Time Class Monday Tuesday Wednesday Thursday Friday

7:45-8:05 Recess Recess Recess Recess

8-8:30 TR NO TR
4th Grade
8:30-9 Decoding

9-9:30 AA

9:30-10 MT Team Time S10

10-10:30 EM Team Time-S10

10:30-11 5th Grade RtI

11-11:40 RR NO RR

11:40-12:15 LUNCH/ PREP

Kindergarten
12:15-1 RtI

1-1:30 2nd Grade RtI

1:30-2 3rd Grade RtI

2-2:30 4th Grade RtI

2:30-3:10 1st Grade RtI

 January 23-27 2017 Weekly: total min teaching reading 1690 min= 28.1 hours (round to 28 hours)

Time Class Monday Tuesday Wednesday Thursday Friday

7:45-8:05 Recess Recess Recess Recess

Continue Monday
skill. work on words Using new words do
Base Words ending in that were New skill focus: word sort of if adding
Y- no change to the troublesome on change the y or not this then it will be in
Y- Tiles, sentances Monday. Do a fluency change the y S2, S3, this catagory S1, S3,
8-8:30 TR S1,S7,S10 check S7, S8, S9 NO TR/ PREP S4, S10 S4

Just Words U1D6-tm

pg58-59 (U1D6-10)
Focus concept of
Diagraphs,
segementing sounds
for spelling, spelling
of CK words SW: JW U1D7- tm60-61 JW reveiw concepts for
4th Grade have, from, of, are fluency check S1,S4, JW U1D8- tm62-63 JW U1D9 tm64-65 test PM-CA, MM S2,S9,
8:30-9 Decoding S1, S3, S4 S8 Vocab: Chat S1,S3,S4 Vocab:Shock S1,S3,S4 S8

LLI GL65 Bunny and

the Monster work on
Contractions and LLI vocab:under, fence, LLI GL67-Pictures of
LLI GL63- The Soccer GL64 BOOKS HFW monster, behind, bush LLI GL66 The Pool Hugs test day Writting
Game- Compare asked, said, this, oh , and compound words HFW saw, this, little, focus- telling in
9-9:30 AA contrast char. S1, S2 S1, S3 S1, S3 big, but, ran S1,S3 sequence S1, S2,S7,S8

TEAM TIME S9,

9:30-10 Testing/4R F&P Benchmark G2 S8 S10 F&P Benchmark G2 S8 F&P Benchmark G2 S8 F&P Benchmark G2 S8

StoryTown ST L17D5 pg190-192

intervention L16D1 ST L16D2 pg 184 preteach vowel
Pg182 Digraphs, Phonics and spelling dipthong /oi/ oi, oy
vocab cozy, Phonograms -ead, - ST L16D3-4 pg 186- vocab volume,
enchanting, Reteach ealth, eady Vocab 189 phonics reteach expression, creative,
Setting, Fluency Stomped, slipped, e/ea/ comprehension performance,
check S1, S2, S3, S4, entertain, except, TEAM TIME S9, Folow directions S1, concentrate, relieved.
10-10:30 EM S6, S7,S8 carefreee, screeching S10 S7 S1, S7
 LLI RL 49/50
Phonics/Word Study
tch, ng, ch, ck, sh,
5th Grade nch pg 283 LLI RL50- Independant LLI RL51- Comp check
RtI- see Comprehension and Writting-summary, pg294 Analyze, LLI RL51/60- Discuss
LLI R49 Discuss L48, Vocab Check- plunges phonics review, Introduce new book and revisit text Phonics
individual day New Book Champion pg 288 Re-read book Introduce new book Tyler Jackson, Private leson pg 295 High
lessons on Divers/Pelican Girl pg and Assesment PM - Swamp Party PM-AM Eye Pg 296 PM- SA S1, Freq. words PM TS S1,
10:30-11 clipboard 284 PM- NC S1, S7 KL S1, S7 S1, S7 S7 S7

Fluency Check
Pacific Crossing Chapt. 4:
Fluency Check Review previous chapter,
Fuency check, Nonsense Pacific Crossing Chapter talk about the changes
word practice, Introduce Fluency Check- Review 3- Note setting changes. that the main character
Novel Pacific Crossing - the first chapter of Pacific The char are also has already gone through.
talk about char, setting, Crossing. begin a circle speaking 3 lang at times. record those changes (
and pre-quil.( see lesson thinking map of the main See detailed lesson in bin see detailed lesson oin
11-11:40 RR in bin) S1,S3,S4,S4,S10 character. S2,S8 NO RR/PREP S1, S2, S3, S7, S8 bin) S2,S8

