Day: Monday Week of: September 17thCritical

Vocabulary Learning Target/Standards Strategies/Activities

WritingI can identify and sound out the “ey/ay” sound.2.L.1 - Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

I can sketch my small moment.W.2.3Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

I can use adjectives to describe objects..L.2.1.EUse adjectives and adverbs, and choose between them depending on what is to be modified.

Secret StoriesWhole group introduction of secret stories for or page "ey/ay" sound. Students will model the action cue after teacher introduces it. We will watch the youtube video: https://www.youtube.com/watch?v=BGrIyCT7nK0

WritingMini LessonModel using your own small moment story the difference between sketching and drawing. Return to the chart, you made earlier in the week. Show how you revised the chart. Show how you sketch on each page and then write your story on each page. Ask students to picture in their minds what they’ll write, and then what they’ll sketch, not draw.Independent Writing-teacher will conferShare

LanguageReview adjective anchor chart. Make an adjective chart. Students describe themselves using adjectives.

ReadingI can activate my schema while I am reading a text.RL.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.I can determine meanings of unknown words.L.2.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategiesI can build up my reading stamina.I can read poetry fluently.

Mini-LessonTell students that you are going to be reading Wilfrid Gordon McDonald Partridge to them this week, but first you want to talk to them about their Mental Filing Cabinet J. You may want to even show them the inside of one of your file cabinets. Explain to them that this is how your brain works. That everything that has happened to them in their lives gets stored away in their brain. These memories or files impact how they read the book. Use the Schema Anchor Chart to discuss. Before reading the book, have the students choose a schema printable to complete. Students fill their picture with experiences, memories, and anyother schema by writing and drawing on their picture. After completing and sharing as a class or with a partner, read the text to the students.

Literacy Station LaunchPractice silent reading station. Model comprehension station. Read a level 16 book. Model how to fill out the beginning, middle and end graphic organizer.

RL.2.10By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

I can describe the beginning, middle and end of a story..RL.2.5Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

VocabUse Marzano’s Steps to introduce growth mindset word.

Whole Class Choral Reading

Science/Social StudiesOffspringSurviveBehavior

2nd Grade:I can describe and explain diversity in a community.

2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.2.17 Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.

1st GradeNGSS-1-LS1-2-NGSS-1-LS3-1-

I can determine patterns in behavior of parents and offspring that help offspring survive. I can construct an evidence based account that young animals are like, but not exactly like their parents.

2nd Grade:1. Review the word card “community” with students.2. Distribute the Characteristics of a Community graphic organizer.3. Display and explain each word card for “natural characteristics,”“transportation,” businesses,” “government,” and “diversity.” Fill in bubbles on graphic organizer as you go along. Fill remaining bubbles with buildings/roads and places to have fun. (I usually display a copy of the organizer using a doc cam, but you can create one on chart paper or using the board.)4. Explain that to celebrate diversity means it’s important to understand other cultures, the way other people live, and the traditions they follow in their families.

1st GradeMini Lesson: Teacher will display slides 23-26 of Animals and Their Young on the ActivBoard. The class will discuss as a whole group the information presented on emperor penguins and their offspring. Work Time: Students will work with their table group to complete the recording sheet analyzing how the mother's behavior helps the offspring to survive as well as the Venn Diagram comparing and contrasting the adult penguin with its young. Debrief: How are the adult penguin and the baby alike and different?

Math2nd GradeI will be able to:- model numbers with more than 9 ones or 9 tens- write in expanded, standard, and word forms.

2.NBT.3 - Read and write numbers to 1000 using

2nd Grade - Eureka Module 3, Lesson 14 (NO APPLICATION PROBLEM)Intro: Students will complete Subtraction in the Teens Sprint.Teacher will review counting up and down by ones crossing over 100.Mini-Lesson: Teacher will discuss how to represent numbers in different ways using ones, tens, and hundreds (i.e. 1 ten 3 ones = 13 ones). We will review

base-ten numerals, number names, and expanded form.2.NBT.2 - Count within 1000; skip-count by 5s, 10s, and 100s.2.NBT.1 - Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7

1st GradeI can add to 20.1.OA.C.6Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

this strategy with two- and three-digit numbers.Independent Practice: Students will complete the problem set for this lesson.Assessment: Students will answer the exit slip questions in their math notebook. Teacher will reteach individually and in small groups as needed. Students who are finished will play math fluency games.

