Lesson Plans- November 5- 9th , 2018

ELA Unit 3 Lesson 12 (Teachers Edition Pages T110-T175) / ENY Module 2 Topic
A (P. 12-134)

Standards Reading Literature: RL.1.1, RL.1.3, RL.1.7, RL.1.9, RL.1.10

Foundational Skills: RF.1.2b, RF.1.2c, RF.1.3b, RF.1.3g, RF.1.4a, RF.1.4b
Speaking and Listening: SL.1.1a, SL.1.1c, SL.1.2, SL.1.6
Language: L.1.1b, L.1.2d, L.1.2e, L.1.5a, L.1.6
Writing: W.1.5, W.1.3
Math: 1.OA.1, 1.OA.2, 1.OA.3, 1.OA.6
EL Language Listening & Speaking Performance Indicators & Vocabulary Performance Indicators: 60 minutes Mathematics
II- LS- 1: HI-1: distinguishing between phonemes in the initial, medial, and final positions of words, phrases and sentences.
Objectives II-LS-2: HI-5: asking and responding to academic questions using complete sentences
II-LS-2: HI-7: stating multistep directions or commands that the listener can follow.
II-LS-Vocabulary-2 HI-5: applying knowledge of grade-level vocabulary (including content area words) in text.
Reading Performance Indicators: 60 minutes Reading
II-R-1 Print Concepts: B-1: tracking written words aloud with one-to-one correlation
II-R-1 Print Concepts: B-2: distinguishing between printed letters, words, sentences, and paragraphs
II-R-1 Print Concepts: H-3: identifying features of a sentences (capitalization, commas, quotation marks, and ending punctuation)
II- R- 2 Phonemic Awareness: HI-1: distinguishing between initial, medial, and final spoken sounds to produce words.
II- R- 2- Decoding: HI-13: reading high frequency words and irregular sight words fluently.
Writing Performance Indicators: 60 Minutes Writing
II- W-1-Narrative: HI-1: writing a narrative or short story that includes a main idea, character, setting and a sequence of events.
II-W-2-Penmanship: HI-1: legibly writing all upper and lower case letters and numerals attending to form and spatial alignment.
II-W-2-Spelling -HI-4: using resources to spell words.
Language Strand Performance Indicators (Grammar): 30 minutes in Reading & 30 minutes in SS/Science
II- L-1- Nouns- HI-2: explaining differences between common and proper nouns in context (singular and plural).
II-L- 1- Pronouns-HI-1: using personal singular subjective pronouns (I, you, he, she, it) and plural subjective pronouns (we, they).
II- L- 1-Sentence Construction: HI-7: producing S-V-C constructed sentences with nouns, “to be” verbs, and prepositional phrases with
subject-verb agreement.
II- L- 1-Sentence Construction: HI-1: selecting a subject (singular or plural) to complete given sentences.
a) Close proximity to the learning b) Extra time to complete work c) Teacher scaffolding d) Simplify directions e) Provide concrete examples f) Small groups or pairs to
Modifications and reinforce language & concepts g) Pre-teach h) Allow student to respond orally rather than in written form j) Adjust classwork or homework assignment to language proficiency.
Accommodations {See “Student List” in LP Binder}

Resources and Journeys Resources, ENY Resources, TeachersPayTeachers Worksheets and Resources, Test Preparation, Daily Comprehension,
Fluency Drills, Letter Tiles/Mats, Smart Board, Writing Journals, Multi-Sensory Grammar, Educational Song Videos
Materials
Assessments Spelling / Dictation Assessments
Journey’s Weekly Assessments
Daily Comprehension Skill Assessments
Student Participation
Student Thinking Maps
Writing Journals
Mathematics Assessments
Graded Classwork (“You Do”)
 Content Area Monday November 5th Tuesday November 6th Wednesday November Thursday November 8th Friday November 9th
& Time 7th

Interventions Grouping based on Phonics Grouping based on Phonics Nonsense Words Grouping based on Phonics Grouping based on
8:10 – 8:40 Screener & DIBELS Screener & DIBELS Fluency Screener & DIBELS Phonics Screener &
DIBELS
EL Language
Objectives: (30
minutes)
Continue EL language
objectives from ELA
block

