Teacher s Guide. Level L/24 How We Group Animals. Theme: Animals. Science Big Idea: Anchor Comprehension Strategies. Metacognitive/Fix-Up Strategy

Size: px
Start display at page:

Download "Teacher s Guide. Level L/24 How We Group Animals. Theme: Animals. Science Big Idea: Anchor Comprehension Strategies. Metacognitive/Fix-Up Strategy"

Transcription

1 Level L/24 xplorers Teacher s Guide For students reading at Literacy Level L/24, including: English-language learners Students reading below grade level Second-grade readers First graders reading above grade level Skills & Strategies Anchor Comprehension Strategies Compare and contrast Use graphic features to interpret information Metacognitive/Fix-Up Strategy Retell what you ve read Vocabulary Recognize high-frequency words Develop Tier Two vocabulary Develop Tier Three vocabulary Grammar, Word Study, and Language Development Use prepositions with and without Use homonyms Recognize the sentence structure have on their. Phonics Use word parts to problem-solve multisyllable words Recognize words with variant vowel /oo / Fluency Read question marks Writing Write to a picture prompt Write to a text prompt Theme: Animals How Animals Change and Grow (J/18) Science Big Idea: Readers learn about different types of animals and how we group them according to their physical characteristics. B e n c h m a r k E d u c a t i o n C o m p a n y

2 Before Reading Related Resources The following Benchmark Education resources support this lesson. Other Early Explorers Books A Bear Cub Grows (A/1) Fun at the Beach (A/1) Life at the Beach (A/1) Ducklings Grow Up (D/5) What Is in a Forest? (D/5) Fox in the Forest (D/5) Watch a Frog Grow (F/9) A Frog Someday (F/9) Food in the Forest (F/9) Caterpillar Can t Wait! (H/13) Food in the Ocean (H/13) Watch a Butterfly Grow (H/13) Fluency and Language Development Audio CD Comprehension Resources question card Power Tool Flip Chart for Teachers Student Bookmark Compare and Contrast poster Assessment Early Explorers Overview & Assessment Handbook Grade 2 Comprehension Strategy Assessment Book Make Connections and Build Background Use Art Place a large sheet of paper on the table and give each student a pencil. Say: We will read a book about ways to group animals. I will draw two animals that belong in the same group. Draw simple pictures of a dog and horse. Say: We can put a dog and horse in the same group because they both have four legs. Next, ask students to think of other ways a dog and horse are alike. Finally, ask each student to draw another animal that belongs in the same group. Use a Graphic Organizer Draw a circle on the board and write Ways to Group Animals in the center. Read the phrase. Ask: What are some ways we can put animals into groups? As students respond, create a concept web about grouping animals. Then read each entry and ask students to echo-read. how many legs they have wild or tame Ways to Group Animals Introduce the Book how they move what they eat Give each student a copy of the book. Remind students they will read about ways to group animals. Preview the book, encouraging students to interact with the pictures and text on each page as you emphasize the elements from the page 3 chart that will best support their understanding of the book s language, concepts, and organization. (Items in bold print include sample teacher talk. ) Pages 2 3 Words to Discuss Ask students to point to each photograph as you say its matching label. Repeat the process, inviting students to echoread. After students Think/Pair/Share what they know about each word, fill in any missing details. Say: We will see these words in the book Benchmark Education Company, LLC

3 Pages Text and Graphic Features Words to Discuss English/Spanish Cognates Sentence Structures Cover title, author, photo 1 title, author, table of contents, close-up photos 2 3 photos amphibians, backbone, cold-blooded, mammals, reptiles, warm-blooded 4 chapter head, photos, captions, sidebar living, nonliving, animals, plants, move, different, type animal/el animal, plant/la planta, move/mover, different/diferente 5 photos, captions group group/agrupar 6 chapter head, photos, captions, label types, backbones, insects, soft, hard type/el tipo, insect/ el insecto 7 photo, caption fish, fins, scales, gills, fresh water, salt water 8 chart, photos amphibians, frogs, toads, hatch, skin salt/la sal amphibian/ el anfibio have on their. 9 photos, captions reptiles, snakes, lizards, turtles reptile/el reptil 10 photos, captions birds, feathers, wings, eggs, ostrich, penguins 11 photos, captions, sidebar mammals, bears, whales, people, bats, milk, hair mammal/ el mamífero 12 chapter head, chart, photo, caption move, legs 13 photos, captions fly 14 photo, caption swim, flippers 15 photo, caption, sidebar penguins, hunt 16 chapter head, photos, captions coverings 17 photos, captions cold-blooded, warm-blooded 18 photos, captions eat, plants, meat, teeth 19 photos, captions, sidebar wild, tame 20 glossary, index 2008 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: Benchmark Education Company, LLC 3

4 Before Reading (continued) 4 Page 4 Spanish Cognate Ask: Does animal sound like a word you know in Spanish? (Allow time for stu dents to respond.) The English word animal sounds like the Spanish word el animal. Animal and el animal mean the same thing. What kind of animal do you like best? (Allow time for students to respond.) Write the word animal on the board and ask students to locate it on page 4 in the book. Page 7 Sentence Structure Write have on their on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: We can use this sentence structure to tell what animals look like. Model using the sentence structure, such as Dogs have hair on their bodies or Horses have manes on their necks. Then assist students in forming their own sentences using the structure. Say: This sentence structure is in the book. Can you find the structure on page 7? Frame the sentence. Let s read the sentence together. Page 8 Graphic Feature Say: This page has a chart. A chart adds to the information on the page. What are the headings on the chart? (Frogs, Toads) What do we learn from the chart? (how frogs and toads are different) Rehearse Reading Strategies Write the word colorful on the board. Say: One word in this book is colorful. Look at the word colorful. Say the word colorful. What parts are in colorful? Allow time for students to respond, assisting as needed. Say: The word colorful has two parts. The first part is the word color. The second part is the suffix -ful. We put color and -ful together to make colorful. Ask students to find the word colorful on page 13. Say: Use word parts to help you when you read. Remind students to use other reading strategies they are learning as well, such as thinking about the meanings of prefixes and suffixes or reading on to the end of the sentence to figure out a word through context clues. Set a Purpose for Reading Say: Now it s time to read the book. You may whisper-read or read silently to yourself. Assign one or more chapters, depending on available time and the needs and abilities of students in the group. Use the chart below to set a purpose for each chapter. Invite students to place self-stick notes on pages where they find information for the web, and look for opportunities to add to the web at each stopping point. If students do not complete the book, orally summarize the previously read chapters and begin at this point in the teacher s guide the next time you meet. Pages Purpose for Reading 4 5 Read to find out what an animal is Read to find out what the types of animals are Read to find out how animals move Read to find out other ways we can group animals Benchmark Education Company, LLC

