You are on page 1of 13

Teacher Name: Stephanie Cohen

Subject /
Time

Monday

Grade: 2

Tuesday
Katie

11:2012:10
meeting2:45
3:25lab
Writing
Workshop
9:40-10:20

Week of: 3/7-3/11

Wednesda
y
Birthday
Reader at 3

Thursday

Friday

Objective:
SWUT:poet'suse
precise,honestwords
whentheywritein
ordertoconvey
meaninginaconcise
formatSWBAT:show
nottellintheirpoems
Standard(s):
W.2.3,W.2.5

Objective:
SWBAT:practice
skills

Objective:
SWUT:poetsuse
patternsandrhythmsto
createamusicalfeelto
theirpoems

Objective:
SWUT:thatpoetsthink
aboutthemoodthey
wanttocreateanduse
wordstosetthatmood

Objective:
SWBAT: Use
comparisons to
convey meaning

Standard(s):
W.2.3,W.2.5

Standard(s):
W.2.5

Standard(s):
W.2.5

Standard(s):
W.2.5

Activity:
Lesson6day2TCp.
5459Recalllesson3
(findingbigfeelings
andzoomingin;
keepingideasinTiny
Topicnotebook).
Recallpriorlesson
wherestudentsreread
theirpoems,circled
wordsthatcouldbe
chnagedtomore
preciseones,cameup
withalternativewords
andthenpickedtheone
thatfitbest.Relatehow
thestrategyofsmall

Activity:
RepertoireDaydueto
TCtrainingrevisitany
skillswholeclass/small
groupasneeded

Activity:
Lesson7Patterning
throughrepetitionTC
p.6067
Showstudentsapattern
designonsomeone's
outfitorinthe
classroom;connectto
howpatternsgive
poemsmusicpoets
repeatthings(words,
sounds,lines)togive
theirpoemsmusicand
meaning.Sharesome
poemswithrepetition
andshowhowit
createsmusic,sound,

Activity:
Lesson8TCp.6875
Capturingmoodand
pointofviewinapoem
Giveexamplesofdaily
weather(sunny,rainy,
foggy,snowy)andhow
theweathersometimes
setsthemoodforhow
wefeel(happy,sad,
slowmoving).Relate
howpoetstrytomake
themoodoftheirpoem
matchthemeaning.
Readaloud2poems
withcontrasting
meanings/moods:

Activity:
Lesson9TCp.7684
Usingcomparisonsto
clarifyfeelingsand
ideas.Remindstudents
thatpoetswriteabout
thingsimportantto
theirhearts.Onewayto
dothisistocompareit
tosomething.
Relatetoreadingunit
whereweare
discoveringliterary
languagelike
comparisonsbeing
usedinfiction.

Teacher Name: Stephanie Cohen


momentsfrompersonal
narrativescanalsobe
usedwhenwriting
poems.Readpoem
fromClimbInsideA
Poembigbookorany
selectionfromSBfiles
thatexpressesatrue
smallmoment.Remind
studentshowpoetsalso
closetheireyes,replay
thatmomentasa
movieintheirmindto
helpthemthinkofthe
tinystepsthat
occurred.Useanchor
chart"PoetryDecisions
thatStrengthen
Meaning"p.55.Have
studentspick1and
TTPaboutapoem
(neworrevised)that
theyplantotryiton
today.Midw/s:remind
studentsthatprecise
languagecanclarify
theimageandmake
sounds.Readaloud
"Aquarium"and
"Lullaby"p.589and
notehowtheydoboth
Share:symphonyshare
wholeclasseach
personreadsoneline
andwedoapoet

