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MONDAY 4/22/19 8:05-9:00 Morning Work/Attendance/Lunch Count/Bathroom/PBIS: restroom responsible, respectful 9:00-9:30 WRITING Unit 6 Module B Lesson 1 See writing plans for OPINION writing 9:30-10:20 Music 10:30-11:00

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MONDAY 4/22/19                 8:05-9:00 Morning Work/Attendance/Lunch Count/Bathroom/PBIS: restroom responsible, respectful

9:00-9:30 WRITINGUnit 6Module B  Lesson 1 See writing plans for OPINION writing     

9:30-10:20 Music

10:30-11:00Bathroom Break & Recess

11:00-11:20

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Lunch

11:20-11:30Bathroom Break

11:30-12:30  MATH BLOCK

Module 6

Lessons 13-14: Add a pair of two-digit numbers when the ones digits have a sum greater than 10 using decomposition.

Higher Order Thinking: Which problem was the easiest for you to solve? What made it easy for you? Explain it to your level 1 partner.

Engagement strategy: Think, pair, shair

 

Math Small Group

I will help student who are having problems, while the others do the problem sets by themselves and work on Zearn..

2:40-2:10 READING BLOCKUnit 6

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Module B  Lesson 1  

*Heggerty lesson

 Assessment Focus:Describe setting Books/Text:

Whose Is This? Use Key Details to Tell About Setting Introduce the new book Whose Is This? Have students predict what the story will be about. Remind them that the setting is where a story takes place. Read Whose Is This? - Students should read along silently BY-THE-WAY WORDS: sari, turban Discuss the close reading questions on page 163 Benchmark vocabulary: fair, booths, explore (RWJ p. 415)HOT: What do Maria and Kimi see at the culture fair?Engagement Strategy: Think-Pair-Share  SettingLook for details (in words and pictures) from the story that describe the setting.Use Web B (TR45)

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Phonemic Awareness:

Page 164a is: diphthongs oi, oy (SOUND) TEACH the students to listen for the /oi/ sound in wordsMODEL how to blend words with the /oi/ soundPRACTICE having students blend sounds to form /oi/ words Phonics:Page 164b is: diphthongs oi, oy (SPELLING) Teach the spelling for the diphthong /oi/ (oi, oy) Mention that when you hear /oi/ at the end of a word it is likely spelled ‘oy” and in the beginning or middle it is likely spelled ‘oi’ Model segmenting and blending the guide words to read them.

Conventions  Mini-Lesson: Use Determiners

Practice using correct determiners (this and these) Additional practice …. RWJ p. 416

Small Group Time independent reading routine (TR12-TR15)

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Small Group Options: PHONICS: FS14-FS17  UNLOCK THE TEXT: Whose Is This?: scaffolded strategies handbook p. 172-177 CONFERENCE: Check in with students on the indep. reading focus question (above).

2:30-3:20Math RTI

Work on greater than, less than by using slates and Expos.

TUESDAY 4/23/19                          8:05-9:00 Morning Work/Attendance/Lunch Count/Bathroom, PBIS lesson8:50-9:30 Title Reading

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9:00-9:30 WritingUnit 6Module B  Lesson 2   See writing plans!

9:30-10:20 PE

10:30-11:00Bathroom Break & Recess

11:00-11:20Lunch

11:20-11:30Bathroom Break

11:30-12:30 MATH BLOCKModule 6

Lesson 15: Add a pair of two-digit numbers when the ones digits have a sum greater than 10 with drawing. Record the total below.  Higher Order Thinking: With your partner, look at Problem 2

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(c), (d), and (e). Discuss how they can have the same answer but different numbers.

Engagement strategy: Think, pair, share

Technology: SmartboardSmall Group MathWork with students on greater than, less than, using, slates and Expos. The other students will work on their exit tickets and Zearn.

12:40-2:10 READING BLOCK Unit 6Module B  Lesson 2  *Heggerty lesson    Assessment Focus:Retell Books/Text:Whose Is This? (p. 4-9) Use Key Details to Tell About Setting Today we will reread the beginning of Whose Is This? and retell this part of the story. Have students recall what they remember from the beginning. Read pages 4-9 of Whose Is This?

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Students should read along with you silently Discuss the close reading questions on page 173 Benchmark vocabulary: delicious, peered, mischief (RWJ p. 417) HOT:  What happens first in this part of the story?Engagement strategy: Think-Pair-Share   RetellRemind students that a good retell includes details about characters, setting, and events. Use Story Sequence B (TR38) or something similar to record story events. High Frequency Words:a   across they    everything are the    into have

again Conventions  Mini-Lesson: Use Determiners More practice using correct determiners (a and an) Additional practice …. RWJ p. 418  

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SMALL GROUP Preview decodable practice reader 28A (Roy and Joyce Join In) following the prompts on page 174b. FOCUS QUESTION:Today as you read, retell details about the characters, setting, and events in the story. PHONICS: FS14-FS17   UNLOCK THE TEXT: Whose Is This?: scaffolded strategies handbook p. 172-177 CONFERENCE: Check in with students on the indep. reading focus question (above). READING ANALYSIS SUPPORT: retelling mini-lesson p.

