Monday ­ 11­27­17 Week 15 Events Circle Prompt: What are the morning expectations for indoor recess? What should it

look like and sound like? What is your favorite book to read?

BBSS Walk Through (restorative circles)

3:15 pm ILT Mtg

Word Knowledge

Unit 2 ­ Lesson 5 (cards 40­43)

/s/ spelled ce, cy and /j/ spelled ge, gi_

age, peace, pencil, magic, ice, digit, face, gem, circus, large

snap words ­ again, funny, light, those

write words 3x’s each

Math Workshop

PB Learning/S&S Visual Learning

Assess/Differentiate

Introduce Topic 7 ­ More Solving Problems Involving Addition and Subtraction ­ Use

Interactive Math Story video and Topic Opener & Review What You Know, pp. 389/390.

Lesson 7­1 ­ Represent Addition and Subtraction Problems, pp. 391­396: Students model

problems using equations with unknowns in any positions. Students are given a start­unknown,

add to word problem. They use drawings to find the missing addend in an equation the

represents the problem. If possible, give students colored pencils 9red and blue) to use to make

their drawings. Allow students to use red and blue cubes to model this problem, if needed for

Solve & Share (p. 391).

Watch Video and complete Guided Practice, Do You Understand?; and Problem Solving page

as a whole group. Use Math Practices and Problem Solving questions 9 & 10 to check

understanding.

Assign Independent Practice to students as you monitor their progress. Small groups by need.

Reading Workshop

Getting Ready Lesson Focus Teaching Point

Lesson 8 ­ Using Context to Build Knowledge of Unknown Words Getting Ready:

Anchor Chart from Session 6 titled “Talk the Talk! Read to Learn the Lingo!

Mentor text with highlighted keywords (Lucy uses full­grown and distances starting pg.

20 of Tigers by Laura Marsh

Students will need a book that contains keywords they are confused with for the share

portion of the lesson

TP ­ “Today I want to teach you that when readers run into a keyword, they work hard to unlock it. They use the whole page and everything they know about the topic to figure out what

it probably means.”

S. Studies Unit 5/Lesson 4 ­ Our Country Grows (pgs 222­227)

vocabulary: pioneer, timeline

Review timeline of Lewis and Clark (pgs 226­227) and provide an example using my life as a

timeline. Each student will take home a timeline to complete and return by Friday.

Writing Workshop

Getting Ready Lesson Focus Teaching Point

Lesson 8 ­ Nonfiction Writers Aim to Hook and Audience’s Interest...Right from the Start! Getting Ready:

A nonfiction text ­ Extreme Sports by Sean Finnegan or another nonfiction book with a powerful hook at the beginning of each chapter

“To Teach and Audience” anchor chart A chapter from demonstration text, beginning with a weak lead that students can

rewrite Revision strips and tape

TP ­ “Today I want to give you another tip for keeping your readers interested. If you want your reader’s attention, you need to grab it right away. Nonfiction writers make sure to grap their audience’s interest, to hook their audience, right from the start.”

Tuesday ­ 11­28­17 Events Circle Prompt: What if you get to school before 8:10 am? What do you do? Where do

you go? How do you get to school?

3:15 pm AVID & BIST Site Team Mtg.

Word Knowledge

Unit 2 ­ Lesson 5 (cards 40­43)

/s/ spelled ce, cy and /j/ spelled ge, gi_

age, peace, pencil, magic, ice, digit, face, gem, circus, large

snap words ­ again, funny, light, those

skills practice ws 33/34

Math Workshop

PB Learning/S&S Visual Learning

Assess/Differentiate

Lesson 7­2 ­ Mixed Practice: Solve Addition and Subtraction Problems, pp. 397­402:

Students use drawings and equations to make sense of the words in problems. Students solve a

comparison word problem and they show their work for Solve & Share (p. 397).

Watch Video and complete Guided Practice, Do You Understand?; and Problem Solving page

as a whole group. Use Math Practices and Problem Solving questions 7 & 8 to check

understanding.

Assign Independent Practice to students as you monitor their progress. Small groups by need.

Reading Workshop

Getting Ready Lesson Focus Teaching Point

Lesson 9 ­ Solving Words Takes Strategic and Flexible Thinking Getting Ready:

Mentor text with highlighted keywords (Lucy uses territory, carnivores, hooved, and

buffalo on pgs. 10 and 12 of Tigers by Laura Marsh)

A word with a pronunciation guide (Lucy uses Siberian on pg. 25 in Tigers)

Students will bring a book with hard to solve keywords for the share portion of the

lesson

Anchor Chart from Session 6 titled “Talk the Talk! Read to Learn the Lingo!”

