2016-2017

Mr. Wing
Monday
09/26/2016
School Day 25

Morning Routine
7:30am - 7:45am
Computers 7:45am 8:20am
Reading Whole Group
8:30am - 8:50am
I can tell what the
author thinks and/or
feels in the poem.
Mastery Criteriastudents write to tell
how the author feels
in the poem. They will
use words from the
poem to support their
response.
Word Work- use
fingers to tap out the
new words and go over
sh and ch p. 57 in
Phonics and Spelling
Book
Oral Language - Go
over new vocabulary
words: behave,
flapping, express,
feathers, poem,
rhyme, rhythm, and
word choice
Reading -The Furry
Alarm Clock- Read
Aloud
Writing - Students
will write to tell how
the author feels in a
poem.
Use Wonders unit 2
week 4 for spellingTB T290 diagraphs
VocabularyLanguage- collective
nouns
I can name collective
nouns for groups of
animals
Mastery CriteriaStudents will
correctly match 3
collective nouns with
the appropriate noun.

09/25/2016 - 10/01/2016
Week View
Tuesday
09/27/2016

Wednesday
09/28/2016

School Day 26

School Day 27

Morning Routine
Morning Routine
7:30am - 7:45am
7:30am - 7:45am
Library 7:45am Art 7:45am - 8:25am
8:20am
Reading Whole Group Reading Whole Group
8:30am - 8:50am
8:30am - 8:50am
I can identify words I can identify
that rhyme in a
alliteration in a
poem.
poem, story, or
song.
Word
Work- use phoneme
Mastery Criteriagraphing paper to map students will identify
out the sounds pp. 59 the sound that is
in Phonics and Spelling repeated over and
Book
over in a poem, song,
Oral Language - Go or story.
over vocabulary
words: behave,
Word
flapping, express,
Work- use phoneme
feathers, poem,
graphing paper to map
rhyme, rhythm, and
out the sounds pp. 59
word choice
in Phonics and Spelling
Reading -Beatles and Book
Little
Oral Language - Go
Turtle poems pp.
over vocabulary
207-209
words: behave,
Writing - Students
flapping, express,
will work on their
feathers, poem,
OREO
rhyme, rhythm, and
Mastery Criteriaword choice
students will pick out Reading - Read Peter
the rhyming words in Piper (see
a poem.
attachment)
Writing - Students
Language- collective
will work on their
nouns- see
OREO.
attachment
I can name collective Language- collective
nouns for groups of
nouns
people
I can name collective
Mastery Criterianouns for groups of
Students will
things
correctly match 3
Mastery Criteriacollective nouns with Students will
the appropriate noun. correctly match 3
collective nouns with
Standards
the appropriate noun.
2.RL.1 Ask and
Standards
answer such
questions as who,
2.RL.1 Ask and
what, where, when,
answer such
why, and how to
questions as who,

Page 1 of 13

Thursday
09/29/2016

Friday
09/30/2016

School Day 28

School Day 29

Morning Routine
Morning Routine
7:30am - 7:45am
7:30am - 7:45am
Music 7:45am - 8:20am P.E. 7:45am - 8:20am
Reading Whole Group Reading Whole Group
8:30am - 8:50am
8:30am - 8:50am
I can identify words
I can tell how the
or phrases that are
author's word choice
repeated in a poem,
gives the poem, song,
story, or song.
or story meaning.
Word
Work- use phoneme
graphing paper to map
out the sounds pp. 59
in Phonics and Spelling
Book
Oral Language - Go
over vocabulary
words: behave,
flapping, express,
feathers, poem,
rhyme, rhythm, and
word choice
Reading -Gray
Goose poem pp.
210-211
Writing - Students
will identify the
rhyming words in the
poem.

Mastery Criteriastudents will use the

elements of poetry
learned this week to
tell why the author
chose the words he/
she used in the poem,
song, or story.

Language- collective
nouns
I can use collective
nouns in sentences.
Mastery CriteriaStudents will
correctly use
collective nouns in at
least 2 sentences.
Standards
2.RL.1 Ask and
answer such
mastery Criteriaquestions as who,
students will identify
what, where, when,
the words or phrases
why, and how to
that are repeated in
demonstrate
a poem, story, or song.
understanding of key
details in a text.
Language- collective
nouns
2.RL.4 Describe how
words and
I can name collective
phrases (e.g., regular
nouns for groups of
beats, alliteration,
nouns. I can use
rhymes, repeated
collective nouns in a
lines) supply rhythm
sentence.
and meaning in a
Mastery Criteriastory, poem, or song.
Students will
correctly match 3
2.L.1a Use collective
collective nouns with
nouns (e.g.,
the appropriate noun. group).
Students will choose
one match to

2016-2017
Mr. Wing
*see Miller's plan on
Monday for anchor
charts, activities, and
assessment

09/25/2016 - 10/01/2016
Week View
demonstrate
understanding of key
details in a text.

what, where, when,

include in a complete
why, and how to
sentence.
demonstrate
Standards
understanding of key
Describe
how
2.RL.4
2.RL.1 Ask and
details in a text.
words and
answer such
phrases (e.g., regular 2.RL.4 Describe how questions as who,
Writing
beats, alliteration,
words and
what, where, when,
Resources:
rhymes, repeated
phrases (e.g., regular why, and how to
fact or opinion sort:
lines) supply rhythm
beats, alliteration,
demonstrate
http://www.teacherspayteachers.com/
and meaning in a
rhymes, repeated
understanding of key
FreeDownload/
story, poem, or song. lines) supply rhythm
details in a text.
Froggy-Fact-Opinions
and
meaning
in
a
file:///C:/Users/
2.L.1a Use collective
2.RL.4 Describe how
story, poem, or song.
nouns
(e.g.,
words and
millermi.RCS-NOC/
group).
Use
collective
phrases
(e.g., regular
Downloads/
2.L.1a
nouns
(e.g.,
beats,
alliteration,
PenguinFactorOpinionFreebie.pdf
Attachments
group).
rhymes, repeated
http://www.teacherspayteachers.com/
ScreenShot2016-09-24at9.04.55AM.png
lines) supply rhythm
FreeDownload/FactsAttachments
and meaning in a
vs-Opinions-Sortpeter-piperstory, poem, or song.
FREEBIE
alliteration.pdf
2.L.1a Use collective
opinion popcorn:
nouns (e.g.,
http://petersonsgroup).
pad.blogspot.com/
2012/11/popcorn.html
opinion video:
http://www.pinterest.com/
pin/
AYmYZrJsV0Xdiz1k2fGe16iEhJwTfV7TNLkfuij9HO4Fxf5mzEke0/
Frog and Toad opinion
writing:
http://thecreativecolorfulclassroom.blogspot.com/
2015/05/frog-andtoad-opinion-writingand-art.html
Animal Teeth:
http://docs.google.com/
file/d/
0B618ahbgtlRwRzNjZlBEc0YxNzA/
edit

