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Notes
Subject/Time
8:30-8:45
8:45-9:00

NO SCHOOL

FULL DAY PD FOR

Monday, 1/2

STAFF
Tuesday, 1/3

KIDS BACK TO SCHOOL

highlighted in yellow
Friday, 1/6

Wednesday, 1/4
Thursday,1/5
Breakfast/ Morning Work/ Book Shopping
Group Bathroom Break

9:00-9:15
MORNING MEETING

See Friday changes

Standard: CC.1.1.1.B
Objective: Students will practice/perform calendar routine and morning message routine.
Morning Message, Calendar Routine, Pattern, How many days in school, Weather, etc
Wednesday focus: Find a friend team builder
Thursday focus: Line practice and line order
Friday focus: Tattling vs. Reporting

9:15-9:45
READ ALOUD
Theme: Winter Animals
SKILL: MAIN IDEA OF
NON-FICTION TEXT
STANDARD: CC.1.2.1.A

Objective: I can
name the main idea of
a passage through
class discussions,
highlighting, and
writing.

Read aloud:
Squirrels New Year
Resolution
Objectives:. I can
answer questions
before, during, and
after reading in order
to understand story
events and make
connections. I can
sequence story
events in order to
understand story plot.

I DO
Introduce students
to the story and
read the title
aloud. Ask the
students what
they think it
means to make a
resolution. Have

Read aloud: Tacky

The Penguin
Objectives: I can
complete a graphic
organizer in order
name character traits
for the main character
of the story.

Direct
Instruction:

Review how to
identify character
traits
Show a character
(previously read
about) and model
thinking aloud how
to choose
descriptive words
for that character

Guided Practice:

Display a picture

Read aloud: Tacky

The Penguin book
(students vote)
Objective: I can
write about my
favorite part of the
story in order to
make a connection.

Direct
Instruction:

Tell students that

often when you
read, you like to
talk about the
story to other
people and think
about what you
like in the story
and why

Guided
Practice:

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them think-pairshare. Record the

word on the board
and model in a
sentence how to
use the word
resolution. And
tell them your
new years
resolution. Model
reading the book
aloud to them,
stopping to ask
comprehension
and vocabulary
questions along
the way.
WE DO
After reading,
have the kids
review what the
word resolution
means and have
them talk to their
partner and make
a text-to-self
connection. How
can you make a
resolution just like
Squirrel and his
friends? What can
a good resolution
be? Share out.
YOU DO/
Extension
Have the kids
sequence story
events and the
resolutions each

of a character and
read a paragraph
about that
character
Have students turn
to their partner
and come up with
adjectives to
describe that
character and
share out and
record

Independent
Practice:

Read Tacky the

Penguin
After reading, give
students a
character bubble
map and a list of
character traits
Students have to
figure out which
traits belong to
Tacky and which
do not. Glue the
traits that belong
to Tacky to the
character bubble
map

Check for
Understanding
Circulate around
the room as
students work
independently and
help students as

Have students
discuss their
favorite part of
the Tacky story
they read
yesterday and
have them
explain why they
liked it to their
partner

Independent
Practice:

Read The Tacky

story
After reading,
have students
write their
favorite part of
the story and
have them
explain WHY

Check for
Understanding
Circulate around
the room as
students work
independently
and help students
as needed (use
checklist to
assess
understanding)
and collect
independent
practice to review
Closure

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character had in
the story (cut and
paste activity)
Closure
Students will discuss
the story events they
sequenced

needed (use
checklist to assess
understanding)
and collect
independent
practice to review
Closure
Review Tacky
character map and
display on chart paper
together as a class

Have students share

out their responses
to a partner

Friday Schedule
(see lessons next
to subject)
Read Aloud/
Extension: 9:009:45
Special- Yoga 10:0010:25
Lunch 10:30-10:55
Bathroom Break 11:0011:10

9:40-10:30

Standard: CC.1.1.1.E

Standard: CC.1.1.1.E

READING/DAILY 5

Objective: Students will

Objective: Students will

CENTERS

work on integral literacy

work on integral literacy

Guided Reading 11:30-

NOTE: Student teacher

skills by completing daily 5

skills by completing daily 5

12:15

teaches 2 reading groups

centers and meeting with

centers and meeting with

per day

teacher during guided

teacher during guided

reading.

reading.

