April 9, 2018
7:46 – 8:00
8:00 – 8:30
8:30 – 9:00 Science/Social Studies:
9:00 – 10:00 Math:
SOL K.6 The student will model adding and
subtracting whole numbers, using up to 10
concrete objects.
SOL K.8 The student will identify the
instruments used to measure time (calendar:
day, month, and season), and temperature
(thermometer).
10:00 – 10:30
10:40 – 11:10
11:10 – 11:25
11:30 – 12:00 Read Aloud/Shared Reading:
SOL K.1: the student will demonstrate
growth in the use of oral language.
SOL K.2: The student will expand
understanding and use of word meanings.
SOL K.3: The student will build oral
communication.
SOL K.5: The student will understand how
print is organized and read.
SOL K.6: The student will demonstrate an
understanding that print conveys meaning.
SOL K.8: The student will expand
vocabulary.
SOL K.9: The student will demonstrate
comprehension of fictional texts.
SOL K.10: The student will demonstrate
comprehension of nonfiction texts.
12:00 – 1:00
1:00 – 1:30 Word Study/Spelling:
SOL K.7: The student will develop an
understanding of basic phonetic principles.
SOL K.8: The student will expand
vocabulary.
1:30 – 2:00
HOMEROOM / ATTENDANCE
POWER UP WITH MS. SALWAY
Objective:
I Can:
Anticipatory Set:
Modeling
Check for Understanding:
Guided Practice:
Independent Practice:
Closure:
Objective: Solve addition and subtraction equations whether vertical or horizontal using manipulatives.
I Can: solve addition and subtraction equations whether vertical or horizontal using manipulatives.
Anticipatory Set: Review subtraction. TSW view Pete the Cat and his Four Groovy Buttons. https://www.youtube.com/watch?v=dkQ4d_fff3E
Modeling: TTW model solving vertical subtraction equations using “Learning to Subtract” https://www.turtlediary.com/game/subtract-numbers-up-to-10.html
Check for Understanding: Teacher Observation
Guided Practice: TSW solve vertical subtraction equations on dry erase boards using “Learning to Subtract”
Independent Practice: TSW get into three different groups based on their level (see groups in student group section). TSW manipulate cubes to solve mixed addition
and subtraction horizontal equations with teacher assistance, some teacher assistance, and independently. (cupcake charmers worksheet)
Closure: Amie picked 2 flowers. Her sister picked 2 flowers. How many flowers altogether? Solve & explain how.
RESOURCE
LUNCH
RECESS
Objective: Build academic vocabulary and concepts related to children in the past and present time. Determine text importance. Compare and contrast information
in the text. Identify and discuss nonfiction text features (table of contents, boldface, glossary). Build oral language and vocabulary through whole-group and partner
discussion.
I Can: Build academic vocabulary and concepts related to children in the past and present time. Determine text importance. Compare and contrast information in
the text. Identify and discuss nonfiction text features (table of contents, boldface, glossary). Build oral language and vocabulary through whole-group and partner
discussion.
Anticipatory Set: TW Read “Franklin and the Thunderstorm”. TW model metacognitive strategy ‘Determine Text Importance”. TW display blank Brainstorm List
TW ask students what they know about the lives of children who lived long ago. TW provide example (if needed) to get students started with brainstorming TW
record students’ responses on the Brainstorm List. Then teacher will ask them to think of things children do today. TW tell students that this week they will be
reading a book about children that lived in the past and children that live now.
Modeling: TTW display big book Children Past and Present on easel. TTW invite students to find and discuss what they see in the cover photograph. TW ask
students what they think the book will be about and whether they think it is fiction or nonfiction. TTW turn to the Table of Contents and read the entries with the
students. TTW ask students why they think the book has a Table of Contents. TT/SW Make Inferences/Predictions Before Reading: TTW turn to the Introduction on
pages 4 and 5 and will point to the boldfaced words school, past, and present. TW explain that they are boldfaced because they are important to understanding
the book. TW explain that students can find their meanings in the Glossary.
