11:05-11:25 Recess 11:25-11:50 Lunch

9:00-9:10 Morning Announcements

Content Objectives

1.5 identify + as a symbol for addition and = as a symbol for equality; recall & state orally the basic addition facts for sums with the two addends to 18 or less; 1.4 given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from 3 quantities:1 digit, 2 digit, 3 digit (e.x. 5, 50, 500) TSW also explain the reasonableness of the choice.

SOL: 1.1i observations and data are recorded, analyzed, communicated orally with simple graphs, pictures, written statements and numbers.
1.7A,B seasonal change (plants): observe & chart changes in plants, including budding, growth & losing leaves. Recognize in what season budding & losing leaves will occur; 1.3 National Holidays TSW understand contributions of Christopher Columbus and the importance of the holiday. Observed in October.

Language Objectives

Mix up the calendar and see if the students can fix. Change one or two of the numbers this week. Investigations
Days of the week/months, rote counting, problem of the day, money, Number talks

*TSW be able to identify and explain in large/small groups when a tree grows, buds and wilts or loses leaves. *TSW be able to share with partners the importance of Christopher Columbus holiday.

SOL 1.5c,d identify letters, words, punctuation and read their own writing. SOL 1.7A,B use semantic clues and syntax to expand vocabulary through use of words, phrases, sentences and will also use titles and pictures.
letters, words, phrases, sentences punctuation

SOL 1.12 TSW form letters accurately. Space words within sentences. SOL 1.13 TSW write to communicate ideas for a variety of purposes.

SOL 1.6a
Apply beginning consonants for VC & CVC words using the /an/ family SOL 1.11 ABC order organize words by first letter with only 34 words.

Key Vocabulary

Addition/subtraction Equal Magnitude Estimate About how much About how many Size Set
*develop an understanding of the order of magnitude (size) of whole numbers and use this knowledge to estimate quantities. *Select a reasonable order of magnitude for a given set from three given quantities 1-digit, 2-digit, 3-digit numeral in a problem solution. *students should be given opportunities to estimate a quantity *Magnitude refers to the size of a set. *develop and understanding of the addition and subtraction relationship *Develop addition/subtraction strategies for recall. *Develop # fluency

Graph/Data observations summer, winter, fall, spring budding, growth, losing leaves plants compare contrast predict Social Studies Vocab: holiday
*observe and chart changes in plants, including budding, growth and losing leaves. Recognize in what season budding and losing leaves will most likely occur. *predict how an outdoor plant would change through the seasons. *compare and contrast how some common plants (oak trees, pine trees, and lawn grass) appear during the summer and winter. *observations and data are recorded, analyzed, communicated orally with simple graphs, pictures, written statements and numbers. *Columbus Day: This is a holiday to remember Christopher Columbus, who is given credit for discovering America. This holiday is observed in October.

Ideas Brainstorm purpose

Consonant Vowel ABC order First letter

apply knowledge of word patterns to decode unfamiliar words by recognizing word patterns, such as CVC using onsets and rimes to create, read, and spell new words that include blends, such as the l and r blends, and digraphs, including ch, sh, th, and wh use the vowel patterns CVC, VC, and CVCC to decode and spell single syllable words

Essential Questions Knowledge

Read a calendar to locate a given day or date. Identify the months of the year. Identify the seven days in a week. Determine the days/dates before and after a given day/date (e.g., yesterday, today, tomorrow). Determine the date that is a specific number of days or weeks in the past or in the future from a given date, using a calendar. Identify specific dates (e.g., the third Monday in a given month).

*demonstrate concept of word

by tracking print from left to right and top/bottom. *identify letters, words, sentences and ending punctuation. *differentiation between letters and words by recognizing spaces between words in sentences. *read their own writing. *Use the sentence-level context as a clue to the meaning of words and phrases. *use pictures to confirm vocabulary choice. *notice when words or sentences do not make sense in context. *Use titles and pictures to make predictions about text
Harcourt Basal lessons

*use appropriate pencil grip. *use manuscript letter formation. *print all upper/lowercase letters. *use manuscript number formation *space words in sentences. *apply the alphabetic principle while writing unfamiliar words. *Generate ideas for writing and purpose.
Four Square

Materials

SMARTboard

Investigations/Envision

*Famous People Books/Scholastic News

*Harcourt S.Studies Text

Spelling lists Basal lessons

3:00-3:20 Silent Sustained Reading/Read Aloud

2:15-3:00 Specials and Planning Period

8:30-9:00 Morning Work

9:10-9:20 Math Warm-up /Calendar Meeting SOL 1.11 Use correct calendar language (months, days, etc.)

