Andersen

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

Monday, 1/9

Tuesday, 1/10

Wednesday, 1/11
Thursday,1/12
Breakfast/ Morning Work/ Book Shopping
Group Bathroom Break

9:00-9:15

Friday, 1/13

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

Standard:
CC.1.3.1.C, CC.1.3.1.G

JAN BRETT AUTHOR

STUDY

Objective: I can
read The Hat and fill
out a graphic
organizer in order to
identify cause and
effect. I can answer
questions during and
after reading in order
to comprehend.
I Do: Introduce cause
and effect skill by using

Monday: The Hat

Tuesday: The Mitten
Wednesday: Re-read The

Hat
Thursday: The 3 Snow

Bears
Friday: The 3 Snow

Bears and Goldilocks and

3 Bears read aloud video

anchor chart and

modeling.
We Do: Students will
complete some cause and
effect scenarios
together as a class. Begin
reading read aloud and
ask comprehension
questions while reading.

Objective: I can
complete a beginning,
middle, and end book
in order to retell a
story.
I Do: Introduce
beginning, middle, and end
graphic organizer and
model how to record what
is most important. Read a
short passage/book and
model how you would pick
most important parts to
record.

Objective: I can
complete a reading
extension response &
a comprehension
assessment in order
to show I can
comprehend a story.

I Do: Re-model what it

means to sequence story

important to look at what

events by sequencing story

the characters are saying

events from read aloud

as you read to understand

yesterday using sentence

the characters better.

strips.

I Do: Model what it

We Do: Read book aloud

contrast by completing a

Model how to do this using

a page.

and stop to ask

We Do: Begin reading
read aloud and ask
comprehension questions
while reading. Use thinkpair-share

We Do: Re-read The Hat

comprehension questions.

and stop to ask what

Use think-pair-share. Also

characters said after

stop to sequence events

tabbed pages (think pair

that happened thus far.

share and share out)

Understanding: The Hat:

Cause and Effect Graphic
Organizer

Understanding: Students
will create beginning,
middle, and end mitten
book

You Do/Check for

Understanding: Response:

Understanding:

activitystudents will cut

When Hedgies

friends ask her why

she has something

means to compare and

Venn Diagram on two
different things.

We Do: Read The Three

Snow Bears and

You Do/Check for

You Do/Check for

Objective: I can
compare and
contrast The 3 Snow
Bears and Goldilocks
and the 3 Bears by
completing a Venn
Diagram. I can tell
what my favorite Jan
Brett story was by
completing a book
review.

I Do: Explain that is

Use think-pair-share
You Do/Check for

Objective: I can
sequence story
events. I can answer
questions during and
after reading in order
to comprehend.

Sequencing extension
and paste sentences from
the story into the

Goldilocks and the three

bears and complete Venn
diagram together as a
class after reading.
(Chart paper/sentence
strips)

Andersen
on her head, Hedgie
Closure: Share out

Closure: Share out books

answers and what we

with partners and what we

have learned today

have learned today.

responds
differently. Read
each response and
glue it under who

appropriate order.
Closure: Share out

You Do/Check for

answers and what we have

Understanding: My

learned today

favorite Jan Brett book/

Book review

Hedgie said it too.

The Hat
comprehension
assessment.

Exit Ticket: Finding the

Main IdeaThe Circus

Closure: Share out test

answers after students
take.

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

GUIDED

11:20

READING/DAILY 5

Objective: Students will work on integral literacy skills by completing daily 5 centers and meeting with teacher

CENTERS

during guided reading.

Note: Student teacher

Spelling Test 11:10-

Guided Reading 11:3012:15

teaching two reading

groups per/day. See
Guided reading lesson

12:15-12:45- Math

Andersen
(Rotation schedule on wall
in classroom)
10:30-10:50

Standard: CC.1.3

Standard: CC.1.3

Standard: CC.1.3

Standard: CC.1.3

CLOSE

Close Reading

Close Reading

Close Reading

Close Reading

READING/SCIENCE

Objective: I can figure

Objective: I can answer

Objective: I can answer

Objective: I can answer

INTEGRATION

out tricky words in

questions about

comprehension questions

comprehension questions

passage using context

vocabulary words by

about polar bears by going

about polar bears by going

clues.

discussing and highlighting

back into the text and

back into the text and

evidence in a passage.

highlighting evidence.

highlighting evidence.

