Page 1

Pearson SuccessNet Lesson Plan

"A Place to Play" Day 1 Objective Materials Pacing

Content Knowledge: How Places ChangeComprehension Skill: SequencePhonological Awareness: Segment and BlendPhonemesPhonics: Vowel Sounds of ySpelling: Vowel Sounds of yConventions: Action VerbsWriting: Realistic Story

TE pp. 12j–17fSE pp. 12–17, EI 7Sing with Me Big BookReader's and Writer's Notebook pp. 313–316Let's Practice It! TR DVD 121–122, 126Decodable Practice Reader 13A

Standards1 day

Blocks1 hour30 minutes

National StandardsCCSS Literature 1. Ask and answer questions about key details in a text.

CCSS Literature 3. Describe characters, settings, and major events in a story, using key details.

CCSS Foundational Skills 3.c. Know final -e and common vowel team conventions for representing long vowel sounds.

CCSS Foundational Skills 3.d. Use knowledge that every syllable must have a vowel sound to determine the number ofsyllables in a printed word.

CCSS Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words.

CCSS Writing 3. Write narratives in which they recount two or more appropriately sequenced events, include somedetails regarding what happened, use temporal words to signal event order, and provide some sense of closure.

CCSS Language 1.c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

CCSS Language 1.e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today Iwalk home; Tomorrow I will walk home).

Get Ready to Read Targeted Resources Duration

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Pearson SuccessNet Lesson Plan

Content Knowledge: Discuss the Question ofthe Week: How do places change? - Activate Prior Knowledge RoutineOral Vocabulary: Amazing Words OralVocabulary RoutinePhonological Awareness: Segment and blendwords with the vowel sounds of y.Phonics: Associate the vowel sounds // or //with the spelling y.Read: Blend and read words with the vowelsounds of y.Decodable Practice Reader 13A: Applyknowledge of sound-spellings to decodeunknown words when reading.Reread for Fluency: Practice fluency with oralrereading. - Oral Rereading RoutineSpelling Pretest: Spell words with vowelsounds of y.Small Group Time

Teacher's Edition p.12jVideo, Big Question VideoVideo, Concept Talk VideoSong, Sing with MeActivity, Sound-Spelling CharteText, Decodable eBookReader's and Writer's Notebook Key

40 minutes

Read and Comprehend Targeted Resources DurationHigh-Frequency Words: Read high-frequencywords. - Nondecodable Words RoutineText-Based Comprehension: Identifysequence in a narrative text. - Envision It! SequenceRead Aloud: Read "We're Moving" TE p. 17b.

Teacher's Edition p.17Animation, Envision It! Animation

30 minutes

Language Arts Targeted Resources Duration

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Pearson SuccessNet Lesson Plan

Conventions: Identify and use action verbs. - Daily Fix-ItWriting: Understand and recognize features ofa realistic story. - Mini-Lesson: Read Like a Writer - Quick Write for Fluency RoutineResearch and Inquiry: Identify a topicconnected to this week's concept.Wrap Up Your Day

Teacher's Edition p.17cDaily Fix-It

20 minutes

Homework My Notes

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Pearson SuccessNet Lesson Plan

Ordering Three Numbers Objective Materials Pacing

Domain: Number and Operations in Base Ten

Objective: Order numbers from least togreatest, given 3 two-digit numbers.

Essential Understanding: Ordering 3 or morenumbers is similar to comparing 2 numbersbecause each number must be compared toeach of the other numbers.

Index cards

Tools4Math Workshop: Ordering NumbersGame: Number Jungle

Standards1 day

Blocks1/2 day

National Standards1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results ofcomparisons with the symbols >, =, and <.

Daily Common Core Review Targeted Resources DurationDaily Common Core Review 9-4 Go to Teacher's Edition

Develop the Concept Interactive Targeted Resources DurationProblem-Based Interactive Learning: Childrenwill play a game in which they put three two-digit numbers in order from least to greatest.

