Mrs. Reynolds' Class Week of - To - : First Grade

Mrs.
Reynolds' Class Week of _________ to _________

First Grade
Week at a Glance 1O-3-11 to 1O-7-11
Monday
Introduction to Digraph /sh/
Content Area
Mini Lesson 1
Tuesday
Wednesday
Thursday
Friday
Reader' s Worksh op
Mini Lesson 2 Mini Lesson 3 Mini Lesson 4
Shared Reading: Shared Reading: Fast Retrieval Shared Reading: Minibook "SH Word Poem Book" "The Sharks" Building "Animal Wishes" Decoding Decoding Decoding Decoding Poem "Pumpkin Strategy: Strategy: Strategy: Strategy: Pumpkin" Say the Say the Jump Over It Jump Over It beginning sound beginning sound
Read Aloud: Pumpkin Soup Read Aloud:The Bumpy Little Pumpkin Read Aloud: Pumpkin Circle Read Aloud: Any Pumpkin Book! Read Aloud: Crazy Like a Fox
Writer' s Worksh op Everyd ay Math Science
Spelling Day 1 Follow Handwriting: Pp weekly plan
Words for the week: so, sit, she, ship, up, Letters: s, o, i, t, h, e, p, u us
Day 2 Handwriting: Ff Day 3 Day 5 Pp, Ff, Yy P Day 5 L, S, C, W, Handwriting: Yy Buddy Check P Spelling Check
Sight Words: Sight Words: Introduce Air little, down, can, write/dry erase see, not
Sight Words: Build Fluency
Sight Words: Cloze Powerpoint
Sight Words: Word Search
Writing Mini Lesson Unit; Lesson Unit; Lesson 2-14: Progress Check
Choose a pattern book to publish!
3-1: Visual Patterns
3-2: Even & Odd Number Patterns
3-3: Number Grid Patterns
Pumpkin Math
Pumpkins Day 3: Pumpkins Day 1: Pumpkins Day 2: Comparing/Meas Introduction Lifecycles uring
Mrs. Reynolds' Class Week of _________ to _________

TIME
Monday E
Wake-Up Work
Tuesday A
Wake-Up Work
Wednesday B Thursday C
Wake-Up Work Wake-Up Work
Friday D
Wake-Up Work
8:45 - 9:OO 9:OO - 9:45
P. E. Everyday Math
Library 9:1O9:4O
Computer Lab
9:1O-9:4O
Everyday Math
Music Everyday Math
9:45 - 1O:25
Music
P. E.
Everyday Math Everyday Math Art 1O:O5-11:O5 1O:25 - 11:35

Science/Soc. Studies: Science/Soc. Studies: Science/Soc. Studies:
11:35 - 12:1O Recess/Lunch 12:1O - 12:3O

Spelling/Word Study:
Recess/Lunch
Recess/Lunch
Recess/Lunch
Recess/Lunch
Reading Workshop 12:3O - 2:25
Reading Workshop
Reading Workshop
Reading Workshop
Reading Workshop
As needed
Math Essentials 2:OO - Math Essentials 2:OO - Math Essentials 2:OO 2:25 2:25 2:25
Dismissal
Math Essentials 2:OO 2:25
2:25 - 2:45 2:45 - 3:2O
Recess Writing Workshop
Early Release
Writing Writing Writing Writing Mrs. Workshop Reynolds'Workshop Week of _________ to _________ Class Workshop Workshop 2:45 - 3:2O Early Release 3:2O - 3:5O 4:OO - 4:15 Reading Essentials
Dismissal
Reading Essentials
Dismissal
Reading Essentials
Dismissal
Reading Essentials
Dismissal

Monday, October 3, 2011
Specials: Art
8:45 8:45 - 9:10
Day: C
Go-To-Girl/Guy: Lauren
First Bell Wake-Up Work

Students hang backpacks and put lunch boxes in tub.
Unpack
Students make their lunch choice on the side of the tall cabinet near the horseshoe table in the back of the room. After announcements, be sure that all students have made a lunch choice. Cards of students bringing their lunch can stay in the red basket. Complete lunch count sheet with how many #1's and #2's and on the back of the sheet, highlight the names of the students who are Lunch Choice buying lunch #2. Bundle the student cards by rubberbanding with the choice label cards. Place in clear plastic tub. Attendance is in the sheet protector. Mark any absent students and replace in the plastic sleeve. If all students are present, draw a star at the top of the sheet above the day. The Go-To-Guy/Girl will choose a friend to go with him/her to take the attendance and lunch count. Wake Up Work Students may use treasure boxes or choose a free choice activity - reading, writing, drawing
3 4
Announceme Students listen quietly then stand for pledge. nts 9:00 - 10:00
Everyday Math 2-14: Unit 2 Progress Check

To assess children's progress on mathematical content through the end of Unit 2.
Curriculum Objectives

