Monday Tuesday Wednesday Thursday Friday

Field Trip (Will do

math and TDR in
afternoon)
8:20-8:45 Computers Computers Computers Computers Computers
Breakfast/ Ofeliany Kamiya Zion Adriana Jesus
Class AhNiyah Emma Kheyani Raul Jonathan O
Meeting Tarajay Jason Jose Dezamee Justin
Daylen Tremaine Damian Dael Daysha
Jonathan M.
Book Exchange Book Exchange Book Exchange Book Exchange Book Exchange
Kamiya Ofeliany
Zion Adriana Jesus
Emma AhNiyah
Kheyani Raul Jonathan O
Jason
Jose Dezamee Justin Tarajay
Tremaine
Damian Dael Daysha Daylen
Jonathan M.
8:45-10:15 Essential Essential Essential Essential Essential
Math Question: How can I Question: How can I Question: How can I Question: How can I Question: How can I
use base ten blocks or use base ten blocks or use base ten blocks or use base ten blocks or use base ten blocks or
drawings to solve drawings to solve drawings to solve drawings to solve drawings to solve
Anchor
Chart: problems to find sums problems to find sums problems to find sums problems to find sums problems to find sums
CUBES and differences for two and differences for two and differences for two and differences for two and differences for two
digit word problems? digit word problems? digit word problems?
digit word problems? digit word problems?
Math Groups Standard: 1.NBT. 4 Standard: 1.NBT. 4 Standard: 1.NBT. 4
Standard: 1.NBT. 4 Standard: 1.NBT. 4
will rotate Materials: math Materials: math Materials: math
through math Materials: math Materials: math centers: iready, centers: iready, centers: iready,
stations one centers: iready, centers: iready, baseball bonanza, word baseball bonanza, word baseball bonanza, word
station per baseball bonanza, word baseball bonanza, word problems, ready set problems, ready set problems, ready set
day this week. problems, ready set problems, ready set add, more bots scoot add, more bots scoot add, more bots scoot
1 add, more bots scoot add, more bots scoot Vocabulary: compose, Vocabulary: compose, Vocabulary: compose,
Raul
Jose
Vocabulary: compose, Vocabulary: compose, tens, two-digit, ones, tens, two-digit, ones, tens, two-digit, ones,
Daylen tens, two-digit, ones, tens, two-digit, ones, one-digit, bundle, left- one-digit, bundle, left- one-digit, bundle, left-
Zion one-digit, bundle, left- one-digit, bundle, left- overs, singles, groups, overs, singles, groups, overs, singles, groups,
overs, singles, groups, overs, singles, groups, place value place value place value
 2 place value place value Technology Used: Technology Used: Technology Used:
Jesus Technology Used: Technology Used: activboard, document activboard, document activboard, document
Damian chromebook, document camera camera camera
chromebook, document
Daysha Before: Jonathan M Before: Jose and Before: Adriana and
camera camera
Jonathan O
Before: Raul and Before: Jesus and and Tremaine will Dezamee will come up Daylen will come up to
Kamiya
AhNiyah will come up Daysha will come up to come up to the board to the board and solve the board and solve the
3 to the board and solve the board and solve the and solve the following the following problems following problems
Dezamee the following problems following problems problems using sticks using sticks and dots using sticks and dots
Dael using sticks and dots using sticks and dots and dots and number and number bonds. and number bonds.
Tarajay and number bonds. and number bonds. bonds.
Ofeliany 50-5= 33-7= 42-5=
34+13= 40-7= 84+10= 16+6= 50+26=
4 52-7=
Emma 32+16=
Teacher Directed: Teacher Directed: Teacher Directed:
Justin We will begin with
Teacher Directed: Teacher Directed: We will begin with We will begin with
Kheyani
We will begin with solving a word problem solving a word problem solving a word problem
Jonathan M We will begin with
solving a word problem together as a class. together as a class. together as a class.
solving a word problem
together as a class. Teacher will remind Teacher will remind Teacher will remind
5 together as a class.
Teacher will remind students how to use the students how to use the students how to use the
Adriana Teacher will remind
Jason students how to use the CUBES strategy to CUBES strategy to CUBES strategy to
students how to use the
AhNiyah CUBES strategy to solve a word problem. solve a word problem. solve a word problem.
CUBES strategy to
Tremaine solve a word problem. We will check off each We will check off each We will check off each
solve a word problem.