Develop the Concept Visual Targeted Resources DurationVisual Learning Bridge, p. 312, IndependentPractice, p. 312

Develop the Concept Practice Targeted Resources DurationGuided Practice, p. 312, IndependentPractice, p. 313

Close and Assess Targeted Resources DurationQuick Check 9-4, Digital Path Lesson Quiz 9-4

Differentiate Targeted Resources DurationIntervention, On-Level, and Advanced CenterActivities: Teacher's Edition, p. 314B,Reteaching Master 9-4, Practice Master 9-4,Enrichment Master 9-4

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Pearson SuccessNet Lesson Plan

Homework My NotesY

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Pearson SuccessNet Lesson Plan

"A Place to Play" Day 2 Objective Materials Pacing

Content Knowledge: How Places ChangeComprehension Skill: SequenceComprehension Strategy: SummarizePhonological Awareness: Segment and BlendPhonemesPhonics: Syllable Pattern CVSpelling: Vowel Sounds of yConventions: Action VerbsWriting: Realistic StoryHandwriting: Letter Y and y/Letter Spacing

TE pp. 18a–33gSE pp. 14–15, 18–33, EI 19Big Book "Mr. George Baker"Reader's and Writer's Notebook pp. 317–321Let's Practice It! TR DVD 125Decodable Practice Reader 13B

Standards1 day

Blocks1 hour30 minutes

National StandardsCCSS Literature 1. Ask and answer questions about key details in a text.

CCSS Literature 3. Describe characters, settings, and major events in a story, using key details.

CCSS Foundational Skills 3.b. Decode regularly spelled one-syllable words.

CCSS Foundational Skills 3.c. Know final -e and common vowel team conventions for representing long vowel sounds.

CCSS Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words.

CCSS Writing 3. Write narratives in which they recount two or more appropriately sequenced events, include somedetails regarding what happened, use temporal words to signal event order, and provide some sense of closure.

CCSS Language 1.c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

CCSS Language 1.e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today Iwalk home; Tomorrow I will walk home).

Get Ready to Read Targeted Resources Duration

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Pearson SuccessNet Lesson Plan

Content Knowledge: Discuss the Question ofthe Week: How do places change?Oral Vocabulary: Amazing Words OralVocabulary RoutinePhonological Awareness: Blend and readwords with syllable pattern CV.Phonics: Associate the sound // with e, // withi, and // with o. - Blending Strategy RoutineRead: Blend and read words with syllablepattern CV.Decodable Practice Reader 13B: Applyknowledge of sound-spellings to decodeunknown words when reading.Reread for Fluency: Practice fluency with oralrereading. - Paired Reading RoutinePhonics Review: Apply knowledge of letter-sound correspondences and syllable patternsto decode words in context and in isolation.Spelling: Spell words with vowel sounds of y.

Teacher's Edition p.18aActivity, Sound-Spelling CharteText, Decodable eBookReader's and Writer's Notebook Key

30 minutes

Read and Comprehend Targeted Resources Duration

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Pearson SuccessNet Lesson Plan

High-Frequency Words: Review high-frequency words.Selection VocabularyVocabulary: Identify antonyms.Text-Based Comprehension - Preview and Predict - Read for Understanding Routine: AccessText and Close ReadingMain Selection—First Read: Read "A Place toPlay" pp. 20–33. - Comprehension Skill: Sequence - Comprehension Strategy: SummarizeText-Based Comprehension: CheckUnderstandingSmall Group TimeLiterary Text: Identify and retell a story'sbeginning, middle, and end.

Teacher's Edition p.19Student Edition p.20Activity, Vocabulary ActivityActivity, Journal: Word BankeText, Main Selection eText

40 minutes

Language Arts Targeted Resources DurationConventions: Identify and use action verbs. - Daily Fix-ItWriting: Generate realistic story ideas. - Mini-Lesson: Sequence - Quick Write for Fluency RoutineHandwriting: Write letters legibly and withproper spacing.Research and Inquiry: Understand andanalyze the features of an interview.Wrap Up Your Day

Teacher's Edition p.33cDaily Fix-It

20 minutes

Homework My Notes

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Pearson SuccessNet Lesson Plan

Problem Solving: Make an Organized List Objective Materials Pacing

Domain: Problem Solving

Objective: Make an organized list showingpossible solutions.

