Lesson Plans/ Assignments

Tasks to be turned in this week:    

Assignments

week of 1-25

Monday

 

Tuesday

 

Wednesday

 

Thursday

 

Friday

 

Reading   

Seesaw - Retelling & central message

Seesaw - Retelling & central message

Seesaw - Retelling & central message

 

Read aloud & comphrension 

*Remember to look under activities in your color group

 

 

Seesaw - Seesaw - Retelling & central message QUIZ

PBL Fridays

Language Arts/Writing  

Prefixes

 

IReady  - assigned and my path for 45 mins a week

 *Due Friday

Seesaw-Prefixes

Seesaw Prefixes (graded)

 writing journal - opinion

writing journal - opinion

Math  1

______________

Math 2

Seesaw - time to the hour

IReady  - assigned and my path for 45 mins a week

 *Due Friday

_________________________

Seesaw - Time to the half hour

 

IReady  - assigned and my path for 45 mins a week

 *Due Friday

 

Seesaw - time to the hour

 

 

 

___________________

Seesaw - Time to the half and quarter hour

Seesaw - time to the hour

 

 

__________________

Seesaw - Time to the half and quarter hour

Seesaw - time to the hour (graded)

 

 

 

__________________

Seesaw - Time to the half and quarter hour (graded)

Seesaw - time to the hour 

 

 

 

_________________

 

Seesaw - Time

Science

 

 

Graded Assignment:  

Magnet vocabulary  

Seesaw  

 

 

Health

 

RE - I Spy a Helper

video 

RE - I Spy a Helper  

Practice 1

RE - I Spy a Helper  

Quiz

 

 

 

Phonics (purple group only) 

Red Words: off, all, about, why, some   

  

ELAGSE1RF2: Demonstrate understanding of spoken words, syllables, and sounds  

ELAGSE1RF3: Know and apply grade-level phonics and word analysis skills in decoding  

ELAGSE1RFd. Read grade-appropriate irregularly spelled words.  

  

  

MLK DAY -   

NO SCHOOL  

Tuesday:   

3 Part Blend- TW show letter and SW say each individual letter sand sound. Students will then practice saying each sound and blending words.   

/st/ /u/ /c/ /k/   stuck  

  

The teacher will introduce S blends orally and then show S blends Video.  

Consonant Blends / The Letter S / Phonics Mind Map - Bing video  

Red Word Activity-TS will tap and write the red word 3x’s and then write a sentence using the word.  

   

SW practice in Seesaw 

   

   

  

Wednesday:  

  

Let’s learn s blends sn, sp, and st.  

   

   

Word Dictation-TS will write dictated words.  

 Sid, snip, spell, stib, spat  

  

  

  

Sentence Dictation-TS will write dictated sentence.  

  

Can Glenn sniff the moss?  

  

  

Thursday:   

Let’s review s blends sn, sp, and st..  

   

   

Word Dictation-TS will write dictated words.  

 Stab, stick, snop, spim, stuck  

  

  

  

Sentence Dictation-TS will write dictated sentence.  

Do you see the black spot?  

Friday Spelling Test:  

Phonics:  

 1. Stop  

2. sniff  

3.spot  

4.snob  

5. Spud  

        Red Words:  

  1. some  

  1. all  

  1. about  

  1. why  

  1. off  

  

Reading  

ELAGSE1RI2: Identify the main topic and retell key details of a text  

  

  

 RI4- ELAGSE1RI4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.  

MLK DAY -   

NO SCHOOL  

  

  

  

  

WHOLE GROUP:  

IReady Toolbox  Lesson 13 Finding Meanings  

  

Teaching Point:  

 Today I will teach you how to find specific meanings of unfamiliar words.  

  

  

Connect:  

In kindergarten you may learned how to identify unknown words with pictures and in text with support from your teacher. For example, TW share a photo of a bee with labels and ask students “What do you think the thorax does”?  

  

Teach:   TW read a sentence and model finding the meaning of a word in a sentence. Ex: You can grow crops such as onions, lettuce, and carrots in the garden. TW continue with sentence examples, and further model “how to find the meaning of unfamiliar words”   

  

Active/Guided    

Invite students to share what they have learned so far about figuring out the meaning of new words. SW share times when they were stuck on new words. TW show a photo of a garden and a given sentence. TW ask the following questions to help students find the meaning of the unfamiliar word (What clues can I find in the words around the new word?/What do the pictures show about the new word?/What do I already know about the word and the topic?)  