Language
Resources:

list of collective
nouns:
http://www.pinterest.com/
pin/
240027855120010730/
http://drive.google.com/
file/d/

Page 2 of 13

2016-2017
Mr. Wing

09/25/2016 - 10/01/2016
Week View

0B9g0ngXuNMieOXJZb0ZSeU5LMmc/
view
http://www.pinterest.com/
pin/
129267451779763349/
Anchor Charthttp://www.pinterest.com/
pin/
525724956475365605/
http://www.pinterest.com/
pin/
167970261075807506/
fill in the blankhttp://www.teacherspayteachers.com/
Product/MonkeyShine-2nd-GradeLanguage-ArtsFreebie-582633
matching noun and
collective nounhttp://www.pinterest.com/
pin/
575334921129321539/
Standards
2.RL.4 Describe how
words and
phrases (e.g., regular
beats, alliteration,
rhymes, repeated
lines) supply rhythm
and meaning in a
story, poem, or song.
2.RL.1 Ask and
answer such
questions as who,
what, where, when,
why, and how to
demonstrate
understanding of key
details in a text.
2.L.1a Use collective
nouns (e.g.,
group).
Writing and Grammar
8:50am - 9:20am
I can decide if a
paragraph is fact or
opinion.
Mastery CriteriaStudents will

Writing and Grammar

8:50am - 9:20am
I can clearly state
my opinion.

Writing and Grammar

8:50am - 9:20am
I can write
sentences (reasons)
to support my
opinion.

We will watch the

book, The Popcorn
Book on
Using the OREO
youtube: http://www.youtube.com/
graphic organizer,

Page 3 of 13

Writing and Grammar

8:50am - 9:20am
I can write a
concluding statement
to restate my
opinion.
Students will now
restate their opinion

Writing and Grammar

8:50am - 9:20am
I can proofread my
opinion piece to
check for: grammar
errors and linking
words.

2016-2017
Mr. Wing

09/25/2016 - 10/01/2016
Week View

sort paragraphs as
watch?v=RlJJd1xp2HQ&list=PLckizcRk_gxPxuLstudents will write at on their favorite
either fact or opinion. x1EdEa_SwCYM0iTW- least 2 sentences to
popcorn.
&index=13
support their opinion
See Miller's lesson
Next, we will try
on which popcorn they Mastery Criteriaplan (Monday, writing) eating three
think is the best.
Students will write a
for resources and
different kinds of
They will also give
concluding statement
ideas.
popcorn. Students
examples the E in
for their opinion.
will review fact and
OREO (O- stands for Standards
opinion and choose
Opinion, R- stands for
2.W.1 Write opinion
their favorite
reason, E- stands for
pieces in which
popcorn. Students
example, and Othey introduce the
will then use their
restating your opinion.
Standards
topic or book they
OREO graphic
Write
opinion
are writing about,
2.W.1
organizer to write the Mastery Criteria:
pieces in which
state an opinion,
opinion sentence (see students will use the
they introduce the
supply reasons that
attachments).
graphic organizer to
topic or book they
support the opinion,
write two supporting
are writing about,
use linking words
Mastery
sentences.
state an opinion,
(e.g., because, and,
Criteria: Students
supply reasons that
also) to connect
will write one
**Be sure students
support the opinion,
opinion and reasons,
sentence to state
are using linking
use linking words
and provide a
their opinion.
words: because, and,
(e.g., because, and,
concluding statement
also
Standards
also) to connect
or section.
opinion and reasons,
Write
opinion
2.W.1
and provide a
pieces in which
Standards
concluding statement they introduce the
or section.
topic or book they
2.W.1 Write opinion
are writing about,
pieces in which
state an opinion,
they introduce the
supply reasons that
topic or book they
support the opinion,
are writing about,
use linking words
state an opinion,
(e.g., because, and,
supply reasons that
also) to connect
support the opinion,
opinion and reasons,
use linking words
and provide a
(e.g., because, and,
concluding statement also) to connect
or section.
opinion and reasons,
and provide a
Attachments
concluding statement
Popcorn.pdf
or section.
oreo.docx
Reading Small Group Reading Small Group Reading Small Group Reading Small Group
9:20am - 10:05am
9:20am - 10:05am
9:20am - 10:05am
9:20am - 10:05am
I will be using the
I will be using the
I will be using the
I will be using the
leveled readers from leveled readers from leveled readers from leveled readers from
Unit 2 Week 5. I will Unit 2 Week 5. I will Unit 2 Week 5. I will Unit 2 Week 5. I will
have 4 reading groups. have 4 reading groups. have 4 reading groups. have 4 reading groups.
Mrs. Elethia will take Mrs. Elethia will take Mrs. Elethia will take Mrs. Elethia will take
the high/med. reading the high/med. reading the high/med. reading the high/med. reading
groups for 15 min.
groups for 15 min.
groups for 15 min.
groups for 15 min.
each on Monday,
each on Monday,
each on Monday,
each on Monday,
Wednesday, and
Wednesday, and
Wednesday, and
Wednesday, and
Friday. I will take the Friday. I will take the Friday. I will take the Friday. I will take the
two low groups for 15 two low groups for 15 two low groups for 15 two low groups for 15
min each on Monday,
min each on Monday,
min each on Monday,
min each on Monday,

Page 4 of 13

Students will now use

their graphic
organizer and rubric
on the back to write
their piece. If
needed, they will work
on it during small
group time.
Mastery Criteria:
Students will make
any necessary
corrections to their
opinion writing.
**Be sure students
have clearly stated
their opinion, have
reasons to support
their opinion, and have
a concluding
statement that
restates their opinion.
Standards
2.W.1 Write opinion
pieces in which
they introduce the
topic or book they
are writing about,
state an opinion,
supply reasons that
support the opinion,
use linking words
(e.g., because, and,
also) to connect
opinion and reasons,
and provide a
concluding statement
or section.

