Counting with Groups of 10 and Leftoverskathysanderson.weebly.com/uploads/1/9/6/5/1965482/... ·...
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Page 1 Pearson SuccessNet Lesson Plan Counting with Groups of 10 and Leftovers Objective Materials Pacing Domain: Number and Operations in Base Ten Objective: Read and write two-digit numbers as groups of 10 and some left over. Essential Understanding: Sets of 10 can be perceived as single entities. In a standard numeral, the tens are written to the left of the ones. Connecting cubes eTool: Place-Value Blocks Tools4Math Workshop: Tens and Ones Standards 1 day Blocks 1/2 day National Standards 1.NBT.2.a Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.” Daily Common Core Review Targeted Resources Duration Daily Common Core Review 8-1 Go to Teacher's Edition Develop the Concept Interactive Targeted Resources Duration Problem-Based Interactive Learning: Children wil count concrete objects by ones, then form groups of 10 and leftovers. Develop the Concept Visual Targeted Resources Duration Visual Learning Bridge, p. 270, Independent Practice, p. 270 Develop the Concept Practice Targeted Resources Duration Guided Practice, p. 270, Independent Practice, p. 271 Close and Assess Targeted Resources Duration Quick Check 8-1, Digital Path Lesson Quiz 8- 1 Differentiate Targeted Resources Duration Intervention, On-Level, and Advanced Center Activities: Teacher's Edition, p. 272B, Reteaching Master 8-1, Practice Master 8-1, Enrichment Master 8-1
Transcript of Counting with Groups of 10 and Leftoverskathysanderson.weebly.com/uploads/1/9/6/5/1965482/... ·...
Page 1
Pearson SuccessNet Lesson Plan
Counting with Groups of 10 and Leftovers Objective Materials Pacing
Domain: Number and Operations in Base Ten
Objective: Read and write two-digit numbersas groups of 10 and some left over.
Essential Understanding: Sets of 10 can beperceived as single entities. In a standardnumeral, the tens are written to the left of theones.
Connecting cubes
eTool: Place-Value BlocksTools4Math Workshop: Tens and Ones
Standards1 day
Blocks1/2 day
National Standards1.NBT.2.a Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand thefollowing as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.”
Daily Common Core Review Targeted Resources DurationDaily Common Core Review 8-1 Go to Teacher's Edition
Develop the Concept Interactive Targeted Resources DurationProblem-Based Interactive Learning: Childrenwil count concrete objects by ones, then formgroups of 10 and leftovers.
Develop the Concept Visual Targeted Resources DurationVisual Learning Bridge, p. 270, IndependentPractice, p. 270
Develop the Concept Practice Targeted Resources DurationGuided Practice, p. 270, IndependentPractice, p. 271
Close and Assess Targeted Resources DurationQuick Check 8-1, Digital Path Lesson Quiz 8-1
Differentiate Targeted Resources DurationIntervention, On-Level, and Advanced CenterActivities: Teacher's Edition, p. 272B,Reteaching Master 8-1, Practice Master 8-1,Enrichment Master 8-1
Kathy Sanderson
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Pearson SuccessNet Lesson Plan
Homework My NotesY
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Pearson SuccessNet Lesson Plan
Numbers Made with Tens Objective Materials Pacing
Domain: Geometry
Objective: Count groups of 10, up to 10 tens,and write how many.
Essential Understanding: The decadenumbers to 100 are built on groups of ten.When there are only tens, counting by 10scan be used to find how many there are in all.
Vocabulary: tens
Connecting cubes, index cards
eTool: Place-Value BlocksTools4Math Workshop: Numbers Made withTens
Standards1 day
Blocks1/2 day
National Standards1.NBT.2.c Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand thefollowing as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six,seven, eight, or nine ones.
