Mrs. Peterman s First Grade Lesson Plans Week of: Nov. 7 (Continue DRA and word wall assessment) Monday: Nov. 7

Transcription

1 Mrs. Peterman s First Grade Lesson Plans Week of: Nov. 7 (Continue DRA and word wall assessment) Monday: Nov. 7 Basic Fact Practice as students arrive 8:35-8:45 d Reading Introduce Owls (read back of book blurb- think aloud about the word nocturnal ) - Notice table of contents - solve covered words using MSV- gulp, silently, listen - Let s try to remember all the things that we learned about these kinds of birds, turn and tell your partner. 8:45-9:40 Reading Workshop (9:35-10:05 Art Outreach) Mini lesson (Session 18 Word Detectives Show Off Their Skills) (At our seats with text at document camera) Connection: Readers, yesterday we continued to work on smoothing out our reading. Through this unit we have learned a lot of skills and used a lot of cool tools. Tell your partner some ways you know to solve mystery words. Teaching Point: Today I want to teach you that word detectives use everything they know to show off their skills. They notice a problem, solve it, check it, and reread to make it smooth. Teaching/Active Engagement: Watch me. Ready? Here s a brand new book to read together. As we read, let s stay on the lookout for any problems, fix them up quickly and then keep on reading, remembering to make it sound nice and smooth. Now it s your turn to try. Pause at some covered and highlighted words to use various strategies and discuss those strategies to solve words. Link: Today and everyday, remember your job as word detectives isn t done! From now on, whenever you come across a tough word in your books, you know what to do! Show off those word detective skills! You can use everything you know, and the tools in your detective kits, to help you crack the case! Independent Reading/Guided Reading: See plans in Guided reading binder Midworkshop teaching point (Art Outreach) Partner Reading/Guided Reading 9:40-10:05 Word Knowledge

2 No new spelling this week Restroom/Brain Break 10:05-10:20 Read Aloud (Do Word Knowledge instead of Read Aloud) First half of word wall spelling test Lesson 9 Introduce /er/- listening and word blending 10:20-11:20 Writing Workshop Mini lesson (Session 14 Fix up writing by pretending to be a reader) Connection: Writers, yesterday we learned that books have a beginning called an introduction, and an ending called a conclusion. Teaching Point: Today I want to teach you that when writers get ready to publish, they first reread their writing, thinking about how to get it ready for their readers. And one way they get their books ready for their readers is by pretending to be the reader, checking for any mistakes or confusing parts. Teaching/Active Engagement: Watch me. Revise car racing text (in binder) while read out loud and thinking aloud to students. Now it s your turn to try. You ll read your books out loud today and see if there are any mistakes or confusing parts. Link: Today and everyday, remember you can pretend to be a reader to get their books ready to publish. Independent Writing/Conferring your book with the people at your team. 11:20-12:05 Lunch/Recess 12:05: Spiral Review/Restroom 12:10-12:40 CHARGE Purpose for teacher: Work with a guided reading group- see binder Purpose for other students not meeting with teacher: (last week s groups) Conference with Mrs. Kahl, or Grandma Donna, xtra math, addition war, sight word game, math fact practice 12:40-1:45 Math Workshop (Topic 4 Review- Collaborative posters)

3 Problem Based Learning/Solve and Show students a subtraction equation Solves 2- Explains the strategy 3- Writes a story to match 4 (if needed) Draw a picture to match Visual Learning Students share their posters, explain their strategies and tell their subtraction stories. Assess and Differentiate Center games (4-6?) 1:45-2:15 Music 2:15-2:45 Calendar/Health Talk about election and voting 2:45 Planners/Dismissal