(Example pg. 51)

TP ­ “Today I want to teach you that when readers are stuck on a key word, they know to play around with the word, like you might play around with a key in a lock, trying it one way and

then another, and sometimes – presto! – they find the way to unlock it.”

Library

2B 12:45­1:15 pm/2N 1:15­1:45 pm

Return your library books in the AM

Writing Workshop

Getting Ready Lesson Focus Teaching Point

Lesson 9 ­ Writers Do More Than One Thing at Once Getting Ready:

Deomonstration writing with a new chapter titled but otherwise blank

Student writing folders and post­its (to create reminders and feedback to others)

“To Teach an Audience” anchor chart

Chart paper, large post­its, and markers

TP ­ “Today I want to teach you that writers make sure to keep their audience at the front of

their minds the whole timethey are writing. To do this and teach interesting facts, they give

themselves reminders that help them do two jobs at once.”

Wednesday ­ 11­29­17 Events Circle Prompt: What do you do when you arrive to school after the bell rings? Why is it

important to get to school on time?

2:15­ 4:00 pm Collaboration/Faculty BBSS Mtg.

Word Knowledge

Unit 2 ­ Lesson 5 (cards 40­43)

/s/ spelled ce, cy and /j/ spelled ge, gi_

phonics puzzles/word search

Math Workshop

PB Learning/S&S Visual Learning

Assess/Differentiate

Lesson 7­3 ­ Continue Practice with Addition and Subtraction Problems, pp. 403­408: Students

use drawings and equations to make sense of the words in problems. Students solve a compare,

bigger unknown word problem any way they choose, and they show their work for Solve &

Share (p. 403).

Watch Video and complete Guided Practice, Do You Understand?; and Problem Solving page as

a whole group. Use Math Practices and Problem Solving questions 7 & 8 to check

understanding.

Assign Independent Practice to students as you monitor their progress. Small groups by need.

Reading Workshop

Getting Ready Lesson Focus Teaching Point

Lesson 10 ­ Rereading Like Experts Getting Ready:

Students will bring book baggies/boxes to meeting spot for the link portion of the lesson

A passage from the mentor text (Lucy uses pg. 12 from Tigers)

Anchor Chart from Session 6 titled “Talk the Talk! Read to Learn the Lingo!”

Students will need a book ready to practice rereading like experts with a partner during

the share portion of the lesson

TP ­ “Today I want to teach you that once readers have unlocked keywords in their books, they

know it helps to reread – this time moving more smoothly through the parts, scooping up the

keywords to grow even more knowledge about the topic.”

S.Studies Unit 5/Lesson 5 ­ We Remember Americans (pgs 230­235)

Students will identify contributions the historical figures who have influended the nation

(Harriet Tubman, Frederick Douglas, Abe Lincoln, Jackie Robinson, Sojourner Truth)

Writing Workshop

Getting Ready Lesson Focus Teaching Point

Lesson 10 ­ Clearing Up Confusion: Answering Readers’ Questions Getting Ready:

Demonstration text, marked up with a trail of post­it feedback

“How Can I Teach My Readers?” chart from Grade 1, Unit 2 Nonfiction Chapter Books wrapped in layers

of tissue paper. Reveal part of the chart in the connection and the rest in the share

A chapter from my demonstration text, deliberately written in ways that confuse readers, prompting them

to ask questions

Revision strips and tape

“To Teach an Audience” anchor chart

TP ­ “Today I want to teach you that when nonfiction writers write for an audience, they make

sure to clear up any confusion so that readers are not left with questions. Nonfiction writers do

that by rereading as if they were the audience and finding places where they have questions

themselves.”

Thursday ­ 11­30­17 Events Circle Prompt: Why is it important to eat breakfast? What is your favorite b’fast item?

Organwise Program 2N 1:30 pm/2B 2:00 pm

Word Knowledge

Unit 2 ­ Lesson 5 (cards 40­43) /s/ spelled ce, cy and /j/ spelled ge, gi_ age, peace, pencil, magic, ice, digit, face, gem, circus, large snap words ­ again, funny, light, those Skills practice ws 35/36

Math Workshop

PB Learning/S&S Visual Learning

Assess/Differentiate

Lesson 7­4 ­ Solve Two­Step Problems, pp. 409­414: Students model and solve two­step problems using equations. Have students work in pairs. Distribute 20 Connecting Cubes (or Teaching Tool 5) per pair, so students can model the problem for Solve & Share (p. 409).