1
Whiteboard Routine Ask students to get a dry erase board, a marker, and a sock to erase. Give students one minute to draw and erase freely. Tell students that you are going to ask some questions and they are going to write the answer on the dry erase board and hold it up for you to see. Emphasize that they should do their own work and not erase until you tell them to. Turn on the projector. Open SMART Notebook pg. 5. Students use the number grid to answer the following questions on their dry erase boards. 1. Start at 7. Count up 5 spaces. Where do you land? (12) 2. Start at 3. Count up 1O spaces. Where do you land? (13) 3. Start on 14. Count back 6 spaces. Where do you land? (8) Ask students to listen to the following number story and then write their answer: Mary had 1O pennies to play the Penny Plate game. She left 4 pennies showing on top of her plate. She put the rest under her plate. How many pennies did Mary put under her plate? Use SMART Notebook pages to review for Unit Check. Student write answers on dry erase boards. Click on SMART Notebook pg. Read the instructions and explain each part of the assessment to students. When all students are seated at a table, ask them to put up their privacy fences and then pass out the assessment. Read the test aloud to students, but allow students who are able to work at their own pace.
Mental Math
SMART Notebook
Unit Review
SMART Notebook
Assessment
SMART Notebook

5
Individual/ Buddy Activity When you finish the assessment, have students place their papers in the black tub. If time allows, all students may complete the flamingo addition coloring page or play a math game from the windowsill alone or with a partner.
10:05 - 11;05
Art: Mrs. DeForest Things To Do
q q
11:05 - 11:35
Science
Pumpkins - Day 1: Introduction 1 2

Make a KWL chart about pumpkins. Save it for the KWL end of the week when they can add to the "L" portion. Read and discuss The Pumpkin Book by Gail Read-Aloud Gibbons. Remind the students that we read a Gail Gibbons book last week about apples. Use the SMARTBoard slide to complete a word web. Write words that describe the inside of a pumpkin inside the pumpkin and words that describe the outside of a pumpkin coming out from the lines around the pumpkin. SAVE this for a writing activity later in the week.
Word-Web
11:35 - 12:10
Recess/Lunch
Line students up for lunch. The Go-To-Guy/Girl and a friend will carry the lunch box tote to the lunch room and then join their class at the recess doors. 12:10 - 12:30
Word Study/Spelling

Spelling Words: so, sit, she, ship, up, us Day 1 Handwriting: Pp, Ff, Word Building Letters: s, o, i, t, h, e, p, u Yy
Teacher demonstrates proper formation of Pp on the SMARTBoard using the associated language SMART Notebook prompts. Repeat with Ff and Yy. Students articulate the language prompts and Student practice writing the letter on half sheets of Practice handwriting paper. Teacher introduces new spelling words by Word displaying each one (in pocket chart or on board) Introduction as they are read aloud. Choose two of the words for direct instruction. Teacher introduces the new words one at a time. For each word, students spell the word aloud while looking at the word. Then, students close their eyes and visualize each letter as they "air-write" the word. Next, remove the displayed card. Then Spelling students open their eyes and write the word on Instruction their dry erase boards. Display the card for students to check/correct. If a student spells the word incorrectly, have them re-write the word correctly beneath the misspelled word. Students erase their boards. Repeat the procedure for each word. Remind students that they are word solvers. Show students how to use their knowledge of letter sounds to construct words. (This strategy Spelling works for words that have exact letter-sound Strategy correspondance) Remind students that they will use a left-to-right sequence as they spell words. Review the anchor chart with this strategy -"Word solvers use letter sounds to spell words." Letter Formation
1 2 3

6
Word Sort Review the spelling words by rereading them. Complete a teacher-directed word sort. Discuss the sorting categories and how/why each word fits.
12:30 - 2:00
Reading Workshop
Reading Workshop Mini-Lesson #1

Phonics: Introduction to Digraph /sh/
Demonstrate ability to use phonemes to construct words.
Starfall.com digraph /sh/

Tell students that we will be learning about two letters today that when they are put together make a new sound. Show the SMART Notebook page with the letter s - discuss the sound that it makes and words that begin with s. Show the Introduce & SMART Notebook page with the letter h - discuss the sound that it makes and words that begin with Identify digraph /sh/ h. Show the SMART Notebook page with the SMART Notebook letters s & h - discuss that s & h together stand for one sound /sh/. Show the SMART Notebook page, pictures and words, that begin with the /sh/ sound. Next, explain that the letters s & h can also stand for the sound /sh/ at the end of some words. Show the pictures and words on the board.

2
Identifying words that Display SMART Notebook page __. Click to vistit begin & end starfall.com. Watch site with words that begin with and end with /sh/. digraph /sh/
SMART Notebook

Decoding Strategy: Say the Beginning Sound
Ask the students what the custodians would bring with them if they needed to fix the AC unit in our Good Readers room. Tools! Just like a lot of jobs, reading requires Use tools. When we come to a word we don't know, we Strategies need to look in our toolbox and find a strategy/tool we can use. Review Review the tools we have discussed so far. Show the poster and remind students we point to each word and we use the picture for clues. Another tool we can use is: start making the beginning sound. Sometimes when you start making the sound out loud, the word just pops right into your head. Demonstrate this on the next slide. Use the underlined words as the tricky words that you need to use the strategy on. See if it pops right into the students head as you begin making the sound. During the read aloud in the next mini-lesson, model this strategy a few times. Tell the students to use this during read to self if they are stuck. Leave up the toolbox slide during read to self. Ask the students afterwards which tool they used and how it helped them.
Introduce New Tool

Daily 5 Rotation #1
R-To-Self, Word Work, Listen to Reading, Work on Writing or R-With-Someone
Today students will have opportunities to participate in 2 rotations and they will choose what order they complete these activities - Read To Self, Read With Someone or Word Work. Ask each student orally for their choices and mark on chart. Review I-charts for each choice. Remind students of their responsibilities and the activities they may do for each choice. Meet with students according to Small Group Instruction Plan.
1 2 3 4
Choice
I- Charts
SMART Notebook
Session #1 Students engage in their 1st choice. Guided Reading

