craig2nd.weebly.comcraig2nd.weebly.com/uploads/1/1/7/7/117743965/2-week… · Web viewWeek of...

Week of April 16th, 2018Student of the week:

Monday TuesdayScience Lab 12:30-1:15Grade-level Meeting PLCMilestones B Day2 nd Grade Schedule 7:50-9:10 Math9:10-9:55 Specials9:55-10:45 ELA10:45-11:05 Recess11:05-11:40 Lunch11:40-12:40 ELA12:40-1:25 Sci/SS1:25-2:10 Writing

WednesdayTAG Day

ThursdayMilestones B Day2 nd Grade Schedule 7:50-9:10 Math9:10-9:55 Specials9:55-10:45 ELA10:45-11:05 Recess11:05-11:40 Lunch11:40-12:40 ELA12:40-1:25 Sci/SS1:25-2:10 Writing

Friday Milestones Makeup Day

7:40-8:00 RTIMorning Work

GG T3 Math T2 Read.CB T2 Reading TM T3 Reading T2 MathJK T3 Reading SC T2 Reading CompIread Strategy for CB Comprehension-JK & GG, SC, TM





7:40-9:20 MATH INQUIRY

GSE: 2.2: 2.G.1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes

I CAN: 2.2 I can recognize & draw plane figures given specific attributes

7:50-8:15OpeningMini-Lesson

Finish Unit 4 Assessment

Pretest Unit 5

Problem of the Day:

TW show students examples of shapes in the real world. Students will partner up and find evidence of shapes in the classroom and record their findings.

BPJ Shapes- https://jr.brainpop.com/math/geometry/planeshapes/preview.weml

Problem of the Day:

How are these shapes alike? How are they different?

Teacher and students create an anchor chart to describe the different attributes of plane figures. Students work in collaborative groups to match the attributes with the shapes.

Next, students will listen to the

Problem of the Day:

Is a rectangle always a square? Is a square always a rectangle?

Boring Square Song http://www.youtube.com/watch?v=TbR_rakilds

The Greedy Triangle

TTW use one of the above to review the shapes and their

Problem of the Day:

Can a shape have 4 sides and 3 angles? Explain your thinking.

Angles Flipchart

and

http://www.youtube.com/watch?v=vB9Fax-9nAs

Students highlight angles in a



http://www.youtube.com/watch?v=TbR_rakilds

http://www.youtube.com/watch?v=TbR_rakilds

https://jr.brainpop.com/math/geometry/planeshapes/preview.weml



TTW use the above BPJ to introduce shapes and their attributes (sides, vertices, etc).

Teach students the Polygon song.

Polygon Song

and learn the lyrics.

attributes

https://www.youtube.com/watch?v=kPuI4XyyZUE

Students will sing the polygon song to review shape attributes and create dance moves.

Polygon Song

playground picture.

What angles do you see?

Show students the polygon song.

Polygon Song

Independent Work

Math work stations Math work stationsMath work stations

Math Stations Assessment

Blue8:15-8:35

TW give S shape blocks. SW sort shapes according to their own observations.

SW work with a partner to sort.

SW share how they grouped.

TW introduce attribute vocabulary.

What’s My Rule- Framework 5

*Review shapes and discuss attributes.

As a group, sort shape cards based on a given rule or attribute.

How fast can you sort them?

TW use shape blocks and review the attributes of the shapes.

T/SW work together to discuss clues on task card to determine the shape being described.

SW create shapes on geoboards.

What Does the Shape Say?

SW create their own book with teacher guidance.

TW guide S using shape blocks, making a chart describing their attributes, and providing sentence starters. (I am a ______. I have ____ sides and _____ angles.)

(Do half today)Green8:35-8:55

SW sort shapes on the shape sorter mat using paper shapes or shape blocks.

SW share grouping with group.

TW review attribute vocabulary.

What’s My Rule- Framework Page 25

SW with a partner. One partner will come up with a rule and start sorting the shapes. (SW record rule on recording sheet.)

The other partner must guess the rule. SW swap jobs.

TW introduce geoboards and task cards.

*TW introduce vocabulary: parallel lines and discuss which shapes have these.

SW use the clues on the task card to determine the shape that needs to be created.



SW create their own book while teacher helps students as needed.

TW model how to fill in the word bubbles if needed. (I am a ______. I have ____ sides and _____ angles.)

*SW include parallel lines in

https://www.youtube.com/watch?v=TbR_rakilds





their word bubbles when it applies to the shape.

(Do half today)Red8:55-9:15

SW sort shapes on the shape sorter mat using paper shapes or shape blocks.

SW share grouping with group.

TW review attribute vocabulary.

What’s My Rule- Framework Page 25

SW with a partner. One partner will come up with a rule and start sorting the shapes. (SW record rule on recording sheet.)