Story: A Cupcake Party

Story: A Cupcake Party

Story: A Cupcake Party

GUIDED

10:30-10:50

Independent Reading
11:10-11:20

12:00-12:45- MATH

Objective: I can identify

Objective: I can use text

Objective: I can read

SHARED READING

sight words when I am

details in order to answer

with expression by

(JOURNEYS)

reading and use them to

comprehension questions.

looking at end marks and

fill in the blanks to

Standard: CC.1.2.1.K,

complete sentences.

getting my voice ready.

Day 2 Focus:

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CC.1.2.1.A, CC.1.2.1.B

Comprehension
Day 1 Focus: HFW from

Essential Question

fluency

the story:

1.) During reading,

How can you show a friend

that you care about him or
her?

Eat
Take
Put
Small
One
Give

hand
3.) After reading,

how to read smoothly

2.) She will show what to

questions
2.) After reading,
teacher will ask

the word once alone

sight word, raise their

to have students

comprehension

read and pronounce

and when they find a

1.) Teacher will model

and answer

introduced to HFW,

read story together

teacher will stop

make predictions

1.) Students will be

and then together

2.) Students will echo

Day 3 Focus: Reading with

do when you see an

end mark
3.) Student will work on
this during echo
reading today

students to

Independent: Students

answer essential

will read story with a

questionHow do

partner and practice

animals

reading with expression

communicate?
Students will re-read to
themselves
Extension/Informal
Assessment

Page 141 in readers

Read
pages 144149.
Help Fritz make a
party invitation
to give to his
friends. Use
details from the
story to tell
about the party
notebook-

students will discuss

sight words
INFORMAL
ASSESSMENT
Complete readers
notebook page 135check
for understanding- Words
to know

10:50-11:15

Objective: Students will

Objective: Students will

Objective: Students will

WORD WORK/PHONICS

identify beginning R

edit sentences in order to

put winter words into

(Skill review)

blends in words in order

understand conventions.

ABC order in order to

to build and write words

Activity:

practice order of letters.

independently.

Standard: CC.1.1.1.C

Teacher has students

Activity:

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Activity:

turn and talkwhat is

Teacher models
Do list of words

Teacher models how

one thing you MUST

to make different

include in a proper

beginning blend

sentence? Share out

Students do cut and

sounds and has

and chart on board.

Teacher gives

paste ABC Order winter

students sentences

(Independent/check for

students a beginning

page that needs to be

understanding)

blend and students

edited. Teacher goes

must jot a word that

through first half and

has that beginning

works on it together

blend sound Stop and

as a class
Second half is done

students repeat
Teacher gives

Jot
Students practice

together as a class

words

independently

writing blend words

(Independent/check

on their white board

for understanding)

(Formative
assessment)
Independent/check for
understanding: Students
pick the correct beginning
R blend to finish writing
each word
11:23-11:43
Lunch
11:45-12:03
Recess
12:08-12:53

Yoga

Spanish

Yoga

Spanish

Yoga

SPECIAL
Bathroom break after special until 1:05
1:05-1:30

DO NOW (Connection)

READERS WORKSHOP/

Today I am going to teach you how stretchy out sounds can help you read a word by becoming stretchy snake

INDEPENDENT
READING/ TEACHER
CONFERENCING

Direct Instruction
-Introduce Stretchy Snake to students as a reading strategy that will help them when they get stuck on a word. Use
Stretchy Snake poster.

NOTE: Student teacher

assists with conferencing

- Tell them that Stretchy Snake says Stretch out the sounds (say each sound), then blend together

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by meeting individual
students

-Put up power point presentation. On the first slide, point to the word with snake below it and say, Now that word is
tricky. Lets see if sounding it out will help me figure it out. Model sounding out the word.

