.2.D.2 – Blend spoken phonemes to form two-syllable words, including consonant blends
1.3.E.1 – Read base words with inflectional endings
RC-1.D.1 – Make inferences about text
RC-1.C.1 – Monitor self comprehension
1.5.A.1 – Read aloud grade-level text with fluency
1.19.A.1 – Write brief compositions about topics of interest
1.20.A.1.ii – Understand and use verbs in the context of reading, writing, and speaking
Question of the Week: / What can we learn about animals as they grow and change?
Key Vocabulary: / Amazing Words:
Features, mature, natural, swoop, tumble, crumple, nibble, nudges, wriggle / High Frequency Words: away, car, friends, house, school, very, our, went, have, brown
Materials Used: / Unit 1 Student Reading Street Book, Reader’s and Writer’s Notebook, Sing with Me Chart, Decodable Readers, Leveled Readers
Lesson Procedures: / Concept Talk: TE p. 84j - 85, SE p. 84-85
Spelling: TE p. 88d,
High Frequency Words: TE/SE p. 89
Listening Comp.: TE p. 89a-89b (fact and opinion)
Conventions: TE p. 89c (Verbs That Do Not Add - s) / Concept Talk: TE p.90a-90b
Spelling: TE p.91e
High Frequency Words: TE p. 91
Vocabulary: TE p. 92a – Descriptive Words
Main Selection – First Read: TE 92c – 105a, SE p. 92-105
(The Class Pet)
Literary Text: TE 105b (Expository Text)
Conventions: TE p. 105c WS 351 (Verbs that do not add -s) / Concept Talk: TE p. 106a-106b
Spelling: TE p. 106f, WS 357
High Frequency Words: TE p. 106g
Main Selection – Second Read: TE p. 92c-105a, 106h-107a, SE p. 92-105 (The Class Pet)
Fluency: TE p. 107b
Writing: TE p. 108-109a
Conventions: TE p.108a – 109a (Verbs that do not add -s)
Differentiation/scaffolding: / Have students code the spelling words using Phonics rules, to help with their reading of the words
Pearson Leveled Reader Guides / Read a non-fiction selection about animals and talk about how we can check out the facts in the story.
Pearson Leveled Reader Guides / Retelling – have children use retelling cards to discuss story.
Pearson Leveled Reader Guides
Technology Integration: / iStation
Lexia / White Board Vocabulary Games
iStation
Lexia / iStation
Lexia
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 words with ending -es, recognize and distinguish facts from opinions, recognize expository text, use HFW words in a sentence, recognize verbs that do not add -s
Summative Assessment: Unit 3, Story 3 Test, Spelling Test, HFW Test, Interrogative Sentences Test