Mrs Capehart Weekly Lesson Plan Example

Lesson Plans—Monday, February 5, 2018 Breakfast 8:00-8:10 a.m. (Students complete morning work while eating) Math 8:10-9:20 a.m. Unit 4. Place Value Math vocabulary: place value chart: tells you how many tens, and ones you have. Language/Learning Objective: I can identify tens and ones using dimes and pennies. Materials: smartboard notebook presentation, whiteboards, markers, eraser socks, lesson 6 problem set, lesson 6 exit ticket, and pencils. Engage NY Module 4, Lesson 6 TSW come to the carpet for a math circle. TSW review counting to 120 by 1’s, and 10’s, indicate the number of days of school, and review weekly math vocabulary. TSW complete a word problem practice. TSW use their whiteboards, and markers to demonstrate their strategy. (anticipatory set) TW review answers. (check for understanding). TW model using dimes and pennies to identify tens and ones. (Guided practice/modeling) TW model first couple questions on lesson 6 problem set. (modeling/guided practice) TSW complete lesson 6 problem set independently. (independent practice) TSW complete lesson 6 exit ticket independently. (assessment/independent practice) TW review what we learned today including what went well, and if there were any topics or areas we struggled with. (closure) Objectives/Standards: 1.NBT.A.1 TSW count to 120 by 1’s, 2’s, and 10’s starting at a number less than 100. In this range, read and write numerals and represent a number of objects with a written numeral. 1.NBT.B.2 TSW understand that the two digits of a two-digit number represent groups of tens and ones. understand the following as special cases: a. 10 can be thought of as a group of ten ones — called a “ten”. Modifications (XX & XX): Preferential seating at the front of class, peer modeling, and one-on-one modeling when necessary. Differentiation: complete ½ problem set, peer modeling, small groups, and one-on-one modeling when necessary. Extension: Students can come up with their own numbers, and identify the number of tens and ones. Oral Language & Vocabulary 9:20-10:20 a.m. Journeys Lesson 19 Learning/Language Objective: I can repeat and rephrase information I hear. I can name letter sounds, read sight words, and read CVCe words. Long O (oa, ow); Contractions ‘ve and ‘re; show, row, grow, blow, low, snow, boat, coat, road, toad Sight Words: done, great, laugh, paper, soon, talk, were, work Materials: calendar, boys town skill poster, marker, small whiteboards, expo markers, chart paper (Templates) Calendar: TSW come to the carpet for morning circle. TSW complete the daily calendar, indicating today’s date, day of the week, month, season, and weather.

TSW sing the “Days of the Week” song. Boys Town: Introduce skill of the week: Asking for help. Discuss steps to this skill as a class. TSW discuss how the skill “helps us, hurts us, and helps others.” Templates: (U4, L19, D2) (Anticipatory set for reading) TSW say, spell, say the first line of sight words when prompted (“Word”). TSW read individual sight words on lines 2-4 when prompted (“word”). TSW name letter sounds when prompted (“sound”). TW write words, letter by letter, and tsw name the sounds in the word, and blend the sounds to read the whole word (“sound…sound…blend…sound”). TSW read various decodable words with prompting (“word”). TSW use a whiteboard to write words from dictation. (Allow 60 seconds for students to write word, and then, ask to see boards. Demonstrate how to write the word by asking students for the first, second, third, etc. sound in the word and letter). TW review what we learned today including what went well, and if there were any topics or areas we struggled with. (closure) Objectives/Standards: 1.L.1 TSW demonstrate command of conventions of Standard English grammar and usage when writing or speaking. 1.RF.2 TSW demonstrate understanding of spoken words, syllables, and sounds (phonemes). (a. Distinguish long from short vowel sounds in spoken single-syllable words). 1.RF.3 TSW know and apply phonics and word analysis skills in decoding one-syllable or two-syllable words. ELL Standards: II-LS-1:LI-1 TSW distinguish between phonemes in the initial, medial, and final positions of words, phrases and sentences with instructional support (minimal phrases, minimal sentences) II-R-3:LI-1 TSW read aloud (including high frequency/sight words) with fluency. Modifications (XX & XX) preferential seating at the front of class, peer modeling, and teacher modeling with one-on-one support when necessary. Extension: Students who quickly write words from dictation will be asked to write a sentence with that word. Reading 10:20-11:20 a.m. Journeys Lesson 19 Learning/Language Objective: I can read with fluency. I can sequence of events. Materials: Decodable book, Journey’s textbook, water comprehension sheet, pencil TSW read decodable book, “Fun with Gram,” word by word while tracking text. TW give 3 seconds for students to think of the word, and then, request the students to say the word by snapping, and saying “Word.” (Guided practice) TW read decodable book, “Fun with Gram,” aloud to the class while students track text. (modeling) TSW read decodable book, “Fun with Gram,” aloud with a partner while tracking text. TW read Journey’s anthology, “Tomas Rivera,” aloud to the class while students track text. TSW echo read Journey’s anthology, “Tomas Rivera,” aloud with the class and teacher while tracking text. (guided practice) TW read “Water” aloud to the class while students track text. (modeling) TSW echo read “water” aloud with the class and teacher while tracking the text. (guided practice)