  

  

Link:   

Today I have taught you how to find meaning in unfamiliar words.  

  

WHOLE GROUP:\  

IReady Toolbox Lesson 13 Finding Meanings  

Teaching Point:  

Today we will review how to ask and answer questions and look for clues that will help you understand the meaning of unfamiliar words.  

  

Connect:  

Yesterday, we discussed how to find meaning in unfamiliar words with the help of asking and answering questions and using picture clues. Today we will continue on the topic of  finding the meaning of unknown words.  

  

Teach:  TW visit the story “Elizabeth Leads the Way”  TW ask students to  help find meaning in the word “hurdles” TW read aloud pg 9-1o TW copy first sentence on pg 10 and model how to find meaning in the word “hurdles. TW think aloud “What do the words around hurdles around mean”?  

  

TW think aloud “What does the picture show about the word “?  

  

  

Active/Guided.  

TW invite students to share what they already know about hurdles, along with ...TW invite students to read sentence with new meaning.   

  

TW invite students to use the word in a different sentence.  

  

  

Link:  

Remember that today I have taught you how to find the meaning of unknown words.   

  

  

WHOLE GROUP:  

IReady Toolbox Lesson 7 Main Topic  

  

  

Teaching Point:   

Today we will review how to find the main idea and key details in a text.  

  

Connect:   

Today we will continue to identify the main topic and key details of a text with butterflies and months.  

  

Teach:    

TW share story “Butterflies and Moths” and model how to find the main idea and key details TW share how many details can help the reader find the main idea of a text.   

  

TW model questions, "What do the details tell you”  

  

“What do all the details tell you about...”  

  

  

Active/Guided  

  

TW guide students thinking and ask students to share how details in a text can help the reader find the mind idea of a text using the text butterflies and moths.  

  

TW ask students to identify key details in the text on pg 18.  

  

  

  

  

Link  

  

Remember today we have reviewed main idea/topic and key details in a text.  

WHOLE GROUP:  

IReady Toolbox Leson 7 main topic  

  

  

Teaching Point:  

Today we will continue main idea and key details with the story book Dr. Martin Luther King Jr Civil Rights Leader.  

  

  

Connect:  

  

Yesterday, we identified the main idea and key details in the story butterflies and moths. Today we will listen to the story Dr.Martin Luther King Jr Civil Rights Leader and identify the main topic of the text  

  

Teach:  TW model finding the main topic from the chapter: Early Life  

  

 TW model main topic kept separate  

  

Active/Guided.  

  

TW will allow students to share main topic of peaceful protest.  

  

TW will allow students to share model topic of “I have a dream speech.”  

  

TW will allow students to allow model topic life and legacy and key details to support main topic.  

  

  

Link:  

Students will complete follow up quiz and review  “ Today we have learned how to identify main topic and key details”.  

Writing/  

Language Arts  

  L4-context clues affixes and root words  

  

MLK DAY -   

NO SCHOOL  

  

Informational Writing  

Teaching Point: Today we will review informational writing. Informational writing teaches the readers and uses facts.  

  

Connect: Ask students what they know about Dr. MLK, Jr. And have them take notes.  

   

Teach: TW talk about the life of Dr. MLK, Jr. and TW share a writing piece with three sentences about Dr. MLK, Jr.  Model how to write from your plan.  

  

Active/Guided Engagement:  Brainpopjr. MLK video  

SW work on their writing take information from video to write facts about Dr. MLK, Jr.  

  

Link:  Today you learned how to use your plan to start writing. We are going to continue writing our teaching books.  

  

I Informational Writing  

Teaching Point: Today we will review informational writing. Informational writing teaches the readers and uses facts.  

  

Connect: Ask students have they seen anything on television about Dr. MLK.  

   

Teach: TW talk about the life of Dr. MLK, Jr. and TW share a writing piece with three sentences about Dr. MLK, Jr.  Model how to write from your plan.  

  

Active/Guided Engagement:    

SW continue to work on their writing from yesterday.  

  

Link:  Today you learned how to improve your writing by adding adjectives. We are going to continue writing our teaching books.  

  

Affixes and Root Words  

Teaching Point: Today we will learn that prefixes are short words that go in front of a root word to change the meaning of the word.  