11:40-12:15 LUNCH/ PREP

DI Lesson 63
Introducing e, use
picture cards with DI Lesson 67 Word
words that begin with DI Lesson 64 Practice DI Lesson 65 DI Lesson 66 Word family practice, review
e and some that do et, en word families. Continue practice on family practice and any concept that is
not and do a sound Focus on the Short et and en words, write CVC words. unclear to students.
Kindergarten hunt. use FCRR P.024 Vowels in all of the rhyming words FCRR Orally Rhyme other Continue Rhyming
12:15-1 RtI S1, S2, S3 words S1, S2, S4 P.A.008 S1, S2, S3 words S1, S2, S3 concepts S1, S2, S3

Focus on EXPRESSION
this week! LLI B38 pg
229 The Cold Writing LLI B42 Pig's New House
Prompt: What does Ron LLI B40 The Birthday LLI B41 Meli At School pg pg 255 HFW found ,
2nd Grade do to keep Meli Healthy? LLI B39 Mother Sea Song pg 241 phonics 249 HFW need, just, house, around Phonics:
RtI- see HFW know, from, these, Turtle pg 235 Phonics work- poem, Writing every, more, sing, friend. ou, ow, ow. Dictated
individual day both, sked, done compound words, about reading summarize Phonics:consonant writing on pg 257
Introduce and read new Introduce new book, read story, Introduce read and clusters, Introduce, read Introduce, read and
lessons on story, discuss PM- EM and discuss PM-MT S1, discuss new story PM-SS and discuss new text PM- discuss new book PM-AH
1-1:30 clipboard S7 S7 S8 S1, S7, S8 MW S1, S7, S8 S1, S7
 LLI B L94 PG 577
Elephant and Tiger
LLI B L 93 pg 571 Phonics more r-
Good Friends-phonic: controled words, LLI B L96 pg 589 Hide
3rd Grade r-controled words, writing about reading LLI B L95 pg 583 Jack and Seek Do the play
RtI- see making text How do the two and The Beanstalk and Writing about
connections, friends help Fictional Play Phonics: reading Jack and the
individual day introduce the text, eachother? Introduce Word ladder, Giant Introduce new MATH INTERVENTION-
lessons on read and discuss PM- and read PM-SS S1, Introduce text and text and read PM-CM work with G1 Money
1:30-2 clipboard NM S1, S7, S10 S7, S10 read. PM- JV S1, S7 S1, S7 S1, S3, S10

RS: U1 W5 D2 tm pd
Rs: U1 W4 D4 tm pg 70 Reread Who can we
61 Re-read Sand RS: U1 W5 D1 pg 84 ask pg 102-105
Blast pg 86-89 for Phonics: segment and phonics: segment and
fluency Phonics: count sounds, count sounds, MATH INTERVENTION-
4th Grade consonat blends, Digraphs, HFW digraphs, HFW also, Time work on hour,
Choral read Did you around, eight, enough, among, early, today half hour and quarter
RtI- see know pg 94 Vocab: RS: U1 W4 D5 tm pg nothing. Vocab Read A Bord Trick tm hour. play a game
individual day arid, catus, dune, 64 Progress check. courageous, hazard, pg 73 students 106- show it digital or
landform, Follow instructions on rescue Build 113 do shared writing analog, they show
lessons on precipitation make tm pages 64-65 S1, background and read prompt pn pg 73 S1, show it the other way.
2-2:30 clipboard flashcards. S1, S3, S4 S3, S4 Danger S1, S3,S4 S3, S4 S10, S7