Grade: 2
meaning"GoWind"p.
62"Things""Stray
Dog"or"HappyToes"
(Bigbook)Notehow
linebreaksareused
withrepetition;how
rowsarekeptthesame.
Considerusing
highlightertapeonBig
Bookpoemsasvisual.
TTPapoemabouthow
yoursiblingkeeps
interruptingyouover
andoveragain.Each
taketurns"airwriting"
apoemaboutthis
includinglotsof
repetitionwords.Add
craftofrepetitionto
anchorchartp.64Mid
w/s:remindstudents
theyneedtoreadtheir
poemsaloudasthey
lookforrevisionplaces
sotheycan"hear"the
sounds.Intro2vocab
wordswithexamples:
onomatopoeia(words
soundlikethething
beingdescribed)and
alliteration(repeated
useoflettersmaking
thesounds)Share:
Partnerstaketurns
readingpoemaloudfor

Week of: 3/7-3/11


"WayDowninthe
Music""Poem"p.70
Talkaboutthefeeling
thepoemcreated,the
wordsused,andthe
linebreakschosen
(shortstabbinglines
madeangryfeel)TTP:
pretendyouarewaking
upandfeelthesunon
yourfacepartner1
tellalovingpoem
aboutit.Partner2,tell
anangrypoemaboutit.
Addmoodtoanchor
chartp.72Midw/s:
shareexemplarsof
studentmoodwork
todaySmallgroupfor
higherstudents:try
changingvoice
perspectiveofpoem(p.
75)Share:readaloud1
poemandhavepartner
statemooditconveyed
tothem.

Introvocabwordsfor
figurativelanguage
withexamples(similes,
metaphors,
personification).
ReadaloudfromBig
Book"Insidemy
Heart".Showhowpoet
usedcomparisonsto
expressfeelings.Make
TChartOrdinary
Languagevs.
ComparativeLanguage
p.79Havestudents
comeupwithandlist
words/phrasesto
comparewiththe
ordinarylanguage
phrases.TTPideafor
thelastlineontheT
chart.Addcomparisons
toanchorchartp.81
Share:wholeclass
sharesomeexemplar
comparisons.

Teacher Name: Stephanie Cohen

Grade: 2

"snap"fingerto
acknowledge

Science/Soci
al Studies
10:20-11:00

Week of: 3/7-3/11

Assessment:
Small Groups
Conferences
Objective:
SWUT: March is
Womens History
Month

Assessment:
Small Groups
Conferences
Objective:
SWBAT:observethat
liquidscanflowat
differentspeedswhen
theirtemperatureis
changed.

Standard(s):
6.3, 9.1.5.A.1

Standard(s):
2LS41

otherpartnertolisten
forsoundsorpatterns
andmakesuggestions
Assessment:
Small Groups
Conferences
Objective:
SWBAT:demonstrate
thatdifferentliquids
flowatdifferentrates.
SWBATrelatetheflow
speedofaliquidtoits
viscosity.
Standard(s):
2LS41

Activity:
Womens History
Activity
Watch BrainPop Jr.
Video on Susan B.
Anthony
Complete
comprehension
questions

Activity:
Lesson 5, Day 1
EssentialQuestion:
WhatCausesLiquids
toFlowatDifferent
Speeds?
Defineviscosity.
**Possiblygooutside
forlab.OilViscosity
Demo:*Onecupof
refrigeratedoil.*One
cupofroomtempoil.*
Cardboardramp.Pour
bothcupsdownthe
rampatthesametime.
Invitestudentsto
observewhichones
meetsthefinishline
first.

Activity:
Activity:
Lesson 5, Day 2
N/A
Lesson5,Day2LAB
ACTIVITYEssential
Question:WhatCauses
LiquidstoFlowat
DifferentSpeeds?
MaterialsNOT
includedinkit:White
glueNewspaperPaper
towelsLiquiddetergent
Stopwatches
*Cutonecupinhalfto
createtworetainers
46teams,eachwith2
liquidstotestout.
Recommendedtohave
5inagroupforeach
job.Assignlabjob:

Assessment:
Small Groups
Conferences
Objective:
N/A

Standard(s):
N/A

Assessment:
Small Groups
Conferences
Objective:
SWBAT:demonstrate
thatdifferentliquids
flowatdifferentrates.
SWBATrelatetheflow
speedofaliquidtoits
viscosity.
Standard(s):
2LS41
Activity:
Lesson 5, Day 3
DebriefLabfromthe
otherday:Talkabout
accuracyRemindof
vocabularywords:
viscosity&rate
Completelabactivity
questionsonpage29
withpartnerorgroup.
Readquestionasa
classdiscussasa
groupthenanswerin
notebook.
Comebacktocarpetas
awholegroupand
reviewanswers
together.SN2930.
StopatVocabulary.