5 During Reading Observe and Prompt Reading Strategies After the supportive introduction, students should be able to read all or most of the book on their own. Observe students as they read. Take note of the graphophonic, syntactic, and semantic cues they use to make sense of the text and self-correct. Prompt individual students who have difficulty problem-solving independently, but be careful not to prompt English-language learners too quickly. They may need more time to process the text as they rely on their first language for comprehension. After Reading Use the Graphic Organizer to Summarize Ask students to think about their reading. Say: Look at our web. Do we need to add any ways to group animals? Record new ways students suggest from the book. Choral-read the entire web. Then ask students to use the graphic organizer to tell a partner about the book. where they live how many legs they have how they move Ways to Group Animals what they eat coverings warmblooded or coldblooded backbone or no backbone wild or tame 2011 Benchmark Education Company, LLC 5

6 After Reading (continued) Reading Strategy Mini-Lesson: Retell What You ve Read Reflect Ask: Did you understand what you read? What parts were hard to understand? How did you help yourself? Model Say: I want to understand what I read. One way is to retell the important information. I will read page 4 again. (Read the page aloud.) Now I will say the important information in my own words: Living things are either animals or plants. Animals find food and move. Plants make food and stay in one place. Guide Invite students to read page 6 with you. Ask the following questions, allowing time for students to respond after each one: What do you see? What types of animals does the author talk about? How could you describe these animals in your own words? If students have difficulty, model a retelling of your own, such as Some animals have backbones and others do not. Animals without backbones may have soft or hard bodies. Apply Ask each student to turn to his or her favorite page. Then ask students to read the page to a partner and retell the important information in their own words. Observe students as they read and retell. If more support is needed, use the prompts in the Guide section. See the Early Explorers Overview & Assessment Handbook for an observation chart you can use to assess students understanding of the monitor-reading strategy. Then say: You can retell any time you read. Remember to retell to help you understand. Answer Text-Dependent Questions Explain Remind students they can answer questions about books they have read. Say: We answer different types of questions in different ways. I will help you learn to answer each type. Tell students today they will practice answering Find It! questions. Say: The answer to a Find It! question is in the book. You can find the answer if you know what to look for. The answer is in one place. You put your finger right on the answer. Model Use the first Find It! question on the question card. Say: I will read the question: Most amphibians in water. The important words in the question show me what to look for in the book. What words do you think will help me? (Allow student responses.) Yes, I m looking for the words most amphibians and in water. Model looking through the book. Say: On page 8 I read Most amphibians hatch in water. This sentence has the words I m looking for. Put your finger on this sentence. The sentence answers the question. The answer makes sense. I have found the answer in the book. Guide Ask students to answer the other questions on the question card. Use the Power Tool Flip Chart and Student Bookmark to provide additional modeling as needed. Remind students to ask themselves: What is the question asking? How can I find the answer? Does my answer make sense? How do I know? Benchmark Education Company, LLC

7 Build Comprehension: Compare and Contrast Explain Create an overhead transparency of the graphic organizer on page 12 or draw it on the board. Label the columns Types of Animals, Alike, and Different. Say: Nonfiction books sometimes tell how things are alike and different. We compare by telling how things are alike. We contrast by telling how things are different. Apply Ask students to work with a partner to find similarities and differences for reptiles, birds, and mammals. If more support is needed, utilize all or part of the Guide process to compare and contrast the animals in each group. Finally, read the completed graphic organizer aloud and invite students to echo-read. Model Say: The second chapter is about five types of animals. Let s figure out how the animals in each group are alike and different. First we will compare and contrast fish. Ask students to turn to page 7. Say: Fish have backbones. Fish use fins to swim. Fish have scales and gills. These are ways all fish are alike. Write these facts in the Alike column of the graphic organizer. Then say: Some fish live in fresh water. Other fish live in salt water. This is a way fish are different. Write these facts in the Different column. Guide Say: Now let s compare amphibians. Look at page 8. How are all amphibians alike? (Allow time for students to respond, assisting if needed.) Yes, all amphibians have backbones. We can write about backbones in the Alike column. How are some amphibians different? (Again, allow time for students to respond, assisting if needed.) Yes, most amphibians hatch in water, but some move to land. Many amphibians have wet skin, but some have dry skin. We can write these facts in the Different column Benchmark Education Company, LLC 7

8 After Reading (continued) Home Connection Give students the take-home version of to read to family members. Encourage students to work with a friend or family member to draw several animals that belong in the same group and label the group. Invite them to bring their pictures to share with their classmates. Reader Response Invite students to respond to the book in a way that is meaningful to them. Model and use think-alouds as needed to scaffold students before they try the activities on their own. Draw an animal that flies and label it with the animal s name and type. Name your favorite animal in the book. Tell why you like it. Tell what you saw in your mind as you read the book. Tell about another book you have read about animals. Write a sentence about one animal in each group. Write what you thought was most important in the book. Mini-Lessons for Differentiating Instruction Write to a Picture Prompt Write a Description Tell students they will talk about a picture from the book. Then they will write about the picture. Ask them to turn to page 5. Say: I can describe the picture at the bottom of the page in my own words: The powerful lion chases the frightened zebra across a grassy field. Now I will write my idea. Model writing your sentences on the board. Ask students to choose a picture and describe it to a partner. Allow time for students to share their descriptions, providing assistance as needed. Then say: You described a picture in the book. Now write your idea. When you finish, read your writing to a partner. Write to a Text Prompt Analyze the Book Ask: What do you like best about the book? What do you dislike? Write about your likes and dislikes. When you finish, read your writing to a partner. Phonics: Variant Vowel /oo?? / Ask students to locate the word food on page 4. Write food on the board and circle the letters oo. Say: The letters oo in the middle of the word food stand for /oo /. Slowly draw your finger under the word as you say the sounds. Then ask students to do the same in their books. Then help students locate and read other /oo / words on page 4 (mushroom, too), page 14 (smooth), and page 19 (zoos). Ask students to brainstorm words with /oo /. Write the words on index cards. Then spread the cards out in a pocket chart or on a table. Read each word, inviting students to echo-read Benchmark Education Company, LLC