Essential Understanding: Some problems canbe solved by generating a list of outcomesand organizing that list in a systematic way soall outcomes are accounted for.

Paper

Tools4Math Workshop: Comparing Numbers

Standards1 day

Blocks1/2 day

National Standards1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent anumber of objects with a written numeral.

Daily Common Core Review Targeted Resources DurationDaily Common Core Review 9-5 Go to Teacher's Edition

Develop the Concept Interactive Targeted Resources DurationProblem-Based Interactive Learning: Childrenwill solve number riddles by making lists ofpossible answers. D447

Develop the Concept Visual Targeted Resources DurationVisual Learning Bridge, p. 316, IndependentPractice, p. 316

Develop the Concept Practice Targeted Resources DurationGuided Practice, p. 316, IndependentPractice, p. 317

Close and Assess Targeted Resources DurationQuick Check 9-5, Digital Path Lesson Quiz 9-5

Differentiate Targeted Resources DurationIntervention, On-Level, and Advanced CenterActivities: Teacher's Edition, p. 318B,Reteaching Master 9-5, Practice Master 9-5,Enrichment Master 9-5

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Pearson SuccessNet Lesson Plan

Homework My NotesY

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Pearson SuccessNet Lesson Plan

"A Place to Play" Day 3 Objective Materials Pacing

Content Knowledge: How Places ChangeComprehension Skill: Review Author'sPurposePhonological Awareness: Rhyming WordsPhonics: Vowel Sounds of y; Syllable PatternCVSpelling: Vowel Sounds of yFluency: Accuracy and Appropriate RateConventions: Action VerbsWriting: Realistic StoryListening and Speaking: Relate an Experiencein Sequence

TE pp. 34a–37cSE pp. 14–15, 34–37Big Book "Mr. George Baker"Reader's and Writer's Notebook pp. 322–326

Standards1 day

Blocks1 hour30 minutes

National StandardsCCSS Literature 1. Ask and answer questions about key details in a text.

CCSS Literature 3. Describe characters, settings, and major events in a story, using key details.

CCSS Speaking/Listening 1.b. Build on others’ talk in conversations by responding to the comments of others throughmultiple exchanges.

CCSS Speaking/Listening 3. Ask and answer questions about what a speaker says in order to gather additionalinformation or clarify something that is not understood.

CCSS Foundational Skills 3.b. Decode regularly spelled one-syllable words.

CCSS Foundational Skills 3.c. Know final -e and common vowel team conventions for representing long vowel sounds.

CCSS Speaking/Listening 4. Describe people, places, things, and events with relevant details, expressing ideas andfeelings clearly.

CCSS Speaking/Listening 6. Produce complete sentences when appropriate to task and situation.

CCSS Foundational Skills 3.d. Use knowledge that every syllable must have a vowel sound to determine the number ofsyllables in a printed word.

CCSS Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words.

CCSS Writing 3. Write narratives in which they recount two or more appropriately sequenced events, include somedetails regarding what happened, use temporal words to signal event order, and provide some sense of closure.

CCSS Language 1.c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

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Pearson SuccessNet Lesson Plan

CCSS Language 1.e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today Iwalk home; Tomorrow I will walk home).

Get Ready to Read Targeted Resources DurationContent Knowledge: Discuss the Question ofthe Week: How do places change?Oral Vocabulary: Amazing Words OralVocabulary RoutinePhonological Awareness: Identify words thatrhyme.Phonics: Read words with vowel sounds of yand syllable pattern CV.Fluent Word ReadingBlend and Read: Blend and read words withthe vowel sounds of y and words with syllablepattern CV.Spelling: Spell words with vowel sounds of y.Small Group Time

Teacher's Edition p.34aReader's and Writer's Notebook Key

30 minutes

Read and Comprehend Targeted Resources DurationHigh-Frequency and Selection VocabularyCheck High-Frequency WordsText-Based Comprehension: CheckUnderstanding - Read for Understanding Routine: AccessText and Close ReadingMain Selection—Second Read: Read "APlace to Play" pp. 20–33. - Comprehension Skill: Review Author'sPurpose - Establish purpose for reading text. - Review key features of realistic fiction.Retelling: Retell a narrative.Think Critically: Identify sequence in anarrative text. - Ask questions. - Write clear, coherent sentences.Model Fluency: Read aloud fluently withaccuracy and at an appropriate rate. - Choral Reading Routine