TSW complete a comprehension worksheet on “water” independently. (TW read questions and choices aloud) (independent practice/assessment). TW review what we learned today including what went well, and if there were any topics or areas we struggled with. (closure) Objectives/Standards: 1.RI. 2 TSW Identify the main topic and retell key details of a text. 1.SL.2 TSW ask and answer questions about key details in the text read aloud or information presented orally or through other media. ELL Standards: II-LS-1:LI-2 TSW summarize main ideas and supporting details from read-alouds (fiction and nonfiction) in complete sentences with instructional support. II-R-3:LI-1 TSW read aloud (including high frequency/sight words) with fluency. II-R-4:LI-7 TSW paraphrase the main idea and details from text, using complete sentences. Modifications (XX & XX): preferential seating in front of class, peer modeling, teacher modeling with one-on- one support. Differentiation: teacher modeling in small groups or one-on-one support. Extension: Students who are exceeding the standards will be pulled into a small group to read above-level texts that accompany the curriculum. Interventions 11:20-11:50 a.m. TSW work in small groups at assigned literacy centers: library center, listening center, word-work center, writing center, and technology center (Smarty Ants). Objectives/Standards: 1.RL.10 TSW, with prompting and support, read stories, drama, and poetry of appropriate complexity for grade 1. 1.RI.10 TSW, with prompting and support, read informational texts, history/social studies, science, and technical texts, appropriately complex for grade 1 1.RF.2 TSW demonstrate understanding of spoken words, syllables, and sounds (phonemes). 1.RF.3 TSW know and apply phonics and word analysis skills in decoding one-syllable or two-syllable words. ELL Standards: II-R-1:B-1 TSW track written words read aloud with one-to-one correlation. II-R-3:B-1 TSW read aloud (including high frequency/sight words) with fluency and instructional support. Modifications (XX & XX): preferential seating at the front of class, peer modeling, and teacher modeling with one-on-one support when necessary. Lunch 11:50-12:20 p.m./Recess 12:20-12:30 p.m. Quiet Cool Down – 12:30-12:40 p.m. (Students listen to calming music, get a drink of water, read quietly, or rest their heads on their desk) Grammar 12:30-1:20/1:55-2:10 p.m. Journeys Lesson 19 Learning/Language Objective: I can use future tense verbs. Materials: Brainpop video, computer, smartboard, future using will worksheet, and pencil. Daily Proofreading Practice—“The bus were not on time.” “Daddy was layt for his job.” TW review the topic of verbs with the class, and practice base verbs. TW introduce future tense verbs using the word “will.” TSW complete a “Future Using Will” worksheet independently. Objectives/Standards: 1.L.1 TSW demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (d. Use verbs to convey a sense of past, present, and

future). ELL Standards: II-L(V)-1:LI-2 TSW differentiate between past, present, present progressive, and future verb tenses by responding to a prompt. Modifications: (Aundrey Carmona & Bryan Morales Romero): preferential seating at the front of class, peer modeling, and teacher modeling with one-on-one support when necessary. Specials 1:20-1:55 p.m. Music Writing 2:10-3:10 p.m. Learning/Language Objective: I can write a story about a picture. Materials: Computer, smartboard, paper, and pencil. TW review the topic of narrative writing, and explain that narrative writing can be fictional or fact, like “Tomas Rivera.” TW show a picture to the students, and model writing 4 sentences about the picture using the words, “first,” “next,” “then,” and “last.” TSW complete their own writing independently using finger spaces, phonetic spelling when appropriate, and correct capitalization and punctuation. Objectives/Standards: 1.W.3 TSW 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. ELL Standards: II-W-1:LI-1 TSW write a narrative or short story that includes a main idea, character, setting and a sequence of events with instructional support. Modifications (XX & XX): preferential seating at the front of class, peer modeling, and teacher modeling with one-on-one support when necessary. Differentiation: Sentence frames are provided for students who are struggling with writing their sentences. Extension: Students may write 4-5 sentences instead of 3-4 sentences.

Lesson Plans—Tuesday, February 6 Breakfast 8:00-8:10 a.m. (Students complete morning work while eating) Math 8:10-9:20 a.m. Unit 4. Place Value Math vocabulary: place value chart: tells you how many tens, and ones you have. Language/Learning Objective: I can circle groups of ten. Materials: smartboard notebook presentation, whiteboards, markers, eraser socks, lesson 7 problem set, lesson 7 exit ticket, and pencils. Engage NY Module 4, Lesson 7 TSW come to the carpet for a math circle. TSW review counting to 120 by 1’s, and 10’s, indicate the number of days of school, and review weekly math vocabulary. TSW complete a word problem practice. TSW use their whiteboards, and markers to demonstrate their strategy. (anticipatory set) TW review answers. (check for understanding). TW model identifying tens and ones in smartboard notebook presentation. (Guided practice/modeling) TW model first couple questions on lesson 7 problem set. (modeling/guided practice) TSW complete lesson 7 problem set independently. (independent practice) TSW complete lesson 7 exit ticket independently. (assessment/independent practice) TW review what we learned today including what went well, and if there were any topics or areas we struggled with. (closure) Objectives/Standards: 1.NBT.A.1 TSW count to 120 by 1’s, 2’s, and 10’s starting at a number less than 100. In this range, read and write numerals and represent a number of objects with a written numeral. 1.NBT.B.2 TSW understand that the two digits of a two-digit number represent groups of tens and ones. understand the following as special cases: a. 10 can be thought of as a group of ten ones — called a “ten”. Modifications (XX & XX): Preferential seating at the front of class, peer modeling, and one-on-one modeling when necessary. Differentiation: complete ½ problem set, peer modeling, small groups, and one-on-one modeling when necessary. Extension: Students can come up with their own numbers, and identify the number of tens and ones. Oral Language & Vocabulary 9:20-10:20 a.m. Journeys Lesson 19 Learning/Language Objective: I can repeat and rephrase information I hear. I can name letter sounds, read sight words, and read CVCe words. Long O (oa, ow); Contractions ‘ve and ‘re; show, row, grow, blow, low, snow, boat, coat, road, toad Sight Words: done, great, laugh, paper, soon, talk, were, work Materials: calendar, boys town skill poster, marker, small whiteboards, expo markers, chart paper (Templates)

