October 27 Oct 31 Week 10

Lang.
10:00-10:20
O: SWBAT form and use the past tense of
frequently occurring irregular verbs (e.g.,
sat, hid, told). (L2.1d)

Monday

P: TW introduce present and past

tense words using bridge map
activity. SW split into groups of 5
(number students 1-4). SW each be
given 5 pairs of irregular
past/present tense verbs. SW have
to match the past tense form of a
word to the present tense form of the
same word. The present tense form
of the word will go above the bridge
map and the past tense form will go
below the bridge map. TW ask S
what they notice about the past
tense /present tense words. TW ask
S if they follow -ed rule? Why not?
TW record matches on bridge map
anchor chart to clearly identify
irregular past tense verb matches.
TW close by discussing what
irregular past tense verbs are.
A: D&O; bridge map
O: SWBAT form and use the past tense of

Tuesday
Wednesday

P: SW be split up into groups of 4

(count off 1-5). Each group will be
given a baggie sentence strips in it
using either the present or past
tense. SW have to sort the
sentences under either present
tense or past tense and place them
under the appropriate headings. WG
discuss which column each sentence
goes under and why.
A: D&O; sentence sort
O: SWBAT form and use the past tense of
frequently occurring irregular verbs (e.g.,
sat, hid, told). (L2.1d)

P: SW create a flip book with 4

sections : 2 past tense and 2 present
tense. The 2 covers on the left will
read Past and the 2 covers on the
right will read Present. on the
inside cover, SW write a sentence
for that particular tense. SW then
draw a picture for the sentence they
wrote, underneath the fold. For
example, SW write The girls go to
the park for present tense or The
boys went to a football game
yesterday for past tense. SW have
about 15 minutes to do this activity.
TW close by having 3-4 students will
share sentences/illustrations on the
Elmo.
A: D&O; sentences and illustrations

O: SWBAT determine meaning of words and phrases. (RI.2.4)

SWBAT know and use text features to locate facts or information.
(RI.2.5) SWBAT explain how specific images contribute to and clarify
a text. (RI.2.7)

P: SW review key things to do while reading informational

text (pause & ask ?s, look at context clues for unknown
words, use word attack skills to clarify the meaning of a
word; TW ask what are things you can find in a NF text that
could also help you understand the text better prompt S
to discuss illustrations; TW introduce that NF text have
things called text features: title, captions, bold print,
italic words, diagrams, charts/graphs, maps, labels,
subheadings, glossary, index, electronic menu, icons
they locate key facts or information in a text efficiently; SW
watch text features PowerPt.; TW create NF text features
poster as S help to discuss the purpose of each feature
(ongoing); SW picture walk From Seed To Plant text from
Trohpies during, TW asks if S notice any text features in
the story; SW share in his/her row how text features can be
helpful when trying to learn information about a specific
topic
A: O&D: ability to understand what text features are

O: SWBAT determine meaning of words and phrases. (RI.2.4)

SWBAT know and use text features to locate facts or information.
(RI.2.5) SWBAT explain how specific images contribute to and clarify
a text. (RI.2.7)

P: SW review the different types of text features and the

purpose for each feature; SW continue reading From Seed
To Plant WG SW volunteer to take turns reading aloud;
as S read aloud, TW take time to stop and guide S
discussion to analyze text features further; TW continue to
add onto text features poster created Monday (from writing
as well) ; SW share why he/she enjoys using text features
with a shoulder partner; TW call on 2-3 partners to share
what his/her partner discussed with them
A: O&D: ability to identify text features and explain the
purpose of them
O: SWBAT determine meaning of words and phrases. (RI.2.4)
SWBAT know and use text features to locate facts or information.
(RI.2.5) SWBAT explain how specific images contribute to and clarify
a text. (RI.2.7)

P: SW review the different types of text features and their

purpose as a whole What do text features in general help
readers do? locate key facts or information in a text
efficiently; SW work in small groups to participate in text
features gallery walk; TW model/talk out activity on elmo,
showing S the types of questions they will need to answer &
the pictures that are posted around the room that will help to
aid S in answering them; SW need to check his/her paper
and see what question is highlighted b/c this will tell what
station they should begin with; SW begin at their correct
station according to the question highlighted on their paper
& will rotate 4-5x
A: O&D: From Seed To Plant question sheet, ability to use
text features to locate key information
O: SWBAT determine meaning of words and phrases. (RI.2.4)
SWBAT know and use text features to locate facts or information.
(RI.2.5) SWBAT explain how specific images contribute to and clarify
a text. (RI.2.7)

