Monday ­ 1­8­18 Week 20 Events 2N ­ Please send down 1 student for announcements at 8:25 am

Circle: If someone is being mean to you, what should you do? Pasta for Pennies Campaign Begins Ag in the Classroom 2N 1:15­2:00/2B 2:00­2:45 pm NO ILT Mtg.

Word Knowledge

Lesson 3 ­ /ī/ spelled igh, _ie, _y, i, i_e, igh and /ō/ spelled oa_, _ow, o, o_e dry, tie, fight, why, tow, soap, below, bike, cone, oak snap words: different, eight, never, these write 3x;s each

Math Workshop

PB Learning/S&S Visual Learning

Assess/Differentiate

Introduce Topic 9 ­ Numbers to 1,000 ­ Use Interactive Math Story ­ online; Topic Opener, pp. 503­508. Lesson 9­1 ­ Understand Hundreds, pp. 511­516: Students understand place value and count by hundreds to 1,000. You may want to give students place­value blocks (or Teaching Tools 19 and 20) to use during this activity. Students look at one way to represent 100. Then they draw a picture of another way to show 100, and they explain their reasoning for Solve & Share (p. 511).

Watch Video and complete Guided Practice, Do You Understand?; and Problem Solving page as a whole group. Use Math Practices and Problem Solving questions 10 & 12 to check understanding.

Assign Independent Practice to students as you monitor their progress. Small groups by need.

Reading Workshop

Lesson Focus Getting Ready

Teaching Point

Begin Bend I ­ Going on Reading Adventures Getting Ready:

Organize your library to include a variety of fiction books across students’ just right reading levels and that feature engaging characters.

Consider possible small groups you’ll aim to support across this unit. Gather books to use during minilessons, small­group work, read­alouds, and shared

reading. Create and prepare to distribute special tools: (available at digital resources)

1. Blank copies of student goal cards. 2. Retell booklets 3. Talk tool and Director’s Tool

Session 1: Readers Preview Stories to Get Ready for Reading Adventures Getting Ready:

Make sure that students have new just­right storybooks in their book baggies before the lesson.

Set students up to bring their baggies with them to the meeting area (see Active Engagement).

Choose a demonstration text that you’ll use throughout the unit. We suggest Iris and Walter and the Field Trip, by Elissa Haden Guest, because of its engaging characters and clear problem­and­solution structure, but any text with these qualities will work well (see Teaching and Share).

Prepare the new anchor chart for this bend, “Off We Go! Readers Go on Adventures!” and have the strategy Post­it notes ­ “Get ready! Take a sneak peek!” and “Keep track of WHERE and WHEN” ­ ready to add (see Link and Share).

Prepare the new partner anchor chart, “Partners Share Their Reading Adventures!” and have the strategy Post­it note ­ “Retell what happened,” ­ ready to add (see Transition to Parner Time).

Teaching Point: “Today I want to teach you that it’s important to get ready for your reading adventures. Readers take a sneak peek to find out where they’ll go and what they’ll do.

Science Ag in the Classroom program with Mrs. Frost

Writing Workshop

Lesson Focus Getting Ready

Teaching Point

Begin ­ Writing Gripping Fictional Stories ­ IF...Then book (pgs. 38­51) Bend 1 : Think of a Character and of small moment stories for that character: Generating and writing several short fiction books (Approximately 1 week) Students will:

Generate ‘edge of their seat’ story ideas and then choose one Storytell to a partner before writing Write several focused stories, writing in booklets 1. Storytelling focused on Small Moment scenes rather than summarizing 2. Using details to build tension 3. Stretching out the most gripping parts

Session 1: Introduce the genre/generating story ideas, pg. 38 Materials/Getting Ready:

Begin a short anchor chart: Generating Ideas for Fiction Stories 1. Think of ‘one time when’s’ from a book that you’ve already read. A sample realistic fiction book that is engaging to use during the teach section. Mentally prepare a few writing ideas to share, based on characters and books you have

read. Teaching Point: “Today I want to teach you that one strategy for generating fictional story ideas begins with you thinking of ‘one time when’s’ from book that you have already read. You can use these story ideas as a starting point to generate your own ideas for a story.”

Tuesday ­ 1­9­18 Events Circle: If someone is being mean to someone else, what should you do?

Word Knowledge

Lesson 3 ­ /ī/ spelled igh, _ie, _y, i, i_e, igh and /ō/ spelled oa_, _ow, o, o_e dry, tie, fight, why, tow, soap, below, bike, cone, oak snap words: different, eight, never, these phonics skills practice 49­50

Math Workshop

PB Learning/S&S Visual Learning

Assess/Differentiate

Lesson 9­2 ­ Models and 3­Digit Numbers, pp. 517­522: Students use place­value blocks and drawings to model and write 3­digit numbers. Have students work in pairs. Distribute place­value blocks (or Teaching Tool 19) ­ 2 hundreds flats, 12 ten rods, and 15 ones cubes to each pair. In this problem, students consider place value as they find a way to show 125 with place­value blocks, and they explain for Solve & Share (p. 517).

