Writing (10:30-11:00)
April 11th -15 2011
Plans are May Be Modified
SOL# 2.10 Manuscript, 2.12 Lead Sentence, Detailed Paragraphs, Indenting and Editing
Focus Lesson:
Phonemic Awareness
Phonics
Comprehension
Fluency
Vocabulary
Monday: 4/11/11
Materials: writing paper, scan and computer
Guided Practice/Model: TTW review editing with the class.
Writing Independent Practice: TTW put the editing scan labeled one on the screen. TSW complete editing work.
Closure: Review independent work.
Tuesday: 4/12/11
Materials: Paper and writing folders
Guided Practice/Model: TTW review editing and how to complete a rewrite TTW go through and give each student the
lowest writing in the students writing folder.
.
Writing Independent Practice: TSW complete a complete rewrite with all of the corrections from the teacher.
Closure: TTW collect all writing folders.
Wednesday 4/13/11
Materials: Formal 4A writings
Writing Independent Practice: TSW continue 4A writings.
Closure: TTW collect all writing folders.
Thursday 4/14/11
Materials: Formal 4A writings
Writing Independent Practice: TSW continue 4A writings.
Closure: TTW collect all writing folders.
Friday 4/15/11
Materials: Formal 4A writings
Writing Independent Practice: TSW continue 4A writings. Self Assessments should be completed today if not already
finished.
Closure: TTW collect all writing folders.
Assessment:
Teacher Made
SOLO Test
Observation
Released Test
PALS Quick Checks
Other
Instructional Strategies That Work:
Similarities/Differences
Nonlinguistic Representations
Summarizing/Note Taking
Testing Hypothesis
Cooperative Learning
Cues, Questions, Organizers
Reinforcing/Providing Recognition
Setting
Objectives/Providing Feedback
Homework and Practice
Cooperative Learning
Instructional Strategies That Engage the Brain:
Writing
Storytelling
Mnemonic Devices
Movements
Role playing
Visualization
Metaphors/Similes/ Analogies
Cooperative Grouping
Music
Graphic Organizers
Drawing
Humor
Discussion
Games
Projects
Fieldtrips
Technology
Manipulatives
Word Study
Math (12:15-1:15)
April 11th - April 15th 2011
2.24 The student will record data from experiments, using spinners and colored tiles/cubes, and use the data
to predict which of two events is more likely to occur if the experiment is repeated.
Focus Lesson:
Number & Number Sense
Patterns, Functions & Algebra
Monday: 4-11-11
Computation & Estimation
Measurement & Geometry
Probability & Statistics
Materials: Math textbook pg. 93 & 94, work book, cubes, paper bags, tally charts
Anticipatory Set: TTW use http://www.brainpopjr.com/math/data/basicprobability/zoom.weml to introduce basic
probability. TTW do the easy quiz after the video. TTW use Math textbook teacher’s manual pg. 93 warm up activity to
generate interest in probability
Model/ GP: TTW use the INTRODUCE activity on pg. 93. TTW put a tally chart on the board and do activity as a
class. TTW and TSW continue with DEVELOP activity on pg. 93. TTW stress vocabulary on pg. 93 in regards to the
activities. TTW discuss MORE LIKELY, LESS LIKELY AND EQUALLY LIKELY, in regards to the activities on pg.
93.
IP: TSW work with a partner to complete pg. 94 in their textbook.
Closer: TTW and TSW go over the results on pg. 94.
Homework: WB
Instructional Strategies That Work:
Similarities/Differences
Nonlinguistic Representations
Summarizing/Note Taking
Testing Hypothesis
Cooperative Learning
Cues, Questions, Organizers
Reinforcing/Providing Recognition
Setting Objectives/Providing Feedback
Homework and Practice
Cooperative Learning
Tuesday: 4-12-11
Materials: Math textbook pg. 95, work book, cubes, paper bags, tally charts
Anticipatory Set: Model/ GP: TTW review the words: More likely, less likely and equally likely. TTW introduce
certain, probable and impossible. TTW use http://www.ixl.com/math/grade-1/certain-probable-unlikely-impossible ,
http://www.ixl.com/math/grade-3/certain-probable-unlikely-impossible to play a game using the vocabulary.
IP: TTW go over the vocabulary on the top of text book 95. TSW complete pg. 95
Closer: Exit Ticket ~ (The teacher will draw a bag on the board filled with different colored balls. Students will answer
the Exit Ticket questions using the picture.) 1. What color are you MOST LIKELY to pick? 2. What color are you
LEAST LIKELY to pick? 3. What color would be IMPOSSIBLE to pick?