Teacher Name: Stephanie Cohen

Grade: 2

Assessment:
Anecdotal Notes

Assessment:
Anecdotal Notes

examplesTimer
Pourer1
Pourer2Recorder
Measurer
SN28Predict
Discusstogetherand
thenanswerwith
partner.Readthrough
labdirectionstogether.
(SLM36)
Splitintoteams.Before
lablookattwo
materials.Whichwill
flowfaster?
FillinSN28lab
prediction.
Demonstratehowtoset
up;pourtheliquids;
etc.
Havestudentstesttheir
materials3timesand
recordresultsintheir
notebook.
Endlabbyrecording
resultsalltogetherin
SNfromtheteams
recorder.
Assessment:
Assessment:
Anecdotal Notes
N/A

Objective:
SWBAT:use
partnershipstoshare
literarythoughtsand
holdontolonger

Objective:
SWBAT:Leavepostit
notestoshowthe
whoandthewhatat
theendofeachchapter.

Objective:
Continuelesson11
Leavepostitnotesto
showthewhoand
thewhatattheendof

DebriefLab:Whydid
onereachthefinish
linefasterthanthe
other?AnswerSN
questionsfollowingthe
lab.

Reading
Workshop
11:00-12:00

Week of: 3/7-3/11

Objective:
SWBAT:Use
strategiestokeep
themselvesfocusedon
reading.

Assessment:
Anecdotal Notes
Objective:
SWBAT:usewritingto
helpkeeptrackofwhat
isgoingoninthestory.

Teacher Name: Stephanie Cohen


storylines.

Grade: 2

Week of: 3/7-3/11

eachchapter.

Standard(s):
RL:2.3RF2.4

Standard(s):
RL:2.3RF2.4

Standard(s):
RL:2.3RF2.4

Activity:
ContinueLesson10
Settinguproutinesfor
Samebook
partnerships.TMpage
6269Read2ndgrade
newsbulletin.(TM
page62)
Remindstudentshow
thesereadingscientists
aregivingreallygood
advice.
Discusshowstudents
arereadingmuch
longerbooks.
Showstudentsthe
booksthattheyreadin
Septembercomparedto
thebookstheyare
readingnow.
Explaintostudentsthat
theirbesttoolinhelp
readlongerbooksisa
partner.(seeTMpage
63and64forideason
howtorevealthetool)
Recruitstudentsto
studypartnership
movesasyoumodela
samebookpartnership

Activity:
Activity:
Lesson11:Pages70 Continuelessonfrom
yesterday.
76Introducestudents
totheideaofleavinga
trailofthinkmarks(or
crumbslikeHanseland
Greteldid)
Comparetwobooks
onewithalotofpostit
notesandonewithtoo
little.Discusshowtoo
manypostinnoteare
nothelpfulinretelling
themostimportant
details.Dothesame
withtheother.
Demonstratehowto
usepostitnotes
effectivelytonotethe
maineventsofthe
storyinalongerbook
andhelpstudentsname
whyitsespecially
usefulforkeepingtrack
ofthestoryline.
Readanotherchapter
fromaclassreadaloud
andhavestudentspost
itnotethemost
importantdetails.Add

Standard(s):
RL:2.3RF2.4

Standard(s):
RL:2.3RF2.4

Activity:
Lesson12:7779
Remindstudentsthat
sometimereadersloose
trackofwhatisgoing
oninthestory.THAT
ISAREADING
EMERGENCY!
Introducethereading
emergencytoolkit
sharestrategies
1.Slowdown
2.Reread
3.Answerquestions.
Modelandshow
studentswheretofind
thetoolsifneededand
howtousetools.
Example:studentmay
bereadingandnot
knowwhattoputona
postitnote.Thatis
calledareading
emergency.Slow
down,reread,and
answerquestions.Then
showhowtowriteA
fewsentencestoretells
themostimportant
eventsthathappenedin