1st GradeEureka Math Module 1 Addition ReviewOpening - Application Problem - Students will draw a picture to solve a word problem.Mini Lesson -Teacher will explain that students will work in their table groups to review for tomorrow's test. Teacher will display a question and pairs will work together to find the answers. Table teams will then discuss the answers they got to determine if they are correct or need to be fixed.Work Time: Team review activityDebrief : After reviewing today, what skills do you think are still challenging?

Day: Tuesday Week of: September 17thCritical

Vocabulary Learning Target/Standards Strategies/Activities

WritingI can identify and sound out the “eu/ew” sound.

2.L.1 - Conventions of

Secret StoriesWhole group introduction of secret stories for "eu/ew"sound. Teacher will read the new secret story aloud to class. Students and teacher will practice the action cue of eu/ ew to demonstrate the proper phonic

Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

I can add details to my story.W.2.3Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

I can use adjectives to describe objects..L.2.1.EUse adjectives and adverbs, and choose between them depending on what is to be modified.

sound. Next class will watch the video: https://www.youtube.com/watch?v=fDZIxKI-Gxk&list=PLtPoovv4KdsIk1ypWd9VlKPEawNWOI-PS

WritingMini-LessonCelebrate that your children have been adding details into their Small Moment stories. Tell them that today they will help you include details in your writing. Remind the class of a shared experience in all its richness. Then plan how you might write about that experience. Touch each empty page and say aloud a bare-bones version of the story. Let children listen in as you muse aloud over whether your story has details. Remind the class of the growing repertoire of guidelines they’ve developed together.Independent Writing-Teacher to conferShare

LanguageReview adjective anchor chart. Students complete adjective sort (color, texture, size and shape).

ReadingI can make inferences while I am reading.I can build up my reading stamina.I can read poetry fluently.I can determine the meaning of unknown words.RL.2.10By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.RL.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.L.2.4

Mini LessonReview the Schema chart and explain to students how your schema impacts what you infer.Show them the making inferences poster. Now reread Wilfred Gordon McDonald Partridge, stopping to use the questioning cards to impact deeper thinking. After reading, have students complete the making inference graphic organizer.

Literacy Station LaunchPractice silent reading station. Read a level 16 story. Fill in beginning, middle and end graphic organizer as a class..

VocabUse Marzano’s steps to introduce growth mindset word.

Whole Class Choral Reading

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.I can describe the beginning, middle and end of a story..RL.2.5Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Science/Social Studies2nd Grade:I can describe and explain diversity in a community.

2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.2.17 Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.1st GradeNGSS-1-LS1-2-NGSS-1-LS3-1-I can determine patterns in behavior of parents and offspring that help offspring survive. I can construct an evidence based account that young animals are like, but not exactly like their parents.

2nd Grade: Distribute Diversity Flip Book and complete together with students.

1st GradeMini Lesson: Teacher will display slides 32-34 of Animals and Their Young on the ActivBoard. Teacher and class will discuss what they have learned about animals and their offspring. Work Time: Students will work with a partner to compare and contrast adult butterfly, frog, and swan with their offspring. Debrief: How do adult animals help their young to survive?

Math2nd GradeI will be able to:- read and write number with more than 9 groups of ten.

2.NBT.3 - Read and write numbers to 1000 using base-ten numerals,

2nd Grade - Eureka Module 3, Lesson 15Intro: Students will complete the Expanded Notation Sprint.Mini-Lesson: Teacher will discuss strategies for solving word problems by drawing pictures. We will then go through problem 1 of the problem set together as a group.Partner Practice: Students will work with a partner to complete the remainder of the problems in the

number names, and expanded form.2.NBT.2 - Count within 1000; skip-count by 5s, 10s, and 100s.2.NBT.1 - Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7

1st Grade1st GradeI can add within 20.1.OA.C.6Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13)

problem set.Assessment: Students will answer the exit slip questions in their math notebook. Teacher will reteach individually and in small groups as needed. Students who are finished will play math fluency games.