Homework: worksheet on probability
Instructional Strategies That Work:
Similarities/Differences
Nonlinguistic Representations
Summarizing/Note Taking
Testing Hypothesis
Cooperative Learning
Cues, Questions, Organizers
Reinforcing/Providing Recognition
Setting Objectives/Providing Feedback
Homework and Practice
Cooperative Learning
Wednesday: 4-13-11
Materials: Math textbook, work book, spinners
Anticipatory Set: TTW use spinners from board games to use during math time. TTW ask students if the spinner is fair
or unfair. TTW ask the student what it means to be fair.
Model/ GP: TTW and TSW use pg. 96 to demonstrate fair and unfair. TTW ask the students what is likely to happen
with each spinner.
IP: TSW complete pg 96, 1-6
Closer: Exit Ticket ~ (The teacher will draw a bag on the board filled with different colored balls. Students will answer
the Exit Ticket questions using the picture.) 1. What color are you MOST LIKELY to pick? 2. What color are you
LEAST LIKELY to pick? 3. What color would be IMPOSSIBLE to pick?
Homework: worksheet on probability
Instructional Strategies That Work:
Similarities/Differences
Nonlinguistic Representations
Summarizing/Note Taking
Testing Hypothesis
Cooperative Learning
Cues, Questions, Organizers
Reinforcing/Providing Recognition
Setting Objectives/Providing Feedback
Homework and Practice
Cooperative Learning
Math Continued
Thursday: 4-14-11
Materials: textbook 97 & 98, spinners
Anticipatory Set: TTW discuss vocabulary relating to probability.
Model/ GP: IP: TTW use INTRODUCES, DEVELOP and PRACTICE in Textbook pg. 97& 98. TSW work with
partners to do pgs. 97 & 98
Closer: The class will discuss results the spinner activities. TCW compare the data and chart it to see how close our
results were
Homework: worksheet on probability
Instructional Strategies That Work:
Similarities/Differences
Nonlinguistic Representations
Summarizing/Note Taking
Testing Hypothesis
Cooperative Learning
Cues, Questions, Organizers
Reinforcing/Providing Recognition
Setting Objectives/Providing Feedback
Homework and Practice
Cooperative Learning
Friday 4-15-11
Materials: probability cards,
Anticipatory Set: TTW discuss with students the concepts taught to date. TTW go over vocabulary. TTW use
http://www.ixl.com/math/grade-1/certain-probable-unlikely-impossible , http://www.ixl.com/math/grade-3/certainprobable-unlikely-impossible to go over probability concepts.
Model/ GP: TSW split up in pairs and play card game using certain, impossible, unlikely but not impossible, likely, but not certain
IP: TSW complete a quiz on probability
Closer: The class will discuss the matches made with the card game.
Instructional Strategies That Work:
Similarities/Differences
Nonlinguistic Representations
Summarizing/Note Taking
Testing Hypothesis
Cooperative Learning
Cues, Questions, Organizers
Reinforcing/Providing Recognition
Setting Objectives/
Providing Feedback
Homework and Practice
Cooperative Learning
Social Studies 1:35-2:35
Plans May Be Modified
April 11th -April 15th 2011
Focus Lesson This week: SOL 2.9 The student will explain that scarcity (limited resources) requires people to make choices about
producing and consuming goods and services.
Monday 4/11/11
IO: TSW review what they learned in 1st grade about producers and consumers.
Materials: Social Studies interactive notebook, orange crayon ,The Market Song , “Producers and Consumers Pre Assessment
(p.25), Producers and consumers definition sheet
A.S.: TSW complete the “Economics: Pre Assessment Quiz”
Guided Practice:
Introduce the vocabulary, producers and consumers with the song “The Market Song”. TTW pass out a copy of the song to each
student. TSW sing the song together. TTW help the students pull out key words that tell what each vocabulary word means.
Highlight key words and meanings. Remind the students that in 1st grade we called producers sellers and we called consumers
buyers. Producers and consumers are 2nd grade vocabulary for buyers and sellers. TSW glue this song in the SS INB.
Independent Practice:
TTW direct the students to write PRODUCERS and CONSUMERS in ORANGE on the next free page of their INB.
TSW glue in the producer and consumer definition sheet with pictures.
TTW then pass out the producers/consumers vocabulary sheet TTW read through the notes with the students. TSW glue these
notes in the SS INB.
TSW complete the worksheet titled Producers and Consumers (with the pictures).