Calendar: TSW come to the carpet for morning circle. TSW complete the daily calendar, indicating today’s date, day of the week, month, season, and weather. TSW sing the “Days of the Week” song. Boys Town: Introduce skill of the week: Asking for help. Discuss steps to this skill as a class. TSW discuss how the skill is used in the classroom. Templates: (U4, L19, D3) (Anticipatory set for reading) TSW say, spell, say the first line of sight words when prompted (“Word”). TSW read individual sight words on lines 2-4 when prompted (“word”). TSW name letter sounds when prompted (“sound”). TW write words, letter by letter, and tsw name the sounds in the word, and blend the sounds to read the whole word (“sound…sound…blend…sound”). TSW read various decodable words with prompting (“word”). TSW use a whiteboard to write words from dictation. (Allow 60 seconds for students to write word, and then, ask to see boards. Demonstrate how to write the word by asking students for the first, second, third, etc. sound in the word and letter). TW review what we learned today including what went well, and if there were any topics or areas we struggled with. (closure) Objectives/Standards: 1.L.1 TSW demonstrate command of conventions of Standard English grammar and usage when writing or speaking. 1.RF.2 TSW demonstrate understanding of spoken words, syllables, and sounds (phonemes). (a. Distinguish long from short vowel sounds in spoken single-syllable words). 1.RF.3 TSW know and apply phonics and word analysis skills in decoding one-syllable or two-syllable words. ELL Standards: II-LS-1:LI-1 TSW distinguish between phonemes in the initial, medial, and final positions of words, phrases and sentences with instructional support (minimal phrases, minimal sentences) II-R-3:LI-1 TSW read aloud (including high frequency/sight words) with fluency. Modifications (XX & XX): preferential seating at the front of class, peer modeling, and teacher modeling with one-on-one support when necessary. Extension: Students who quickly write words from dictation will be asked to write a sentence with that word. Reading 10:20-11:20 a.m. Journeys Lesson 19 Learning/Language Objective: I can read with fluency. I can sequence events. Materials: Decodable book, Journey’s textbook, Journey’s sequence cards & sentences (copied), paper, pencil TSW read decodable book, “Rex Knows,” word by word while tracking text. TW give 3 seconds for students to think of the word, and then, request the students to say the word by snapping, and saying “Word.” (Guided practice) TW read decodable book, “Rex Knows,” aloud to the class while students track text. (modeling) TSW read decodable book, “Rex Knows,” aloud with a partner while tracking text. TSW practice sight words by participating in sight word songs videos, and reading words from sight word powerpoint. (guided practice) TW read Journey’s anthology, “Tomas Rivera” aloud to the class while students track

text. (modeling) TSW participate in a small group activity where they sort the sequence cards from Journey’s and sentences to sequence the events in the story. (small group practice) TW review answers with the class, and the class will echo an oral summary using temporal words, “first,” “next,” “then,” and “last.” (guided practice/check for understanding) TW review what we learned today including what went well, and if there were any topics or areas we struggled with. (closure) Objectives/Standards: 1.RI. 2 TSW Identify the main topic and retell key details of a text. 1.SL.2 TSW ask and answer questions about key details in the text read aloud or information presented orally or through other media. ELL Standards: II-LS-1:LI-2 TSW summarize main ideas and supporting details from read-alouds (fiction and nonfiction) in complete sentences with instructional support. II-R-3:LI-1 TSW read aloud (including high frequency/sight words) with fluency. II-R-4:LI-7 TSW paraphrase the main idea and details from text, using complete sentences. Modifications (XX & XX): preferential seating in front of class, peer modeling, teacher modeling with one-on- one support. Differentiation: teacher modeling in small groups or one-on-one support. Extension: Students who are exceeding the standards will be pulled into a small group to read above-level texts that accompany the curriculum. Interventions 11:20-11:50 a.m. TSW work in small groups at assigned literacy centers: library center, listening center, word-work center, writing center, and technology center (Smarty Ants). Objectives/Standards: 1.RL.10 TSW, with prompting and support, read stories, drama, and poetry of appropriate complexity for grade 1. 1.RI.10 TSW, with prompting and support, read informational texts, history/social studies, science, and technical texts, appropriately complex for grade 1 1.RF.2 TSW demonstrate understanding of spoken words, syllables, and sounds (phonemes). 1.RF.3 TSW know and apply phonics and word analysis skills in decoding one-syllable or two-syllable words. ELL Standards: II-R-1:B-1 TSW track written words read aloud with one-to-one correlation. II-R-3:B-1 TSW read aloud (including high frequency/sight words) with fluency and instructional support. Modifications (XX & XX): preferential seating at the front of class, peer modeling, and teacher modeling with one-on-one support when necessary. Lunch 11:50-12:20 p.m./Recess 12:20-12:30 p.m. Quiet Cool Down – 12:30-12:40 p.m. (Students listen to calming music, get a drink of water, read quietly, or rest their heads on their desk) Grammar 12:30-1:20/1:55-2:10 p.m. Journeys Lesson 19 Learning/Language Objective: I can use future tense verbs. Materials: Brainpop video, Future Using Going To worksheet, and pencil. Daily Proofreading Practice—“All day snow piled up on the rod.” “Mommy could not git to work.” TW review the topic of verbs with the class, and practice base verbs. TW introduce future tense verbs using the phrase “going to.”