Teacher's Edition p.34gStudent Edition p.20eText, Main Selection eText

40 minutes

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Pearson SuccessNet Lesson Plan

Language Arts Targeted Resources DurationConventions: Identify and use action verbs. - Daily Fix-ItLet's Write It!: Connect to Conventions: ActionVerbsWriting: Write a draft of a realistic story. - Mini-Lesson: Sequence in a Story - Quick Write for Fluency RoutineListening and Speaking: Relate an experiencein sequence. - Speak clearly and at an appropriate rate. - Share information and ideas.Research and Inquiry: Apply knowledge of aninterview to an inquiry project.Wrap Up Your Day

Teacher's Edition p.36aAnimation, Grammar JammerDaily Fix-It

20 minutes

Homework My Notes

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Pearson SuccessNet Lesson Plan

Assessment Topic 9 Objective Materials Pacing

Domain: Problem Solving

Objective: Students will be assessed on Topic9.

Essential Understanding: Some problems canbe solved by generating a list of outcomesand organizing that list in a systematic way soall outcomes are accounted for.

PaperI-Pad

Standards1 day

Blocks1 day

National Standards1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent anumber of objects with a written numeral.

Daily Common Core Review Targeted Resources DurationDaily Common Core Review Topic 9 Go to Teacher's Edition

Develop the Concept Interactive Targeted Resources Duration Review Topic 9 by Highlighting the EnvisionVisual Learning Bridge. Review with EnvisionQuiz with ActivVotes.

Develop the Concept Visual Targeted Resources DurationStudents will be assessed on Topic 9.

Develop the Concept Practice Targeted Resources DurationAfter assessment, Students preview Topic 10on Introduction Lesson. Students completethe Review Questions and play game inhandout.

Close and Assess Targeted Resources DurationCheck student's progress.

Differentiate Targeted Resources DurationAssessment

Homework My NotesTake home Home Paper. Y

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Pearson SuccessNet Lesson Plan

"A Place to Play" Day 4 Objective Materials Pacing

Content Knowledge: How Places ChangeComprehension Skill: SequenceComprehension Strategy: SummarizePhonological Awareness: Add InitialPhonemesPhonics: Review Long e Spelled e, ee;Syllables VC/CVSpelling: Vowel Sounds of yFluency: Accuracy and Appropriate RateConventions: Action VerbsWriting: Realistic Story

TE pp. 38a–41eSE pp. 38–41Read Aloud AnthologyReader's and Writer's Notebook pp. 327–328Let's Practice It! TR DVD 123–124Decodable Practice Reader 13C

Standards1 day

Blocks1 hour30 minutes

National StandardsCCSS Foundational Skills 3.b. Decode regularly spelled one-syllable words.

CCSS Foundational Skills 3.c. Know final -e and common vowel team conventions for representing long vowel sounds.

CCSS Foundational Skills 3.d. Use knowledge that every syllable must have a vowel sound to determine the number ofsyllables in a printed word.

CCSS Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words.

CCSS Writing 3. Write narratives in which they recount two or more appropriately sequenced events, include somedetails regarding what happened, use temporal words to signal event order, and provide some sense of closure.

CCSS Language 1.c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

CCSS Language 1.e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today Iwalk home; Tomorrow I will walk home).

