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Notes 100th day of school 1:15 dismissal

activities
Subject/Time Monday, 2/6 Tuesday, 2/7 Wednesday, 2/8 Thursday,2/9 Friday, 2/10
8:30-8:45 Breakfast/ Morning Work/ Book Shopping
8:45-9:00 Group Bathroom Break

9:00-9:15 Standard: CC.1.1.1.B

MORNING Objective: Students will practice/perform calendar routine and morning message routine.
MEETING/SEL
Morning Message, Calendar Routine, Pattern, How many days in school, Weather, etc
9:15-9:40 Read Aloud: The Tuesday: Waiting is not 100th day fun activities Thursday: A Big Guy Took Friday: Students vote on
READ ALOUD Duckling Gets a Cookie?! Easy! today my Ball Elephant and Piggie book
Activities Below: of their choice
Mo Willems Author Study Objective: I can Objective: I can Objective: I can
(Continued from last identify punctuation complete a graphic complete a graphic Objective: I can
week) marks at the end of organizer after th
Read Aloud: 100 Day organizer after complete a graphic
on M, T, Th, and Fri sentences before reading in order to Worries
reading in order to organizer in order to
reading in order to identify character identify character tell how a main
only
prepare myself to traits of a main traits of a main character changed
read with expression. character. character. from the beginning to
I can write 100
the end of a book.
Standard: words *same basic lesson
I can identify Direct
CC.1.3.1.C, CC.1.3.1.G When I am 100
punctuation marks in as Tuesday for
Instruction: Direct
order to write years old reinforcement (just
Review how to Instruction:
different types of Self portrait with different text)
identify character Explain to
sentences on my I can write to 100 Direct
own. traits students that
Show a character
Paint 100 gumballs Instruction: characters
(previously read Review how to change
I Do: Review pigeon
about) and model identify character throughout a
punctuation posters and traits
thinking aloud story (Their
model how to read each Show a character
how to choose feelings, actions,
type of sentence with (previously read
descriptive words etc)
expression. Then, read for that character about) and model Model this using
The Duckling Gets a thinking aloud how story from
Cookie and model how to Guided Practice: to choose yesterday and
read with expression descriptive words think aloud
Display a picture
for that character
of a character and
read a paragraph Guided
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about that Guided Practice: Practice:
We Do: Create pigeon character Display a picture Read a short
cartoon together as a Have students
of a character and story (paragraph
class using different turn to their read a paragraph on smartboard)
partner and come about that and have
types of sentences
up with adjectives character students work
to describe that Have students turn with you and
character and to their partner discuss and chart
You Do/Check for
share out and and come up with how a character
Understanding: record adjectives to changed from the
Students create their
describe that beginning to the
own pigeon cartoon and Independent character and end of the story.
use appropriate
Practice: share out and
punctuation marks. record
Read Elephant Independent
sentences with
and Piggie book Practice:
expression and tell what After reading, Independent Read Elephant
types of sentences they have students list Practice: and Piggie book
are. (Activboard activity) character traits Read Elephant and After reading,
(inside and Piggie book have students
You Do/Check for outside traits) for After reading, have complete a
Understanding: Writing the Gerald the students list character analysis
Response: Pigeon elephant and character traits flap book showing
sentence book write a sentence (inside and outside how Elephant or
Statement. Students in journal to traits) for Piggie Piggie changed
explain reasoning and write a from the
create their own telling
Gerald is ____ sentence in beginning to the
sentence they think the
because ________. journal to explain end of the book
pigeon could say.
reasoning Piggie is
Check for Check for
____ because
Closure: students share Understanding
________. Understanding
out page. Circulate around Circulate around
the room as Check for the room as
students work Understanding students work
independently and Circulate around independently
help students as the room as and help students
needed (use students work as needed (use
checklist to assess independently and checklist to
understanding) help students as assess
and collect
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independent needed (use understanding)
practice to review checklist to assess and collect
understanding) independent
Closure and collect practice to review
Discuss character independent
traits students have practice to review Closure
come up with (chart Discuss how
them) and talk about Closure character changed
how the character Discuss character together
changed throughout traits students have
the story come up with (chart
them) and talk about
how the character Friday Schedule
changed throughout
(see lessons next
the story
to subject)

Read Aloud/
Extension: 9:00-
9:45

Special- Yoga 10:00-

10:25

Lunch 10:30-10:55

Bathroom Break 11:00-

11:10

Spelling Test 11:10-

11:20

Guided Reading 11:30-

12:15

12:15-12:45- Writing

9:40-10:30 Standard: CC.1.1.1.E

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GUIDED
READING/DAILY 5 Objective: Students will work on integral literacy skills by completing daily 5 centers and meeting with teacher
CENTERS during guided reading.