Reading Small Group

9:20am - 10:05am
I will be using the
leveled readers from
Unit 2 Week 5. I will
have 4 reading groups.
Mrs. Elethia will take
the high/med. reading
groups for 15 min.
each on Monday,
Wednesday, and
Friday. I will take the
two low groups for 15
min each on Monday,

2016-2017
Mr. Wing

09/25/2016 - 10/01/2016
Week View

Wednesday and
Friday. We will switch
on Tuesday and
Thursday.

Wednesday and
Friday. We will switch
on Tuesday and
Thursday.

Wednesday and
Friday. We will switch
on Tuesday and
Thursday.

Wednesday and
Friday. We will switch
on Tuesday and
Thursday.

Wednesday and
Friday. We will switch
on Tuesday and
Thursday.

Students not meeting

in groups at the time
will work on Daily 5:
Reading to Self
(15min), Read with
Partner (10 min),
Word Work (10 min),
Writing (15 min), and
Computers/Listening
Center (15 min).
Students will try and
accomplish as much as
their Daily 5 each day.
Students will
continue where they
left off from the day
before on the other
activities.

Students not meeting

in groups at the time
will work on Daily 5:
Reading to Self
(15min), Read with
Partner (10 min),
Word Work (10 min),
Writing (15 min), and
Computers/Listening
Center (15 min).
Students will try and
accomplish as much as
their Daily 5 each day.
Students will
continue where they
left off from the day
before on the other
activities.

Students not meeting

in groups at the time
will work on Daily 5:
Reading to Self
(15min), Read with
Partner (10 min),
Word Work (10 min),
Writing (15 min), and
Computers/Listening
Center (15 min).
Students will try and
accomplish as much as
their Daily 5 each day.
Students will
continue where they
left off from the day
before on the other
activities.

Students not meeting

in groups at the time
will work on Daily 5:
Reading to Self
(15min), Read with
Partner (10 min),
Word Work (10 min),
Writing (15 min), and
Computers/Listening
Center (15 min).
Students will try and
accomplish as much as
their Daily 5 each day.
Students will
continue where they
left off from the day
before on the other
activities.

Students not meeting

in groups at the time
will work on Daily 5:
Reading to Self
(15min), Read with
Partner (10 min),
Word Work (10 min),
Writing (15 min), and
Computers/Listening
Center (15 min).
Students will try and
accomplish as much as
their Daily 5 each day.
Students will
continue where they
left off from the day
before on the other
activities.

Break down (15 min):

Break down (15 min):

Break down (15 min):

Break down (15 min):

Break down (15 min):

Superman Reading
Group (Bruce, Emma,
Isaac, Anna, and
Jocelyn)
Warm up/Fluency
(2-5min)- HFW,
sentence strips,
Reading A-Z
Teach New Material
(2min)- go over ay
and ai sound
Blending New Words
(5 min)
Reading For
Comprehension Animal Familes

Superman Reading
Group (Bruce, Emma,
Isaac, Anna, and
Jocelyn)
Warm up/Fluency
(2-5min)- HFW,
sentence strips,
Reading A-Z
Teach New Material
(2min)- go over ay
and ai sound
Blending New Words
(5 min)
Reading For
Comprehension Animal Familes

Superman Reading
Group (Bruce, Emma,
Isaac, Anna, and
Jocelyn)
Warm up/Fluency
(2-5min)- HFW,
sentence strips,
Reading A-Z
Teach New Material
(2min)- go over ay
and ai sound
Blending New Words
(5 min)
Reading For
Comprehension Animal Familes

Superman Reading
Group (Bruce, Emma,
Isaac, Anna, and
Jocelyn)
Warm up/Fluency
(2-5min)- HFW,
sentence strips,
Reading A-Z
Teach New Material
(2min)- go over ay
and ai sound
Blending New Words
(5 min)
Reading For
Comprehension Animal Familes

Superman Reading
Group (Bruce, Emma,
Isaac, Anna, and
Jocelyn)
Warm up/Fluency
(2-5min)- HFW,
sentence strips,
Reading A-Z
Teach New Material
(2min)- go over ay
and ai sound
Blending New Words
(5 min)
Reading For
Comprehension Animal Familes

Spiderman Reading
Group (Genesis,
Delontae, Keegan,
Angela, Alex)
Warm up/Fluency
(2-5min)- HFW,
sentence strips,
Reading A-Z
Teach New Material
(2min)- go over short
a sound
Blending New Words
(5 min) blend short a
sound

Spiderman Reading
Group (Genesis,
Delontae, Keegan,
Angela, Alex)
Warm up/Fluency
(2-5min)- HFW,
sentence strips,
Reading A-Z
Teach New Material
(2min)- go over short
a sound
Blending New Words
(5 min) blend short a
sound

Spiderman Reading
Group (Genesis,
Delontae, Keegan,
Angela, Alex)
Warm up/Fluency
(2-5min)- HFW,
sentence strips,
Reading A-Z
Teach New Material
(2min)- go over short
a sound
Blending New Words
(5 min) blend short a
sound

Spiderman Reading
Group (Genesis,
Delontae, Keegan,
Angela, Alex)
Warm up/Fluency
(2-5min)- HFW,
sentence strips,
Reading A-Z
Teach New Material
(2min)- go over short
a sound
Blending New Words
(5 min) blend short a
sound

Spiderman Reading
Group (Genesis,
Delontae, Keegan,
Angela, Alex)
Warm up/Fluency
(2-5min)- HFW,
sentence strips,
Reading A-Z
Teach New Material
(2min)- go over short
a sound
Blending New Words
(5 min) blend short a
sound

Page 5 of 13

2016-2017
Mr. Wing

09/25/2016 - 10/01/2016
Week View

Reading For
Reading For
Reading For
Reading For
Reading For
Comprehension
Comprehension
Comprehension
Comprehension
Comprehension
(10min)- Alice's New (10min)- Alice's New (10min)- Alice's New (10min)- Alice's New (10min)- Alice's New
Pet
Pet
Pet
Pet
Pet
Hulk Reading Group
(Devyn, Brailyn,
Eduardo, Donovan)
Warm up/Fluency
(2-5min)- HFW,
sentence strips,
Reading A-Z
Teach New Material
(2min)- go over
blends
Blending New Words
(5 min) Reading For
Comprehension
(10min)- Amira's
Petting Zoo

