Beverly Gore Congratulations to “Student of the Month” Gracelyn Cooley February 13-17,2012
IMPORTANT DATES: 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 94 Digraph ue Set-Discuss things we use to hold things together. (glue) | Introduce spelling words NO SPELLING THIS WEEK! Sentence Dictation: | 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 Read decodable readers Set- | 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 Read decodable readers Set-
| 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 -Review skills for assessment 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 Assessment. | Spelling Assessment NO TEST THIS WEEK! |
| 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 “Shrinking Mouse” . | Activities:TSW listen to story: “Shrinking Mouse” Introduce High-frequency words on flip chart: | Closure: Review predicitons Review sight words | Tuesday | Objective: TSW read on-level text with purpose and understanding. | Set: Discuss if the students have ever seen anything shrink. Flip chart: TSW read Long e words with ie, ea . | 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 e sound. | Flipchart- Long ei, ea Read story in groups and students will ask questions | Closure: TSW will name eiand ea 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: “Shrinking Mouse” 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 compare people, places, and things. | Set: TSW compare two students. | Activities: Grammar 135-136 Adjectives that Compare | Closure: TSW name some words to compare things. | Tuesday | Objective: TSW compare people, places, and things. | Set: TTW will compare two books. | Activities: Grammar p.137-138 Adjectives the compare | Closure: TSW will compare their pencils. | Wednesday | Objective: TSW produce and expand sentences. L1j | Set: TTW say a simple sentence and TSW draw a picture about the sentence. | Activities: TTW expand the sentence and TSW will then draw another picture about that sentence. | Closure: TSW expand a sentence that the teacher will say. | Thursday | Objective: TSW expand and produce simple sentences. | Set: TSW say a simple sentence. | Activities: TSW will be given a noun and a verb to make sentence. Then they will work with a partner to expland their sentences. | Closure: TSW share sentences. | Friday | Objective: TSW focus on a topic to questions and suggestions from peers and add details . | Set: TTW read sentences without details. TTW ask students what they could add to make sentenes more interesting. | Assessment: Adjectives TTW produce, expand, and illustrate their own sentence.
| 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 12-6 Before, After, and Between TSW Use the words before, after, and between to order numbers up to 99. Set:View Learning Bridge Math Flip chart | p.351-354 Interactive learning Guided practice Independent practice Problem solving
| Review numbers before a number, after , and between |
| Tuesday | Topic 12-
TSW review counting to 100 and complete and addition sheet. Set: Discuss how two students could compare numbers. | p. Interactive learning Guided practice Independent practice Problem Solving | Review counting by 1's,2's, 5' s, and 10's |
| Wednesday | Topic 12-7 Ordering Three Numbers Set: View Learning Bridge Math flip chart | p.355-358 Interactive learning guided practice Independent practice Problem solving | Three students at a time will hold up 3 number cards and get in the correct order. |
| Thursday | Topic 12-8 Problem Solving:Make an organized list Set:View Learning Bridge | p.359-362 Interactive learning Guided Practice Independent practice Problem Solving | Review how to organize a list | Homework sheet | Friday | Topic 12 Assessment Set-Review | p. Interactive Learning Guided Practice Independent Practice Problem Solving |
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| 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 Valentine book | Finish Valentine craft. | Sustained Silent Reading |
| Tuesday | Students will hand out Valentines | Party at 2:00. | Sustained Silent Reading |
| Wednesday | Watch video on Abraham Lincoln | Write facts about Abraham Lincoln. | Sustained Silent Reading |
| Thursday | Read -Young Abraham Lincoln | Journal Writing- Write what you think a president does. | Sustained Silent Reading |
| Friday | Scholastic news- | 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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