(Rotation schedule on wall

in classroom)
10:30-10:50 Story: Seasons Story: Seasons Story: Seasons Story: Seasons
Shared Reading Objective: Students will Objective: Students will 100th day activities Objective: Students will Objective:
(Journeys) focus on HFW during read with expression by be able to comprehend a
Standard: CC.1.2.1.K, their reading and use first looking at biography by answering Day 4 Focus: Choral
CC.1.2.1.A, CC.1.2.1.B them in sentences. punctuation marks at the questions before, during, reading and read to self!
end of sentences. and after reading.
1.) Students will read
STANDARD: CC.1.2.1.B, Day 1 Focus: HFW from Day 2 Focus: Reading with Day 3 Focus: book chorally with
STANDARD: CC.1.2.1.A the story: fluency Comprehension teacher
2.) Students will then
Green 1.) Teacher will model 1.) During reading, read book to a
Yellow how to read smoothly teacher will stop to partner today
Essential Question Grow 2.) She will show what to have student really *Comprehension
Open do when you see an Assessment
What changes do the focus on characters,
Fall
different seasons cause end mark setting, and plot
New
3.) Student will work on 2.) After reading,
Down
this during echo teacher will ask
Goes
reading today students to answer
Students will re-read to essential question
1.) Students will echo
themselves what changes do the
read text, focusing
on the highlighted different seasons
Extension (if time allows): cause?
HFW words.
Readers Notebook page Students will re-read to
After reading, students
that corresponds with themselves
will review HFW
reading
vocabulary cards
Extension (if time allows):

Extension (if time Readers Notebook page

allows): Readers that corresponds with

Notebook page that reading

corresponds with reading

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10:50-11:15 I Do Spelling test today on
WORD WORK/PHONICS Contractions anchor chart words of the week
What is a contraction?
Focus: Contractions We Do
Have students practice building words of the week using whiteboards (check for understanding)
Standard: CC.1.1.1.C Complete contraction practice together (ex: Do + Not is _______) Have kids write contraction answer
on their white board and practice spelling it correctly
Objective: I can practice You Do (Check for understanding)
decoding words using Contraction activities
Monday: highlight the contractions Tuesday: NOT contraction flower Wednesday: 100 th day activities
whiteboard and workbook
Thursday: castle contractions Friday: Its my partya story of contractions
activities.

Words of the week:

I can complete
whiteboard 1. Dont
2. Arent
3. Wont
4. Im
5. Isnt
6. Cant
7. Well
8. They
9. When
10. How

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 1:10
1:10-1:30 Students read their leveled books independently focusing on skill from read aloud (reading with expression).
Independent Reading Teacher conferences with students while students read.

1:30-2:00 Lesson: Capital Letters and Punctuation Marks (Periods, Question Marks, Exclamation Points)
WRITING WORKSHOP
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Teacher will review capital letter anchor chart and end mark anchor chart with students
Teacher will model how to write sentences with appropriate capital letters and punctuation marks.
Standard: CC.1.4.1.C, Teacher will have sentences on board and students will have to edit sentences and place capital letters and

CC.1.4.1.F end marks where they belong

Check for understanding: Students will edit sentences and re-write them correctly (adding appropriate end
marks)
Friday writing rubric: Students will write a piece and teacher will grade using rubric and see if they have
progressed
2:00-2:45 Lesson: Making Patterns Lesson: Chapter 7 Lesson: Chapter 7 Exam Lesson: Chapter 8- Ways No Math todaysee
MATH and comparing numbers Review to Add above Friday schedule
CHAPTER 7 continued Objective: Student will
Objectives: Students well complete chapter 7 Objectives: Children will
Objectives: Students complete practice assessment add by making a 10 first,
Note: Student teacher will compare and order activities to review for using the strategy of
teaching math lessons numbers up to 20 chapter 7 exam number bonds.

-Students will make -Review pages 193 - 196 -Teacher will model how to
Standard: CC.2.1.1.B.2 numbers trains for 13, 11, use ten frame mats to
and 16, using connecting make complete problems
cubes using the number bond
strategy
-Students will order
them from least to -Students work with a
greatest partner to complete
practice problems using
-Teacher will invite ten frame mats.
students to the front of
the class to order their -teacher will walk around
connecting cubes form and to assess for
least to greats and vice understanding and then
versa review with the whole
class.
-class will complete pages
185-192 -Class will complete pages
197 - 201

2:40-3:00 Short day Nothing in

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this block
SCIENCE (Tuesday and
Thursday only)
**student teacher

Roles of a scientist/
Experiment unit

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