Activity:
Lesson 13:
2daylessonPgs.80
82ModelwithFrog
andToad.Showhow
youcanbeconfused
aboutwhoiswho(Frog
andToad)showhow
tosketcheachcharacter
labelandthenstart
collectingcharacter
traitsbywebbingideas.
1.Mixingupcharacters
UseMiniandMooas
anexampleforthe
ActiveEngagement
Rereadchapter1
studentssketcheach
characterquicklyand
thenbegintomakeweb
placeonclassanchor
chart.Addtoanchor
chartpremadepost
Writenotestohelpyou
keeptrackReadtoself
timeSharepostit
noteworkspecifically
waysstudentskept
trackofcharacters.

Teacher Name: Stephanie Cohen


withastudent.Work
togethertoreadapage
fromMinnieandmoo
silently,modelsetting
agoalforhowmuchto
readandtostopifyou
getconfusedtotalkto
yourpartner.Model
gettingconfusedand
askingyourparentfor
assistance.Usethe
premadechartfrom
Heinemannswebsite
SameBookPartners.
ActiveEngagement
studentsturnandtalk
aboutwhatthey
noticedyoudidinthe
partnership.Suggesta
fewkeythingsfor
partnerstodotogether
useyourfingersto
namethestrategies
partnersuse.
1.Partnersneedtoplan
forreadingasections
andthenforstopping
totalk.
2.Partnersneedtoask
questionsatconfusing
parts.
3.Partnersneedto
rereadtoanswertheir
questions.

Grade: 2

toanchorchartPre
madepostit
Determinewhatsmost
important.Partner
readingtime
Smallgroupwork
rallybehindhigher
levelreaders
Mremembermore
thingsthathappen
(connectthechapters)
Nmaincharacter
oftenexperiencesmore
thanoneproblem
trackthemmore
literarylanguage
Omaincharacteroften
experiencesmorethan
oneproblemtrack
themmoreliterary
language
Share:comparepostit
notestoseeifboth
readershadsimilar
thoughts.

Week of: 3/7-3/11


thatchapterorpages.
Ie:inthebeginning,in
themiddle,intheend.
AddtoAnchorchart
Slowdown,reread,
andanswerquestions.
Readtoselftime
Shareremind
studentsofwhatthey
doasapartner.

Teacher Name: Stephanie Cohen


4.Partnerstalkto
rememberwhatthey
justread.Setstudents
upintheirpartnerships.
Studentsworkin
partnershiptoread
theirbooks.
Duringindependent
readingtimecirculate
andcheckinonthose
partnershipsask
questions
Whatshappeningso
far?
Whatsthismostly
about?
Howisthecharacter
changingornot?
Whatisthecharacter
learning?
Whatsthelesson?
Handoutbookmarks
QuestionsPartnerscan
askeachother.Mid
pointshareRemind
studentsthattheyneed
toopentheirbooksto
thoseconfusingparts
whentheytalktotheir
partnersaboutthem
andhavethentalk
aboutwhattheythink
thatpartmeans.
(readersbelowthe

Grade: 2

Week of: 3/7-3/11

Teacher Name: Stephanie Cohen

Word Study
12:00-12:30

benchmarkshould
focusonretelling,
inferringcharacters
feelingsand
determiningthemain
ideaofabook.Share:
Remindstudentsofthe
bulletinhowtoread
withanimaginary
partner.encourage
studentstotaketheir
bookshometoread.
Assessment:
Small Groups
Conferences
Objective:
SWUT: there are
building blocks
that make up the
foundations of
reading and
writing.
SWBAT recognize
a double vowel
syllable.

Assessment:
Small Groups
Conferences
Objective:
SWUT: there are
building blocks
that make up the
foundations of
reading and
writing.
SWBAT recognize
a double vowel
syllable.

