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Notes

NO SCHOOL- MLK

Subject/Time

DAY
Monday, 1/16

8:30-8:45
8:45-9:00

10:00-11:00 STAR
Tuesday, 1/17

Testing today!
Wednesday, 1/18
Thursday,1/19
Breakfast/ Morning Work/ Book Shopping
Group Bathroom Break

9:00-9:15
MORNING MEETING/SEL

Friday, 1/20

Standard: CC.1.1.1.B
Objective: Students will practice/perform calendar routine and morning message routine.
Morning Message, Calendar Routine, Pattern, How many days in school, Weather, etc

9:15-9:40
READ ALOUD

Standard: CC.1.3.1.C,
CC.1.3.1.G

Objective: I can stop and jot when reading an informational text on arctic animals in
order to be a better thinker and to understand what I just read.
*Repeat Lesson every day but with a different text to help students really understand
reading strategy

I Do: Introduce/Review Stop and Jot Anchor Chart (see left)

Arctic Animals Unit/
Informational Text

We Do: Practice using arctic animals passage to stop and jot together as a class using post-its, whiteboard
or stop and jot graphic organizer Think-Pair-Share and discuss what was jotted and why

You Do/Check for Understanding: Teacher reads information text and stops at points to have students
jot what they are thinking and to discuss
Extension Activity: Non-fiction text features (if time allows

Closure: Share out what you learned today from stopping and jotting

9:40-10:30

Standard: CC.1.1.1.E

GUIDED READING/DAILY 5
CENTERS

See Friday Schedule

Objective: Students will work on integral literacy skills by completing daily 5
centers and meeting with teacher during guided reading.

Below

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10:30-10:50

(Rotation schedule on wall in classroom)

Standard: CC.1.3

Standard: CC.1.3

Standard: CC.1.3

CLOSE READING

Close Reading

Close Reading

Close Reading

Objective: I can answer

Objective: I can re-

comprehension questions

read and highlight text

aboutWoodland Animals

evidence in order to

by going back into the

find the main idea of a

text and highlighting

passage.

Objective: I can figure

*Integrated with Arctic Animals

out tricky words in

Unit and The Mitten read aloud

passage using context

from last week

clues.

Woodland Animals

10:50-11:15
WORD WORK/PHONICS

Day 1:
Students listen to
the text and follow
along as teacher
reads and points to
each word
Vocab introduction
and discussion:
Woodland,
Burrows, Hind,
Prickles, Talon,
Muzzle (Students
circle vocabulary
words)
Teacher shows
pictures on
smartboard of
each vocabulary
word and students
discuss
Sight word to focus
on : With

Star
Testing
Today
10:0011:00

evidence.

passage on chart
paper and students
have their own
copy)
Model reading for
understanding
Teacher models
how to read
fluently as
students follow
along and echo
read
Discuss key details
and guide students
to use higher order
thinking skills to
draw more
knowledge from
text COLOR THE
EVIDENCE

I Do

Model how to make Ch sound

We Do
Focus: CH Words

Objective: I can practice decoding

You Do

Choral Reading
Students discuss
to use evidence
from text to talk
it out and find
the main idea of
the passage
(**There are many
types of woodland
animals)

Friday Schedule
(see lessons next
to subject)

Have students practice building words of the week using whiteboards or letter tiles (check for
understanding)

Standard: CC.1.1.1.C

Complete a page in readers notebook and use this as quick assessment

Read Aloud/
Extension: 9:009:45

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words using whiteboard and

, Tuesday: page 167 and 168, Wednesday: NO WORD WORK PAGE (STAR TESTING), Thursday:

workbook activities.

page 174

Special- Yoga 10:0010:25

Words of the week:

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Chin
Chop
Much
Chip
Rich
Chick
Out
Very
Never
Off

Lunch 10:30-10:55
Bathroom Break
11:00-11:10

Spelling Test 11:1011:20

Guided Reading 11:3012:15
12:15-12:45- Math

11:23-11:43
Lunch
11:45-12:03
12:08-12:53

Yoga

Recess
Spanish

Yoga

Spanish

Yoga

SPECIAL
Bathroom break after special until 1:05
1:05-1:30
READERS WORKSHOP/
INDEPENDENT READING/
TEACHER CONFERENCING
NOTE: STUDENT TEACHER
ALOS MEETS WITH CHILDREN
ONE ON ONE FOR
CONFERENCIGN

I can use the

decoding strategy chunky
Objective:

DO NOW
(Connection)

DO NOW
(Connection)

DO NOW
(Connection)

DO NOW
(Connection)

Think Pair Share:

Do you know what a
chunk of something
is? Explain what a
chunk is to your
partner. Share out.
Explain that we are
going to chunk
words. Its taking a
piece or a chunk of

Think Pair Share: How

can you use chunky
monkey to be a better
reader? Share out. to

I have noticed that

you all have been
doing such a great
job becoming chunky
monkey. Can you
look around the room
and spy a chunk in a
word? Have students
share out.

How many of you

have been using
chunky monkey
when reading and
think it is helpful?
Take poll. Have
students share
experiences

chunk words. Its

taking a piece or a
chunk of what we
already know in a
word and blending
the rest

Direct

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monkey to help me solve
tricky words. I can read
independently and build
my reading stamina.

what we already
know in a word and
blending the rest

Direct
Instruction
(Demonstratio
n)

- Tell the
students that
Chunky Monkey
says Look for
chunks or small
words inside a
big word A
chunk can be
any part of the
word they know.
Read through
chunky monkey
small word cards
and tell them
these are sight
words they
know.
They will use chunky
monkey strategy to
find these words in
bigger words and
that will help them
read the bigger
words.