  

Connect:  Remember yesterday when I asked you all to rewrite your sentences or remember how sometimes I ask you to redo an assignment that is incorrect. Well, the prefix “re” means again. So, I’m asking you to write it or do it again.  

  

Teach: Today I will teach you about the prefixes “re” and “pre”. Re means again and pre means before. We will look at words that you hear or use every day that.  

  

Active/Guided Engagement:  

SW watch Prefixes  

 and Video on PRE  

  

Link: Knowing about root words, suffixes, and prefixes can help you determine the meaning of unfamiliar words."  

  

Teaching Point: Today we will learn that suffixes are word parts that go at the end of a root word to and changes meaning of the word.  

Connect/:  Write the word played   

Point out the suffix -ED and explain: "This is added to the end of the word, so it is called a suffix. A suffix can change the part of speech or tense of a word. -ED is added to words to make them past tense. That means the root word PLAY, a verb, happened in the past. So, now we know that played means the play happened in the past.'"  

Explain: "Word Parts at the end of a word (Suffixes) contribute to the meaning of a word.   

Do the above with –ing  

  

Active/Guided Engagement: TSW make a T-Chart with –ed and –ing as headings. Then   

TSW write the root words with the suffix –ed, and –ing .         -ed      -ing  

       played     playing  

Discuss how the suffix changes the meaning of the root word.  

  

Link: Remember knowing about root words, suffixes, and prefixes can help you determine the meaning of unfamiliar words."  

Math  1 

 MD1. Order three objects by length; compare the lengths of two objects indirectly by using a third object  

  

MD2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.   

  

  

iready student pages  

  

Lesson 31:   

Order Objects by Length  

  

Lesson 32: Compare Lengths  

  

Lesson 33: Understand Length and Measurement  

MLK DAY -   

NO SCHOOL  

  

Connect: What is length? What does it mean to order by length? How can I order objects by length?   

  

Math Module opener (McGraw-Hill)  

   

Teaching Point: Today I am going to teach you about  length. The length tells us   how long an object is. Some objects are longer than others. The words long and short are opposites. (When two things are as different from each other as they can be, we say they are opposites.) We can use comparing words to describe the length of objects: long, longer, longest, short, shorter, shortest. We can also compare the heights of objects. Height is how tall an object is. We can use comparing words to describe the lengths of objects: tall, taller, tallest, short, shorter, shortest.   

  

Teach: TW compare the lengths of objects in the room. TW explain that we must line up the objects so that one edge of each object is on the same starting line. Just as in a race, we do not want to give any object a head-start. Then decide which order (longest to shortest, or shortest to longest) we want to compare the objects. TW order the objects by place cards numbered 1-3 under the objects.  

  

Active Engagement:  SW practice ordering objects. SW complete page in Math workbook. SS: SW review Materials: A variety of classroom objects of different lengths, math workbooks, pencils Vocabulary: measure, length, long, short, tall, height  

  

IReady Student Workbook (Lesson 31 pg. 208)  

Connect: What is length? What does it mean to order by length? How can I order objects by length?   

  

Math Module opener (McGraw-Hill)  

   

Teaching Point: Today I am going to teach you about  length. The length tells us   how long an object is. Some objects are longer than others. The words long and short are opposites. (When two things are as different from each other as they can be, we say they are opposites.) We can use comparing words to describe the length of objects: long, longer, longest, short, shorter, shortest. We can also compare the heights of objects. Height is how tall an object is. We can use comparing words to describe the lengths of objects: tall, taller, tallest, short, shorter, shortest.   

  

Teach: TW compare the lengths of objects in the room. TW explain that we must line up the objects so that one edge of each object is on the same starting line. Just as in a race, we do not want to give any object a head-start. Then decide which order (longest to shortest, or shortest to longest) we want to compare the objects. TW order the objects by place cards numbered 1-3 under the objects.  

  

Active Engagement:  SW practice ordering objects. SW complete page in Math workbook. SS: SW review Materials: A variety of classroom objects of different lengths, math workbooks, pencils Vocabulary: measure, length, long, short, tall, height  

  

  

IReady Student Workbook (Lesson 31 pg. 209)  

  

Connect: Length is how long an object is when measured.    

   

   

   

Teaching Point: Today I am going to teach you how to lay same-sized objects end-to-end without gaps or overlaps to measure the length of a given object.   