Grade: 2

Assessment:
Small Groups
Conferences
Objective:
SWUT: there are
building blocks
that make up the
foundations of
reading and
writing.
SWBAT recognize
a double vowel
syllable.

Week of: 3/7-3/11

Assessment:
Small Groups
Conferences
Objective:
SWUT: there are
building blocks
that make up the
foundations of
reading and
writing.
SWBAT recognize
a double vowel
syllable.

Assessment:
Small Groups
Conferences
Objective:
SWUT: there are
building blocks
that make up the
foundations of
reading and
writing.
SWBAT recognize
a double vowel
syllable.

Standard(s):
Standard(s):
Standard(s):
Standard(s):
Standard(s):
RF.2.3, L.2.1, L.2.2, RF.2.3, L.2.1, L.2.2, RF.2.3, L.2.1, L.2.2, RF.2.3, L.2.1, L.2.2, RF.2.3, L.2.1, L.2.2,
L.2.4, RL.2.1
L.2.4, RL.2.1
L.2.4, RL.2.1
L.2.4, RL.2.1
L.2.4, RL.2.1
Activity:
Activity:
Unit 10, Week 1
Unit 10, Week 1
Day 1
Day 2
1) Drill sounds all 1) Drill sounds
vowels, r
short and long

Activity:
Unit 10, Week 1,
Day 3
1)Drill sounds
short and long

Activity:
Unit 10, Week 1,
Day 4
1) Drill sounds all
vowels, (short and

Activity:
Unit 10, Week 1,
Day 5
Read the King who
Reins book and

Teacher Name: Stephanie Cohen


controlled
syllables, some
consonants, glued
sounds, welded
sounds
2) Introduce new
concepts remind
st. that theyve
met vowel teams
using the poster;
now intro ai and
ay using large
sound cards. Both
vowels make long
a sound. Build
bait and play
using std. sound
cards. Tap words;
vowel team gets 1
tap. Explain that
2 vowels together
make 1 sound; we
call this new
syllable double
vowel syllable or
nickname D.
Build word train;
model how to
scoop syllable,
circle ai and
mark as D to
indicate double
vowel syllable.
Build and mark
addl ai/ay words
from TG 222-3.

Grade: 2

vowels, some
consonants, some
trick words from
units 1 and 2,
ai/ay vowel teams
2) Word of the
Day. (TG 216).
Use aim use
standard sound
cards to build
word using
spelling option
procedure for er,ir
and ur; scoop
syllable, put on
index card. Model
how ai says a.
Ask st. word
meaning and
discuss. Use it in
a sentence. St.
copy word/
sentence into
word study book.
Mark word as D
syllable.
3) Teach Echo/find
letters and words
using magnetic
letter tiles, say
long a sound (TG
213-14) and have
st. write letter or
letters that make
up that sound.
Model how its a,

vowels, some
consonants, r
controlled vowels,
ai/ay vowel teams
2) Introduce new
concepts
Homophones.
Echo/tap main.
Build using
spelling options
for long a in the
middle of a
syllable (ai, a_e).
Both spellings are
correct since they
are homophones
words sound
same, different
spelling and
meaning. Discuss
definition of each.
Build others from
TG 223 same way.
(If time, read
selected silly
books with
homophones like
The King Who
Reined this week)
3) Dictation in
notebook - dictate
4 sounds, 2 review
words, 2 current
words, 2 level 2
trick words and 1
sentence. (TG

Week of: 3/7-3/11


long), some
consonants, some
trick words from
units 1 and 2,
ai/ay vowel teams.
2) Word of the
Day. (TG 216).
Use faint use
standard sound
cards to build
word using
spelling option
procedure for er,ir
and ur; scoop
syllable, put on
index card. Model
how ai says a.
Ask st. word
meaning and
discuss. Use it in
a sentence. Point
out multiple
meaning of word.
St. copy
word/sentence
into word study
book. Mark word
as D syllable.
3) Trick Words
Remind st. that
trick words will
be words that
dont follow the
spelling/phonics
rules and that they
will have to

explain what a
homophone is
Ai and a
Homophone
booklet activity
Choose two
homophones and
cut out words,
definitions and
sentences and
glue on
construction paper
to make
Homophone book.
Then draw and
color pictures to
match

Teacher Name: Stephanie Cohen


3) Trick Words
Remind st. that
trick words will
be words that
dont follow the
spelling/phonics
rules and that
they will have to
memorize.
Present wk 1 trick
word (great)
through st. sky
writing and saying
orally. (TG 217).
When possible,
have st. verbalize
why it doesnt fit
the normal
pattern, if
possible. Then
have st. write in
word study
notebook.

