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Subject: Math
(Gifted Lesson)
Academic Vocabulary:
Gifted Lesson
Teacher: Stadsvold
11:10
/
2:10
2:30
(20
minutes)
Procedures/Direct Instruction
(Gifted Lesson)
TTW ask the student why did you chose that picture
TTW ask questions guiding the text features based on student answer
TCW complete the rest of the activity
TTW lead a discussion on text features and when they are seen
TCW move to the other rug
TTW introduce site words and use them in sentences
Before Reading: Introduce the book by discussing the front cover, author, illustrator, title and ask TS if they think the book
is fiction or non-fiction, why?
During Reading: Ask TS to think about if the story has a character. Point out insets in the text and headings. Re-poll
students on fiction or non-fiction text.
After Reading: Discuss why the book was non-fiction.
Writing
TCW move back to the calendar rug
TTW ask students to share penguin features. TTW ask What does a penguin look like to you?
TTW guide students to- orange beak, black webbed feet, white and black feathers, etc
TTW model creating a diagram of a penguin and writing a heading and sentence about the penguin in the book
TTW use the Smartboard to model
TSW return to their seats and create their own diagram and sentence
TT/TAW help students with spelling by writing the words on individual white boards
Assessment Anecdotal notes
Work Stations
at
little
Teacher: Stadsvold
Subject: Math
Academic Vocabulary:
Pattern
Teacher: Stadsvold
Table of contents
Title
Pictures
Bold print
Teacher: Stadsvold
Subject: Math
Academic Vocabulary:
Pattern
Teacher: Stadsvold
Oral Language
Objectives
For Quarter 2
Math Lesson
ELA.K.1.1 Listen
and
respond
o Work Stationsto a variety of literary forms, including stories and poems.
ELA.K.1.2 Participates effectively in a variety of oral language activities, including group and partner collaboration
TTW go over the new work buckets and introduce/model each bucket
ELA.K.1.2a Participate in oral generation of language experience narratives.
on
Assessment
ELA.K.1.2b Participate
creative dramatics.
TTW
call
groups
by table
ELA.K.1.2c Use complete sentences
that
include
subject,
verb, and object.
ELA.K.1.5 Follows implicit rules
for
conversation
including
TTW set up testing folderstaking turns and staying on topic
ELA.K.1.6 Follows one and two
step directions.
TTW
go over the assessment with TS and remind them to stay in their fair space
ELA.K.6.1 Discuss meanings of words.
by
TTW
give to
TSa their
assessment
ELA.K.6.2 Develop vocabulary
listening
variety
of texts read aloud
Reading Objectives For Quarter 2
Math Work
Stations
Station
Traceofshapes
andaloud
make patterns (L: 4 shape options M: 6 shapes H: all shapes)
ELA.K.6.2
Develop
vocabularyWork
by listening
to #1a variety
texts read
ELA.K.7.1 Identify what an author
does
and
what
an
illustrator
does.
Work Station #2- Shape house building (Differentiated by asking lower/higher level questions)
ELA.K.7.2 Make connections before,
during, and
reading.
Work Station
#3-after
Legoroll and build (H: tall how many legos using white board)
ELA.K.7.3 Use titles and pictures
to identify
topic
andbuilding
to make patterns
predictions.
Work
Stationthe
#4Link
(L: 2-3 colors M: 3-4 colors H: all colors)
ELA.K.7.4 Identify text features
specific
to
the
topic,
such
as
titles,
headings,
and pictures.
Work Station #5- Button sort
ELA.K.7.5 Ask and answer questions about what is read.
ELA.K.7.6 Discuss characters, setting, and events.
ELA.K.7.6a Use story language in discussions and retellings.
ELA.K.7.7 Retell familiar stories, using beginning, middle, and end.
I Can statement(s):
Language
Arts relevant to the topic in a nonfiction selection.
Writing
ELA.K.7.8
Identify simple facts
and information
ELA.K.7.9 Use word references (e.g., word walls and simple dictionaries) and appropriate technology to support comprehension of text
I can learn the difference between fiction and non-fiction.
I can make connections to stories.
Writing Objectives For Quarter 2
I can tell the difference between pictures and text.
ELA.K.8.1 Demonstrate early concepts of print
Type of lesson:
ELA.K.8.1a
Print Upper and lowercase letters independently
Whole
group
interactive
lesson
Whole group shared reading lesson
Class Made Book Reading
ELA.K.8.1b Print
his/ herread
firstaloud
and last
names
Whole
group
interactive
writing
lesson
Whole
group
shared
writing
lesson
Individual Writing Activity
ELA.K.8.1c Demonstrate mastery of directionality in writing.