TSW complete a “Future Using Going To” worksheet independently. Objectives/Standards: 1.L.1 TSW demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (d. Use verbs to convey a sense of past, present, and future). ELL Standards: II-L(V)-1:LI-2 TSW differentiate between past, present, present progressive, and future verb tenses by responding to a prompt. Modifications: (XX & XX): preferential seating at the front of class, peer modeling, and teacher modeling with one-on-one support when necessary. Specials 1:20-1:55 p.m. Drama/Dance Writing 2:10-3:10 p.m. Learning/Language Objective: I can write a story about a picture. Materials: Computer, smartboard, paper, and pencil. TW review the topic of narrative writing, and explain that narrative writing can be fictional or fact, like “Tomas Rivera.” TW show a picture to the students, and model writing 4 sentences about the picture using the words, “first,” “next,” “then,” and “last.” TSW complete their own writing independently using finger spaces, phonetic spelling when appropriate, and correct capitalization and punctuation. Objectives/Standards: 1.W.3 TSW 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. ELL Standards: II-W-1:LI-1 TSW write a narrative or short story that includes a main idea, character, setting and a sequence of events with instructional support. Modifications (XX & XX): preferential seating at the front of class, peer modeling, and teacher modeling with one-on-one support when necessary. Differentiation: Sentence frames are provided for students who are struggling with writing their sentences. Extension: Students may write 4-5 sentences instead of 3-4 sentences.

Lesson Plan – Wednesday, February 7, 2018 Breakfast 8:00-8:10 a.m. (Students complete morning work while eating) Oral Language & Vocabulary 8:10-9:10 a.m. Journeys Lesson 19 Learning/Language Objective: I can repeat and rephrase information I hear. I can name letter sounds, read sight words, and read CVCe words. Long O (oa, ow); Contractions ‘ve and ‘re; show, row, grow, blow, low, snow, boat, coat, road, toad Sight Words: done, great, laugh, paper, soon, talk, were, work Materials: calendar, boys town skill poster, marker, small whiteboards, expo markers, chart paper (Templates) Calendar: TSW come to the carpet for morning circle. TSW complete the daily calendar, indicating today’s date, day of the week, month, season, and weather. TSW sing the “Days of the Week” song. Boys Town: Introduce skill of the week—Asking for help. Discuss steps to this skill as a class. TSW role play the steps of the skill of the week. Templates: (U4, L19, D3) (Anticipatory set for reading) TSW read individual sight words (“word”). TSW complete phoneme blending activity when given individual sounds in the word. (ex. Teacher says, “/h/ /a/ /m/”, and student says, “ham”). TSW name letter sounds when prompted (“sound”). TW write words, letter by letter, and tsw name the sounds in the word, and blend the sounds to read the whole word (“sound…sound…blend…sound”). TSW read CVC words with prompting (“word”). TSW name individual sounds when given a word (Ex. Teacher: “Ham.” Student “/h/ /a/ /m/, ham.” TSW use a whiteboard to write words from dictation. (Allow 60 seconds for students to write word, and then, ask to see boards. Demonstrate how to write the word by asking students for the first, second, third, etc. sound in the word and letter). TW review what we learned today including what went well, and if there were any topics or areas we struggled with. (closure) Objectives/Standards: 1.L.1 TSW demonstrate command of conventions of Standard English grammar and usage when writing or speaking. 1.RF.2 TSW demonstrate understanding of spoken words, syllables, and sounds (phonemes). 1.RF.3 TSW know and apply phonics and word analysis skills in decoding one-syllable or two-syllable words. ELL Standards: II-LS-1:LI-1 TSW distinguish between phonemes in the initial, medial, and final positions of words, phrases and sentences with instructional support (minimal phrases, minimal sentences) II-R-3:LI-1 TSW read aloud (including high frequency/sight words) with fluency. Modifications (XX & XX): preferential seating at the front of class, peer modeling, and teacher modeling with one-on-one support when necessary.

