Long Range Plans Kayla Marra, PSIII Intern Teacher

English Language Arts Themes Topics January Winter, New Years, Frindle February Groundhogs, Olympics, Valentines Day, 100

Daily Five, Writing activities following different themes , Frindle Activities, Adjectives, Verbs Writing: 2.4.3: I can write a simple story with a beginning, middle, and end 3.3.3: I can record key facts and ideas in my own words; identify titles and authors of sources 4.2.8: I can use capital letters for proper nouns and at the beginning of sentences 4.2.9: I can use periods and question marks appropriately as end punctuation

! Word Work:
Outcomes

! Reading

2.1.16: I can put words in order by the first letter 2.1.17: I can use my Words Book or a Pictionary to confirm spelling or local meaning 2.1.7: I can read my sight words 2.1.11: I can attend to capital letters, periods, question marks, and exclamation marks to read accurately, fluently, and with comprehension in oral and silent reading 2.1.12: I can apply phonic rules and generalizations to read unfamiliar words in context 2.3.5: I can show interest in sounds of words and word combinations in pattern books, poems, songs, and oral/visual presentations 4.1.8: I can identify new words by using word patterns, word patterns, word combinations and parts of words 1.1.2: I can talk about how new ideas and information have changed previous understandings 1.1.3: I can talk about my feelings in relation to a book/story 2.1.3: I can use book covers, titles, and pictures to help me understand what I read 2.1.5: I can use a variety of comprehension strategies when I read (questions, predictions, and drawing conclusions) 2.1.6: I can identify the main idea or topic with supporting details in my reading 2.3.3: I can identify main characters, places and events 3.1.2: I can ask questions to determine the main idea of oral print and other media texts 5.1.2: I can ask for and provide clarification and elaboration of stories and ideas Writing Rubric Checklists Daily Five Book Fountas and Pinnell Assessments Resources for Guided Reading Groups RAZ Kids LPEY Resources

Possible Resources & Assessments

Math Themes Topics

January Winter, New Years, Frindle Calendar Activities 1. Relate the number of days to a week and the number of months to a year in a problem-solving context. (Communications, Connections, Problem Solving, Reasoning) 1. I can read a date on a calendar. 2. 3. 4. 5.

February Groundhogs, Olympics, Valentines Day, 100 Representing Numbers N2.2: I can tell if a number to 75 is odd or even (Use concrete materials or pictorial representations to determine if a given number is even or odd)

Outcomes 6. 7.

concretely, pictorially and symbolically. N4.1: I can represent numbers to 75 using concrete materials I can name and order the days of the week. N4.2: I can represent numbers using coins (dimes, nickels, pennies) I can identify the day of the week and the month N4.3: I can represent numbers using tallies of the year for an identified calendar date. N4.5: I can represent numbers using number expressions I can communicate that there are seven days in a week and twelve months in a year. N7.1: I can illustrate concretely and pictorially the meaning of place value to 75 I can determine whether a given set of days is more or less than a week. N7.6: I can explain why the value of a digit depends om its placement with in a numeral I can identify yesterdays and tomorrows date. I can identify the month that comes before and N8.1: I can add zero to a given number and explain the month that comes after a given month. why the sum is the same

! N4: Represent and describe numbers to 75,

8. I can name and order the months of the year. 9. I can solve a given problem involving time that is limited to the number of days in a week and the number of months in a year.

! ! ! ! N8.2: I can subtract zero from a given number and

explain why the difference is the same

! SP2: I can construct and interpret concrete graphs and pictographs to solve problems ! N2: I can tell if a number to 75 is even or odd
N4.3: I can represent numbers using tallies

Possible Resources & Assessments Science Themes Topics General Learner Outcomes

Math Journals Brain Pop Jr. Videos Checklists Cut and Paste activities March

Nelson Books Math Games One-On-One Assessment (Checklist) Teachers Pay Teachers April Easter, Spring

Dr. Seuss, St. Patricks Day, Earth Day, Spring Magnets

28 Describe the interaction of magnets with other magnets and with common materials.

! 1.
Specific Learner Outcomes

Identify where magnets are used in the environment and why they are used. 2. Distinguish materials that are attracted by a magnet from those that are not. 3. Recognize that magnets attract materials with iron or steel in them; and given a variety of metallic and nonmetallic objects, predict those that will be attracted by a magnet. 4. Recognize that magnets have polarity, demonstrate that poles may either repel or attract each other, and state a rule for when poles will repel or attract each other. 5. Design and produce a device that uses a magnet. 6. Demonstrate that most materials are transparent to the effects of a magnet. A magnetic field will pass through such materials, whereas other materials interact with a magnet. 7. Compare and measure the strength of magnets.
I can tell where magnets are used in the world around me and why they are used! 2. I can tell which materials will be attracted to magnets and which will not! 3a. I know that magnets attract materials with iron or steel in them! 3b. I can predict if an object will be attracted by a magnet! 4a. I know that magnets have a north and south pole! 4b. I can show that opposite poles attract and the same poles repel! 4c. I can state a rule to explain when poles will repel an attract each other! 5. I can draw and make an object that use a magnet! 6a: I can show that a magnetic eld will pass through most materials.! 6b. I can show that magnets have different strengths! 7. I can measure the different strengths of magnets