Pumpkin Soup: Determining Importance
Refer back to the anchor chart, "Why We Write." Tell the students that we are going to read a fiction book, and we want to see who can figure out why the author wrote this book. What was her purpose? As you start reading, say, "It looks like this is a fiction book, so I don't think it is trying to teach me true facts or information." As you continue reading say, "This is kind of a funny book. It seems like maybe the author wrote it to make me laugh and have a good time." Point out how that was on our anchor chart.
Why Do Authors Write?
Being Reading

Read to the point where the animals get in a fight and duck leaves. Say, "Hmm..most fiction books have a problem. I know that sometimes the problem is meant to teach the reader a lesson. I wonder if Helen Cooper is trying to teach me something that will make me a better person." Continue When duck comes back, and all the friends are Reading happy say, "Now the friends seem happy again. They don't even care about what the soup tastes like or who has what job. All they care about is that they are together. It seems like the author is trying to teach me that what is truly important is your friends and family." After the story say, "I think the most important part of the story was when the soup was flying everywhere and it didn't taste good, but the friends were still happy. That is the part that Post-Reading taught me about how friends and family are what is really important, and not what you have or what you are doing. Just being together is a great thing."
Daily 5 Rotation #2
1 2 3 4
Choice I- Charts
SMART Notebook
Review students' second choice. Review I-charts for each choice. Remind students of their responsibilities and the activities they may do for each choice.
Session #2 Students engage in their 2nd choice. Guided Reading Meet with students according to Small Group Instruction Plan.

Daily 5 Rotation #3
1 2 3 4
Choice I- Charts
Review students' third choice. Review I-charts for each choice. Remind students of their responsibilities and the activities they may do for each choice.
SMART Notebook
Session #3 Students engage in their 3rd choice. Guided Reading Meet with students according to Small Group Instruction Plan.
Reading Workshop Debriefing/Share 1 2

Remind students that when they come to a tricky Review word, they should say the beginning sound. Workshop That's like a jump start to getting to the right Concept/Skill word. Share 2:00 - 2:25 2:25 - 2:45 Ask students to share what they learned about themselves as readers today. Allow several to share.
Writing Workshop Recess (Outdoor Duty)

If students have indoor recess, you are responsible for duty in our room. Students may play a game from the tall cabinet, play with treasure box items, draw, color, read, etc. At 2:45, all items must be put away quickly and quietly. For outdoor recess, students will bundle up and you will walk them down the hall in front of the office and then out the doors. You have outdoor recess duty which means you will go outside and stay as a supervisor for the duration of the recess. At 2:45 a whistle will blow and students will line up. We usually get a drink as we head back to our room at the drinking fountains near the office. 2:45 - 3:15 3:15 - 3:20
con't. Writing Workshop Prepare to Go

Have students sit at a table. Call students one table at a time to retrieve mail from mailboxes.
1 2 3
Mail P.R.I.D.E. Binders
Explain procedures for using binders. Have students put mail in proper spots - Notes from school in blue and work students have completed in yellow. Call students to retrieve backpacks and lunchboxes and pack up. Then students should Packing Up hang their things on their coatrack hook and sit down on the carpet. 3:20 - 3:50 20:09
Reading Essentials Dismissal
When students return to the room have them stack a chair, gather their things and have a seat on a table. Send students to their bus rooms and Announceme invite bus #49 riders to have a seat in the hall nts & outside our door. Students should wait silently Dismissal during announcements until bus riders are called. Lead the bus riders to the front doors and then them to bus #49.

Things To Do q q q q q q q q q q q q q

Tuesday, October 4, 2011
Special: Music
8:45 8:45 - 9:00
Day: D
Go-To-Guy/Girl: Kathryn

Unpack
Students make their lunch choice on the side of the tall cabinet near the horseshoe table in the back of the room. After announcements, be sure that all students have made a lunch choice. Cards of students bringing their lunch can stay in the red basket. Complete lunch count sheet with how many #1's and #2's and on the back of the sheet, highlight the names of the students who are Lunch Choice buying lunch #2. Bundle the student cards by rubberbanding with the choice label cards. Place in clear plastic tub. Attendance is in the sheet protector. Mark any absent students and replace in the plastic sleeve. If all students are present, draw a star at the top of the sheet above the day. The Go-To-Guy/Girl will choose a friend to go with him/her to take the attendance and lunch count. Wake Up Work Students may use treasure boxes or choose a free choice activity - read, write, draw
3 4
Music/Drink: Mrs. Offholter

Before you return to the classroom, you may let the children have a restroom and drink break at the restrooms closest to our classroom. Allow the first 3 girls and the first 3 boys to go into the bathroom. More students can go in as others exit. When students are finished, they sit in 2 lines outside our classroom door. When all students have finished, you will go into the classroom and ask students to have a seat on the carpet. 9:45 - 11:00
Everyday Math 3-1: Visual Patterns