Resources
and
Materials:
Key
vocabulary:
ELA.K.8.1d use appropriate spacing between letters, words, and sentences
Book: Polar differentiate
Babies by Susan
Ringpictures and print
Academic vocabulary
ELA.K.8.1e
between
Sight word Draw
book pictures and /or use letters and phonetically spelled words to write
Nonfiction
ELA.K.8.2
about experiences
Book: I Went
Walking
by Sue
Williams
Fiction
ELA.K.8.3
Use
letters and
beginning
consonant sounds to spell phonetically words
to describe pictures or write about experiences.
Heading
ELA.K.8.4 Compose narrative writing
Table of contents
ELA.K.8.5 Compose expository writing.
Inset
Differentiation: Anecdotal notes. TT/TAW assist lower students when writing sight word book.
Example: Teacher may need to meet in small groups to address students having difficulty with new vocabulary.
Procedures/Direct
Instruction
Provide input, demonstrate/model, check for
understanding.
What teaching moves will you make?
What questions will you pose? What
information do students need?
What vocabulary needs to be taught?
How will the students interact with the
content of the lesson?
Sight Words
Little, at
TTW put sight word book on smart board and model first few pages with students.
TTW use name sticks to call students to the board and help decide which word goes in which blank
TTW repeat until the book is finished
TTW read through the book with TS
TSW return to their seats and fill in their book
TSW color after they are finished and have read the book twice and to a teacher
Language Arts
Before Reading: Introduce the book by discussing the front cover, author, illustrator, title and let students make
predictions. (Do you think this story is going to be a real polar bears or a make believe polar bears?) What do you think
the polar babies are going to do?
During Reading: Ask TS to think about if the story has a character. Do polar babies do that in real life? Where is the
setting of this story?
After Reading: Ask if the book had any characters? Is this book fiction or non-fiction? How do you know? Share
favorite details about polar babies
Writing
BAW Pg 128
TTW show the book: I Went Walking
TTW ask students what this story could be about? Do you think their will be a character?
TTW read the story then TTW ask What does the boy see when he goes walking?
TTW ask TS what might you see on a walk in your neighborhood?
TTW document answers on chart paper
Assessment TTW/TA observe and collect data on students who are able to complete sight word book on their own.
Work Station #1 Sight Word magnetic letters Build it, Write it
Work Stations
Work Station #2 Sight Word Cut, Build, Glue & Write
Work Station #3 Differentiated- Handwriting sheet according to Words Study letters
Work Station #4 Letter wheels- students will complete letters that match their word study letters
Work Station #5 Site word bingo
Teacher: Stadsvold
Subject: Math
K.1.4 The student will select the numeral from a given set of numerals that corresponds to a set of 20 or fewer concrete objects.
K.1.5 The student will, given an ordered set of ten objects and/or pictures, indicate the ordinal position of each object, first through tenth, and
the ordered position of each object.
K.1.6.The student will count forward from zero to 100.
K.1.9 The student will identify one more than and one less than a number.
K.1.12 The student will decompose numbers less than or equal to 10 into pairs in more than one way.
Geometry
MA.K.4.1 TSW identify and describe plane and solid geometric figures
MA.K.4.2 TSW compare size and shape of plane geometric figures
MA.K.4.3 TSW sort and classify objects according to attributes
MA.K.5.1 TSW ID pictorial representations of a circle, triangle, square and rectangle regardless of position and orientation in space
MA.K.5.2 TSW describe the location of one object relative to another using the terms above, below, and next to
MA.K.7.1 TSW ID, describe, and extend a repeating patterns.
MATH I Can statement(s):
I can compare similarities and differences between patterns.
I can create a pattern.
I can extend a repeating pattern by adding at least two repetitions.
Type of lesson:
Whole group lesson
Small group lesson
Whole Group & Small Group
Work Stations
Assessments
Resources and Materials:
Work buckets
Assessment
White Boards
Assessment: K 4.1
Academic Vocabulary:
Pattern
City-wide Assessment
TTW call a student to the table
TTW go over the assessment with TS
TTW give TS their assessment
Work Station #1- Trace shapes and make patterns (L: 4 shape options M: 6 shapes H: all shapes)
Work Station #2- Shape house building (Differentiated by asking lower/higher level questions)
Work Station #3- Lego- roll and build (H: tall how many legos using white board)
Work Station #4- Link building patterns (L: 2-3 colors M: 3-4 colors H: all colors)
Work Station #5- Button sort
Teacher: Stadsvold
Teacher: Stadsvold
Subject: Math
Teacher: Stadsvold
TTW
go using
over the
new work
buckets
and introduce/model each bucket
ELA.K.7.7 Retell familiar
stories,
beginning,
middle,
and end.