Grade: 2

a_e, ai and ay.


Use spelling option
procedure (try ai
and ay) to build
words on SB while
st.try to build with
tiles. Play what
letter(s) say a? Ay
is always used at
the end of words.
Dictate several
words ending in ay
from TG 222-223.
Build bait and
mate same
sound but
different spelling
long a sound can
be ai or a_e in the
middle of a
syllable. Build
case try ai
and a which
looks right? Build
paint use ai
because there are
2 consonants after
the vowel.
4) Dictation dry
erase use blank
white board page
with syllable frame
in smartpal to
dictate 3 sounds,
3 current words, 3
level 2 trick words.

221-3). St. repeat


dictation, tap
(remind st. they
can tap
multisyllable
words to help spell
each syllable,
except trick
words), orally
spell, write (finger
write trick words
first) and then
mark up. Whole
class then
proofreads and
check using
correcting pencils.
Reinforce concepts
as needed within
class.

Week of: 3/7-3/11


memorize.
Present wk 1 trick
word (country)
through st. sky
writing and saying
orally. (TG 217).
When possible,
have st. verbalize
why it doesnt fit
the normal
pattern, if
possible. Then
have st. write in
word study
notebook.
4) Dictation in
notebook - dictate
4 sounds, 2 review
words, 2 current
words, 2 level 2
trick words and 1
sentence. (TG
221-3). St. repeat
dictation, tap
(remind st. they
can tap
multisyllable
words to help spell
each syllable,
except trick
words), orally
spell, write (finger
write trick words
first) and then
mark up. Whole
class then

Teacher Name: Stephanie Cohen

Assessment:
Anecdotal Notes
Math
1:15-2:15

Objective:
SWBAT: Use base10 blocks to find
partial sums and
build readiness for
partial-sums
addition
Standard(s):
2.NBT.9, 2.NBT.5,
2.NBT.7, 2.NBT.1

Grade: 2

(TG 221-23). St.


repeat dictation,
tap (remind st.
they can tap
multisyllable
words to help spell
each syllable,
except
trickwords), orally
spell, write (finger
write trick words
first) in syllable
frames and then
on grid and then
mark up. Remind
them to use
spelling option
procedure for /er/
sounds. Whole
class check as you
go using SB grid.
Assessment:
Dictation

Week of: 3/7-3/11


proofreads and
check using
correcting pencils.
Reinforce concepts
as needed within
class.

Assessment:
Dictation

Assessment:
Dictation

Assessment:
Anecdotal Notes

Objective:
SWUT: Partialsums is another
strategy to solve
multi-digit addition
problems

Objective:
SWBAT: Complete
an open response
problem

Objective:
SWBAT: Compare
strategies and
revise their work

Standard(s):
2.NBT.1, 2.NBT.3,
2.NBT.5, 2.NBT.7
and 2.NBT.9

Standard(s):
2.OA.1, 2.NBT.5,
2.NBT.7

Standard(s):
2.OA.1, 2.NBT.5,
2.NBT.7

Objective:
SWBAT: Build
arrays on
geoboards,
measure and
compare lengths,
and create shapes.
Standard(s):
2.OA.4, 2.NBT.2,
2.MD.1, 2.MD.4,
2.G.1