Reading 9:10-10:10 a.m. Journeys Lesson 19 Learning/Language Objective: I can read with fluency. I can sequence events from a story. Materials: Journey’s text book, write in reader, and pencils. TSW read the write in reader, “When Tom Grows Up,” word by word while tracking text. TW give 3 seconds for students to think of the word, and then, request the students to say the word by snapping, and saying “Word.” (guided practice) TW read decodable book, “When Tom Grows Up,” aloud to the class while students track text. (modeling) TSW read with a partner, “When Tom Grows Up” aloud. TW read “Tomas Rivera” aloud to students while they track text. (guided practice) TW review what we learned today including what went well, and if there were any topics or areas we struggled with. (closure) Objectives/Standards: 1.RI. 2 TSW Identify the main topic and retell key details of a text. 1.SL.2 TSW ask and answer questions about key details in the text read aloud or information presented orally or through other media. ELL Standards: II-LS-1:LI-2 TSW summarize main ideas and supporting details from read-alouds (fiction and nonfiction) in complete sentences with instructional support. II-R-3:LI-1 TSW read aloud (including high frequency/sight words) with fluency. II-R-4:LI-7 TSW paraphrase the main idea and details from text, using complete sentences. Modifications (XX & XX): preferential seating in front of class, peer modeling, teacher modeling with one- on-one support. Differentiation: teacher modeling in small groups or one-on-one support. Extension: Students who are exceeding the standards will be pulled into a small group to read above- level texts that accompany the curriculum. Math 10:35-11:00/11:40-12:00 Unit 4. Place Value Math vocabulary: place value chart: tells you how many tens, and ones you have. Language/Learning Objective: I can identify tens and ones. Materials: smartboard notebook presentation, whiteboards, markers, eraser socks, lesson 8 problem set, lesson 8 exit ticket, and pencils. Engage NY Module 4, Lesson 8 TSW come to the carpet for a math circle. TSW review counting to 120 by 1’s, and 10’s, indicate the number of days of school, and review weekly math vocabulary. TSW complete a word problem practice. TSW use their whiteboards, and markers to demonstrate their strategy. (anticipatory set) TW review answers. (check for understanding). TW model identifying tens and ones on smartboard notebook presentation (Guided practice/modeling) TW model first couple questions on lesson 8 problem set. (modeling/guided practice) TSW complete lesson 8 problem set independently. (independent practice) TSW complete lesson 8 exit ticket independently. (assessment/independent practice) TW review what we learned today including what went well, and if there were any topics

or areas we struggled with. (closure) Objectives/Standards: 1.NBT.A.1 TSW count to 120 by 1’s, 2’s, and 10’s starting at a number less than 100. In this range, read and write numerals and represent a number of objects with a written numeral. 1.NBT.B.2 TSW understand that the two digits of a two-digit number represent groups of tens and ones. understand the following as special cases: a. 10 can be thought of as a group of ten ones — called a “ten”. Modifications (XX & XX): Preferential seating at the front of class, peer modeling, and one-on-one modeling when necessary. Differentiation: complete ½ problem set, peer modeling, small groups, and one-on-one modeling when necessary. Extension: Students can come up with their own numbers, and identify the number of tens and ones. Lunch 11:00-11:30 a.m./Recess 11:30-11:40 a.m. Quiet Cool Down – 11:40-11:50 a.m. (Students listen to calming music, get a drink of water, read quietly, or rest their heads on their desk) Writing 12:00-12:40 p.m. Learning/Language Objective: I can write a story about a picture. Materials: Computer, smartboard, paper, and pencil. TW review the topic of narrative writing, and explain that narrative writing can be fictional or fact, like “Tomas Rivera.” TW show a picture to the students, and model writing 4 sentences about the picture using the words, “first,” “next,” “then,” and “last.” TSW complete their own writing independently using finger spaces, phonetic spelling when appropriate, and correct capitalization and punctuation. Objectives/Standards: 1.W.3 TSW 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. ELL Standards: II-W-1:LI-1 TSW write a narrative or short story that includes a main idea, character, setting and a sequence of events with instructional support. Modifications (XX & XX): preferential seating at the front of class, peer modeling, and teacher modeling with one-on-one support when necessary. Differentiation: Sentence frames are provided for students who are struggling with writing their sentences. Extension: Students may write 4-5 sentences instead of 3-4 sentences.

Lesson Plan – Thursday, February 8, 2018 Breakfast 8:00-8:10 a.m. (Students complete morning work while eating) Math 8:10-9:20 a.m. Unit 4. Place Value Math vocabulary: place value chart: tells you how many tens, and ones you have. Language/Learning Objective: I can identify tens and ones. Materials: smartboard notebook presentation, whiteboards, markers, eraser socks, lesson 9 problem set, lesson 9 exit ticket, and pencils. Engage NY Module 4, Lesson 9 TSW come to the carpet for a math circle. TSW review counting to 120 by 1’s, and 10’s, indicate the number of days of school, and review weekly math vocabulary. TSW complete a word problem practice. TSW use their whiteboards, and markers to demonstrate their strategy. (anticipatory set) TW review answers. (check for understanding). TW model identifying tens and ones on smartboard notebook presentation. (Guided practice/modeling) TW model first couple questions on lesson 9 problem set. (modeling/guided practice) TSW complete lesson 9 problem set independently. (independent practice) TSW complete lesson 9 exit ticket independently. (assessment/independent practice) TW review what we learned today including what went well, and if there were any topics or areas we struggled with. (closure) Objectives/Standards: 1.NBT.A.1 TSW count to 120 by 1’s, 2’s, and 10’s starting at a number less than 100. In this range, read and write numerals and represent a number of objects with a written numeral. 1.NBT.B.2 TSW understand that the two digits of a two-digit number represent groups of tens and ones. understand the following as special cases: a. 10 can be thought of as a group of ten ones — called a “ten”. Modifications (XX & XX): Preferential seating at the front of class, peer modeling, and one-on-one modeling when necessary. Differentiation: complete ½ problem set, peer modeling, small groups, and one-on-one modeling when necessary. Extension: Students can come up with their own numbers, and identify the number of tens and ones. Oral Language & Vocabulary 9:20-10:20 a.m. Journeys Lesson 19 Learning/Language Objective: I can repeat and rephrase information I hear. I can name letter sounds, read sight words, and read CVCe words. Long O (oa, ow); Contractions ‘ve and ‘re; show, row, grow, blow, low, snow, boat, coat, road, toad Sight Words: done, great, laugh, paper, soon, talk, were, work Materials: calendar, boys town skill poster, marker, small whiteboards, expo markers, and chart paper (Templates). Calendar: TSW come to the carpet for morning circle. TSW complete the daily calendar, indicating