Hulk Reading Group

(Devyn, Brailyn,
Eduardo, Donovan)
Warm up/Fluency
(2-5min)- HFW,
sentence strips,
Reading A-Z
Teach New Material
(2min)- go over
blends
Blending New Words
(5 min) Reading For
Comprehension
(10min)- Amira's
Petting Zoo

Hulk Reading Group

(Devyn, Brailyn,
Eduardo, Donovan)
Warm up/Fluency
(2-5min)- HFW,
sentence strips,
Reading A-Z
Teach New Material
(2min)- go over
blends
Blending New Words
(5 min) Reading For
Comprehension
(10min)- Amira's
Petting Zoo

Hulk Reading Group

(Devyn, Brailyn,
Eduardo, Donovan)
Warm up/Fluency
(2-5min)- HFW,
sentence strips,
Reading A-Z
Teach New Material
(2min)- go over
blends
Blending New Words
(5 min) Reading For
Comprehension
(10min)- Amira's
Petting Zoo

Hulk Reading Group

(Devyn, Brailyn,
Eduardo, Donovan)
Warm up/Fluency
(2-5min)- HFW,
sentence strips,
Reading A-Z
Teach New Material
(2min)- go over
blends
Blending New Words
(5 min) Reading For
Comprehension
(10min)- Amira's
Petting Zoo

Silver Surfer
Reading Group
(Bruce, Emma,
Isaac, Anna,
Jocelyn)
Warm up/Fluency
(2-5min)- HFW,
sentence strips,
Reading A-Z
Teach New Material
(2min)- go over ay
and ai sounds
Blending New Words
(5 min)
Reading For
Comprehension
(10min)- Alice's New
Pet

Silver Surfer
Reading Group
(Bruce, Emma,
Isaac, Anna,
Jocelyn)
Warm up/Fluency
(2-5min)- HFW,
sentence strips,
Reading A-Z
Teach New Material
(2min)- go over ay
and ai sounds
Blending New Words
(5 min)
Reading For
Comprehension
(10min)- Alice's New
Pet

Silver Surfer
Reading Group
(Bruce, Emma,
Isaac, Anna,
Jocelyn)
Warm up/Fluency
(2-5min)- HFW,
sentence strips,
Reading A-Z
Teach New Material
(2min)- go over ay
and ai sounds
Blending New Words
(5 min)
Reading For
Comprehension
(10min)- Alice's New
Pet

Silver Surfer
Reading Group
(Bruce, Emma,
Isaac, Anna,
Jocelyn)
Warm up/Fluency
(2-5min)- HFW,
sentence strips,
Reading A-Z
Teach New Material
(2min)- go over ay
and ai sounds
Blending New Words
(5 min)
Reading For
Comprehension
(10min)- Alice's New
Pet

Silver Surfer
Reading Group
(Bruce, Emma,
Isaac, Anna,
Jocelyn)
Warm up/Fluency
(2-5min)- HFW,
sentence strips,
Reading A-Z
Teach New Material
(2min)- go over ay
and ai sounds
Blending New Words
(5 min)
Reading For
Comprehension
(10min)- Alice's New
Pet

Recess 10:10am 10:30am

Science and Social
Studies 10:35am 11:05am
Lesson 14: Looking
at Rust pp. 143-148
Objectives: students
will discuss what they
know about rust and
things that rust.
Students will observe
and describe the
properties of a new
solid (steel wool).

Recess 10:10am 10:30am

Science and Social
Studies 10:35am 11:05am
Lesson 14: Looking
at Rust pp. 143-148
Objectives: students
will discuss what they
know about rust and
things that rust.
Students will observe
and describe the
properties of a new
solid (steel wool).

Recess 10:10am 10:30am

Science and Social
Studies 10:35am 11:05am
Lesson 15: Writing
Our Recipes for
Change pp. 151- 157
Students share their
observations of steel
wool samples.
Students examine
three new substances
and compare their
properties with those

Recess 10:10am 10:30am

Science and Social
Studies 10:35am 11:05am
Lesson 15: Writing
Our Recipes for
Change pp. 151- 157
Students share their
observations of steel
wool samples.
Students examine
three new substances
and compare their
properties with those

Recess 10:10am 10:30am

Science and Social
Studies 10:35am 11:05am
Lesson 16:
Presenting Our
Recipes for Change
Students pair follow a
recipe created by
another student pair
and use simple tools
to gather information
about the properties
of the liquid and solid.

Page 6 of 13

2016-2017
Mr. Wing

09/25/2016 - 10/01/2016
Week View

Students will rinse

steel wool samples
with vinegar and
water and observe
and describe the
results. Students will
compare changes in
three steel wool
samples. Students
will predict what will
happen to the three
steel wool samples
after they sit
overnight.
I can explore
changes caused by
chemical reactions in
steel wool.
Mastery Criteria:
Students will describe
and draw what
happens when vinegar
and water are added
to steel wool.