Check for Understanding:
Guided Practice: TW read aloud the Introduction and Chapter 1 to students.TW display Venn Diagram. TW explain that writers often tell how 2 things are alike or
how 2 things are different. They compare 2 things by telling how they are alike. They contrast 2 things by telling how they are different. TW activate
metacognitive strategy by explaining that, as they read, good readers think about what is the most important information. Determining what is important makes
the information clearer and easier to understand and remember. TW write similarities and differences from Chapter 1 on the Venn Diagram.
Independent Practice: TSW practice determining text importance/Compare and Contrast in guided reading groups.
Closure:
LITERACY CENTERS/GUIDED READING
Objective: manipulate magnetic letters to make word wall words
I Can: manipulate magnetic letters to make word wall words
Anticipatory Set: Letter Sound Chant & Word Wall Word Rap (found hanging on bookshelf to the left of the word wall)
Modeling: TT&SW say the letter sound chant. TTW review last week’s word wall words (help & fun) & assist the students in placing the words on the word wall.
TTW choose a student & have that student locate their name or a word on the word wall. TT&SW say the word wall rap sequence using that name/word. TTW
repeat the rap with 3 different students.
Check for Understanding:
Guided Practice: TTW relocate the students from the word wall to the multi-colored carpet by the easel. TTW introduce the new word wall words for the week (“blue
& funny”). TTW place one of the words on the easel & choose a student to come up & manipulate magnetic letters to make the word. TTW ask whether the class
agrees or disagrees with the spelling of the word. If a student disagrees, they must explain why they disagree. TTW break apart the magnetic letters & repeat the
process with another student. TTW repeat the process 3 times for each word.
Independent Practice: N/A
Closure: TTW lead the students in the word wall rap for each of the new word wall words.
WRITING WITH MS. SNIPES
April 10, 2018
7:46 – 8:00
8:00 – 8:30
8:30 – 9:00 Science/Social Studies:
9:00 – 10:00 Math:
SOL K.6 The student will model adding and
subtracting whole numbers, using up to 10
concrete objects.
SOL K.8 The student will identify the
instruments used to measure time (calendar:
day, month, and season), and temperature
(thermometer).
10:00 – 10:30
10:40 – 11:10
11:10 – 11:25
11:30 – 12:00 Read Aloud/Shared Reading:
SOL K.1: the student will demonstrate
growth in the use of oral language.
SOL K.2: The student will expand
understanding and use of word meanings.
SOL K.3: The student will build oral
communication.
SOL K.5: The student will understand how
print is organized and read.
SOL K.6: The student will demonstrate an
understanding that print conveys meaning.
SOL K.8: The student will expand
vocabulary.
SOL K.9: The student will demonstrate
comprehension of fictional texts.
SOL K.10: The student will demonstrate
comprehension of nonfiction texts.
12:00 – 1:00
1:00 – 1:30 Word Study/Spelling:
SOL K.7: The student will develop an
understanding of basic phonetic principles.
SOL K.8: The student will expand
vocabulary.
1:30 – 2:00
HOMEROOM / ATTENDANCE
POWER UP WITH MS. SALWAY
Objective:
I Can
Anticipatory Set:
Modeling:
Check for Understanding:
Guided Practice:
Independent Practice:
Closure:
Objective: Solve addition & subtraction equations whether vertical or horizontal using manipulatives
I Can solve addition & subtraction equations whether vertical or horizontal using manipulatives
Anticipatory Set: TSW view "When You Add With a Pirate." https://www.youtube.com/watch?v=WT_wvvEvkw4
Modeling: TTW model solving addition & subtraction problems using dice & writing the equations on a dry erase board.
Check for Understanding: Teacher Observation
Guided Practice: TSW write & solve addition & subtraction equations on dry erase boards using given numbers by rolling dice.
