Lesson Plans for Jean Nelson Monday: January 7, 20138:25 Morning Arrival Work:/Grammar—Morning Message/Calendar Math Standard(s): Begin DEA Math with four students. Others: Correct the sentences/re-write with correct punctuation, grammar, etc./Poem—The Little Penguin –highlight noun, verbs, adj.9:00 Writing Workshop W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.I can write personal narratives.Activity: Read Eileen Spinelli’s book: The Best Story. Create an anchor chart of what the book decided made the best stories.

Sheet: How can I make my writing better/easier to read? Students make a heart with their story ideas inside to place in their writing folder.

Begin writing a “best story from the heart”.9:45 Shared Reading/Reading Treasures Basal Standard: R.L. 1.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. I Can(s): I can explain that a key detail is an important part of the text. Lesson/Activity: Read vocabulary story-Floating Home-use guided practice ideas on TM 9B to help students make inferences. (Use Smart slate Power Point slides for Pelican Was Hungry). Have students fill out inference activity sheet. Vocabulary: Read words, put in ABC order, choose one to add to vocabulary books.10:15-10:45 Reading Workshop: - RL.1.1 Ask and answer questions about key details in text.

Read Tacky the Penguin. Focus on answering questions about details within the story. Reader Response: create bubble map of adjectives that describe Tacky.

Vocabulary: odd, switch, hearty—infer the meaning of these words within the context of the text (add odd to vocabulary notebooks)10:45-11:15 Phonics/Word Work/ Standard(s): R.F. 1.3 Know and apply grade level phonics and word analysis skills in decoding words. (C: Know final –e and common vowel team conventions for representing long vowel sounds.)I Can(s): (1) I can recognize long vowel sounds created by using a final-e and common vowel teams. (2) I can recognize that all syllables have a vowel sound. Lesson/Activity: • Introduce spelling words read/spell/write• Sort spelling words into groups according to soundsVocabulary Activity: Assessment: Write two sentences using the words group and behavior. 11:20-11:50 Lunch 12:25-1:20 Special Classes Monday: Art1:25 Math I can statements/EQ: 1.NBT.2 I can represent 10 as 10 ones. I can represent the numbers 11 to 19 as a ten and some ones. I can represent multiple sets of ten using number names (2tens is 20). I can explain the value of each digit in a two-digit number (place value).Lesson/Act.:

• Introduce topic 11 place value.• Watch interactive math story• Complete topic 11.1 Counting with groups of 10 and leftovers.• Place value stations

Assessment: Check 11.12:30 Daily 5 Stations: Word Work: Penguin blends Math: Even or Odd Reading: Penguin mini-book DEA testing –MathGrammar: Nouns, verbs, adjectives sort3:00 Reading in the Content Area (Science/Social Studies) Research about Birds: Standards: RI.1.5 Know and use various text features (eg. Headings, tables of contents, glossaries,) to locate key facts or information in a text. I can identify and give examples of text features

• Activities: Model ways informational text is presented using large copies of Scholastic News. Identify bold print, captions, illustrations, maps, etc.

• Give each partner group a small selection of informational text and use sticky notes to mark text features.Using various non-fiction books about birds let students begin researching facts about birds.

Assessment: Sharing of text features marked with sticky notes and beginning of research about birds.

Lesson Plans for Jean Nelson Tuesday, January 8, 20138:25 Morning Arrival Work:/Grammar—Morning Message/Calendar Math Standard(s):

9:00 Writing Workshop W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.I can use details to describe what happened in my story.Activity: Re-read The Best Story. Reflect on the ways that the stories weren’t good. Turn and talk to tell details for your story.Students continue writing their story that was begun yesterday.Assessment: Sharing circle/identify the details of those sharing.9:45 Shared Reading/Reading Treasures Basal Standard: R.L. 1.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. I Can(s): I can explain that a key detail is an important part of the text. Lesson/Activity: Read Pelican Can Read (whole group) and discuss. Have students use inference activity sheet to work in small groups and fill out.Vocabulary: Discuss words with multiple meanings (wave, bill) Add bill to vocabulary books with two meanings.10:15-10:45 Reading Workshop: RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Read Tacky and the EmperorStory sequence using one of the two Tacky books we have shared during read aloud.10:45-11:15 Phonics/Word Work/Standard(s): R.F. 1.3 Know and apply grade level phonics and word analysis skills in decoding words. (C: Know final –e and common vowel team conventions for representing long vowel sounds.)I Can(s): (1) I can recognize long vowel sounds created by using a final-e and common vowel teams. (2) I can recognize that all syllables have a vowel sound. Lesson/Activity:• Review spelling words (sequence in ABC order)• Word Sort long –o words. *Increase vocabulary by giving definition and finding the word – color each group a different color. Cut and paste word sort• Small groups – Decodable ReadersGrammar Practice: Correct sentences in morning message by looking for complete sentences, capital letters, and punctuation. Assessment: Teacher observation or word sort/oral check of words in word sort11:20-11:50 Lunch12:25-1:20 Special Classes Tuesday, PE-11:25 Math I can statements/EQ: 1.NBT.2 I can represent 10 as 10 ones. I can represent the numbers 11 to 19 as a ten and some ones. I can represent multiple sets of ten using number names (2tens is 20). I can explain the value of each digit in a two-digit number (place value).Lesson/Act.:

• Review 11.1• Introduce 11.2 Numbers made with 10.• Watch 11.2 video• Complete 11.2• Place value stations

Assessment:. Check 11.22:30 Daily 5 Stations: Word Work: Penguin blends Math: Even or Odd Reading: Penguin mini-book DEA testing --Math 3:00 Reading in the Content Area (Science/Social Studies) Research about Birds: Standards: RI.1.5 Know and use various text features (eg. Headings, tables of contents, glossaries,) to locate key facts or information in a text. I can locate key facts or information using text features.

• Activities: Show Brainpop Jr. video on animal groups. Discuss the bird group following the viewing.• Read: What Makes a Bird a Bird? By May Garelick. Or a similar book about birds as an animal group.• Using non-fiction books about Birds give small groups access to text. Using the graphic organizer of two illustration

boxes and text boxes, students will write and illustrate two facts they have learned about birds.• Assessment: Sharing of the two facts and illustrations.

Lesson Plans for Jean Nelson Wednesday, January 9, 20138:25 Morning Arrival Work:/Grammar—Morning Message/Calendar Math Standard(s):

9:00 Writing Workshop W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.I can use words (before, during, after) to show event order in my story.Read Cold Snap by Eileen Spinelli. Model and discuss the way time was shown (days of the week, next, etc.)Turn and talk about ways that the author/illustrator shows that time is passing.“Writers, as you write think of ways to show that your story from your heart is moving along. “Assessment: Partner share to demonstrate time order and temporal words.9:45 Shared Reading/Reading Treasures Basal Standard: R.L. 1.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. I Can(s): I can explain that a key detail is an important part of the text.. Lesson/Activity: Have students reread Pelican Was Hungry and discuss main idea and details. Have students respond to story telling their opinion (and illustrate) which should include their judgment of the story and why. 10:15-10:45 Reading Workshop: RL.1.3 Describe characters, settings, and major events in a story, using key details. Read Tackylocks and the BearsDescribe the characters using a brace map.Reader response—retelling the story using sequence of major events in the book.10:45-11:15 Phonics/Word Work/ Standard(s): R.F. 1.3 Know and apply grade level phonics and word analysis skills in decoding words. (C: Know final –e and common vowel team conventions for representing long vowel sounds.)I Can(s): (1) I can recognize long vowel sounds created by using a final-e and common vowel teams. (2) I can recognize that all syllables have a vowel sound. Lesson/Activity:• Chant and spell words. Increase vocabulary by adding three or more words to each group.• Scrambled sentences on SB: students write sentences in work journals.Assessment: Scrambled sentences using spelling word patterns. Students cut and paste the words in the correct order/write the sentences 11:20-11:50 Lunch12:25-1:20 Special Classes Wednesday, Music1:25 Math I can statements/EQ: 1.NBT.2 I can represent 10 as 10 ones. I can represent the numbers 11 to 19 as a ten and some ones. I can represent multiple sets of ten using number names (2tens is 20). I can explain the value of each digit in a two-digit number (place value).Lesson/Act.:

• Review 11.2• Introduce 11.3 Tens and ones.• Watch 11.3 video• Complete 11.3 activity• Place value stations• Assessment: Check 11.3

2:30 Daily 5 Stations: Word Work: Penguin blends Math: Even or Odd Reading: Penguin mini-book DEA testing --Math 3:00 Reading in the Content Area (Science/Social Studies) Research about Birds: Standards: RI.1.5 Know and use various text features (eg. Headings, tables of contents, glossaries,) to locate key facts or information in a text. I can locate key facts or information using text features. Standards: RI.1.7 Use the illustrations and details in a trext to describe its key ideas. I can identify details in a text.

• Activities: Model information that is presented in non-fiction text by displaying various pictures in books or Scholastic News large magazines. Discuss the information and details that are taught.

• Students continue researching about birds and writing informational text using illustrations and captions. Show Go Pebble example of birds and discuss information presented.Assessment: Sharing of informational text written and research.