Guided Practice
-Have children try the next slides and stretch out the sounds to figure out the words.

Independent Practice/ Teacher Conferencing

Have students read their just right books independently and practice stretchy snake if they get stuck as they read

Closure
Students share what words they used Stretchy Snake on
1:30-2:00

Lesson: New Years

Lesson: Non-fiction text

No writing today due to

WRITING WORKSHOP

Resolution writing

features : Adding headings

shortened Friday
schedule

Objective: Students

and bold print

*Informational Writing:

write their own new years

Objective: Students

All About Books

resolution in order to

explore non-fiction text

practice writing proper

features using a mentor

Standard: CC.1.4.1.C,

sentences.

text and then add their

CC.1.4.1.F

Teacher reviews what

own non-fiction text

a resolution is from

features to their writing.

read aloud this

morning and reviews

Teacher reads mentor

chart of resolution

text and focuses on

ideas
Students brainstorm

headings and bold

their own resolution

print
Students write and

that they feel they

add a heading and bold

need to work on the

print and other

most and write what

informational text

that is using writing

features to their own

checklist.

writing as teacher
conferences.

2:00-2:45
MATH
CHAPTER 6: Ordinal

Lesson: Ordinal
numbers and
Positions
Objectives: Students

Lesson: position
words
Objectives: Students
will name relative

Lesson: Position
words review
Objectives:
students will

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Numbers and Positions
Note: Student teacher
completing and teaching
math lessons
Standard: CC.2.1.1.B.1

will use numbers in

their ordinal sense
from first to tenth to
describe order and
position of objects or
persons.
-Teacher will ask 5
volunteers to line up
facing the class using
ordinal numbers 1-5
to describe their
position
-Teacher will describe
difference between
counting 1-5 an using
ordinal number 1st,
2nd,
Teacher will write
placements of each
student on the board
in its ordinal form.
We do: complete
practice pages 143
146
(Check for
understanding)

2:45-3:00

positions using
position words
-Teacher will ask 5
volunteers to line up
facing the class.
-Ask students to use
ordinal numbers to
describe their place in
line form left to right.
-Teacher will introduce
terms before, after
and between by
describing position
We do: complete
practice pages 147
149
Independent:
complete practice
page 150
(Check for
understanding)

compare the ordinal

positons of objects in
a row ordering form
opposite positions.
We do: complete
practice page 152
Students will work in
pairs to complete
practice page 151
-As a class student
will play ordinal
number and positon
game

Lesson: Arctic Habitats

Social Studies: Winter

Animals

Wednesday Objective: I can describe the weather and animals of an arctic habitat.

Standard: 3.1.1.C3,

3.1.1.A2, 4.1.1.A

Arctic Habitat cut and paste (informal Assessment)

Brain Pop Jr Video: Arctic Habitats

Quick Interactive Quiz

Thursday Objective: I can describe the weather and animals of an arctic habitat.

Read Animals in Winter book on smart board together as a class

Discuss vocabulary terms: Hibernate, Migrate, Adapt

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Friday Objective: I can show that I understand the words migrate, adapt, and

hibernate

Review vocabulary words as a class and write meaning on chart paper

Students will sort animals that hibernate, migrate, and adapt in cut and paste
activity

2:45-3:00

Pack up/ Junie B. Jones Read Aloud

DISMISSAL
Accommodations for students in my class with IEP :

Teach skills in small increments/chunks and check for understanding

Break material into smaller portions
Small group and individual instruction
Use concrete materials to support instructionvisual aids, manipulatives, and hands-on materials
Give extra wait time before calling on
Accompany instruction with visual support as much as possible (graphic organizers, pictures, etc)
Repeat verbal instruction
Use positive reinforcement system

Notes and Reflection:

Continue to refer to objective during lesson and give students many opportunities to share what they have learned.
Use bucket filling cotton balls more often
Constantly review procedures for everything we do even though it takes up time because of all the days off from winter break