.To guide the exploration and extension of visual patterns.
* 1
Curriculum Objective
Count by 2s in unison as you point to the class Mental Math number line. Start at 0 and count by 2s to 40 Count back by 2s, starting at 30 Explain that children will be looking for and creating patterns Display craft stick pattern on the overhead, record the pattern on the board (see p. 183 for example). Children figure out what comes next, record it on the board Repeat using another pattern. Explain the word pattern to the children, write the word on the board and have kids describe what a pattern is ( something that happens over and over and allows you to predict what will come next). Have children suggest patterns and make on overhead and have other students tell what will come next. Have children point out patterns in the classroom, explain that they are everywhere and are part of our world.
Introduce Visual Patterns Introduce Visual Patterns, con't. Finding Patterns in the Classroom
3 4

5
Partners use 16 craft sticks and take turns making patterns One child will start the pattern, the other Creating Craft continues the pattern for 2 cycles & describes it Stick Patterns (see p.184 for example) For one of the patterns, let the partner use all of the remaining sticks to continue the pattern. Extending Math Journal 1 p. 28 Patterns SMART Extend and create patterns for partner to extend.
Notebook pg. 4
6 7 8
Ongoing Learning & Math Boxes Practice SMART Use Math Journal 1 p. 29 Mixed Practice
Notebook pg. 5
Individual/ Buddy Activity
Playing Before and After See p. 185 Using Treasure Boxes, have students create AB & ABC patterns
Meet with small groups of students: Complete "Exploring Color Patterns" p. 186. Using math Masters p. 52, have children underline color Small Group words, then color the shapes with the indicated colors. They will also extend a pattern (problem 2) and create a pattern (problem 3). Debriefing Have a child create a pattern on the overhead, students predict what will come next, repeat.
10
11:00 - 11:35
Science
Read and discuss Pumpkin Pumpkin by Jeanne Titherington
Pumpkins - Day 2: Life Cycle 1

Read-Aloud

2 3 4
Use the smartboard slide or pocket chart to put the picture steps of the life cycle in order. Match Group Activity the words next to each picture. Check your work Independent on the next smartboard slide.
Activity/Check Complete the pumpkin life cycle project. Cut out for the cards and glue them in order on an orange Understandin strip of paper. g Have students who finish early come up and Extra Time complete the online coloring page.
11:35 - 12:10
Recess/Lunch
Word Study/Spelling
Tell the students that in this book a family is going to the sea. Read aloud the title. Ask students to tell what the word "shore" means. Display the book cover. Read the title and the name of the author and illustrator. Describe the roles of authors and illustrators.
Shared Literature: Book - At the Shore By Agatha Jones
1 2 3 4
Predict Discuss Author & Illustrator
Read the book. Give students their own decodable Read book to follow along. Point out the sh words while reading the story. Choose 2-3 pages of the story. Read aloud the Focus on Digraph /sh/ sentences together. Have students identify words SMART Notebook that have the sh sound. Re-read the sentences pg. aloud together.

5 6
Student Activity Buddy Reading 12:30 - 2:00 Allow students to highlight sh words in their books. Remind them to look at the beginning and end of words. Have students choose a buddy and take turns reading the story to each other. Place paper books in book boxes for the week. Talk about importance of rereading/retelling.
Reading Workshop
Accuracy Strategy

Remind the students that good readers use Good Readers strategies to figure our unknown words. Show Use them the smartboard poster and review the three Strategies strategies. Group Practice Practice making the beginning sound using the slide and the underlined words. Remind students to use these strategies during read to self, as well as model them during the following read aloud.
Daily 5 Rotation #1
Today students will have opportunities to participate in 2 rotations and they will choose what order they complete these activities - Read To Self, Read With Someone or Word Work. Ask each student orally for their choices and mark on chart.
Choice

2 3 4
I- Charts
SMART Notebook
Review I-charts for each choice. Remind students of their responsibilities and the activities they may do for each choice. Meet with students according to Small Group Instruction Plan.

The Bumpy Little Pumpkin Reading Strategy - Determining Importance
Why Do Authors Write?
Refer back to the anchor chart, "Why We Write." Tell the students that we are going to read a fiction book, and we want to see who can figure out why the author wrote this book. What was her purpose?

Begin reading. At the beginning say, "I am noticing this book is fiction. It isn't true facts. The author is not trying to teach me new information." Continue reading. Say, "This book has a lot of words. It doesn't have few, short, words like Mo Willems, so I don't think it was meant to teach me how to read." After the part where Nell starts crying say, "This book is making me feel something. I feel sad for Nell. I know she is feeling really left out. Her sisters aren't being very nice. Maybe the author is Read Aloud trying to teach me about that." After the animals help, say, "The animals didn't make Nell feel like she was different or bad. They cheered her up and made her feel special. Maybe the author is trying to teach me about filling peope's buckets just like the animals did." When the pumpkins are lit at the end say, "Wow, the pumpkin looked a little bit different at first, but now it looks really cool." Point out how the mom made the daughter smile.

Ask the students what the author was trying to teach us. Tell the students that it seemed like the author was trying to tell us that even though someone/something is DIFFERENT, it doesn't make it wrong or bad. The sisters didn't like the pumpkin because it didn not look like the rest of them, but that didn't mean the pumpkin was bad Post-Reading or Nell should be made fun of for liking it. Tell the students what you thought the most important part of the story was. Say, "I thought the most important part of the story was when the animals helped Nell. That showed us that filling people's buckets is the right thing to do, and it also showed us that even though the pumpkin was different, it could still be beautiful. Say, "We read another book where the author was trying to teach you a life lesson just like this one! That it is okay to be different. Does anyone Make remember what it was? (A Bad Case of Stripes) Connections The books are similar because both author's had the same purpose. They taught us the same lesson.
Daily 5 Rotation #2
1 2 3
Choice I- Charts
SMART Notebook
Session #2 Students engage in their 2nd choice.