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176 FLUENCY: model appropriate expression mini-lesson, p. 177

 

       

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2:30-3:20READING RTIContinue to work on compare and contrast

WEDNESDAY 4/24/19

8:05-9:00 Morning Work/Attendance/Lunch Count/Bathroom/PBIS: restroom responsible, respectful

9:00-9:30 WRITINGUnit 6Module B  Lesson 3     See Writing Plans

 

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9:30-10:20 ART 10:35-10:55 BATHROOM BREAK & RECESS 11:00-11:20 LUNCH  11:20-11:30 BATHROOM BREAK

11:30-12:30  MATH BLOCK

Module 6

Lessons 16 & 17: Add a pair of two-digit numbers when the ones digits have a sum greater than 10 with drawing. Record the new ten below.   Higher Order Thinking: Look at problem 1(f). Why is there a zero in the ones place in the answer when we added some ones together in the problem?  Discuss with a level one partner.  

SMALL GROUP MATH

We will work on tens and ones, using slates and Expos.  

12:40-2:10   READING BLOCK

Unit 6Module B Lesson 3

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Assessment Focus:

FLEX … can read over lessons 3 and 4 and combineMake sure to hit the phonics skill from lesson 3 Books/Text:Whose Is This? (p. 10-14) Make Connections Today we will reread part of Whose Is This? and retell this part of the story. Have students retell events from Chapter 1. Reread the second paragraph on p. 9 and have students recall how chapter ends. Read pages 10-14 of Whose Is This? Students should pay attention to any interesting details they hear BY-THE-WAY WORD: headwrap Discuss the close reading questions on page 183 Benchmark vocabulary: objects, cloth, clues  HOT: What is in the box that Maria and Kimi find?Engagement Strategy: Think-Pair-Share Phonemic Awareness:Page 184a is: suffixes -er and -or (SOUND) TEACH the students to listen for the sounds -er and -or make (singer, sailor) MODEL how to orally blend words with the suffixes

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PRACTICE having students orally blend sounds to form words with suffixes Additional Practice for small group: FS16 Phonics:

Page 184b is: suffixes -er and -or (SPELLING) Teach the spelling for the suffixes -er and –or Explain the spelling changes that take place before -er is added (drop final -e) Have students practice reading words with -er and -or and identifying suffixes. Conventions   Mini-Lesson : Produce Compound Sentences Explain that a compound sentence is made up of two simple sentence and a word that joins them together, such as and or but. As a class, practice creating compound sentences. Additional practice …. RWJ p. 422 Small Group Time

FOCUS QUESTION:

Practice you HFW words today. Work with a partner and see how quickly you can correctly read the words.

Try it multiple times to beat your time.

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independent reading routine (TR12-TR15)

PHONICS: FS14-FS17       Work on checklist skill today. Reteach what students need for the checklist. Create plans according to your students needs.

2:30-3:20 MATH RTI:

Work on greater than and less than, using slates and Expos.  

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THURSDAY 4/25/19

8:05-9:00 Morning Work/Attendance/Lunch Count/Bathroom/PBIS: restroom responsible, respectful

8:50-9:30 Title Reading

9:00-9:30 WRITINGUnit 6Module BLesson 4      

9:30-10:20 LIBRARY 10:35-10:55 BATHROOM BREAK, RECESS 11:00-11:20 LUNCH  11:20-11:30 BATHROOM BREAK

11:30-12:30  MATH BLOCK

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Module 6

Lesson  Higher Order Thinking:  Discuss with your level 1 partner.Engagement strategy: Think, pair, share

SMALL GROUP MATH

Work on tens and ones with students to make sure they understand        

12:40-2:10   READING BLOCK  Unit 6Module B  Lesson 4       *Heggery lesson

 Assessment Focus:Ask and answer questions This lesson can be combined with lesson 3 Books/Text:Whose Is This? (p. 15-18) Ask and Answer Questions about Key Details

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Today you will reread part of Whose Is This? and ask questions to gain a better understanding of what you read. Turn to page 16 and have students identify the questions on the page. Read pages 15-18 of Whose Is This? Students should whisper read along with you & notice any confusing parts BY-THE-WAY WORD: bindis Discuss the close reading questions on page 193 Benchmark vocabulary: puzzled, competition (RWJ p. 423) What is the orange cloth? How is it used?Engagement Strategy: Think-Pair-Share Conventions  Mini-Lesson: Use Commas in Dates and Series Explain that commas are used to separate words and phrases in writing. Write dates on the board and explain where to add commas. Have students practice placing commas between words in a series and in dates. Additional practice …. RWJ p. 424  

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SMALL GROUP Preview decodable practice reader 28B (Teacher, Actor, or Sailor) following prompts p. 194b FOCUS QUESTION:Practice HFW words today. Work with a partner and see how quickly they can correctly read the words. Try it multiple times to beat your time. PHONICS: FS14-FS17

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FRIDAY 4/26/19            8:05-9:00 Morning Work/Attendance/Lunch Count/Bathroom/PBIS: restroom responsible, respectful

8:50-9:30 Title Reading

9:00-9:30 WRITING Unit 6Module B  Lesson 5

See writing outline!