1st Grade1st GradeEureka Math Module 1 Addition AssessmentStudents will complete the assessment independently.Debrief : After reviewing today, what skills do you think are still challenging?

Day: Wednesday Week of: September 17thCritical

Vocabulary Learning Target/Standards Strategies/Activities

WritingI can identify and sound out the “qu” sound.

Secret Stories Whole group introduction of secret stories of sound qu. Teacher will read to the whole class the new secret story to

2.L.1 - Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

I can make a beginning, middle and end to my personal narrative.W.2.3Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

I can use adjectives to describe objects..L.2.1.EUse adjectives and adverbs, and choose between them depending on what is to be modified.

provide insight to how and why the letters make a specific sound when placed together.Teacher and students will watch the video: https://www.youtube.com/watch?v=5yqcZRjSGKI, to provide additional visuals of the sound qu.

WritingMini-LessonTell the children that, as writers, we find stories in everyday occurrences and hold these stories in our hands, writing them later. Demonstrate taking a story out of your pocket and then telling your story by raising one finger for each part of the story. Tell your children to think of what they are going to write about, and then ask them to tell their stories across their fingers to a partner.Independent Write-Teacher to conferShare

LanguageStudents will describe a salamander using adjectives. They will then write a sentence using those adjectives.

ReadingI can make inferences while I read a text.I can read poetry fluently.I can build up my reading stamina.I can determine meanings of unknown words.RL.2.10By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.RL.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.L.2.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2

Mini LessonIntroduce A Visitor for Bear to students. Use the Inference poster to review what you learned from Wilfred Gordon MacDonald Partridge. As you are reading tell students to listen and look carefully so they do not miss anything that isn’t directly stated by the author! Have students glue the flip flaps in their notebooks to discuss what an inference is and any inferences that they had during the reading.

Literacy Station LaunchPractice silent reading station. Read a level 16 text. Students will fill in beginning, middle and end graphic organizer.

VocabUse Marzano’s steps to introduce a growth mindset word.

Whole Class Choral Reading.

reading and content, choosing flexibly from an array of strategies.

Science/Social Studies2nd Grade:I can describe and explain diversity in a community.

2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.2.17 Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.

1st GradeI can ask and answer questions about Habit 5.

CC.1.SL.1

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

2nd Grade:Distribute Diversity in a Community Comprehension page and allow students to complete independently or in small groups. Share answers for question 3 when completed.

1st Grade''I Do''- Teacher will review the titles of the seven habits and what is a habit. Teacher will review with students, the characters of 7 Oaks. Teacher will then read the fifth story about seeking first to understand, then to be understood. ''We Do''- As a class, we will find examples of when the characters were seeking first to understand, then to be understood. ''You Do Together''- Students will discuss what other ways the characters could have sought first to understand, then to be understood. ''You Do''- Students will share one way that they could seek first to understand, then to be understood. ''We Do''- Teacher will introduce and model the Seek First To Understand, Then To Be Understood Song. Students will then as a whole class sing the song with their teacher.

Math2nd GradeI will be able to:- compare two three-digit numbers using <, >, and =.

2.NBT.4 - Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

1st GradeI can use addition to help me solve subtraction problems.

2nd Grade - Eureka Module 3, Lesson 16Intro:You Tube - Comparing Numbers: https://www.youtube.com/watch?v=rLZbniMGAVATeacher will review comparing numbers that are less than 100 using <, >, and =.Mini-Lesson: Review place value disc and how to use them to create two and three-digit numbers. Have the students draw two different three-digit numbers using place value discs and then choose which one is larger. Discuss how students know that this number is larger than the other based on the drawing. Repeat with other examples.Independent Practice: Students will complete the Problem set for this lesson.Assessment: Students will complete the Exit Ticket

CC.1.OA.4Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8

for this lesson in their Math notebook. Teacher will pull small groups as needed for reteaching. Students who finish early will be able to play numeracy games.