Reading Block HFW Practice
8:45 – 10:15 Following Phonics
Daily Routines
Daily Routines (Technology)
And Decodable Phonemic Awareness
Text Day 1-114
Objectives: SW blend and
Phonics segment sounds in spoken
Phonemic single-syllable words. SW
Awareness learn the sound spelling
Digraph ch, tch; correspondences for
Possessives with digraphs ch, and tch. SW
‘s, phonogram - blend and decode regularly
atch spelled one syllable words
with digraphs ch, and tch.
HFW: Decodable Text: T116
Been, brown, Scratch, Chomp
know, never, off, Objectives:
out, own, very SW read decodable text
with regularly spelled one-
Strategy: syllable words and
Question irregularly spelled high-
Skill: Sequence frequency words. SW
of events Practice reading on-level
text fluently and accurately
Vocabulary: paying attention to rate.
Danced, flowers, Daily Vocabulary Boost:
giraffe, hyena, T111 Objectives:
leopard, paint, SW segment spoken single-
zebra syllable words into their
HFW Practice
Following Phonics
Daily Routines
(Technology)
Phonemic Awareness
Day 2- T138
Objectives: SW blend,
build, and decode regularly
spelled one-syllable words
with digraphs ch and tch..
SW read text with digraphs
ch and tch and high-
frequency words.
Decodable Text: T139
Rich Gets a Dog
Objectives:
SW read decodable text
with regularly spelled one-
syllable words and
irregularly spelled high-
frequency words. SW
Practice reading on-level
text fluently and accurately
paying attention to rate.
Daily Vocabulary Boost:
T137 Objectives:
SW segment spoken single-
syllable words into their
complete sequence of
individual sounds
HFW Practice
Following Phonics
Daily Routines
(Technology)
Phonemic Awareness
Day 3-T148
Objectives: SW learn how
to use an apostrophe. SW
blend and read possessives
with ‘s.
Decodable Text: T150
Champs
Objectives:
SW read text with regularly
spelled one-syllable words,
digraphs, possessives with
‘s and high-frequency
words.
Daily Vocabulary Boost:
T147 Objectives:
SW segment spoken single-
syllable words into their
complete sequence of
individual sounds
(phonemes). SW recognize
and read grade-appropriate
irregularly spelled words.
Daily High Frequency
Words: T147
Objectives:
HFW Practice
Following Phonics
Daily Routines
(Technology)
Phonemic Awareness
Day 4-T158
Objectives: SW blend,
build, and read possessives
with ‘s. SW review and sort
words with consonant
digraphs ch, tch. SW read
on-level text fluently and at
an appropriate rate.
Decodable Text: T161
Kits, Chicks, and Pups
Objectives:
SW read decodable text
with regularly spelled one-
syllable words and
irregularly spelled high-
frequency words. SW
Practice reading on-level
text fluently and accurately
paying attention to rate.
Daily Vocabulary Boost:
T159 Objectives: SW
segment spoken single-
syllable words into their
complete sequence of
individual sounds
HFW Practice
Following Phonics
Daily Routines
(Technology)
Phonemic Awareness
Day 5-T168
Objectives: SW blend,
build, and read
possessives with ‘s. SW
review and sort words
with consonant digraphs
ch, tch. SW read on-
level text fluently and at
an appropriate rate.
Daily Vocabulary
Boost: T159
Objectives: SW
segment spoken single-
syllable words into their
complete sequence of
individual sounds
(phonemes). SW
recognize and read
grade-appropriate
irregularly spelled
words.
Daily High Frequency
Words: T159
Objectives:
 complete sequence of (phonemes). SW recognize SW Segment spoken single- (phonemes). SW recognize SW Segment spoken
Grammar: individual sounds and read grade-appropriate syllable words into their and read grade-appropriate single-syllable words
Nouns (Singular (phonemes). SW recognize irregularly spelled words. complete sequence of irregularly spelled words. into their complete
& Plural) and read grade-appropriate Daily High Frequency individual sounds. Daily High Frequency sequence of individual
irregularly spelled words. Words: T137 Recognize and read grade- Words: T159 sounds.
Spelling: Daily High Frequency Objectives: appropriate irregularly Objectives: Recognize and read
Chin, chip, chop, Words: T111 SW Segment spoken single- spelled words. Use context SW Segment spoken single- grade-appropriate
rich, much, chick Objectives: syllable words into their to confirm or self-correct syllable words into their irregularly spelled
SW Segment spoken single- complete sequence of word recognition and complete sequence of words. Use context to
EL Language syllable words into their individual sounds. understanding, rereading as individual sounds. confirm or self-correct
Objectives: (60 complete sequence of Recognize and read grade- necessary. Follow agreed- Recognize and read grade- word recognition and
minutes) individual sounds. appropriate irregularly upon rules for discussions appropriate irregularly understanding,