Students will rinse

of other substances
of other substances
Students observe and
steel wool samples
investigated during
investigated during
record in words and
with vinegar and
the unit. Student
the unit. Student
drawings the results
water and observe
pairs choose from a
pairs choose from a
of mixing the liquid
and describe the
set of materials and
set of materials and
and solid in their
results. Students will write a recipe to
write a recipe to
recipe. Students
compare changes in
demonstrate a
demonstrate a
predict how the
three steel wool
particular change.
particular change.
substances may
samples. Students
change further over
will predict what will I can choose
I can create
time. Students
happen to the three
ingredients to create and follow a recipe
present their results.
steel wool samples
a recipe.
to demonstrate
Students compare the
after they sit
change.
reactions observed in
overnight.
Mastery
this lesson with those
I can observe
Criteria: Students
Mastery Criteria:
from previous lessons.
changes caused by
will make a list of
Students will test one Students discuss how
chemical reactions in solids and liquids for solid and one liquid
their observations
steel wool overnight. their recipe.
and correctly follow a relate to their own
Mastery
recipe.
lives.
Standards
Criteria: Students
Standards
GL.0207.9.1 Use
will describe what
I can follow a recipe
tools to
GL.0207.9.1 Use
happens when vinegar
from another pair of
observe the physical
tools to
and water are added
students to gather
properties of
observe the physical
to steel wool. The
information.
objects.
properties of
students will explain
I can present the
objects.
why their predictions
results of an
GL.0207.9.2
were correct or not.
experiment.
GL.0207.9.2
Investigate how
Mastery Criteria:
http://rcschoolsStandards
temperature changes Investigate how
my.sharepoint.com/
affect the state of
temperature changes Students can test one
GL.0207.9.1 Use
solid and one liquid
personal/
affect the state of
tools to matter.
following a recipe.
jessies_rcschools_net/
matter.
observe the physical
GL.0207.9.3
Students will orally
_layouts/15/
properties of
GL.0207.9.3
present their results
onedrive.aspx?FolderCTID=0x012000529A2C3776279545A3E5F3D24BD1268D&AjaxDelta=1&isStartPlt1=1473814935741&
Recognize
that
air
objects.
to the class.
takes up space.
Recognize that air
GL.0207.9.2
takes
up
space.
Standards
Standards
GL.0207.Inq.1
Investigate how
Use
GL.0207.Inq.1
GL.0207.9.1 Use
CU.0207.Inq.1
temperature changes Observe the world of
tools to
familiar objects using Observe the world of
senses and simple
affect the state of
observe the physical
the senses and tools. familiar objects using
tools to make
matter.
properties of
the senses and tools.
observations.
objects.
GL.0207.9.3
Use
GL.0207.9.1
GL.0207.9.2
tools to Recognize that air
takes
up
space.
Investigate how
observe the physical
temperature changes
properties of
GL.0207.Inq.1
affect the state of
objects.
Observe the world of
matter.
GL.0207.9.2
familiar objects using
GL.0207.9.3
the senses and tools.
Investigate how
Recognize that air
temperature changes
takes up space.
affect the state of
matter.
GL.0207.Inq.1
GL.0207.9.3
Observe the world of
familiar objects using
Recognize that air
the senses and tools.
takes up space.

Page 7 of 13

2016-2017
Mr. Wing

09/25/2016 - 10/01/2016
Week View

Math RTI 11:05am 11:35am

Math RTI 11:05am 11:35am

Math RTI 11:05am 11:35am

Math RTI 11:05am 11:35am

Math RTI 11:05am 11:35am

2.OA.A.1

2.OA.A.1

2.OA.A.1

2.OA.A.1

2.OA.A.1

Mastery Criteria:
Students will
practice solving
word problems
take from result
unknown. We will
first practice
using
manipulatives,
then drawing
pictures, and
writing equations.

Mastery Criteria:
Students will
practice solving
word problems
take from result
unknown. We will
first practice
using
manipulatives,
then drawing
pictures, and
writing equations.

Mastery Criteria:
Students will
practice solving
word problems
take from result
unknown. We will
first practice
using
manipulatives,
then drawing
pictures, and
writing equations.

Mastery Criteria:
Students will
practice solving
word problems
take from result
unknown. We will
first practice
using
manipulatives,
then drawing
pictures, and
writing equations.

Mastery Criteria:
Students will
practice solving
word problems
take from result
unknown. We will
first practice
using
manipulatives,
then drawing
pictures, and
writing equations.

Learning Target 2:
I can solve one
step word
problems involving
situations of take
from/result
unknown, using
drawings and
equations.

Learning Target 2:
I can solve one
step word
problems involving
situations of take
from/result
unknown, using
drawings and
equations.

Learning Target 2:
I can solve one
step word
problems involving
situations of take
from/result
unknown, using
drawings and
equations.

Learning Target 2:
I can solve one
step word
problems involving
situations of take
from/result
unknown, using
drawings and
equations.

Learning Target 2:
I can solve one
step word
problems involving
situations of take
from/result
unknown, using
drawings and
equations.

Student's in my
Student's in my
Student's in my
Student's in my
group: Loki
group: Loki
group: Loki
group: Loki
Stevenson,
Stevenson,
Stevenson,
Stevenson,
Genesis
Genesis
Genesis
Genesis
Rodriguez,
Rodriguez,
Rodriguez,
Rodriguez,
Benjamin Juan,
Benjamin Juan,
Benjamin Juan,
Benjamin Juan,
Brailyn Taylor,
Brailyn Taylor,
Brailyn Taylor,
Brailyn Taylor,
Camila Lopez,
Camila Lopez,
Camila Lopez,
Camila Lopez,
Kylan Johnson,
Kylan Johnson,
Kylan Johnson,
Kylan Johnson,
Jayden Pike,
Jayden Pike,
Jayden Pike,
Jayden Pike,
Briella Woodall,
Briella Woodall,
Briella Woodall,
Briella Woodall,
Joseph Young,
Joseph Young,
Joseph Young,
Joseph Young,
Carley Orzoco De
Carley Orzoco De
Carley Orzoco De
Carley Orzoco De
Leon, Miyumi
Leon, Miyumi
Leon, Miyumi
Leon, Miyumi
Tatum, Logan
Tatum, Logan
Tatum, Logan
Tatum, Logan
Wright, Taylor
Wright, Taylor
Wright, Taylor
Wright, Taylor
Standards
Wilson
Wilson
Wilson
Wilson
2.OA.1 Use addition
and
Standards
Standards
Standards
Standards
subtraction within
Use
addition
Use
addition
Use
addition
2.OA.1
2.OA.1
2.OA.1
2.OA.1 Use addition
100 to solve one- and
and
and
and
and
two-step word
subtraction within
subtraction within
subtraction within
subtraction within
problems involving
100 to solve one- and 100 to solve one- and 100 to solve one- and 100 to solve one- and
situations of adding
two-step word
two-step word
two-step word
two-step word
to, taking from,
problems involving
problems involving
problems involving
problems involving
putting together,
situations of adding
situations of adding
situations of adding
situations of adding
taking apart, and
to, taking from,
to, taking from,
to, taking from,
to, taking from,
comparing, with
putting together,
putting together,
putting together,
putting together,
unknowns in all
taking apart, and
taking apart, and
taking apart, and
taking apart, and
positions, e.g., by
comparing, with
comparing, with
comparing, with
comparing, with
Student's in my
group: Loki
Stevenson, Genesis
Rodriguez, Benjamin
Juan, Brailyn Taylor,
Camila Lopez, Kylan
Johnson, Jayden
Pike, Briella
Woodall, Joseph
Young, Carley
Orzoco De Leon,
Miyumi Tatum,
Logan Wright,
Taylor Wilson

Page 8 of 13

2016-2017
Mr. Wing
using drawings and
equations with a
symbol for the
unknown number to
represent the
problem.