ST; L17 D4 pg 202-

Story Town 203 Phonics: ST: L17D5 HFW: Carry,
intervention: L17 D1 ST: L17 D2 PG 196- inflections ed, ing, buy, money, other,
pg 194-195 Phonics 197 Phonics and ST: L17 D3 pg 200- Spelling -le, Reteach paint, paper, would,
and spelling -le, Spelling, hfw work: 201phonics- HFW Carry, buy, always teach onset and
Comprehension check buy, carry, money, inflections, and -le hfw money, other, paint, rime preteach vocab:
HFW paint, always, other, paint, always, reteach paint, paper, paper, would, always bulged, jostled, argue
2:30-3:15 1st Grade RtI paper S1, S3 paper, would S1, S7 always S1, S7 S1, S7 S1, S7
REFLECTIONS: I am looking forward to a RR is starting to see The gloomy weather is My JW group gives me I take what I said on
full week of school this some connections to her affecting the kids gray hair! It seems we Monday back! This full
week! Testing has gotten personal life and the text attitudes! They are all take one step forward and week is killing me!! I
pushed back due to the we are reading. I am very tired and grumpy-I may ten steps back. We are played catch up all week
ice storms so things on pleased with what she is be a little too! Today I working on the CK at school and my personal
my end are very accomplishing. was very excited to see digraph. It is hit and miss life with kids' schedules
stressful! Today I started growth in my kindergarten if they use it. One student was insain. To be pretty
a new novel with my 9th group. We were writting put it in the begining of a honest, I am begining to
grader. This is pushing cvc words on boards and word-UGH. We have believe that a popcorn and
her out of her comfort then I had them orally tell talked about where it goes a sprite is a normal meal. I
zone, but I wanted to try me a rhyming word. By and when to use it. Time have been focusing on
something different for the 5th word they were to review! regrouping students for RtI
her. She is a fantasy writting a rhyming word and Title based off of
fiction fan and says she below the origional cvc testing results. Once the
does not relate to word. This is a huge step! students were grouped I
realistic fiction. We are I count this as a win for began making new plans
using a thinking map as the day! for groups and individuals.
we read to prove to her I think I have a long
that she has some things weekend of paperwork
in common with the ahead of me!
characters. Hopefully this
will go well!
January 30- Feb. 3 Weekly: total min teaching reading 1690 min= 28.1 hours (round to 28 hours) (two Weeks=56 hours)

Time Class Monday Tuesday Wednesday Thursday Friday

7:45-8:05 Recess Recess Recess Recess

Fluency check New
words- luckiest,
dirtiest, happily,
sloppiness, playful,
Fluency check HFW tries, trying,
beautiful, people, parties, hobbies, fluency check,
Fluency Check, more somewhat write babyish, review Create a new
work with changing or sentances using some rules and see if she anchor chart rule
not changing the y. of these words and can come up with a sheet work with
do a word sort-hfw words following our new word of her nonsense wordsS2,
8-8:30 TR SENTANCES S1 rules S1,S8 NO TR own. S10, S2 S3
JW U2 D1 finish unit/ JW U2 D3 pg 76
introduce new JW U2 D2 pg 74- Vocab shift work on
4th Grade JW U2 d1 - pg 82 concepts CLOSED 75HFW: one, for, closed syllables S1,
8:30-9 Decoding JW Unit 1 test S8 Progress check S7 S8 SYLLABLES S1,S2 tO, do S1,S3,S4 S3, S4

LLI G71 Goldie and

LLI G70 My 5 Senses the Three Bears:
This may be new reading with
LLI G68 Farmer Dan's topic- check voc expression Voc: LLI - Continue
Ducks- Talk about LLI G69-The Big understanding and Broke, sleepy, Lesson 71 DOing
farm animals-build Storm vocab-crawled draw a picture of a woke, fireplace the readers Theater
voc. draw picture of sofa, storm, basket, face and lable what hard, soft, just Play. Invite two
what she thinks a squeezed HFW went, each of the sences are right! HFW: them, classmates to do
9-9:30 AA farm looks like S1,S3 back, when S1, S3 S1,S3 this, that S1, S3 play with us S1, S3

Fluency focus, do a
fluency check daily
working smooth
New Student- Testing sounding out of words
Give Phonemic keep track of wcpm
awareness test and and accuracy %, add Daily fluency check Daily Fluency
benchmark for PM S8, in same lesson as EM and EM lesson S1, Check and EM
9:30-10 MT S10 Team Time S9,S10 S8, S1 S7 lesson S1, S6, S8
 ST L18D3/4 pg
212-215 Phonics ST L18D5 Preteach
ST L18D2 pg 208-209 oi/oy Vocab R-controlled vowels
ST Lesson 18 D1 pg talk about oil, oy, Relieved, ear, eer Vocabulary
206-207 Phonics- Oi, oice, oist make word concentrate supplies, crop,
oy vocab volume family cards review comprehension provide, earn,
expression, universal vocab from previous summarize in committee,
10-10:30 EM and audible S1, S7 day S1, S7 Team Time S9, S10 sequence S1, S2 experiments. S1

