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Stephens' Smileys
Emily Stephens
SUMRALL ELEMENTARY SCHOOL
Zip Code: 39482
Contact Emily Stephens

Page Last Updated Feb 05, 2012
Number of Visits: 312

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Daily Schedule

8:00-8:15 Morning Work (silent reading and handwriting practice)

8:15-9:00 Phonics/Reading Instruction

9:00-10:30 Phonics/Reading Centers

1.Basal Reader with teacher

2.Phonics Practice with assistant

3.Independent computer skills

practice using Star fall and

Education City

10:30-11:15 Activity-Rotates

11:15-12:15 Math

12:15-12:45 Lunch

12:45-1:30 Centers

1:30-2:00 Recess

2:00-2:45 Science/Social Studies

2:45-3:00 Pack up and dismiss

Students should not arrive at school before 7:35 and should stay until dismissal time

Lesson Plans

February 6-10


 


 

Reading/Language Arts

           
  

Day of the week

  
  

Phonics

  
  

Spelling

  
  

Homework

  
  

Benchmark/

  

DOK Level

  

Monday

 

Saxon Phonics   Lesson 91

Spelling with   “oi” and “oy”

Words: Far,   much, play, gave, upon, after, handy, dribble, spell, shapeless, says, should

Saxon Phonics   Homework sheet

R.2.d (DOK2)

R.F.3d (DOK2)

R.f.e.f(DOK2)

L.2.b (DOK2)

Tuesday

Saxon Phonics   Lesson 92

The rule   vc/cvc/vc

Sentences: Six   friends came to my slumber party.  We   stayed up until three.

Saxon Phonics   Homework sheet

R.2.d (DOK2)

R.F.3d (DOK2)

R.f.e.f(DOK2)

L.2.b (DOK2)

Wednesday

Saxon Phonics   Lesson 93:

Final Stable   Syllable -tion

Type words   during center time

Saxon Phonics   Homework Sheet

 

R.2.d (DOK2)

R.F.3d (DOK2)

R.f.e.f(DOK2)

L.2.b (DOK2)

Thursday

Saxon Phonics   Lesson 94

Digraph “ue”

Use tiles to   spell words

Saxon Phonics   Homework Sheet

 

R.2.d (DOK2)

R.F.3d (DOK2)

R.f.e.f(DOK2)

L.2.b (DOK2)

Friday

Saxon Phonics   Assessment

Assessment

 

R.2.d (DOK2)

R.F.3d (DOK2)

R.f.e.f(DOK2)

L.2.b (DOK2)

 

Reading/Language Arts

 

Day of the week

Reading Objective/Set

Activities/Closure

Language

Objective/Set

 

Activities/Closure

Monday

 

Objective: TSW   read on level text with purpose and understanding

 

 

Reading Centers:

1. Independent-Education City

2. Oral reading   with teacher  re-read“Seven Sillies”

3. Skill   practice with assistant

Closure: Recap   centers and recall key points in story

Objective: TSW   use frequently occurring prepositions

 

Set: Read   “Rosie’s Walk”

Activities: TSW   Recall prepositions in the story and write them on board. Students will act   them out

 

Closure:   Students will read one of the answers to the questions

 

Tuesday

Objective: TSW   read on level text with purpose and understanding

 

Set: Recall   story of by listing the animals in the story

Reading Centers:

1. Independent-Education City

2. Oral reading   with teacher

3. Skill   practice with assistant

 

Closure: Recap   centers and recall key points in story

Objective: TSW use   frequently occurring prepositions

 

Set: Read   “Rosie’s Walk”

Activities: TSW Recall   prepositions in the story and write them on board. Students will act them out

 

Closure:   Students will read one of the answers to the questions

 

Wednesday

Objective: TSW   read on level text with purpose and understanding

 

Set: Recall   story of by retelling the silly things the animals said

 

Reading Centers:

1. Independent-Education City

2. Oral reading   with teacher

3. Skill   practice with assistant

 

Closure: Recap   centers and recall key points in story

Objective: TSW place   a bee on Preposition man and describe using prepositions where the bee is.