.
Closure: TTW remind students to take their INB notebooks home to study for upcoming test.
Instructional Strategies That Work: Similarities/ Differences Nonlinguistic Representations Summarizing/Note Taking Cooperative
Learning Cues, Questions, Organizers Reinforcing/ Providing Recognition Setting Objectives Providing Feedback Homework and Practice
Instructional Strategies That Engage the Brain: Writing Storytelling Movements Role playing Visualization Cooperative Grouping
Drawing Humor Discussion Projects Technology
Wednesday 4/13/11
Materials: SS INB, SS Textbooks, orange crayon, drawing paper, Market song, Producers and consumers worksheet and “ It
swell to buy and sell”
A.S.: TTW ask the following questions as review:
1. What is a producer? A person who uses resources to make goods and /or provide services. Give an example of a producer.
2. What is a consumer? A person who uses goods and services. Give an example of a consumer.
Modeling/ Guided Practice:
TTW practice singing the marketing song together TTW review producers and consumers using the worksheet Producers and
Consumers (the one you write the P or C in the boxes).
Independent Practice:
TSW complete “ It swell to buy and sell” worksheet (Formal class work grade)
TTW will break the class into groups and have them draw pictures of consumers and producers that are familiar to them.
Closure: TSW share their drawings and have the students distinguish between producers and consumers TTW take their
notebooks home to review for quiz on Friday.
Instructional Strategies That Work: Similarities/ Differences Nonlinguistic Representations Summarizing/Note Taking Cooperative
Learning Cues, Questions, Organizers Reinforcing/ Providing Recognition Setting Objectives Providing Feedback Homework and Practice
Instructional Strategies That Engage the Brain: Writing Storytelling Movements Role playing Visualization Cooperative Grouping
Drawing Humor Discussion Projects Technology
April 11th –April 15th 2011
SOL 2.8 The student will investigate and understand that plants produce oxygen an d food, are a source of
useful products and provide benefits in nature. C. Plants provide homes and food for many animals
Focus Lesson This week:
Life Processes & Living Systems
Resources
SOL# 2.5 Living Systems 2.8 Resources
Science 1:35-2:35 A.
Plans are May Be Modified
Tuesday 4/12/11 Instructional Objectives: TSW determine that humans need plants and trees.
Materials: Why are plants important to us? Ws, ), green crayon
Anticipatory Set: TTW review parts of the plant.
Modeling/Guided Practice:
TTW introduce that Plants are very important to humans.
A. Oxygen
B. Food
C. Products
Have students to label their interactive notebook page We need Plants in Green.
List these under.
A. Oxygen
B. Food C. Products
The teacher will hand out the worksheet “Why are plants important to us? TTW read the paragraph and highlight with a green
crayon the important uses and needs of the plant.
TSW paste this in their notebook.
Independent Practice: Label the next available page in green Plant Products. On that page the students will list different
products and illustrate pictures of plant products.
Closure: TTW remind students to take their INB home to study.
Instructional Strategies That Work: Similarities/ Differences Nonlinguistic Representations Summarizing/Note Taking Cooperative
Learning Cues, Questions, Organizers Reinforcing/ Providing Recognition Setting Objectives Providing Feedback Homework and Practice
Instructional Strategies That Engage the Brain: Writing Storytelling Movements Role playing Visualization Cooperative Grouping
Drawing Humor Discussion Projects Technology
Thursday 4/14/2011
Instructional Objectives: TSW identify how people need plants.
Materials: Crayons, People and Animals need plants booklet, Plants we eat worksheet, What part am I
Anticipatory Set: TTW ask the students to list reasons why we need plants. (Call on students randomly)
Modeling/Guided Practice:
1. TTW go over the People and Animals need plants booklet with the students. TTW highlight important terms that students
should know. TSW box major terms and shade pertinent information in green.
2. TTW go over the different parts of the plant that we eat. TTW use the Plants we eat worksheet to help the students identify
plants as foods. TSW cut these different plant parts as food out and glue them in their notebook on the next available page
which will be labeled as Plants we eat. (Students should make sure the pictures are in color.)
Independent Practice:
1. TSW illustrate on page 6 and the teacher will go over student drawings in class.
2. TSW complete What plant part am I. Collect for a class work grade.
Closure/Assessment:
The students may keep this booklet as a study tool. TTW ask students to identify their favorite plant that they eat and identify
what part it is.
