Frog and Toad Together Day 1 FEBRUARY 18, 2013 MONDAY...

Pearson SuccessNet Lesson Plan

"Frog and Toad Together" Day 1 FEBRUARY 18, 2013 MONDAYK.SANDERSON Objective Materials Pacing

Content Knowledge: Changes in a GardenComprehension Skill: Author's PurposePhonological Awareness: Isolate FinalPhonemesPhonics: Adding EndingsSpelling: Words with -edConventions: Verbs for Past and for FutureWriting: Lists

TE pp. 118j–123fSE pp. 118–123, EI 2Sing with Me Big BookReader's and Writer's Notebook pp. 361–364Let's Practice It! TR DVD 145–146, 150Decodable Practice Reader 16A

Standards1 day

Blocks1 day

National StandardsCCSS Literature 1. Ask and answer questions about key details in a text.

CCSS Literature 3. Describe characters, settings, and major events in a story, using key details.

CCSS Foundational Skills 3.f. Read words with inflectional endings.

CCSS Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words.

CCSS Writing 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, andprovide some sense of closure.

CCSS Language 1.e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today Iwalk home; Tomorrow I will walk home).

Get Ready to Read Targeted Resources Duration


Content Knowledge: Discuss the Question ofthe Week: What changes happen in agarden? - Activate Prior Knowledge RoutineOral Vocabulary: Amazing Words OralVocabulary RoutinePhonological Awareness: Segment and blendwords with the final sounds /ing/, /t/, /d/, and/d/.Phonics: Associate the sounds /ing/, /t/, /d/,and /d/ with the spellings -ing, -d, and -ed.Read: Blend and read words with endings -edand -ing.Decodable Practice Reader 16A: Applyknowledge of sound-spellings to decodeunknown words when reading.Reread for Fluency: Practice fluency with oralrereading. - Oral Rereading RoutineSpelling Pretest: Spell words with inflectedending -ed.Small Group Time

Teacher's Edition p.118jVideo, Concept Talk VideoSong, Sing with MeActivity, Sound-Spelling CharteText, Decodable eBookReader's and Writer's Notebook Key

40 minutes

Read and Comprehend Targeted Resources DurationHigh-Frequency Words: Read high-frequencywords. - Nondecodable Words RoutineText-Based Comprehension: Make inferencesabout the author's purpose based on textualevidence. - Envision It! Author's PurposeRead Aloud: Read "Carlee's Garden" TE p.123b.

Teacher's Edition p.123Animation, Envision It! Animation

30 minutes

Language Arts Targeted Resources Duration


Conventions: Understand and use past andfuture-tense verbs correctly. - Daily Fix-ItWriting: Understand and recognize features ofa list. - Mini-Lesson: Read Like a Writer - Quick Write for Fluency RoutineResearch and Inquiry: Identify a topicconnected to this week's concept.Wrap Up Your Day

Teacher's Edition p.123cDaily Fix-It

20 minutes

Homework My Notes


Subtracting Groups of 10 FEBRUARY 18, 2013 MONDAYK.SANDERSON Objective Materials Pacing

Domain: Number and Operations

Objective: Subtract 10 from multiples of 10 inthe range 10-90.

Essential Understanding: Subtracting a groupof 10 from groups of ten is similar tosubtracting 1 from numbers less than 10.

Place-value blocks (or Teaching Tool 15),Small pieces of paper, Teacher-made numbercards

eTool: Place-Value Blocks

Standards1 day

Blocks1 day

National Standards1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zerodifferences), using concrete models or drawings and strategies based on place value, properties of operations, and/orthe relationship between addition and subtraction; relate the strategy to a written method and explain the reasoningused.

Daily Common Core Review Targeted Resources DurationDaily Common Core Review 11-1 Go to Teacher's Edition

Develop the Concept Interactive Targeted Resources DurationProblem-Based Interactive Learning: Childrenwill use tens models to subtract multiples of10 from multiples of 10 up to 100.