Teacher Name: Stephanie Cohen


Activity:
Lesson 6.7: Partial
Sums Addition Part
1 Adding Using
Base-10 Blocks
Mental Math-Quick
look cards 81, 86
and 109
Math MessageSolve 2-digit
addition problems
Share strategies
for solving 2-digit
addition problems
Finding Partial
Sums with Base10 Blocksrepresent addends
with base-10
blocks and
combine the
blocks to find the
sum
Practice finding
partial sums with
base-10 blocks
(Math Journal page
155)
Solving Number
Stories (Math
Journal page 156)
Math Boxes page
157
Assessment:
Math Journal page
155

Grade: 2

Activity:
Lesson 6.8: Partial
SumsAdditionPart2
MentalMath
MathMessage
represent2digit
numberswithbase10
blocksandexpanded
form
UsingExpandedform
tofindpartialsums
EstimatingandAdding
withPartialSums
practiceusingpartial
sumsadditionanduse
ballparkestimatesto
checkthattheir
answersmakesense
(Journalpage158)
PlaySalute!
MathBoxes(Journal
page159)

Week of: 3/7-3/11

Activity:
Lesson 6.9, Day 1:
Subtracting with
Base-10 blocks

Activity:
Lesson 6.9, Day 2:
Subtracting with
Base-10 blocks

Mental Math and


Fluency

Setting
ExpectationsReview open
response problem
and discuss how to
clearly represent
their solutions
with base-10
blocks

Math MessageSolve a
subtraction
number story
(Journal page 160)
Sharing
Strategies-discuss
strategies they
can use to solve a
subtraction
number story
Solve the Open
Response
Problem-invent
strategies to solve
a subtraction
problem using
base-10 blocks

Reengaging the
problem-discuss
different ways of
representing
subtraction using
base-10 blocks
Revising Workimprove their
drawings and
explanations
Math Boxes
(Journal page 161)

Activity:
Lesson 6.10:
Exploring Arrays,
Lengths and
Shapes
Mental Math-Quick
Look Cards 98,
103 and 118
Math Messagedetermine the
number of objects
in an array
Explorations
A-Making
Geoboard Arrays
B-Comparing
Lengths (Journal
page 162)
C-Making Shapes
Play Beat the
Calculator
Math Boxes
(Journal page 163)

Assessment:
Math Journal page
158

Assessment:
Open Response

Assessment:
Open Response

Assessment:
Math Journal
pages 162-163

Teacher Name: Stephanie Cohen


Flex
2:55-3:10

Grade: 2

Objective:
SWBAT: Continue
noticing
relationships,
playful language
and accumulating
the text

Objective:
SWBAT: Continue
noticing
relationships,
playful language
and accumulating
the text

Objective:
SWBAT: Celebrate
a peers birthday

Standard(s):
R.L.2.3

Standard(s):
R.L.2.3

Standard(s):
N/A

Activity:
Continuetoread
"MinnieandMoogo
Dancing"
Addtotchartiflearn
aboutcharacters
Noticeliterary
language
AccumulateText
Modelpartnertalk

Activity:
Finishi"Minnieand
MoogoDancing"
Addtotchartiflearn
aboutcharacters
Noticeliterary
language
AccumulateText
Modelpartnertalk
TalkaboutLessonof
Story
Assessment:
Anecdotal Notes
Homelink 6.8
Read and Log 20
minutes
Unit 10 Dictation

Assessment:
Anecdotal Notes
Homelink 6.7
Read and Log 20
minutes

Week of: 3/7-3/11


Objective:
SWBAT: Become
more of a part of
the classroom
community

Activity:
Birthday Book
Read Aloud

Objective:
SWBAT: Present
information from
non-fiction book
report and listen
to other peers
present their
information
Standard(s):
S.L. 2.1, S.L.2.2,
S.L. 2.3, S.L. 2.4,
S.L.2.6, L.2.1
Activity:
Share non-fiction
book reports

Assessment:
Anecdotal Notes

Assessment:
Anecdotal Notes

Assessment:
Anecdotal Notes

Homelink 6.9 Part


1
Read and Log 20
minutes
Unit 10 Word Sort

Homelink 6.9 Part


2
Read and Log 20
minutes
Unit 10 Word Hunt

Read and Log 20


minutes

Standard(s):
N/A
Activity:
Community
Building Game