4
Guided Reading Meet with students according to Small Group Instruction Plan.
Daily 5 Rotation #3
1 2 3 4
Choice I- Charts
SMART Notebook

Remind students that when they come to a tricky Review word, they should say the beginning sound. Workshop That's like a jump start to getting to the right Concept/Skill word. Share 2:00 - 2:25 2:25 - 2:45 Ask students to share what they learned about themselves as readers today. Allow several to share.
Writing Workshop Recess (No Duty)

If students have indoor recess, someone will relieve you for duty in our room. Students may play a game from the tall cabinet, play with treasure box items, draw, color, read, etc. At 2:45, all items must be put away quickly and quietly. For outdoor recess, students will bundle up and you will walk them down the hall in front of the office and to the right and then out the doors. You will pick them up at 2:45 outside. They will be lined up for you. We usually get a drink as we head back to our room at the drinking fountains near the office. 2:45 - 3:15 3:15 - 3:20
Writing Workshop, con't. Prepare to Go

1 2 3


Wednesday, October 5, 2011
Special: P.E.
8:45 8:45 - 9:00
Day: E
Go-To-Guy/Girl: Keanan

Unpack
Students make their lunch choice on the side of the tall cabinet near the horseshoe table in the back of the room. After announcements, be sure that all students have made a lunch choice. Cards of students bringing their lunch can stay in the red basket. Complete lunch count sheet with how many #1's and #2's and on the back of the sheet, highlight the names of the students who are Lunch Choice buying lunch #2. Bundle the student cards by rubberbanding with the choice label cards. Place in clear plastic tub. Attendance is in the sheet protector. Mark any absent students and replace in the plastic sleeve. If all students are present, draw a star at the top of the sheet above the day. The Go-To-Guy/Girl will choose a friend to go with him/her to take the attendance and lunch count. Wake Up Students complete Wake Up Work: Calendar Math Work Announceme Students listen quietly then stand for pledge. nts Early Finishers 9:05 - 9:45 Students may use treasure boxes or choose a free choice activity when finished.
3 4 5
P.E./Drink: Mrs. Guthrie

Everyday Math 3-2: Even and Odd Number Patterns

.To provide exploration of even and odd number patterns.
Curriculum Objective
Skip count using number grid on the inside back cover of their journals. Count up by 2s from 0 to30, by 5s from 0 to 50, & 10s from 0 to 100 Mental Math Count up by 2s from 26 to 60, by 5s from 25 to 100, & by 10s from 30 to 150 Count back by 2s from 20 to 0, by 5s from 100 to 50, & by 10s from 200 to 10 Before and After Read-Aloud Teach students how to play Before and After (instructions on page 185).
Read and discuss Even Steven and Odd Todd by Kathryn Cristaldi as an introduction to evens and odds.

4
Children are called to the front of the room one at Introducing a time for this activity as a chart is filled out to Even and Odd show children in pairs and not in pairs. See p. 189 Numbers for chart and detailed explanation of activity. Teach "Odd Man Out." What you do is you call out a number, say 6. You start counting on your right thumb and you say one, count on your left thumb and say two, count on your right index finger and say three, count on your left index finger and say four continue in this manner until you get to the desired number. When you have reached the Another number, put hands together and see if every Model for finger has a partner. If it does, the number is Even and Odd considered even; if it doesn't, the number is Numbers considered odd (odd man out). When the number is ten or higher (say, 15) touch your ten fingertips and say 10 then begin counting on your thumb and say 11 and the left thumb and say 12, etc. If the number is 20, 30, etc., touch your ten fingertips that many times (twice for 20, three times for 30, etc.) and continue counting as described above.
7 8 9 10 11
One partner grabs a fist full and the other takes the rest Count pennies and write the number on dry-erase board Then each child arranges their pennies in pairs and decides if their number of pennies is even or odd They report their results to the teacher who records it on the table (see p. 191) Exploring When everyone is finished, discuss the patterns Even and Odd with the children Number Even numbers end in 0,2,4,6,8, & Odd numbers Patterns end with 1,3,5,7,9 Even numbers are counts by 2s If you know an even number you know its two neighbors what numbers come before and after which are both odd If you know an odd number you know its two neighbors what numbers come before and after which are both even Ask- Do you think one is an even or odd number? Identify Even Why? Journal 1 p.30 Math What about group and determine whether it is and Odd Count each 0? number Ongoing Learning & Practice Individual/ Buddy Activity even or odd. Math Boxes 3-2 Math Journal p. 31 Students play Before and After with a partner Finding Even and Odd Numbers in Skip Counts Math Masters p. 54 Have students call out a number and have other students tell if it is an even or odd number.
Divide class into Class Week of pair Mrs. Reynolds'partners with 40 pennies per_________ to _________
Small Group Debriefing

11:00 - 11:35
Science
Review what we have learned about pumpkins. Fill in the "L" portion of the KWL chart.
Pumpkins - Day 3: Comparing & Measuring 1 2