4 Tuesday: Nov. 8 (Morning playground duty) Basic Fact Practice as students arrive 8:35-8:45 d Reading Read Owls using MSV to cross check. - Cover some words and use meaning and syntax first before looking at the visual information- through (discuss each part of the visual word, but it is easier to use meaning) - Highlight some words- weigh, feather, silently- Ask students to tell how they know that is the word and confirm that the word is right - After reading, discuss some key words and how they help us understand what we are reading- nocturnal, keen, silently, sharp 8:45-9:40 Reading Workshop Mini lesson (Session 1 from Unit 2 Getting started as a nonfiction reader) Connection: Readers, today is a special day. Today begins a new unit--on the whole world! You ll soar to outer space, swim with sharks, jam with rock bands, and play baseball with the pros! Who s excited to discover these new places and things with me?! You don t believe me? Let me show you the magic. (Lift the sheet off of nonfiction section of classroom library.) Teaching Point: Today I want to teach you that when reading nonfiction, or books about real life, readers start learning about a topic even before they read page 1. When they do a sneak peek, readers are already learning stuff about their topic. Teaching/Active Engagement: Watch me. Take a sneak peek of Hang on Monkey Look at the title, are you already learning?- Look at the cover carefully, are you learning from the cover? Here s a tip- move your eyes around the picture, so you can see the details in the photograph. Now it s your turn to try. Turn and tell your partner something you learned from the title and the cover. (Then call out some of the interesting things students have already learned.) Continue this pattern as you take a sneak peek of the book. Link: Today and everyday, remember you can start learning even before you start reading your books. You can learn a lot already from your sneak peek of an information book. (Begin new chart and add this strategy. Independent Reading/Guided Reading: See plans in Guided reading binder Midworkshop teaching point Readers, I wanted to remind you that when you are done with your book, you don t just throw it on the other side of your reading math. Instead, you do something at the end of your book. (Remind students of our Readers build good habits chart.) You might try to remember all the things that you already learned You may even decide to reread the book again so you can try to remember more things. Don t forget your strong habits!

5 Partner Reading/Guided Reading Review partner expectations and how this can look with informational books. Red and green first out some of the topics that students learned about today. Make a list. 9:40-10:05 Word Knowledge Second half of word wall spelling test Lesson 10 Review /ar/, mb /w/, /hw/, /er/- word blending Decodable- read together and discuss Bird Shirts #47 Restroom/Brain Break 10:05-10:20 Read Aloud Session 1- Introduce Super Storms Some of you may already know a lot about this topic, but I m curious, what is the difference between any old storm and a super storm? - Introduce a key word- destruction - Sneak peek (turn and talk- What are you learning so far?) - Read first half of text (monitor for understanding) (comment and ask about pictures), then partners turn and tell what they have learned so far. 10:20-11:20 Writing Workshop Mini lesson (Midworkshop from session 9- Writers draft and revise book and chapter titles) Connection: Writers, yesterday we learned how to act like a reader of our writing to fix it up. Last week we talked about how families spend a lot of time choosing a name for a new baby or for a pet. Writers spend just as much time choosing chapter titles because names are important. Teaching Point: Today I want to teach you that your chapter titles are very important to help your reader understand what you are teaching. One way to do this is by looking at your titles over and over and thinking about them until you pick the just right chapter title. Teaching/Active Engagement: Watch me. Use the table of contents about police officers from p. 71. And show how this author used the tips from the chart. 1. Make it interesting, 2. Keep it short, 3. Tell what the page is about, 4. Chop up the big topic. Show how to look at your titles over and over and go back and tweek them. Now it s your turn to try. Have a student volunteer. Show their table of contents. (on the document camera) Tell your partner (at your tables) some ways to tweek the chapter titles. Link: Today and everyday, remember you can make your chapter titles interesting and keep them short. You can look at your chapter titles over and over until you get them just right.

6 Independent Writing/Conferring One or two students share their table of contents and tell if they made any changes to the chapter names. 11:20-12:05 Lunch/Recess 12:05: Spiral Review/Restroom 12:10-12:40 CHARGE Purpose for teacher: Basic facts quick check to determine if students have met current goals and can work on new flash cards. Purpose for other students not meeting with teacher: 12:40-1:45 Math Workshop (Topic 4 Test) Problem Based Learning/Solve and Visual Learning Assess and Differentiate (Update Calendar before specials) 1:45-2:15 Music 2:15-2:45 Library 2:45 Planners/Dismissal