New Group: LLI G1 LLI G2 Playing

LLI R60 All about pg 1 Revolting Tricks Writing: pg 9
bugs pg 385 Phonics: Recipes Go over LLI G1/2 Phonics pg 3 two column chart, LLI G3 A Fresh
oo, Writing: classroom rules, long and short voel Phonics pg 10 long Start Comp and
independant writting expectations patterns, Comp and and short vowels, Vocab check pg 15
about bug eating introduce, read and Vocab check pg 8 Introduce, read Introduce, Read,
plants. PM NC S1, S2, discuss new book PM- reread text PM-AM discuss new text pg Discuss new book
10:30-11 5th Grade RtI S8 KL S1, S2, S7 S1, S2 11 PM-NB S1 S7 S8 pg16 PM -NS S1 S7

Fluency check: Pacific Fluency Check:

Crosssing Chapter Pacific Crossing
7&8 Discuss if you Chapter 9&10 Discuss
Fluency check: Pacific would ever travel the vocabulary word
Crossing. Talk about how around the world to reflectively pg 68
it is confusing for Lincon experiance something Writing activity: do you
Fluency check Chapter to be using 3 languages. you were passionate think that it is realistic
5&6 Pacific crossing. Predict what the about.Write 2 that the Ono family
Write a summary of the significance of the sentences about and other Japanese
events that have woman on the porch will disussion. Discuss the families are able to
happened so far. be as we move forward senoto, the importance communicate so well
Practice using google in the book-record and the cultural beliefs in English? (use
11-11:40 RR microphone S4, S7 predictions S1, S4 NO RR/ Prep behind it. S1, S4 google mic) S1, S7

11:40-12:15 LUNCH/ PREP

DI L72 do Rhyming
warmup- memory,
DI lesson L72, Cvc
DI L68 Rhyming DI L69 Do a rhyming DI L70- mastery test DI L71- Do rhyming work spell cat,
warmup thumbs up or warm-up I say cat for understanding warm-up thumbs- change the
down, do DI lesson can you think of a Word family dogs up thumbs down, begining sound to
focus on new letter word that rhymes, DI while waiting to be do DI lesson, cvc m, what word do
sound G, do CVC and Lesson, and word tested, introduce word work at table. Focus you have. focus on
Kindergarten rhyming work at table family work et, enS1, family books FCRR. P. on B, M, E sounds en, et words S1,
12:15-1 RtI S1,S2 S2 02 S1, S2 FCRR P.035 S1, S2 S2, S3
 Focus on Accurate
reading this week! LLI LLI B45 Mooseling the LLI B46 The Hug
B43- Super Fox pg 261 Babysitter pg 273 HFW: HFW: thing, why LLI B47 At the Beach
HFW: I'm could, should, LLI B44 Andy at School ever, never, upset, away Writing about pg 285 Phonics:
inside, outside Phonics: pg 267 Writing a Phonics: more digraphs Mooseling as a digraph sort,
digraphs, Introduce, read summary, Introduce, Introduce, read, and babysitter Introduce, Introduce, read and
and discuss new text read and dicuss new discuss new text PM-SS read and discuss new discuss text PM-AH
1-1:30 2nd Grade RtI PM-EM S1, S7 story PM-MT S1, S8 S1, S8 text PM- MW S1, S8 S1, S8

Math RtI Money-

LLI B97 Big Cat, Little LLI B98 Into the Sea- New GROUP! Talk LLI R1/2 Phonics: Have them make
Cat Phonics Writing abour about classroom High Frequency change and add
Contractions reading- Compare procedure. LLI RED L1 words, Revisit several items
Introduce read and contrast, introduce Introduce, read and Thunderstorms and together to see if
question about text book and discuss PM- discuss new book S5, do a comp check, they know if they
1:30-2 3rd Grade RtI PM-NM S1, S8 SS S1, S7, S8 S10 re-read book S1, S7 have enough $

Unit 1 Review Go over

vocab, avenue,
RS: U1 W5 D3: investigate, rural,
Reading Streets: U1 suburb, urban, ascend,
W4 D4:pg77 ReRead RS: U1 W5 D4 descend, journey,
for fluency, Phonics: ReRead for fluency, orbit, universe, arid, Test on Unit 1
short vowel work, Phonics activities pg catus, dune, landform, pg80 Assesment of
Echo reading A Visit 280-283, Introduce precipitation HFW: learning. See tm pg
To the Library pg 126 and read together: A draw, eye, picture, 80-87 Writing
tm78, Vocab: curious, visit to the Library pg readafraid, so, activity. Write a
delicate, information, 70 tm pg 126 Write- surprise, worry, short story about
inquire, sturdy S1, sequence of events always, laugh, only, something you were Math RtI - Elapsed
2-2:30 4th Grade RtI S3, S7 S1, S3, S7 told S4, S7 curious about. S8 Time G1 S10,S2