Lesson Plans for Jean Nelson Thursday, January 10, 20138:25 Morning Arrival Work:/Grammar—Morning Message/Calendar Math Standard(s):

9:00 Writing Workshop W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.I can write an ending for my story that provides a sense of closure and leaves the reader satisfied.Read the endings in: Owl Moon, The Best Story, Chrysanthamum, Ira Sleeps Over. Turn and talk about how each satisfied the reader.Writers, as you write please remember to have an interesting beginning AND end.9:45 Shared Reading/Reading Treasures Basal Standard: R.L. 1.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. I Can(s): I can explain that a key detail is an important part of the text. Lesson/Activity:Read poem Seagull in text. When discussing poem have students make inferences about it. Then have students compare/contrast poem with Pelican Was Hungry. Add the poem Seagull to poetry books. Illustrate the key detail/mental images.10:15-10:45 Reading Workshop: RL.1.3 Describe characters, settings, and major events in a story, using key details.Read Tacky in Trouble. Compare the setting, characters, and major events using small groups and labels to place on Chart paper. Assessment: Sharing .10:45-11:15 Phonics/Word Work/ Standard(s): R.F. 1.3 Know and apply grade level phonics and word analysis skills in decoding words. (C: Know final –e and common vowel team conventions for representing long vowel sounds.)I Can(s): (1) I can recognize long vowel sounds created by using a final-e and common vowel teams. (2) I can recognize that all syllables have a vowel sound. Lesson/Activity: • Spelling Read the Room – displayed pictures in the room. Students find ten pictures that rhyme with spelling words Assessment: Spelling pre-test/teacher observation11:20-11:50 Lunch12:25-1:20 Special Classes Thursday, Library1:25 Math I can statements/EQ: 1.NBT.2 I can represent 10 as 10 ones. I can represent the numbers 11 to 19 as a ten and some ones. I can represent multiple sets of ten using number names (2tens is 20). I can explain the value of each digit in a two-digit number (place value).Lesson/Act.:

• Review 11.3• Introduce 11.4 Expanded form.• Watch 11.4 video• Complete 11.4 activity• Place value stations

Assessment: Check 11.4 activity2:30 Daily 5 Stations: Word Work: Penguin blends Math: Even or Odd Reading: Penguin mini-book DEA testing --Math 3:00 Reading in the Content Area (Science/Social Studies) Research about Birds: Standards: RI.1.5 Know and use various text features (eg. Headings, tables of contents, glossaries,) to locate key facts or information in a text. I can locate key facts or information using text features. Standards: RI.1.7 Use the illustrations and details in a text to describe its key ideas. I can identify details in a text.

• Activities: Chart non-fiction text features that have been observed: bold print, illustrations and photographs, captions, maps, diagrams.

• Continue in the bird research book the students are writing by having each student choose a bird and make a diagram. Label the parts of the bird.

• Assessment: Sharing of diagrams.

Lesson Plans for Jean Nelson Friday, January 11, 20138:25 Morning Arrival Work:/Grammar—Morning Message/Calendar Math Standard(s):

9:00 Writing Workshop W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.Writers use word choices to add details to their writing. Read Cold Snap. Refer to the ways that Eileen Spinelli adding sensory details to the writing.

Writing for a grade: Writers choose their own topics this week (from their heart). Rubric: temporal words, details in sequence, sensory words, closing that satisfies the reader

9:45 Shared Reading/Reading Treasures Basal Standard: R.L. 1.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. I Can(s): I can explain that a key detail is an important part of the text.. Lesson/Activity: . Have variety of books available for students to use—Decodable reader, Leveled readers from story, bird books, etc.---Have students do Let’s Infer activity with the book they choose.

10:15-10:45 Reading Workshop: RL.1.3 Describe characters, settings, and major events in a story, using key details. Students choose a book from their book basket to model their understanding using story sequence maps. Assessment: the sequence maps

10:45-11:15 Phonics/Word Work/ Standard(s): R.F. 1.3 Know and apply grade level phonics and word analysis skills in decoding words. (C: Know final –e and common vowel team conventions for representing long vowel sounds.)I Can(s): (1) I can recognize long vowel sounds created by using a final-e and common vowel teams. (2) I can recognize that all syllables have a vowel sound. Lesson/Activity: Assessment: • Spelling test/dictation test• TCAP weekly test includes phonics and grammar sub questions11:20-11:50 Lunch12:25-1:20 Special Classes Fridaty, PE-21:25 Math I can statements/EQ: 1.NBT.2 I can represent 10 as 10 ones. I can represent the numbers 11 to 19 as a ten and some ones. I can represent multiple sets of ten using number names (2tens is 20). I can explain the value of each digit in a two-digit number (place value).Lesson/Act.:

• Review 11.4• Introduce 11.5 Ways to make numbers.• Watch 11.5 video• Complete 11.5 activity• Place value stations

Assessment: Check 11.5 activity 2:30 Daily 5 Stations: 3:00 Reading in the Content Area (Science/Social Studies) Research about Birds: Standards: RI.1.5 Know and use various text features (eg. Headings, tables of contents, glossaries,) to locate key facts or information in a text. I can locate key facts or information using text features. Standards: RI.1.7 Use the illustrations and details in a trext to describe its key ideas. I can identify details in a text.

Activities: Refer to the chart of text features. Review the bird animal group using information shared.Students will complete their animal research book by choosing either Amazing Facts or the bubble map to conclude the research project.Students will organize their pages and make the Table of Contents and cover page.After stapling their research book, students will share their book in groups of six.