Independent Practice: TSW manipulate bears to solve mixed addition & subtraction horizontal equations with teacher assistance, some teacher assistance, and
independently depending level. (Ahoy There)
Closure: Becky has a pizza with 8 slices. She eats 3 slices. How many slices are left? Solve & explain how.
RESOURCE
LUNCH
RECESS
Objective:: Build academic vocabulary and concepts related to children in the past and present time. Determine text importance. Compare and contrast information
in the text. Identify and discuss nonfiction text features (table of contents, boldface, glossary). Build oral language and vocabulary through whole-group and partner
discussion.
I Can: Build academic vocabulary and concepts related to children in the past and present time. Determine text importance. Compare and contrast information in
the text. Identify and discuss nonfiction text features (table of contents, boldface, glossary). Build oral language and vocabulary through whole-group and partner
discussion.
Anticipatory Set: TSW view Welcome Back Spring! | Spring read aloud books for kids | Sing-Along | ages 3-7 https://www.youtube.com/watch?v=Aof4SeemEwE
Modeling: TW remind students that yesterday we read about toys and games of long ago and today. TW invite students to recall toys and games we read about.
TW explain that today we are going to read more about children of the past and of today. TW encourage students to look for how the children were alike and
different. TW encourage students to listen carefully to determine what information that the author gives the reader is important.
Check for Understanding: TW remind students to listen for signal words (clue words) such as ‘also’, ‘too’, and ‘but’. TW remind students that these are clue words
that the author is comparing and contrasting.
Guided Practice: TW read aloud Chapter 2. TW bring students together to share their ideas. As a whole group, S/TW compare and contrast text in the chapter on
the graphic organizer. TW Focus on ‘Compare and Contrast’ as a way of organizing nonfiction text structure: TW explain that authors organize nonfiction text in
different ways depending on the information they are writing about. For example: “Sometimes an author wants to provide a detailed description. Other times, an
author needs to show the order in which events happened. The author of this book wants to compare and contrast different things.. TT&SW read the rhyme poster
“April” emphasizing 1 to 1 match. TSW locate & circle word wall words found in the poem.
Independent Practice: TSW practice determining text importance/Compare and Contrast in guided reading groups.
Closure:
LITERACY CENTERS/GUIDED READING
Objective: Identify beginning digraph or blend sound of a given picture & use them to decode words.
I Can identify beginning digraph or blend sound of a given picture & use them to decode words;
Anticipatory Set: Letter Sound Chant & Word Wall Word Rap (found hanging on bookshelf to the left of the word wall)
Modeling: TTW choose a student to point to the letters on the word wall while the other students say the letter, picture & letter sound. TTW choose a student,
choose a word wall word for the student to locate on the word wall & follow the word wall rap sequence using that word. TTW repeat the rap with 3 different
students & 3 different word wall words.
Check for Understanding:
Guided Practice: TTW introduce the beginning blends “p, l, pl” & TSW determine which picture begins with each blend. TSW write their name on the sort & color
the pictures.
Independent Practice:
Closure:
WRITING WITH MS. SNIPES
April 11, 2018
7:46 – 8:00
8:00 – 8:30
8:30 – 9:00 Science/Social Studies:
9:00 – 10:00 Math:
SOL K.6 The student will model adding and
subtracting whole numbers, using up to 10
concrete objects.
SOL K.8 The student will identify the
instruments used to measure time (calendar:
day, month, and season), and temperature
(thermometer).
10:00 – 10:30
10:40 – 11:10
11:10 – 11:25
11:30 – 12:00 Read Aloud/Shared Reading:
SOL K.1: the student will demonstrate
growth in the use of oral language.
SOL K.2: The student will expand
understanding and use of word meanings.
SOL K.3: The student will build oral
communication.
SOL K.5: The student will understand how
print is organized and read.
