"A Big Fish for Max" Day 1

Transcription

1 "A Big Fish for Max" Day 1 Objective Materials Pacing Content Knowledge: Family Activities Listening Comprehension: Sequence Phonemic Awareness: Segment and Blend Phonemes Phonics and Spelling: Consonant Digraphs sh, th Fluency: Oral Rereading Conventions: Common Nouns Writing: Friendly Letter TE pp. 12j 17f SE pp , EI 5 Sing with Me Big Book Reader's and Writer's Notebook, pp Decodable Practice Reader 7A Standards 1 day Blocks 2 hours National Standards CCSS Literature 1. Ask and answer questions about key details in a text. CCSS Literature 3. Describe characters, settings, and major events in a story, using key details. CCSS Foundational Skills 3.a. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). CCSS Writing 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. CCSS Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words. CCSS Writing 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. CCSS Language 1.b. Use common, proper, and possessive nouns. CCSS Language 1.c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Get Ready to Read Targeted Resources Duration Page 1

2 Content Knowledge: Discuss the Question of the Week: What does a family do together? Oral Vocabulary: Sing with Me/Amazing Words Routine Phonemic Awareness: Segment and blend phonemes with sh and th. Phonics: Associate the consonant digraphs sh and th with the sounds /sh/, /th/. Read: Decode words in context and in isolation. Phonics Practice: Read Decodable Practice Reader 7A. - Apply knowledge of sound-spellings to decode unknown words when reading. Fluency Practice: Practice fluency with oral rereading. - Oral Rereading Routine Spelling Pretest: Words with sh, th Small Group Time Teacher's Edition p.12j Video, Big Question Video Video, Concept Talk Video Song, Sing with Me Activity, Sound-Spelling Chart etext, Decodable ebook Reader's and Writer's Notebook Key 60 minutes Read and Comprehend Targeted Resources Duration Nondecodable Words Routine: Read highfrequency words. Text-Based Comprehension: Retell story events in the correct sequence. Read Aloud: "Annie Helps Out" TE p. 17b Teacher's Edition p.17 Animation, Envision It! Animation 30 minutes Language Arts Targeted Resources Duration Page 2

3 Conventions: Identify common nouns. - Use common nouns in speaking and writing. Writing: Understand and recognize the features of a friendly letter. - Develop an understanding of the conventions of a friendly letter. - Mini-Lesson: Read Like a Writer - Daily Fix-It Research and Inquiry: Identify a topic connected to this week's concept. - Narrow the focus of the topic by formulating inquiry questions related to the topic. Wrap Up Your Day Teacher's Edition p.17c Daily Fix-It 30 minutes Homework My Notes Page 3

4 Making 10 to Subtract Objective Materials Pacing Domain: Operations and Algebraic Thinking Objective: Make 10 to subtract. Essential Understanding: Subtraction facts with teen numbers can be simplified by making use of the numbers' relationships to 10. Two-color counters (or Teaching Tool 14) etool: Counters Standards 1 day Blocks 1/2 day National Standards 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13). Daily Common Core Review Targeted Resources Duration Daily Common Core Review 6-1 Go to Teacher's Edition Develop the Concept Interactive Targeted Resources Duration Problem-Based Interactive Learning: Children make a 10 to solve subtraction facts. Develop the Concept Visual Targeted Resources Duration Visual Learning Bridge, p. 206, Independent Practice, p. 206 Develop the Concept Practice Targeted Resources Duration Guided Practice, p. 206, Independent Practice, p. 207 Close and Assess Targeted Resources Duration Quick Check 6-1, Digital Path Lesson Quiz 6-1 Differentiate Targeted Resources Duration Page 1

5 Intervention, On-Level, and Advanced Center Activities: Teacher's Edition, p. 208B, Reteaching Master 6-1, Practice Master 6-1, Enrichment Master 6-1 Homework My Notes Y Page 2