Watch Video and complete Guided Practice, Do You Understand?; and Problem Solving page as a whole group. Use Math Practices and Problem Solving questions 8 & 9 to check understanding.

Assign Independent Practice to students as you monitor their progress. Small groups by need.

Reading Workshop

Getting Ready Lesson Focus Teaching Point

Lesson 11 ­ Talk the Talk and Walk the Walk! Using Lingo to Teach Others

Getting Ready: Tigers by Laura M Post­it notes

TP ­ “Today I want to teach you that when readers read nonfiction, they don’t only read the keywords and learn information. They start to use keywords to think and talk about the topic. In that way, the reader begins to own the language of the text.”

Writing Workshop

Getting Ready Lesson Focus Teaching Point

Lesson 11 ­ Setting Goals to Make Nonfiction Books Better Getting Ready:

Students should have written 2­3 books since the beginning of this bend A marker as an imaginary microphone (Ms. B has a microphone) Demonstration wriitng A copy of the Information Writing Checklist for Grades 1 and 2 for each child, with

each strategy cut toward the centers into flaps, plus one to display to the class Student writing folders with their most recent books “To Teach an Audience” anchor chart, plus mini­versions for each child Post­its for students to jot mini­reviews of each other’s nonfiction books A nonfiction book with a blurb on the back

TP ­ “Today I want to teach you that checklists and other reminders for way to write well can be way more powerful than you think. Checklists and other reminders don’t just give a tip for one thing you can do, one day, in one part. Instead, they remind you of work you can do over and over, page and page, day after day.”

Friday ­ 12­1­17 Events Circle Prompt: What color is your mood right now? Choose a color and explain why?

Word Knowledge

Unit 2 ­ Lesson 5 (cards 40­43)

phonics/vocabulary assessment

Math Workshop

PB Learning/S&S Visual Learning

Assess/Differentiate

Lesson 7­5 ­ Continue to Solve Two­Step Problems, pp. 415­420: Students use different ways to

solve two­step problems. Students examine the given information to identify the steps needed to

solve a real­world two­step problem for Solve & Share (p. 415).

Watch Video and complete Guided Practice, Do You Understand?; and Problem Solving page as

a whole group. Use Math Practices and Problem Solving questions 7 & 8 to check

understanding.

Assign Independent Practice to students as you monitor their progress. Small groups by need.

Reading Workshop

Getting Ready Lesson Focus Teaching Point

Lesson 12 ­ Growing Knowledge Across Books! Getting Ready to Read (and Learn) a Bunch!

Getting Ready:

Text sets of books grouped together for each student’s book baggie/box or each partnership if you don’t

have enough

A new mentor text gift wrapped that is related to the topic of the mentor text in Bend II. Connect it to that

book from Bend II with a rubber band or ribbon. (Lucy uses Amazing Animals: Tigers by Valerie Bodden –

it is about tigers as well and same level of complexity but contains different details)

New Anchor Chart titled “ Experts Grow Knowledge Across Books” (Example pg. 64)

A Post­it note with a big idea that left you wondering something from the mentor text to be displayed

during mid­workshop teaching (Lucy uses pg. 12 of Tigers –pg. 65)

Students will be invited to bring a set of books that go together to the meeting area during share portion of

lesson

TP ­ “Today I want to teach you that when readers read a bunch of books on one topic, they get

themselves ready not just by looking over one book but by looking over all the books. Readers

especially think about how all their books on a topic seem to go together.”

S. Studies Review (play Kahoot!) and Assess Unit 5 ­ Our Country Long Ago

Writing Workshop

Getting Ready Lesson Focus Teaching Point

Lesson 12 ­ Editing Nonfiction Writing: Fixing Up Spelling Mistakes for Readers Getting Ready:

White board and a marker for each child

Language Conventions strand of the Information Writing Checklist, Grades ½

“Use the Words You Knowto Help You Spell Hard Words” anchor chart

Writing by a 2nd grader who is not in your class with some of the same type of spelling mistakes your

writers make

TP ­ “Today I want to remind you that writers make sure their writing is easy to read. One

way you can do this is by using your knowledge of words you know how to spell to help

you fix up misspelled words or to spell brand­new words.”