Get Ready to Read Targeted Resources Duration

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Pearson SuccessNet Lesson Plan

Content Knowledge: Discuss the Question ofthe Week: How do places change?Oral Vocabulary: Amazing Words OralVocabulary RoutinePhonological Awareness: Add initialphonemes.Phonics: Identify and decode words with longe spelled e and ee. - Determine number of syllables in wordsusing syllables VC/CV.Decodable Practice Reader 13C: Applyknowledge of sound-spellings to decodeunknown words when reading.Reread for Fluency: Practice fluency with oralrereading. - Oral Rereading RoutineFluent Word Reading: Read words fluently incontext and in isolation.Spelling: Spell words with vowel sounds of y.Small Group Time

Teacher's Edition p.38aeText, eReadereText, Decodable eBookReader's and Writer's Notebook Key

30 minutes

Read and Comprehend Targeted Resources DurationSocial Studies in Reading: Preview andpredict.Paired Selection: Read "My Neighborhood,Then and Now" pp. 38–41. - Access Text - Let's Think About Genre - Reading and Writing Across TextsFluency: Read aloud fluently with accuracyand at an appropriate rate. - Paired Reading Routine - Check words correct per minute.

Teacher's Edition p.38iStudent Edition p.38eText, Paired Selection eText

40 minutes

Language Arts Targeted Resources Duration

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Pearson SuccessNet Lesson Plan

Conventions: Identify and use action verbs. - Daily Fix-ItWriting: Revise a draft by adding words toclarify meaning. - Mini-Lesson: Revising Strategy: AddingWords - Quick Write for Fluency RoutineResearch and Inquiry: Review answers toinquiry questions.Wrap Up Your Day

Teacher's Edition p.41bDaily Fix-It

20 minutes

Homework My Notes

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Pearson SuccessNet Lesson Plan

Adding Groups of 10 Objective Materials Pacing

Domain: Number and Operations in Base Ten

Objective: Add two multiples of 10 for sums to100.

Essential Understanding: Adding groups of 10is similar to adding numbers less than 10.

Index cards, Teacher-made number cards,Connecting cubes, Small pieces of paper

eTool: Place-Value BlocksGame: Number Jungle

Standards1 day

Blocks1/2 day

National Standards1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit numberand a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations,and/or the relationship between addition and subtraction; relate the strategy to a written method and explain thereasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimesit is necessary to compose a ten.

Daily Common Core Review Targeted Resources DurationDaily Common Core Review 10-1 Go to Teacher's Edition

Develop the Concept Interactive Targeted Resources DurationProblem-Based Interactive Learning: Childrenwill use tens models to find sums of multiplesof 10 up to 100.

Develop the Concept Visual Targeted Resources DurationVisual Learning Bridge, p. 326, IndependentPractice, p. 326

Develop the Concept Practice Targeted Resources DurationGuided Practice, p. 326, IndependentPractice, p. 327

Close and Assess Targeted Resources DurationQuick Check 10-1, Digital Path Lesson Quiz10-1

Differentiate Targeted Resources Duration

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Pearson SuccessNet Lesson Plan

Intervention, On-Level, and Advanced CenterActivities: Teacher's Edition, p. 328B,Reteaching Master 10-1, Practice Master 10-1, Enrichment Master 10-1

Homework My NotesY

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Pearson SuccessNet Lesson Plan

"A Place to Play" Day 5 Objective Materials Pacing

Content Knowledge: How Places ChangeComprehension Skill: SequencePhonological Awareness: Add InitialPhonemesPhonics: Vowel Sounds of y; Syllable PatternCVSpelling: Vowel Sounds of yListening and Speaking: Tell About anExperienceFluency: Accuracy and RateConventions: Action VerbsWriting: Realistic Story

TE pp. 42a–43lSE pp. 42–43Read Aloud AnthologyLet's Practice It! TR DVD 127Weekly Tests pp. 109–114Fresh Reads pp. 109–114

Standards1 day

Blocks1 hour30 minutes

National StandardsCCSS Literature 1. Ask and answer questions about key details in a text.

CCSS Literature 3. Describe characters, settings, and major events in a story, using key details.

CCSS Speaking/Listening 1.b. Build on others’ talk in conversations by responding to the comments of others throughmultiple exchanges.

CCSS Speaking/Listening 3. Ask and answer questions about what a speaker says in order to gather additionalinformation or clarify something that is not understood.

CCSS Foundational Skills 3.b. Decode regularly spelled one-syllable words.

CCSS Foundational Skills 3.c. Know final -e and common vowel team conventions for representing long vowel sounds.