9:20-10:20 Math

10:20-11:05 Science/ Social Studies

11:50-12:50 Reading Workshop

12:50-1:50 Writing Workshop

1:50-2:15 Word Work

Day 1 Plans

Math
Warm-up: Dot Cards

Science
Warm-up/Review: On Friday, we went on a fall walk. Today we will count the items in our bags and think of additional signs of fall. Anticipatory set/building background: Use the Fall book by scholastic. Great pictures! Independent: Have the students count the leaves/acorns and staple to the paper. Then they will complete the activity with a sentence. Heres what I found on my fall walk

Lesson Focus/Guided Practice: Students listen to, retell, and solve several addition and subtraction story problems as a class. Students are introduced to the procedures for working on story problems. Page 27-28 Student Practice Book Small groups weekly focus skills while teacher is pulling small groups
Mystery boxes (Counting) Pizza Tally (Counting) Parking Lot (Addition) Teach: Inside/Outside to small groups with recording sheet (Addition) Addition Scales (Addition) Closing: Have students (2-3) share samples of hard work this week.

Reading
Warm-up: Setting the Purpose for reading It is important to think about why you want to read a story. Building Background/Anticipatory set: We have talked about letters- what makes a word? A sentence? This week we will use the words, letters, phrases and sentences as context clues. Set the background for the story of the week. Lesson Focus: Using letters, words, sentences to make sense of reading. Guided Practice: Write the sentences out with students and try to find the covered word. Change the names and add additional sentences. Examples: Khalil sees

Writing and Word Work

In writing: We will focus on composing writing and staying on topic this week using FourSquare lessons 6-10. Practice making the window fold to use for four square. Warm-up: Give each student a bag of letter crackers. They will sort consonant/vowels in the bag. Then the students will work on the current /an/ family. Building Background: Introduce the spelling word list and make connections to the words. Where have the students heard these words? Lesson Focus: Applying phonics CVC &VC using the an family. Make word wall word flashcards for their binders.

his dog _____ its tail. (wag) Aniya will wake up in the _____. (morning) Chauncey hit the ball with a ____. (bat) Faith ran to first _____. (base) Aiden went down the _____. (slide) Liam and Rachel like to dig in the ____. (sand)

Day 2 Plans

Math
Warm-up Make todays number the students generate ways to do
this.

Science
Warm-up/Review: Discuss the changes in the plants. Independent Practice: Give the Four Seasons assessment. Have the students put their offices up to be sure that they understand the concepts themselves.

Anticipatory set:

Guided Practice:
Small groups: All stations will review counting/addition skills with different manipulatives.
Mystery boxes, Pizza Tally, Parking Lot, Teach: Inside/Outside to small groups with recording sheet Closing: Have students (2-3) share samples of hard work this week.

Review concepts from the assessment and reteach any misconceptions that the students may have. If there are no misconceptions complete the unit as a class by wrapping up what the students have learned about the four seasons. Or complete a four-season sort with the pocket charts.

Reading
Warm-up: Setting the Purpose for reading It is important to think about why you want to read a story. Read the big book Sometimes discuss parts of the book: title, title page, author, illustrator briefly. Model setting a purpose for reading. Make text to self connections and model for this story. P.95 strategies that work

Writing and Word Work

In writing: We will focus on composing writing and staying on topic this week using FourSquare lessons 6-10. Warm-up: Read the spelling words as a class.

Building Background/Anticipatory set: Sam and the Bag make an observation chart tell the children that they are going to read a story about cats.
Lesson Focus: Using letters, words, sentences to make sense of reading. Mini Lesson: Whole group echo reading of story in the text and finding our words to remember vocabulary words: and, in, oh, yes Have them point to the words in the sentences. Begin small reading groups with on level, below level, advanced word power sheets while other students are going to stations. Cloze activity plug it in strategy. With the blank.

Anticipatory set: Can anyone use the word ___________ in a sentence?

Lesson Focus: Applying phonics CVC &VC using the an family. Guided Practice:

Complete an family worksheet.

Find word wall words in students dictionaries for words they will use when they write.

Day 3 Plans

Math
Warm-up Dot cards
Anticipatory set: Great Estimations book Guided Practice: As a class we will read through the book and train our eye to making better estimations looking at the magnitude of numbers. Guided practice: Pumpkin Circumference Discussion The students will
estimate how many seeds they think are in the pumpkin. Show a picture of 3, 30, and 300 seeds. Then the students will think about the circumference 3 inches, 30 inches, 300 inches so they can see the reasonableness. Have the discussions as a class for estimates. Fill out half-sheets we will determine actuals tomorrow.
Small groups: All stations will review counting/addition skills with different manipulatives. Mystery boxes, Pizza Tally, Parking Lot, Teach: Inside/Outside to small groups with recording sheet

Social Studies
Building Background: Use a K-W-L chart with the students see what they already know or remember about Christopher Columbus. Anticipatory Set: Read a short story about Christopher Columbus. Have the students color Christopher Columbus in the famous people book. Discuss Vocabulary for the word holiday. Make a web of the word Holiday and see what the students know about this word.

Closing: Have students (2-3) share samples of hard work this week.