6 "A Big Fish for Max" Day 2 Objective Materials Pacing Content Knowledge: Family Activities Comprehension Skill: Sequence Comprehension Strategy: Predict and Set Purpose Phonemic Awareness: Segment and Blend Phonemes Phonics and Spelling: Consonant Digraphs sh, th; Vowel Sound in ball: a, al Fluency: Paired Reading Conventions: Common Nouns Writing: Friendly Letter TE pp. 18a 33g SE pp , EI 12 Big Book "A City" Reader's and Writer's Notebook, pp Decodable Practice Reader 7B Standards 1 day Blocks 2 hours National Standards CCSS Literature 1. Ask and answer questions about key details in a text. CCSS Literature 3. Describe characters, settings, and major events in a story, using key details. CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words. CCSS Foundational Skills 3.c. Know final -e and common vowel team conventions for representing long vowel sounds. CCSS Writing 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. CCSS Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words. CCSS Writing 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. CCSS Language 1.b. Use common, proper, and possessive nouns. CCSS Language 1.c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Get Ready to Read Targeted Resources Duration Page 1

7 Content Knowledge Talk: Discuss the Question of the Week: What do families do together? Oral Vocabulary: Sing with Me/Amazing Words Routine Phonological Awareness: Segment and blend phonemes with the vowel sound a as in ball. Phonics: Associate the vowel sound a as in ball with the spelling patterns a, al. Blending Strategy Routine Read: Blend and read words with the vowel sound a as in ball. Phonics Practice: Read Decodable Practice Reader 7B. - Apply knowledge of sound-spellings to decode unknown words when reading. Fluency Practice: Paired Reading Routine Phonics: Review consonant digraphs sh and th. Spelling: Spell words with sh and th. Teacher's Edition p.18a Activity, Sound-Spelling Chart etext, Decodable ebook Reader's and Writer's Notebook Key 60 minutes Read and Comprehend Targeted Resources Duration Page 2

8 High-Frequency Words Routine Selection Vocabulary Vocabulary: Sort nouns for people, animals, places, and things. Text-Based Comprehension - Preview and predict. -Read for Understanding Routine: Access Text and Close Reading Main Selection First Read: "A Big Fish for Max" pp Comprehension Skill: Sequence Comprehension Strategy: Predict and Set Purpose Text-Based Comprehension: Check Understanding Small Group Time Literary Text: Identify the plot of a story, including its beginning, middle, and end. Teacher's Edition p.19 Student Edition p.20 Activity, Vocabulary Activity Activity, Journal: Word Bank etext, Main Selection etext 30 minutes Language Arts Targeted Resources Duration Conventions: Identify common nouns. - Daily Fix-It Writing: Recognize features of a friendly letter. - Generate friendly letter ideas. - Mini-Lesson: Letter Format Handwriting: Write with appropriate letter size. Research and Inquiry: Apply knowledge of parts of a book to inquiry project. Wrap Up Your Day Teacher's Edition p.33c Daily Fix-It 30 minutes Homework My Notes Page 3

9 More with Making 10 to Subtract Objective Materials Pacing Domain: Operations and Algebraic Thinking Objective: Make 10 to solve subtraction story problems. Two-color counters (or Teaching Tool 14) etool: Counters Standards 1 day Blocks 1/2 day Essential Understanding: Subtraction facts with teen numbers can be simplified by making use of the numbers' relationships to 10. National Standards 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13). Daily Common Core Review Targeted Resources Duration Daily Common Core Review 6-2 Go to Teacher's Edition Develop the Concept Interactive Targeted Resources Duration Problem-Based Interactive Learning: Children make a 10 to solve subtraction story problems. Develop the Concept Visual Targeted Resources Duration Visual Learning Bridge, p. 210, Independent Practice, p. 210 Develop the Concept Practice Targeted Resources Duration Guided Practice, p. 210, Independent Practice, p. 211 Close and Assess Targeted Resources Duration Quick Check 6-2, Digital Path Lesson Quiz 6-2 Differentiate Targeted Resources Duration Page 1

10 Intervention, On-Level, and Advanced Center Activities: Teacher's Edition, p. 212B, Reteaching Master 6-2, Practice Master 6-2, Enrichment Master 6-2 Homework My Notes Y Page 2