Read Aloud 11:35am 11:46am

Runaway Ralph,
Beverly Cleary
Lunch 11:46am 12:11pm
95% Reading Group
12:15pm - 12:35pm
We will be working on
digraphs this week.
Math Whole Group
12:35pm - 1:00pm
Number Talks:
Category 2 - Making
Landmark or Friendly
Numbers - The
following number
talks consists of
computation problems
in which one addend
is two away from a
multiple of ten or a
landmark number.
10 + 5
8+2+5
8+5
8+7
8 + 12
Objective: explore
addition and
subtraction of
lengths. Students will
use grid paper strips
to measure a piece of
string that's on their
desk. Students will
use different sizes of
grid paper to add up
to the string.
Questions to ask:
How did you know that
you needed ___
inches to add up to
___ inches. Can you
find three lengths
that add up to a
length of 16 inches?

09/25/2016 - 10/01/2016
Week View
unknowns in all
positions, e.g., by
using drawings and
equations with a
symbol for the
unknown number to
represent the
problem.
Read Aloud 11:35am 11:46am
Runaway Ralph,
Beverly Cleary
Lunch 11:46am 12:11pm
95% Reading Group
12:15pm - 12:35pm
We will be working on
digraphs this week.
Math Whole Group
12:35pm - 1:00pm
Number Talks:
Category 2 - Making
Landmark or Friendly
Numbers - The
following number
talks consists of
computation problems
in which one addend
is two away from a
multiple of ten or a
landmark number.
30 + 5
28 + 2 + 3
28 + 5
28 + 7
28 + 16
I can make addition
or subtraction
equations with using
an unknown number in
the equation.
Students will do a
task on finding the
length of a mural. Go
over what a mural is
(see attachment).
Mastery
Criteria:Students will
construct an equation
using an unknown and
show the relationship
between addition and
subtraction.

unknowns in all
positions, e.g., by
using drawings and
equations with a
symbol for the
unknown number to
represent the
problem.
Read Aloud 11:35am 11:46am
Runaway Ralph,
Beverly Cleary
Lunch 11:46am 12:11pm
95% Reading Group
12:15pm - 12:35pm
We will be working on
digraphs this week.
Math Whole Group
12:35pm - 1:00pm
Number Talks:
Category 2 - Making
Landmark or Friendly
Numbers - The
following number
talks consists of
computation problems
in which one addend
is two away from a
multiple of ten or a
landmark number.
60 + 3
58 + 2 + 1
58 + 3
58 + 14
58 + 26

unknowns in all
positions, e.g., by
using drawings and
equations with a
symbol for the
unknown number to
represent the
problem.

Read Aloud 11:35am 11:46am

Runaway Ralph,
Beverly Cleary
Lunch 11:46am 12:11pm
95% Reading Group
12:15pm - 12:35pm
We will be working on
digraphs this week.
Math Whole Group
12:35pm - 1:00pm
Number Talks:
Category 2 - Making
Landmark or Friendly
Numbers - The
following number
talks consists of
computation problems
in which one addend
is two away from a
multiple of ten or a
landmark number.
40 + 4
38 + 2 + 2
38 + 4
38 + 13
38 + 27
I can solve take
I can solve add to
from result unknown
result unknown word word problems using
problems and explain equations and
how I got the answer drawings (see
through drawings
attachment).
(see attachments).
Mastery Criteria:
Students will use
Mastery
equations and
Criteria:Students will drawings to solve take
solve word problems
from result unknown
where the result
word problems.
unknown by using
drawing and equations. *Take from result
unknown*
*Add to Result
Standards
Unknown*
2.OA.1
Standards

Page 9 of 13

unknowns in all
positions, e.g., by
using drawings and
equations with a
symbol for the
unknown number to
represent the
problem.
Read Aloud 11:35am 11:46am
Runaway Ralph,
Beverly Cleary
Lunch 11:46am 12:11pm
95% Reading Group
12:15pm - 12:35pm
We will be working on
digraphs this week.
Math Whole Group
12:35pm - 1:00pm
Number Talks:
Category 2 - Making
Landmark or Friendly
Numbers - The
following number
talks consists of
computation problems
in which one addend
is two away from a
multiple of ten or a
landmark number.
80 + 5
78 + 2 + 3
78 + 5
78 + 15
78 + 17
Number Talks:
Category 2 - Making
Landmark or Friendly
Numbers - The
following number
talks consists of
computation problems
in which one addend
is two away from a
multiple of ten or a
landmark number.
30 + 5
28 + 2 + 3
28 + 5
28 + 7
28 + 16

2016-2017
Mr. Wing
Need to cut a 24 in.
strings for partners.

* Mural Tape Task*

Standards
2.MD.5 Use addition
I can explore
and
addition and
subtraction within
subtraction of
100 to solve word
lengths in real world
problems involving
situations.
lengths that are given
in the same units,
e.g., by using
Mastery Criteria:
drawings (such as
Students will use
drawings of rulers)
reasonable
and equations with a
combinations of
symbol for the
strips to make an
unknown number to
equal length.
represent the
Standards
problem.
Use
addition
2.OA.1
2.MD.6 Represent
and
whole
subtraction within
numbers as lengths
100 to solve one- and from 0 on a number
two-step word
line diagram with
problems involving
equally spaced points
situations of adding
corresponding to the
to, taking from,
numbers 0, 1, 2, ...,
putting together,
and represent wholetaking apart, and
number sums and
comparing, with
differences within
unknowns in all
100 on a number line
positions, e.g., by
diagram.
using drawings and
2.OA.1 Use addition
equations with a
and
symbol for the
subtraction
within
unknown number to
100
to
solve
one- and
represent the
two-step
word
problem.
problems involving
2.MD.5 Use addition situations of adding
and
to, taking from,
subtraction within
putting together,
100 to solve word
taking apart, and
problems involving
comparing, with
lengths that are given unknowns in all
in the same units,
positions, e.g., by
e.g., by using
using drawings and
drawings (such as
equations with a
drawings of rulers)
symbol for the
and equations with a
unknown number to
symbol for the
represent the
unknown number to
problem.
represent the
Attachments
problem.
muraltask.pdf
2.MD.6 Represent
whole
numbers as lengths

09/25/2016 - 10/01/2016
Week View
2.OA.1 Use addition
and
subtraction within
100 to solve one- and
two-step word
problems involving
situations of adding
to, taking from,
putting together,
taking apart, and
comparing, with
unknowns in all
positions, e.g., by
using drawings and
equations with a
symbol for the
unknown number to
represent the
problem.