ST: L18 D2 PG 208- ST: L18 D4 PG 212-

209 PA: phoneme 213 ST: L18 D5 PG
ST: L18 D1 PG 206- blending, Phonics: ST: L18 D3 PG 210- Phonics/spelling 214-215 Phonics:
207 phonics/spelling: reteach ow, oa HFW: 211 PA: phoneme own, oast, HFW: preteach ee, e, ew
reteach long vowels mouse, our, over, segmenting, Phonics: mouse, our, over, Vocab: preteach
ow, oa HFW: reteach pretty, surprise, preteach phonograms pretty, surprise, rapidly, devious,
time, put, feel, know three, time, put, feel, ow, oat HFW: time, three, time, put, couteous FLUENCY
2:30-3:10 1st Grade RtI S4, S3 know S4, S3 put, feel, know S3, S4 feel, know S3, S4 CHECK S1, S3
During my lunch I am having trouble Ahh, a day to breath. I I have never had All of the RtI
today I helped out a with the curriculm find that I waste more such a challenging groups are
colleague that had to that I am expected to time on Wednesdays little group of undergoing
leave early for an teach the 4th graders. then I probably Kindergarteners changes right now.
appointment. I often I feel that at times should, but it is nice to before. I think that I just completed
times wonder if I some of the tasks for get out of my they are all very leveling the wing
made the right phonemic awareness classroom and visit capable of doing and looking
decission turning and phonics are far with other teachers. every task through MAP scores
down a classroom job too easy for them, Today I started a new presented to them, with teachers. All
to take on Title 1. but then when it group of students. I but they have no this change can be
Well, I learned today comes to the reading am looking forward to attention span! stressfull, but
that I love my small passages, they seem working with this Today, I honestly hopefully worth it
group atmosphere. As almost too hard. The group. I am a bit just closed my eyes for the kids.
challenging as it may curriculm also seems concerned because I for a bit to try to Unfortunatley,
seem at times, I don't very slow to develop. have one student who think of how I could because of my
know if I could go This is a new is in this grouping who regain their focus. I schedule there are
back to a regular curriculm to the leveled far below the had tried about going to be some
classroom! I love my school that I am others. This student is every known trick students who I can
job and the variety of being told to try with ELL and recieves other in the book. I even no longer see. I
students it allows me this group. Yesterday, services from me set a timer and if hate when this
to work with daily. I I approached throughout the day, we got through a happens. I am a
always joke that I feel someone in our but I kept her with this section of the strong believer in
like the fun Aunt that district who taught group so that she lesson in 2 min they early intervention,
they get to come to this curriculum in the could be exposed to would each get a but there is
and hang out with past. She had 3rd grade vocabulary sticker of their definatly a high
while being spoiled suggested re-leveling and converstations. choosing. (yes, I needs group in the
and then I send them them and going from Hopefully this is bribed them!) It upper elementary.
back home to their there. I think I will do beneficial to her and didn't work. Back to As a team, we
classrooms. I was that and I will ask her the others in this the drawing board made a decission to
very impressed with to sit in on an group. on this one! One of support those kids,
my 1st graders today. evaluation so that I the new students but I hope down
We are working on know I am doing that started with the road we do not
the long o sound, everything correctly. I me this week is in have the same
they worked hard and just feel like I am the same grade and problem because I
seemed to get the missing something, has the same needs didn't get enough
concept quickly. Let's and I would hate for it as another student help to struggling
keep our fingers to be a waste of these whom I currently readers when they
crossed for carryover students' time. see. Unfortunatley, were in
of this! because of kindergarten and
scheduling, they first.
have to come at
separate times.
While it is a bit
irritaiting to me
that this is
happening, I am
going to say that
maybe it may be a
good thing. Both
students have
attention issues, so
the one-on-one
Feb. 6-10 Weekly: total min teaching reading 1690 min= 28.1 hours (round to 28 hours) (3 Weeks=84 Hours)
Time Class Monday Tuesday Wednesday Thursday Friday