1st GradeEureka Math Module 1 Lesson 25Opening - Application Problem - Students will draw a picture to solve a word problem.Mini Lesson - Concept Development - Have students bring their personal white boards to the meeting area and sit in a semi-circle. Project the number bond and number sentences template on the board. Teacher: Once upon a time, 4 little bears went to play tag in the forest. Some more bears came over. In the end, there were 6 little bears playing tag in the woods. (Place 6 bear counters on the floor.) How many more bears came to play? Turn and talk to a partner to share a strategy you used. Review the strategy of counting on to solve. Ask students to write the number sentence (4 + 2 = 6) and the number bond. Circle the solution in both. Work Time: Students will complete Problem Set #1 &amp;2 with their shoulder partner. Then they will complete # 3 &amp; 4 all on their own. Students will play KCM or Eureka Math games while teachers meet with math groups.Debrief : How did the number bond help you come up with the addition and the related subtraction sentence? Students will complete the Eureka exit ticket at the end of workshop.

Day: Thursday Week of: September 17thCritical

Vocabulary Learning Target/Standards Strategies/Activities

WritingI can sound out and identify the kn, wr and mb sounds.

2.L.1 - Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and

Secret StoriesWhole group introduction of secret stories of sounds of kn, wr, and mb. Teacher will read to the whole class the new secret story to provide insight to how and why the letters make a specific sound when placed together. Teacher and students will watch the video:https://www.youtube.com/watch?

usage when writing or speaking.

I can add details to my small moment story.W.2.3Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

I can use adjectives to describe nouns..L.2.1.EUse adjectives and adverbs, and choose between them depending on what is to be modified.

v=EBWMkwPJvQA&list=PLPdrGrogwNhkdw02cDjQHGp7mJEm3HPn8 , to provide additional visuals for the sounds of wr, kn, and mb with demonstrations of words using these sounds.

WritingMini-LessonRemind children of a story you started to write together awhile back. Tell them you want to teach them a strategy that will make writing a long story like that a little easier. Tell the children that there are some words they will just know and write quickly and some words they can write after a quick check of the word wall. Repeat the process of writing a sight word, referencing the word wall. If the children need it, offer more practice. Tell a story about a child wanting to write a word, ask children to use their knowledge of the word wall to help the child. Remind children that they now know they can write words from memory, or from a combination of memory and the word wall.Independent Writing-Teacher to conferShare

LanguageStudents will come up with nouns, and find four adjectives to describe the nouns.

ReadingI can make inferences while reading a text.I can determine meanings of unknown words.I can read poetry fluently.I can build up my reading stamina.RL.2.10By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.RL.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.L.2.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

Mini LessonUse the questioning cards to dig deeper into the text! Review the poster from yesterday about inferences. Before your second read, have students glue the flip flaps into their notebooks. Students will stop during these parts in the text.Students will write and draw their inferences under each quote from the book.

Literacy Station LaunchPractice silent reading station. Teachers will do a sounds like/looks like chart for Education Galaxy and Compass computer stations. Each class will go to computer lab and practice logging on and work on Education Galaxy.

VocabUse Marzano’s Steps to introduce growth mindset word.

Whole Class Choral Reading

Science/Social Studies2nd Grade:I can describe why people form governments.

2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.2.17 Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.

1st GradeI can ask and answer questions about Habit 5.