   

   

   

Teach: TW   

model measuring an object using bears. “I have the same-sized objects, no gaps, overlaps, end to end.” Explain why the above is important to students. TSW will practice measuring their pencil with bears. How many bears long is your pencil? Whose pencil is longer? Shorter? How do you know. Repeat with other objects and/or units.   

   

   

   

Closing/Assessment: SW complete iReady workbook (Lesson 32 student page 213)  

  

Connect: Length is how long an object is when measured.    

   

   

   

Teaching Point: Today I am going to teach you how to lay same-sized objects end-to-end without gaps or overlaps to measure the length of a given object.   

   

   

   

Teach: TW   

model measuring an object using bears. “I have the same-sized objects, no gaps, overlaps, end to end.” Explain why the above is important to students. TSW will practice measuring their pencil with bears. How many bears long is your pencil? Whose pencil is longer? Shorter? How do you know. Repeat with other objects and/or units.   

   

   

   

Closing/Assessment: SW complete iReady (Lesson 32 student page 214)  

  

  

Math 2 

MGSE1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. 

MLK DAY 

   

Teaching Point: Today I am going to teach you how to use a clock to tell time. 

 

 

Teach:  TW use clock to define vocabulary (hour and minute hand, analog, and o’clock) 

TW demonstrate how the hands move to tell the time. TW show how to write time to the hour. 

  

Active Engagement:  SW use their clocks to practice showing time on an analog clock and writing the time. 

 

Link: Practice on Seesaw 

  

 

Teaching Point: Today I am going to review with you how to use a clock to tell time to the hour. 

 

 

Teach: TW introduce the anchor chart: 

Time Anchor Charts - Math | Telling time anchor chart, Time anchor chart,  Math charts TW use clock to review vocabulary (hour and minute h and, analog, and o’clock)- use chat box to poll students 

TW demonstrate how the hands move to tell the time. TW show how to write time to the hour. 

  

Active Engagement:  SW use their clocks to practice showing time on an analog clock and writing the time. 

 

Link: Practice on Seesaw 

 

Teaching Point: Today I am going to teach you how to use a clock to tell time to the half past an hour. 

 

 

Teach: TW introduce the anchor chart: 

First Grade - All Math, All the Time 

 TW use clock to review vocabulary (hour and minute hand, analog, and o’clock)- use chat box to poll students 

TW demonstrate how the hands move to tell the time. TW show how to write time to the half hour. 

  

Active Engagement:  SW use their clocks to practice showing time on an analog clock and writing the time. 

 

Link: Practice on Seesaw 

 

Show me what you know about time. Seesaw quick check 

Student Success Skills  

MLK DAY -   

NO SCHOOL  

  

  

NO SSS  

  

SSS:  Social Competence  

Category:  Social Awareness  

  

“ I spy a Helper”  

SSS:  Social Competence  

  

Category:  Social Awareness  

“ I spy a Helper”  

  

NO SSS  

  

Social Studies/ Science  

  

S1P2. Obtain, evaluate, and communicate information to demonstrate the effects of magnets on other magnets and other objects.  

MLK DAY -   

NO SCHOOL  

  

Teaching Point: Today we will review the following vocabulary words magnet, poles, north, south, magnetic force, attract and repel) Review how magnets are used in everyday life.  

  

Connect:   Teach: TW review and explain objects that are magnetic and non- magnetic  

  

  

Teach: TW read the text- Magnetic or Nonmagnetic (Magnet Prep Pack)  

  

  

Active/Guided EngagementSW either orally answer or write the answer for each question.  

   

Link: SW draw and label Non-magnetic and magnetic items (Magnet Prep Pack)  

  

Teaching Point: Today we will review vocabulary and how magnets are used in everyday life.  

  

Connect:  T and SW give examples of magnets used in everyday life. SW give definitions of vocabulary words.  

  

  

Teach: TW Read What are Magnets (Magnets Prep Pack)  

  

Active/Guided Engagement-SW orally answer the 3 questions about the text.  

  

Link: SW write 2 or more sentence about what they learned about magnets.  

  

  

Teaching Point: Yesterday we learned about the power of magnetism and how magnets work.  

  

Connect:  T and SW will do Let’s Explain Magnets together (Magnet Prep Pack)  

  

  

Teach: TW read North and South Pole (Magnets Prep Pack)  

  

Active/Guided Engagement: SW can either write or orally give answers for the questions.   

  

  

Link: SW take Graded Assignment:  

Magnet vocabulary  

Seesaw  

  

STEM DAY