First Grade (2019/2020)

03/01/2020 - 03/07/2020
Mr. Boyd

Thursday Friday Teacher

03/05/2020 03/06/2020 Notes

Morning Routine & Meeting 8:50am - Morning Routine & Meeting 8:50am -
9:05am 9:10am
Teacher: Teacher:
1. Take attendance 1. Take attendance
2. Record lunch count 2. Record lunch count
Students: Students:
1. Place belongings into locker 1. Place belongings into locker
2. Turn at-home-reading bag into bin 2. Turn at-home-reading bag into bin
on the table on the table
3. Hang reading book bag onto chair 3. Hang reading book bag onto chair
4. Turn homework into purple bin 4. Turn homework into purple bin
5. Hand Mr. Boyd any parent notes/ 5. Hand Mr. Boyd any parent notes/
money money
6. Put orange folder into mailbox 6. Put orange folder into mailbox
7. Place snack in snack bins 7. Place snack in snack bins
8. Complete assignment at seat 8. Complete assignment at seat
(Read-to-Self unless specified (Read-to-Self unless specified
otherwise) otherwise)
Meeting: Meeting:
• Lunch Choice • Lunch Choice
• Attendance • Attendance
• Seat Work/Read to Self • Seat Work/Read to Self
• Shop for New Books • Shop for New Books
• Circle Greeting • Circle Greeting
• Good News • Good News
• Calendar • Calendar

Reading 9:10am - 10:10am Reading 9:10am - 10:15am

Unit 4: Session 7 Unit 4: Session 8
Learning Goal: Learning Goal:

I can get to know my character by
listing their likes and dislikes.
Comprehension: I can understand
what I read.
Accuracy: I can read the words.
Fluency: I can read accurately, with
expression and understand what I
read.
Expanded Vocabulary: I know, find
and use interesting words.
Materials:
• Mentor Text
• Self-Selected Red Bag Books
• Guided Reading Books
• Word Work: Play-Doh, White
Boards
• Blue Writing Notebooks
• Anchor Chart
Procedure:
1. Focused Mini-lesson: establish
I can use my schema and clues from
the text to help me infer character
feelings.
Comprehension: I can understand
what I read.
Accuracy: I can read the words.
Fluency: I can read accurately, with
expression and understand what I
read.
Expanded Vocabulary: I know, find
and use interesting words.
Materials:
• Mentor Text
• Self-Selected Red Bag Books
• Guided Reading Books
• Word Work: Play-Doh, White
Boards
• Blue Writing Notebooks
• Anchor Chart
Procedure:

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First Grade (2019/2020)
Mr. Boyd
lesson purpose, model and think
aloud
2. Guided Instruction: prompt,
question, check for understanding,
address misconceptions
3. Collaborative Learning: read-to-
someone, guided reading, strategy
groups
4. Independent Practice: read-to-self,
word work, work on writing, listen
to reading
5. Lesson Wrap-up: reflection and
summarization, share students'
reading response journal entries
Documentation:
Student work samples; reading
response journals. Exit slips.
Assessment:
Observation of students' response
and performance during whole-group
and small-group instruction as well as
collaborative and independent work
time.
Accommodation/Differentiation:
See hard copy form.
Brain Break/Read Aloud 10:10am -
10:30am
Writing 10:30am - 10:55am
Unit 6: Session 9
Learning Goal:
I can use my headings to help me
organize my writing.
Materials:
• Mentor Text
• Writing Folders
• Writing Offices
• Word Wall
• Anchor Chart
• Writing Process Chart
Procedure:
1. Focused Mini-lesson: establish
lesson purpose, model and think
aloud
2. Guided Instruction: prompt,
question, check for understanding,
address misconceptions
3. Collaborative Learning: strategy
groups, individual/small group
conferring
4. Independent Practice: apply
03/01/2020 - 03/07/2020
1. Focused Mini-lesson: establish
lesson purpose, model and think
aloud
2. Guided Instruction: prompt,
question, check for understanding,
address misconceptions
3. Collaborative Learning: read-to-
someone, guided reading, strategy
groups
4. Independent Practice: read-to-self,
word work, work on writing, listen
to reading
5. Lesson Wrap-up: reflection and
summarization, share students'
reading response journal entries
Documentation:
Student work samples; reading
response journals. Exit slips.
Assessment:
Observation of students' response
and performance during whole-group
and small-group instruction as well as
collaborative and independent work
time.
Accommodation/Differentiation:
See hard copy form.
Brain Break/Read Aloud 10:15am -
10:35am
Recess 10:35am - 11:00am
Spelling Test 11:00am - 11:20am
Learning Goal:
I can write high frequency words with
correct spelling and neat handwriting.
Procedure:
• Distribute Spelling Test templates;
numbered 1-5
• Read each word, use in a
sentence, repeat word.
• At the end, re-read each word for
students to fix any errors.
• Students flip over the spelling test
and write two sentences using their
spelling words. Their goal is to use
perfect spelling, handwriting and
punctuation.
• Collect, score and send home by
the end of the day.
• Review the new list: What patterns
do you see? Discuss and practice
writing each word several times.
Page 8 of 12 Week View
First Grade (2019/2020)
Mr. Boyd
learning, use feedback to improve
writing, use writing tools (office,
word wall, anchor charts)
5. Lesson Wrap-up: reflection and
summarization, feature student
work
Documentation:
Student writing samples. Exit slips.
Assessment:
Observation of students' response
and performance during whole group,
small group and 1-1 conferring.
Accommodation/Differentiation:
See hard copy form.
Specials 11:00am - 11:35am
P.E.
Writing (Cont.) 11:35am - 12:15pm
Lunch 12:20pm - 1:05pm
Math 1:10pm - 2:20pm
Unit 5: Review
Learning Goal:
I can use inches and centimeters to
measure objects.
I can analyze measurement data.
Materials:
• ruler
• measurement booklet
• analysis page
Procedure:
1. Focused Mini-lesson: establish
lesson purpose, model and think
aloud
2. Guided Instruction: prompt,
question, check for understanding,
address misconceptions
3. Collaborative Learning: strategy
groups, small group instruction,
math games, partnered activites
4. Independent Practice: complete
"must-do" task related to learning
goal, fluency pratice, problem
solving avtivity, math games, use
math tools (numberline, number
grid, hands-on
manipulatives, anchor charts)
5. Lesson Wrap-up: reflection and
summarization, review must-do
activity, share students' thinking
and strategies.
03/01/2020 - 03/07/2020
• Send home the new spelling list.
Writing 11:25am - 12:20pm
Unit 6: Session 10
Learning Goal:
I can reread and revise by asking,
"What else can I add?"
Materials:
• Mentor Text
• Writing Folders
• Writing Offices
• Word Wall
• Anchor Chart
• Writing Process Chart
Procedure:
1. Focused Mini-lesson: establish
lesson purpose, model and think
aloud
2. Guided Instruction: prompt,
question, check for understanding,
address misconceptions
3. Collaborative Learning: strategy
groups, individual/small group
conferring
4. Independent Practice: apply
learning, use feedback to improve
writing, use writing tools (office,
word wall, anchor charts)
5. Lesson Wrap-up: reflection and
summarization, feature student
work
Documentation:
Student writing samples. Exit slips.
Assessment:
Observation of students' response
and performance during whole group,
small group and 1-1 conferring.
Accommodation/Differentiation:
See hard copy form.
Lunch 12:20pm - 1:05pm
Math 1:10pm - 1:55pm
Unit 5: Review
Learning Goal:
I can use inches and centimeters to
measure objects.
I can analyze measurement data.
Materials:
• ruler
Page 9 of 12 Week View
First Grade (2019/2020)
Mr. Boyd
Documentation:
Student work samples. Exit slips.