Daily Common Core Review Targeted Resources DurationDaily Common Core Review 8-2 Go to Teacher's Edition
Develop the Concept Interactive Targeted Resources DurationProblem-Based Interactive Learning: Childrenwill show groups of tens with connectingcubes and discuss the relationship betweenthe number of tens and its decade number.
Develop the Concept Visual Targeted Resources DurationVisual Learning Bridge, p. 274, IndependentPractice, p. 274
Develop the Concept Practice Targeted Resources DurationGuided Practice, p. 274, IndependentPractice, p. 275
Close and Assess Targeted Resources DurationQuick Check 8-2, Digital Path Lesson Quiz 8-2
Differentiate Targeted Resources Duration
Kathy Sanderson
Page 2
Pearson SuccessNet Lesson Plan
Intervention, On-Level, and Advanced CenterActivities: Teacher's Edition, p. 276B,Reteaching Master 8-2, Practice Master 8-2,Enrichment Master 8-2
Homework My NotesY
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Pearson SuccessNet Lesson Plan
"Life in the Forest" Day 1 Objective Materials Pacing
Content Knowledge: Plant and AnimalCommunitiesListening Comprehension: Author's PurposePhonemic Awareness: Distinguish BetweenLong u and /u/Phonics and Spelling: Long u: u_e; Long e:e_eFluency: Oral RereadingConventions: Singular and Plural NounsWriting: Description
TE pp. 138j–143fSE pp. 138–143, EI 2Sing with Me Big BookReader's and Writer's Notebook, pp. 281–284Decodable Practice Reader 11A
Standards1 day
Blocks2 hours
National StandardsCCSS 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 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, andprovide some sense of closure.
CCSS Informational Text 1. Ask and answer questions about key details in a text.
CCSS Informational Text 2. Identify the main topic and retell key details of a text.
CCSS Informational Text 6. Distinguish between information provided by pictures or other illustrations and informationprovided by the words in a text.
CCSS Informational Text 8. Identify the reasons an author gives to support points in a text.
CCSS Language 1.b. Use common, proper, and possessive nouns.
CCSS Language 1.c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
Get Ready to Read Targeted Resources Duration
Kathy Sanderson
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Pearson SuccessNet Lesson Plan
Content Knowledge: Discuss the Question ofthe Week: How are plant and animalcommunities important to each other?Oral Vocabulary: Sing with Me/AmazingWords RoutinePhonemic Awareness: Distinguish betweenlong u and short u.Phonics: Associate the long u vowel soundwith the spelling u_e and the long e soundwith the spelling e_e.Read: Blend and read words with the vowelsound long u spelled u_e.Phonics Practice: Read Decodable PracticeReader 11A. - Apply knowledge of sound-spellings todecode unknown words when reading.Fluency Practice: Practice fluency with oralrereading. - Oral Rereading RoutineSpelling Pretest: Words with Long uSmall Group Time
Teacher's Edition p.138jVideo, Concept Talk VideoSong, Sing with MeActivity, Sound-Spelling CharteText, Decodable eBookReader's and Writer's Notebook Key
60 minutes
Read and Comprehend Targeted Resources DurationNondecodable Words Routine: Read high-frequency words.Text-Based Comprehension: Identify theauthor's purpose for writing expository text.Read Aloud: "The Life of an Oak Tree" TE p.143b
Teacher's Edition p.143Animation, Envision It! Animation
30 minutes
Language Arts Targeted Resources Duration
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Pearson SuccessNet Lesson Plan
Conventions: Identify singular and pluralnouns.Writing: Description - Develop an understanding ofdescriptions. - Mini-Lesson: Read Like a Writer - Daily Fix-ItResearch and Inquiry: Identify a topicconnected to this week's concept. - Narrow the focus of the topic byformulating inquiry questions related to thetopic.Wrap Up Your Day
Teacher's Edition p.143cDaily Fix-It
30 minutes
Homework My Notes
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Pearson SuccessNet Lesson Plan
Tens and Ones Objective Materials Pacing
Domain: Geometry
Objective: Use groups of tens and ones toshow and write a given two-digit number.