today’s date, day of the week, month, season, and weather. TSW sing the “Days of the Week” song. Boys Town: Review skill of the week: Asking for Help. Discuss steps to this skill as a class. TSW role play the steps of the skill of the week. Templates: (U4, L19, D4) TSW read individual sight words (“word”). TSW complete phoneme blending activity when given individual sounds in the word. (ex. Teacher says, “/h/ /a/ /m/”, and student says, “ham”). TSW name letter sounds when prompted (“sound”). TW write words, letter by letter, and tsw name the sounds in the word, and blend the sounds to read the whole word (“sound…sound…blend…sound”). TSW read CVC words with prompting (“word”). TSW name individual sounds when given a word (Ex. Teacher: “Ham.” Student “/h/ /a/ /m/, ham.” TSW use a whiteboard to write words from dictation. (Allow 60 seconds for students to write word, and then, ask to see boards. Demonstrate how to write the word by asking students for the first, second, third, etc. sound in the word and letter). TW review what we learned today including what went well, and if there were any topics or areas we struggled with. (closure) Objectives/Standards: 1.L.1 TSW demonstrate command of conventions of Standard English grammar and usage when writing or speaking. 1.RF.2 TSW demonstrate understanding of spoken words, syllables, and sounds (phonemes). 1.RF.3 TSW know and apply phonics and word analysis skills in decoding one-syllable or two-syllable words. ELL Standards: II-LS-1:LI-1 TSW distinguish between phonemes in the initial, medial, and final positions of words, phrases and sentences with instructional support (minimal phrases, minimal sentences) II-R-3:LI-1 TSW read aloud (including high frequency/sight words) with fluency. Modifications (XX & XX): preferential seating at the front of class, peer modeling, and teacher modeling with one-on-one support when necessary. Library 9:50-10:10 a.m. Reading 10:20-11:20 a.m. Journeys Lesson 19 Learning/Language Objective: I can read with fluency. I can sequence events. Materials: Journey’s textbook, decodable book, phonics worksheet, and pencil. TSW read decodable book, “It Was Snow Fun,” word by word while tracking text. TW give 3 seconds for students to think of the word, and then, request the students to say the word by snapping, and saying “Word.” TW read decodable book, “It Was Snow Fun,” aloud to the class while students track text. TSW read decodable book, “It Was Snow Fun,” aloud with a partner while tracking text. TW read “Tomas Rivera” aloud to students while they track text. (guided practice) TSW complete their weekly phonics test. (assessment) TW review what we learned today including what went well, and if there were any topics or areas we struggled with. (closure)

Objectives/Standards: 1.RI. 2 TSW Identify the main topic and retell key details of a text. 1.SL.2 TSW ask and answer questions about key details in the text read aloud or information presented orally or through other media. ELL Standards: II-LS-1:LI-2 TSW summarize main ideas and supporting details from read-alouds (fiction and nonfiction) in complete sentences with instructional support. II-R-3:LI-1 TSW read aloud (including high frequency/sight words) with fluency. II-R-4:LI-7 TSW paraphrase the main idea and details from text, using complete sentences. Modifications (XX & XX): preferential seating in front of class, peer modeling, teacher modeling with one- on-one support. Differentiation: teacher modeling in small groups or one-on-one support. Extension: Students who are exceeding the standards will be pulled into a small group to read above- level texts that accompany the curriculum. Interventions 11:20-11:50 a.m. TSW work in small groups at assigned literacy centers: library center, listening center, word-work center, writing center, and technology center (Smarty Ants). Objectives/Standards: 1.RL.10 TSW, with prompting and support, read stories, drama, and poetry of appropriate complexity for grade 1. 1.RI.10 TSW, with prompting and support, read informational texts, history/social studies, science, and technical texts, appropriately complex for grade 1 1.RF.2 TSW demonstrate understanding of spoken words, syllables, and sounds (phonemes). 1.RF.3 TSW know and apply phonics and word analysis skills in decoding one-syllable or two-syllable words. ELL Standards: II-R-1:B-1 TSW track written words read aloud with one-to-one correlation. II-R-3:B-1 TSW read aloud (including high frequency/sight words) with fluency and instructional support. Modifications (XX & XX): preferential seating at the front of class, peer modeling, and teacher modeling with one-on-one support when necessary. Lunch 11:50-12:20 p.m./Recess 12:20-12:30 p.m. Quiet Cool Down – 12:30-12:40 p.m. (Students listen to calming music, get a drink of water, read quietly, or rest their heads on their desk) Grammar 12:30-1:20/1:55-2:10 p.m. Journeys Lesson 19 Learning/Language Objective: I can use future tense verbs. Materials: Brainpop video, spiral review worksheet, and pencil. Daily Proofreading Practice—“Why did dad goe back to his job?” “He left his cowt that on Friday.” TW review the topic of verbs with the class, and practice base verbs. TW review future tense verbs. TSW complete a “Spiral Review” worksheet independently. Objectives/Standards: 1.L.1 TSW demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (d. Use verbs to convey a sense of past, present, and future). ELL Standards: II-L(V)-1:LI-2 TSW differentiate between past, present, present progressive, and future verb tenses by responding to a prompt. Modifications: (XX & XX): preferential seating at the front of class, peer modeling, and teacher