Review Making Complete the Venn Diagram to compare apples to Comparisons pumpkins. Bring in some pumpkins (or if each teacher brings a couple we can share). 1) As a whole class, have the students think of ways to sort them and list the ways on the smartboard. Pumpkin 2) Divide the students into 4 groups and complete Measuring the following stations: and Sorting A) Create a pumpkin pattern (practice on smartboard, then use colored die-cuts) B) Measure/Weigh pumpkins with teacher C) Roll a Jack O Lantern D) Play battleship or pattern block game
11:35 - 12:10
Recess/Lunch
Word Study/Spelling
Day 3: Buddy Check
Spelling Words: so, sit, she, ship, up, us

Handwriting: Pp, Ff, Word Building Letters: s, o, i, t, h, e, p, u Yy
1 2 3 4
Letter Review Teacher reviews proper formation of three weekly SMART Notebook letters using the associated language prompts. Students articulate the language prompts and practice writing the letters on half sheets of handwriting paper. Teacher dictates all spelling words and students write them on the back of the handwriting paper. Build Word Students check each word with their finger by Fluency saying the word slowly to hear the sounds in the word. Display the words for students to check/correct. Spelling Teacher reviews the spelling strategy on the Strategy anchor chart. Assign spelling buddies. Using the list of words on the back of his handwriting writing paper, one buddy dictates the words to his partner. The partner writes the given words on the Buddy Check paper and then gives the paper to his buddy. The buddy checks the work and indicates with a checkmark those words spelled correctly. Words without a check are given a second Buddy Check attempt in column 2. The spelling buddy checks the words again. Any words misspelled are written correctly in the 3rd column. The child then highlights parts to remember and makes any words spelled incorrectly (words written in column 2 or 3) with magnetic or foam letters. Buddies switch roles and repeat. When students finish, they may play a spelling game. Student Practice 12:30 - 2:00
Reading Workshop

Accuracy Strategy
Remind the students that good readers use strategies to figure our unknown words. Show Good Readers them the smartboard poster and review the three Use strategies. Tell them another strategy is to jump Strategies over the word you don't know and come back to it at the end of the sentence. Group Practice Practice jumping over the blacked out words and coming back to them at the end. Think about what word would make sense in that spot. Model this during your read aloud as well as have the students try it during read to self.
Daily 5 Rotation #1
1 2 3 4
Choice
I- Charts
SMART Notebook

Pumpkin Circle: Using Background Knowledge

1
Why Do Authors Write? Refer back to the anchor chart, "Why We Write." Tell the students that we are going to read a fiction book, and we want to see who can figure out why the author wrote this book. What was her purpose? As you start reading, say, "It looks like this is a non-fiction book, so I think the author's purpose is to try and teach me new information or facts." Luckily, we have been learning about pumpkins so we might already know some of the facts. That can help us read this book. Thinking about what we already know helps us read better. Who can tell something they have learned about pumpkins? Continue reading the book, discussing what you already know it and comparing it to other nonfiction pumpkin books we have read this week.
Being Reading
Continue Reading
Remind students that thinking about what you already know can help you read because the words will be right on the tip of your brain. Post- Reading Connect this to read to self. Before you read a new book, think about what it might be about and think what you already know about that topic.
Daily 5 Rotation #2
1 2
Choice I- Charts
SMART Notebook

3 4
Daily 5 Rotation #3
1 2 3 4
Choice I- Charts
SMART Notebook

Review Remind students that another strategy is to jump Workshop over the word you don't know and come back to it Concept/Skill at the end of the sentence. Ask students to share what they learned about Share themselves as readers today. Allow several to share. 2:00 - 2:25 2:25 - 2:45

If students have indoor recess, someone will relieve you for duty in our room. Students may play a game from the tall cabinet, play with treasure box items, draw, color, read, etc. At 2:45, all items must be put away quickly and quietly. For outdoor recess, students will bundle up and you will walk them down the hall in front of the office and to the right and then out the doors. You will pick them up at 2:45 outside. They will be lined up for you. We usually get a drink as we head back to our room at the drinking fountains near the office. 2:45 - 3:15 3:15 - 3:20

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Things To Do

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Thursday, October 6, 2011
Specials: Library, Music
8:45 8:45 - 9:10
Day: A
Go-To-Girl/Guy: Noah

Unpack
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Library Things To Do

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9:45 - 10:25
Music/Drink: Mrs. Offholter
Everyday Math 3-3: Number Grid Patterns

To
provide exploration of skip counting on the number grid
Children solve problems using a number line and write the answers on their dry-erase boards. Circulate to assess childrens answers. Mental Math Examples: 4 to 10. 6 6 to 11. 5 8 to 13. 5 9 to 18. 9 5 to 17. 12 4 to 12. 8 12 to 18. 6 16 to 20. 4 21 to 30. 9 1. Use a number grid (overhead transparency or laminated grid) Exploring 2. Mark all the 5s count in one color, discuss the Skip-Counting pattern they see forming (found in the 5s and 10s Patterns on a column) Number Grid 3. Mark all the 10s count in one color, discuss the pattern they see forming (found in the 10s column and all end with 0)

Using Math Journal 1 p. 32, children will work in small groups and do the following: 1. Make light marks for counts on 2s 2. Check your answers with others in your group, Exploring the then shade in the 2s. 2s Pattern 3. List the numbers at the bottom of the page. 4. Talk about the pattern you discovered with your group. Then bring class together and discuss the patterns that their group discovered. Discussing Weather and Probability: Ask questions about the weather to offer children experience with probability. For example: Discussing - Do you think its likely to snow today? Weather and - Is it possible or impossible that the temperature Probability tomorrow will be warm enough to wear shorts? - Will you need to wear a raincoat tomorrow? Are you certain or uncertain? Ongoing Learning & Practice Individual/ Buddy Activity
Math Boxes 3-3:Math Journal 1 p. 33
Exploring the 3s Pattern Math Masters p. 56 Using the number grid, have the children count by 3s and shade in the pattern. Discuss the pattern and the diagonal pattern that it makes.