9 Say: Find the word that completes my sentence. Then you may pick up the matching card. Model the process using one of the students words, such as I go swimming in the. (pool) Then invite each student to make up a sentence with one of the /oo / words. Vocabulary Tier Two Vocabulary Pronounce the word tiny and ask students to repeat it. Say: On page 13 we read that the wings of butterflies and moths have tiny scales. Something that is tiny is very small. A baby has tiny fingers. An ant is a tiny insect. A star looks like a tiny dot in the sky. Discuss other familiar objects, such as tiny birds eggs or tiny grains of sand. Then model a sentence, such as I had a tiny pebble in my shoe. Invite students to share their own sentences, providing assistance as needed. Ask: What word have we been talking about? Yes tiny. Let s try to use the word tiny many times today. We can use the word at school and at home. Tier Three Vocabulary Review the book with students and write the words amphibians, cold-blooded, lizards, mammals, penguins, reptiles, snakes, turtles, warmblooded, and whales on index cards. Place the cards for cold-blooded and warm-blooded side by side on a table. Then show the other word cards one at a time. Ask students to read the word aloud and decide if it should go below the cold-blooded or warmblooded word card. Continue until all the words have been matched with the correct group. For additional practice, students may work as a group or in pairs to complete the vocabulary activity on page 11. Grammar, Word Study, and Language Development Prepositions with and without Model Explain that authors some times use phrases that begin with the word with. Ask students to read page 12 with you: List animals with four legs. Say: The words with four legs tell what the animals have. I can use the word with, too. Point to items in the classroom as you make up sentences using the word with, such as: I brought a sweater with a hood. Here is a book with a blue cover. My desk is the one with a computer. Guide Explain that authors also some times use phrases that begin with the word without. Invite students to read the next-to-last sentence on page 6 with you. Ask: Do the animals have backbones? (no) How can you tell? (The author uses the word without.) Ask students to describe people or animals without something, such as a man without a coat or a cat without a collar. Apply Write I see some with and I see some without on the board. Pair students and ask them to make up sentences using the sentence frames. As each partnership shares, fill in the blanks on the board and invite the group to read the sentences with you Benchmark Education Company, LLC 9

10 Homonyms Model Explain that some words are spelled alike and sound alike but have different meanings. Tell students these words are homonyms. Ask them to turn to page 5. Say: The author says we can group animals by how they look. The word look is a homonym. Look can mean appear. Page 4 shows what deer look like, or how they appear. Look can also mean see. People go to Africa to look at, or see, the animals. I think the author is talking about grouping animals by how they appear. This meaning of the word makes sense in the book. Guide Invite students to read the first sentence on page 7 with you. Ask: Which word is a homonym? (types) What does five types of animals mean here? (five kinds or groups of animals) What else can the word types mean? (presses keys on a keyboard) Apply Pair students. Ask them to find more homonyms on page 4 (group, place), page 5 (spots), page 6 (hard), page 7 (scales), page 9 (land), page 10 (fly), and page 11 (bats). Then invite partners to offer two different meanings for one of the words. If more support is needed, utilize all or part of the Guide process. Fluency: Read Question Marks Say: Sometimes authors ask questions. We recognize a question by the question mark at the end. Our voices sound different when we ask some thing. Our voices move to a higher pitch at the end of the question. Ask students to turn to page 4. First, read the author s questions in a flat voice. Hold your hand level while you read them. Discuss how this makes the questions sound. Then read the questions again, moving your hand upward at the end as you move your voice to a higher pitch. Ask students to echo-read and move their hands along with yours. Ask students to turn to page 16. Choral-read the page with them, moving to a higher pitch at the end of the questions. Invite students to take turns rereading with a partner. Remind them to move their voices to a higher pitch at the end of each question Benchmark Education Company, LLC

11 Name: Date: Vocabulary Cross out the word or phrase in each row that does not belong. reptiles have scales no backbones may have legs snakes mammals have hair people live only on produce milk land backbone some animals insects fish mammals amphibians birds get heat from sun reptiles amphibians wet skin frogs hatch in water produce milk whales mammals lay eggs live in water have hair turtles make heat mammals birds lizards coldblooded warmblooded warmblooded reptiles backbone have legs 2011 Benchmark Education Company, LLC 11

12 Name: Date: Types of Animals Alike Different Benchmark Education Company, LLC

Characteristics of the Text Genre Informational Text Text Structure

Characteristics of the Text Genre Informational Text Text Structure LESSON 4 TEACHER S GUIDE by Taiyo Kobayashi Fountas-Pinnell Level C Informational Text Selection Summary The narrator presents key locations in his town and why each is important to the community: a store,

More information

A Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher

A Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher GUIDED READING REPORT A Pumpkin Grows Written by Linda D. Bullock and illustrated by Debby Fisher KEY IDEA This nonfiction text traces the stages a pumpkin goes through as it grows from a seed to become

More information

Test Blueprint. Grade 3 Reading English Standards of Learning

Test Blueprint. Grade 3 Reading English Standards of Learning Test Blueprint Grade 3 Reading 2010 English Standards of Learning This revised test blueprint will be effective beginning with the spring 2017 test administration. Notice to Reader In accordance with the