CCSS Speaking/Listening 4. Describe people, places, things, and events with relevant details, expressing ideas andfeelings clearly.

CCSS Speaking/Listening 6. Produce complete sentences when appropriate to task and situation.

CCSS Foundational Skills 3.d. Use knowledge that every syllable must have a vowel sound to determine the number ofsyllables in a printed word.

CCSS Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words.

CCSS Writing 3. Write narratives in which they recount two or more appropriately sequenced events, include somedetails regarding what happened, use temporal words to signal event order, and provide some sense of closure.

CCSS Language 1.c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

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Pearson SuccessNet Lesson Plan

CCSS Language 1.e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today Iwalk home; Tomorrow I will walk home).

Get Ready to Read Targeted Resources DurationContent Knowledge: Discuss the Question ofthe Week: How do places change?Oral Vocabulary: Connect to Amazing Words - Review and Check Amazing WordsPhonological Awareness: Add initial sound tocreate a new word.Phonics: Review words with vowel sounds ofy and with syllable pattern CV.Spelling Test: Vowel Sounds of y

Teacher's Edition p.42a 30 minutes

Read and Comprehend Targeted Resources DurationSmall Group TimeListening and Speaking: Give anannouncement, including all importantinformation. - Listen attentively.Vocabulary: Use context clues to determinethe correct meaning of multiple-meaningwords.Fluency: Read aloud fluently with goodexpression and intonation.Text-Based Comprehension: Drawconclusions.Vocabulary: Review high-frequency and storywords.Poetry: Respond to and use rhyme, rhythm,and alliteration.Assessment: Monitor Progress: SentenceReading/Fluency and Comprehension

30 minutes

Language Arts Targeted Resources Duration

Page 3

Pearson SuccessNet Lesson Plan

Conventions: Identify verbs. - Daily Fix-ItWriting: Edit a draft for spelling, punctuation,and capitalization. - Create and present a final draft. - Mini-Lesson: Proofread for Verbs andTransition Words - Quick Write for Fluency RoutineResearch and Inquiry: Present results of aninquiry project.Wrap Up Your Week!

Activity, Story SortDaily Fix-It

30 minutes

Assessment Checkpoints for theWeek

Targeted Resources Duration

Phonics: Vowel Sounds of yPhonics: Syllable Pattern CVComprehension Skill: SequenceHigh-Frequency Words

Teacher's Edition p.43l 20 minutes

Homework My Notes

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Pearson SuccessNet Lesson Plan

Adding Tens on a Hundred Chart Objective Materials Pacing

Domain: Number and Operations in Base Ten

Objective: Use a hundred chart to addmultiples of 10 to two-digit numbers.

Essential Understanding: When adding tens toa two-digit number, only the tens digitchanges.

Hundred Chart (Teaching Tool 11), NumberCards 0-11 (Teaching Tool 9)

Tools4Math Workshop: Numbers Made withTensGame: Math Facts Practice

Standards1 day

Blocks1/2 day

National Standards1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit numberand a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations,and/or the relationship between addition and subtraction; relate the strategy to a written method and explain thereasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimesit is necessary to compose a ten.

Daily Common Core Review Targeted Resources DurationDaily Common Core Review 10-2 Go to Teacher's Edition

Develop the Concept Interactive Targeted Resources DurationProblem-Based Interactive Learning: Childrenuse a hundred chart to add multiples of 10 totwo-digit numbers.

Develop the Concept Visual Targeted Resources DurationVisual Learning Bridge, p. 330, IndependentPractice, p. 330

Develop the Concept Practice Targeted Resources DurationGuided Practice, p. 330, IndependentPractice, p. 331

Close and Assess Targeted Resources DurationQuick Check 10-2, Digital Path Lesson Quiz10-2

Differentiate Targeted Resources Duration

Page 2

Pearson SuccessNet Lesson Plan

Intervention, On-Level, and Advanced CenterActivities: Teacher's Edition, p. 332B,Reteaching Master 10-2, Practice Master 10-2, Enrichment Master 10-2

Homework My NotesY

Unit 3 Week 1 January 28 – February 1, 2013 Dyer, Hall, Hood, Pollard, Sanderson, Tower