6
Counting With Stops: Have children do interrupted skip countingSay a number and have the students start skip Small Group counting from that number, then say stop. Begin counting again from a higher number. For example: 11, 12, 13, 14, stop! Now begin at 19. Repeat activity counting by2s, 5s, and 1Os. Debriefing Ask students to recall what the numbers end with when you count by 5s, 1Os.
11:35 - 12:10
Recess/Lunch
Word Study/Spelling
Phonemic Awareness
Demonstrate ability to use phonemes to construct words.
Word Building/Spelling Practice
1 1
Review words that begin with sh and end with sh. Review Allow boys to fill out one side and girls to do the other. See who can get more words! Place the magnetic letters w, i, s, h, t, n, h, h, a, u, m, f, l at the top of the board. Have several Fast Retrieval students do fast retrieval of the letters, calling out the names of the letters as they pull each one down using opposite hands (crossing the midline).
Using SMART notebook pg. __, place the letter w in the white box. Repeat with the letters i & sh. Model how to blend the word wish. Put your hand under the letter W saying the sound, then flip your hand as you put it under the I to make that sound and then the letters SH. Then, punch with a fist saying the whole word wish. Tell students that this is called "punching out" a word. Follow the same Word Building procedure with the students trying it too as you build the following words: Change the sh to th (with) Change the th to n (win) Change the w to sh (shin) Move sh to the end and add h and a to the beginning (hash) Change the sh to t (hat) Change the a to i (hit) Change the i to u (hut) Change the t to sh (hush) Change the u to a (hash) Change the h to m (mash) Change the a to u (mush) Change the m to fl (flush)
12:30 - 2:00
Reading Workshop

Shared Literature: Poem "Pumpkin, Pumpkin"

* 1 2 3 4 5
Curriculum Objective Develop and apply, with assistance, pre-reading strategies to aid comprehension. Read grade-level instructional text by developing automaticity of sight words words.
Tell the children they are going to be reading a Discuss the poem about pumpkins. Ask if they know any Poem poems or songs about pumpkins. Listen to the Display the poem on SMART Notebook pg. __. Read the words to the students while pointing. Poem SMART Notebook Have students follow along with their eyes. Identify rhyming words Reread Have students identify rhyming words. Ask children to reread the poem with you.
Have students place their poem in their poetry Student Poem books. If time, have students highlight or circle the Book rhyming words. If time, have students illustrate. Students reread the poem without the teacher.
Daily 5 Rotation #1
Today students will have opportunities to participate in 2 rotations and they will choose what order they complete these activities - Read To Self, Read With Someone or Word Work. Ask each student orally for their choices and mark on chart.
Choice

2 3 4
I- Charts
SMART Notebook
Review I-charts for each choice. Remind students of their responsibilities and the activities they may do for each choice. Meet with students according to Small Group Instruction Plan.

Reading Strategy - Retelling
Remind students what retelling means. Then have Introduction students make connections about being afraid of the dark or being alone somewhere, etc. Show students the cover of The Little Old Lady Who Was Not Afraid of Anything by Linda Williams. Discuss author and illustrator. Ask them if they can already make a prediction about the story.
Cover

Read Aloud The Little Old Lady Who Was NOt Afraid Of Anything, Linda Williams. Stop at various pages to retell the events so far. Students can join in to help read and retell the story. When finished, (if time) display the enlarged character pieces. Have volunteers hold up character pieces as class helps arrange them in the correct order. Once in order, have students retell the story using the Read Story words from the story. (The Little Old Lady was walking...she stops because right in the middle of the path were 2 shoes that went CLOMP!CLOMP! "Get out of my way!" she says, "I'm not afraid of you!" she kept walking, but behind her she hear 2 shoes go CLMOP!CLOMP...(the sequence is shoesclomp, clomp, pants-wiggle, wiggle, shirt-shake, shake, gloves-clap, clap, hat-nod, nod, pumpkinboo, boo Have students paste (or cut their pieces if they have not done so for wake up work) their character pieces *except the lLittle Old Lady" onto Story Board a 6 box grid or the story grid in which they appear Retell in the story. Glue the Little Old Lady onto a popsicle stick and have students use their story board and lady to re-tell the story OR do this on the smartboard
Daily 5 Rotation #2
1 2
Choice I- Charts
SMART Notebook

3 4
Daily 5 Rotation #3
1 2 3 4
Choice I- Charts
SMART Notebook

Review Remind students what retelling means and that Workshop retelling is a great skill to help better remember Concept/Skill and understand a story. Ask students to share what they learned about Share themselves as readers today. Allow several to share. 2:00 - 2:25 2:25 - 2:45
Writing Workshop Recess (Indoor Duty)