Develop the Concept Visual Targeted Resources DurationVisual Learning Bridge, p. 356, IndependentPractice, p. 356

Develop the Concept Practice Targeted Resources DurationGuided Practice, p. 356, IndependentPractice, p. 357

Close and Assess Targeted Resources DurationQuick Check 11-1, Digital Path Lesson Quiz11-1

Differentiate Targeted Resources Duration


Intervention, On-Level, and Advanced CenterActivities: Teacher's Edition, p. 358B,Reteaching Master 11-1, Practice Master 11-1, Enrichment Master 11-1

Homework My NotesY


"Frog and Toad Together" Day 2 FEBRUARY 19, 2013 TUESDAYK.SANDERSON Objective Materials Pacing

Content Knowledge: Changes in a GardenComprehension Skill: Author's PurposeComprehension Strategy: VisualizePhonological Awareness: Segment and BlendPhonemesPhonics: r-Controlled arSpelling: Words with -edConventions: Verbs for Past and for FutureWriting: ListsHandwriting: Letter C and c/Letter Spacing

TE pp. 124a–141fSE pp. 120–121, 124–141, EI 21Big Book "What Makes the Seasons?"Reader's and Writer's Notebook pp. 365–369Let's Practice It! TR DVD 149Decodable Practice Reader 16B

Standards1 day

Blocks1 day



CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words.






Content Knowledge: Discuss the Question ofthe Week: What changes happen in agarden?Oral Vocabulary: Amazing Words OralVocabulary RoutinePhonological Awareness: Segment and blendthe sounds in words with /är/.Phonics: Associate the sound /är/ with ar. - Blending Strategy RoutineRead: Blend and read words with r-controlledar.Decodable Practice Reader 16B: Applyknowledge of sound-spellings to decodeunknown words when reading.Reread for Fluency: Practice fluency with oralrereading. - Paired Reading RoutinePhonics Review: Read words with inflectionalendings -ed and -ing.Spelling: Spell words with ending -ed.

Teacher's Edition p.124aActivity, Sound-Spelling CharteText, Decodable eBookReader's and Writer's Notebook Key

30 minutes

Read and Comprehend Targeted Resources Duration


High-Frequency Words: Review high-frequency words.Selection VocabularyVocabulary: Use a dictionary and glossary.Text-Based Comprehension - Preview and Predict - Read for Understanding Routine: AccessText and Close ReadingMain Selection—First Read: Read "Frog andToad Together" pp. 126–141. - Comprehension Skill: Author's Purpose - Comprehension Strategy: VisualizeText-Based Comprehension: CheckUnderstandingSmall Group TimeGenre: Compare and contrast two animalfantasies.

Teacher's Edition p.125Student Edition p.126Activity, Vocabulary ActivityActivity, Journal: Word BankeText, Main Selection eText

40 minutes

Language Arts Targeted Resources DurationConventions: Use verbs for past and forfuture. - Daily Fix-ItWriting: Generate list ideas. - Mini-Lesson: Sentences - Quick Write for Fluency RoutineHandwriting: Write with evenly spaced letters.Research and Inquiry: Understand thepurpose and features of a diagram.Wrap Up Your Day

Teacher's Edition p.141bDaily Fix-It

20 minutes

Homework My Notes


Subtracting Tens on a Hundred Chart FEBRUARY 19, 2013 TUESDAYK.SANDERSON Objective Materials Pacing


Objective: Use a hundred chart to subtractmultiples of 10 from two-digit numbers.

Essential Understanding: When subtractingtens from a two-digit number, only the tensdigit changes.

Hundred Chart (Teaching Tool 11), NumberCards 0-11 (Teaching Tool 9)

Tools4Math Workshop: Subtracting Groups of10Game: Math Facts Practice

Standards1 day

Blocks1 day



Develop the Concept Interactive Targeted Resources DurationProblem-Based Interactive Learning: Childrenwill subtract multiples of 10 from two-digitnumbers using a hundred chart.







Homework My NotesY


"Frog and Toad Together" Day 3 FEBRUARY 20, 2013 WEDNESDAYK.SANDERSON Objective Materials Pacing

Content Knowledge: Changes in a GardenComprehension Skill: Review PlotPhonological Awareness: Add PhonemesPhonics: Adding Endings; r-Controlled arSpelling: Words with -edFluency: Expression and IntonationConventions: Verbs for Past and for FutureWriting: ListsListening and Speaking: Poetry Presentation

TE pp. 142a–145cSE pp. 120–121, 142–145Big Book "What Makes the Seasons?"Reader's and Writer's Notebook pp. 370–374

Standards1 day

Blocks1 day



CCSS Literature 7. Use illustrations and details in a story to describe its characters, setting, or events.

CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS Speaking/Listening 4. Describe people, places, things, and events with relevant details, expressing ideas andfeelings clearly.