Essential Understanding: When objects aregrouped in sets of 10 and leftovers (ones),counting the groups of ten and adding onestells how many there are in all.
Vocabulary: ones, digit
Place-value Mat A (Teaching Tool 7),Connecting cubes
eTool: Place-Value BlocksTools4Math Workshop: Tens and Ones
Standards1 day
Blocks1/2 day
National Standards1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand thefollowing as special cases:
Daily Common Core Review Targeted Resources DurationDaily Common Core Review 8-3 Go to Teacher's Edition
Develop the Concept Interactive Targeted Resources DurationProblem-Based Interactive Learning: Childrenwill find the number of cubes they have byforming groups of tens and ones, counting thetens and ones, and recording the number ofcubes in all.
Develop the Concept Visual Targeted Resources DurationVisual Learning Bridge, p. 278, IndependentPractice, p. 278
Develop the Concept Practice Targeted Resources DurationGuided Practice, p. 278, IndependentPractice, p. 279
Close and Assess Targeted Resources DurationQuick Check 8-3, Digital Path Lesson Quiz 8-3
Differentiate Targeted Resources Duration
Kathy Sanderson
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Pearson SuccessNet Lesson Plan
Intervention, On-Level, and Advanced CenterActivities: Teacher's Edition, p. 280B,Reteaching Master 8-3, Practice Master 8-3,Enrichment Master 8-3
Homework My NotesY
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Pearson SuccessNet Lesson Plan
"Life in the Forest" Day 2 Objective Materials Pacing
Content Knowledge: Plant and AnimalCommunitiesComprehension Skill: Author's PurposeComprehension Strategy: BackgroundKnowledgePhonemic Awareness: Segment and BlendPhonemesPhonics and Spelling: Long u: u_e; Long e:e_eFluency: Paired ReadingConventions: Singular and Plural NounsWriting: Description
TE pp. 144a–159gSE pp. 144–159, EI 8Big Book "A Frog in the Bog"Reader's and Writer's Notebook, pp. 285–289Decodable Practice Book 11B
Standards1 day
Blocks2 hours
National StandardsCCSS Foundational Skills 3.f. Read words with inflectional endings.
CCSS Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words.
CCSS Writing 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, andprovide some sense of closure.
CCSS Informational Text 1. Ask and answer questions about key details in a text.
CCSS Informational Text 2. Identify the main topic and retell key details of a text.
CCSS Informational Text 6. Distinguish between information provided by pictures or other illustrations and informationprovided by the words in a text.
CCSS Informational Text 8. Identify the reasons an author gives to support points in a text.
CCSS Language 1.b. Use common, proper, and possessive nouns.
CCSS Language 1.c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
Get Ready to Read Targeted Resources Duration
Kathy Sanderson
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Pearson SuccessNet Lesson Plan
Content Knowledge: Discuss the Question ofthe Week: How are plant and animalcommunities important to each other?Oral Vocabulary: Sing with Me/AmazingWords RoutinePhonemic Awareness: Segment and blendphonemes with inflected ending -ed.Phonics: Associate the sounds /t/, /d/, and /ed/with the inflected ending -ed.Blending Strategy RoutineRead: Blend and read words with inflectedending -ed.Phonics Practice: Read Decodable PracticeReader 11B. - Apply knowledge of sound-spellings todecode unknown words when reading.Fluency Practice: Practice fluency with oralrereading. - Paired Reading RoutinePhonics: Apply knowledge of letter-soundcorrespondences to decode words in contextand in isolation.Spelling: Spell words with the vowel soundlong u.