More information

Grade 5: Module 2A: Unit 1: Lesson 6 Analyzing an Interview with a Rainforest Scientist Part 1

Grade 5: Module 2A: Unit 1: Lesson 6 Analyzing an Interview with a Rainforest Scientist Part 1 Grade 5: Module 2A: Unit 1: Lesson 6 Analyzing an Interview with a Rainforest Scientist Part 1 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

More information

Characteristics of the Text Genre Realistic fi ction Text Structure

Characteristics of the Text Genre Realistic fi ction Text Structure LESSON 14 TEACHER S GUIDE by Oscar Hagen Fountas-Pinnell Level A Realistic Fiction Selection Summary A boy and his mom visit a pond and see and count a bird, fish, turtles, and frogs. Number of Words:

More information

How to Use Text Features Poster

How to Use Text Features Poster How to Use Text Features Poster Congratulations on your purchase of this Really Good Stuff How to Use Text Features Poster, an excellent visual aide for students learning to identify and use informational

More information

Richardson, J., The Next Step in Guided Writing, Ohio Literacy Conference, 2010

Richardson, J., The Next Step in Guided Writing, Ohio Literacy Conference, 2010 1 Procedures and Expectations for Guided Writing Procedures Context: Students write a brief response to the story they read during guided reading. At emergent levels, use dictated sentences that include

More information

J j W w. Write. Name. Max Takes the Train. Handwriting Letters Jj, Ww: Words with j, w 321

J j W w. Write. Name. Max Takes the Train. Handwriting Letters Jj, Ww: Words with j, w 321 Write J j W w Jen Will Directions Have children write a row of each letter and then write the words. Home Activity Ask your child to write each letter and tell you how to make the letter. Handwriting Letters

More information

Students will be able to describe how it feels to be part of a group of similar peers.

Students will be able to describe how it feels to be part of a group of similar peers. LESSON TWO LESSON PLAN: WE RE ALL DIFFERENT ALIKE OVERVIEW: This lesson is designed to provide students the opportunity to feel united with their peers by both their similarities and their differences.

More information

Why Misquitoes Buzz in People s Ears (Part 1 of 3)

Why Misquitoes Buzz in People s Ears (Part 1 of 3) Name: Melissa DiVincenzo Date: 10/25/01 Content Area: Reading/Writing Unit Topic: Folktales Today s Lesson: Summarizing Grade Level: 2 nd Why Misquitoes Buzz in People s Ears (Part 1 of 3) Duration: 1

More information

Summarize The Main Ideas In Nonfiction Text

Summarize The Main Ideas In Nonfiction Text Summarize The Main Ideas In Free PDF ebook Download: Summarize The Main Ideas In Download or Read Online ebook summarize the main ideas in nonfiction text in PDF Format From The Best User Guide Database

More information

Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...

Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards... Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............

More information

Dear Teacher: Welcome to Reading Rods! Reading Rods offer many outstanding features! Read on to discover how to put Reading Rods to work today!

Dear Teacher: Welcome to Reading Rods! Reading Rods offer many outstanding features! Read on to discover how to put Reading Rods to work today! Dear Teacher: Welcome to Reading Rods! Your Sentence Building Reading Rod Set contains 156 interlocking plastic Rods printed with words representing different parts of speech and punctuation marks. Students

More information

Creation. Shepherd Guides. Creation 129. Tear here for easy use!

Creation. Shepherd Guides. Creation 129. Tear here for easy use! Shepherd Guides Creation Creation 129 SHEPHERD GUIDE Creation (Genesis 1 2) Lower Elementary Welcome to the story of Creation! As the caring leader of your small group of kids, you are an important part

More information

Prewriting: Drafting: Revising: Editing: Publishing:

Prewriting: Drafting: Revising: Editing: Publishing: Prewriting: children begin to plan writing. Drafting: children put their ideas into writing and drawing. Revising: children reread the draft and decide how to rework and improve it. Editing: children polish

More information

Grade 2 Unit 2 Working Together

Grade 2 Unit 2 Working Together Grade 2 Unit 2 Working Together Content Area: Language Arts Course(s): Time Period: Generic Time Period Length: November 13-January 26 Status: Published Stage 1: Desired Results Students will be able to

More information

Fountas-Pinnell Level P Informational Text

Fountas-Pinnell Level P Informational Text LESSON 7 TEACHER S GUIDE Now Showing in Your Living Room by Lisa Cocca Fountas-Pinnell Level P Informational Text Selection Summary This selection spans the history of television in the United States,

More information

Extraordinary Eggs (Life Cycle of Animals)

Extraordinary Eggs (Life Cycle of Animals) General Information Extraordinary Eggs (Life Cycle of Animals) Class: CI-5055 Subject: Science Lesson Title: Extraordinary Eggs (Life Cycle of Animals) Grade Level: Second Grade Purpose The purpose of

More information

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1 The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules

More information

been each get other TASK #1 Fry Words TASK #2 Fry Words Write the following words in ABC order: Write the following words in ABC order:

been each get other TASK #1 Fry Words TASK #2 Fry Words Write the following words in ABC order: Write the following words in ABC order: TASK #1 Fry Words 1-100 been each called down about first TASK #2 Fry Words 1-100 get other long people number into TASK #3 Fry Words 1-100 could part more find now her TASK #4 Fry Words 1-100 for write

More information

WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company

WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company Table of Contents Welcome to WiggleWorks... 3 Program Materials... 3 WiggleWorks Teacher Software... 4 Logging In...