Content Knowledge: Discuss the Question ofthe Week: What changes happen in agarden?Oral Vocabulary: Amazing Words OralVocabulary RoutinePhonological Awareness: Add a final sound tocreate a new word.Phonics: Read words with a doubledconsonant before -ed or -ing and words with/är/ spelled ar.Fluent Word ReadingBlend and Read: Blend and read CVC wordswith double-consonant endings and wordswith /är/ spelled ar.Spelling: Spell words with -ed.Small Group Time

Teacher's Edition p.142aReader's and Writer's Notebook Key

30 minutes

Read and Comprehend Targeted Resources DurationHigh-Frequency and Selection VocabularyCheck High-Frequency WordsText-Based Comprehension: CheckUnderstanding - Read for Understanding Routine: AccessText and Close ReadingMain Selection—Second Read: Read "Frogand Toad Together" pp. 126–141. - Comprehension Skill: Review Plot - Establish purpose for reading text. - Review key features of animal fantasy.Retelling: Retell a narrative.Think Critically: Identify the author's purpose. - Visualize a story. - Write clear, coherent sentences.Model Fluency: Read aloud fluently withexpression and correct intonation. - Choral Reading Routine

Teacher's Edition p.142gStudent Edition p.126eText, Main Selection eText

40 minutes



Conventions: Use verbs (past and future)when speaking. - Daily Fix-ItLet's Write It!: Connect to Conventions: Verbsfor Past and for FutureWriting: Write a draft of two lists. - Mini-Lesson: Tell Characters' Actions - Quick Write for Fluency RoutineListening and Speaking: Recite poetry,accenting the rhythm and rhyme, pausingwhere appropriate, and speaking slowly andclearly. - Listen to poetry.Research and Inquiry: Create a diagram aspart of an inquiry project.Wrap Up Your Day

Teacher's Edition p.144aAnimation, Grammar JammerDaily Fix-It

20 minutes

Homework My Notes


Subtracting Tens from Two-Digit Numbers FEBRUARY 20, 2013 WEDNESDAYK.SANDERSON Objective Materials Pacing


Objective: Subtract a multiple of 10 from a two-digit number.

Essential Understanding: When subtractingtens from a two-digit number, only the tensdigit changes.

Number Cards 0-11 (Teaching Tool 9),Connecting cubes, Large opaque container

Tools4Math Workshop: Subtracting Tens fromTwo-Digit NumbersGame: Math Facts Practice

Standards1 day

Blocks1 day



Develop the Concept Interactive Targeted Resources DurationProblem-Based Interactive Learning: Childrenwill subtract multiples of ten from two-digitnumbers.







Homework My NotesY


"Frog and Toad Together" Day 4 FEBRUARY 21, 2013 THURSDAYK.SANDERSON Objective Materials Pacing

Content Knowledge: Changes in a GardenComprehension Skill: Author's PurposePhonological Awareness: Segment and BlendSyllablesPhonics: Ending -es; Plural -es; r-Controlledor, oreSpelling: Words with -edFluency: Expression and IntonationConventions: Verbs for Past and for FutureWriting: Lists

TE pp. 146a–147fSE pp. 146–147Read Aloud AnthologyReader's and Writer's Notebook pp. 375–376Let's Practice It! TR DVD 147–148Decodable Practice Reader 16C

Standards1 day

Blocks1 day

National StandardsCCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words.







Content Knowledge: Discuss the Question ofthe Week: What changes happen in agarden?Oral Vocabulary: Amazing Words OralVocabulary RoutinePhonological Awareness: Segment and blendwords with two syllables.Phonics: Read words with ending -es, plural -es, and r-controlled or, ore.Decodable Practice Reader 16C: Applyknowledge of sound-spellings to decodeunknown words when reading.Reread for Fluency: Practice fluency with oralrereading. - Oral Rereading RoutineFluent Word Reading: Read words fluently incontext and in isolation.Spelling: Spell words with -ed.Small Group Time

Teacher's Edition p.146aeText, eReadereText, Decodable eBookReader's and Writer's Notebook Key

30 minutes

Read and Comprehend Targeted Resources DurationScience in Reading: Preview and predict.Paired Selection: Read "Growing Plants" pp.146–147. - Access Text - Let's Think About Genre - Reading and Writing Across TextsFluency: Read aloud grade-level appropriatetext fluently. - Paired Reading Routine - Check words correct per minute.

Teacher's Edition p.146iStudent Edition p.146eText, Paired Selection eText

40 minutes



Conventions: Use past- and future-tenseverbs correctly. - Daily Fix-ItWriting: Revise a list. - Mini-Lesson: Revising Strategy: Deleting aWord - Quick Write for Fluency RoutineResearch and Inquiry: Review answers toinquiry questions.Wrap Up Your Day

Teacher's Edition p.147cDaily Fix-It

20 minutes

Homework My Notes


Using Mental Math to Subtract Tens FEBRUARY 21, 2013 THURSDAYK.SANDERSON Objective Materials Pacing


Objective: Subtract multiples of 10 from two-digit numbers using mental math.