SOL K.6: The student will demonstrate an
understanding that print conveys meaning.
SOL K.8: The student will expand
vocabulary.
SOL K.9: The student will demonstrate
comprehension of fictional texts.
SOL K.10: The student will demonstrate
comprehension of nonfiction texts.
12:00 – 1:00
1:00 – 1:30 Word Study/Spelling:
SOL K.7: The student will develop an
understanding of basic phonetic principles.
SOL K.8: The student will expand
vocabulary.
1:30 – 2:00
HOMEROOM / ATTENDANCE
POWER UP WITH MS. SALWAY
Objective:
I Can:
Anticipatory Set:
Modeling
Check for Understanding:
Guided Practice:
Independent Practice:
Closure:
Objective: Solve addition & subtraction equations whether vertical or horizontal using manipulatives
I Can solve addition & subtraction equations whether vertical or horizontal using manipulatives
Anticipatory Set: Review subtraction. TSW view “My Dog Subtraction.” https://www.youtube.com/watch?v=fW14jOElUrI
Modeling: TTW review the correct way to pay close attention to the sign when deciding what to do with a problem. Model a few subtraction problems. Highlight the
minus sign
Check for Understanding: Teacher Observation
Guided Practice: TSW participate in an interactive Smartboard game: Marshmallow Subtraction (in Week 27 folder on shared drive).
Independent Practice: TSW manipulate color tiles to solve mixed addition & subtraction vertical equations with teacher assistance, some teacher assistance, and
independently. (Pickle Power) (Groups in group section).
Closure: Macy read 3 books. The next day she read 3 more books. How many books did she read in all? Solve & explain how.
RESOURCE
LUNCH
RECESS
Objective: Determine Text Importance. Compare and contrast text using a graphic organizer. Identify and discuss nonfiction text features (labels). Build oral
language and vocabulary through whole-group and partner discussion.
I Can determine Text Importance. Compare and contrast text using a graphic organizer. Identify and discuss nonfiction text features (labels). Build oral language
and vocabulary through whole-group and partner discussion.
Anticipatory Set: TSW view My Spring Robin (Read Aloud) https://www.youtube.com/watch?v=loPr_pYrYgA to model the metacognitive strategy ‘Determine Text
Importance’.
Modeling: TW remind students that yesterday we read about children and their clothes. TW invite students to share what they remember about the clothes of the
children in the past and the clothes of the children today. TW inform students that today we are going to read about tools for learning. TTW remind students that
as they read, they will determine the text that is important to remember. TW inform students that we will also compare and contrast the tools we read about.
Check for Understanding:
Guided Practice: TW read aloud Chapter 3. TW draw students’ attention to the four small photographs at the bottom of pages 10 and 11. TW ask students, “What
are labels? Can you find labels on these pages? (Allow responses.) TW explain that labels are words that identify a picture or something in a picture. Labels usually
name an important idea in a picture. These labels name tools used by the children to learn.” TW turn to pages 6 and 7 and point to the labels. TW ask students
why they think the author uses labels and how labels help the reader. TW emphasize that labels help the reader to identify what is shown in the picture, as well as
helping the reader to understand the text.
TT&SW read the rhyme poster “April” emphasizing 1 to 1 match. Friendly Competition
Independent Practice: TSW practice determining text importance/Compare and Contrast in guided reading groups
Closure:
LITERACY CENTERS/GUIDED READING
Objective: Identify beginning digraph or blend sound of a given picture & use them to decode words;
I Can identify beginning digraph or blend sound of a given picture & use them to decode words;
Anticipatory Set: Letter Sound Chant & Word Wall Word Rap (found hanging on bookshelf to the left of the word wall)
Modeling: TTW choose a student to point to the letters on the word wall while the other students say the letter, picture & letter sound. TTW choose a student,
choose a word wall word for the student to locate on the word wall & follow the word wall rap sequence using that word. TTW repeat the rap with 3 different
students & 3 different word wall words.