Watch Video and complete Guided Practice, Do You Understand?; and Problem Solving page as a whole group. Use Math Practices and Problem Solving questions 12 & 13 to check understanding.

Assign Independent Practice to students as you monitor their progress. Small groups by need.

Reading Workshop

Lesson Focus Getting Ready

Teaching Point

Session 2 ­ Readers Use the Storyline to Predict Getting Ready:

Display you “Off We Go! Readers Go on Adventures!” chart in an accessible place, and have the new Post­it note ­ “Predict what might happen next” ­ ready to add (see Connection).

Assemble a collection of three or four books from your classroom library. These can be familiar books or books that are new to most of your students (see Teaching).

Set students up to bring a book from their book baggies with them to the meeting area (See Active Engagement).

Choose two additional books from your classroom library, from one book select a part where something bad is about to happen. From the other, select a part where something good is about to happen. We use The Ghost­Eye Tree by Bill Martin Jr. and Off We Go! By Jane Yolen (see Share).

Have the “Partners Share Their Adventures!” chart handy and the strategy Post­it Note ­ “Think ahead! What might happen next?” ­ ready to add (see Transition to Patrner Time).

Teaching Point: “Today I want to teach you that when you read stories, you’re not just tagging along behind the character. You’re also looking ahead and imagining what’s next You think about what’s already happened to predict what might happen next.” Add this strategy to the anchor chart.

Writing Workshop

Lesson Focus Getting Ready

Teaching Point

Session 2: Another Way to Generate Story Ideas Materials/Getting Ready

Add to the anchor chart: Generating Ideas for Fiction Stories 1. Think of ‘one time when’s’ from a book that you’ve already read 2. Fictionalize a small moment from your own life Teacher may use the example below or come up with an example of her own.

Teaching Point: “Today I want to teach you that fiction writers sometimes use small moments from their own life to create a character and problem for a fictional story. When you choose a small moment from your own life, you can fictionalize it or tell it from a different perspective in order to bring out tension.”

Wednesday ­ 1­10­18 Events Circle: When someone is misbehaving in the classroom, what should you do?

60­minute Early Dismissal 2:15­3:15 pm Collaboration (K­2 AVID/3­5 RUOS) 3:00­5:00 pm BBSS Mtg. at SSHS Commons (2B)

Word Knowledge

Lesson 3 ­ /ī/ spelled igh, _ie, _y, i, i_e, igh and /ō/ spelled oa_, _ow, o, o_e dry, tie, fight, why, tow, soap, below, bike, cone, oak snap words: different, eight, never, these phonics puzzle piece/word search

Math Workshop

PB Learning/S&S Visual Learning

Assess/Differentiate

Lesson 9­3 ­ Name Place Values, pp. 523­528: Students tell the value of a digit by where it is placed in a number. Provide place­value blocks (or Teaching Tool 19) for students to use, as needed. In this problem, students explain why they agree or disagree with Jakes’s reasoning about the value of a digit in a 3­digit number for Solve & Share (p. 523).

Watch Video and complete Guided Practice, Do You Understand?; and Problem Solving page as a whole group. Use Math Practices and Problem Solving questions 11 & 12 to check understanding.

Assign Independent Practice to students as you monitor their progress. Small groups by need.

Reading Workshop

Lesson Focus Getting Ready

Teaching Point

Session 3 ­ Readers Retell to Retain the Story Getting Ready:

Set students up to bring their book baggies to the meeting ares (see Connection, Active Engagement, and Share).

Have your demonstration text ­ hopefully one in which the character goes to new places or undergoes changes ­ at the ready. We use Iris and Walter and the Field Trip, (see Teaching and Conferring and Small­Group Work).

Prepare Post­its to use during your minilesson and to add to student’ book baggies, as needed (see Teaching and Active Engagement).

Display you “Off We Go! Readers Go on Adventures!” anchor chart in an accessible place and have the strategy Post­It note ­ “Retell the important parts! Mark pages to remember ­ ready to add (see Link).

Prepare small, blank, stapled booklets, one for each student. The booklets should be six pages each, including the cover, to support students work in retelling in sequence (see Share).

Teaching Point: “Today I want to teach you that the best way to remember a book forever and ever is to tell someone else about it. After you read a great book, you can take it to a friend and say, ‘Can I tell you about this book? If you’ve marked some of the important parts, it will help you retell what happened.”

Writing Workshop

Lesson Focus Getting Ready

Teaching Point

Session 3: Keeping Stories Focused by Limiting the Amount of Time Covered and the Number of Characters. Materials/Getting Ready:

Prepare a ‘bed to bed’ story to share with your class. Prepare a 2nd version of your bed to bed story, but only focusing in on one or two small

parts of the day. Teaching Point: “Today I want to teach you that strong fiction writers keep their stories focused by choosing stories that could happen in one or two twenty­minute stretches of time and they keep the number of characters in their story small so you are able to ‘get into the head’ of you characters and develop the characters with some essential details.

Thursday ­ 1­11­18 Events Circle: If someone is misbehaving on the playground, what should you do?