ELA.K.7.8 Identify simple
facts and information relevant to the topic in a nonfiction selection.
Assessment
ELA.K.7.9 Use word references
walls and
(e.g.,
TTWword
call groups
bysimple
table dictionaries) and appropriate technology to support comprehension of text
Writing Objectives For Quarter 2
concepts
TTW set
up testing folders
ELA.K.8.1 Demonstrate early
of print
TTW go
overindependently
the assessment with TS and remind them to stay in their fair space
ELA.K.8.1a Print Upper and lowercase
letters
ELA.K.8.1b Print his/ her first
last names
and
TTW
give TS their assessment
ELA.K.8.1c Demonstrate mastery of directionality in writing.
ELA.K.8.1d
appropriate spacing
words,
and sentences
Math Workuse
Stations
Workbetween
Stationletters,
#1- Trace
shapes
and make patterns (L: 4 shape options M: 6 shapes H: all shapes)
ELA.K.8.1e differentiate between
pictures
and
print
Work Station #2- Shape house building (Differentiated by asking lower/higher level questions)
ELA.K.8.2 Draw pictures and /or use letters and phonetically spelled words to write about experiences
Work Station #3- Lego- roll and build (H: tall how many legos using white board)
ELA.K.8.3 Use letters and beginning consonant sounds to spell phonetically words to describe pictures or write about experiences.
ELA.K.8.4 Compose narrative Work
writingStation #4- Link building patterns (L: 2-3 colors M: 3-4 colors H: all colors)
Work
Station #5- Button sort
ELA.K.8.5 Compose expository
writing.
I Can statement(s):
Language Arts
Writing
I can draw pictures and use phonetically spelled words to write about
experiences.
I can tell the differences between pictures and words.
Type of lesson:
Whole group interactive read aloud lesson
Whole group shared reading lesson
Class Made Book Reading
Whole group interactive writing lesson
Whole group shared writing lesson
Individual Writing Activity
Resources and Materials:
Key vocabulary:
Book: Non-fiction Animals in Winter by Melvin and Gilda Berger
Academic vocabulary
Polar Bear book from previous day
Fiction
Journal assessment
Non-fiction
Language Arts
Before Reading: Introduce the book by discussing the front cover, author, illustrator, title and ask TS what do you
think this book is going to be about? TTW ask class is this fiction or non-fiction
During Reading: TTW highlight specific animal facts and remind students to remember their favorite fact.
After Reading: TTW ask several students to share their favorite animal and a non-fiction fact about that animal
TTW ask appropriate questions and guide answers.
Writing
TTW review the assessment format using document camera
TTW remind students to use their best handwriting
TSW complete journal assessment
TT/TAW walk around ensuring students are on the right track
If time allows, TCW take a walk around the school and point out thinks they see while walking
Work Stations
Nikiyah Taylor
Lucas McPherson
Kyle Legaspi
Kaylani Miller
Joshua Flores
Jaden Graves
Devar Wilson
Claire Krucke
Christopher Powell
Catherine Harmon
Anthony Valencia
Akayla McGee
Can extend a
repetitions
patterns
PM Student Names
pattern by 2+
Winter Pack
Layla Massenburg
Nolan Herman
Maximillian LaPoint
Manasseh Murnane
Lilly Frome
Kaeliegh Jimenez
Garreett Martin
Emmalee Bushman
Emaleigh Perkinson
Dodger Nitti
Christian Prinz
Chelsea Kilgore
Caden Carlos
Brayden Nelson
Bentley Thomas
Austin Bediako
Nikiyah Taylor
Lucas McPherson
Kyle Legaspi
Kaylani Miller
Joshua Flores
Jaden Graves
Devar Wilson
Claire Krucke
Christopher Powell
Catherine Harmon
Anthony Valencia
Akayla McGee
non-fiction
PM Student Names
b/w fiction &
Write on one
topic
Winter Pack
Layla Massenburg
Nolan Herman
Maximillian LaPoint
Manasseh Murnane
Lilly Frome
Kaeliegh Jimenez
Garreett Martin
Emmalee Bushman
Emaleigh Perkinson
Dodger Nitti
Christian Prinz
Chelsea Kilgore
Caden Carlos
Brayden Nelson
Bentley Thomas
Austin Bediako
Differentiate
non-fiction
AM Student Names
b/w fiction &
Identify text
features
Write on one
topic