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1st Grade Lesson Plans

Last Updated: 7/17/2020 7:27 PM

Downloadable Form

 

Day: 1

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Friday, August 1, 2014

Subject/Title: Language Arts/Grammar: Complete Sentences~ Routines, Rules and Procedures

Theme: Animals, Tame and Wild

Standard(s) for the day:

 

ELACC1L2: Demonstrate   command of the convention of standard English capitalization, punctuation,   and spelling when writing.

WIDA:   Standard 2: Language of Language   Arts

 

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

1. Daad said my kat ran.    1. Dad   said my cat ran.

2. I im mab at that cat.        2.   I am mad at that cat.

                  

 

Lesson Activities:

  •   
  • Teacher        will explained routines, rules and procedures of the classroom. Introduce and model writing complete        sentences using Writing Transparency 1. 1) Sam come back. 2) I like Sam. 3) Sam is a cat. (ELACC1:2b: Use end punctuation for sentences.)
  •   
  • Teacher        will assist students in reading the completed sentences aloud while        track reading. Students will identify what a complete sentence is by        writing sentences about their pets. (ELACC1L2a: Capitalizes the date and names of        people. ELACC1L2b: Use end        punctuation for sentences. . ELACC1L2e: Spell untaught words phonetically,        drawing on phonemic awareness and spelling conventions.)

Essential Questions: Why is it important to follow classroom   rules while working in learning centers?   How to write a complete sentence?

Remedial/ Enrichment / Acceleration Activities:

                 
   

Remedial     Activities

   

Students     will role play in rotating in centers.

   
   

Enrichment     Activities

   

Students     will role play in rotating in centers.

   
   

Acceleration     Activities

   

Students     will role play in rotating in centers.

   

 

Closure: Teacher will review and discuss classroom   rules. Teacher will review how to write a complete sentence.

Assessment:   Teacher will ask students to name some   classroom rules. Teacher will ask students how to begin and end sentences.

 

 

Day: 2

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Monday, August 4, 2014

Subject/Title: Language Arts/Grammar: Complete Sentences, Routines, Rules and Procedures

Theme: Animals, Tame and Wild

Standard(s) for the day:

 

ELACC1L2: Demonstrate   command of the convention of standard English capitalization, punctuation,   and spelling when writing.

WIDA:   Standard 2: Language of Language   Arts

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

1. Daad said my kat ran.    1. Dad said my cat ran.

2. I im mab at that cat.        2.   I am mad at that cat.                  

 

Lesson Activities:

  •   
  • Teacher        will explained routines, rules and procedures of the classroom. Introduce and model writing complete        sentences using Writing Transparency 1. (ELACC1:2b: Use end        punctuation for sentences.
  •   
  • Teacher        will assist students in reading the completed sentences aloud while        track reading. Students will identify what a complete sentence is by        writing sentences about their pets. (ELACC1L2a: Capitalizes the date and names of        people. ELACC1L2b: Use end        punctuation for sentences. ELACC1L2e: Spell untaught words phonetically,        drawing on phonemic awareness and spelling conventions.)

Essential Questions:   How to write a complete sentence?

Remedial/ Enrichment / Acceleration   Activities:

                 
   

Remedial     Activities

   

Teacher     will provide students with sentences. Students will circle sentences that     begin with a capital letter.

   

 

   
   

Enrichment     Activities

   

Students     will complete given sentences by filling in the beginning of a sentence     making sure it begins with a capital letter.

   
   

Acceleration     Activities

   

Students     will write complete sentences about their pet or favorite animal.

   

 

Closure: Teacher will review and discuss classroom   rules. Teacher will review how to write a complete sentence.

Assessment:   Teacher will ask students to name some   classroom rules. Teacher will ask students how to begin and end sentences. Students   will share their sentence with a partner.

 

 

Day: 3

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Tuesday, August 5, 2014

Subject/Title: Language Arts/Grammar: Complete Sentences~ Routines, Rules and Procedures

Theme: Animals, Tame and Wild

Standard(s) for the day:

ELACC1L2: Demonstrate command of the convention   of standard English capitalization, punctuation, and spelling when writing.

ELACC1SL5: Add drawings   or other visual displays to descriptions when appropriate to clarify ideas,   thoughts and feelings.

WIDA:   Standard 2: Language of Language   Arts

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

3. look at the little cat       3.   Look at the little cat.

4. she is in that sakk.        4.   She is in the sack.

                

Lesson Activities:

·          Teacher will continue with explaining routines,   rules, and procedures of the classroom.

