First Grade Lesson Plans Date___2/29/2012___

Greenwald, Holter, Pace

7:15 - 7:40 Arrival and Announcements AM Work: Number activity Group 1 Shop for Books Notes: Bill manages front of room. Attendance, breakfast chart, lunch count. MP manages back of room. Attendance, breakfast chart, book shopping, trash.

7:40 - 8:00 Morning Message Objective: TLW use new words and decoding skills to read the text fluently. Curricular Connections: VSC 1.B.1 Identify letters and corresponding sounds 1.B.2Decode words in grade-level texts 1.C2c Read sight words automatically, such as have, said, where, two HOQ: How does thinking about letters and their sounds help us to read words? Why is it important that the words in a sentence make sense? How can you be sure it does make sense? What does punctuation tell us about the sentence? EU: Reading and Writing are connected. Assessment: Do students ID WWW correctly? Are students able to blend the focus sounds? What exceptional skills/vocab awareness do students demonstrate? Which students struggle with the focus sounds? Teaching notes: Do you have a favorite character in a story? I do, it is Frog in Arnold Lobels Frog and Toad stories. Frog and Toad are very different from each other. Who decides a characters traits?

Differentiation Greenwald: Lead Holter: Finish clean up, teachers onto Fast Math ( Morgan, Royce) Sit with Michael and Robert. Write on dry erase board to have them interact continually through message. Pace: Pace will be pulling students benchmark for reading.

8:00 - 8:20 Calendar Objective: TLW use a calendar to measure time. TLW identify/describe the VALUE of the digits in a two digit number. TLW compare two digit numbers. TLW represent numbers in a variety of ways. Curricular Connections: VSC 3A1a Read a calendar to identify days of the week and months of the year. EU: Math describes our world.

Assessment: Students accurately record time on the calendar. Students uses correct symbols to relate

First Grade Lesson Plans Date___2/29/2012___

Greenwald, Holter, Pace

comparisons between two digit numbers. Students use pictures to show expanded notation. Students place correct amount of tens and ones (money) to show value. HOQ: What strategies are you using to...? How will you begin this problem? How is this problem like others we have solved? How does this problem relate to real life? How can you use manipulatives to show this problem? What patterns do you see? Differentiation Greenwald: Monitor groups working. Holter: Fast Math Day 3 group. Monitor groups. Pace: Monitor groups working. Focus on struggling learners. Whole Group Info/Activity: Students teachers lead small group calendar math activities: 1. Calendar 2. Place Value 3. Number Chat 4. Fact Family

8:20 - 8:50 Read Aloud Objective: TLW recall important details from the story in order to describe the character. TLW use evidence from the text to support their thinking. Curricular Connections: 1.RL.3. Describe characters using key details. (1.RL.4 Identify words and feelings that suggest feelings or appeal to the senses. As words and phrases arise, particularly to describe the characters and their emotions.) (1.RL.9 Compare and contrast the adventures and experiences of characters in the story.This is a long range goal.) HOQ: How would you describe the characters? What details illustrate their character? EU: Words and pictures tell ideas.

Assessment: Are students able to supply a description? Do students record the evidence to support that description? Which students struggle with providing a description/evidence. Struggling students will be kept on carpet tomorrow to find descriptors together/ with teacher support. Whole Group Info/Activity: Remind students we have been discussing character traits, particularly with Stanley. Today we will use what we have done with the artwork and with Stanley to describe characters in a new story. We will be listening for what the characters SAY and DO that gives evidence of the description.

First Grade Lesson Plans Date___2/29/2012___

Greenwald, Holter, Pace

Read the Frog and Toad book. Focus on Frog and the character trait caring. Ask students to look for evidence in the story that shows that Frog is caring. After reading, record one example. Divide the group into thirds. Teachers each take a group to complete a small chart. Return to the whole group to share results. Differentiation Greenwald: Monitor Dayvion for behavior. Holter: Lead Walk with Michael to help him focus. Pace: Walk with Robert as a reader and writer.