More information

MARK¹² Reading II (Adaptive Remediation)

MARK¹² Reading II (Adaptive Remediation) MARK¹² Reading II (Adaptive Remediation) Scope & Sequence : Scope & Sequence documents describe what is covered in a course (the scope) and also the order in which topics are covered (the sequence). These

More information

First Grade Curriculum Highlights: In alignment with the Common Core Standards

First Grade Curriculum Highlights: In alignment with the Common Core Standards First Grade Curriculum Highlights: In alignment with the Common Core Standards ENGLISH LANGUAGE ARTS Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features

More information

TEACHING Simple Tools Set II

TEACHING Simple Tools Set II TEACHING GUIDE TEACHING Simple Tools Set II Kindergarten Reading Level ISBN-10: 0-8225-6880-2 Green ISBN-13: 978-0-8225-6880-3 2 TEACHING SIMPLE TOOLS SET II Standards Science Mathematics Language Arts

More information

More ESL Teaching Ideas

More ESL Teaching Ideas More ESL Teaching Ideas Grades 1-8 Written by Anne Moore and Dana Pilling Illustrated by Tom Riddolls, Alicia Macdonald About the authors: Anne Moore is a certified teacher with a specialist certification

More information

Airplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group.

Airplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group. Airplane Rescue: Social Studies LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group. 2010 The LEGO Group. Lesson Overview The students will discuss ways that people use land and their physical

More information

Standards Alignment... 5 Safe Science... 9 Scientific Inquiry Assembling Rubber Band Books... 15

Standards Alignment... 5 Safe Science... 9 Scientific Inquiry Assembling Rubber Band Books... 15 Standards Alignment... 5 Safe Science... 9 Scientific Inquiry... 11 Assembling Rubber Band Books... 15 Organisms and Environments Plants Are Producers... 17 Producing a Producer... 19 The Part Plants Play...

More information

Mathematics Success Level E

Mathematics Success Level E T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.

More information

Literacy THE KEYS TO SUCCESS. Tips for Elementary School Parents (grades K-2)

Literacy THE KEYS TO SUCCESS. Tips for Elementary School Parents (grades K-2) Literacy THE KEYS TO SUCCESS Tips for Elementary School Parents (grades K-2) Randi Weingarten president Lorretta Johnson secretary-treasurer Mary Cathryn Ricker executive vice president OUR MISSION The

More information

Mercer County Schools

Mercer County Schools Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Fourth Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed

More information

Grade 4: Module 2A: Unit 1: Lesson 3 Inferring: Who was John Allen?

Grade 4: Module 2A: Unit 1: Lesson 3 Inferring: Who was John Allen? Grade 4: Module 2A: Unit 1: Lesson 3 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name

More information

DIBELS Next BENCHMARK ASSESSMENTS

DIBELS Next BENCHMARK ASSESSMENTS DIBELS Next BENCHMARK ASSESSMENTS Click to edit Master title style Benchmark Screening Benchmark testing is the systematic process of screening all students on essential skills predictive of later reading

More information

Bebop Books Page 1. Guided Reading with SPLASH! written by Dinah Johnson photographed by Maria Victoria Torrey

Bebop Books Page 1. Guided Reading with SPLASH! written by Dinah Johnson photographed by Maria Victoria Torrey Bebop Books Page 1 Guided Reading with SPLASH! written by Dinah Johnson photographed by Maria Victoria Torrey Realistic Fiction Guided Reading : C DRA: 3 Reading Recovery : 3 Focus: Concepts of Print one-to-one

More information

Grade 3 Science Life Unit (3.L.2)

Grade 3 Science Life Unit (3.L.2) Grade 3 Science Life Unit (3.L.2) Decision 1: What will students learn in this unit? Standards Addressed: Science 3.L.2 Understand how plants survive in their environments. Ask and answer questions to

More information

BASIC ENGLISH. Book GRAMMAR

BASIC ENGLISH. Book GRAMMAR BASIC ENGLISH Book 1 GRAMMAR Anne Seaton Y. H. Mew Book 1 Three Watson Irvine, CA 92618-2767 Web site: www.sdlback.com First published in the United States by Saddleback Educational Publishing, 3 Watson,

More information

Unit 14 Dangerous animals

Unit 14 Dangerous animals Unit 14 Dangerous About this unit In this unit, the pupils will look at some wild living in Africa at how to keep safe from them, at the sounds they make and at their natural habitats. The unit links with

More information

Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney

Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Aligned with the Common Core State Standards in Reading, Speaking & Listening, and Language Written & Prepared for: Baltimore

More information

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Reading Mini-Lesson Plans Week: March 11-15 Standards: RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently,

More information

Activities. Standards-Based Skill-Builders with Seasonal Themes. Written by Brenda Kaufmann. Sample file. Illustrated by Janet Armbrust

Activities. Standards-Based Skill-Builders with Seasonal Themes. Written by Brenda Kaufmann. Sample file. Illustrated by Janet Armbrust Spring Math Activities Standards-Based Skill-Builders with Seasonal Themes Written by Brenda Kaufmann Illustrated by Janet Armbrust Teaching & Learning Company 1204 Buchanan St., P.O. Box 10 Carthage,

More information

Interpretive (seeing) Interpersonal (speaking and short phrases)

Interpretive (seeing) Interpersonal (speaking and short phrases) Subject Spanish Grammar Lesson Length 50 minutes Linguistic Level Beginning Spanish 1 Topic Descriptive personal characteristics using the verb ser Students will be able to identify the appropriate situations

More information

Grade 8: Module 4: Unit 1: Lesson 11 Evaluating an Argument: The Joy of Hunting

Grade 8: Module 4: Unit 1: Lesson 11 Evaluating an Argument: The Joy of Hunting Grade 8: Module 4: Unit 1: Lesson 11 Evaluating an Argument: The Joy of Hunting This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party

More information

1. READING ENGAGEMENT 2. ORAL READING FLUENCY

1. READING ENGAGEMENT 2. ORAL READING FLUENCY Teacher Observation Guide Animals Can Help Level 28, Page 1 Name/Date Teacher/Grade Scores: Reading Engagement /8 Oral Reading Fluency /16 Comprehension /28 Independent Range: 6 7 11 14 19 25 Book Selection

More information

Writing that Tantalizes Taste Buds. Presented by Tracy Wassmer Roanoke County Schools

Writing that Tantalizes Taste Buds. Presented by Tracy Wassmer Roanoke County Schools Writing that Tantalizes Taste Buds Presented by Tracy Wassmer twassmer@rcs.k12.va.us Roanoke County Schools Composing The composing domain includes the focusing, structuring, and elaborating that a writer

More information

Let's Learn English Lesson Plan

Let's Learn English Lesson Plan Let's Learn English Lesson Plan Introduction: Let's Learn English lesson plans are based on the CALLA approach. See the end of each lesson for more information and resources on teaching with the CALLA

More information

We are going to talk about the meaning of the word weary. Then we will learn how it can be used in different sentences.