12:45­2:18 pm PBIS Station Rotation (see schedule)

Word Knowledge

Lesson 3 ­ /ī/ spelled igh, _ie, _y, i, i_e, igh and /ō/ spelled oa_, _ow, o, o_e dry, tie, fight, why, tow, soap, below, bike, cone, oak snap words: different, eight, never, these phonics skills practice 51­52

Math Workshop

PB Learning/S&S Visual Learning

Assess/Differentiate

Lesson 9­4 ­ Read and Write 3­Digit Numbers., pp. 529­534: Students read and write 3­digit numbers in expanded form, standard form, and word form. Make available place­value blocks (or Teaching Tools 19 and 20) for students to use throughout the lesson, as needed. In this problem, students show different ways to write 231, using their knowledge of the value of the digits. Then, they explain their work for Solve & Share (p. 529).

Watch Video and complete Guided Practice, Do You Understand?; and Problem Solving page as a whole group. Use Math Practices and Problem Solving questions 11 & 12 to check understanding.

Assign Independent Practice to students as you monitor their progress. Small groups by need.

Reading Workshop

Lesson Focus Getting Ready

Teaching Point

Session 4 ­ Readers Revisit Books to Notice More Getting Ready:

Prepare a clipboard, a blank piece of paper, and a pencil to distribute to each student (see Connection).

Be sure to have the demonstration text you chose in the first session ready to use (see Teaching).

Display you “Off We Go! Readers Go on Adventures!” anchor chart in an accessible place and have the strategy Post­it note ­ “Reread to notice MORE” ­ ready go add (see Link).

Set students up to bring one of their own books to the meeting area (see Active Engagement and Share).

Select a picture book in advance that you can use to model making predictions (see Conferring and Small­Group Work).

Have the “Partners Share Their Reading Adventures!” chart handy and the strategy Post­it note ­ “Reread together to see MORE” ­ ready to add (see Transition to Partner Time).

Teaching Point: “Today I want to teach you that readers know that they can go back to the same place, the same page, and the same reading adventure and see something new every time. Readers reread!”

Writing Workshop

Lesson Focus Getting Ready

Teaching Point

Session 4: Stretching Stories to Give More Details Materials/Getting Ready:

2 ­ 3 examples of ways to ‘stretch’ a story or sentence to give more details.

Have two versions of the story from session 3 available.

Teaching Point: “Today I want to teach you that when you think you’re done, you’ve really just begun! As writers of fiction, the stores are limitless. So, when you finish writing one

story, you have the opportunity to begin writing a new story. And once you have written a

whole bunch of short stories, it could be time to stretch your writing over more pages and write

longer, short stories. You will go deeper into one story, adding more and stretching it out to

show the importance of it. It is often very helpful to share your story with a partner to check

and make sure it is having the effect you hoped for.”

Friday ­ 1­12­18 Events Circle: If you were an ice cream flavor, which one would you be and why?

No School on Monday in honor of Martin Luther King, Jr. Birthday

Word

Knowledge Lesson 3 ­ /ī/ spelled igh, _ie, _y, i, i_e, igh and /ō/ spelled oa_, _ow, o, o_e phonics/vocabulary assessment

Math

Workshop

PB Learning/S&S Visual Learning

Assess/Differentiate

Lesson 9­5 ­ Different Ways to Name the Same Number, pp. 535­540: Students make and name a number in different ways to show the same value. Distribute place­value blocks (or Teaching Tool 19) ­ 2 hundreds flats, 21 tens rods, and 13 ones cubes to each student. In this problem, students make different models of the same number. Then they draw their models, and explain how they are alike and different for Solve & Share (p. 535).

Watch Video and complete Guided Practice, Do You Understand?; and Problem Solving page as a whole group. Use Math Practices and Problem Solving questions 9 & 10 to check understanding.

Assign Independent Practice to students as you monitor their progress. Small groups by need.

Reading

Workshop

Lesson Focus Getting Ready

Teaching Point

Session 4 ­ Readers Reread to Notice Pages that Go Together

Getting Ready:

Anchor chart, “Off We Go! Readers Go on Adventures!” adding the Post­it note

­ “Connect parts of the story together”.

Teaching Point: “Today I want to teach you that when readers reread, they notice how parts of the story go together. You might notice that the same kinds of things happen again and again, or the way the trouble starts and ends!”

Social Studies Martin Luther King, Jr. video

Writing

Workshop

Lesson Focus Getting Ready

Teaching Point

Session 5: Using Writing Partners to Help Elaborate with a Focus

Materials:

A piece of barebones writing Create Anchor Chart for Using Writing Partners:

Writer Reader

“I’m confused. Could you say more?”

What are you picturing when you read this? “What do you mean?”

Does this part make sense? “How was the character feeling … what was he

doing to show that he felt that way?”

Teaching Point: “Today I want to teach you that writers a very thoughtful about the way they make stories longer. They want to make sure that all of the information they are adding, makes their story more vivid and come alive! They don’t just add more to make the story longer … they add details to make their story seem real. Writers do this by going bit by bit through each small moment. Writers also use partners … sometimes friends, sometimes their publisher or editor … to bounce ideas off of and make sure the work they have done, is getting the response they really want.”