Check for Understanding:
Guided Practice: TTW review the picture from the sort with the students. TTW model the 2-3 examples for the sort. TTW distribute the pictures to the students
who will continue the sort.
Independent Practice: TSW will return to their table with their sort & supply box to cut out the pictures to their sort. TSW practice their sort. TSW will raise their
hand to signal they have finished their sort. TTW have the student name the pictures in their sort to check for accuracy. If a picture is not accurate, TTW assist
the student to determine the correct placement. After the sort has been check & is accurate, TSW put the pieces to their sort into the baggie in the front of their
spelling folder.
Closure:
WRITING WITH MS. SNIPES
April 12, 2018
7:46 – 8:00
8:00 – 8:30
8:30 – 9:00 Science/Social Studies:
9:00 – 10:00 Math:
SOL K.6 The student will model adding and
subtracting whole numbers, using up to 10
concrete objects.
SOL K.8 The student will identify the
instruments used to measure time (calendar:
day, month, and season), and temperature
(thermometer).
10:00 – 10:30
10:40 – 11:10
11:10 – 11:25
11:30 – 12:00 Read Aloud/Shared Reading:
SOL K.1: the student will demonstrate
growth in the use of oral language.
SOL K.2: The student will expand
understanding and use of word meanings.
SOL K.3: The student will build oral
communication.
SOL K.5: The student will understand how
print is organized and read.
SOL K.6: The student will demonstrate an
understanding that print conveys meaning.
SOL K.8: The student will expand
vocabulary.
SOL K.9: The student will demonstrate
comprehension of fictional texts.
SOL K.10: The student will demonstrate
comprehension of nonfiction texts.
12:00 – 1:00
1:00 – 1:30 Word Study/Spelling:
SOL K.7: The student will develop an
understanding of basic phonetic principles.
SOL K.8: The student will expand
vocabulary.
1:30 – 2:00
HOMEROOM / ATTENDANCE
POWER UP WITH MS. SALWAY
Objective:
I Can:
Anticipatory Set:
Modeling
Check for Understanding:
Guided Practice:
Independent Practice:
Closure:
Objective: Solve addition & subtraction equations whether vertical or horizontal using manipulatives
I Can solve addition & subtraction equations whether vertical or horizontal using manipulatives
Anticipatory Set: TTW review adding and subtracting. TSW view “Adding and Subtracting (song for kids about addition/subtracting)”
https://www.youtube.com/watch?v=NHI0ePgwlgU
Modeling: TTW model subtracting using popcorn, starting with a certain number of popcorn & eating to simulate subtracting.
Check for Understanding: Teacher Observation
Guided Practice: TSW eat popcorn to simulate subtraction equations.
Independent Practice: TSW use popcorn to complete popcorn mixed addition & subtraction with teacher assistance, some teacher assistance, and independently
depending on their groups (groups listed in group section).
Closure: Brittany learned 5 words this month. Last month she knew 4 words. How many words does Brittany know now? Solve & explain how.
RESOURCE
LUNCH
RECESS
Objective: Determine Text Importance. Compare and contrast text using a graphic organizer. Identify and discuss nonfiction text features (labels). Build oral
language and vocabulary through whole-group and partner discussion.
I Can determine Text Importance. Compare and contrast text using a graphic organizer. Identify and discuss nonfiction text features (labels). Build oral language
and vocabulary through whole-group and partner discussion.
Anticipatory Set: TSW view Peep and the Big Wide World: Flower Shower https://www.youtube.com/watch?v=tSP8hyzenF0 to model the metacognitive strategy
‘Determine Text Importance’.
Modeling: TW invite students to retell information from chapters 1, 2, and 3 using the Venn diagram they have been constructing.