Instructional Strategies That Work: Similarities/ Differences Nonlinguistic Representations Summarizing/Note Taking Cooperative
Learning Cues, Questions, Organizers Reinforcing/ Providing Recognition Setting Objectives Providing Feedback Homework and Practice
Instructional Strategies That Engage the Brain: Writing Storytelling Movements Role playing Visualization Cooperative Grouping
Drawing Humor Discussion Projects Technology
Social Studies
1:35-2:05
Plans May Be Modified
April 11th - April 15th 2011
Focus Lesson This week: SOL 2.9 The student will explain that scarcity (limited resources) requires people to make choices about
producing and consuming goods and services.
Friday 4 /15/11
Materials: SS INB and “Producers and Consumers Quiz”.
A.S.: TSW sing the producers and consumer songs.
Modeling/Guided Practice: TSW identify examples of producing and consumers.
Independent Practice: TSW complete the “Producers and Consumers Quiz” (Formal Assessment)
Closure: TTW collect the quiz and review the answers with the class.
Instructional Strategies That Work: Cooperative Learning Cues, Questions, Reinforcing/ Providing Recognition Setting Objectives
Providing Feedback Instructional Strategies That Engage the Brain: Discussion Technology
Assessment:
Teacher Made
Science 2:05-2:35
Focus Lesson this week:
SOLO Test
Observation
Life Processes & Living Systems
Released Test
PALS Quick Checks
Other
Resources
Friday 4 /15/11
Materials: Harvest time. Pictures of different fruits and vegetables.
Instructional Objectives: TSW demonstrate understanding that plants provide food for us.
A.S.: TTW review how we need plants to live.
Modeling/Guided Practice: TSW briefly go over the picture of the plant that they have bought to add in our basket of harvest.
Independent Practice: TSW add their picture and describe what part of the plant that it is.
Closure: TTW review that we need plants for oxygen to breathe and food to eat.
Instructional Strategies That Work: Cooperative Learning Cues, Questions, Reinforcing/ Providing Recognition Setting Objectives Providing Feedback
Instructional Strategies That Engage the Brain: Discussion Technology
Assessment:
Teacher Made
SOLO Test
Observation
Released Test
PALS Quick Checks
Other
Reading (9:00-10:30)
April 11-Aril 15, 2011
2.8The student will read and demonstrate comprehension of fiction and nonfiction. d) Identify the problem, solution, and main idea
2. 6The student will use language structure to expand vocabulary when reading. Identify the problem, solution, and main idea. 2.9
The student will demonstrate comprehension of information in reference materials. a) Use a table of contents. b) Use pictures and
charts. c) Use dictionaries and indices.
Focus Lesson this week:
Monday 4/11/11
Phonemic Awareness
Phonics
Comprehension
Fluency
Vocabulary
Materials: worksheet, paper, textbooks, phonics words workbook and INB
AS: TTW show various powerpoints from STAR Review Elementary Test Prep under the English grade 2 section on Main Idea.
Reading Skill (Main Idea and locating details. ):
Model/Guided Practice: TTW review main idea a details in demonstrate how to use a graphic organizer to list details in a
story.(WS pg. 31)
Independent Practice: TSW complete the graphic organizer describing When, Where, Who, What, and Why after reading phonics
story.
Reading Skill (Comprehension): TSW do a picture walk through the phonics story “The Club House” on page 324. TSW read
(listen) to the story. TTW chunk the story and TTW ask questions and discuss the story using the guided comprehension questions
in the teacher’s manual. TSW preview “Lemonade for Sale” on page 330. TSW ask the students to predict what they think the
story is about. Phonics/Word Study: TTW review r-controlled vowels. TSW write weekly words in their INB and complete a sort.
TTW ask the students to sort their words according vowel combinations. TTW lead the students in tapping each word (identifying
word parts and sounds) as the students spell the word in their word study notebooks.
Closure: TTW review independent work.
Homework: Reading and spelling menu
Instructional Strategies That Work:
Nonlinguistic Representations
Summarizing/Note Taking s
Cooperative Learning
Cues, Questions,
Organizers
Reinforcing/Providing Recognition
Setting Objectives/Providing Feedback
Homework and Practice
Cooperative Learning
Instructional Strategies That Engage the Brain:
Writing
Storytelling
Mnemonic Devices
Movements
Visualization
Cooperative
Grouping
Drawing
Humor
Discussion
Technology
Word Study
Tuesday: 4/12/11
Materials: paper, INB, phonics words, guided reading menu
AS: TTW show various powerpoints from STAR Review Elementary Test Prep under the English grade 2 section.