Teacher's Edition p.144aActivity, Sound-Spelling CharteText, Decodable eBookReader's and Writer's Notebook Key
60 minutes
Read and Comprehend Targeted Resources Duration
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Pearson SuccessNet Lesson Plan
High-Frequency Words RoutineSelection VocabularyVocabulary: Sort words into categories ofanimals.Text-Based Comprehension - Preview and predict. -Read for Understanding Routine: AccessText and Close ReadingMain Selection—First Read: "Life in theForest" pp. 146–159Comprehension Skill: Author's PurposeComprehension Strategy: BackgroundKnowledgeText-Based Comprehension: CheckUnderstandingSmall Group TimeLiterary Nonfiction: Identify the features ofliterary nonfiction.
Teacher's Edition p.145Student Edition p.146Activity, Vocabulary ActivityActivity, Journal: Word BankeText, Main Selection eText
30 minutes
Language Arts Targeted Resources DurationConventions: Identify and use singular andplural nouns in writing and speaking. - Daily Fix-ItWriting: Recognize features of a description. - Generate description ideas. - Mini-Lesson: Descriptive Words - Quick Write for Fluency RoutineHandwriting: Write with correct letter size.Research and Inquiry: Research Skill:Alphabetical OrderWrap Up Your Day
Teacher's Edition p.159cDaily Fix-It
30 minutes
Homework My Notes
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Pearson SuccessNet Lesson Plan
Expanded Form Objective Materials Pacing
Domain: Geometry
Objective: Model a two-digit number and writeits expanded form.
Essential Understanding: Numbers greaterthan 10 can be represented as the sum of thetens and the ones.
Place-value Mat A (Teaching Tool 7), NumberCards 0-11 (Teaching Tool 9), Connectingcubes
eTool: Place-Value Blocks
Standards1 day
Blocks1/2 day
National Standards1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand thefollowing as special cases:
Daily Common Core Review Targeted Resources DurationDaily Common Core Review 8-4 Go to Teacher's Edition
Develop the Concept Interactive Targeted Resources DurationProblem-Based Interactive Learning: Childrenwill identify and record two-digit numbers inexpanded and standard forms.
Develop the Concept Visual Targeted Resources DurationVisual Learning Bridge, p. 282, IndependentPractice, p. 282
Develop the Concept Practice Targeted Resources DurationGuided Practice, p. 282, IndependentPractice, p. 283
Close and Assess Targeted Resources DurationQuick Check 8-4, Digital Path Lesson Quiz 8-4
Differentiate Targeted Resources DurationIntervention, On-Level, and Advanced CenterActivities: Teacher's Edition, p. 284B,Reteaching Master 8-4, Practice Master 8-4,Enrichment Master 8-4
Kathy Sanderson
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Pearson SuccessNet Lesson Plan
Homework My NotesY
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Pearson SuccessNet Lesson Plan
"Life in the Forest" Day 3 Objective Materials Pacing
Content Knowledge: Plant and AnimalCommunitiesComprehension: Cause and EffectPhonological Awareness: Create WordsPhonics and Spelling: Long u: u_e; Long e:e_e; Inflected Ending -edFluency: Appropriate PhrasingConventions: Singular and Plural NounsWriting: DescriptionListening and Speaking: Share Ideas
TE pp. 160a–163cSE pp. 160–163Big Book "A Frog in the Bog"Reader's and Writer's Notebook, pp. 290–294
Standards1 day
Blocks2 hours
National StandardsCCSS Speaking/Listening 1.a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speakingone at a time about the topics and texts under discussion).
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.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.f. Read words with inflectional endings.
CCSS Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words.
CCSS Writing 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, andprovide some sense of closure.
CCSS Informational Text 1. Ask and answer questions about key details in a text.
CCSS Informational Text 2. Identify the main topic and retell key details of a text.
CCSS Informational Text 3. Describe the connection between two individuals, events, ideas, or pieces of information ina text.
Kathy Sanderson
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Pearson SuccessNet Lesson Plan
CCSS Informational Text 6. Distinguish between information provided by pictures or other illustrations and informationprovided by the words in a text.