Essential Understanding: Subtracting tens islike subtracting ones.

Mini Ten-Frames (Teaching Tool 6)

eTool: Place-Value BlocksGame: Number Jungle

Standards1 day

Blocks1 day



Develop the Concept Interactive Targeted Resources DurationProblem-Based Interactive Learning: Childrenuse little ten-frames to subtract multiples often from a two-digit number.







Homework My NotesY


"Frog and Toad Together" Day 5 FEBRUARY 22, 2013 FRIDAYK.SANDERSON Objective Materials Pacing

Content Knowledge: Changes in a GardenComprehension Skill: Author's PurposePhonological Awareness: Generate RhymingWordsPhonics: Adding Endings; r-Controlled arSpelling: Words with -edListening and Speaking: Poetry PresentationFluency: Expression and IntonationConventions: Verbs for Past and for FutureWriting: Lists

TE pp. 148a–149lSE pp. 148–149Read Aloud AnthologyLet's Practice It! TR DVD 151Weekly Tests pp. 127–132Fresh Reads pp. 127–132

Standards1 day

Blocks1 day

National StandardsCCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS Speaking/Listening 4. Describe people, places, things, and events with relevant details, expressing ideas andfeelings clearly.




CCSS Informational Text 1. Ask and answer questions about key details in a text.

CCSS Informational Text 2. Identify the main topic and retell key details of a text.

CCSS Informational Text 6. Distinguish between information provided by pictures or other illustrations and informationprovided by the words in a text.

CCSS Informational Text 8. Identify the reasons an author gives to support points in a text.




Content Knowledge: Discuss the Question ofthe Week: What changes happen in agarden?Oral Vocabulary: Connect to Amazing Words - Review and Check Amazing WordsPhonological Awareness: Generate rhymingwords.Phonics: Review words with -ed, -ing, and r-controlled ar.Spelling Test: Words with -ed

Teacher's Edition p.148a 30 minutes

Read and Comprehend Targeted Resources DurationSmall Group TimeListening and Speaking: Recite poetry, payingattention to the pattern of words and speakingwith expression. - Listen attentively.Vocabulary: Use a glossary to find definitions.Fluency: Read aloud fluently with expressionand intonation.Text-Based Comprehension: Determine theauthor's purpose based on textual evidence.Vocabulary: Review high-frequency and storywords.Procedural Text: Understand the features of ahow-to article.Assessment: Monitor Progress: SentenceReading/Fluency and Comprehension

30 minutes



Conventions: Use past- and future-tenseverbs correctly in reading, writing, andspeaking. - Daily Fix-ItWriting: Edit a draft for spelling, punctuation,and capitalization. - Create and present a final draft. - Mini-Lesson: Proofread for Verbs - Quick Write for Fluency RoutineResearch and Inquiry: Present results of aresearch project.Wrap Up Your Week!

Activity, Story SortDaily Fix-It

30 minutes

Assessment Checkpoints for theWeek

Targeted Resources Duration

Phonics: Adding EndingsPhonics: Vowel: r-Controlled arComprehension Skill: Author's PurposeHigh-Frequency Words

Teacher's Edition p.149l 20 minutes

Homework My Notes


Subtracting from a Two-Digit Number FEBRUARY 22, 2013 FRIDAYK.SANDERSON Objective Materials Pacing


Objective: Subtract one-digit numbers frolmtwo-digit numbers with and withoutregrouping, and record the difference inhorizontal form.

Essential Understanding: The traditionalalgorithm for subtracting a one-digit numberfrom a two-digit number starts by subtractingones. Sometimes 1 ten needs to be renamedas 10 ones before subtracting.

Vocabulary: regroup

Place-value Mat A (Teaching Tool 7),Connecting cubes

Tools4Math Workshop: Subtracting Two-DigitNumbers

Standards1 day

Blocks1 day



Develop the Concept Interactive Targeted Resources DurationProblem-Based Interactive Learning: Childrenwill subtract one-digit numbers from two-digitnumbers, with and without regrouping, usingtens and ones models and record the result.