We will check off each step as we do it for the step as we do it for the step as we do it for the
We will check off each
step as we do it for the example word problem. example word problem. example word problem.
step as we do it for the
example word problem. Students will use their Students will use their Students will use their
example word problem.
Students will use their key word sort to help key word sort to help key word sort to help
Students will use their
key word sort to help decide what the key decide what the key decide what the key
key word sort to help
decide what the key words in the problem words in the problem words in the problem
decide what the key
words in the problem are. are. are.
words in the problem
are.
are.
If 52 people were on a Tremaine saved up 63 Adriana has 15 toy
AhNiyah took some bus and 10 got off, pennies one week and cars and her brother
When I am 10 years takes 10 of them.
apples to her how many were left 10 pennies the
grandmothers house. older I will be 17. on the bus? following week. How How many cars
She had 16 to start How old am I now? much did he save in remain?
with and her mom total?
gave her 10 more to Guided Practice: Guided Practice: Guided Practice:
take. How many did I Guided Practice: Students will be given Whitelock Group 1
have altogether? Independent Practice: a word problem to Tarajay
Independent Practice: Students will solve a model the strategies Tremaine
Guided Practice: word problem using the with the teacher. This Ofeliany
Students will help Students will solve a CUBES checklist word problem will be Whitelock Group 2
model how to solve a glued in their notebook AhNiyah
word problem using the
word problem using the Our class did 68 for them to refer back Justin
CUBES checklist
CUBES strategy minutes of brain to throughout the Daysha
breaks last week. remainder of the unit. Kheyani
Raul had 30 maps. Today we did 12 extra
Independent He gave 14 maps to minutes. How many Independent Practice: Independent Practice:
Practice: Ms. Whitelock to put minutes have we done Students will solve a Students will solve a
in the class. How combined? word problem using the word problem using the
Students will solve a many maps does he CUBES checklist CUBES checklist
word problem using the still have? Ms. Whitelock will
CUBES checklist work with Kheyani, Jonathan M. has 53 Ms. Whitelock had
Ms. Whitelock will Adriana, Justin, Dael, pokemon. Jason has $87. She bought her
There are 32 children work with Kheyani, Daysha, AhNiyah, 28 pokemon. How class a cake for $24.
in the class and 10 are Adriana, Justin, Dael, Daylen many more pokemon How much money is
off sick. How many does Jonathan have left in her wallet?
Daysha, AhNiyah,
are at school? Other students will than Jason?
Daylen work either
Mrs. Dutton will work independently or with Ms. Whitelock will Ms. Whitelock will
Other students will support from each work with Kheyani, work with Kheyani,
with Kamiya, work either other. Adriana, Justin, Dael, Adriana, Justin, Dael,
Tremaine, Zion, independently or with Daysha, AhNiyah, Daysha, AhNiyah,
Jonathan M., Jonathan support from each Math stations: Daylen Daylen
O., Ofeliany, Tarajay other.
Bots scoot Other students will Other students will
Ms. Whitelock will Math stations: iReady work either work either
work with Kheyani, Baseball Bonanza independently or with independently or with
Adriana, Justin, Dael, Bots scoot Ready, Set, Add support from each support from each
Daysha, AhNiyah, Word Problems other. other.
iReady
Daylen Baseball Bonanza
Math stations: Math stations:
Ready, Set, Add
 Other students will Word Problems
work either Bots scoot Bots scoot
independently or with iReady iReady
support from each Baseball Bonanza Baseball Bonanza
other. Ready, Set, Add Ready, Set, Add
Word Problems Word Problems
Math stations:
Bots scoot
iReady
Baseball Bonanza
Ready, Set, Add
Word Problems
10:15-10:25
Read Aloud
10:25-10:55 Essential Question: Essential Question: Essential Question: Essential Question: Essential Question:
Writing How do I organize How do I organize How do I organize How do I organize How do I organize
information to write information to write information to write information to write information to write
about a topic? What job about a topic? What job about a topic? What job about a topic? What job about a topic? What job
does soil do for our does soil do for our does soil do for our does soil do for our does soil do for our
earth? earth? earth? earth? earth?