The other partner must guess the rule. SW swap jobs.

TW introduce geoboards and task cards.

*TW introduce vocabulary: parallel lines and discuss which shapes have these.

SW use the clues on the task card to determine the shape that needs to be created.



SW create their own book while teacher helps students as needed.

TW model how to fill in the word bubbles if needed. (I am a ______. I have ____ sides and _____ angles.)

*SW include parallel lines in their word bubbles when it applies to the shape.

(Do half today)

Reflection

Sharing9:15-9:20

Reflections

MathStations:9:20-9:25 Brain Break/Snack/Announcements9:25:10:45 Reading Workshop

GSE:

ReadingRI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe RI.2.8. Describe how reasons support specific points the author makes in a text. I can determine the main idea of a text

Listening and SpeakingSL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

I CAN:I can describe how the author gives reasons to support his/her arguments.

Shared Reading/

Modeled Reading: (Reading A-Z)

Shared Reading : Shared Reading : Shared Readinghttps://jeopardylabs.com/

Modeled Reading: (Newsela)

https://jeopardylabs.com/play/main-idea15

Read Aloud/ Mini Lesson9:25-9:40

How Does Someone’s Environment Affect How They Live?

The MountainsDiscuss main idea using text features.

Describe how reasons support specific points the author is making in the text.

Dear Mr. Blueberry- identify the parts of the friendly letter.

http://www.bing.com/videos/search?q=dear+mr.+blueberry+read+aloud&view=detail&mid=4877895D722EA96BB34F4877895D722EA96BB34F&FORM=VIRE

Modeled Reading: (Reading A-Z)How Does Someone’s Environment Affect How They Live?

The Arctic (Student Passage)Discuss main idea using text features.


Dear Mr. Blueberry- TSW discuss the main idea of the girl’s letter to her teacher.



Come Visit the Coast (Student Passage)Discuss main idea using text features.


play/main-idea15

TSW practice identifying main idea and supporting details using the interactive game above.


Life in the Desert (Student Passage)Discuss main idea using text features.


China’s Pollution Problem

Students will read an article about China’s pollution problem and make connections between this text and the first article of the week.

Mini Lesson9:40-9:50

Series Book Clubs

Session 1 :

Connection: Launch the unit by pointing out that there is a familiar feeling to this, the start of the 4th unit. It’s like starting a book within a series- you have a sense of what to expect.

TP: Today I want to teach you that when readers become an expert on series

Series Book Clubs

Session 2 :

Connection: Ask kids to imagine themselves in a quick succession of problems and to think about how they would react in each scenario.

TP: "Today I want to teach you that the way a person responds to trouble says a lot about who that person is. In real life and in stories,

Series Book Clubs

Session 3:

Connection: Announce the two sets of partners are reading in the same series, and that makes a club. Suggest that one set of partners swap books with the other partners, giving each other book intros.

TP: Today I want to teach you that when you read a bunch of books across a

Series Book Clubs

Session 4:

Connection: Admire the way children have got to know their characters so well they now feel like friends. Then let your readers know this helps them think about their characters in new ways.

TP: Today I want to teach you that when you’re an expert on a character, you can understand that

Series Book Clubs

Session 5Series Book Readers Use What they Know about the Characters to Predict

C: Relay a pretend scenario for the main character(s) of your demonstration text and ask TS to predict what the characters might do next.

TP: When readers know a character really well, the way you should know your best friend or someone in your

https://www.readinga-z.com/comprehension/close-reading-packs/pack/?id=578



https://jeopardylabs.com/play/main-idea15
















books-when they read a lot of books in a series- they especially collect knowledge about the characters who are the stars of the series.

AE: The teacher will explain that reading a series is like watching a series show on TV, highlighting that in both instances children become experts on the star of the series. Set up the work of the bend.

Link: Set up the work readers will do with partners, and clubs across the week. Then remind children to preview their books to learn about main characters right from the start

too, the way a person responds to trouble-to a problem-gives clues as to what kind of a person this is. "

AE: Channel the kids to notice the way another character responds to the same problem, letting them be the ones to go from noting what the character does to inferring what this means about his personality.

Link: Set partners up to think about how the characters in their book respond to trouble and then to read on, collecting more info about the characters and their responses to problems.

series, sometimes you’ll notice things about the character that are the same in book after book.

Link: Tell the students that when they start another book in a series, they can expect a lot to be the same, and suggest they mark these things with Post Its to discuss with their club later

character like you understand your best friend. You can think, “Why did he ___?” or “Why did she ___?”

AE: Ask students to think about a character the way they would think about a friend. Point out that readers don’t just learn stuff about the characters, they also think about the character, asking why questions.