II-R-1 Print Concepts:
B-1: tracking written
Recognize and read grade- spelled words. Use context Independent Read: spelled words. Use context rereading as necessary.
words aloud with one- appropriate irregularly to confirm or self-correct ““How Leopard Got His to confirm or self-correct Follow agreed-upon
to-one correlation spelled words. Use context word recognition and Spots” T120-T131 word recognition and rules for discussions
II-R-1 Print Concepts: to confirm or self-correct understanding, rereading as Objectives: SW read and understanding, rereading as Compare Texts: T163
B-2: distinguishing word recognition and necessary. Follow agreed- comprehend literature. SW necessary. Follow agreed- Objectives: SW
between printed understanding, rereading as upon rules for discussions ask and answer questions upon rules for discussions describe characters,
letters, words,
sentences, and
necessary. Follow agreed- Second Read: Reread the about key details in a story. Compare Texts: T163 settings, and major
paragraphs upon rules for discussions. Anchor Text: “How SW read independently Objectives: SW describe events. SW describe the
II-R-1 Print Concepts: Words To Know: T118 Leopard Got His Spots” from a “just right” book. characters, settings, and connection between
H-3: identifying Objectives: SW Identify T120-T131 SW read fluently at an major events. SW describe individuals, events,
features of a real-life connections Objectives: SW Discuss appropriate rate. the connection between ideas or information in a
sentences
between words and their the story, using text Grammar: Nouns individuals, events, ideas or text. SW know and use
(capitalization,
commas, quotation use. SW Segment spoken evidence and drawings to (Singular & Plural) information in a text. SW text features to locate
marks, and ending single-syllable words into clarify ideas. SW write the Multisensory Grammar know and use text features facts or information.
punctuation) their complete sequence of story from another Objectives: SW create to locate facts or SW read informational
II- R- 2 Phonemic individual sounds characters point of view as plural nouns (from singular information. SW read texts.
Awareness: HI-1: SW Recognize and read a response to literature. nouns) and use them in a informational texts. Grammar: Nouns
distinguishing between
initial, medial, and
grade-appropriate Grammar: Nouns sentence. Grammar: Nouns (Singular & Plural)
final spoken sounds to irregularly spelled words. (Singular & Plural) n.p. (Singular & Plural) Multisensory Grammar
produce words. SW Follow agreed-upon Multisensory Grammar Spelling: T156 Multisensory Grammar Objectives: SW create
II- R- 2- Decoding: HI- rules for discussions. Objectives: SW create Objectives: SW spell Objectives: SW create plural nouns (from
13: reading high First Read: Read the plural nouns (from singular words with ch and tch using plural nouns (from singular singular nouns) and use
frequency words and
Anchor Text; “How nouns) and use them in a conventional spelling nouns) and use them in a them in a sentence.
irregular sight words
fluently. Leopard Got His Spots” sentence. patterns. sentence. n.p.
T120-T131 n.p. n.p. Spelling: T166
EL Language Objectives: SW Read on- Spelling: T144 Assessment: Completed Spelling: T166 Objectives: SW take
Objectives: (30 level text orally with SW spell words with ch and student workbook pages Objectives: SW spell the weekly spelling test.
minutes) accuracy, appropriate rate, tch using conventional words with ch and tch
II- L-1- Nouns- HI-2: and expression on spelling patterns. SW print Graziano- AZELLA test using conventional Assessment: Journey’s
explaining differences
between common and successive readings. SW the spelling words. preparation questions spelling patterns. SW print comprehension
proper nouns in Ask and answer questions the spelling words assessment and spelling
context (singular and about key details in a text. Assessment: Completed test.
plural). SW understand the student workbook pages
II-L- 1- Pronouns-HI- Assessment: Completed
1: using personal student workbook pages
 singular subjective sequence of events and
pronouns (I, you, he,
describe the major events.
she, it) and plural
subjective pronouns Grammar: Nouns
(we, they). (Singular & Plural)
II- L- 1-Sentence Multisensory Grammar
Construction: HI-7:
Objectives: SW create
producing S-V-C
constructed sentences plural nouns (from singular
with nouns, “to be” nouns) and use them in a
verbs, and sentence.
prepositional phrases
n.p.
with subject-verb
agreement. Spelling:T134
II- L- 1-Sentence SW spell words with ch and
Construction: HI-1: tch using conventional
selecting a subject
spelling patterns.
(singular or plural) to
complete given
sentences. Assessment: Completed
student workbook pages