Standard: W.1.8, W Standard: W.1.8, W Standard: W.1.8, W Standard: W.1.8, W Standard: W.1.8, W
1.3, 1.E.2.1, 1.E.2.2 1.3, 1.E.2.1, 1.E.2.2 1.3, 1.E.2.1, 1.E.2.2 1.3, 1.E.2.1, 1.E.2.2 1.3, 1.E.2.1, 1.E.2.2

Materials: graphic Materials: graphic Materials: graphic Materials: graphic Materials: graphic
organizer, plant/soil organizer, plant/soil organizer, plant/soil organizer, plant/soil organizer, plant/soil
(sand, clay, loam) (sand, clay, loam) (sand, clay, loam) (sand, clay, loam) (sand, clay, loam)
books, microscope, books, microscope, books, microscope, books, microscope, books, microscope,
rocks, topsoil, subsoil, rocks, topsoil, subsoil, rocks, topsoil, subsoil, rocks, topsoil, subsoil, rocks, topsoil, subsoil,
bedrock bedrock bedrock bedrock bedrock

Vocabulary: Vocabulary: Vocabulary: Vocabulary: Vocabulary:

soil, clay, sand, loam, soil, clay, sand, loam, soil, clay, sand, loam, soil, clay, sand, loam, soil, clay, sand, loam,
minerals, plant, rocks, minerals, plant, rocks, minerals, plant, rocks, minerals, plant, rocks, minerals, plant, rocks,
texture, water, texture, water, texture, water, texture, water, texture, water,
properties properties properties properties properties

Graphic Organizer: Graphic Organizer: Graphic Organizer: Graphic Organizer: Graphic Organizer:
Main Idea and detail Main Idea and details Main Idea and details Main Idea and details Main Idea and details
foldable foldable, rough draft foldable, rough draft foldable, rough draft foldable, rough draft

Technology Used: Technology Used: Technology Used: Technology Used: Technology Used:
Activboard Activboard Activboard Activboard Activboard