CCSS Informational Text 8. Identify the reasons an author gives to support points in a text.
CCSS Language 1.b. Use common, proper, and possessive nouns.
CCSS Language 1.c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
Get Ready to Read Targeted Resources DurationContent Knowledge: Discuss the Question ofthe Week: How are plant and animalcommunities important to each other?Oral Vocabulary: Sing with Me/AmazingWords RoutinePhonological Awareness: Name words withthe same beginning sound.Phonics: Build words with the long u sound.Fluency: Read words with the vowel soundlong u spelled u_e and the vowel sound long espelled e_e.Blend and Read: Blend and read words withlong u: u_e and long e: e_e and associate thesounds /t/, /d/, and /ed/ with the inflectedending -ed. - Decode words in context and in isolation.Spelling: Spell words with long u.Small Group Time
Teacher's Edition p.160aReader's and Writer's Notebook Key
60 minutes
Read and Comprehend Targeted Resources Duration
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Pearson SuccessNet Lesson Plan
High-Frequency and Selection VocabularyCheck High-Frequency WordsText-Based Comprehension: CheckUnderstanding - Read for Understanding Routine: AccessText and Close ReadingMain Selection—Second Read: "Life in theForrest" pp. 146–159 - Comprehension Skill: Review cause andeffect. - Comprehension Skill: Review the genre:expository text.Retelling: Pairs of students retell the story toone another.Think Critically: Identify the author's purpose. - Use background knowledge tounderstand text. - Write clear, coherent sentences.Fluency: Read aloud fluently attending topunctuation. - Choral Reading Routine
Teacher's Edition p.160gStudent Edition p.146eText, Main Selection eText
15 minutes
Language Arts Targeted Resources DurationConventions: Understand singular and pluralnouns in context of reading and writing. - Daily Fix-ItLet's Write It!: Write a draft of a description.Writing: Realistic Story - Writing Trait: Voice - Mini-Lesson: Voice - Quick Write for Fluency RoutineListening and Speaking: Share ideas andinformation about plant and animalcommunities. - Speak clearly and at an appropriate pace.Research and Inquiry: Gather and recordinformation about the topic.Wrap Up Your Day
Teacher's Edition p.162aAnimation, Grammar JammerDaily Fix-It
45 minutes
Homework My Notes
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Pearson SuccessNet Lesson Plan
"Life in the Forest" Day 4 Objective Materials Pacing
Content Knowledge: Plant and AnimalCommunitiesComprehension: Author's PurposePhonemic Awareness: Distinguish Long uPhonics and Spelling: Review Long o Spelledo_e; Contractions n't, 'm, 'llFluency: Appropriate PhrasingConventions: Singular and Plural NounsWriting: Description
TE pp. 164a–167eSE pp. 164–167Read Aloud AnthologyReader's and Writer's Notebook, pp. 295–296Decodable Practice Reader 11C
Standards1 day
Blocks2 hours
National StandardsCCSS Foundational Skills 3.c. Know final -e and common vowel team conventions for representing long vowel sounds.
CCSS Foundational Skills 3.f. Read words with inflectional endings.
CCSS Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words.
CCSS Writing 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, andprovide some sense of closure.
CCSS Language 1.b. Use common, proper, and possessive nouns.