P: WG review text features gallery walk activity/answers

from Wednesday; SW discuss and share answers making
sure to defend them using support from the text
A: O&D: ability to defend answers using text features found
in text

Thursday

Reading Group: See plans on desk

frequently occurring irregular verbs (e.g.,

sat, hid, told). (L2.1d)

WG Reading
10:20-10:50

Writing
10:50-11:30
O: SWBAT participate in shared research and writing projects read a
number of books on a single topic to produce a report; record science
observations. (W.2.7)

P: TW introduce new writing prompt to S -- What Are Three

Interesting Facts About Plants? WG complete a circle map,
TW record things S already know about plants; TW explain we
need to begin our research for plants now have S
brainstorm all the different things to use to collect research
(books, videos, article, etc.(make anchor chart)) SW begin
reading From Seed To Plant as research; SW volunteer to
take turns reading aloud; WG/SW need to pause throughout
the story & write notes about plants on research circle map in
From Seed To Plant portion; TW record notes as well on
classroom research circle map on butcher paper
A: research circle map- From Seed To Plant/books

O: SWBAT participate in shared research and writing projects read a

number of books on a single topic to produce a report; record science
observations. (W.2.7)

P: SW watch clips of The Magic School Bus (Goes to Seed &

Gets Planted) SW watch BrainPop (Parts of a Plant & Plant
Life Cycle) SW take notes on research circle map- videos
portion throughout all videos (TW stop to ask S what they
wrote; record on circle map); WG discuss and review what S
recorded/ new facts learned; TW add onto class research
circle map
A: research circle map- videos
*continue on to the next day if needed

O: SWBAT participate in shared research and writing projects read a

number of books on a single topic to produce a report; record science
observations. (W.2.7)

P: SW continue research about plants; SW read various

articles about plants and record notes on research circle maparticles portion; WG discuss and review what S recorded/ new
facts learned; TW add onto class research circle map
A: research circle map- articles
*continue on to the next day if needed

O: SWBAT participate in shared research and writing projects read a

number of books on a single topic to produce a report; record science
observations. (W.2.7)

P: SW continue research about plants; SW work in small

groups to read books about plants and record notes onto
research circle map TW count off S from 1-5; WG discuss
and review what S recorded/ new facts learned; TW add onto
class research circle map
A: research circle map- books

Friday

*continue on to the next day if needed (next Wed/Thurs)

No School Nevada Day

No School Nevada Day

No School Nevada Day

P: SW review sounds of ed
rule for /d/ and /t/; TW introduce
the third rule for sounds of ed
*look at rule sheet for more indepth break down of rules; TW
focus on the rule for /id/ if
the last sound to the word is /d/
or /t/, the ed will sound like
/id/; TW use Wednesdays ed
word list to sound, blend, word
the words & record onto
butcher paper; WG review all 3
rules for sounds of ed when
does the ed make the /t/, /d/,
& /id/ sound?
A: O: sound and blends, ability
to know when the ed makes
/id/

Friday

Thursday

O: SWBAT decode words with

common suffixes and prefixes
sounds of ed (RF.2.3d)

P: SW review all 3 rules for

sounds of ed when does
the ed make the /t/, /d/, & /id/
sound? TW write an ed word
on board and SW need to write
what sound it makes /t/, /d/, or
/id/ on whiteboard
A: O: ability to know when the
ed makes /t/, /d/, or /id/ sound

No School Nevada Day

# Talks 12:45-1:00: SW share strategies for solving facts fluently

Wednesday

O: SWBAT decode words with

common suffixes and prefixes
sounds of ed (RF.2.3d)

11:45 12:00 Star Student / 12:00 12:35 Lunch

P: SW review sounds of ed
rule from Monday when
does ed make the /d/ sound?
TW further introduce the
second rule for sounds of ed
*look at rule sheet for more indepth break down of rules; TW
focus on the rule for /t/ if the
last sound of the word is
UNvoiced, expect t, the ed will
sound like /t/; TW use
Tuesdays ed word list to
sound, blend, word the words &
record onto butcher paper; WG
discuss when the ed makes
the /t/ sound
A: O: sound and blends, ability
to know when the ed makes /t/