We are going to talk about the meaning of the word weary. Then we will learn how it can be used in different sentences. Vocabulary Instructional Routine: Make Connections with New Vocabulary Preparation/Materials: several words selected from Hansel and Gretel (e.g.,, glorious, scare) 1 Italicized sentences are what the

More information

Standards Alignment... 5 Safe Science... 9 Scientific Inquiry Assembling Rubber Band Books... 15

Standards Alignment... 5 Safe Science... 9 Scientific Inquiry Assembling Rubber Band Books... 15 Standards Alignment... 5 Safe Science... 9 Scientific Inquiry... 11 Assembling Rubber Band Books... 15 Organisms and Environments School Supplies... 17 A Place to Call Home... 21 Paste Up Habitats... 37

More information

Curriculum Scavenger Hunt

Curriculum Scavenger Hunt Curriculum Training Guide for The Power of the Wind Purpose: To identify the setup and key components in The Power of the Wind Curriculum Guide. Time: 40 minutes Materials: Trainer Resource: Curriculum

More information

Florida Reading Endorsement Alignment Matrix Competency 1

Florida Reading Endorsement Alignment Matrix Competency 1 Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending

More information

Characteristics of the Text Genre Informational Text Text Structure

Characteristics of the Text Genre Informational Text Text Structure LESSON 4 TEACHER S GUIDE by Jacob Walker Fountas-Pinnell Level A Informational Text Selection Summary A fire fighter shows the clothes worn when fighting fires. Number of Words: 25 Characteristics of the

More information

Recording Form. Part One: Oral Reading. Recording Form. Snake Myths Level O Nonfiction

Recording Form. Part One: Oral Reading. Recording Form. Snake Myths Level O Nonfiction Student Grade _ Date Teacher School Part One: Oral Reading Place the book in front of the student. Read the title and introduction. Introduction: People tell myths, or stories that might not be true, about

More information

Theme 10. THEME 10: We Can Do It!

Theme 10. THEME 10: We Can Do It! Theme 10 304 THEME 10: We Can Do It! ENGLISH LANGUAGE DEVELOPMENT LESSONS FOR We Can Do It! THEME 10: We Can Do It! 305 THEME 10: We Can Do It! Week 1 Vocabulary challenge, hard chart paper Copyright Houghton

More information

Fountas-Pinnell Level M Realistic Fiction

Fountas-Pinnell Level M Realistic Fiction LESSON 17 TEACHER S GUIDE by Vidas Barzdukas Fountas-Pinnell Level M Realistic Fiction Selection Summary Miguel lives in the Dominican Republic and loves baseball. His hero is Pedro Sanchez, a major league

More information

Using SAM Central With iread

Using SAM Central With iread Using SAM Central With iread January 1, 2016 For use with iread version 1.2 or later, SAM Central, and Student Achievement Manager version 2.4 or later PDF0868 (PDF) Houghton Mifflin Harcourt Publishing

More information

Grade 8: Module 4: Unit 1: Lesson 8 Reading for Gist and Answering Text-Dependent Questions: Local Sustainable Food Chain

Grade 8: Module 4: Unit 1: Lesson 8 Reading for Gist and Answering Text-Dependent Questions: Local Sustainable Food Chain Grade 8: Module 4: Unit 1: Lesson 8 Reading for Gist and Answering Text-Dependent Questions: This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt

More information

Fluency YES. an important idea! F.009 Phrases. Objective The student will gain speed and accuracy in reading phrases.

Fluency YES. an important idea! F.009 Phrases. Objective The student will gain speed and accuracy in reading phrases. F.009 Phrases Objective The student will gain speed and accuracy in reading phrases. Materials YES and NO header cards (Activity Master F.001.AM1) Phrase cards (Activity Master F.009.AM1a - F.009.AM1f)

More information

Adaptations and Survival: The Story of the Peppered Moth

Adaptations and Survival: The Story of the Peppered Moth Adaptations and Survival: The Story of the Peppered Moth Teacher: Rachel Card Subject Areas: Science/ELA Grade Level: Fourth Unit Title: Animal Adaptations Lesson Title: Adaptations and Survival: The Story

More information

Technology in the Classroom

Technology in the Classroom Technology in the Classroom Enhancing your toolkit for teaching and learning Kirsten Haugen (haugen@4j.lane.edu) Differentiated Instruction Everyone does their best. Everyone gets what they need. Dr. Ross

More information

Learning Lesson Study Course

Learning Lesson Study Course Learning Lesson Study Course Developed originally in Japan and adapted by Developmental Studies Center for use in schools across the United States, lesson study is a model of professional development in

More information

Content Language Objectives (CLOs) August 2012, H. Butts & G. De Anda

Content Language Objectives (CLOs) August 2012, H. Butts & G. De Anda Content Language Objectives (CLOs) Outcomes Identify the evolution of the CLO Identify the components of the CLO Understand how the CLO helps provide all students the opportunity to access the rigor of

More information

Using a topic-based approach for Cambridge English: Young Learners classroom activities

Using a topic-based approach for Cambridge English: Young Learners classroom activities Using a topic-based approach for Cambridge English: Young Learners classroom activities Handout: Topic list for Cambridge English: Starters Write the examples of vocabulary items from the word cloud on

More information

Learning Fields Unit and Lesson Plans

Learning Fields Unit and Lesson Plans Learning Fields Unit and Lesson Plans UNIT INTRODUCTION Learning Fields seeks to connect people with agriculture and rural life today. The lessons in this unit will help students to understand how agriculture