8:45 - 9:30 Independent/Small Group Time Objective: TLW read just right texts. Curricular Connections: Common Core 1.RFS.4 Read with sufficient accuracy and fluency to support comprehension. HOQ: What strategies are you using to help you read? Differentiation: Greenwald: Put Evan, Mariama, Nalea, Jamal on Lexia. - Stress decoding strategies for unknown words. Comprehension Strategies: decide on character traits supported with evidence Pull: Level H/I (Deborah, Waylin, Michael S, Aden, Vision, Royce)- not pulled Wed Holter: Put Nevaeh T, Christian, Michael O on Lexia. Level G Group(Dayvion, Dijon, Hailey, Rileigh, TyQuan) (In read to self) Independantly they will complete a character chart citing evidence to defend given description. (What the character says and does to show it.) Pace: Put Robert on Lexia. Pull Level J Group: Kamilah, Kyle, Hannah Review ways we can learn about a character (says,does, thinks and what other characters say). Continue reading Zeke Takes a Bath. Discuss noted questions. Record details and descriptive words on chart. Encourage students to use character trait language. EU: Readers learn to read by reading. Assessment: Listen to reading. Conferencing Running Records Class responses during reading closure. Whole Group Info/Activity: N/A

Pull: Level K Group (Alyssa, Ava, Franklin, Jacky, Trenisha, Tyler, Zachary) Check in on their reading journals. Pull Evan, Mariama, Read: Nalea, Jamal Level E/F The Three Bears ID strategies used to decode unknown words. Replace their Lexia Comprehension Strategy: Name

Pull: Level B Group: Robert Running Record on Here is

First Grade Lesson Plans Date___2/29/2012___ spots.

Greenwald, Holter, Pace

important characters in the story. Discuss descriptions/evidence of Wed call characters in the story. Complete Gisselle,Sophia,Gavin, a chart. Name a description of the Carter - LevelL/N character and cite evidence (What *Read shared level M does the character say? Do? that text stressing character supports the evidence) traits Pull Nevaeh T, Christian, Michael O Level E Read Little Lion. Discuss strategies as we read. Create a color word chart based on words from the story.

Hen. Writing about reading: What do you think will happen next? Word work: make HF words with magnetic letters. Discuss phonemes.

9:30 - 10:00 Writing - Pace Objective: TLW write to communicate information Curricular Connections: 1.W.2 Write informative text. EU: Pictures and words tell ideas. Assessment: Written book. Writing Rubric for project, includes: conventions, sequence, neatness, subject/verb, fluency. Student groups are based on MAPS Data. HOQ: Why did you choose to write about...? Why is it important to make your writing clear and complete? Whole Group Info/Activity: Distribute writing folders. Lucy Mini-lesson #11 Focusing on the Most Important Part: Writers Zoom In Discuss, Model, Practice

Differentiation: Greenwald: Robert, Kenneth, Michael O, Dayvion, Nalea, Christian, Aden Meet with highlighted to set goals Holter: Benjamin, Jamal, Franklin, Evan, Audrey, Gabrielle, Deborah, Michael S, Tyler, Ty Quan, Morgan, Nevaeh T, Bryce, Kamilah, Waylin, Dijon, Trenisha, Rileigh, Alyssa: Pull Benjamin, Jamal, Franklin, Evan, Audrey, and Gabriel. These students write in group. Check in with them. Pace: Hailey, Vision, Carter, Jacky, Antonio, Hannah, Kyle, Mariama, Zachary, Royce, Gavin, Sophia, Ava, Nevaeh S, Giselle. Monitor desk area

First Grade Lesson Plans Date___2/29/2012___

Greenwald, Holter, Pace

Conference and set goals with at least highlighted students. As good ideas are noted share with group. ? Self-assess tool - work through in small group. ? Share at end. Dependant on time/whole group closure opportunity.

10:00 - 11:05 Math: Objective: TLW create and read two-digit numbers. TLW identify the value of digits in a twodigit number. TLW compare two digit numbers. Curricular Connections: Common Core: 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. 1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits. EU: Math describes the world.

Assessment: Do students read the number correctly? Do students identify the value correctly? Are students able to correctly compare two two digit numbers? ID students that struggle with any part of this for focused instruction tomorrow. Note: students are grouped by MAPS data.

HOQ: How does the location of a digit effect its value? How does understanding place value help you to compare numbers?

Whole group info/activity: Place Value Activities: Students will 1. Represent given sets of objects as a numeral 2. Create a model of a numeral. 3. Show an understanding of place value positions ones, tens. 4. Describe the value of a number. 5. Compare the values of two numbers.