CC.1.SL.1

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

2nd Grade:1. Using Think-Pair-Share (TPS), ask students “Why people live in communities?” Ideas might include:• To meet our basic needs.• Where we can live work and play.• To keep people safe.2. Ask students, “Who keeps people safe in a community?” Write ideas on chart paper.3. Introduce word card for “rules” and “laws.” Ask students how they are alike and how they are different. Using TPS, ask students “Who makes rules and who makes laws?”4. Display poster for “government.” Explain that the community government makes rules that are known as laws. Communities also need certain things done for them in order to be safe. Display the word card for “community service.” Review and provide the examplethat our government provides us with garbage pickup to keep our neighborhoods clean and safe from wild animals and diseases.5. Distribute and complete Why People Form Government Flipbook

1st Grade''I Do''- Teacher will review the titles of the seven habits and what is a habit. Teacher will review what it means to begin with the end in mind. The whole class will sing the Seek First To Understand, Then To Be Understood Song. ''We Do''- As a class, we will watch a Berenstain Bears clip. Discuss ways that the characters sought first to understand, then to be understood. ''You Do Together''- students will discuss the habit and how they have used this habit so far this week with a partner.

Math2nd GradeI will be able to:- compare two and three-digit numbers in different forms.

2.NBT.4 - Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

1st GradeI can count on using the number path to find an unknown part.

2nd Grade - Eureka Module 3, Lesson 17Intro: Students will complete the Sums Crossing Tens Sprint.Comparing Number Brain Pop Jr.https://jr.brainpop.com/math/numbersense/comparingnumbers/Mini-Lesson: Teacher will discuss comparing numbers in different forms (word form, expanded form, and standard form). Students will practice this during the problem set.Partner Practice: Students will work with a partner to complete the problem set for this lesson.Assessment: Students will complete the Exit Ticket for this lesson in their Math notebook. Teacher will pull small groups as needed for reteaching. Students who finish early will be able to play numeracy games.

1st Grade

CC.1.OA.5Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Eureka Math Module 1 Lesson 26Opening - Application Problem - Students will draw a picture to solve a word problem. Mini Lesson - Concept Development - Place a giant number path on the floor. Have students bring their personal white boards and sit in a semi- circle facing the number path. Teacher: (Write 6 – 4 = ___ on the board.) Fill in your number bond using this number sentence. One of the boxes should be left empty. Let’s solve 6 – 4 by using this giant number path. What is the whole? (Select and direct a student to stand above 6.) If we are using the number path to show how to take 4 away from 6, should we count on or count back on the number path? By how many? (Write 8 – 5 = ___ on the board.) When you see a subtraction problem, you can always add instead. How can I turn this into an addition sentence? Write the number sentence on your board. On your number path, circle the 5. That’s the part we already know. Let’s find the unknown part by hopping to each number until we get to 8. Watch me as you help me count on. (Circle 5 and draw to show hopping to each consecutive number.) Fiiiive, 6, 7, 8. How many did 5 need to get to 8?Work Time: Students will complete Problem Set #1, 2, 3, &amp; 4 with their shoulder partner. Then they will complete the second page all on their own. Students will play KCM or Eureka Math games while teachers meet with math groups.Debrief : Look at Problem 3 and Problem 4. How are these problems related? Which strategy would be easier to solve Problem 3? Which strategy would be wiser to use to solve Problem 4? Students will complete the Eureka exit ticket at the end of workshop.

Day: Friday Week of: September 17thCritical

Vocabulary Learning Target/Standards Strategies/Activities

WritingI can identify and sound out the “ch” blend.

2.L.1 - Conventions of Standard English: Demonstrate

Secret StoriesWhole group introduction of secret stories using the "ch" blend. Teacher will read to the whole class the new secret story to provide insight as to why this particular blend makes a specific sound when placed together.

command of the conventions of standard English grammar and usage when writing or speaking.

I can focus on the small moment in my personal narrative.W.2.3Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

I can identify adjectives..L.2.1.EUse adjectives and adverbs, and choose between them depending on what is to be modified.

Teacher and students will watch the ch phonic video as a visual practice with the blend ch.https://www.youtube.com/watch?v=FWg2uzAuSe4

WritingMini-LessonTell children how writers zoom in and focus like photographers. Tell the children to watch you tell your story aloud. Tell a list-like, unfocused story. Demonstrate how you will zoom in on the most important part of the unfocused story. Tell them the focused story aloud. Ask your children to reread their most recent story, asking,”Is it focused?” After they do this, suggest they tell their partners the most important part of that story. Remind the students to zoom in on the most important part of the memory when they write today and every day.Independent Writing-Teacher to conferShare

LanguageStudents will be taking a quiz to see if they can identify adjectives.