11 "A Big Fish for Max" Day 3 Objective Materials Pacing Content Knowledge: Family Activities Comprehension: Review Cause and Effect Phonological Awareness: Create Groups Phonics and Spelling: Consonant Digraphs sh, th; Vowel Sound in ball: a, al Fluency: Accuracy and Appropriate Rate Conventions: Common Nouns Writing: Friendly Letter Listening and Speaking: Relate an Experience in Sequence TE pp. 34a 37c SE pp Big Book "A City" Reader's and Writer's Notebook, pp Standards 1 day Blocks 2 hours National Standards CCSS Literature 1. Ask and answer questions about key details in a text. CCSS Literature 3. Describe characters, settings, and major events in a story, using key details. CCSS Speaking/Listening 1.b. Build on others talk in conversations by responding to the comments of others through multiple exchanges. CCSS Speaking/Listening 3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words. CCSS Foundational Skills 3.a. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). CCSS Foundational Skills 3.c. Know final -e and common vowel team conventions for representing long vowel sounds. CCSS Speaking/Listening 4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. CCSS Speaking/Listening 6. Produce complete sentences when appropriate to task and situation. CCSS Writing 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. CCSS Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words. CCSS Writing 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Page 1

12 CCSS Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Get Ready to Read Targeted Resources Duration Content Knowledge Talk: Discuss the Question of the Week: What does a family do together? Oral Vocabulary: Sing with Me/Amazing Words Routine Phonological Awareness: Create groups of words that begin with the same beginning sound (alliteration). Phonics: Build words with the vowel sound a as in ball. Fluency: Read words with short i. Blend and Read: Associate the sounds /sh/, /th/, and vowel sound a as in ball with the spellings sh, th, and a, al. - Blend and read words with sh, th, and a, al. - Decode words in context and in isolation. Spelling: Spell words with sh and th. Small Group Time Teacher's Edition p.34a Reader's and Writer's Notebook Key 60 minutes Read and Comprehend Targeted Resources Duration Page 2

13 High-Frequency and Selection Vocabulary Check High-Frequency Words Text-Based Comprehension: Check Understanding - Read for Understanding Routine: Access Text and Close Reading Main Selection Second Read: "A Big Fish for Max" pp Comprehension Skill: Review sequence. - Comprehension Skill: Review the genre, animal fantasy. Retelling: Pairs of students retell the story to one another. Think Critically: Sequence events in a story. - Predict and set purpose. - Write clear, coherent sentences. Fluency: Read aloud fluently with accuracy and at an appropriate rate. - Choral Reading Routine Teacher's Edition p.34g Student Edition p.20 etext, Main Selection etext 15 minutes Language Arts Targeted Resources Duration Conventions: Recognize common nouns when reading. - Daily Fix-It Let's Write It!: Write a draft of a friendly letter. Writing: Story - Writing Trait: Organization - Mini-Lesson: Organization - Quick Write for Fluency Routine Listening and Speaking: Relate an experience in sequence. - Listen attentively to a speaker. Research and Inquiry: Gather and record information for an inquiry project. Wrap Up Your Day Teacher's Edition p.36a Animation, Grammar Jammer Daily Fix-It 45 minutes Homework My Notes Page 3

14 Using Related Facts Objective Materials Pacing Domain: Operations and Algebraic Thinking Objective: Find subtraction facts to 18 and learn the relationship between addition and subtraction. Counters (or Teaching Tool 14) Tools4Math Workshop: Using Related Facts Game: Math Facts Practice Standards 1 day Blocks 1/2 day Essential Understanding: The inverse relationship between addition and subtraction can be used to find subtraction facts; every subtraction fact has a related addition fact. Vocabulary: related facts National Standards 1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. Daily Common Core Review Targeted Resources Duration Daily Common Core Review 6-3 Go to Teacher's Edition Develop the Concept Interactive Targeted Resources Duration Problem-Based Interactive Learning: Children use counters and a part-part-whole model to show and write related addition and subtraction facts. Develop the Concept Visual Targeted Resources Duration Visual Learning Bridge, p. 214, Independent Practice, p. 214 Develop the Concept Practice Targeted Resources Duration Guided Practice, p. 214, Independent Practice, p. 215 Close and Assess Targeted Resources Duration Quick Check 6-3, Digital Path Lesson Quiz 6-3 Differentiate Targeted Resources Duration Page 1

15 Intervention, On-Level, and Advanced Center Activities: Teacher's Edition, p. 216B, Reteaching Master 6-3, Practice Master 6-3, Enrichment Master 6-3 Homework My Notes Y Page 2