7 Wednesday: Nov. 9 Basic Fact Practice as students arrive 8:35-8:45 d Reading Read Owls with word work focus - As you read, sort words with long and short vowel sounds - After a few sections stop to study and discuss a multisyllabic word and how to solve itkilogram - After reading, discuss some new high frequency words- enough and through, study these words and add them to word wall with a box around the gh in each to remind us how that can sound in other words 8:45-9:40 Reading Workshop Mini lesson (Session 2 Studying One Page Can Teach So Much) Connection: Readers, yesterday we read and read and really flew through our information books. But remember as writers lately we have been slowing down to think about details. The same is true for reading! You do want to read a lot! But you also need to think and learn as you read. When you read thoughtfully, that helps you get smarter about your topics. Teaching Point: Today I want to teach you that readers who want to get smart about a topic don t just let the pages fly by. Instead, readers think, This one page can make me smart and they read each page closely, getting as much as they can out of it. They read whole books that way. Teaching/Active Engagement: Watch me. Do a shared reading of a page in Hang on Monkey. Read the words together, then study the page, remember that this one page--any one page--can make us smarter about the topic. We need to think about the words and look closely at the page and saw what we see. Reread the text, signal when you learn something new. Then study the picture, moving my finger onto parts of it, and back to the print. Then think aloud all that you can learn from just this one page! Now it s your turn to try. Read another page together, then have partners stop and study this one page and talk about all that they can learn. Link: Today and everyday, remember you can move your fingers around the page to the pictures and the words to study one page closely so you can learn a ton from just that one page. You can do this on each page of an information book. (Add this strategy to chart.) Independent Reading/Guided Reading: See plans in Guided reading binder Midworkshop teaching point How many of you have been reading in such a way that you get a ton of information from even just one page? Yes! Her s another thing you can get from one page. You ready? You can get an idea for what might come next in the book! Like if you read, There are many kinds of storm clouds. then you might guess, I bet the next page will tell about some of those kinds of storm clouds. And if you read a page that says, Some dogs are big, some dogs are small, some

8 dogs are short the next page might say Some dogs are tall! As you read one page, you can think, I bet the next page will tell about and then you can guess what might come next. (Add this strategy to the chart.) Partner Reading/Guided Reading Blue and orange first You have worked very hard to slow down and learn more from each page of your books! We can use what we have been learning about writing information books, and that can help us to read them better too! Look at our How can I teach my readers? chart and think how these things can help us understand reading information books too. 9:40-10:20 Math Workshop (Topic 4 Performance Task and Topic 5 intro story) Problem Based Learning/Solve and Visual Learning Assess and Differentiate Restroom/Brain Break 10:20-11:20 Writing Workshop Mini lesson (Midworkshop from session 11- Writers reread, looking for general statements to expand with more detail) Connection: Writers, yesterday we learned that you can look at your chapter titles over and over until you get them just right. Last week, we learned that you can help teach your readers by using comparisons and telling what something is like. Teaching Point: Today I want to teach you that if you finish your book, instead of starting a new one, you might want to reread and revise your book. One way to do this is to see where you wrote big general things, and add for example to tell a lot of details. Teaching/Active Engagement: Watch me. Read Sasha s example thumbs up if you hear a big general thing. I am going to teach you all about writing workshop. In writing workshop we write a lot of different kinds of things. We work very hard. Show how to expand this by saying for example Now it s your turn to try. Tell your partner a for example you could add to this writing to make it less general. Link: Today and everyday, remember you can look for places in your writing where you said a big general thing. Then you can expand it and add more detail by saying, for example.

9 Independent Writing/Conferring One or two students share. Listen for for example. 11:20-12:05 Lunch/Recess 12:05-12:25 Restroom/Planners/Pack up for Dismissal (Update Calendar) 12:25 P.E. 12:55 Art