Link: Send students off to discover, think, and wonder more about their characters, to understand them better across the series they’re reading

family, they can guess what the characters will do next.

AE: Continue reading together with TS, asking them to make predictions with their partners by using all that they know about the characters.

Link: Move TS to transfer the work of using what they know about characters to guess the characters’ next steps into their own series books.

9:50-10:00Red Group T/UOrange O

Science Leveled Reader: The Hidden Energy in Plants

SW review book section by section explaining to a partner/group the main idea of each.

SW use close reading strategy and answer the question(s) using evidence from the text to


SW read section: Fuels & Fossil Fuels from Swamps.

Review vocabulary on page 12.

SW use close reading strategy and answer the question(s) using evidence from the text to


SW read section: Fossil Fuels from the Ocean & Producing Heat and Light.

SW use close reading strategy and answer the question(s) using evidence from the text to support their answer.


SW review book section by section explaining to a partner/group the main idea of each.


Strategy Groups

support their answer.

How does the sun’s energy help plants and animals live and grow?

support their answer.

What is fuel?

What is one type of fossil fuel and how is it formed?

How was coal formed?What is it used for?

How were fossil fuels formed in the ocean? (Use sequence words to explain)

What do people use oil and natural gas to make?

SW read section: Energy from Plants


How do you use energy from plants at home?

1. Where does coal come from?

2. What is energy from the sun called?

3. Write a paragraph that tells about three ways you use energy stored in plants.

10:00-10:15Green M

What are Light and Heat?

Quick write: What do you know about light and heat?

SW share with group.


SW read section: Energy Around You.


What is the main idea of this section? Supporting details?

Name at least three sources of energy.

Science Leveled Reader: What are Light and Heat?

SW read section: Looking at Light.


What is light?

Why do living things depend on the sun?

SW read section: Light Moves.


What makes a coin look shiny?


SW read section: Heating Up.


What are some sources of heat energy?

What is heat?

How does rubbing your hands together help you on a cold day?


SW read sections: Changing Energy and Summary.


Name ways light and heat are alike and different.

Review:

Questions on back page

Strategy Groups

How does light move?

How do shadows form?

10:15-10:45Blue Intervention Group-J/K

Science Leveled Reader: Energy

Quick write: What do you know about energy?

SW share with group.


SW read sections: Forms of Energy and Where Energy Comes From.


Name the different forms of energy.

What kind of energy is from the sun?


SW read sections: Light and Shadows.


How does light travel?

What causes shadows?


SW read section: Heat and Friction.


What does heat do?

How do people use fuels?

What happens when you rub your hands together?

SW read section: Heat and Electricity.


What is the first step in heat making electricity?

What items do you use daily that require electricity?


SW read sections: Heat Travels and Measuring Heat.


How does heat move?

Why do people wear oven mitts?

What tool measures temperature?

Review:

Questions

Strategy Groups

Sharing10:45

Reading Journal Reflections

StationsRead to SelfPartner ReadingBuddy ReadingIread

Moby Max/Independent Practice

10:45- 11:05 Recess

11:08-11:38 Lunch

11:40-12:40ELA INQUIRY

WRITING WORKSHOP

GSE:W.2.3: Writes narratives in which they recount a well- elaborated event or short sequence of events, include details to describe actions, thoughts, & feelings, use temporal words to signal event order, and provide a sense of closure. Language ArtsL.2.2.c Use an apostrophe to form contractions and frequently occurring possessives

I CAN: I can write a narrative that includes details to describe a character’s actions, thoughts, and feelings. I can use an apostrophe to correctly form possessives.

Phonics/ Word Study11:40-11:55

Sight Words Flash Cards

Phonics Flash Cards

Teacher introduces pattern


Phonics Flash Cards


Phonics Flash Cards

Sort and write in journals

Grammar lesson:

Watch BrainPopJr on Possessive Nouns.

Grammar Lesson

Make possessive noun anchor chart.

Mini Lesson 11:55-12”05

Grade 1 Spiral 4 BookSession 5: Taking Stock: Writers Use Checklists to Set Goals

C: Tell writers that instead of a regular mini-lesson, they’ll inquire into ways they can and cannot yet do all that is expected of storytellers.

TP: Today each of you is going to investigate the question “What am I doing well as a narrative writer, and what do I want to work on next?”

Link: Channel students to sit near other writers who are working on the same goal so they can help each other and show off their work.

Bend 2: Session 6: Series Writers Always Have a Lot to Write About

C: Rally your children around how much they are growing as writers—create a little drama to stir up their fortitude before launching into the new work of series.

Teaching: Today I want to teach you that sometimes, when writers imagine a character they really like, they stick with that character for a bit and create more than one story around him/her. Fiction writers sometimes write series.