ReadingI can determine the moral of a story.RL.2.2Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.RL.2.10By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.RL.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.L.2.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of

Mini LessonUse the questioning cards to review the text. Use the class anchor chart of Bear to discuss what Bear has learned in this book. Also discuss how the author teaches us through the characters so what might the author want us to learn. Glue the Responding to the Text paper in notebooks and have the students complete.

Literacy Station LaunchPractice silent reading station. Teachers will take class to computer lab to practice logging in and working on Compass/Education Galaxy.

VocabUse Marzano’s steps to introduce growth mindset word.

Whole Class Choral Reading

strategies.I can determine meanings of unknown words.I can build up my reading stamina.I can read poetry fluently.

Science/Social Studies2nd Grade:2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.

1st GradeI can use self-talk strategies for remembering directions.

CCS: SL. 1.1SL.1.1Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

2nd Grade:Second Steps

1st GradeLesson Concepts:Self-talk means talking to yourself in a quiet voice or inside your head.Self-talk helps you focus and maintain attention.Warm-Up:Use our brains to play My Turn, Your Turn.Review how to sit down and listen.Story and Discussion:Look at the photo on the front of the card. Discuss what is happening in the photo.Skill Practice:Students will practice the My Turn, Your Turn game using a book.Wrap-Up:Discuss what we learned today about self-talk.

MathAdditionAddendsSubtraction

2nd GradeI will be able to:- explain one more/one less, 10 more/10 less, 100 more/100 less.

2.NBT.2 - Count within 1000; skip-count by 5s, 10s, and 100s.

1st GradeI can count on using the number path to find an unknown part.

CC.1.OA.5Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

2nd Grade - Eureka Module 3, Lesson 18Intro: Students will complete the Sums Crossing Tens Sprint.Teacher will review the hundreds chart and how to find 1 more/1 less, 10 more/10 less, and 100 more/100 less.Mini-Lesson: Teacher will discuss 1 more/1 less, 10 more/10 less, and 100 more/100 less using a place value chart and place value discs by adding and taking away discs on the place value chart.Partner Practice: Students will work together to complete the problem set for this lesson in their math notebook.Assessment: Students will complete the Exit Ticket for this lesson in their Math notebook. Teacher will pull small groups as needed for reteaching. Students who finish early will be able to play numeracy games.

1st GradeEureka Math Module 1 Lesson 27Opening - Application Problem - Students will draw a picture to solve a word problem.Mini Lesson - Concept Development - Teacher will (Write 9 – 8 = ? on the board, and read the equation aloud with students.) Fill in your number bond using this number sentence. One of the boxes should be left empty.What ar e some ways we can solve this? Talk with your partner.

Teacher will circulate and listen. Then, ask a student or two to share with the class. I heard someone say that we can count back. Let’s use the number path to count back and solve 9 – 8 = ?. Which way should we hop to show taking away 8? How many times? Let’s start with our whole, and count as we draw our hopping marks. T/S: 1, 2, 3, 4, 5, 6, 7, 8. What is 9 – 8? Write that in your number bond, solve your number sentence, and circle the unknown or answer number we were solving for. We counted back 8 from 9 until we reached 1. Wow, that took us a long time! Hmmm, is there a faster way to solve this? I heard someone say that we can add instead. So, if we think addition, what addition sentence could we write to help us solve 9 – 8 = ?? Please write that number sentence. (Pause.) Let’s use our number paths to solve 9 – 8 =? by thinking of 8 + ?= 9.Work Time: Students will complete Problem Set #1, problems 1 &amp; 2 as a whole group. Students will then complete 3-7 with their shoulder partner. Then they will complete the second page all on their own. Students will play KCM or Eureka Math games while teachers meet with math groups.Debrief : What strategy did you use for Problem 10(a)? Why? Problem 10(b)? Problem 10(c)? Students will complete the Eureka exit ticket at the end of workshop.