Week 1– A Place to Play

ComprehensionSkill: Draw Conclusions

Strategy: Background Knowledge

Strategic InterventionGREEN

On-LevelYELLOW

AdvancedBLUE

ELL

MONDAY

Day 1Differentiate Phonics

Build Word KnowledgeReteach Phonemic Awareness

Reteach Phonics Vowel sounds of yRead - Decodable Reader 13A

Can Billy Fly?Reread for Fluency

p.SG*7

Build Word KnowledgePractice Phonics

Vowel Sounds of ySpelling – Long e & Long i

spelled yRead

Decodable Reader 13App.SG*2

Build Word KnowledgeExtend PhonemicVowel sounds of y

Read“Carlos Gets a PuppyTeach Vocabulary

Inquiry: Extend ConceptsIdentify Questions

p.SG*12

Practice with PhonemicAwareness and Phonics, then…

use the ELL activities on.DI*13 – DI*14 in the

Teacher Resource section onSuccessNet.

Day 2 TUESDAY

Differentiate Comprehension Build Word KnowledgeReteach Phonemic Awareness:

Reteach Phonics Syllables Pattern CV Read “A Place to Play” p. SG*8

Practice PhonicsSyllables Pattern CV

Read “A Place to Play”pp. 20b-33a

p. SG*3

Build Word KnowledgeExtend Phonics

Syllables Pattern CVRead “A Place to Play!”

Inquiry; Extend ConceptsInvestigateLook Ahead

p.SG*14

Practice with ComprehensionSkill, then…use the ELL

activities on p.D1*17 in theTeacher Resources section on

SuccessNet

Day 3

WEDNESDAY

Differentiate Close Reading

High Frequency Words

Build Word KnowledgeReteach Phonemic Awareness Reteach Phonics

Read “A Place to PlayClose Reading

SG-9

Build Word KnowledgeDevelop Vocabulary

Reread for Vocabulary“A Place to Play”

Close Reading p.SG*4

Build Word KnowledgeDevelop Vocabulary

Read “A Place to Play” Close Reading Inquiry:Extend Concept p.SG*15

Practice with the MainSelection, then …use the

activities on p DI*18 in theTeacher Resources section on

SuccessNet

Day 4

Weekly Obj. and CCSs: FS2.b Use end punctuation for sentences.. FS 3. Know and apply grade-level phonics and word analysis skills indecoding words. FS3.c. Know final –e and common vowel team conventions for representing long vowel sounds. FS3.g Recognize andread grade-appropriate irregularly spelled one-syllable words.. FS4.b. Read on-level text orally with accuracy, appropriate rate, andexpression on successive readings. W3. Write narratives in which they recount two or more appropriately sequenced events, includesome details regarding what happened, use temporal words to signal event order, and provide some sense of closure.. L1e. Use verbsto convey a sense of past, present, and future. L2.e. Spell untaught words phonetically, drawing on phonemic awareness and spellingconventions..L2.d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.L5c. Identify real-life connections between words and their use. .Lit.3. Describe characters, settings, and major events in a story,using key details. Speaking/Listening4. Describe people, places, things, and events with relevant details, expressing ideas and feelingsclearly.

THURSDAY

Differentiate Vocabulary Build Word KnowledgeReview Selection VocabularyText-Based Comprehension

Reading Street Sleuth“Honey A New School Home”

SG*10

Build Word KnowledgePractice Selection VocabularyText –Based ComprehensionRead Aloud “” from Reading

Street Sleuth “A New SchoolHome” pp.36-37

SG*5

Build Word KnowledgeExtend Amazing Words and

Selection VocabularyRead the Reading SleuthSelection “A New School

Home”Inquiry: Extend Concepts

p.SG*16

Practice Vocabulary then ….Use the routine on pp. xxxvi –xxxvii in the ELL Handbook

Day 5 FRIDAY

Differentiate ReteachingProgress Monitor *43e-43f

Vowel sounds of ySyllables Pattern CV

High-frequency words

Build Word KnowledgeReview

High-Frequency WordsText-Based Comprehension

Reread“A New School Home”

p.1Progress Monitor

Build Word KnowledgePractice Action VerbsIdentify Action Verbs

Text-Based ComprehensionReread “A New School Home”

Progress MonitorSG*6

Build Word KnowledgeAction Verbs

Text-Based ComprehensionReread “A New School Home”

Inquiry: Extend ConceptsCommunicate

p.SG*17

Practice Conventions andWriting, and then…use theGrammar Transition Lesson onp.346- 421 in the ELLHandbook.