16 "A Big Fish for Max" Day 4 Objective Materials Pacing Content Knowledge: Family Activities Comprehension Strategy: Predict and Set Purpose Phonemic Awareness: Segment and Blend Words Phonics and Spelling: Review Short u spelled u; Final Consonant Blends Fluency: Accuracy and Appropriate Rate Conventions: Common Nouns Writing: Friendly Letter TE pp. 38a 41e SE pp Read Aloud Anthology Reader's and Writer's Notebook, pp Decodable Practice Reader 7C Standards 1 day Blocks 2 hours National Standards CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words. CCSS Foundational Skills 3.a. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). CCSS Foundational Skills 3.c. Know final -e and common vowel team conventions for representing long vowel sounds. CCSS Writing 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. CCSS Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words. CCSS Writing 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. CCSS Language 1.b. Use common, proper, and possessive nouns. CCSS Language 1.c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Get Ready to Read Targeted Resources Duration Page 1

17 Content Knowledge Talk: Discuss the Question of the Week: What does a family do together? Oral Vocabulary: Sing with Me/Amazing Words Routine Phonemic Awareness: Segment and blend words. Phonics: Review /u/ spelled u and final consonant blends. Phonics Practice: Read Decodable Practice Reader 7C. - Apply knowledge of sound-spellings to decode unknown words when reading. - Review High-Frequency Words - Decode and read words in context and in isolation. Fluency: Practice fluency with oral rereading. - Oral Rereading Routine Fluent Word Reading: Review reading words fluently in context and in isolation. Spelling Partner Review: Spell words with the consonant digraphs sh and th. Small Group Time Teacher's Edition p.38a etext, ereader etext, Decodable ebook Reader's and Writer's Notebook Key 60 minutes Read and Comprehend Targeted Resources Duration Social Studies in Reading: Preview and predict. - Predict and set purpose when reading. - Relate prior knowledge to new text. - Set purpose for reading. Paired Selection: Read "At Home" pp Access Text - Let's Think About Genre - Reading and Writing Across Texts Fluency: Read aloud fluently with accuracy and at an appropriate rate. - Paired Reading Routine - Check words correct per minute. Teacher's Edition p.38i Student Edition p.38 etext, Paired Selection etext 30 minutes Language Arts Targeted Resources Duration Page 2

18 Conventions: Identify common nouns. - Use common nouns in reading, writing, and speaking. Writing: Revise a letter draft for clarity and interest. - Mini-Lesson: Revising Strategy: Changing Words - Peer conferencing - Daily Fix-It Research and Inquiry: Review answers to inquiry questions. Wrap Up Your Day Teacher's Edition p.41b Daily Fix-It 30 minutes Homework My Notes Page 3

19 Fact Families Objective Materials Pacing Domain: Operations and Algebraic Thinking Objective: Use a part-part-whole model to find the subtraction facts in a fact family. Counters (or Teaching Tool 14) Tools4Math Workshop: Fact Families Game: Math Facts Practice Standards 1 day Blocks 1/2 day Essential Understanding: The inverse relationship between addition and subtraction can be used to find subtraction facts; every subtraction fact has a related addition fact. Vocabulary: fact family National Standards 1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. Daily Common Core Review Targeted Resources Duration Daily Common Core Review 6-4 Go to Teacher's Edition Develop the Concept Interactive Targeted Resources Duration Problem-Based Interactive Learning: Children use counters and a part-part-whole model to write four related addition and subtraction facts. Develop the Concept Visual Targeted Resources Duration Visual Learning Bridge, p. 218, Independent Practice, p. 218 Develop the Concept Practice Targeted Resources Duration Guided Practice, p. 218, Independent Practice, p. 219 Close and Assess Targeted Resources Duration Quick Check 6-4, Digital Path Lesson Quiz 6-4 Differentiate Targeted Resources Duration Page 1

20 Intervention, On-Level, and Advanced Center Activities: Teacher's Edition, p. 220B, Reteaching Master 6-4, Practice Master 6-4, Enrichment Master 6-4 Homework My Notes Y Page 2