7:45-8:05 Recess Recess Recess Recess

Create new poster
with rules- use
small flash cars so
that she continues Fluency check, re-
to she and work write rules, do
with rules. Go back several examples of
to baseword + previous days
Mini-quiz day. List off suffix= new word work. Try some
ten words following pattern of spelling. sentences. cirlce
Fluency check- Using various rules then No-TR- contact Amy at Rules are not the words with
Letter Tiles, build Y- give 4 words that 11 discuss moving to concrete and are suffixes and
TR- See detailed ending word with need to be written in new lesson (create having little carriy introduce spellling
8-8:30 lessons in bin suffixes. S1, S7 sentences. S8, S1 lessons for th,f) over. S10, S9, S3 of different. S3, S4
JW- U2D6 pg 79 JW- UD6 Finish
HFW: you, your, New concepts.
were, where (create Practice the idea of
JW- review closed flash cards, also building with blank
4th Grade Syllables and do both require to spell tile. Write
JW U2D4 pg 77 tiles and writing use after saying words!) sentences with
Decoding- See Vocab-shred work on JW- U2D5 pg 78 some NSW to help NEW CoNCEPT- 5 HFW in them.
detailed lessons digraphs, and closed Closed Syllable review with process. not solid sound words build SPELLING COUNTS.
8:30-9 in bin syllables S1, S3, S4 and check S1, S8 on concept. S1, S4, S9 and write S1, S4 S7

LLI G76 The Goat

In The Garden
DIscuss gardens
LLI G72 Helping Mom and goats. May not
Phonics:blends HFW: understand the
Soon, never, inside, concepts presented
very Vocab: garden, LLI G73 Papa's LLI G75 Baby Bird- in this book. HWF:
shovel, planting, Birthday Phonics: LLI G74/ Assesment Phonics: ch Writing could would
watering Writing Digraph blend, Vocab: day The Storm What does, Bunny something outside.
prompt:How would Rocket ship, Race Car phonics:ch, HFW just do when he is Introduce book,
you feel is you were talk about why again. discuss storms scared of the read discuss. do
baby bear Introduce, expensive means. and feelings. storm? Introduce play- next week
Read Discuss new Introduce book, read Introduce book, read new book, read and invite friends to do
9-9:30 AA book S1, S7 discuss S1, S7 discuss S1, S7, S8 discuss. S1, S3 play S1, S2, S3

Do EM Lesson Tues. Fluency Check, Do Fluency Check, Do

9:30-10 MT Team
Do fluency check and see EM Time
lesson S3,S9,
S7 S10 S3, S7 EM lesson S3, S7 EM lesson S3, S7
 ST L19 D 3/4 pg
225-227 Do the
reading in wkbk pg ST L19 D5 pg 228
ST L19 D1 pg218 R- ST L19 D2 pg 222 167. Before reading Preview lesson 20.
controled vowels: Make r-controled flash underline words Introduce phonics
ear, eer HFW: you, cards, work on using that have the r- sound au, aw
your, use, people the vocab in a controled pattern Introduce new
Vocabulary supplies, sentance. Read and mark the magic vocab: committed,
crop, provide, earn, fluency strips with e-words. practice advanced,
committee, HFW, spelling and spelling words one professional,
10-10:30 EM experiments. S1 vocab in them. Team Time S9, S10 time. S1, S2, S4 occasionally S2, S7

LLI G6 PM-AM
Animals And Their
LLI G4 The Broken LLI G5 PM-NB The LLI G5/6 PM-NS Tools pg 31
Elevator pg19 PM-KL Truth about Bats pg25 Phonics: mulitple Phonics:
LLI G3/4 Phonics pg Phonics: long and Phonics: multiple mean words/ Homophones- have
15 long and short i, short vowel patterns meaning words sentences Vocab them create list
5th Grade RtI- vocab and comp o, Introduce read and Introduce read and and comp check re- Introduce, read and
see detailed check pg 20 reread discuss new story S1, discuss new story S1M read The Truth discuss new book
10:30-11 lessons in bin g3 PM-SA S1, S8 S8 S8 about Bats S1-S8 S1, S8