AE: Help children articulate some of the work writers probably do as they create series

Session 7: Introducing Your Character in Book One of a Series: What Does Your Reader Want to Know

C: Invite children to decide if the book you are writing sounds as if it could be the first book in a series, or if it sounds like a later story.

TP: Today I want to teach you that series writers often tell a lot of important details about their characters in Book One of their series. This helps the reader understand the characters better and know what to look for in other books in the series.

AE: Set the students up for a mini-inquiry. Give

Session 8: Letter to Teachers: Writers Develop Their Dialogue

C: Invite students to share some of the things they’ve said, or that people have said to them, since they woke up that day. Invite them to include any “speaking sharply”, any dramatic moments, the dialogue that they remember best. Record while they speak examples: “When people speak, they…yell, cry, shout, whisper.”

TP: Writers make characters in their stories speak in many ways, just as people in real life do.

AE: Have TS return to the shared writing you’ve done, and role-play more

Catch Up Day

https://www.pinterest.com/pin/39899146676222991/

https://jr.brainpop.com/readingandwriting/word/possessivenouns/

around a character.

Link: Recall with students what they’ve been learning, and help them give themselves orders for how they might spend their time as writers.

them Book One from a different series and add any new observations they come up with to the growing list.

Link: Invite writers to plan their writing work for the day, reminding them of all the choices they have.

of what Charles and Joe might have said when Charles falls down. TSW act out parts of the story in partners, adding the body movements, what characters say, and what they say back to each other.

Link: As you send TS off to write, invite them to try all the strategies they know to add to their stories.

Independent Work

Teacher will conference with individual students and small groups





12:35-12:40 Share WritingSocial Studies 12:40-1:25

Social Studies/Science

GSE:

SS2E1 The student will explain that because of scarcity, people must make choices and incur opportunity costs.

SS2E2 The student will identify ways in which goods and services are allocated (by price, majority rule, contests, force, sharing, lottery, command, first-come first-served, personal characteristics, and others).

I Can: I can explain the difference between goods and services.

12:40-1:20Mini-Lesson

Independent/Group Work

Provocation: Needs vs Wants Sort.

Upon completion of the sort TSW justify why they decided to sort objects the way they did. TTW explain what needs and wants are.

Students will be given task cards with pictures of various items. Students work in collaborative groups to sort these items based on whether they think it is a need or a

Brainpopjr needs and wants.

TTW use the above website to discuss needs and wants.

SW partner read getting what you need and want weekly reader

How Our Economy Works: All about Earning and Spending Money [18:00]- Discovery Ed Video

Earning Money-Mary Firestone HFE (leveled library)

Or

Do I need it or want it book (leveled library book… maybe???)

Or

TTW use the story Milkmaid p. 130-131 to facilitate a discussion on needs vs wants.

TS can play this game to reinforce the concept of needs and wants:

Super Teacher Tools Needs v Wants Jeopardy

https://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=355150#.WNgAdE11rIU

https://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=355150#.WNgAdE11rIU

https://jr.brainpop.com/socialstudies/economics/needsandwants/

https://jr.brainpop.com/socialstudies/economics/needsandwants/

want.

TSW use the blank task cards to create 2 more needs and 2 more wants.

Independent Work

SW complete weekly reader 12 pts.

Needs and Wants Superteacher TBG

Specials1:25-2:10

PE Spanish Art PE Music

Announcements/ Dismissal 2:10-2:20

Dismissal

Math I can recognize &

draw plane figures

given specific attributes.

ReadingI can describe how the author gives

reasons to support his/her arguments.

Language ArtsI can use an apostrophe

to correctly form a possessive noun.

Social StudiesI can explain the

difference between goods & services.

Writing

I can write a narrative that includes details to describe a character’s actions, thoughts,

and feelings.

Reading Workshop ScheduleRed Group Orange Group Green Group Blue Group

M Read to SelfEpic

Read to Self epic

Moby Max/ Buddy Reading

Independent Practice

T iRead Buddy Reading Read to SelfRead a book NOT on EPIC

Read to Self epic

W Read to SelfRead a book NOT on EPIC

iRead Buddy Reading Moby Max/Independent

PracticeTh Moby Max/

Independent Practice

Read to SelfRead a book NOT

on EPIC

Read to Selfepic

iRead

F Buddy Reading Moby Max/Independent

Practice

iRead Read to Self Read a book not on EPIC

http://www.google.com/

craig2nd.weebly.comcraig2nd.weebly.com/uploads/1/1/7/7/117743965/2-week… · Web viewWeek of...

Documents

Transcript of craig2nd.weebly.comcraig2nd.weebly.com/uploads/1/1/7/7/117743965/2-week… · Web viewWeek of...