Wednesday Math Reading Phonics Social Studies Writing

10-26-16

Standards 1.ATO.9 Create, extend, 7.1 Retell text, 1-RL.3.6 Recognize 1-4.2 Compare the 4.7 Use conjunctions
and explain using including and read grade daily lives of
picture and words for beginning, middle, appropriate families together in
a. Repeating patterns
and end; use key irregularly spelled America and
(e.g., AB, AAB, ABB,
and ABC type patterns) details to words. across the world,
determine the including
theme in a text the roles of family
heard or read. members; typical
food, clothing, and
shelter; and the
ways that
families earn a
living

Vocabulary Pattern Beginning, Middle, Ive, yellow, youre, Job, earn, needs, Conjunctions
Unit End grown, toad, theyre, wants, families FANBOYS
coach, laugh, weve,
blow
Challenge Words
Pillow, conclusion,
couldve

Objective I can create and I can identify the I can read and break I can explain the I can use a conjunction in a
TSWBAT... extend an AAB or ABB beginning of a story down contractions importance of jobs. sentence.
pattern with have and are.

Teacher Directed Tw read to the class TW show anchor TW review the TW review some of TW introduce conjunctions.
Pattern Parade and chart for sequencing, contractions have the jobs that we Tw show video
have the class put learning target rubric and are. talked about https://www.youtube.com/wa
themselves into a for assessment, and TW show the yesterday. TW tch?v=RPoBE-E8VOc
pattern (hopefully boy then read the story following video: explain that today
girl boy girl or tallest The Dead Family https://www.flocabul we are going to talk TW make a FANBOYS
smallest) then the Diaz. TW ask ary.com/unit/contract about how when an anchor chart
teacher will take their students while ions/ adult has a job, it TW go through powerpoint
 pattern they make a reading such as, TW go through the helps the community on drive to also help
turn it into a AAB Has there been a anchor charts and family in introduce conjunctions.
pattern. TW discuss time when you met created from the different ways. TW
how today we are someone who was previous day. show the following
learning about AAB different from you? video
and ABB patterns. TW How did you feel https://jr.brainpop.co
have patterns on the meeting them ?What m/socialstudies/com
board and discuss has happened in our munities/community
what each pattern is story so far? Why do helpers/
and the unit that you think the boys We will have a brief
repeats. are afraid of each discussion about the
other? How did the community helpers
story end? from the video and
discuss that all jobs
are important for our
community

I DO (Model) Tw model making a AAB TW identify the TW model how to TW model drawing a TW explain that
The Teacher will... pattern with unifix cubes beginning of the play boards up. TW picture of a conjunctions are like glue,
and then coloring in the story for The 3 Little model flipping an particular job and they piece sentences
cubes on her worksheet Pigs. index card over and write three reasons together. Using a sentence
and sectioning off the reading the two why that job is strip and one of the glue
unit (in resource folder) words. TW write the important for the bottles with a conjunction on
contraction on the community and it TW model how to write a
whiteboard and hold families sentence and glue the
it up. conjunction glue bottle in its
appropriate spot in the
sentence. Ex: I was hungry
SO I ate some pizza.

WE DO GW create an ABB GW share with a TNSW play a T and SW complete TW and SW think together
The teacher and the pattern with unifix cubes partner what they practice round of another example and make a sentence strip
students will... and then coloring in the think the beginning contraction boards together together.
cubes on their worksheet of the story is for up. TW hold up and
and sectioning off the Goldilocks and the 3 index card and read
unit Bears. TW call on the words. SW write
students to say their the contraction on
answer and why the whiteboard.
 they think that is
their answer. SW
write on the back of
their papers.

YOU DO SW create AAB and ABB SW the beginning of SW play boards up SW work SW think of their own
The students will... patterns on their the story The Dead with have and are independently to sentence and get to pick a
(Teacher will circulate and worksheet and section Family Diaz. contractions. draw a picture of a conjunction glue bottle to
hold short meetings with
off the unit job that they know use on their sentence strip
individual students)
their parents or (in resource folder).
someone in their
family does and
write at least three
reasons as to why
that job is important
to their families and
community

Differentiation Small Group TW pull group of Meaningful One to one One to one assistance
students back that Groupings assistance as
need help with needed
writing Sentence starters for
scholars who need
assistance with
writing

Assessment Math Worksheet and Completed SW choose two LTR of student Sentence strip
Math LTR Rubric beginning section of contraction activity
worksheet
(assessed with
Learning Target
Rubric) and
answering a
question about the
story to be able to
line up for
Computers

Homework AAB and ABB Pattern Read for 20 minutes Contraction None None
Sheet Worksheet