Lunch/Recess Lunch/Recess Lunch/Recess Lunch/Recess Lunch/Recess Lunch/Recess

10:15 – 11:00

Mathematics Fluency- Hop to the Top Fluency- Hop to the Top Fluency- Hop to the Top Fluency- Hop to the Top Fluency- Hop to the Top
11:00 – 12:20 Mental Math Number Talk Mental Math Number Talk Mental Math Number Talk Mental Math Number Talk Mental Math Number
Talk
EL Language ENY Module 2 Topic A ENY Module 2 Topic A ENY Module 2 Topic A ENY Module 2 Topic A
Objectives: (60 (P. 12-134): Introduction (P. 12-134): Introduction (P. 12-134): Introduction (P. 12-134): Introduction ENY Module 2 Topic
minutes) to Place Value Through to Place Value Through to Place Value Through to Place Value Through A (P. 12-134):
II- LS- 1: HI-1:
distinguishing between Addition & Subtraction Addition & Subtraction Addition & Subtraction Addition & Subtraction Introduction to Place
phonemes in the initial, within 20 within 20 within 20 within 20 Value Through
medial, and final Lesson 1 Lesson 2 Lesson 3 Lesson 4 Addition &
positions of words, Objective: 1.OA. 1, Objective: 1.OA. 1, Objective: 1.OA. 1, Objective: 1.OA. 1, Subtraction within 20
phrases and sentences.
II-LS-2: HI-5: asking 1.OA.2, 1.OA.3, 1.OA.6 1.OA.2, 1.OA.3, 1.OA.6 1.OA.2, 1.OA.3, 1.OA.6 1.OA.2, 1.OA.3, 1.OA.6 Lesson 5
and responding to SW Solve word problems SW Use the associative and SW Make 10 when one SW Make 10 when one Objective: 1.OA. 1,
academic questions with three addends, two of commutative properties to addend is 9. addend is 9. 1.OA.2, 1.OA.3,
using complete which make ten. make 10 with three 1.OA.6
sentences
II-LS-2: HI-7: stating addends. I do: TTW model the first I do: TTW model the first SW Compare efficiency
multistep directions or I do: TTW model the first two problems on the two problems on the of counting on and
commands that the two problems on the I do: TTW model the first problem set. problem set. making 10 when one
listener can follow. problem set. two problems on the We do: As a whole group, We do: As a whole group, addend is 9.
II-LS-Vocabulary-2
HI-5: applying We do: As a whole group, problem set. we will complete the we will complete the
knowledge of grade- we will complete the We do: As a whole group, remainder of the problem remainder of the problem I do: TTW model the
level vocabulary remainder of the problem we will complete the set. set. first two problems on
(including content area set. remainder of the problem You do: Independently, You do: Independently, the problem set.
words) in text.
You do: Independently, set. students will complete the students will complete the We do: As a whole
students will complete the You do: Independently, aligned common core aligned common core group, we will complete
aligned common core students will complete the worksheet. worksheet. the remainder of the
worksheet. problem set.
 aligned common core Student Debrief Student Debrief You do: Independently,
Student Debrief worksheet. Exit Ticket Exit Ticket students will complete
Exit Ticket the aligned common
Student Debrief core worksheet.
Exit Ticket
Student Debrief
Exit Ticket