Reading
Warm-up: Setting the Purpose for reading It is important to think about why you want to read a story. Read the big book Sometimes discuss parts of the book: title, title page, author, illustrator briefly. Model setting a purpose for reading. Make text to self connections and model for this story. P.95 strategies that work

Writing and Word Work

In writing: We will focus on composing writing and staying on topic this week using FourSquare lessons 1-5. Begin HWT pencil pick-ups. Warm-up: Flash the letter cards and talk about consonant or vowel. Distinguishing the difference. Building Background: Introduce the spelling word list and make connections to the words. Where have the students heard these words? Lesson Focus: Applying phonics CVC &VC using the an family. Guided Practice: The students will generate a list of at family words for the word family house chart. Computer lab http://www.starfall.com/n/make-aword/an/load.htm?fIndependent Practice: The students will generate other words that have the an family in them by using an -an web from Enchanted Learning website. Or the house http://teachers.net/gazette/MAY03/images/wordfamilyhouse.pdf

Building Background/Anticipatory set: We have talked about letters- what makes a word? A sentence? This week we will use the words, letters, phrases and sentences as context clues.
Mini Lesson Focus: Predicting outcomes using pictures, text and titles. Use the text Sam and the Bag Questions to ask: Do I use words and letters I know to help me with words that I dont know how to read yet? Do I go back and correct myself when I realize that I have read a word incorrectly?

Day 4 Plans

Math
Assess addition: with stations or Quick check from investigation for addition Anticipatory set: Briefly review the book Great Estimations Warm-up : Dot cards

Social Studies
Warm-up/Review: Have the students open their famous people book and write on the following side the important facts about Christopher Columbus Holiday. Building Background: Discuss precipitation in winter and summer. What are some signs of these seasons? Lesson Focus: comparing and contrasting how common plants appear during summer and winter. Guided Practice: We will take a nature walk to find how common plants appear during the fall. The students will bring back an object or item from their fall walk to relate. Contact paper for the leaves. This is the season that loses leaves and plants wilt.

Guided practice: Pumpkin Circumference Discussion The students will estimate how many seeds they think are in the pumpkin. Show a picture of 3, 30, and 300 seeds. Then the students will think about the circumference 3 inches, 30 inches, 300 inches so they can see the reasonableness. Have the discussions as a class for estimates. Determining actual numbers from the students estimations and having further discussions of the reasonableness.
Closing: Have students (2-3) share samples of hard work this week.

Reading
Warm-up: Setting the Purpose for reading It is important to think about why you want to read a story. Read the big book Sometimes discuss parts of the book: title, title page, author, illustrator briefly. Model setting a purpose for reading. Make text to self connections and model for this story. P.95 strategies that work In writing:

Writing and Word Work

Warm-up: Flash the letter cards and talk about consonant or vowel. Distinguishing the difference.

Building Background/Anticipatory set: We have talked about letters- what makes a word? A sentence? This week we will use the words, letters, phrases and sentences as context clues.
Mini Lesson Focus: Grammar review sentences. Model complete sentences, drafting-suggestion write on every other line to model room for revising. Guided practice: Draw the beginning of a simple outline of a cat on the board. Have students help finish it. They may make their own chalk drawing on black paper and have them finish the sentence frame The cat has___________.

Building Background: Introduce the spelling word list and make connections to the words. Where have the students heard these words?
Lesson Focus: Applying phonics CVC &VC using the an family. Independent Practice: The students will generate other words that have the an family in them by using an -an web from Enchanted Learning website.

Day 5 Plans

Math
Warm-up: Play start to get with game.
A simple exemplar that uses the idea of joining two parts discuss and review ways or strategies to solve problems. This will be a whole group activity with the remaining time as small group. This will not be used as a check but rather a lesson on basic problem solving using addition since we are working on representation of counting and using math symbols to write a number sentence. See student Activity Book pages 31-34 for more ideas.

Social Studies
Guided Practice: The students will complete a timeline of Christopher Columbus that will help understand the contributions he made to finding America. This will be done as a class in their famous people books. Also, we will read our Scholastic News and the students for independent practice will work on the reverse side. There are comprehension questions about Christopher Columbus life.

Review/Assessment:
Closing: Have students (2-3) share samples of hard work this week.

Reading
Early Dismissal at 1:00 p.m.

Writing and Word Work

The students will have their word wall assessment and spelling diction assessment. Early Dismissal at 1:00 p.m.

SIOP Features/Reflection
Are you able to check criteria off from each of these six SIOP features for your lesson plans? Preparation __Adaptation of Content __Links to Background __Links to Past Learning __Strategies Incorporated Scaffolding __Modeling __Guided Practice __Independent Practice __Comprehensible Input Grouping Options __Whole Class __Small Groups __Partners __Independent

Integration of Processes __Reading __Writing __Speaking __Listening

Application __Hands-on __Meaningful __Linked to objectives __Promotes engagement

Assessment __Individual __Group __Written __Oral