More information

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading ELA/ELD Correlation Matrix for ELD Materials Grade 1 Reading The English Language Arts (ELA) required for the one hour of English-Language Development (ELD) Materials are listed in Appendix 9-A, Matrix

More information

Grade 4. Common Core Adoption Process. (Unpacked Standards)

Grade 4. Common Core Adoption Process. (Unpacked Standards) Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

More information

Scholastic Leveled Bookroom

Scholastic Leveled Bookroom Scholastic Leveled Bookroom Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content

More information

ELPAC. Practice Test. Kindergarten. English Language Proficiency Assessments for California

ELPAC. Practice Test. Kindergarten. English Language Proficiency Assessments for California ELPAC English Language Proficiency Assessments for California Practice Test Kindergarten Copyright 2017 by the California Department of Education (CDE). All rights reserved. Copying and distributing these

More information

Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading

Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading Program Requirements Competency 1: Foundations of Instruction 60 In-service Hours Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language,

More information

MARK 12 Reading II (Adaptive Remediation)

MARK 12 Reading II (Adaptive Remediation) MARK 12 Reading II (Adaptive Remediation) The MARK 12 (Mastery. Acceleration. Remediation. K 12.) courses are for students in the third to fifth grades who are struggling readers. MARK 12 Reading II gives

More information

Operations and Algebraic Thinking Number and Operations in Base Ten

Operations and Algebraic Thinking Number and Operations in Base Ten Operations and Algebraic Thinking Number and Operations in Base Ten Teaching Tips: First Grade Using Best Instructional Practices with Educational Media to Enhance Learning pbskids.org/lab Boston University

More information

End-of-Module Assessment Task

End-of-Module Assessment Task Student Name Date 1 Date 2 Date 3 Topic E: Decompositions of 9 and 10 into Number Pairs Topic E Rubric Score: Time Elapsed: Topic F Topic G Topic H Materials: (S) Personal white board, number bond mat,

More information

Economics Unit: Beatrice s Goat Teacher: David Suits

Economics Unit: Beatrice s Goat Teacher: David Suits Economics Unit: Beatrice s Goat Teacher: David Suits Overview: Beatrice s Goat by Page McBrier tells the story of how the gift of a goat changed a young Ugandan s life. This story is used to introduce

More information

SOCIAL STUDIES GRADE 1. Clear Learning Targets Office of Teaching and Learning Curriculum Division FAMILIES NOW AND LONG AGO, NEAR AND FAR

SOCIAL STUDIES GRADE 1. Clear Learning Targets Office of Teaching and Learning Curriculum Division FAMILIES NOW AND LONG AGO, NEAR AND FAR SOCIAL STUDIES FAMILIES NOW AND LONG AGO, NEAR AND FAR GRADE 1 Clear Learning Targets 2015-2016 Aligned with Ohio s Learning Standards for Social Studies Office of Teaching and Learning Curriculum Division

More information

Lexia Skill Builders: Independent Student Practice

Lexia Skill Builders: Independent Student Practice : Independent Student Practice support the online program lessons: Lexia Lessons are one of the key off-line components of the Lexia Reading Core 5 integrated system of personalized learning along with

More information

WHO PASSED? Time Frame 30 minutes. Standard Read with Understanding NRS EFL 3-4

WHO PASSED? Time Frame 30 minutes. Standard Read with Understanding NRS EFL 3-4 WHO PASSED? Outcome (lesson objective) Students will be introduced to the Read With Understanding Standard while determining what requirements are necessary to obtain a passing score on the GED practice

More information

Lesson Plan Title Aquatic Ecology

Lesson Plan Title Aquatic Ecology Lesson Plan Title Aquatic Ecology Name (last, first): Larson, Don Scientific Theme(s): C-2: develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living

More information

LITERACY-6 ESSENTIAL UNIT 1 (E01)

LITERACY-6 ESSENTIAL UNIT 1 (E01) LITERACY-6 ESSENTIAL UNIT 1 (E01) (Foundations of Reading and Writing) Reading: Foundations of Reading Writing: Foundations of Writing (July 2015) Unit Statement: The teacher will use this unit to establish

More information

Increasing Student Engagement

Increasing Student Engagement Increasing Student Engagement Description of Student Engagement Student engagement is the continuous involvement of students in the learning. It is a cyclical process, planned and facilitated by the teacher,

More information

Houghton Mifflin Harcourt Trophies Grade 5

Houghton Mifflin Harcourt Trophies Grade 5 Unit 6/Week 2 Title: The Golden Lion Tamarin Comes Home Suggested Time: 5 days (45 minutes per day) Common Core ELA Standards: RI.5.1, RI.5.3, RL.5.4, RI.5.8; RF.5.3, RF.5.4; W.5.2, W.5.4, W.5.9; SL.5.1,

More information

After being introduced, first grade skills are taught ongoing throughout the year.

After being introduced, first grade skills are taught ongoing throughout the year. FLOYD COUNTY SCHOOLS CURRICULUM RESOURCES Building a Better Future for Every Child - Every Day! Summer 2013 Subject Content: Language Arts Grade: 1 After being introduced, first grade skills are taught

More information

Longman English Interactive

Longman English Interactive Longman English Interactive Level 3 Orientation Quick Start 2 Microphone for Speaking Activities 2 Course Navigation 3 Course Home Page 3 Course Overview 4 Course Outline 5 Navigating the Course Page 6

More information

International Examinations. IGCSE English as a Second Language Teacher s book. Second edition Peter Lucantoni and Lydia Kellas

International Examinations. IGCSE English as a Second Language Teacher s book. Second edition Peter Lucantoni and Lydia Kellas International Examinations IGCSE English as a Second Language Teacher s book Second edition Peter Lucantoni and Lydia Kellas To Costas Djapouras, without whose help and support this book would never have

More information

Discover how you can build students reading skills with SRA Leveled Readers!