Small Group Math Grade One Mrs. Dyer, Ms. Hall, Mrs. Hood, Mrs. Pollard, Mrs. Sanderson, Mrs. Tower

January 28 – February1, 2013 Common Core Standards:

1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written number 1.NB.3 Compare two two-digit numbers based on meanings of the tens and one digits, recording the results of comparisons with the symbols >,= and > 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on placevalue. 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; ezplain the reasoning used.

Intensive

On-Level

Advanced

Monday 1/28

Ordering Three Numbers

Topic 9.4 CCS:

1.NBT.3

Page 314B, Topic 9 TM

Let’s Have Order

Materials: Index cards: 30, individually.

Show three numbers with different tens digits. Help children order the numbers form least to greatest by comparing the tens. Then show three cards including two that have the same tens digit. Help children order the numbers from least to greatest, first by comparing the tens, then by comparing the ones.

On- Level Center Activity Look and See

Materials: On-Level Game Card 0 – 9 number tiles in a bag. Math Journals

Advanced Center Activity: Look and See

Materials: Advanced-Level Game Cards 2 sets of Number Tiles 0 – 9 in a bag. Math Journals

Tuesday 1/29

Problem Solving: Make an

Organized List Topic 9.5

CCS:

1.NBT.1

Page 318 B Topic 9 TM

Get into Order Arrange children in groups of 3. Show the numbers 1 – 31 on a hundred chart. Have each child say the day number of the month in which they were born. Then ask each group of children to think about whose day is lowest, whose is in between, and whose is the greatest number. Ask each group to order themselves from least to greatest number of their days. Ask children how they decided to order themselves. If two children have the same day, the children should explain this too.

On-Level

Listen and Learn On-Level game card A number generator Math journals

Advanced-Level

Look and See Advanced-Level game card Two number generators Math journals

Small Group Math !

January!28!–!February!1, 2013!

Wednesday 1/30

Topic 9

Reteaching and Benchmark Test

Topic 9 TM, Page 320B

Intervention System

A 26

A 27

A 28

E 15 .

On-Level Topic 9

On-Level game cards Math Journals

Advanced Topic 9 Advanced-Level game cards Number tiles: 0 – 9 and 0 = 9 in a bag Math Journals

Thursday 1/31

Topic 10.1

Adding Groups of 10

CCS: 1.NBAT.4

Topic 9 TM, page 314

Intervention Ones and Tens

Materials: Number Cards 0 = 11 (Teaching Tool 9) (1 set of cards 1-4 and 1 set of 2-5 per pair), connecting cubes (9 ten-trains) Have one child draw a number card from one set. The partner draws a number card from the second set. Partners ind the sum of the two numbers. Have pairs set out the same number of ten-trains as indicated on the number cards. Ask for the new number sentence. Repeat until children no longer need to use the ten=trains to help them add tens.

On-Level Center Play the Game

On-Level Game Card 12 red squares Math Journals

Play the Game Advanced-Level Game Card 12 red squares Math Journals

Friday 2/1

Topic 10.1

Adding Tens on a Hundreds Chart

CCS 1.NBT.4 1.NBT.5

Topic 10 TM

Pg 332

Ten More Materials: Hundred Chart (Teaching Tool 11) Have one child choose a number from the hundred chart. The next child has to say the number that is ten more. Have partners switch roles and repeat the activity. When children are proficient in finding 10 more, mix it up by telling the children to add 20 and then 30 to their number.

On-Level

Helping Hands On-Level Game Card 1 Number Generator Math Journals

Advanced Level

Helping Hands On-Level Game Card Number tiles 2, 3 and 4 in a bag Math Journals

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