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Monday, January 30th

Objectives: 4.6.6 - Determine Important information to support main idea, opinions and conclusions 4.6.7 -
Summarize a nonfiction reading selection, using important details. 4.6.11- Identify the main idea.
4.6.10 Explain authors purpose 4.7.1 Produce clear and coherent writing in which the development
and organization are appropriate to the task, purpose, and audience. 4.1.1a Present accurate
directions 4.1.1b Use evidence to support opinions 4.4.1 Use context to clarify meanings of unfamiliar
words and phrases. 4.4.2 Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
4.4.3 Use word reference materials, including glossary, dictionary, and thesaurus.
*I can statement can be referenced on students reading contract.

Reading Using the above objectives go over the One Book One Classroom contract and
/Whole Group discuss
Go over vocabulary (binge, thrives, routine, anxiety, sacrifice) Fluency week -
read story - Summer can feel so long!
Go over suffixes and prefixes
TIDES reading log

Differentiation/ Box activity differentiated by need -


Personalized Books per classroom based on need and ability.
Learning Reading and rereading for students that need added support.
Extension - box activity extensions weekly
-Nonfiction reading choices and activities

Word Study Review Week


-ment ( result of) -ness (state of being)
-able (able to) -ible (able to)
-Dictionary study skills (def, prefixes, suffixes, ABC order)

Guided Read to self Library


Reading Independent / Writing: - Dictionary Skills - (def, prefixes, suffixes, ABC order and guide guides /
Vocabulary synonyms
Achieve3000 - Rule 40: Fair or Not Fair, A Birthday Party for Lincoln
Meet w/ teacher - Fluency

Writing Monday/Tuesday plans -


Anticipatory set/ prior knowledge- Continue to write the Oregon Trail Performance task. Go
Performance through the writing process - , self edit, peer edit, self revisions, peer revisions, teacher edit, publish
task in Wixie!. Remember this will show how well you are developing and growing as readers and
writers.
end of unit 2
Vocabulary:performance, migrate, pioneers
Procedures/Guided Practice- Continue with the writing process.
Closure: Share with a partner the growth you are making as a writer.
Cognitive level: evaluate and synthesize
Assessment: Teacher Observation, written notes, verbal sharing, final product

Homework: Contract
Tuesday, January 31st
Objectives: 4.6.6 - Determine Important information to support main idea, opinions and conclusions 4.6.7 -
Summarize a nonfiction reading selection, using important details. 4.6.11- Identify the main idea.
4.6.10 Explain authors purpose 4.7.1 Produce clear and coherent writing in which the development
and organization are appropriate to the task, purpose, and audience. 4.1.1a Present accurate
directions 4.1.1b Use evidence to support opinions 4.4.1 Use context to clarify meanings of unfamiliar
words and phrases. 4.4.2 Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
4.4.3 Use word reference materials, including glossary, dictionary, and thesaurus.
*I can statement can be referenced on students reading contract.

Reading Using the above objectives go over the One Book One Classroom contract and
/Whole discuss
Group/Writing Go over vocabulary Fluency week -read story - Summer can feel so long!
Go over suffixes and prefixes
TIDES reading log

Differentiation/ Box activity differentiated by need


Personalized Books per classroom based on need and ability.
Learning Reading and rereading for students that need added support.
Extension - box activity extensions weekly
-Nonfiction reading choices and activities

Word Study -ment ( result of ) -ness (state of being)


-able (able to) -ible (able to)
-Dictionary study skills (def, prefixes, suffixes, ABC order)

Guided Read to Self (Box) Brain Pop


Reading Independent / Writing- Vocabulary - Word Work practice -Dictionary study skills (def, prefixes,
suffixes, ABC order and guide words) / Vocab - antonyms
Achieve3000 - ARule 40: Fair or Not Fair, A Birthday Party for Lincoln
Meet w/ teacher - Main Idea & Detail - p7 Waves

Writing Monday/Tuesday plans -


Anticipatory set/ prior knowledge- Continue to write the Oregon Trail Performance task. Go
Follow through the writing process - , self edit, peer edit, self revisions, peer revisions, teacher edit, publish
in Wixie!. Remember this will show how well you are developing and growing as readers and
Performance
writers.
task end of
Vocabulary:performance, migrate, pioneers
Unit 2
Procedures/Guided Practice- Continue with the writing process.
Closure: Share with a partner the growth you are making as a writer.
Cognitive level: evaluate and synthesize
Assessment: Teacher Observation, written notes, verbal sharing, final product

Homework: Reading Contract


Wednesday, February 1st
Objectives: 4.6.6 - Determine Important information to support main idea, opinions and conclusions 4.6.7 -
Summarize a nonfiction reading selection, using important details. 4.6.11- Identify the main idea.
4.6.10 Explain authors purpose 4.7.1 Produce clear and coherent writing in which the development
and organization are appropriate to the task, purpose, and audience. 4.1.1a Present accurate
directions 4.1.1b Use evidence to support opinions 4.4.1 Use context to clarify meanings of unfamiliar
words and phrases. 4.4.2 Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
4.4.3 Use word reference materials, including glossary, dictionary, and thesaurus.
*I can statement can be referenced on students reading contract.

Reading Using the above objectives go over the One Book One Classroom contract and
/Whole discuss
Group/Writing Go over vocabulary Fluency week - read story - Summer can feel so long!
Go over suffixes and prefixes
TIDES reading log

Differentiation/ Box activity differentiated by need


Personalized Books per classroom based on need and ability.
Learning Reading and rereading for students that need added support.
Extension - box activity extensions weekly
-Nonfiction reading choices and activities

Word Study -ment ( result of ) -ness (state of being)


-able (able to) -ible (able to)
-Dictionary study skills (def, prefixes, suffixes, ABC order)

Guided Read to Self (Box) Brain Pop


Reading Independent / Writing- Vocabulary - Word Work Practice - 4 square / Voca - sentences
Achieve3000 - Rule 40: Fair or Not Fair, A Birthday Party for Lincoln
Meet w/ teacher - Main Idea & Detail p8 - Currents

Writing Monday/Tuesday plans -


Anticipatory set/ prior knowledge- Continue to write the Oregon Trail Performance task. Go
Follow through the writing process - , self edit, peer edit, self revisions, peer revisions, teacher edit, publish
in Wixie!. Remember this will show how well you are developing and growing as readers and
Plans Unit
writers.
Vocabulary:performance, migrate, pioneers
Procedures/Guided Practice- Continue with the writing process.
Closure: Share with a partner the growth you are making as a writer.
Cognitive level: evaluate and synthesize
Assessment: Teacher Observation, written notes, verbal sharing, final product

Homework: Reading Contract


Thursday February 2nd
Objectives: 4.6.6 - Determine Important information to support main idea, opinions and conclusions 4.6.7 -
Summarize a nonfiction reading selection, using important details. 4.6.11- Identify the main idea.
4.6.10 Explain authors purpose 4.7.1 Produce clear and coherent writing in which the development
and organization are appropriate to the task, purpose, and audience. 4.1.1a Present accurate
directions 4.1.1b Use evidence to support opinions 4.4.1 Use context to clarify meanings of unfamiliar
words and phrases. 4.4.2 Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
4.4.3 Use word reference materials, including glossary, dictionary, and thesaurus.
*I can statement can be referenced on students reading contract.

Reading Using the above objectives go over the One Book One Classroom contract and
/Whole discuss
Group/Writing Go over vocabulary Fluency week - read story - Summer can feel so long!
Go over suffixes and prefixes
TIDES reading log

Differentiation/ Box activity differentiated by need


Personalized Books per classroom based on need and ability.
Learning Reading and rereading for students that need added support.
Extension - box activity extensions weekly
-Nonfiction reading choices and activities

Word Study -ment ( result of ) -ness (state of being)


-able (able to) -ible (able to)
4 square

Guided Read to Self (Box) Brain Pop


Reading Independent / Writing- Vocabulary - 4 Square - with a different word / Vocab - study
Achieve3000 - Rule 40: Fair or Not Fair, A Birthday Party for Lincoln
Meet w/ teacher - Main Idea & Detail p 9 Tides

Writing Monday/Tuesday plans -


Anticipatory set/ prior knowledge- Continue to write the Oregon Trail Performance task. Go
Follow through the writing process - , self edit, peer edit, self revisions, peer revisions, teacher edit, publish
in Wixie!. Remember this will show how well you are developing and growing as readers and
Performance
writers.
Task end of
Vocabulary:performance, migrate, pioneers
unit 2
Procedures/Guided Practice- Continue with the writing process.
Closure: Share with a partner the growth you are making as a writer.
Cognitive level: evaluate and synthesize
Assessment: Teacher Observation, written notes, verbal sharing, final product

Homework: Reading Contract


Friday February 3rd
Objectives: 4.6.6 - Determine Important information to support main idea, opinions and conclusions 4.6.7 -
Summarize a nonfiction reading selection, using important details. 4.6.11- Identify the main idea.
4.6.10 Explain authors purpose 4.7.1 Produce clear and coherent writing in which the development
and organization are appropriate to the task, purpose, and audience. 4.1.1a Present accurate
directions 4.1.1b Use evidence to support opinions 4.4.1 Use context to clarify meanings of
unfamiliar words and phrases. 4.4.2 Use knowledge of roots, affixes, synonyms, antonyms, and
homophones. 4.4.3 Use word reference materials, including glossary, dictionary, and thesaurus.
*I can statement can be referenced on students reading contract.

Reading Using the above objectives go over the One Book One Classroom contract and
/Whole discuss
Group/Writing Go over vocabulary Fluency week - read story - Summer can feel so long!
Go over suffixes and prefixes
TIDES reading log

Differentiation/ Box activity differentiated by need


Personalized Books per classroom based on need and ability.
Learning Reading and rereading for students that need added support.
Extension - box activity extensions weekly
-Nonfiction reading choices and activities

Word Study Assessment for -ment, -ness, -able, -ible (Summative)

Guided Read to Self (Box) Brain Pop


Reading Independent / Writing- Vocabulary - Assessments
Achieve3000 - Rule 40: Fair or Not Fair, A Birthday Party for Lincoln
Meet w/ teacher - Main Idea & Detail take ppp7-9 and create a summary

Writing Monday/Tuesday plans -


Anticipatory set/ prior knowledge- Continue to write the Oregon Trail Performance task. Go
Performance through the writing process - , self edit, peer edit, self revisions, peer revisions, teacher edit, publish
Task end in Wixie!. Remember this will show how well you are developing and growing as readers and
writers.
of unit 2 Vocabulary:performance, migrate, pioneers
Procedures/Guided Practice- Continue with the writing process.
Closure: Share with a partner the growth you are making as a writer.
Cognitive level: evaluate and synthesize
Assessment: Teacher Observation, written notes, verbal sharing, final product

Homework: Have a safe, fun weekend!