Guided
Practice
(active
engagement)

Direct
Instruction
(Demonstratio
n)

Remind
students what
Chunky Monkey
reading strategy
is and how to
use it
Model how to use it
using a word card

Guided
Practice
(active
engagement)
Post word cards on
easel and have
students highlight
the chunks on the
card and blend the
rest of the sounds
together with the
chunk.

Independent
Practice/
Teacher
Conferencing
Have students read
their just right books
independently and
practice becoming
chunky monkey.

Direct
Instruction
(Demonstratio
n)

Instruction
(Demonstratio
n)

- Distribute chunky
monkey bookmark
to students and tell
them to always keep
it in their book
baggies because it
is a reminder to use
chunky monkey to
help read bigger
words using smaller
words you already
know within that
word.

Remind students
what Chunky
Monkey reading
strategy is and
how to use it
Model how to use it
using a word card

Guided
Practice
(active
engagement)
Students will work
together to circle
the chunks inside of
words on their
handout-

Guided
Practice
(active
engagement)

Independent
Practice/
Teacher
Conferencing

Students will work

together to color in
chunks in words on
handout
- Use chunky
monkey to read the
sentences and circle
any chunks you find.

Have students read

their just right books
independently and
practice becoming
chunky monkey.
Write words on post
it when they found a
word and become
chunky monkey and

Independent
Practice/
Teacher
Conferencing

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Put up presentation
and find chunky
monkey small word
cards that go with
slide 2. Show
children 1 card at a
time and have them
find the word in one
of the big words in
the presentation,
and circle it.

Write words on post

it when they found a
word and become
chunky monkey and
have them highlight
the chunk they
used.

Closure

have them highlight

the chunk they
used.

Closure
Have students share
out the words they
make chunks for

Have students share

out the words they
make chunks for

Have students read

their just right books
independently and
practice becoming
chunky monkey.
Write words on post
it when they found a
word and become
chunky monkey and
have them highlight
the chunk they
used.

Closure

Independent
Practice/
Teacher
Conferencing

Have students share

out the words they
make chunks for

Have students read

their just right books
independently and
practice becoming
chunky monkey.
Write words on post
it when they found a
word and become
chunky monkey and
have them highlight
the chunk they
used.

Closure
Have students share
out the words they
make chunks for
1:30-2:00

Lesson: How to Page

Lesson: Meet the

Lesson: Table of

No writing today due

WRITING WORKSHOP

Objective: Students

Author Page

Contents

to shortened day

Informational Writing

explore non-fiction text

Objective: Students

Objective: Students

Creating All About Books

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

text and then add their

text and then add their

Standard: CC.1.4.1.C, CC.1.4.1.F

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features to their

own non-fiction text

own non-fiction text

writing.

features to their

features to their writing.

writing.

Teacher reads
mentor text and

focuses on making a

how to page
Teacher models

how to do this
Students create

mentor text and

meet the author

page using a mentor

focuses on captions
Students write and

text
Teacher models how

add a heading and

to write a meet the

text features to

author page
Students create

their own writing as

About Book as

their own meet the

conferences. .

teacher

author page as

conferences with

teacher conferences

their own how to

page in their All

2:00-2:40

Teacher shows a

Teacher reads

students
Lesson: Place Value

MATH

other informational

teacher

with students.
Lesson: Comparing

Lesson: Making Patterns

Lesson: Making

Numbers

and Ordering Numbers

Patterns and Ordering

CHAPTER 7: Numbers to 20

Objective: Students

Note: Student teacher completing

will use place value to

Objectives: Students

Objectives: Students

and teaching math lessons

show numbers up to 20

will compare numbers up

will make shapes

Objective: Students

to 20 using connection

patterns and increase

will compare and order

cubes.

number patterns.

numbers up to 20

-Students will use

Standard: CC.2.1.1.B.1

Numbers

connection cubes to
review previous lesson.

-Students will use

Introduction: Students

connecting cubes to

-Using connecting

will use connection cube

make a pattern

cubes, students will

-Students will use

to compare numbers 10

connections cubes to

-20

-Teacher will guide

make trains for 13, 11,

and 16 (each containing

represent ones and tens

-students will make 10-

students to find the

10 of one color and the

to count on form ten up

cube train and a 12-cube

relationship between the

others on a different

to twenty.

train. Students will have

consecutive numbers

color)

-Teacher will have

-Teacher will lead

volunteers to make

students to compare

-Using cubes, students

additional number trains

the trains and order

will review terms more

to continue to pattern.

them from fewer to

to determine which is
- whole group will

more.

complete practice pages

173-176

than, fewer than, how

most: 11,13,16.

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many more than, how
many fewer than,

-class will complete

- students will complete

greater than, and less

pages 185-192

pages 193-196 whole

than.

group

-Students will complete

pages 182 whole group
2:40-3:00

Martin Luther King

Martin Luther King

Social Studies: Martin Luther King

mini lesson

mini lesson

Martin Luther King

this block

Objective: I can
Objective: I can

Objective: I can show

demonstrate my

learn facts about

my understanding of

understanding of MLK

MLK Jr. by reading

MLK by completing

by completing

with my class and

fact page.

assessment.

completing fill in the

blanks.

Watch Brain pop

jr Video and re-

2:45-3:00

MLK shared

read shared

reading book

reading book

Pack up/ Dismissal

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:

Have class meetings where kids get in a circle more often

Use positive reinforcement often in challenging situations

Short day Nothing in

Review and take

assessment

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Have out cotton balls and give students opportunities to earn them
Give students more time to talk together during lessons