Beverly Gore Congratulations to “Student of the Month” Gracelyn Cooley February 6-10,2012
IMPORTANT DATES: February 9-Progress Reports February 10-Jump Rope for Heart @ 10:30 February 14-Valentine Party @ 2:00 February 20-Presidents' Day Holiday
Phonics/Spelling | Days of the week | Phonics | Spelling | Homework | Benchmark/DOK level | Monday | Saxon Phonics Lesson 89 Diphthongs oi,oy Set: TSW discuss their favorite toy. | Introduce spelling words upon far gave play spell handy shapeless much after dribble says should Sentence Dictation: Six friends came to my slumber party. We stayed up until three. | Saxon phonics homework sheet Closure- Name words with sound learned daily and discuss what was taught. | R,2.d (DOK2) R.F.3.d (DOK2) R.f.e.f (DOK2) L.2.b(DOK1) | Tuesday
| Saxon Phonics Lesson 91 Spelling with oi, oy Set-Name words with oy sound. | Write words and sentences. | Saxon phonics homework sheet | R,2.d (DOK2) R.F.3.d (DOK2) R.f.e.f (DOK2) L.2.b(DOK1) | Wednesday | Saxon Phonics Lesson 92 The rule vc/cvc/cv Set-Name words with 3 or more syllables.
| Say-Spell-Say words and write in Spelling Book
| Saxon phonics homework sheet | R,2.d (DOK2) R.F.3.d (DOK2) R.f.e.f (DOK2) L.2.b(DOK1) | Thursday | Saxon Phonics Read decodable readers to parents. | Spelling review and Practice Test | Saxon phonics
| R,2.d (DOK2) R.F.3.d (DOK2) R.f.e.f (DOK2) L.2.b(DOK1) | Friday | Saxon Phonics Review and read decodable readers. | Spelling Assessment |
| R,2.d (DOK2),R.F.3.d (DOK2) R.f.e.f (DOK2),L.2.b(DOK1) |
Reading/Language Arts | Days of the week | Objective | Set | Activities | Closure | Monday
| Objective: TSW read on-level text with purpose and understanding. | Set: TSW make predictions about the story “Seven Sillies” . Flip chart: Words with ai, ay | Activities:TSW listen to story: “Seven Sillies” Introduce High-frequency words on flip chart: HF words | Closure: Review predicitons Review sight words | Tuesday | Objective: TSW read on-level text with purpose and understanding. | Set: Discuss if the students have ever done anything silly.. Flip chart: TSW read ai and ay words. | TSW will read story with teacher and answer questions about characters, setting, problem, etc. | Closure: TTW ask students to recall key events in story. | Wednesday | Objective: TSW read on-level text with accuracy , appropriate rate, and expression. | Set: TSW blend sounds to make words with the long a sound | Flipchart- Long ai, ay Read story in groups and students will ask questions | Closure: TSW will name ai and ay words and tell something that happened in the story to a partner. | Thursday | Objective: TSW read with sufficient accuracy and fluency to support comprehension. | Set: Flip chart: “Seven Sillies” story questions | Oral reading-Read story using choral reading. TTW ask comprehension questions TSW complete chart with title, author, setting, characters, beginning, middle,and ending of story. | Closure: Review chart made about story. | Friday | Objective: TSW read with appropriate accuracy and fluency to support comprehension. | Flip chart: Use Story Questions to review for assessment. | Story selection assessment |
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Language Arts/ Writing | Days of the week | Objective | Set | Activities | Closure | Monday | Objective: TSW describe people, places, and things. | Set: TSW compare two students. | Activities: Grammar 68-69 Adjectives that Compare | Closure: TSW name some words to compare things. | Tuesday | Objective: TSW describe people, places, and things. | Set: TTW will compare two books. | Activities: Grammar p.70-71 Mixed review | Closure: TSW will compare their pencils. | Wednesday | Objective: TSW be able to use a dictionary and identify synonyms. | Set: TTW ask if words are about the same or different. | Activities: Grammar p. 72-73 Review dictionary skills and synonyms. | Closure: TSW name draw a picture for two synonyms. | Thursday | Objective: TSW describe people, places, and things. | Set: TSW name words that describe love. | Activities: TSW write about love. | Closure: TSW share sentences about love. | Friday | Objective: TSW describe people, places, and things. | Review adjectives | Assessment: Adjectives
| Review results of assessment | Essential Standards for reading/writing R.I.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. (DOK3) R.I.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (DOK2) W.7 Participate in shared research and writing projects. (DOK3) Supporting Standards: R.I.9 Identify basic similarities in and differences between two texts on the same topic. (DOK3)
L.4.a Use sentence-level context as a clue to the meaning of a word or phrase. (DOK2) L.2.b Use end punctuation for sentences(DOK1) S.L.4 Describe people, places, things, and events with relevant details expressing ideas and feelings clearly. (DOK3) Reading Foundations: R.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). (DOK2) R.F.3.d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. (DOK2) R.F.3.f Read words with inflectional endings. (DOK2) R.F.4 Read with sufficient accuracy and fluency to support comprehension. R.F.4.a Read on-level text with purpose, and understanding (DOK2) R.F.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. (DOK2) R.F.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (DOK2) Math | Days of the week | Objective/ Set | Activities | Closure |
| Monday
| Topic 12-2 Making Numbers on a Hundreds Chart TSW use the associative and commutative properties to add three numbers. Set:View Learning Bridge Math Flip chart | p.335-338 Interactive learning Guided practice Independent practice Problem solving
| Review how to use hundred chart to make numbers | Homework sheet | Tuesday | Topic 12-3
TSW compare numbers with >,<,= Set: Discuss how two students could compare numbers. | p.339-342 Interactive learning Guided practice Independent practice Problem Solving | Review <, >, = |
| Wednesday | Topic 12-4 Ordering Numbers with a Hundred Chart Set: View Learning Bridge Math flip chart | p.343-346 Interactive learning guided practice Independent practice Problem solving | Complete “Be My Valentine” using a hundred chart |
| Thursday | Topic 12-5 Number Line Estimation Set:View Learning Bridge | p.347-350 Interactive learning Guided Practice Independent practice Problem Solving | Review estimation on a number line together. | Homework sheet | Friday | Topic 12-6 Before, After, and Between Set-View Learning Bridge | p. 351-354 Interactive Learning Guided Practice Independent Practice Problem Solving | Students will name numbers and ask partners to name numbers before and after. |
| 1NBT3-Compare two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >,=, and<. 1NBT$-Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. !NBT5-Given a two-digit number, mentally find 10 more and 10 less than the number, without having to count: explain the reasoning used. | Science/Social Studies-Informational Text | Days of the week | Informational Text | Activity | 2:30-2:45 |
| Monday | Read-”Wondering About Winter” | Go outside and discuss the weather. Complete sentences about winter. | Sustained Silent Reading |
| Tuesday | Read: Book about love and valentines | Make a woven heart. | Sustained Silent Reading |
| Wednesday | Watch video on valentines | Make a Valentine fan. | Sustained Silent Reading |
| Thursday | Read Valentine Books and discuss how we show love to others. | Journal Writing- Love Is. . . | Sustained Silent Reading |
| Friday | Scholastic news-Watch video on Valentines Day | Read and complete scholastic. | Sustained Silent Reading |
| RR.I.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. (DOK3) R.I.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (DOK2) W.7 Participate in shared research and writing projects. (DOK3)
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