Andersen

Notes

1:15 dismissal
Class Winter Holiday

Subject/Time
8:30-8:45
8:45-9:00

Monday, 12/12

Tuesday, 12/13

Party today
Friday, 12/16

Wednesday, 12/14
Thursday,12/15
Breakfast/ Morning Work/ Book Shopping
Group Bathroom Break with student teacher

9:00-9:15

Standard: CC.1.1.1.B

MORNING

Objective: Students will practice/perform calendar routine and morning message routine.

MEETING/SEL

Class meetings this week: How am I unique and special?

Morning Message, Calendar Routine, Pattern, How many days in school, Weather, etc

9:15-9:45
READ ALOUD
Theme: Gingerbread
Stories
SKILL: CHARACTER
TRAITS
/ COMPARING AND
CONTRASTING

Objective: I can
complete a graphic
organizer after
reading in order to
identify character
traits of a
gingerbread
character.

CHARACTERS

Direct
Instruction:

STANDARD: CC.1.2.1.A

Monday:
Gingerbread Man
Tuesday:
Gingerbread Girl
Wednesday: Reread both
Thursday:
Gingerbread Baby
Friday: Catch that
Cookie! Or other
gingerbread story
students voted for

Review how to
identify character
traits
Show a character
(previously read
about) and model
thinking aloud
how to choose
descriptive words
for that character

Guided
Practice:

Display a picture
of a character

Objective: I can
complete a graphic
organizer after
reading in order to
identify character
traits of a
gingerbread
character.
*same basic lesson
as yesterday for
reinforcement (just
with different text)

Objective: I can
complete a Venn
diagram after reading
in order to compare
and contrast 2
Gingerbread
characters.

Direct
Instruction:

Direct
Instruction:

Review how to
identify character
traits
Show a character
(previously read
about) and model
thinking aloud
how to choose
descriptive words
for that character

Guided Practice:

Discuss that just

the way people
can have some
things in common
and some
differences, so can
fictional
characters
Review stories
from Monday and
Tuesday
Model how to use
a compare and
contrast graphic
organizer (using
dogs and cats)

Objective: I can
identify character
traits by completing a
can, has, is graphic
organizer/chart.
.

Direct
Instruction:

Model how to tell

more about
characters as you
read using CAN,
HAS, IS diagram

Objective: I can
name character traits
for the main
character of the
story. I can discuss
how a character can
change throughout a
story.

Direct
Instruction:

Guided Practice:

Read the
Gingerbread Baby
After a few pages,
stop and have
students turn to
their partner to
brainstorm what
can go under CAN,
HAS, and IS and
chart

Review how to
identify character
traits
Show a character
(previously read
about) and model
thinking aloud
how to choose
descriptive words
for that character

Guided
Practice:

Display a picture
of a character
and read a

Andersen

and read a
paragraph about
that character
Have students
turn to their
partner and
come up with
adjectives to
describe that
character and
share out and
record

Independent
Practice:

Read The
Gingerbread Man
After reading,
have students list
character traits
(inside and
outside traits) for
the gingerbread
man and write a
sentence to
explain reasoning
The Gingerbread
is ___ because
_____.

Check for
Understanding
Circulate around
the room as
students work
independently
and help
students as
needed (use

Display a picture
of a character and
read a paragraph
about that
character
Have students
turn to their
partner and come
up with adjectives
to describe that
character and
share out and
record

Independent
Practice:

Read The
Gingerbread Girl
After reading,
have students list
character traits
(inside and
outside traits) for
the gingerbread
girl and write a
sentence to
explain reasoning
The Gingerbread
is ___ because
_____.

Check for
Understanding
Circulate around
the room as
students work
independently and
help students as
needed (use

Guided Practice: Independent

Display character
Practice:
trait posters from
Monday and
Tuesday and have
students fill out
Venn Diagram to
compare and
contrast
gingerbread boy
and girl together
as a class.

Independent
Practice:

Students
complete a Venn
Diagram
independently

Check for
Understanding
Circulate around
the room as
students work
independently and
help students as
needed (use
checklist to assess
understanding)
and collect
independent
practice to review
Closure
Discuss Venn
Diagrams students

Distribute CAN,
HAS, IS chart to
students and have
students chart
their own and
complete sentence
frame
The Gingerbread
baby can _______.
The baby has
________. The baby
is ________.
Check for
Understanding
Circulate around
the room as
students work
independently and
help students as
needed (use
checklist to assess
understanding)
and collect
independent
practice to review
Closure
Discuss sentence
frames and have
students share them
with their partner.

paragraph about
that character
Have students
turn to their
partner and come
up with adjectives
to describe that
character and
share out and
record

Independent
Practice:

Read The
Gingerbread story
voted by students
After reading,
have students list
character traits
(inside and
outside traits) for
the gingerbread
character and
write a sentence
to explain
reasoning The
Gingerbread is
___ because _____.