Differentiate Targeted Resources DurationIntervention, On-Level, and Advanced CenterActivities: Teacher's Edition, p. 374B,Reteaching Master 11-5, Practice Master 11-5, Enrichment Master 11-5

Homework My NotesY

KATHY S. SANDERSON Small Group Math February(18+22, 2013

Common Core Standards:

1.NBT.6 Subtract multiples of 10 in the range 10 – 90 from multiples of 10 in the range 10 – 90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and /or the relationship between addition and subtraction;

relate the strategy to a written method and explain the reasoning used.

Intensive

On-Level

Advanced

*ELL

Monday 2/18

Topic 11.2

Subtracting Tens on a Hundreds Chart

CCS: 1.NBT.6

Topic 11 TM, page 362B

Intervention My Favorite Number

Materials: Hundreds Chart {Teaching Tool 11}, Crayon and colored pencils

• Have pairs choose a number greater than 50 to color in on the hundred.

• Ask what number you have if you subtract 10 from your number. Ask Children to point to the number that Is 10 less than their number.

• Repeat, subtracting different tens from numbers 20 to 50.

On-Level Center Try Together • On-Level

Game Card • Math

Journals •

Play the Game Try Together

• Advanced-Level Game Card

• Math Journals


Tuesday 2/19

Topic 11.3

Subtracting Tens from Two-Digit Numbers

CCS 1.NBT.6

Topic 11 TM Page 348

Intervention How Many Crayons?

Materials: Crayons (6 bundles of 10, and 5 singles per pair)

• Distribute the bundles and single crayons to children.

• Use children’s names to present problems, such as: Max has 43 crayons. He gives 20 of them to Ari. How many crayons does Max have now?

• Have the children mentioned act out the problem. Write the accompanying number sentence on the board: 43 – 20 = 23.

• Repeat, giving the children in the group a chance to act out and solve similar problems.

On-Level Try Together

• Number tiles: 1, 2, 3, 4, 5 in a bag.

• On-Level Game Card

• Math Journals

Advanced Level Try Together

• Number tiles: 1 – 9 in a bag.


• Math Journals

Wednesday 2/20

Topic 11.4

Using Mental Math to Subtract CCS: 1.NBT.6

Topic 11 Teacher’s Manual

p. 370B

Intervention Taking Tens

Materials:Mini Ten-Frames (Teaching Tool 6) (1 per child)

• Write 84 – 40 = ____ on the board. Guide children to show 84 with 8 filled ten-frame cards and 1 card with 4 boxes filled.

• Let’s subtract 40 by counting backward by tens. Each time you subtract 10, take away 1 card. Have the children count along with you: 84, 74, 64, 54, 44. You’ve subtracted 40. What is the answer? (44)

• Repeat with different numbers.

On-Level Cover the Game • Number

Generator •

Advanced Cover the Game

• Number Tiles 1 – 9 in a bag.


• Math Journals


Thursday 2/21

Topic 11.5 Subtracting from a Two-Digit

Number CCS: 1.NBT.6


Page 374B

Intervention Regroup to Subtract?

Materials: Place-Value Mat (Teaching Tool 7) (1per group), connecting cubes (60 per group)

• On the board, write 45 – 8 = ___. • Have children use cubes and

their place-value mats to find the difference. Ask them if they need to regroup.

• Have children subtract 4 from 45. Again, ask children if they have enough ones to subtract. Then have children find the difference.

On-Level Play a Game • Get a number

generator • 10 red

squares • On-Level

Game Card • Math Journals

Advanced Level Play a Game

• Number Tiles 1 – 9 in a bag.

• 10 red squares • Advanced-Level Game

Card • Math Journals

Friday 2/22

Topic 11.6

Problem Solving: Draw a Picture and Write a Number

Sentence CCS: 1.NBT.6


Page 378B

Intervention Use Models

Materials: 8 groups of 10 connecting cubes per child

• Provide children with groups of connecting cubes. Say a problem that can be modeled with the cubes, such as, Mike has 4o toy trucks. His brother has 20 toy trucks. How many more toy trucks does Mike have than his brother?

• Have children model the problem with the cubes. Children should model 4 groups of cubes for Mike’s trucks and 2 groups of cubes for his brother’s trucks. Have them arrange the groups of cubes on their desks in a similar fashion to how they drew squares in the lesson. Have children solve the problem.

• Check children’s work before presenting the next problem.

ON-Level Look and See

Materials: • Number tiles

1 – 6 in a bag.

• On-Level Game Card

• Math Journals

Advanced Level Materials:

• Get a pencil and a paper clip

• Advanced Game Card • Math Journals

Frog and Toad Together Day 1 FEBRUARY 18, 2013 MONDAY...

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