Use addition and

subtraction within
100 to solve one- and
two-step word
problems involving
situations of adding
to, taking from,
putting together,
taking apart, and
comparing, with
unknowns in all
positions, e.g., by
using drawings and
equations with a
symbol for the
unknown number to
represent the
problem.

I can write equations

that explains a word
problem and explain
my answer.
Mastery
Criteria:Students will
construct and
explain equations
that answer word
problems.
* Carla's Tall Order
Task *

Standards
2.OA.1 Use addition
Use
addition
and
2.MD.5
Use
addition
and
subtraction
within
2.MD.5
and
subtraction within
100 to solve one- and
subtraction within
100 to solve word
two-step word
100 to solve word
problems involving
problems involving
problems involving
lengths that are given situations of adding
lengths that are given in the same units,
to, taking from,
in the same units,
e.g., by using
putting together,
e.g., by using
drawings (such as
taking apart, and
drawings (such as
drawings of rulers)
comparing, with
drawings of rulers)
and equations with a
unknowns in all
and equations with a
symbol for the
positions, e.g., by
symbol for the
unknown number to
using drawings and
unknown number to
represent the
equations with a
represent the
problem.
symbol for the
problem.
unknown number to
2.MD.6 Represent
represent the
whole
2.MD.6 Represent
problem.
whole
numbers as lengths
numbers as lengths
from 0 on a number
2.MD.5 Use addition
from 0 on a number
line diagram with
and
line diagram with
equally spaced points subtraction within
equally spaced points corresponding to the 100 to solve word
corresponding to the numbers 0, 1, 2, ...,
problems involving
numbers 0, 1, 2, ...,
and represent whole- lengths that are given
and represent whole- number sums and
in the same units,
number sums and
differences within
e.g., by using
differences within
100 on a number line
drawings (such as
100 on a number line
diagram.
drawings of rulers)
diagram.
and equations with a
Attachments
symbol for the
Attachments
TakeFromResultUnknownWordProblems.doc
unknown number to
AddtoresultUnknownMeasurementWordProblems.doc
AddtoresultUnknownMeasurementWordProblems.doc
represent the
problem.
2.MD.6 Represent
whole
numbers as lengths
from 0 on a number

Page 10 of 13

2016-2017
Mr. Wing

09/25/2016 - 10/01/2016
Week View

from 0 on a number
line diagram with
equally spaced points
corresponding to the
numbers 0, 1, 2, ...,
and represent wholenumber sums and
differences within
100 on a number line
diagram.

line diagram with

equally spaced points
corresponding to the
numbers 0, 1, 2, ...,
and represent wholenumber sums and
differences within
100 on a number line
diagram.

Attachments
CarlasTallOrder.pdf
Math Small Group
Math Small Group
Math Small Group
Math Small Group
Math Small Group
1:00pm - 1:50pm
1:00pm - 1:50pm
1:00pm - 1:50pm
1:00pm - 1:50pm
1:00pm - 1:50pm
I have 4 groups. I I have 4 groups. I I have 4 groups. I I have 4 groups. I I have 4 groups. I
will meet with my low will meet with my low will meet with my low will meet with my low will meet with my low
group M,W,F and my group M,W,F and my group M,W,F and my group M,W,F and my group M,W,F and my
two high groups
two high groups
two high groups
two high groups
two high groups
T,Th.
T,Th.
T,Th.
T,Th.
T,Th.
Rotations: Work on
the Carpet, Work at
Desk, Fluency Table
and Computers, and
Work with Teacher

Rotations: Work on
the Carpet, Work at
Desk, Fluency Table
and Computers, and
Work with Teacher

Rotations: Work on
the Carpet, Work at
Desk, Fluency Table
and Computers, and
Work with Teacher

Rotations: Work on
the Carpet, Work at
Desk, Fluency Table
and Computers, and
Work with Teacher

Rotations: Work on
the Carpet, Work at
Desk, Fluency Table
and Computers, and
Work with Teacher

Work with teacher:

students will be
working on word
problems related to
measurement.
Carpet: students will
have sample word
problems to do (see
attachment) and they
will get to measure a
gummy worm then
stretch it to
remeasure (see
attachment).
Work at
Desk: students will
be using their Math
Interactive Journal to
do two word problems
that are due at the
end of the week.
Computers: students
will work on Big Brainz
this week.
Standards
2.MD.5 Use addition
and
subtraction within
100 to solve word
problems involving

Work with teacher:

students will be
working on word
problems related to
measurement.
Carpet: students will
have sample word
problems to do (see
attachment) and they
will get to measure a
gummy worm then
stretch it to
remeasure (see
attachment).
Work at
Desk: students will
be using their Math
Interactive Journal to
do two word problems
that are due at the
end of the week.
Computers: students
will work on Big Brainz
this week.
Standards
2.MD.5 Use addition
and
subtraction within
100 to solve word
problems involving

Work with teacher:

students will be
working on word
problems related to
measurement.
Carpet: students will
have sample word
problems to do (see
attachment) and they
will get to measure a
gummy worm then
stretch it to
remeasure (see
attachment).
Work at
Desk: students will
be using their Math
Interactive Journal to
do two word problems
that are due at the
end of the week.
Computers: students
will work on Big Brainz
this week.
Standards
2.MD.5 Use addition
and
subtraction within
100 to solve word
problems involving