Differentiation: (if time allows) Greenwald: Greenwald: Ken, Deborah, Mike S, Tyler, NeveahS, Gavin, Ben, Jamal, Holter: Dijon, Waylin, Vision, Trenisha, Bryce, Aden, Kamillah, Hailey, Jacky, Pace: Focus on Christian, NevaehT, Nalea, Michael, Robert, Dayvion

First Grade Lesson Plans Date___2/29/2012___ Kyle, Hannah, Antonio, Morgan, Rileigh,Alyssa, Zach, Ava Activity: Construct Kim Sutton Place Value Odometers, Play Kim Sutton Place Value Bingo. See p.88 of Place Value Pizzza resource. Use Doc camera to display place values dice

Greenwald, Holter, Pace

Audrey, Franklin, Gabriel, Giselle, Sophia, TyQuan, Evan, TraVon, Carter W.U.Number builders woarmup. Students roll deca dice to create 2-digit number, record and read. Find smallest and largest Vocab: place value, tens, ones, largest, fewest, smallest, groups of ten. Focus ? How does the place of a digit affect its value? Play Low High Spin (pg 117 Nimble with numbers). Students spin spinners to generate numbers. They record numbers to order in an ascending sequence. Afterwards, students pick one string of numbers that they created. Write: how did understanding place value help you to think about the numbers? Pull Audrey,Bryce, Gabriel, Evan, spot check with Kamilah, Gisselle, and Waylin. Revisit Mondays game. Have students lay out tens and ones to compare and record. Closure. Review games. Ask What patterns did you notice?

Mariama Activities will be more guided. *See lesson for details

Focus ? How does thinking about a number in terms of tens and ones help us to better understand its value?

WU: Write my number Introduce rods and units (10s and 1s) Human numbers- students will hold large digit cards, talk about the number, its value, and make a model. Student practice- create numbers using spinners and make models with base 10 blocks.

11:05 - 11:35 Lunch 11:35 - 11:50 Recess 11:50 - 12:20 Phonics Lab Objective:TLW represent words with the corresponding letters sounds. EU:

First Grade Lesson Plans Date___2/29/2012___

Greenwald, Holter, Pace

Curricular Connections: Common Core: 1.RF.3 Know and apply grade level phonics. HOQ: How can these patterns help us spell words correctly?

Assessment:Watch for students actively making words. Are students able to read the words they are spelling? Whole Group Info/Activity: Students are assigned to spelling groups based on word journey assessments. Students rotate through a series of activities to reinforce the spelling pattern focus for this two-week period. Teachers will meet with small groups to highlight and reinforce the pattern, and check for understanding.

Differentiation Greenwald: Blue (silent e) group and yellow (short vowel ) groups. Monitor these groups, guide instruction as need. Holter: Green (Affricate) and Gold (Beginning blends) group. Monitor these groups, guide instruction as need. Pull Nalea, Nevaeh, Kenneth, and Dayvion (students who seem to be struggling in this group) to complete activity to the side. Monitor, asking What word are you making? What patterns have you found? Pace: Phonemic awareness: And monitor white group (r controlled vowels).

12:20 - 1:10 Encore Group A to Art Group B to Dance Team Planning To Do: Geometry Backward Map 1:10 - 2:00 TIF Block Objective: TLW use color, shape, and texture to create a Flat Stanley Curricular Connections: VSC: 3.1.c Create artworks that explore the uses of EU: Assessment: Do students participate in creating artwork? Do they use a variety of

First Grade Lesson Plans Date___2/29/2012___

Greenwald, Holter, Pace

color, line, shape, texture, form, and selected principles of design, such as pattern and repetition, to express ideas, thoughts, and feelings

materials? Do hey create shapes that compose the whole shape of a boy?

HOQ: How will you create the image of a boy?

Whole Group Info/Activity: Day 1: Introduce students to illustrations of collage. Explain that collage is a form of artwork in which the the artistcombines many types of media to create a picture. Show examples. Provide Stanley shape to begin cutting out and possibly decorating. Day 2: Complete collages.

Differentiation Greenwald: Separate Stanleys based on life style preferences Holter: Provide materials. Monitor creation of Stanley. Karkan: Character Traits Pace: Character Traits

2:00 - 2:10 Pack up and Dismissal: Meetings: MP with Denise(?) Team Planning To Do: