2017-2018 01/22/2018 - 01/22/2018

ahudson Day View

Monday 01/22/2018
Day 5

Day 5 (All Day)

RTI MEETINGS (All Day)
Morning Work 7:55am - 8:10am
Students put their name tag on their seat choice. I do not let Jaxson and Max G. sit together or Renta and Jailynn sit
together. Feel free to make changes to the lesson plans if you need to. Behavior management- I write PRIDE on the
board everyday. If the class gets too loud or is off task I erase a letter. Students also have clip charts at their seat. If
anyone is missing a clip they may get one from the "tool box" on my desk. I high light what color students are on at the
end of the day. They have a chart in their folder. I hope you have a great day.
When students come in, have them unpack, make their seat choice, lunch choice, and read an AR book.

Calendar 8:10am - 8:25am

Ask students what day is it and what special do we have. (Day 1, 2, etc) Today is day 4. We have PE. Go over today's
schedule. Go over the helper chart. (Just read the number on the Popsicle sticks). Have the lunch count helper take lunch
count. Have the teacher's helper come up and do calendar. The students will help. Then ask students what number to flip
over on the hundreds chart. After calendar take a restroom break.

eSpark 8:25am - 8:55am

reading

Phonics 8:55am - 9:15am

Unit 6 lesson 2 quiz. Spelling test

Shared Reading 9:15am - 9:35am

Text: Hairs

Connect to... Reminds me... I know... Helps me…

The little girl Emmalyn Emmalyn feels The little girl probably feels safe
climbs into climbs into my safe when she is in when she is in bed with her mom and
bed with her bed with her bed with me and she probably likes it. (emotional
mom mom (me) likes it. inference)

Guided Reading 9:35am - 10:15am

Students know which group they are in. Students stay at their station the entire time. Students should not leave their
station or go to another station. Students usually do very well. Students may choose an activity from their station's bucket.
If you have any questions ask Marlene, Jaxson, or Cooper.

Reading station- Yellow crayons- Get on Tumble books for the first 20 minutes. Username: arcola Password: books
Alphabet station- Purple crayons- Yes may do Osmo
Phonemic Awareness- Green crayons
Word work- Blue crayons- Yes they may do smelly markers

9:35-9:55- Jailynn, Ensli- Read Animal Bodie's go over the sight word has making words: bug, mug, jug, rug

9:55-10:15- Stevee, Max, Alex, Trevor- Read flying sight word: over Sound boxes: swim, stop, drop, grin, flap

RTI 10:15am - 10:45am

Student should get on Kids A-Z and my move around the room.

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2017-2018 01/22/2018 - 01/22/2018
ahudson Day View

Restroom/ Get Ready for lunch 10:45am - 10:55am

Lunch 10:55am - 11:15am
Recess/Physical Activity 11:15am - 11:45am
Read Aloud 11:50am - 12:00pm
Sneezey the Snowman

Restroom 12:00pm - 12:10pm

Math/Math Stations 12:10pm - 1:25pm
12:10-12:25
Do page 405 and 406 together.

Have children recall what they know about the terms fewer and less. Help them understand that fewer is used with things
that are countable, and less is used to compare numbers, or something that is not countable. • Ron has 19 crackers.
Minnie has 13 crackers. Who has fewer crackers? Minnie Which number is less, 13 or 19? 13 • Name another number
less than 19. Possible answers: Any number from 0 to 18 is correct. Read the following problem aloud. Then have children
use base-ten blocks to model. Which number is less, 22 or 28? Children then represent their models by drawing quick
pictures of 22 in the upper portion of the place-value chart and 28 in the lower portion of the chart. • How do you use your
models or pictures to fi nd which number is less? Possible answer: Both numbers have 2 tens, so I compare the ones. 22
has fewer ones than 28, so 22 is less than 28. • How is this like the process you used to fi nd the number that is greater?
Possible answer: In both cases, you compare the tens fi rst. If the tens are the same, you compare the ones.

Model and Draw MP5 Use appropriate tools strategically. Work through the model with children. Have them trace the
dashed numbers. Point out that when the tens are the same, they then compare the ones. Have children read aloud the
comparison statement “43 is less than 49.” • How is the is less than symbol different from the is greater than symbol?
Possible answer: It points left, which is the opposite direction of the is greater than symbol that points right. Share and
Show MATH BOARD M B ATH BOARD TH BOARD Help children use the chart. Point out that the two numbers to model
are in the first column. • Which do you compare first, the ones or the tens? Explain. I compare the tens; if one of the
numbers has fewer tens, then I know it is less without having to compare the ones. • How can you check that your
answers are correct? Possible answer: I can compare the models
12:25-12:45
Group 1- work on p. 407-408 at their seats, Xtramath, Splash math
Group 2- Rocket math, osmo
Group 3- teacher table work on p.407-408.
12:45-1:05
Group 1- Rocket math, osmo
Group 2- teacher table, work on p. 407-408
Group 3- xtramath, splash math
1:05-1:20-
Group 1- teacher table work on p. 407-408
Group 2- xtramath, splash math
Group 3- Rocket math, osmo
1:20- take a quick (only if you need to) restroom break before art

ART 1:25pm - 2:05pm

Library 2:05pm - 2:25pm
take a quick restroom break after library

Writing 2:25pm - 2:55pm

See attached lesson. Unit 3 day 14

Pack up/ Dismissal 2:50pm - 3:00pm

Fountas & Pinnell Presentation 3:10pm - 4:10pm

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