Check for
Understanding
Circulate around
the room as
students work
independently
and help students
as needed (use
checklist to
assess

Andersen
checklist to
assess
understanding)
and collect
independent
practice to
review
Closure
Discuss character
traits students have
come up with (chart
them) and talk about
how the character
changed throughout
the story

checklist to assess
understanding)
and collect
independent
practice to review

just created on their

own

understanding)
and collect
independent
practice to review
Closure
Discuss character
traits students have
come up with (chart
them) and talk about
how the character
changed throughout
the story

Closure
Discuss character
traits students have
come up with (chart
them) and talk about
how the character
changed throughout
the story

Friday Schedule
(see lessons next
to subject)
Read Aloud/
Extension: 9:009:45
Special- Yoga 10:0010:25
Lunch 10:30-10:55
Bathroom Break 11:0011:10
9:45-10:20

Standard: CC.1.1.1.E

Standard: CC.1.1.1.E

Standard: CC.1.1.1.E

Standard: CC.1.1.1.E

READING/DAILY 5

Objective: Students will

Objective: Students will

Objective: Students will

Objective: Students will

CENTERS

work on integral literacy

work on integral literacy

work on integral literacy

work on integral literacy

Gingerbread cookie

NOTE: Student teacher

skills by completing daily

skills by completing daily 5

skills by completing daily 5

skills by completing daily 5

decorating activity-

GUIDED

Last Gingerbread Read

Aloud: 11:10-11:20

Andersen
teaches 2 guided reading

5 centers and meeting

centers and meeting with

centers and meeting with

centers and meeting with

groups per day

with teacher during

teacher during guided

teacher during guided

teacher during guided

guided reading.

reading.

reading.

reading.

11:20-11:45
11:45-12:45- Happy
Feet Movie/ Winter
Party

10:25-10:50

Standard: CC.1.3

Standard: CC.1.3

Standard: CC.1.3

Standard: CC.1.3

CLOSE

Close Reading

Close Reading

Close Reading

Close Reading

READING/SCIENCE

Objective: I can use

Objective: I can answer

Objective: I can answer

Objective: I can answer

INTEGRATION

context clues and

questions about

comprehension questions

comprehension questions

highlight text evidence in

vocabulary words by

about polar animals by

about polar animals by

order to define tricky

discussing and highlighting

going back into the text

going back into the text

words.

evidence in a passage.

and highlighting evidence.

and highlighting evidence.

Title: Polar Animals

Read through once

Write down tricky

Re-read as students

Re-read as students

Re-read as students

follow
Review vocabulary

follow
Receive

follow
Receive

words in journals
Read text again as

comprehension page
Answer question 1 and

comprehension page
Answer 3 and answer

students follow along

Talk about tricky

terms we learned
yesterday (using
vocabulary anchor

2 and answer them

them while

chart)
Students write down

while highlighting the

highlighting the

evidence from the

evidence from the

meaning using

vocabulary words,

text to support each

text to support each

context clues

draw a picture, and

answer

answer

words and see if we

can figure out

define
Students receive
vocab sheet to
complete

Students circle the words

in the passage as we go
over together and
10:50-11:15
WORD WORK/PHONICS

complete vocabulary page

Standard: CC.1.1.1.C

Standard: CC.1.1.1.C

Standard: CC.1.1.1.C

Objective: I can

Objective: I can

Objective: I can complete

Objective: I can build and

complete fill in the blank

complete fill in the blank

fill in the blank and word

sort words in order to

and word building

and word building

building activities in order

identify words with the

Standard: CC.1.1.1.C

Andersen
activities in order to

activities in order to

to identify END blends in

short u sound.

identify HFW/SIGHT

identify END blends in

words.

Activity:

WORDS.

words.

Activity:

Activity:

Activity:

Teacher will

sounds (chant and

Teacher will model

how to identify and

how to identify and

say end blends in

words: give, one,

say end blends in

they know with the

small, put, eat, take

Students will write

words
End blends today: ft,

words
End blends today: lp,

nt, mp, ft, sk

Teacher will have

white boards and

sp, ns, mp, sk, sp

Teacher will have

on notecards for

song)
Students spell words
short u sound on their
share out

students build some

Independent

words with end blends

practice/assessment:

on their whiteboards

Circle the picture that has

spelling practice
Word game: Teacher

students build some

will give clues and

on their whiteboards
Independent

Independent

the short u sound and

practice/assessment:

practice/assessment:

write the word on the line,

hold up the word

Final end blend page 140

Final end blend page

write 3 rhyming words for

card that fits each

in readers notebook

each short u cvc word.

clue
Independent

136 in readers

Gym

Art

students will have to

Review short vowel

introduce sight

each of these words

Teacher will model

words with end blends

notebook

practice/assessment
: Page 135 in
readers notebook
11:23-11:43
Lunch
11:45-12:03
Recess
12:08-12:53

Gym

Art

Gym

SPECIAL
Bathroom break after special until 1:05
1:05-1:30
READERS WORKSHOP/
INDEPENDENT
READING/ TEACHER

Objective: Students will write one or more traits that describe a character from a book they are reading on a post-it.