modeling with one-on-one support when necessary. Specials 1:20-1:55 p.m. P.E. Writing 2:10-3:10 p.m. Learning/Language Objective: I can write a story about a picture. Materials: Computer, smartboard, paper, and pencil. TW review the topic of narrative writing, and explain that narrative writing can be fictional or real, like the story of the life of “Tomas Rivera.” TW show a picture to the students, and model writing 3 sentences about the picture using the words, “first,” “next,” “then,” and “last.” TSW complete their own writing independently using finger spaces, phonetic spelling when appropriate, and correct capitalization and punctuation. Objectives/Standards: 1.W.3 TSW 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. ELL Standards: II-W-1:LI-1 TSW write a narrative or short story that includes a main idea, character, setting and a sequence of events with instructional support. Modifications (XX & XX): preferential seating at the front of class, peer modeling, and teacher modeling with one-on-one support when necessary. Differentiation: Sentence frames are provided for students who are struggling with writing their sentences. Extension: Students may write 4-5 sentences instead of 3-4 sentences.

Lesson Plan – Friday, February 9, 2018 Breakfast 8:00-8:10 a.m. (Students complete morning work while eating) Math 8:10-9:20 a.m. Unit 4. Place Value Math vocabulary: place value chart: tells you how many tens, and ones you have. Language/Learning Objective: I can identify tens and ones. Materials: smartboard notebook presentation, whiteboards, markers, eraser socks, lesson 10 problem set, lesson 10 exit ticket, and pencils. Engage NY Module 4, Lesson 10 TSW come to the carpet for a math circle. TSW review counting to 120 by 1’s, and 10’s, indicate the number of days of school, and review weekly math vocabulary. TSW complete a word problem practice. TSW use their whiteboards, and markers to demonstrate their strategy. (anticipatory set) TW review answers. (check for understanding). TW model identifying tens and ones on smartboard notebook presentation. (Guided practice/modeling) TW model first couple questions on lesson 10 problem set. (modeling/guided practice) TSW complete lesson 10 problem set independently. (independent practice) TSW complete lesson 10 exit ticket independently. (assessment/independent practice) TW review what we learned today including what went well, and if there were any topics or areas we struggled with. (closure) Objectives/Standards: 1.NBT.A.1 TSW count to 120 by 1’s, 2’s, and 10’s starting at a number less than 100. In this range, read and write numerals and represent a number of objects with a written numeral. 1.NBT.B.2 TSW understand that the two digits of a two-digit number represent groups of tens and ones. understand the following as special cases: a. 10 can be thought of as a group of ten ones — called a “ten”. Modifications (XX & XX): Preferential seating at the front of class, peer modeling, and one-on-one modeling when necessary. Differentiation: complete ½ problem set, peer modeling, small groups, and one-on-one modeling when necessary. Extension: Students can come up with their own numbers, and identify the number of tens and ones. Oral Language & Vocabulary 9:20-10:20 a.m. Journeys Lesson 19 Learning/Language Objective: I can repeat and rephrase information I hear. I can name letter sounds, read sight words, and read CVCe words. Long O (oa, ow); Contractions ‘ve and ‘re; show, row, grow, blow, low, snow, boat, coat, road, toad Sight Words: done, great, laugh, paper, soon, talk, were, work Materials: calendar, boys town skill poster, marker, small whiteboards, expo markers, chart paper (Templates) Calendar: TSW come to the carpet for morning circle. TSW complete the daily calendar, indicating

today’s date, day of the week, month, season, and weather. TSW sing the “Days of the Week” song. Boys Town: Introduce skill of the week—Asking for Help. Discuss steps to this skill as a class. TSW role play the steps of the skill of the week. Templates: (U4, L19, D5) TSW read individual sight words (“word”). TSW complete phoneme blending activity when given individual sounds in the word. (ex. Teacher says, “/h/ /a/ /m/”, and student says, “ham”). TSW name letter sounds when prompted (“sound”). TW write words, letter by letter, and tsw name the sounds in the word, and blend the sounds to read the whole word (“sound…sound…blend…sound”). TSW read CVC words with prompting (“word”). TSW name individual sounds when given a word (Ex. Teacher: “Ham.” Student “/h/ /a/ /m/, ham.” TSW use a whiteboard to write words from dictation. (Allow 60 seconds for students to write word, and then, ask to see boards. Demonstrate how to write the word by asking students for the first, second, third, etc. sound in the word and letter). TW review what we learned today including what went well, and if there were any topics or areas we struggled with. (closure) Objectives/Standards: 1.L.1 TSW demonstrate command of conventions of Standard English grammar and usage when writing or speaking. 1.RF.2 TSW demonstrate understanding of spoken words, syllables, and sounds (phonemes). 1.RF.3 TSW know and apply phonics and word analysis skills in decoding one-syllable or two-syllable words. SS.s4c1.PO1 TSW recognize different types of maps (e.g., political, physical) serve various purposes. SS.s4c1.PO2 TSW Identify characteristics of maps and globes. SS.s4c1.PO4 TSW recognize characteristics of human and physical features. SS.s4c1.PO5 TSW Locate physical and human features using maps, illustrations, images, or globes. ELL Standards: II-LS-1:LI-1 TSW distinguish between phonemes in the initial, medial, and final positions of words, phrases and sentences with instructional support (minimal phrases, minimal sentences) II-R-3:LI-1 TSW read aloud (including high frequency/sight words) with fluency. Modifications (XX & XX): preferential seating at the front of class, peer modeling, and teacher modeling with one-on-one support when necessary. Reading 10:20-11:20 a.m. Journeys Lesson 19 Learning/Language Objective: I can read with fluency. I can sequence events. Materials: Journey’s textbook, decodable book, paper, pencil, and comprehension worksheet. TSW complete their weekly spelling test. (assessment) TSW read decodable book, “Boat Rides,” word by word while tracking text. TW give 3 seconds for students to think of the word, and then, request the students to say the word by snapping, and saying “Word.” (guided practice) TW read decodable book, “Boat Rides,” aloud to the class while students track text. (modeling) TSW read decodable book, “Boat Rides,” aloud with a partner while tracking text.