 

 

Activities: TSW Draw   their own Preposition man and label him using the prepositons

Thursday

Objective: TSW   read on level text with purpose and understanding

 

Set: Recall   story of Johnny Appleseed

 

Reading Centers:

1. Independent-Education City

2. Oral reading   with teacher

3. Skill practice   with assistant

 

Closure: Recap   centers and recall key points in story

Objective: TSW use   frequently occurring prepositions

 

Assessment

Friday

Objective: TSW   read on level text with purpose and understanding

 

 

 

Assessment

 

 

 

 

Essential Standards for reading/writing

 

RI3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. (DOK3)

RI4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (DOK2)

W7 Participate in shared research and writing projects (DOK3)

 

Supporting Standards:

RI9 Identify basic similarities in and differences between two texts on the same topic (DOK3)

L11 Use frequently occurring prepositions (DOK1)

L4a Use sentence-level context as a clue to the meaning of a word or phrase (DOK2)

L2b Use end punctuation for sentences (DOK1)

SL4 Describe people, places, things, and events with relevant details expressing ideas and feelings clearly (DOK3)

 

Reading Foundations:

R2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes) (DOK2)

RF3d use knowledge that every syllable must have a vowel sound to determine the numger of syllables in a printed word. (DOK2)

RF3f Read words with inflectional endings (DOK2)

RF4 read with sufficient accuracy and fluency to support comprehension

RF4a Read on level text with purpose, and understanding

RF4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings (DOK2)

RF4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary (DOK2)

 

Math

Day of the week

Objective/Set

Activities

Closure

Homework

Monday

 

Topic 12-4

TSW Explain how   to compare and order two-digit numbers using the terms “more”, “less”, “greater   than”, “less than”,

Guided Practice   p343

Independent   Practice p344

Problem solving   p345

Review problem   solving

Homework   12-3/12-4

Tuesday

Topic 12-5

TSW Explain how   to compare and order two-digit numbers using the terms “more”, “less”,   “greater than”, “less than”, and “equal to”

Set:View lesson   video

Interactive   learning pg 346

 

Guided practice   p.347

Independent   Practice p. 348

Problem solving   p. 349

 

 

Review problem   solving

100 Math Facts

Wednesday

Topic 12-6

TSW Formulate,   explain, and generalize patterns within and across addition and subtraction

Set: View lesson   video

Interactive   Learning p.350

Guided Practice   p.351

Independent   practice p. 352

Problem Solving   p.353

Review problem   solving

 

Thursday

Topic 12-7

TSW Explain how   to compare and order two-digit numbers using the terms “more”, “less”,   “greater than”, “less than”, and “equal to”

Set:View lesson   video

 

Interactive   Learning p355

Guided Practice   p.3356

Independent   practice p. 357

Problem Solving   p.358

Review problem   solving

Homework sheet

Friday

Topic 12-8

TSW Explain how   to compare and order two-digit numbers using the terms “more”, “less”,   “greater than”, “less than”, and “equal to”

Set:View lesson   video

 

Interactive   Learning p.359

Guided Practice   p.360

Independent   practice p. 361

Problem Solving   p.362

Review problem   solving

 

 

1OA1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions by using objects, drawings and equations with a symbol for the unknown number to represent the problem (DOK2)

1OA6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. use mental strategies such as counting on, making ten, decomposing a number leaking to a ten, using the relationship between addition and subtraction, and creating equivalent sums.(DOK1)

1OA7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.(DOK1)

1OA2 solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 (DOK2)

 

 

 

 

 

 

Centers: Rotate 3 days

  1. Listen to story “Bear’s Shadow” and      write story characters and main idea in journals
  2. Computer: Type spelling words and      sentences
  3. Identify missing addends or      subtrahends using “Tiles” game



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