Work with teacher:

students will be
working on word
problems related to
measurement.
Carpet: students will
have sample word
problems to do (see
attachment) and they
will get to measure a
gummy worm then
stretch it to
remeasure (see
attachment).
Work at
Desk: students will
be using their Math
Interactive Journal to
do two word problems
that are due at the
end of the week.
Computers: students
will work on Big Brainz
this week.
Standards
2.MD.5 Use addition
and
subtraction within
100 to solve word
problems involving

Work with teacher:

students will be
working on word
problems related to
measurement.
Carpet: students will
have sample word
problems to do (see
attachment) and they
will get to measure a
gummy worm then
stretch it to
remeasure (see
attachment).
Work at
Desk: students will
be using their Math
Interactive Journal to
do two word problems
that are due at the
end of the week.
Computers: students
will work on Big Brainz
this week.
Standards
2.MD.5 Use addition
and
subtraction within
100 to solve word
problems involving

Page 11 of 13

2016-2017
Mr. Wing
lengths that are given
in the same units,
e.g., by using
drawings (such as
drawings of rulers)
and equations with a
symbol for the
unknown number to
represent the
problem.

09/25/2016 - 10/01/2016
Week View
lengths that are given
in the same units,
e.g., by using
drawings (such as
drawings of rulers)
and equations with a
symbol for the
unknown number to
represent the
problem.

lengths that are given

in the same units,
e.g., by using
drawings (such as
drawings of rulers)
and equations with a
symbol for the
unknown number to
represent the
problem.

lengths that are given

in the same units,
e.g., by using
drawings (such as
drawings of rulers)
and equations with a
symbol for the
unknown number to
represent the
problem.

lengths that are given

in the same units,
e.g., by using
drawings (such as
drawings of rulers)
and equations with a
symbol for the
unknown number to
represent the
problem.

Attachments
length-wordproblems.pdf

Attachments
length-wordproblems.pdf

Attachments
length-wordproblems.pdf

Attachments
length-wordproblems.pdf

Attachments
length-wordproblems.pdf

gummy-wormstretch.pdf
RTI ELA 1:50pm 2:20pm
RI 2.1 Target 1 I
can answer who,
when, where, why
and how questions
about an
informational text.

gummy-wormstretch.pdf
RTI ELA 1:50pm 2:20pm
RI 2.1 Target 1 I
can answer who,
when, where, why
and how questions
about an
informational text.

gummy-wormstretch.pdf
RTI ELA 1:50pm 2:20pm
RI 2.1 Target 1 I
can answer who,
when, where, why
and how questions
about an
informational text.

gummy-wormstretch.pdf
RTI ELA 1:50pm 2:20pm
RI 2.1 Target 1 I
can answer who,
when, where, why
and how questions
about an
informational text.

gummy-wormstretch.pdf
RTI ELA 1:50pm 2:20pm
RI 2.1 Target 1 I
can answer who,
when, where, why
and how questions
about an
informational text.

Mastery
Criteria: Students
will read an
informational text
and answer questions
about who, when,
where, why, and how.
We will be reading
and answering
questions about
drinking water (see
attachment).

Mastery
Criteria: Students
will read an
informational text
and answer questions
about who, when,
where, why, and how.
We will be reading
and answering
questions about
drinking water (see
attachment).

Mastery
Criteria: Students
will read an
informational text
and answer questions
about who, when,
where, why, and how.
We will be reading
and answering
questions about bats
(see attachment).

Mastery
Criteria: Students
will read an
informational text
and answer questions
about who, when,
where, why, and how.
We will be reading
and answering
questions about bats
(see attachment).

Group: Ashley
Group: Ashley
Group: Ashley
Ramierz, Andre
Ramierz, Andre
Ramierz, Andre
White, Loki
White, Loki
White, Loki
Stevenson, Tori Ellis,
Stevenson, Tori Ellis, Stevenson, Tori Ellis, Colton Hines, Asher
Colton Hines, Asher
Colton Hines, Asher
Warta, David Portillo,
Warta, David Portillo, Warta, David Portillo, Kelly Montoya, Briella
Kelly Montoya, Briella Kelly Montoya, Briella Woodall, JaMa Ny,
Woodall, JaMa Ny,
Woodall, JaMa Ny,
Channing Collazo,
Channing Collazo,
Channing Collazo,
Keynijah Reynold,
Keynijah Reynold,
Keynijah Reynold,
Gracie Davis, Logan
Gracie Davis, Logan
Gracie Davis, Logan
Wright, Joseph
Wright, Joseph
Wright, Joseph
Young, Kiera Austin,
Young, Kiera Austin,
Young, Kiera Austin,
Chris Phoumala,
Chris Phoumala,
Chris Phoumala,
Miyumi Tatum
Miyumi Tatum
Miyumi Tatum
Attachments
Attachments
Attachments
630abatmystery.pdf
410acleandrinkofwater-2.pdf
410acleandrinkofwater-2.pdf

Group: Ashley
Ramierz, Andre
White, Loki
Stevenson, Tori Ellis,
Colton Hines, Asher
Warta, David Portillo,
Kelly Montoya, Briella
Woodall, JaMa Ny,
Channing Collazo,
Keynijah Reynold,
Gracie Davis, Logan
Wright, Joseph
Young, Kiera Austin,
Chris Phoumala,
Miyumi Tatum
Attachments
630abatmystery.pdf

Mastery
Criteria: Students
will read an
informational text
and answer questions
about who, when,
where, why, and how.
We will be reading
and answering
questions about tooth
brushes (see
attachment).

Page 12 of 13

Group: Ashley
Ramierz, Andre
White, Loki
Stevenson, Tori Ellis,
Colton Hines, Asher
Warta, David Portillo,
Kelly Montoya, Briella
Woodall, JaMa Ny,
Channing Collazo,
Keynijah Reynold,
Gracie Davis, Logan
Wright, Joseph
Young, Kiera Austin,
Chris Phoumala,
Miyumi Tatum
Attachments
abrushwithhistory700passagean

2016-2017
Mr. Wing

09/25/2016 - 10/01/2016
Week View

Pack UP and Go Home! Pack UP and Go Home! Pack UP and Go Home! Pack UP and Go Home! Pack UP and Go Home!
2:25pm - 2:30pm
2:25pm - 2:30pm
2:25pm - 2:30pm
2:25pm - 2:30pm
2:25pm - 2:30pm

Page 13 of 13