Read Aloud 12:35-12:45: SW ask & answer questions (focus on weekly RL/RI standards)

Tuesday

O: SWBAT decode words with

common suffixes and prefixes
sounds of ed (RF.2.3d)

O: SWBAT sort solids and liquids according to similarities and

differences, observe and describe solids and liquids, investigate
and describe how water changes back and forth from solid to
liquid, describe and sort materials in terms of their observable
properties (shape, weight, color, texture), and investigate and
describe how properties of materials can be changed by heating,
freezing, mixing, cutting, and bending. (S2.1-2.5)
P: TW introduce matter by asking what is matter? *guide S by
further asking, what things are made out of?; TW then ask What
are the different states of matter? (focusing on **solid/liquid) TW
record the 2 types of matter on an anchor and ask S to share
examples of solids they observe around them (chair, desk, shoes,
board, pencil, etc.) SW share examples of liquids (water, rain,
soda, glue, syrup, etc.) TW record S responses onto anchor chart
(ongoing) SW watch BrainPop Jr. video (Solids, Liquids, & Gases)
TW discuss what a gas is but will not add to anchor chart. Close
doing a WG solid/liquid/gas sort from BrainPop Jr. TW say an
object and will call on a S to place the object under the correct
column (solid, liquid, or gas) SW defend what column he/she
placed the object in by describing why it belongs there
SW receive
A: O&D ability to understand the differences between solid, liquid,
gas, object sort

O: 2.NBT.A.2: SWBAT count within 1,000 & skip count by 5s,

10s, 100s. 2.MD.C.7: SWBAT tell & write time from analog &
digital clocks to the nearest 5 min. using a.m. & p.m.

O: SWBAT sort solids and liquids according to similarities and

differences, observe and describe solids and liquids, investigate
and describe how water changes back and forth from solid to
liquid, describe and sort materials in terms of their observable
properties (shape, weight, color, texture), and investigate and
describe how properties of materials can be changed by heating,
freezing, mixing, cutting, and bending. (S2.1-2.5)
P: SW review solid state of matter; TW explain that S will be
receiving 1 solid for each table group; as table groups, SW need to
observe the solid and its properties; SW feel/describe solids and
write down properties of solids (rough, smooth, soft, etc) **tell S to
use their 5 senses when observing; SW will work in table groups &
SW rotate tables to observe all solids; Before the activities begin,
students will get out their science journals and draw a circle map
with 4 sections. Each of the 4 tables will be given a solid object.
Each table will write down their object in one of the inner sections
of the circle map and record the properties of that object on the
outer part of the circle map in the same section; (ex: if a table has
rock as their object they would write rock on the inner section and
on the outer section they would write touch, rough, smooth, hard,
brown, etc.) Each table will have 5 minutes to observe the solid
object and write down the properties they observe. TW clap hands
and students will rotate to the next table and repeat the same
steps. SW rotate to all 4 objects and record all properties on circle
map. WG discuss properties observed for each object. Properties
will be added to anchor chart from Monday.
A: D&O; solid rotation centers
**continue to the next day if needed
O: SWBAT sort solids and liquids according to similarities and
differences, observe and describe solids and liquids, investigate
and describe how water changes back and forth from solid to
liquid, describe and sort materials in terms of their observable
properties (shape, weight, color, texture), and investigate and
describe how properties of materials can be changed by heating,
freezing, mixing, cutting, and bending. (S2.1-2.5)
P: SW review the solids observed from Tuesdays rotations; As S
share observations, SW discuss how the 4 objects for solids were
different from each other; TW create a new word bank portion for
their properties and record onto anchor chart; SW review & discuss
the properties for liquids; TW ask how could liquids be different?
what are some properties of liquids? TW record S responses
onto anchor chart, creating a word bank for liquids; SW share how
using your 5 senses help you make observations of properties at
table groups; TW choose 2-3 S to share
A: O&D: ability to describe matter and their properties

O: SWBAT count within 1000, skip-count by 5s, 10s, and 100s,

and tell and write time from analog and digital clocks to the
nearest five minutes, using a.m. and p.m. (NBT.A.2 & MD.C.7)

