Mrs.

Beans 1st Grade Class Plans April 28th May 2nd

10:25-10:50 Recess 10:55-11:15 Lunch

8:00-8:10 Morning Assembly

Keyboarding 12:10 1:00

Monday 28th

TUESDAY 29th

WEDNESDAY 30th

THURSDAY 1st

FRIDAY 2nd Technology Time 9:1510:15

Micro 2:00 2:45

Micro 2:00-2:45

8:10-8:50 Activity Period

P.E.
TLW review ABCs and their phonemes. TLW practice reading fluently.

Art
TLW review ABCs and their phonemes. TLW practice reading fluently.

Music
TLW review ABCs and their phonemes. TLW practice reading fluently.

Library
TLW review ABCs and their phonemes. TLW practice reading fluently.

P.E.
TLW review ABCs and their phonemes. TLW practice reading fluently.

Familiar Reading/Guided Reading/Literacy Stations

Math
Weekly Standards 1.NBT.A.1 1.OA.A.1 1.OA.C.5 1.NBT.B.2 1.G.A.1 1.G.A.2

Number of the Day: 769 Content Objective: This week I will be able to read, write, and count to 120 and express how many hundreds, tens, and ones are in any number. I will also understand that I can

Number of the Day: 91 Content Objective: This week I will be able to read, write, and count to 120 and express how many hundreds, tens, and ones are in any number. I will also understand that I can

Number of the Day: 1,450 Content Objective: This week I will be able to read, write, and count to 120 and express how many hundreds, tens, and ones are in any number. I will also understand that I can represent any number in standard form,

Number of the Day: 428 Content Objective: This week I will be able to read, write, and count to 120 and express how many hundreds, tens, and ones are in any number. I will also understand that I can

Number of the Day: 309 Content Objective: This week I will be able to read, write, and count to 120 and express how many hundreds, tens, and ones are in any number. I will also understand

Date, Date code, months of the year, days of the week, missing dates

Calendar

TLW write the number of the day in Standard Form, Expanded Form, Word Form, and model the number using Base Ten Blocks. We will also begin working with 10 more, 10 less, 100 more, and 100 less.

Number of the Day:

represent any number in standard form, word form, or expanded notation. Language Objective: This week I will be able to share my thinking about how I solved my story problems.

represent any number in standard form, word form, or expanded notation. Language Objective: This week I will be able to share my thinking about how I solved my story problems.

word form, or expanded notation.

represent any number in standard form, word form, or expanded notation. Language Objective: This week I will be able to share my thinking about how I solved my story problems.

Language Objective: This week I will be able to share my thinking about how I solved my story problems.

that I can represent any number in standard form, word form, or expanded notation. Language Objective: This week I will be able to share my thinking about how I solved my story problems.

Direct Instruction: Telling time to the hour and half-hour; using greater than/less than symbols in inequalities

Direct Instruction: Telling time to the hour and half-hour; using greater than/less than symbols in inequalities

Direct Instruction: Telling time to the hour and half-hour; using greater than/less than symbols in inequalities

Direct Instruction: Telling time to the hour and half-hour; using greater than/less than symbols in inequalities

Direct Instruction: Telling time to the hour and half-hour; using greater than/less than symbols in inequalities

CGI Problem: No CGI, Keyboarding and Micro CGI Problem: Mrs. Bean had some cupcakes. Then, she got 8 more cupcakes. Now, she has 17 cupcakes. How many cupcakes did Mrs. Bean have to start with?

CGI Problem: I have six flower pots. I planted 3 seeds in each pot? How many seeds did I plant in all?

CGI Problem: Mrs. Bean brought 18 doughnuts for her 6 students. If each student gets the same number of doughnuts, how many doughnuts will each child get?
Students will solve the daily CGI math problem using manipulatives, number lines, independent strategies, etc. Work will be recorded in CGI journals, and students will share their thinking.

CGI Problem: I made 36 puppets for the class. I made 12 more puppets than I needed. How many puppets did I need?

Students will solve the daily CGI math problems using manipulatives, number lines, independent strategies, etc. Work will be recorded in CGI journals, and students will share their thinking.

Students will solve the daily CGI math problems using manipulatives, number lines, independent strategies, etc. Work will be recorded in CGI journals, and students will share their thinking.

Students will solve the daily CGI math problem using manipulatives, number lines, independent strategies, etc. Work will be recorded in CGI journals, and students will share their thinking.

Students will solve the daily CGI math problem using manipulatives, number lines, independent strategies, etc. Work will be recorded in CGI journals, and students will share their thinking.

Keyboarding

Because of

Because of

Because of

Assessments

Extended Text Read Aloud

Winn-Dixie Chapter 20 nervous

Winn-Dixie Chapter 21 convinced, frilly, shimmery, wobble, swayed Draw the party with its food and decorations. What two characters brought all of these people together? How?

Winn-Dixie Chapter 22 shuffled, complicated, appreciate, predict In the preachers prayer, what does the complicated and wonderful gifts you give us in each other mean? During the party, are they completing the task given to them? Predict what will happen next.

What is meant by the sentence, The whole world has an aching heart.? What did Opal decide to do? Where did she get the idea?

Phonological Awareness

Engage students in the following Listening Games for the following skills: Skill 1: Counting Words in a Spoken Sentence Skill 2: Rhyme Recognition Skill 3: Rhyme Production Skill 4: Single Syllable Onset-Rime Blending

Engage students in the following Listening Games for the following skills: Skill 1: Counting Words in a Spoken Sentence Skill 2: Rhyme Recognition Skill 3: Rhyme Production Skill 4: Single Syllable Onset-Rime Blending

Engage students in the following Listening Games for the following skills: Skill 5: Single Syllable OnsetRime Segmenting Skill 6: Syllable Blending & Pronouncing Skill 7: Syllable Segmenting & Counting Skill 8: Phoneme Alliteration & Discrimination

Shared Reading

Teacher will model

Teacher will model

Teacher will model

Engage students in the following Listening Games for the following skills: Skill 9: Phoneme Isolation of Initial Sounds Skill 10: Phoneme Isolation of Final Sounds Skill 11: Phoneme Isolation of Medial Sounds Skill 12: Phoneme Blending Teacher will model

Engage students in the following Listening Games for the following skills: Skill 13: Phoneme Segmenting Skill 14: Phoneme Addition Skill 15: Phoneme Substitution Skill 16: Phoneme Deletion of Initial Sound

Assessments

The Chalk Box Kid

RL1.1 RL1.2 RL.1.3 RL.1.7 RL1.9 L.1.2b L.1.2d L.1.2e L.1.1a-j

comprehension reading skills. Chapter 4

comprehension reading skills. Chapter 5

comprehensive reading skills. Chapter 6

comprehensive reading skills. Chapter 7

Language Writing

No Writing; Keyboarding

Virtual Field Trip Epcot

Virtual Field Trip

Virtual Field Trip Hollywood Studios TLW choose word work activities from his or her spelling menu to practice the weekly spelling feature.

Assessments

Magic Kingdom

Word Study Long e teacher, cheat, least, steep, green, between, happy, baby, really, people, field, thief Sight Words: saw, when

TLW choose word work activities from his or her spelling menu to practice the weekly spelling feature.

TLW choose word work activities from his or her spelling menu to practice the weekly spelling feature.

TLW choose word work activities from his or her spelling menu to practice the weekly spelling feature.

Word Study Assessment

Vocabulary Assessment