9:30-10:20 READING BLOCK

Unit 6Module B  Lesson 5

*Heggerty Lesson

        

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Assessment Focus:Retell Books/Text:Whose Is This? (p. 19-23) Retell Story Events to Show Understanding Today you will reread part of Whose Is This? Look at illustrations on pages 4-18 and recall what has happened in the story. Read pages 19-23 of Whose Is This? Students should whisper read along with me BY-THE-WAY WORD: Native American Discuss the close reading questions on page 203 Benchmark vocabulary: puzzled, competition (RWJ p. 425) HOT: What can you tell about the object Maria pulls from the box?Engagement strategy: Think-Pair-Share Retell Discuss how readers sometimes retell part of a story. Follow the prompts on page 204 to retell the middle of the story . Additional practice …. RWJ p. 426 Phonics:Page 204a is: REVIEW diphthongs oi, oy and suffixes -er

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and -or Review the sounds and spellings for /oi/ (oi, oy) and suffixes -er and –or have students take turns sounding out and writing the guide practice words. Conventions  Mini-Lesson: Use Conjunctions in Compound Sentences Remind students that when we join two simple sentences, we form a compound sentence. Explain that we join the simple sentences with a comma and a word such as and, or, or but. Practice creating sentences using conjunctions in compound sentences. Additional practice …. RWJ p. 427

SMALL GROUP Preview decodable practice reader 28C (A Writer and an Actor) follow the prompts p. 204b

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FOCUS QUESTION: Read the decodable reader to and make a list of all the words with suffixes -er and -or PHONICS: FS14-FS17

UNLOCK THE TEXT: Whose Is This?, scaffolded strategies handbook p. 172-177 READING ANALYSIS SUPPORT: retelling mini-lesson p. 206 READING ANALYSIS EXTENSION:  retelling mini-lesson p. 207FLUENCY: check a few of your students on fluency for your checklist

10:35-10:55 BATHROOM BREAK, RECESS 11:00-11:20 LUNCH  11:20-11:30 BATHROOM BREAK

1:30-12:30  MATH BLOCK

FLEX DAY!!

Higher Order Thinking: “ Discuss   with a level one partner. Engagement strategy: Think, pair, share

SMALL GROUP MATH: Work on tens and ones using slates & Expos  

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12:50-1:20   READING BLOCK CONT.Unit 5Module B

ASSESS TODAY!   

1:30-2:20 P.E.

2:30-2:50Math & Reading RTI Assess...Addition problems to 10Number bondsWriting numbers to 40Missing addendsSubtraction problems Assess...BMEHFWReading fluencyRetellCharacters Setting   

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.0' - ERICof time and effort prompts us, wherever it is possible, to contract ... "Sentences containing these conjunctions, however, are often not an abridgement of two or more sentences,

.0' - ERICof time and effort prompts us, wherever it is possible, to contract ... "Sentences containing these conjunctions, however, are often not an abridgement of two or more sentences,

Structural Grammar and Spoken English - k8449r.weebly.com · · Prepositions · Conjunctions · Adverbs · Interjections Sentences A sentence is commonly defined as a complete unit

Structural Grammar and Spoken English - k8449r.weebly.com · · Prepositions · Conjunctions · Adverbs · Interjections Sentences A sentence is commonly defined as a complete unit

University of Puerto Rico in Ponce · identify simple, compound, complex, and compound-complex sentences. 2.8 combine simple sentences using conjunctive adverbs, coordinating conjunctions,

University of Puerto Rico in Ponce · identify simple, compound, complex, and compound-complex sentences. 2.8 combine simple sentences using conjunctive adverbs, coordinating conjunctions,

Logical Squares for Classical Logic Sentences · 2017. 8. 23. · Vol. 10 (2016) Logical Squares for Classical Logic Sentences 295 conjunctions is true (is a tautology), so the sentences

Logical Squares for Classical Logic Sentences · 2017. 8. 23. · Vol. 10 (2016) Logical Squares for Classical Logic Sentences 295 conjunctions is true (is a tautology), so the sentences

Conjunctions€¦ · Correlative Conjunctions Correlative conjunctions are two separate conjunctions that appear together in the sentence Common Correlative Conjunctions and Examples:

Conjunctions€¦ · Correlative Conjunctions Correlative conjunctions are two separate conjunctions that appear together in the sentence Common Correlative Conjunctions and Examples:

Coordinating conjunctions Subordinating conjunctions, A ...