Reading Skill (Problem and solution:
Model/Guided Practice: TTW guide students into a picture walk before reading Lemonade for Sale. TTW ask questions
and have students think about what the problem in the story might be. TSW write predictions is notebooks. TSW partner
read the story pg. 330-353.
Independent Practice: TSW create a T-chart in notebooks and write a paragraph describing the problem and solution from the
story.
Independent Practice: Word Study: All groups will put words in ABC order.
Closure: TTW review all independent work.
Homework: Reading and spelling menu
Instructional Strategies That Work:
Nonlinguistic Representations
Summarizing/Note Taking s
Cooperative Learning
Cues, Questions,
Organizers
Reinforcing/Providing Recognition
Setting Objectives/Providing Feedback
Homework and Practice
Cooperative Learning
Instructional Strategies That Engage the Brain:
Writing
Storytelling
Mnemonic Devices
Movements
Visualization
Cooperative
Grouping
Drawing
Humor
Discussion
Technology
Word Study
Wednesday: 4/13/11
Materials: textbooks, workbooks, INB, phonics words and internet
AS: TTW show various powerpoints from STAR Review Elementary Test Prep under the English grade 2 section.
Reading Skill (Main Idea/Details):
Model/Guided Practice :.TTW review main idea and details using examples from weekly story. TTW guide students into reading
The Mystery of the Missing Blue Shoe.(WS pg.10)
Independent Practice: TSW answer questions about the details of the story.(WS pg. 11) TSW write the main idea in a complete
sentence after answering questions.
Word Study: DI Product/Process TSW draw a picture for each word..
Closure: TTW review all independent work.
Homework: Reading and spelling menu
Instructional Strategies That Work:
Nonlinguistic Representations
Summarizing/Note Taking s
Cooperative Learning
Cues, Questions,
Organizers
Reinforcing/Providing Recognition
Setting Objectives/Providing Feedback
Homework and Practice
Cooperative Learning
Instructional Strategies That Engage the Brain:
Writing
Storytelling
Mnemonic Devices
Movements
Visualization
Cooperative
Grouping
Drawing
Humor
Discussion
Technology
Word Study
Thursday: 4/14/11
Materials: internet, workbook, dictionary worksheet, textbook, leveled reader, INB, phonics words
AS: TTW show various powerpoints from STAR Review Elementary Test Prep under the English grade 2 section.
Reading Skill (Dictionaries, Charts and Tables):
Model/Guided Practice: TTW review main idea and guide students into reviewing the story. TSW draw a picture of their hand
in their notebooks and list When, Where, Who, What, and Why.
Independent Practice: TSW complete the information on their hand after reading the story once more.
Comprehension: TSW complete the comprehension quiz for Lemonade for Sale in the workbook. ( Formal Grade)
Phonics/Word Study: DI Product/Process: TSW write a sentence for each word.
Closure: TSW will collect quiz for a formal grade.
Homework: Reading and spelling menu
Instructional Strategies That Work:
Nonlinguistic Representations
Summarizing/Note Taking s
Cooperative Learning
Cues, Questions,
Organizers
Reinforcing/Providing Recognition
Setting Objectives/Providing Feedback
Homework and Practice
Cooperative Learning
Instructional Strategies That Engage the Brain:
Writing
Storytelling
Mnemonic Devices
Movements
Visualization
Cooperative
Grouping
Drawing
Humor
Discussion
Technology
Word Study
Friday 4/15/11
Materials: paper, blind passage, phonics words, INB
AS: TTW show various powerpoints from STAR Review Elementary Test Prep under the English grade 2 section.
Model/Guided Practice: TSW use highlighters to review highlighting important information in a passage.
Phonics: TSW complete their weekly spelling quiz. ( Formal Grade)
Comprehension: TSW complete the blind passage. ( Formal Grade)
Closure: TSW complete AR tests.TSW participate in centers of various reading games and take turns using the computers for
reading sites.
Instructional Strategies That Work:
Nonlinguistic Representations
Summarizing/Note Taking s
Cooperative Learning
Cues, Questions,
Organizers
Reinforcing/Providing Recognition
Setting Objectives/Providing Feedback
Homework and Practice
Cooperative Learning
Instructional Strategies That Engage the Brain:
Writing
Storytelling
Mnemonic Devices
Movements
Visualization
Cooperative
Grouping
Drawing
Humor
Discussion
Technology
Word Study
Assessment:
Teacher Made
SOLO Test
Observation
Released Test
PALS Quick Checks
Other