CCSS Language 1.c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
Get Ready to Read Targeted Resources Duration
Kathy Sanderson
Page 2
Pearson SuccessNet Lesson Plan
Content Knowledge: Discuss the Question ofthe Week: How are plant and animalcommunities important to each other?Oral Vocabulary: Sing with Me/AmazingWords RoutinePhonemic Awareness: Distinguish long u ininitial, medial, and final positions.Phonics: Review reading and identify wordswith long o spelled o_e and contractions n't,'m, and 'll.Phonics Practice: Read Decodable PracticeReader 11C. - Apply knowledge of sound-spellings todecode unknown words when reading. - Review High-Frequency Words - Decode and read words in context andisolation.Fluency: Practice fluency with oral rereading. - Oral Rereading RoutineFluent Word Reading: Review reading wordsfluently in context and in isolation.Spelling Partner Review: Spell words withlong u.Small Group Time
Teacher's Edition p.164aeText, eReadereText, Decodable eBookReader's and Writer's Notebook Key
60 minutes
Read and Comprehend Targeted Resources Duration
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Pearson SuccessNet Lesson Plan
Science in Reading: Preview and predict. - Set purpose for reading. - Relate prior knowledge to new text.Paired Selection: Read "A Mangrove Forest"pp. 164–167. - Access Text - Let's Think About Genre - Reading and Writing Across TextsGuide Comprehension: Identify author'spurpose. - Summarize a magazine article.Fluency: Read aloud fluently with appropriatephrasing. - Paired Reading Routine - Check words correct per minute.
Teacher's Edition p.164iStudent Edition p.164eText, Paired Selection eText
30 minutes
Language Arts Targeted Resources DurationConventions: Identify singular and pluralnouns.Writing: Revise a draft of a realistic story. - Mini-Lesson: Revising Strategy: Adding aWord - Peer conferencing - Daily Fix-ItResearch and Inquiry: Review answers toinquiry questions.Wrap Up Your Day
Teacher's Edition p.164bDaily Fix-It
30 minutes
Homework My Notes
Page 1
Pearson SuccessNet Lesson Plan
Ways to Make Numbers Objective Materials Pacing
Domain: Geometry
Objective: Break apart a ten to make 10 onesand write new representations in expandedform.
Essential Understanding: Numbers greaterthan 10 can be named in more than one wayand have the same value.
Vocabulary: break apart a ten
Place-value Mat A (Teaching Tool 7),Connecting cubes
Tools4Math Workshop: Regrouping inAddition
Standards1 day
Blocks1/2 day
National Standards1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand thefollowing as special cases:
Daily Common Core Review Targeted Resources DurationDaily Common Core Review 8-5 Go to Teacher's Edition
Develop the Concept Interactive Targeted Resources DurationProblem-Based Interactive Learning: Childrenwill use connecting cubes as tens and onesmodels to represent the same number indifferent ways. They will record the numbersin expanded form.
Develop the Concept Visual Targeted Resources DurationVisual Learning Bridge, p. 286, IndependentPractice, p. 286
Develop the Concept Practice Targeted Resources DurationGuided Practice, p. 286, IndependentPractice, p. 287
Close and Assess Targeted Resources DurationQuick Check 8-5, Digital Path Lesson Quiz 8-5
Differentiate Targeted Resources Duration
Kathy Sanderson
Page 2
Pearson SuccessNet Lesson Plan
Intervention, On-Level, and Advanced CenterActivities: Teacher's Edition, p. 288B,Reteaching Master 8-5, Practice Master 8-5,Enrichment Master 8-5
Homework My NotesY
Page 1
Pearson SuccessNet Lesson Plan
"Life in the Forest" Day 5 Objective Materials Pacing
Content Knowledge: Plant and AnimalCommunitiesComprehension Skill: Author's PurposePhonemic Awareness: Distinguish BetweenLong u and /u/Phonics and Spelling: Review Long u: u_e;Long e: e_e; Inflected Ending -edListening and Speaking: Share Informationand IdeasFluency: Appropriate PhrasingConventions: Singular and Plural NounsWriting: Descriptions
TE pp. 168a–169lSE pp. 168–169Read Aloud AnthologyWeekly Test pp. 97–102Fresh Reads pp. 97–102
Standards1 day
Blocks2 hours
National StandardsCCSS Speaking/Listening 1.a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speakingone at a time about the topics and texts under discussion).
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.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.f. Read words with inflectional endings.
CCSS Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words.
CCSS Writing 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, andprovide some sense of closure.