I Can Statements

Possible Resources & Assessments

Learn Alberta Library Books Performance tasks Alberta Assessment Consortium

Brain Pop Jr. Website Science Experiments Rubrics & checklists Rating Scales

Social Themes Topics General Outcomes

March Dr. Seuss, St. Patricks Day, Earth Day, Spring

April Easter, Spring

Iqaluit/Meteghan/Saskatoon/CNP will be studied in terms of Resources, Natural Resources, Culture, & Community Students will demonstrate an understanding and appreciation of how geography, culture, language, heritage, economics and resources shape and change Canadas communities. 2.1.2 investigate the physical geography of an Inuit, an Acadian, and a prairie community in Canada by exploring and reflecting the following questions for inquiry: 1) Where are the Inuit, Acadian and prairie communities located in Canada? (LPP) 2) How are the geographic regions different from where we live? (LPP) 3) What are the major geographical regions, landforms and bodies of water in each community? (LPP) 4) What are the main differences in climate among these communities? (LPP) 5) What geographic factors determined the establishment of each community (e.g., soil, water and climate)? (LPP, TCC) 6) How does the physical geography of each community shape its identity? (CC, I) 7) What is daily life like for children in Inuit, Acadian and prairie communities (e.g., recreation, school)? (CC, I, LPP) 8) How does the vastness of Canada affect how we connect to other Canadian communities?

Outcomes

! 2.1.4 investigate the economic characteristics of communities in Canada by exploring and reflecting upon the
following questions for inquiry: 1) What kinds of natural resources exist in the communities (e.g., fishing, agriculture, mining)? 2) What are the occupations in each of the communities? 3) What kinds of goods and services are available in the communities? 4) What impact does industry have on the communities (i.e., agriculture, manufacturing)?

I Can Statements

1. I can name what geographic factors determined where each community was built (ex. Soil, water, climate) (2.1.2.5) 2. I can tell how the physical geography has shaped and effected each community (2.1.2.6) 3. I can tell what daily life is like in each community (ex. Recreation, school, shopping) (2.1.2.7) 4. I can tell how the vastness of Canada affects how we connect to other Canadian communities (2.1.2.8) 5. I can name the natural resources that exist in each community (2.1.4.1) 6. I can name the occupation in each community (2.1.4.2) 7. I can name the kinds of goods and services available in each community (2.1.4.3) 8. I can tell how industry affects the communities (ex. Agriculture, manufacturing) (2.1.4.4)

Possible Resources & Assessments Health Themes Topics

Learn Alberta Library Books Community Resources: Guest Speakers Performance Assessments March

Pearson Assorted Websites and Videos Rubrics & checklists Rating Scales April Easter, Spring Environmental Responsibility

Dr. Seuss, St. Patricks Day, Earth Day, Spring Kindness & Conflict Resolution R2.5 demonstrate ways to show appreciation to friends and others

Outcomes

! R2.6 develop strategies to show respect for

Kelsos Choices Reflective Journals Art Projects Brain Pop Jr. Videos Library Books March

R2.9 explain how groups can contribute to a safe and caring environment L2.3 apply the decision making process for ageappropriate issues (ex. Recycling, littering, The Lorax (book & video) Reflective Journals Art Projects Brain Pop Jr. Videos Library Books April

others; e.g., show interest when others express feelings, offer support

Possible Resources & Assessments

Physical Education Topics Outcomes Possible Resources & Assessments

Games & Skills, Cooperation, Sportsmanship, Dance & Gymnastics A2-8 demonstrate basic dance steps and movement; e.g., creative, folk, line, sequence and novelty, alone and with others, by using elements of effort, space and relationship A2-9 perform simple movement sequences by using elements of body and space awareness and relationships, alone and with others A2-11 apply basic rules and fair play while playing and learning the strategies of lead-up games C21 identify and demonstrate respectful communication skills appropriate to context C23 identify and demonstrate etiquette and fair play C25 display a willingness to play cooperatively with others of various abilities, in large or small groups D2-3 demonstrate the ability to listen to directions, follow rules and routines, and stay on-task while participating in physical activity Ready to Use P.E Activities K-2 Observations, Checklists P.E Equipment Move and Play Through Physical Literacy