Specials Specials Specials Early Release Specials Specials

12:25 – 1:00
Recess Recess Recess Recess Recess
1:00 – 1:10
R

Listening & Listening & Speaking Listening & Speaking Listening & Speaking Listening & Speaking
Speaking (SEI (Graziano): (Graziano): (Graziano): (Graziano):
Class)
1:10 – 1:30 Objective: Objective: Objective: Objective:
II- LS- 1: HI-1: II- LS- 1: HI-1: II- LS- 1: HI-1: II- LS- 1: HI-1:
EL Language distinguishing between distinguishing between distinguishing between distinguishing between
Objectives:
phonemes in the initial, phonemes in the initial, phonemes in the initial, phonemes in the initial,
(Additional)
II- LS- 1: HI-1: medial, and final positions medial, and final positions medial, and final positions medial, and final
distinguishing between of words, phrases and of words, phrases and of words, phrases and positions of words,
phonemes in the initial, sentences. sentences. sentences. phrases and sentences.
medial, and final
positions of words,
phrases and sentences. II-LS-2: HI-5: asking and II-LS-2: HI-5: asking and II-LS-2: HI-5: asking and II-LS-2: HI-5: asking
II-LS-2: HI-5: asking responding to academic responding to academic responding to academic and responding to
and responding to questions using complete questions using complete questions using complete academic questions
academic questions
sentences sentences sentences using complete
using complete
sentences sentences
II-LS-2: HI-7: stating II- R- 2- Decoding: HI-13: II- R- 2- Decoding: HI-13: II- R- 2- Decoding: HI-13:
multistep directions or reading high frequency reading high frequency reading high frequency II- R- 2- Decoding: HI-
commands that the
words and irregular sight words and irregular sight words and irregular sight 13: reading high
listener can follow.
II-LS-Vocabulary-2 words fluently. words fluently. words fluently. frequency words and
HI-5: applying irregular sight words
knowledge of grade- fluently.
level vocabulary
(including content area
words) in text.
Math Small Group: Math Small Group:
Math Small Group: Math Small Group:
Math Small Objective: Objective:
Group (Other Objective: Objective: I can use strategies to I can use strategies to
Classes) I can use strategies to I can use strategies to recognize a number of recognize a number of
recognize a number of recognize a number of objects or dots and objects or dots and
 objects or dots and objects or dots and represent it with a written represent it with a
represent it with a written represent it with a written numeral. written numeral.
numeral. numeral.

Writing Handwriting Handwriting Handwriting Handwriting

1:30 – 2:30
W.1.3- W.1.3- W.1.3- W.1.3-
EL Language
Objectives: (60 Details Details Details Details
minutes) Students will be able to Students will be able to Students will be able to Students will be able to
II- W-1-Narrative: HI- write at least three details write at least three details write at least three details write at least three
1: writing a narrative about a given topic. about a given topic. about a given topic. details about a given
or short story that topic.
includes a main idea,
character, setting and a
sequence of events.
II-W-2-Penmanship:
Students will be able to write a simple story (sentence structure) on the topic of something that happened throughout the day
HI-1: legibly writing
all upper and lower
case letters and
numerals attending to
form and spatial
alignment.
II-W-2-Spelling -HI-4:
using resources to spell
words.

SS / Science Social Studies- Pilgrims Social Studies- Pilgrims Social Studies- Pilgrims Social Studies-
2:30 – 3:00 Pilgrims
Objective: SW learn about Objective: SW learn about Objective: SW learn about
EL Language other people and cultures other people and cultures other people and cultures Objective: SW learn
Objectives: (30 through educational videos, through educational videos, through educational videos, about other people and
minutes) readings, and graphic readings, and graphic readings, and graphic cultures through
II- L-1- Nouns- HI-2:
explaining differences organizers. organizers. organizers. educational videos,
between common and readings, and graphic
proper nouns in organizers.
context (singular and
plural).
II-L- 1- Pronouns-HI-
1: using personal
Objective:singular subjective
pronouns (I, you, he,
she, it) and plural
SW identify the need
subjective for and
pronouns use of rules at home and at school.
(we, they).
 II- L- 1-Sentence
Construction: HI-7:
producing S-V-C
constructed sentences
with nouns, “to be”
verbs, and
prepositional phrases
with subject-verb
agreement.
II- L- 1-Sentence
Construction: HI-1:
selecting a subject
(singular or plural) to
complete given
sentences.

Social Skills Express Opinions Express Opinions Express Opinions Express Opinions
3:00 – 3:10