10 Thursday: Nov. 10 (Morning playground duty) Basic Fact Practice as students arrive 8:35-8:45 d Reading Read Owls for fluency and expression - Explain that in an informational book our smooth reading voice can sound like news reporters or radio hosts, etc - As you read, think about why we are stressing certain words, then reread some sections to decide what word can get emphasis with our voices - After reading, on white boards, write some more that could teach about the section Staying Safe 8:45-9:40 Reading Workshop Mini lesson (Session 3 Readers learn more by chatting about what s happening) Connection: Readers, yesterday we can use a sneak peek to start learning about a topic, then we can study each page closely to learn a ton of information. Teaching Point: Today I want to teach you that to get really smart about your topic, you don t just read a book--you also have little chats about that book. You read the words on the page, and then you use your own words and your own ideas to talk about the book (or the page) with yourself or with a friend. (Add this strategy to the chart.) Teaching/Active Engagement: Watch me. When you read or see something in your books, you can sometimes think to yourself about what happened right before that or what will happen right after it. Show an example, Once the monarch butterfly s wings were spread wide You can chat with yourself, Maybe right before this, when the monarch comes out, its wings are all squished together. Read a page from Hang on Monkey This monkey hangs on a tree. Discuss what you think. I think the monkey is hanging on the tree. Oh wait! Those are the book s words. I need to use my own words. Now it s your turn to try. Turn and tell your partner something you chatted about with yourself just now about this page. Be sure to use your own words. Read next page together, then partners will chat together, using their own words about what was happening before or after this. Link: Today and everyday, remember you can have a little chat in your mind about the pages in your own words. You can try to say what you see happening. You might describe what might have happened before or what might happen next. These little chats will help you learn even more information! Independent Reading/Guided Reading: See plans in Guided reading binder Midworkshop teaching point Readers, sometimes when you are reading, you go to have a little chat about what s on a page, but then you end up forgetting what is on the page! You mind can get so full of your own ideas

11 that you end up forgetting the whole book! If this ever happens to you, remember to go back to the last place where things were still making sense and reread. Partner Reading/Guided Reading Red and green first You can squeeze your brain so you can make some ideas. As you read each page, try to squeeze your minds to get some thoughts. Wow! You can squeeze a whole lot of information from the rest of this book! 9:40-10:05 Word Knowledge Lesson 11 Introduce schwa - listening for schwa, look for examples in our names, word blending Skills page Restroom/Brain Break 10:05-10:20 Read Aloud Session 2- Super Storms- Review what students remember from our reading earlier this week. (Reread back of book blurb) - Stop and study each page as you read, ask students to help answer questions about them. (What was this part mostly about?) - On the last page, pause to think about how it is wrapped up, and check for understanding. - After reading- discuss what we have learned. (List types of super storms?) - Next time we read this book, we can reread the most important parts. Turn and tell your partner which parts we need to talk more about. 10:20-11:20 Writing Workshop Mini lesson (Midworkshop from session 13- Conclusions) Connection: Writers, yesterday we learned about expanding general parts of our writing by saying for example to tell more. Teaching Point: Today I want to teach you that information writers pay special attention to how they end their books, their conclusions. One way to decide how to end your own information book is by studying other authors to see what they have tried. Teaching/Active Engagement: Watch me. Look at some examples of information books and their conclusions. Bring out what you notice the authors have done. (Owls, Super Storms, Sharks, etc.) Now it s your turn to try. Tell your partner one thing you saw another author try, that you think you could try too.

12 Link: Today and everyday, remember you can look at examples written by other authors to give yourself an idea for your own writing. You can do this when you are trying to decide how to end your writing and write a conclusion. Independent Writing/Conferring A few students share just their last page or conclusion. 11:20-12:05 Lunch/Recess 12:05: Spiral Review/Restroom 12:10-12:40 CHARGE Purpose for teacher: 4 minute basic facts check to determine who has met the class goal of 50% Purpose for other students not meeting with teacher: 12:40-1:45 Math Workshop (Test make-ups and reteaching day) Problem Based Learning/Solve and Teach and model using an open number line to add by breaking one number apart and adding it in two chunks. Start with lower numbers, then move to higher using the same strategy. Visual Learning Visual learning bridge from lesson 3-2 Guided practice (using slates) 1. Think of how they want to split up the number. 2. Then add the first chunk 3. Add the second chunk Assess and Differentiate Teacher created practice sheet- encourage students to split numbers up to add, not to jump by ones. A group will work with the teacher for extra help and reteaching. 1:45-2:15 Calendar/Social Studies Discuss Veteran s Day. Create a Who is a soldier? drawing/graphic organizer. Picture assessment.

13 2:15-2:45 Science Continue to discuss different kinds of sound by continuing to read in science book. 2:45 Planners/Dismissal

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