Teacher Directed: Teacher Directed: Teacher Directed: Teacher Directed: Teacher Directed:
Teacher will instruct Students will see how Students will see how Students will see how Students will see how
students on how to turn their information from their information from their information from their information from
their notes into their foldable will be their foldable will be their foldable will be their foldable will be
paragraphs. Teacher turned into a paragraph turned into a paragraph turned into a paragraph turned into a paragraph
will also show students with teacher example. with teacher example. with teacher example. with teacher example.
what their published
product will look like. Guided Practice: The Guided Practice/ Guided Practice/ Guided Practice/
class will assist the Independent Practice: Independent Practice: Independent Practice:
Guided Practice: The teacher in completing Students will begin to Students will begin to Students will begin to
class will assist the the paragraph from write a rough draft of write a rough draft of write a rough draft of
teacher in completing what has been written their soil essay. They their soil essay. They their soil essay. They
the paragraph from in the graphic will be provided with a will be provided with a will be provided with a
what has been written organizer. rubric to check their rubric to check their rubric to check their
in the graphic own writing. own writing. own writing.
organizer. Independent Practice:
Students will begin to Both teachers will Both teachers will Both teachers will
Independent Practice: write a rough draft of assist students in using assist students in using assist students in using
Students will begin to their soil essay. They their checklist and their checklist and their checklist and
write a rough draft of will be provided with a editing their first draft. editing their first draft. editing their first draft.
their soil books. They rubric to check their
will be provided with a own writing.
rubric to check their
own writing. Both teachers will
assist students in using
Both teachers will their checklist and
assist students in using editing their first draft.
 their checklist and
editing their first draft.
10:55-11:35 Enrichment PE Dance Music Art
Specials
11:40-12:00
Lunch/
Bathroom
12:00-12:25 Essential Question: Essential Question: Essential Question: Essential Question: Essential Question:
TDR What helps us make What helps us make What helps us make What helps us make What helps me to make
Science/ inferences or draw inferences or draw inferences or draw inferences or draw a prediction about a
Social conclusions? What conclusions? What conclusions? What conclusions? What story? How do I
Studies should I include in a should I include in a should I include in a should I include in a identify cause and
summary? summary? summary? summary? effect in a selection?
Standard: RL1.1, Standard: RL1.1, Standard: RL1.1, Standard: RL1.1, Why is the order of
RL2.1, RI 1.1, RI 1 RL2.1, RI 1.1, RI 1 RL2.1, RI 1.1, RI 1 RL2.1, RI 1.1, RI 1 story events important?
Materials: Imagine It Materials: Imagine It Materials: Imagine It Materials: Imagine It What lessons can you
(T374 T387) (T398 T407) (T416 T431) (T416 T431) learn from story
Vocabulary: stomped, Vocabulary: stomped, Vocabulary: stomped, Vocabulary: stomped, characters?
rather, soccer, goal rather, soccer, goal rather, soccer, goal (A+ rather, soccer, goal (A+ Standard: RL1.1, RI
(A+ Integration) (A+ Integration) Integration) Integration) 1.1, RI 1
Comprehension Comprehension Comprehension Comprehension Materials: Imagine It
Strategies: Making Strategies: Making Strategies: Making Strategies: Making (T236 T237)
Connections, Connections, Connections, Connections, Vocabulary: wheels,
Predicting, Predicting, Predicting, Predicting, travel, inventions (A+
Summarizing Summarizing Summarizing Summarizing Integration)
Comprehension Skill: Comprehension Skill: Comprehension Skill: Comprehension Skill: Comprehension
Drawing Conclusions Drawing Conclusions Drawing Conclusions Drawing Conclusions Strategies: Making
Technology Used: Technology Used: Technology Used: Technology Used: Inferences
Activboard, document Activboard, document Activboard, document Activboard, document Comprehension Skill:
camera camera camera camera Asking Questions,
Activator: Introduce Activator: Review Activator: Review Activator: Review Visualizing, Clarifying
vocabulary words vocabulary words vocabulary words with vocabulary words with Technology Used:
using powerpoint with using powerpoint with powerpoint. Watch powerpoint Activboard, document
pictures. pictures. brainpop video on camera
 Teacher Directed: Teacher Directed: characters and explain Teacher Directed: Activator: Review
Before reading the Before finishing the to students that we will Teacher will review vocabulary words.
story, the teacher will second half of the be talking about the character traits Teacher Directed:
ask students the story, the teacher will type of character that drawing conclusions Guided Practice:
questions below. ask students to share in Mia is. Students will be
before completing
- What lessons have we retelling the story using Teacher Directed: reminded how to go
learned in this unit the second read
page numbers to Before reading the back into a selection
about the theme I summarize the events. story, the teacher will sheet. and answer a TRC style
Think I Can? Reminding them to use ask students to provide question. Also using
- What special game or their main idea to help the main idea of the Students will complete part of the question in
sport do you like to summarize the story. story. the character trait their answer
play? graphic organizer about
Guided Practice: Guided Practice: Independent Practice:
- What do you know Mia (the main
Students will orally Students will re-read Students will finish
about soccer? character) and the