21 "A Big Fish for Max" Day 5 Objective Materials Pacing Content Knowledge: Family Activities Comprehension Skill: Sequence Phonemic Awareness: Segment and Blend Words Phonics and Spelling: Review Consonant Digraphs sh, th; Vowel Sound in ball: a, al Listening and Speaking: Relate an Experience in Sequence Fluency: Accuracy and Rate Conventions: Common Nouns Writing: Friendly Letter TE pp. 42a 43l SE pp Read Aloud Anthology Weekly Tests pp Fresh Reads pp Standards 1 day Blocks 2 hours National Standards CCSS Literature 1. Ask and answer questions about key details in a text. CCSS Literature 3. Describe characters, settings, and major events in a story, using key details. CCSS Speaking/Listening 1.b. Build on others talk in conversations by responding to the comments of others through multiple exchanges. CCSS Speaking/Listening 3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words. CCSS Foundational Skills 3.a. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). CCSS Foundational Skills 3.c. Know final -e and common vowel team conventions for representing long vowel sounds. CCSS Speaking/Listening 4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. CCSS Speaking/Listening 6. Produce complete sentences when appropriate to task and situation. CCSS Writing 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. CCSS Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words. CCSS Writing 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Page 1

22 CCSS Language 1.b. Use common, proper, and possessive nouns. CCSS Language 1.c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Get Ready to Read Targeted Resources Duration Content Knowledge: Discuss the Question of the Week: What does a family do together? Oral Vocabulary: Connect to Amazing Words - Review and Check Amazing Words Phonemic Awareness: Segment and words. Phonics: Review words with the consonant digraphs sh and th. - Review words with the vowel sound in ball a, al. Spelling Test: Spell words with sh, th. Teacher's Edition p.42a 30 minutes Read and Comprehend Targeted Resources Duration Small Group Time Listening and Speaking: Relate and experience in sequence. - Listen attentively and ask relevant questions. Vocabulary: Sort nouns into categories. Fluency: Read aloud fluently with accuracy. Text-Based Comprehension: Retell story events in sequence. Vocabulary: Review high-frequency and story words. Literary Nonfiction: Identify and use text features. Assessment: Monitor Progress Routines 30 minutes Language Arts Targeted Resources Duration Page 2

23 Conventions: Identify common nouns. - Use common nouns correctly in speaking and writing. - Daily Fix-It Writing: Edit a draft for spelling, punctuation, can capitalization. - Mini-Lesson: Proofread for Nouns - Create and present a final draft. - Quick Write for Fluency Routine Research and Inquiry: Present results of inquiry project. Wrap Up Your Week! Activity, Story Sort Daily Fix-It 30 minutes Assessment Checkpoints for the Week Targeted Resources Duration Phonics: Consonant Digraphs sh, th Phonics: Vowel Sound in ball: a, al Comprehension Skill: Sequence High-Frequency Words Teacher's Edition p.43l 20 minutes Homework My Notes Page 3

24 Using Addition to Subtract Objective Materials Pacing Domain: Operations and Algebraic Thinking Objective: Use a related addition fact to find the missing part in a subtraction problem. Essential Understanding: The inverse relationship between addition and subtraction can be used to find subtraction facts; every subtraction fact has a related addition fact. Number Cards (Teaching Tool 10), Counters (or Teaching Tool 14) Tools4Math Workshop: Using Addition Facts to Subtract Game: Math Facts Practice Standards 1 day Blocks 1/2 day National Standards 1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. Daily Common Core Review Targeted Resources Duration Daily Common Core Review 6-5 Go to Teacher's Edition Develop the Concept Interactive Targeted Resources Duration Problem-Based Interactive Learning: Children use a part-part-whole model to solve a subtraction sentence and write a related addition fact. Develop the Concept Visual Targeted Resources Duration Visual Learning Bridge, p. 222, Independent Practice, p. 222 Develop the Concept Practice Targeted Resources Duration Guided Practice, p. 222, Independent Practice, p. 223 Close and Assess Targeted Resources Duration Quick Check 6-5, Digital Path Lesson Quiz 6-5 Differentiate Targeted Resources Duration Page 1

25 Intervention, On-Level, and Advanced Center Activities: Teacher's Edition, p. 224B, Reteaching Master 6-5, Practice Master 6-5, Enrichment Master 6-5 Homework My Notes Y Page 2