Coordinating conjunctions Subordinating conjunctions, A ...

Sentences Conjunctions Run-On Sentences Comma Splices

Sentences Conjunctions Run-On Sentences Comma Splices

Section 4.2 Intersections, Unions & Compound Inequalities Using Set Diagrams and Notation Intersections of Sets Conjunctions of Sentences and Unions.

Section 4.2 Intersections, Unions & Compound Inequalities Using Set Diagrams and Notation Intersections of Sets Conjunctions of Sentences and Unions.

Compound Sentences Creating and Identifying. Part One: Linking independent clauses using coordinating conjunctions.

Compound Sentences Creating and Identifying. Part One: Linking independent clauses using coordinating conjunctions.

Conjunctions€¦ · Conjunctions allow you to form complex, elegant sentences and avoid the choppiness of multiple short sentences. Make sure that the phrases joined by conjunctions

Conjunctions€¦ · Conjunctions allow you to form complex, elegant sentences and avoid the choppiness of multiple short sentences. Make sure that the phrases joined by conjunctions

ESL MRS. NABULSI. COORDINATING CONJUNCTIONS CORRELATIVE CONJUNCTIONS SUBORDINATE CONJUNCTIONS.

ESL MRS. NABULSI. COORDINATING CONJUNCTIONS CORRELATIVE CONJUNCTIONS SUBORDINATE CONJUNCTIONS.

Conjunctions That Join Equals Objectives Distinguish between simple and compound sentences. Punctuate compound sentences joined by and, or, not, and but.

Conjunctions That Join Equals Objectives Distinguish between simple and compound sentences. Punctuate compound sentences joined by and, or, not, and but.

Subordinating conjunctions - Katy ISDstaff.katyisd.org/sites/mmjh6rdg/Documents/2nd Semester/4th Grading...A. Read the sentences. Then, write the subordinating conjunctions in each

Subordinating conjunctions - Katy ISDstaff.katyisd.org/sites/mmjh6rdg/Documents/2nd Semester/4th Grading...A. Read the sentences. Then, write the subordinating conjunctions in each

CONJUNCTIONS The most common conjunctions are the FANBOYS ( coordinating conjunctions ), but subordinating conjunction and adverbial conjunctions are also.

CONJUNCTIONS The most common conjunctions are the FANBOYS ( coordinating conjunctions ), but subordinating conjunction and adverbial conjunctions are also.

>>0 >>1 >> 2 >> 3 >> 4 >> Conjunctions. >>0 >>1 >> 2 >> 3 >> 4 >> Conjunctions are joining words, it joins together sentences or words. Join words: n.,

>>0 >>1 >> 2 >> 3 >> 4 >> Conjunctions. >>0 >>1 >> 2 >> 3 >> 4 >> Conjunctions are joining words, it joins together sentences or words. Join words: n.,

Clauses and Conjunctions - Draycott Primary · 2020-06-19 · They are called multi-clause sentences because the sentence is made up of more than one clause. The conjunctions and,

Clauses and Conjunctions - Draycott Primary · 2020-06-19 · They are called multi-clause sentences because the sentence is made up of more than one clause. The conjunctions and,

Kinds of Sentence Structure · 1. Fix any comma splices and run-on sentences. 2. Circle the comma/conjunctions and/or semi-colons used to make compound or compound-complex sentences.

Kinds of Sentence Structure · 1. Fix any comma splices and run-on sentences. 2. Circle the comma/conjunctions and/or semi-colons used to make compound or compound-complex sentences.

Seneca Valley School District / Overview · Complex sentences Conjunctions Fragments and Run-Ons . RL3 Describe Stories: Character and Setting ... cite sentences that include signal

Seneca Valley School District / Overview · Complex sentences Conjunctions Fragments and Run-Ons . RL3 Describe Stories: Character and Setting ... cite sentences that include signal

Types of Conjunctions · Coordinating Conjunctions . Title: Types of Conjunctions Author: YourDictionary Subject: Types of Conjunctions Keywords: Types of Conjunctions Created Date:

Types of Conjunctions · Coordinating Conjunctions . Title: Types of Conjunctions Author: YourDictionary Subject: Types of Conjunctions Keywords: Types of Conjunctions Created Date:

so Compound Sentences - gulfportschools.orgcompound sentences using sentence strips, commas, and conjunctions. Then, they will write answers on the recording sheet provided for easy

so Compound Sentences - gulfportschools.orgcompound sentences using sentence strips, commas, and conjunctions. Then, they will write answers on the recording sheet provided for easy