Fluency Check. Book

wrap up. Talk about
some of the key points
in the story. Discuss
the changed Lincon
and Mitsuo went
Fluency Check/ PM- through during the
Introduce Chapter 12 of story. make new
Pacific Crossing Talk thinking maps and
about differences compare to the
between Tony and orrigionals. Writing:
Lincon's Japannese Even though Mr. Ono
families. Writing: Predict was not a main
Fluency Check. how the surprise dinner characture in the
Introduce Chapter 11 will go. What are the host story, how did his
Pacific Crossing. Discuss families thinking about characture influence
the importance of Tony the dinner? Use Fluency Check Lincon and the story?
in the story. Talk about evidence from chapter 9- Discuss the story so Use evidence from the
how Lincon is changing- 10 to support your far. Introduce Chapter boo to support your
add to thinking map. answers. Read Chapter 13 and 14. Read and statements.Use
11-11:40 RR Read chapter 11 S1, S7 12 S1, S7 No RR discuss S1, S7 google mic. S9, S7

11:40-12:15 LUNCH/ PREP

 Rhyming warm up-
then do DI flash
cards. Take turns
indivually sounding
DI L72- REDO out words. Do DI
LESSONS. Ryming L73+74 See if
warm up- students there is progress
will review sounds with the word
and words. during sounging out part.
word section write Do find the
them on flash cards beginning sound.
and have indiviuals Place the letters S,
DI L73 Do a Rhyming work on sounding C, L around room.
warm up. Stand up if DI L75- mastery test. out. then whole Say a word. Have
rhymes, sit if doesn't. DI L74 Do a rhyming Have students woek group. Try more them move to the
Do the DI lesson, and Warm up:i say- you with word family pups one-on one card that matches
then wrap up with say, do DI lesson74 while doing one-n-one sounding. if time the beginning
introduciton of follow tm, work with testing. work the work with beginning sound. Do more
Kindergarten beginning sounds S1, beginning sounds and remainder of time on sounds more. S1, sounds if needed
12:15-1 RtI S2 elkon boxes S1, S2 beginning souns S1, S S2, S3 S1, S2, S3

LLI B51 PM-MW The

LLI B48 PM-EM pg 291 LLI B50 PM-SS pg 303 Great Big Enormous LLI- Finish B51 PM-
Ants on a Log HFW: The Broken Clock HFW: Turnip HFW: great, AH Re-read story, do
know from these, bith, LLI B49 PM-MT Pg297 night, high, light Ponics: grew, next, everyone play ( focus on
asked, done Writing: Fighting Fires HFW: igh Wrighting: What did Phonics: added characters voices)
2nd Grade RtI- How did Sam Scare many, most, sure you learn about fire endings Introduce new Writing prompt What
Jesse. Introdce new Phonics:Poetry book trucks? Introduce new book, read, discuss... do you think
see detailed book, read, discuss S1, Introduce new book, book, read, discuss S1, do play if time S1, S7, happened to the
1-1:30 lessons in bin S7, S8 read, discuss S1, S7, S8 S7,S8 S8 leftover turnip? S7,S8

LLI R3 Allie and the

Everything Sandwich LLi R3/4 Phonocs LLI R4 Eggs For
LLI R2 Nothing But Do comp pg14, Short Vowls pg 15, Gram , Independant Math- Work one on
3rd Grade RtI- Trouble: Short Write, introduce new book Comprehension pg 20 Writing, Introduce one doing 1 more,
see detailed and introduce new read and discuss PM- and revisit yesterdays new book PM-CM 10 more, __,_,
1:30-2 lessons in bin book PM-LW S1,S7 SS S1,S7,S8 book PM-JV S1,S7,S8 S1,S7,S8 67,68,69,_,_
 RS: U2 W1 D4 pg
93-98 ReRead for
fluency-paired
reading. Word
Reading Streets: U2 work: spiral
W1 D1 Phonemic RS: U2 W1 D2:pg 88 RS: U2 W1 D3 pg 90 consonant
Awareness(base Re-read for fluency, ReRead for fluency 12- diagraphs, Choral
words), Phonics, High Word work:adding 14, Word Work- reading Fire Safety
Freq Words: Always, ing, High Freq Word deleting sounds, at Home pg24 tm
laugh only, Vocab: practice- flashcards, Inflected endings, pg 94 Vocab
Cauragous, hazard, Reading Danger On HFW: around, eight, review:
and rescue. Build The Job pg 12-15 nothing, Vocab: courageous,
4th Grade RtI- knowledge of book follow lesson on TM Prevent, wildfire Read hazard, prevent,
see lessons in Danger pg 6-11 S1, pg 89, do a shared Fire on the Hill 16-23 rescue, wildfire S1, Math RtI - Elapsed
2-2:30 bin S3,S7 writing. S1, S7 tmpg92 S1, S7 S7 time