For outdoor recess, students will bundle up and you will walk them down the hall in front of the office and then out the doors. You have indoor recess duty which means that students from other classes may be coming to our room if they lost their priviledge to go out for recess. You will pick up our class at 2:45 outside. They will be lined up for you. We usually get a drink as we head back to our room at the drinking fountains near the office. If students have indoor recess, you are responsible for duty in our room. Students may play a game from the tall cabinet, play with treasure box items, draw, color, read, etc. At 2:45, all items must be put away quickly and quietly. 2:45 - 3:15 3:15 - 3:20
con't. Writing Workshop Prepare to Go

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Friday, October 7, 2011
8:45 8:45 - 9:10
Day: B
Specials: Computer Lab, P.E.Go-To-Girl/Guy: Sam

Unpack
3 4
Announceme Students listen quietly then stand for pledge. nts 9:10 - 9:40 9:45 - 10:25
Computer Lab P.E./Drink: Mrs. Guthrie

Before you return to the classroom, you may let the children have a drink break at the fountains closest to our classroom. Allow the first 3 girls and the first 3 boys to go into the bathroom. More students can go in as others exit. When students are finished, they sit in 2 lines outside our classroom door. When all students have finished, you will go into the classroom and ask students to have a seat on the carpet. 10:25 - 11:35 11:35 - 12:10
Pumpkin Math Recess/Lunch
Word Study/Spelling
Day 5: Spelling Check
Spelling Words: so, sit, she, ship, up, us
1 2
Spelling Check Dictation Sentences 12:30 - 2:00
With privacy folders up, Teacher dictates each word and uses it in a sentence as children write the words. On the back, Teacher dictates 2 sentences with spelling and sight words.
Reading Workshop
Reading Workshop Mini-Lesson #1 Reading Workshop Mini-Lesson #2 Daily 5 Rotation #1

1 2 3 4
Choice
I- Charts
SMART Notebook
Reading Workshop Mini-Lesson #3 Daily 5 Rotation #2

1 2 3 4
Choice I- Charts
SMART Notebook
Daily 5 Rotation #3

1 2 3 4
Choice I- Charts
SMART Notebook

Review Workshop Concept/Skill Share 2:00 - 2:25 2:25 - 2:45 Ask students to share what they learned about themselves as readers today. Allow several to share.
If students have indoor recess, someone will relieve you for duty in our room. Students may play a game from the tall cabinet, play with treasure box items, draw, color, read, etc. At 2:45, all items must be put away quickly and quietly. For outdoor recess, students will bundle up and you will walk them down the hall in front of the office and to the right and then out the doors. You will pick them up at 2:45 outside. They will be lined up for you. We usually get a drink as we head back to our room at the drinking fountains near the office.

2:45 - 3:15 3:15 - 3:20

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Mrs. Reynolds' Class Week of - To - : First Grade

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Mrs.

Reynolds' Class Week of _________ to _________

Mini Lesson 2 Mini Lesson 3 Mini Lesson 4

Writer' s Worksh op Everyd ay Math Science

Spelling Day 1 Follow Handwriting: Pp weekly plan

Sight Words: Build Fluency

Sight Words: Cloze Powerpoint

Sight Words: Word Search

Choose a pattern book to publish!

3-1: Visual Patterns

3-2: Even & Odd Number Patterns

3-3: Number Grid Patterns

Mrs. Reynolds' Class Week of _________ to _________

8:45 - 9:OO 9:OO - 9:45

Music Everyday Math

Everyday Math Everyday Math Art 1O:O5-11:O5 1O:25 - 11:35

11:35 - 12:1O Recess/Lunch 12:1O - 12:3O

Reading Workshop 12:3O - 2:25

Math Essentials 2:OO 2:25

2:25 - 2:45 2:45 - 3:2O

Recess Writing Workshop

Recess Writing Workshop

Recess Writing Workshop

Recess Writing Workshop

Mrs. Reynolds' Class Week of _________ to _________

First Bell Wake-Up Work

Everyday Math 2-14: Unit 2 Progress Check

Mrs. Reynolds' Class Week of _________ to _________

Mrs. Reynolds' Class Week of _________ to _________

Art: Mrs. DeForest Things To Do

Pumpkins - Day 1: Introduction 1 2

Mrs. Reynolds' Class Week of _________ to _________

Mrs. Reynolds' Class Week of _________ to _________

Reading Workshop Mini-Lesson #1

Demonstrate ability to use phonemes to construct words.

Starfall.com digraph /sh/

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Reading Workshop Mini-Lesson #2

Introduce New Tool

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Session #1 Students engage in their 1st choice. Guided Reading

Reading Workshop Mini-Lesson #3

Why Do Authors Write?

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Reading Workshop Debriefing/Share 1 2

Writing Workshop Recess (Outdoor Duty)

Mrs. Reynolds' Class Week of _________ to _________

con't. Writing Workshop Prepare to Go

Mail P.R.I.D.E. Binders

Reading Essentials Dismissal

Mrs. Reynolds' Class Week of _________ to _________

Mrs. Reynolds' Class Week of _________ to _________

First Bell Wake-Up Work

Music/Drink: Mrs. Offholter

Mrs. Reynolds' Class Week of _________ to _________

Everyday Math 3-1: Visual Patterns

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Individual/ Buddy Activity

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