TW read “Tomas Rivera” aloud to students while they track text. (guided practice) TSW complete a comprehension worksheet for “Tomas Rivera” independently. (TW read questions and choices aloud to class) (assessment). TW review what we learned today including what went well, and if there were any topics or areas we struggled with. (closure) Objectives/Standards: 1.RI. 2 TSW Identify the main topic and retell key details of a text. 1.SL.2 TSW ask and answer questions about key details in the text read aloud or information presented orally or through other media. ELL Standards: II-LS-1:LI-2 TSW summarize main ideas and supporting details from read-alouds (fiction and nonfiction) in complete sentences with instructional support. II-R-3:LI-1 TSW read aloud (including high frequency/sight words) with fluency. II-R-4:LI-7 TSW paraphrase the main idea and details from text, using complete sentences. Modifications (XX & XX): preferential seating in front of class, peer modeling, teacher modeling with one- on-one support. Differentiation: teacher modeling in small groups or one-on-one support. Extension: Students who are exceeding the standards will be pulled into a small group to read above- level texts that accompany the curriculum. Interventions 11:20-11:50 a.m. TSW work in small groups at assigned literacy centers: library center, listening center, word-work center, writing center, and technology center (Smarty Ants). Objectives/Standards: 1.RL.10 TSW, with prompting and support, read stories, drama, and poetry of appropriate complexity for grade 1. 1.RI.10 TSW, with prompting and support, read informational texts, history/social studies, science, and technical texts, appropriately complex for grade 1 1.RF.2 TSW demonstrate understanding of spoken words, syllables, and sounds (phonemes). 1.RF.3 TSW know and apply phonics and word analysis skills in decoding one-syllable or two-syllable words. ELL Standards: II-R-1:B-1 TSW track written words read aloud with one-to-one correlation. II-R-3:B-1 TSW read aloud (including high frequency/sight words) with fluency and instructional support. Modifications (XX & XX): preferential seating at the front of class, peer modeling, and teacher modeling with one-on-one support when necessary. Lunch 11:50-12:20 p.m./Recess 12:20-12:30 p.m. Quiet Cool Down – 12:30-12:40 p.m. (Students listen to calming music, get a drink of water, read quietly, or rest their heads on their desk) Grammar 12:30-1:20/1:55-2:10 p.m. Journeys Lesson 19 Learning/Language Objective: I can use future tense verbs. Materials: Brainpop video, grammar in writing worksheet, and pencil. Daily Proofreading Practice—“Tad hid my shu.” “It was a jok.” TW review the topic of verbs with the class, and practice base verbs. TW review future tense verbs with class. TSW complete a “Grammar in Writing” worksheet independently. Objectives/Standards: 1.L.1 TSW demonstrate command of the conventions of Standard English

grammar and usage when writing or speaking. (d. Use verbs to convey a sense of past, present, and future). ELL Standards: II-L(V)-1:LI-2 TSW differentiate between past, present, present progressive, and future verb tenses by responding to a prompt. Modifications: (XX & XX): preferential seating at the front of class, peer modeling, and teacher modeling with one-on-one support when necessary. Specials 1:20-1:55 p.m. P.E. Writing 2:10-3:10 p.m. Learning/Language Objective: I can write a story about a picture. Materials: Computer, smartboard, pencil, and paper. TW review the topic of narrative writing, and explain that narrative writing can be fictional or fact, like “Tomas Rivera.” TW show a picture to the students, and model writing 3 sentences about the picture using the words, “first,” “next,” “then,” and “last.” TSW complete their own writing independently using finger spaces, phonetic spelling when appropriate, and correct capitalization and punctuation. Objectives/Standards: 1.W.3 TSW 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. ELL Standards: II-W-1:LI-1 TSW write a narrative or short story that includes a main idea, character, setting and a sequence of events with instructional support. Modifications (XX & XX): preferential seating at the front of class, peer modeling, and teacher modeling with one-on-one support when necessary. Differentiation: Sentence frames are provided for students who are struggling with writing their sentences. Extension: Students may write 4-5 sentences instead of 3-4 sentences.