Discover how you can build students reading skills with SRA Leveled Readers! Discover how you can build students reading skills with SRA Leveled Readers! Your comprehensive Leveled Reading Library for Grades 1 8 Including titles for science, social studies, and intervention Interest

More information

Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of If

Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of If Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party

More information

CLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction

CLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction CLASSIFICATION OF PROGRAM Critical Elements Analysis 1 Program Name: Macmillan/McGraw Hill Reading 2003 Date of Publication: 2003 Publisher: Macmillan/McGraw Hill Reviewer Code: 1. X The program meets

More information

1. Listen carefully as your teacher assigns you two or more rows of the Biome Jigsaw Chart (page S2) to fill in.

1. Listen carefully as your teacher assigns you two or more rows of the Biome Jigsaw Chart (page S2) to fill in. Biome Bags - Student Guide In this activity, you will explore ecology and biodiversity will be to work cooperatively to: in seven terrestrial biomes. Your task 1. Research and share information to complete

More information

Mathematics Success Grade 7

Mathematics Success Grade 7 T894 Mathematics Success Grade 7 [OBJECTIVE] The student will find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. [PREREQUISITE SKILLS] Simple probability,

More information

Poll. How do you feel when someone says assessment? How do your students feel?

Poll. How do you feel when someone says assessment? How do your students feel? Poll How do you feel when someone says assessment? How do your students feel? Why do we assess learners? Purposes for Assessments Place students Monitor students performance/achievement Identify students

More information

Grades. From Your Friends at The MAILBOX

Grades. From Your Friends at The MAILBOX From Your Friends at The MAILBOX Grades 5 6 TEC916 High-Interest Math Problems to Reinforce Your Curriculum Supports NCTM standards Strengthens problem-solving and basic math skills Reinforces key problem-solving

More information

English Language Arts Summative Assessment

English Language Arts Summative Assessment English Language Arts Summative Assessment 2016 Paper-Pencil Test Audio CDs are not available for the administration of the English Language Arts Session 2. The ELA Test Administration Listening Transcript

More information

If we want to measure the amount of cereal inside the box, what tool would we use: string, square tiles, or cubes?

If we want to measure the amount of cereal inside the box, what tool would we use: string, square tiles, or cubes? String, Tiles and Cubes: A Hands-On Approach to Understanding Perimeter, Area, and Volume Teaching Notes Teacher-led discussion: 1. Pre-Assessment: Show students the equipment that you have to measure

More information

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to

More information

The Bruins I.C.E. School

The Bruins I.C.E. School The Bruins I.C.E. School Lesson 1: Retell and Sequence the Story Lesson 2: Bruins Name Jersey Lesson 3: Building Hockey Words (Letter Sound Relationships-Beginning Sounds) Lesson 4: Building Hockey Words

More information

Friction Stops Motion

Friction Stops Motion activity Friction Stops Motion BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN Grade Quarter Activity SC.C... The student understands that the motion of an object can be described and measured. SC.H...

More information

Elementary Supplemental (purchase only) Instructional Materials -- Draft

Elementary Supplemental (purchase only) Instructional Materials -- Draft Health 2014-15 Elementary Supplemental (purchase only) Instructional Materials -- Draft Instructional Materials Title NF (Not Funded) ISBN-13 Grade Price Copyright Health and Physical Education, Elementary

More information

Teachers College Reading and Writing Project

Teachers College Reading and Writing Project 1 Unit Three Readers Use Super Powers to Read Everything in the Classroom and Beyond November/December (November Level 3 Reading Benchmark: A/B with a book introduction) Welcome to the Unit This is the

More information

5 Day Schedule Paragraph Lesson 2: How-to-Paragraphs

5 Day Schedule Paragraph Lesson 2: How-to-Paragraphs 5 Day Schedule Paragraph Lesson 2: How-to-Paragraphs Day 1: Section 2 Mind Bender (teacher checks), Assignment Segment 1 Section 3 Add to Checklist (instruction) Section 4 Adjectives (instruction and practice)

More information

1. Locate and describe major physical features and analyze how they influenced cultures/civilizations studied.

1. Locate and describe major physical features and analyze how they influenced cultures/civilizations studied. Unit Plan 8th Grade Geography Ciara Timothy SOST 450- Professor Johnson 2.22.2012 Contents: 1. Student Handout 2. Day to Day Outline 3. MN Graduation Standards and Benchmarks 4. Differentiated for Content,

More information

Plainfield Public School District Reading/3 rd Grade Curriculum Guide. Modifications/ Extensions (How will I differentiate?)

Plainfield Public School District Reading/3 rd Grade Curriculum Guide. Modifications/ Extensions (How will I differentiate?) Grade level: 3 rd Grade Content: Reading NJCCCS: STANDARD 3.1Reading All students will understand and apply the knowledge of sounds, letters,and words in written english to become independent and fluent

More information

Printable Poetry Task Cards

Printable Poetry Task Cards Printable Poetry Free PDF ebook Download: Printable Poetry Download or Read Online ebook printable poetry task cards in PDF Format From The Best User Guide Database beginning and ending sounds task cards

More information

Story Problems with. Missing Parts. s e s s i o n 1. 8 A. Story Problems with. More Story Problems with. Missing Parts

Story Problems with. Missing Parts. s e s s i o n 1. 8 A. Story Problems with. More Story Problems with. Missing Parts s e s s i o n 1. 8 A Math Focus Points Developing strategies for solving problems with unknown change/start Developing strategies for recording solutions to story problems Using numbers and standard notation

More information

Tears. Measurement - Capacity Make A Rhyme. Draw and Write. Life Science *Sign in. Notebooks OBJ: To introduce capacity, *Pledge of

Tears. Measurement - Capacity Make A Rhyme. Draw and Write. Life Science *Sign in. Notebooks OBJ: To introduce capacity, *Pledge of May 8-12 2017 Crème de la Crème- Haynes Bridge Ms. Jamie Marini Kindergarten Day of the Week Language Arts/ Phonics 10:30am-12pm HWT 9:30-10:00am Math 1:00-1:45pm Science 1:45-2:30pm Unit 8 By the Sea

More information