Snowflakes

Read through once

Write down tricky

Re-read as students

Re-read as students

Re-read as students

words in journals
Read text again as

follow
Review vocabulary

follow
Receive

follow
Receive

students follow along

Talk about tricky

comprehension page
Answer question 1 and

comprehension page
Answer 3 and answer

words and see if we

can figure out
meaning using
context clues

terms we learned
yesterday
Students receive

2 and answer them

them while

vocab sheet to

while highlighting the

highlighting the

complete

evidence from the

evidence from the

Students circle the words

text to support each

text to support each

in the passage as we go

answer

answer

over together and

complete vocabulary page
10:50-11:15
WORD WORK/PHONICS

I Do

Spelling test today on

Model how to make th sound

words of the week

We Do
Focus: Th Words

Have students practice building words of the week using whiteboards or letter tiles (check for
understanding)

Standard: CC.1.1.1.C
Objective: I can practice
decoding words using

You Do

Complete a page in readers notebook and use this as quick assessment

Monday: page 150, Tuesday: page 152, Wednesday: page 153, Thursday: page 159

whiteboard and workbook

activities.

Words of the week:

1.
2.
3.
4.
5.

That
Then
This
Them
With

Andersen
6.
7.
8.
9.
10.

Bath
Blue
Far
Where
Cold

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 to stretching out sounds can help you read a word

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

Lesson: Non-fiction text

Lesson: Non-fiction text

Lesson: Non-fiction text

No writing today due to

WRITING WORKSHOP

connections to MLK

features : Adding

features : Adding

features : Creating a

shortened day

Objective: I will connect

headings and bold print

headings and bold print

caption

to what I learned about

Objective: Students

Objective: Students

Objective: Students

Andersen
Standard: CC.1.4.1.C,

MLK Jr by writing about

explore non-fiction text

explore non-fiction text

explore non-fiction text

CC.1.4.1.F

my own dream while

features using a mentor

features using a mentor

features using a mentor

using my writers

text and then add their

text and then add their

text and then add their

checklist.

own non-fiction text

own non-fiction text

own non-fiction text

features to their writing.

features to their writing.

features to their writing.

Introduce MLK

Read Martins Big

Dream Mentor Text

Chart words that
stood out with class

Teacher reads mentor

text and focuses on

headings and bold

headings and bold

print

Students write and add a

checklist
Students write
teacher conferences
with students

Teacher reads mentor

text and focuses on

(MLK word wall)

Review writers

My dream as

print
Students write and

Teacher reads mentor

text and focuses on

captions
Students write and
add a heading and

heading and bold print and

add a heading and

other informational

other informational text

bold print and other

text features to their

features to their own

informational text

own writing as teacher

writing as teacher

features to their own

conferences. .

conferences.

writing as teacher

2:00-2:40

Lesson: Review Ordinal

Lesson: practice test and

conferences.
Lesson: CHAPTER 6

MATH

numbers and Positions

review chapter 6

TEST TODAY

CHAPTER 6: Ordinal

Lesson: Counting to 20

Lesson: place value

Objective: Students will

Objective: Students will

Numbers and Positions

Objective: Students will

Objective: Students will

Objective: Students will

learn to count a set

use place value to show

Note: Lesson completed

use connection cubes to

complete question on

use numbers in their

between ten and twenty

numbers up to 20

by student teacher:

show their understanding

ordinal numbers and

ordinal sense from first

objects by counting on

Student teacher teaching

of ordinal positions.

positions to prepare for

to tenth to describe order

from ten.

chapter 6 test tomorrow.

and position of objects or

math lessons
-Students will work in
Standard: CC.2.1.1.B.1

persons.

-Students will use

connections cubes to

I do- Teacher will model

represent ones and tens

pairs rearranging

-Students will complete

different ways to count on

to count on form ten up

connection cubes in

review pages 157-160 to

from 10

to twenty.

various ordinal positions

prepare for tomorrows

We do- Complete pages

test.

167-170 whole group

- whole group will

-Students will complete

You do- Students

complete practice pages

practice pages 151 & 152

-Students will play o have,

complete page number 171-

173-176

pages

who has? Ordinal number

172

game to prepare for

(check for understanding)

-Class will play ordinal

number scramble game

tomorrows test.

Andersen
2:40-3:00

Martin Luther King

Martin Luther King

Martin Luther King

Social Studies: Martin

mini lesson

mini lesson

mini lesson

Luther King

Objective: I can learn

Objective: I can learn

Objective: I can show

demonstrate my

facts about MLK Jr.

facts about MLK Jr. by

my understanding of

understanding of MLK

by reading with my

reading with my class

MLK by completing fact

by completing

class and completing

and completing fill in

page.

assessment.

fill in the blanks.

the blanks.

MLK shared
reading book

2:45-3:00

Watch Brain pop jr

MLK shared reading

Video and re-read

book (finish book

shared reading

and re-read)

book

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:

Have class meetings where kids get in a circle more often

Use positive reinforcement often in challenging situations
Have out cotton balls and give students opportunities to earn them
Give students more time to talk together during lessons

Short day Nothing in

this block

Objective: I can

Martin Luther King

Review and take

assessment