ST: L19 D2 pg 220- ST: L19 D4

221 phonics: e, ee, ea phonics:
HFW: hurry, mother, ST: L19 D3 spelling contractions, and ST: L19 D5
should, sky, told, focus: me, see, feet, long e HFW: Phonics: onset rime
ST: L19 D1 pg 218- door, dear, by seat, mean, team, reteach hurry preteach long a ay,
1st Grade RtI- 219 spelling: long Vocab: gullible, slow, road, our, over mother, by, my, ai Vocab:
See detailed vowel e HFW hurry, hastily, unreasonbble HFW: hurry, by, dear sky, dear, told, grumbling, chided,
2:30-3:10 lessons in bin by, dear S1, S2 S1, S7 S1, S7 door, should S1,S7 realized S1, S7
My day was busy, but I am very fortunate to I spent the night My 3rd graders did This is not how I
a good busy. I have have connections in looking at Map scores a great job on a pictured my 4th
started with a few the Title 1 world. I and going over my F botched lesson! I grade decoding
new kids and new feel that it is esential and P assesments. I started the lesson, week to be laid out
groups and it seems to always keep those love seeing how the and handed out the or TR's plans to be
like we are in a connections in good students have grown new books for the laid out. I love that
groove again. It sure standing. They keep over the year. I am day and began. We I can be so flexible
took a long time for me on track and always concerned talked about the with what and how
me to feel that way, informed on what I wether or not I am book, it seemed a I teach. I am a
we've been back for need to know. I think providing them with bit off, but I stickler on, if they
over a month. Today that it is important to enough of what they thought okay its a don't get it you
my Just Words group note that I value the need. I also take it rough day. Then we don't move on. This
was working on the opinion of all of my very personally when I got more into the is an easy
concept of closed fellow co-workers too. don't see the growth I book. Kids looked statement for me
syllables. Just when I We all came to this was hoping for. I went at me, I looked at to say in my room.
thought I needed to building for the same to a classroom to pick them and we all The students are all
stop and change resson, to do what is up one of my one-on- knew something struggling with the
gears, two out of the best for students. one students earlier wasn't right. I was same concepts and
three had an Ah-ha While we may not today. I normally looking at the it usually seems
monent. That is the always agree with one knock and they come wrong days plans! that when one
greatest thing to see, another, it is with me, I never enter We all got a good doesn't get it, the
I will never get sick of important that we the room. Today, they laugh about it and others don't as
watching a kid have respect eachother. were busy with talked about how well. I wish that it
that feeling! I'm so This past year has something that they everyone makes were that easy for
happy that happened been a very were doing so I went mistakes! Well, I our entire
this moring, it gave challenging one for in to watch the class. I guess we got a elemetary wing.
me such a "swagger" me. I have felt very found this to be a jump on the next That they were able
all day, I thought that isoloated from my co- great reality check for lesson. I also tried to just pause for a
I could accomplish workers and have felt me. I found that I had something new second to get
anything! My ELL my imput is not forgotten that while today with my everyone caught
student is really valued. This wears on we were working so Kindergarten class. up, but I know that
struggling in school a person over time hard to master a skill I had them moving they have to keep
right now, even with and I feel that it that was missing, the more during the pushing forward to
additional supports. I negatvily affects what rest of the class had lesson. Unfortunatly cover the material
am trying to take it happens on the mastered that skill and today, that was not that they need to.
very slow with her classroom as well. I possibly three others. helpful. I will Today I got very
and make sure that have had to It kind of deflated my continue to try new frustrated by our
she is understanding constantly remind excitement for the things with this progress
the vocabulary and myself that they are student's small group until we are monitoring tools.
common things we only trying to do what success that they were all comfortable with Over the summer,
take for granted. Her is in the best interrest making. THat being the learning the district decided
teacher and I are of their students. It is said, I will always enviornment. to change district
working on trying to sad to say at this celebrate every sucess wide assesments.
encourage her to look point in the year, but in my room, big or Previously I did all
up words she does I look forward to next small. It may be they the district
not understand. I year and the changes only place that they assessments, we
have been using it may bring. can feel like they are did Dibels, Daze,
google images with moving forward. MAZE, and
her so that she has a Aimsweb for math.
visual of what we are We had not yet
talking about. Just switched to the
today we were talking AIMSWEB 2.0 and