CCSS Informational Text 1. Ask and answer questions about key details in a text.
CCSS Informational Text 2. Identify the main topic and retell key details of a text.
CCSS Informational Text 6. Distinguish between information provided by pictures or other illustrations and informationprovided by the words in a text.
Kathy Sanderson
Page 2
Pearson SuccessNet Lesson Plan
CCSS Informational Text 8. Identify the reasons an author gives to support points in a text.
CCSS Language 1.b. Use common, proper, and possessive nouns.
CCSS Language 1.c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
Get Ready to Read Targeted Resources DurationContent Knowledge: Discuss the Question ofthe Week: How are plant and animalcommunities important to each other?Oral Vocabulary: Connect to Amazing Words - Review and Check Amazing WordsPhonemic Awareness: Distinguish betweenlong u and short u.Phonics: Review words with the vowel soundlong u spelled u_e and vowel sound long espelled e_e. - Review words with inflected ending -ed.Spelling Test: Words with Long u
Teacher's Edition p.168a 30 minutes
Read and Comprehend Targeted Resources DurationSmall Group TimeListening and Speaking: Share informationand ideas about a topic. - Use good speaking and listeningbehaviors.Vocabulary: Use context clues to determinethe meaning of multiple-meaning words.Fluency: Read aloud fluently and withappropriate phrasing.Text-Based Comprehension: Identify theauthor's purpose.Vocabulary: Review high-frequency and storywords.Genre: Identify features of a magazine article.Assessment: Monitor Progress Routines
30 minutes
Language Arts Targeted Resources Duration
Page 3
Pearson SuccessNet Lesson Plan
Conventions: Identify singular and pluralnouns. - Daily Fix-ItWriting: Edit a draft for spelling, punctuation,and capitalization. - Mini-Lesson: Proofread for Singular andPlural Nouns - Create and present a final draft. - Quick Write for Fluency RoutineResearch and Inquiry: Present results ofinquiry project.Wrap Up Your Week!
Activity, Story SortDaily Fix-It
30 minutes
Assessment Checkpoints for theWeek
Targeted Resources Duration
Phonics: Long u: u_e; Long e: e_ePhonics: Inflected Ending -edComprehension Skill: Author's PurposeHigh-Frequency Words
Teacher's Edition p.169l
Homework My Notes
Page 1
Pearson SuccessNet Lesson Plan
Problem Solving: Make an Organized List Objective Materials Pacing
Domain: Geometry
Objective: Use groups of tens and ones toshow and write a given two-digit number.
Essential Understanding: Some problems canbe solved by generalizing a list of outcomesand organizing that list in a systematic way soall outcomes are accounted for.
Place-value Mat A (Teaching Tool 7),Connecting cubes
eTool: Spreadsheet/Data/GrapherTools4Math Workshops: Tens and Ones,Numbers Made with Tens
Standards1 day
Blocks1/2 day
National Standards1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand thefollowing as special cases:
Daily Common Core Review Targeted Resources DurationDaily Common Core Review 8-6 Go to Teacher's Edition
Develop the Concept Interactive Targeted Resources DurationProblem-Based Interactive Learning: Childrenwill make an organized list in a table to tracksolutions to a problem.
Develop the Concept Visual Targeted Resources DurationVisual Learning Bridge, p. 290, IndependentPractice, p. 290
Develop the Concept Practice Targeted Resources DurationGuided Practice, p. 290, IndependentPractice, p. 291
Close and Assess Targeted Resources DurationQuick Check 8-6, Digital Path Lesson Quiz 8-6
Differentiate Targeted Resources DurationIntervention, On-Level, and Advanced CenterActivities: Teacher's Edition, p. 292B,Reteaching Master 8-6, Practice Master 8-6,Enrichment Master 8-6
Kathy Sanderson
Page 2
Pearson SuccessNet Lesson Plan
Homework My NotesY