Assessment:
Observation of students' response
and performance during whole-group
and small-group instruction as well as
collaborative and independent work
time.
Accommodation/Differentiation:
See hard copy form.
Recess 2:25pm - 2:45pm
Literacy Enrichment 2:45pm - 3:00pm
Learning Goal:
I can compare and contrast word
features and consistencies to improve
my phonics, spelling and vocabulary.
Materials:
• Word Sorts
• Word Wall
• Word Study Notebook
• My Book of Poems
Procedure:
1. Focused Mini-lesson: introduce
words and definitions
2. Guided Instruction: prompt
students to notice patterns/
features, use words within
sentences, sky-write words
3. Collaborative Learning: individual/
small group check-ins to reinforce
generalizations
4. Independent Practice: guided sort,
open sort (create their own), blind
sort (don't tell category), speed
sort, blind writing sort (spell and
categorize based on sound alone),
word hunt, brainstorm (think of
words that fit the category), draw
and label, use words in sentences,
define words, illustrate words,
make-up new words, create a
comic strip using 5 words,
5. Lesson Wrap-up: reflection and
summarization
Documentation:
Student writing samples. Exit slips.
Assessment:
Observation of students' application of
spelling patterns during whole group
03/01/2020 - 03/07/2020
• measurement booklet
• analysis page
Procedure:
1. Focused Mini-lesson: establish
lesson purpose, model and think
aloud
2. Guided Instruction: prompt,
question, check for understanding,
address misconceptions
3. Collaborative Learning: strategy
groups, small group instruction,
math games, partnered activites
4. Independent Practice: complete
"must-do" task related to learning
goal, fluency pratice, problem
solving avtivity, math games, use
math tools (numberline, number
grid, hands-on
manipulatives, anchor charts)
5. Lesson Wrap-up: reflection and
summarization, review must-do
activity, share students' thinking
and strategies.
Documentation:
Student work samples. Exit slips.
Assessment:
Observation of students' response
and performance during whole-group
and small-group instruction as well as
collaborative and independent work
time.
Accommodation/Differentiation:
See hard copy form.
Specials 1:55pm - 2:30pm
Music
Reading Buddies 2:35pm - 3:05pm
Sub Plans
Math (Fact Fluency) 3:05pm - 3:25pm
Science/S.S. 3:25pm - 3:45pm
Scholastic News
Learning Goal:
I can use nonfiction text features to
gain information.
Materials:
• Scholastic News magazine
• Worksheet
Procedure:
1. Focused Mini-lesson: establish
Page 10 of 12 Week View
First Grade (2019/2020)
Mr. Boyd
and small group instruction as well as
independent practice.
Accommodation/Differentiation:
See hard copy form.
Science/S.S. 3:05pm - 3:45pm
Unit 4: Past and Present
Assessment
Learning Goal:
I can demonstrate what I know about
the past, present and future.
Materials:
• Test
Documentation:
Student work samples. Exit slips.
Assessment:
Observation of students' response
and performance during whole-group
and small-group instruction as well as
collaborative and independent work
time.
Accommodation/Differentiation:
See hard copy form.
Pack Up & Go Home 3:45pm - 4:00pm See hard copy form.
Student Procedure:
1. Make sure the lunchboxes bin has
been brought back to the
classroom
2. Remove book bags from chairs
and place at seat
3. Stack chairs
4. Pick up 10-15 items off of the floor
5. Take home folders come out of
mailboxes and put all mail into
folder
6. Reading Logs need to be picked
up from Reading Log bins to take
home
7. Put book bags in supply bins
and get backpacks
8. Put take home folders into
backpacks and stand by table
9. Gather at carpet and share
moments of pride
10. Dismiss parent pick-up and kids'
club @ 3:55p.m.
11. Call ready rows/columns/bus
numbers to line-up for bus @
4:00p.m.
03/01/2020 - 03/07/2020
lesson purpose, model and think
aloud
2. Guided Instruction: picture walk-
"What do you think this magazine
is all about?" "What do you
already know about this topic?"
word search- Find unknown
vocabulary words, discuss
pronunciation and meaning.
3. Collaborative Learning: read
magazine aloud as whole/small
group, discuss content/text
features
4. Independent Practice: complete
worksheet
5. Lesson Wrap-up: review
worksheet as a whole-group
Documentation:
Student work samples; paired
worksheet. Exit slips.
Assessment:
Observation of students' response
and performance during whole-group
and small-group instruction as well as
collaborative and independent work
time.
Accommodation/Differentiation:
Pack Up & Go Home 3:45pm - 4:00pm
Student Procedure:
1. Make sure the lunchboxes bin has
been brought back to the
classroom
2. Remove book bags from chairs
and place at seat
3. Stack chairs
4. Pick up 10-15 items off of the floor
5. Take home folders come out of
mailboxes and put all mail into
folder
6. Reading Logs need to be picked
up from Reading Log bins to take
home
7. Put book bags in supply bins
and get backpacks
8. Put take home folders into
backpacks and stand by table
9. Gather at carpet and share
moments of pride
10. Dismiss parent pick-up and kids'
club @ 3:55p.m.
11. Call ready rows/columns/bus
numbers to line-up for bus @
Page 11 of 12 Week View
First Grade (2019/2020)
03/01/2020 - 03/07/2020
Mr. Boyd

4:00p.m.

Page 12 of 12 Week View