Teacher models how to do this using a sample book.

Teacher conferences with scheduled students as the rest of the class reads independently

STANDARD: CC.1.2.1.A

CONFERENCING
1:30-2:00
WRITING WORKSHOP

Penguin writing

Lesson: Non-fiction text

Lesson: Non-fiction text

Lesson: Adding fun facts

No writing today due to

features : Adding

features : Creating a

Objective: Students

shortened day

Andersen
*Informational Writing:
All About Books
Standard: CC.1.4.1.C,
CC.1.4.1.F

activity todayI

headings and bold print

caption

explore non-fiction text

Objective: Students

Objective: Students

features using a mentor

explore non-fiction text

explore non-fiction text

text and then add their

features using a mentor

features using a mentor

own non-fiction text

I can write

text and then add their

text and then add their

features to their writing.

sentences about

own non-fiction text

own non-fiction text

features to their writing.

features to their writing.

am special

myself in order to
write reasons why
I am special.

Teacher reads mentor

text and focuses on

Teacher reads mentor

Teacher reads mentor

fun factsex: Did

text and focuses on

text and focuses on

you know that

headings and bold

captions
Students write and

print

_____?
Teacher models how

Students write and add a

add a heading and

to write a fun fact for

heading and bold print and

other informational

other informational text

text features to their

a non-fiction book
Students try to write

features to their own

own writing as

a fun fact that would

writing as teacher

teacher conferences.

captivate readers of

conferences.

their book and write

independently as
teacher conferences

2:00-2:45

Lesson: Making Patterns

Lesson: Review of Solid

Lesson: Chapter 5

with students.
CHAPTER 5 TEST

MATH

with Plane Shapes:

Shapes

Practice test and review

TODAY

CHAPTER 5:

Students will make

Students will explore solid

Standard: CC.2.3.1.A.1

patterns in order to

shapes by identifying and

Objective: Students will

Objective: Students will

identify and explore

sorting them using blocks,

complete questions on

make pictures and models

plane shapes.

pictures, and real-life

plane and solid shapes in

using solid shapes and

objects.

order to prepare for

graph how many of each

tomorrows chapter 5

shape they used.

-Teacher models how to

make patterns with plane

- Introduction to solid

shapes (124)

shapes using solid shape

- We Do: Students

poem anchor chart. Have

complete pages 125-126

students chant with you

(Check for

-Teacher models solid

Understanding)

shapes using blocks and

-Independent/Extension:

names each one

shape pattern and

Students create their

- We Do: Teacher holds

complete math journal

test.

Students complete
practice test

together as a class
Students make 3D

Andersen
own pattern using plane

up picture card and

shapes (127-128)

students write what they

independently

think it is on their
whiteboards and hold up
(assessment piece)
- students explore 3d
shapes using blocks
-Independent/Check for
understanding:

Identification
worksheet/ classroom
hunt

2:45-3:00

Story: Dr. Seuss

Story: Dr. Seuss

Story: Dr. Seuss

Story: Dr. Seuss

SHARED READING

Objective: Students will

Objective: Students will

Objective: Students will

Objective:

(JOURNEYS)

focus on HFW during

read with expression by

be able to comprehend a

their reading and use

first looking at

biography by answering

Day 4 Focus: Choral

them in sentences.

punctuation marks at the

questions before, during,

reading and read to self!

end of sentences.

and after reading.

Standard: CC.1.2.1.K,
CC.1.2.1.A, CC.1.2.1.B

1.) Students will read

STANDARD: CC.1.2.1.B,

Day 1 Focus: HFW from

Day 2 Focus: Reading with

Day 3 Focus:

the story:

fluency

Comprehension

1.) Teacher will model

1.) During reading,

STANDARD: CC.1.2.1.A

Essential Question
What makes a story or
poem funny?

Write
Read
Pictures
Draw
Was
After

1.) Students will echo

read text, focusing
on the highlighted
HFW words.
After reading, students
will review HFW
vocabulary cards

how to read smoothly

2.) She will show what to
do when you see an
end mark
3.) Student will work on

teacher will stop to

have student really
focus on characters,
setting, and plot
2.) After reading,

this during echo

teacher will ask

reading today

students to answer

Students will re-read to

essential question

themselves

What makes a story

or poem funny?
Students will re-read to
themselves

book chorally with

teacher
2.) Students will then
read book to a partner
today
*Comprehension
Assessment

Andersen
2:45-3:00

Pack up/ Junie B. Jones Read Aloud

DISMISSAL
Accommodations for students in my class with IEP :

Teach skills in small increments/chunks and check for understanding

Break material into smaller portions
Small group and individual instruction
Use concrete materials to support instructionvisual aids, manipulatives, and hands-on materials
Give extra wait time before calling on
Accompany instruction with visual support as much as possible (graphic organizers, pictures, etc)
Repeat verbal instruction
Use positive reinforcement system

Notes and Reflection:

Continue to refer to objective during lesson and give students many opportunities to share what they have learned.
Use bucket filling cotton balls more often