Students will view a answer the following the selection and orally their second read sheet
questions about the answer the following second read sheet. with questions about
short video about the
author of the story. story providing page questions about the Winners Never Quit.
numbers where they story providing page Red with Dutton Early finishers will
found their answers: numbers where they Ofeliany complete the Social
Teacher will introduce
Daylen
vocabulary words with -Why wont Mias found their answers to Studies Inquiry on
brother let her play? check for Jose pages 130-131.
powerpoint. Teacher
-What does Mia do understanding. Zion
will read the first half
when her family and -What words in the text Jonathan M. Red with Dutton
of the story asking friends play? Kamiya
tell you that Mia is Ofeliany
students questions -How does Mia react Tremaine
a good soccer Daylen
about the text. Teacher when she doesnt Yellow with Whitelock
player? Jose
will remind students of score a goal? -What words in the Justin
the two things they -What does Mias Zion
story help you infer Jason Jonathan M.
need to make an brother do when that Mia has quit Damian
inference. Mia nods that she is Kamiya
before in the middle Daysha
ready to play? Yellow with Whitelock
Guided Practice: of a game? Jonathan O
Students will orally -What lesson does Mia -How do you think Mia Justin
learn in this story? Tarajay Jason
answer the following feels when she Dael
questions about the Independent Practice: doesnt score a Damian
Students will write a Kheyani Daysha
story providing page goal?
Green Independently Jonathan O
response to a selected -How do you think Mia
numbers where they TRC question feels when she cant Dezamee Tarajay
found their answers: play? Jesus Dael
- Who is Lovdy? What can you learn -Why do you think Mia Adriana Kheyani
- What is Mias from Mia? How do you wishes she had not AhNiyah Tremaine
favorite sport? know this? Use a part quit in the middle of Adriana Green Independently
Teacher will talk about of the story in your the last game? Emma Dezamee
making connections -Why does Lovdy think
answer. Jesus
and how that leads to Mia will quit
Adriana
making good playing?
-Why does Mia stay in AhNiyah
predictions about what Adriana
the game even
may happen in the Emma
though she did not
story. Ask students if score a goal?
they have ever been in After reading
a situation like this and questions
what ways they have -What is Mias problem
handled it. at the beginning of
- Why does Mia quit the story?
playing? -How does Mia solve
the problem?
Independent Practice: -What other solution
Students will write a could Mia have
response to a selected chosen?
TRC question -What is the important
lesson that Mia
How does Mia act learns in the story?
Independent Practice:
when she isnt
Students will answer a
winning? Tell what TRC question
she says and what independently
she does. How does Mias
attitude about winning
change by the end of
the story?
Ofeliany, Daylen, Jose,
With Dutton
 Zion, Jonathan M.
Kamiya
With Whitelock
12:25-12:40 EQ: What sound EQ: What sound EQ: What sound EQ: What sound EQ: What sound
Green Band do the letters/sound does the does the does the do the review
Imagine It er, ir and ur make? letter/sound long e letter/sound long e letter/sound long e letter/sounds make?
What are some make? What are make? What are make? What are What are some
words that contain some words that some words that some words that words that contain
this sound? contain this sound? contain this sound? contain this sound? these sounds?
Standard: RF1.1, Standard: RF1.1, Standard: RF1.1, Standard: RF1.1, Standard: RF1.1,
RF1.2 RF1.2 RF1.2 RF1.2 RF1.2
Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition
Pages: T368 Pages: T392 Pages: T412 Pages: T436 Pages: T444
T373 T397 T415 T437 T445
Sound Card: Bird Sound Card: Sound Card: Sound Card: Fan Sound Card:
Teacher Long E Long E Teacher Coil, Robot, Fan,
Directed/Guided Teacher Teacher Directed/Guided Bird, Long E
Practice: The Directed/Guided Directed/Guided Practice: The Teacher
teacher will Practice: The Practice: The teacher will Directed/Guided
introduce: teacher will teacher will introduce: Practice: The
- The Sound card introduce: introduce: - The Sound card teacher will review:
following routine - The Sound card - The Sound card following routine - The Sound card
number 1 using the following routine following routine number 1 using the following routine
Activboard and the number 1 using the number 1 using the Activboard and the number 1 using the
SRA Imagine It Activboard and the Activboard and the SRA Imagine It Activboard and the
website. SRA Imagine It SRA Imagine It website. SRA Imagine It
- Blend using routine website. website. - Blend using routine website.
2 and 4 writing the - Blend using routine - Blend using routine 2 and 4 writing the - Blend using routine
blends on the white 2 and 4 writing the 2 and 4 writing the blends on the white 2 and 4 writing the
board. Blend not blends on the white blends on the white board. Blend not blends on the white
only the words, but board. Blend not board. Blend not only the words, but board. Blend not
the 2 sentences that only the words, but only the words, but the 2 sentences that only the words, but
are included. the 2 sentences that the 2 sentences that are included. the 2 sentences that
- Phonemic are included. are included. - Phonemic are included.
 Awareness - Phonemic - Phonemic Awareness - Phonemic
Phoneme Blending Awareness Awareness Phoneme Blending Awareness
Phoneme Blending Phoneme Blending Phoneme Blending Phoneme Blending Phoneme Blending
Story Phoneme Blending Phoneme Blending Story Phoneme Blending
Segmentation Story Story Segmentation Story
Segmentation Segmentation Segmentation

12:45-2:40 See Guided Reading No Parallel Block See Guided Reading See Guided Reading See Guided Reading
Parallel Plans Plans Plans Plans
Block
2:50-3:05
Dismissal