O: SWBAT sort solids and liquids according to similarities and

differences, observe and describe solids and liquids, investigate
and describe how water changes back and forth from solid to
liquid, describe and sort materials in terms of their observable
properties (shape, weight, color, texture), and investigate and
describe how properties of materials can be changed by heating,
freezing, mixing, cutting, and bending. (S2.1-2.5)
P: SW review liquid state of matter; TW have 5 centers set up; TW
explain that each center will have one of the following liquids:
water, soda water, Squirt, oil, water w/ soap, & colored water; SW
look to see what station (1-5) is highlighted on his/her recording
sheet to determine where to begin each group will start off at
one of the 5 centers; TW explain to S they will be be rotating to
each of the 5 centers at each center, SW write down all of the
properties they observe about that particular liquid (ex: water=
transparent, colorless, fast pour) SW write down properties on a
recording sheet; WG discuss properties observed and recorded at
each center; TW add to anchor chart as S share observations of
properties **add to word bank
A: D&O; anchor chart, centers with recording sheet

No School Nevada Day

P: SW review counting by 5s; WG practice time using

judy clocks TW write a time in digital format and SW
need to show using judy clock; TW focus on where
Howard (hour) is; SW independently complete Reading
the clock activity sheet; SW watch BrainPop jr. (time to
the minute) SW complete easy quiz in their table
groups; WG self assess quizzes
A: ability to read digital time and show on an analog
clock; Reading the clock activity sheet
*Catch up on previous weeks math
*Collect am/pm recording sheet for Wed. activity

P: TW introduce am and pm to S. TW ask students what

am & pm are in regard to time. TW explain that am is
from 12:00 midnight to 11:59 in the morning and pm is
from 12:00 noon to 11:59 at night. It is NOT daytime/am
and nighttime/pm because the amount of time of light
outside is always changing. WG complete am/pm
activity sort on elmo; SW guide T to sort activities under
the correct time and justify why/why not it is am or pm;
SW complete am/pm sort in pairs; pairs will be given a
baggie with daily events/activities in it. SW have to sort
the events under either am or pm and record it under
the appropriate column on tree map worksheet. WG
review am/pm sort; SW explain/defend their answer why
they chose am or pm for an event or activity
A: D&O; WG & partner am/pm sort

O: SWBAT count within 1000, skip-count by 5s, 10s, and 100s,

and tell and write time from analog and digital clocks to the
nearest five minutes, using a.m. and p.m. (NBT.A.2 & MD.C.7)

P: Using the am/pm events recording sheet turned in on

Monday, SW complete analog/digital clock worksheet.
Students will write the event on the line with the time it
occurred at in both analog and digital. SW do this for up
to 12 events from their schedule. **S who are missing
events will need to make them up; WG have 4-5
students share their events with analog/digital times on
the elmo
A: D&O; analog/digital time worksheet

O: SWBAT count within 1000, skip-count by 5s, 10s, and 100s,

and tell and write time from analog and digital clocks to the
nearest five minutes, using a.m. and p.m. (NBT.A.2 & MD.C.7)

P: SW sort events from yesterday and schedule

returned Monday to sort events. SW sort events under
am or pm on a tree map worksheet. For example, eat
breakfast would go under am and eat dinner would
go under pm. Students will do this for all events on
their schedule. Once completed, WG have 3-4 S share
events and which category it falls under.
A: D&O; tree map am/pm sort.
TIME FILLER:
notecard with AM written on one side and PM written
on the other side. TW say event and S will hold up either
am or pm side of the card (whichever coordinates
with the event.

No School Nevada Day

3:20-3:21

P: TW introduce sounds of ed
with Ed poem; TW introduce
the first rule for sounds of ed
*look at rule sheet for more indepth break down of rules; TW
focus on the rule for /d/ if the
last sound of the word is
voiced, expect d, the ed will
sound like /d/; TW use
Mondays ed word list to
sound, blend, word the words &
record onto butcher paper; WG
discuss when the ed makes
the /d/ sound
A: O: sound and blends, ability
to know when the ed makes
/d/

Math
2:15-3:20

Specials 1:25 2:15

Monday

O: SWBAT decode words with

common suffixes and prefixes
sounds of ed (RF.2.3d)

Science/
Social
1:00-1:25

End of Day
Procedures

October 27 Oct 31 Week 10

Phonics
11:30-11:45