Check for Understanding:
Guided Practice: TW read aloud Chapter 4 and Conclusion. As a whole group, S/TW compare different students’ ideas. TW lead a discussion to refine and synthesize
students’ understanding of the similarities and differences between children of today and children in the past. TT&SW read the rhyme poster “April” emphasizing 1
to 1 match. Friendly Competition
Independent Practice: TSW practice determining text importance/Compare and Contrast in guided reading groups
Closure: TW assist students to connect and transfer by reviewing fact that we focused on comparing and contrasting ideas in each chapter. TW emphasize that we
did his by determining what information is important. TW remind students to do this whenever they are reading nonfiction.
LITERACY CENTERS/GUIDED READING
Objective: Identify beginning digraph or blend sound of a given picture & use them to decode words.
I Can identify beginning digraph or blend sound of a given picture & use them to decode words.
Anticipatory Set: Letter Sound Chant & Word Wall Word Rap (found hanging on bookshelf to the left of the word wall)
Modeling: TSW gather in front of the word wall. TT&SW say the letter sound chant. TTW choose a student & have that student locate their name or word on the
word wall. TT&SW say the word wall rap sequence using that name or word. TTW repeat the rap with 2 different students.
Check for Understanding:
Guided Practice: TTW review the picture from the sort with the students. TTW model the 2-3 examples for the sort. TTW distribute the pictures to the students
who will continue the sort. After a picture is placed in the sort, TTW ask the group if they agree (thumbs up) or disagree (flat hands overlapping). If a student
disagrees, they must explain why.
Independent Practice: TSW practice their sort. TSW will raise their hand to signal they have finished their sort. TTW have the student name the pictures in their
sort to check for accuracy. If a picture is not accurate, TTW assist the student to determine the correct placement. After the sort has been check & is accurate,
TSW put the pieces to their sort into the baggie in the front of their spelling folder.
Closure:
WRITING WITH MS. SNIPES
April 13, 2018
7:46 – 8:00 HOMEROOM / ATTENDANCE
8:00 – 8:30 POWER UP WITH MS. SALWAY
8:30 – 9:00 Science/Social Studies: Objective:
I Can:
Anticipatory Set:
Modeling
Check for Understanding:
Guided Practice:
Independent Practice:
Closure:
9:00 – 9:45 Math: Objective: Solve addition & subtraction equations whether vertical or horizontal using manipulatives.
SOL K.6 The student will model adding and I Can solve addition & subtraction equations whether vertical or horizontal using manipulatives.
subtracting whole numbers, using up to 10 Anticipatory Set:TTW review adding and subtracting. TSW view “Adding and Subtracting (song for kids about addition/subtracting)”
concrete objects. https://www.youtube.com/watch?v=NHI0ePgwlgU
SOL K.8 The student will identify the
instruments used to measure time (calendar:
Modeling: TT&SW play marble math via abcya.com to solve addition & subtraction equations.
day, month, and season), and temperature Check for Understanding: Teacher Observation
(thermometer). Guided Practice: Early Dismissal
Independent Practice: N/A
Closure: N/A
9:45 – 10:15 LUNCH
10:15 – 11:00 SPRING ACTIVITY WITH MS. SALWAY
11:00 – 11:20 Word Study/Spelling: Objective: Identify beginning digraph or blend sound of a given picture & use them to decode words.
SOL K.7: The student will develop an I Can identify beginning digraph or blend sound of a given picture & use them to decode words.
understanding of basic phonetic principles. Anticipatory Set: Letter sound chant and word wall rap
SOL K.8: The student will expand Modeling: TSW gather around the word wall. TT&SW say the letter sound chant. TTW choose a student to locate a word on the word wall. TT&SW say the word
vocabulary.
wall rap sequence using that name or word.
Check for Understanding: Teacher Observation
Guided Practice: N/A
Independent Practice: TTW distribute the students spelling folders. TSW sort and TTW come around to check. Students will be graded on their sort.
Closure:
11:20 – 12:00 RECESS AND DISMISSAL