·          Teacher will remind students that a sentence   is a group of words that tells a complete thought. It begins with a capital   letter. Many sentences end with a period.   Teacher will tell students today they will write a complete sentence   about their favorite animal. Teacher will demonstrate and give examples of a   complete sentence. Teacher will assist students in reading the completed   sentences aloud while track reading. Struggling writers may draw and label   pictures. (ELACC1L2a: Capitalizes the date and names of   people. ELACC1L2b: Use end   punctuation for sentences. ELACC1L2d: Use conventional spelling for words with   common spelling patterns and for frequently occurring irregular words. ELACC1L2e: Spell untaught words phonetically, drawing   on phonemic awareness and spelling conventions. ELACC1SL5: Add drawings   or other visual displays to descriptions when appropriate to clarify ideas,   thoughts and feelings.)

Essential Questions: How to write a complete sentence?

Remedial/ Enrichment / Acceleration Activities:

                 
   

Remedial     Activities

   

Teacher     will provide students with sentences. Students will circle sentences that     begin with a capital letter.

   

 

   
   

Enrichment     Activities

   

Students     will complete given sentences by filling in the beginning of a sentence     making sure it begins with a capital letter.

   
   

Acceleration     Activities

   

Students     will write complete sentences about their pet or favorite animal.

   

 

Closure: Teacher will review and discuss classroom   rules. Teacher will review how to write a complete sentence.

Assessment:   Teacher will ask students to name some   classroom rules. Teacher will ask students how to begin and end sentences. Students   will share their sentences with a partner.

 

Day: 4

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                Date: Wednesday, August 6, 2014

Subject/Title: Language Arts/Grammar: Complete Sentences~ Routines, Rules and Procedures

Theme: Animals, Tame and Wild

Standard(s) for the day:

 

ELACC1L2: Demonstrate   command of the convention of standard English capitalization, punctuation,   and spelling when writing.

WIDA:   Standard 2: Language of Language   Art

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

5. my dad ren with the cat     5.   My dad ran with the cat.

6. the cat was in the sak.       6.   The cat was in the sack.                

 

Lesson Activities:

  •   
  • Teacher        will explained routines, rules and procedures of the classroom.
  •   
  • Teacher        will remind students that a complete sentence is a group of words that        tells a whole idea Teacher will ask volunteers to describe how to begin        and end a sentence. Teacher will        write I like to play. Teacher will guide students into        describing how the sentence tells a whole idea. Teacher will write _________ likes to ____________. And _____________ likes __________. Teacher will call on        individual students to fill in the blanks. Students will describe correct        capitalization and punctuation. (ELACC1:2b: Use end punctuation for        sentences. ELACC1L2a:         Capitalizes the date and names of people. ELACC1L2b: Use end punctuation for sentences. ELACC1L2e: Spell untaught words phonetically,        drawing on phonemic awareness and spelling conventions.)

Essential Questions: How to write a complete sentence?

Remedial/ Enrichment / Acceleration   Activities:

                 
   

Remedial     Activities

   

Teacher     will provide students with sentences. Students will circle sentences that     begin with a capital letter.

   

 

   
   

Enrichment     Activities

   

Students     will complete given sentences by filling in the beginning of a sentence     making sure it begins with a capital letter.

   
   

Acceleration     Activities

   

Students     will write complete sentences about their pet or favorite animal.

   

 

Closure: Teacher will review and discuss classroom   rules. Teacher will review how to write a complete sentence.

Assessment:   Teacher will ask students to name some   classroom rules. Teacher will ask students how to begin and end sentences.

 

Day: 5

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Thursday, August 7, 2014

Subject/Title: Language Arts/Grammar: Complete Sentences~ Routines, Rules and Procedures

Theme: Animals, Tame and Wild

Standard(s) for the day:

 

ELACC1L2: Demonstrate   command of the convention of standard English capitalization, punctuation,   and spelling when writing.

ELACC1SL5: Produce   complete sentences when appropriate to task and situation.

WIDA:   Standard 2: Language of Language   Arts

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

7. sam ren bac       7.   Sam ran back.

8. dad is at dat.     8.   Dad is at bat.

 

 

Lesson Activities:

  •   
  • Teacher        will explained routines, rules and procedures of the classroom.
  •   
  • Teacher        will review definition of a complete sentence. Teacher will ask students how a        written sentence always begins. How do many written sentences end? (ELACC1L2a: Capitalizes the date and names of        people. ELACC1:2b: Use end        punctuation for sentences.
  •   
  • Teacher        will write several sentences on the board. Students will tell if        sentences are a sentence or not a sentence. (ELACC1L2a: Capitalizes the date and names of        people. ELACC1L2b: Use end        punctuation for sentences.)

Essential Questions: Why is it important to follow classroom   rules while working in learning centers?   How to write a complete sentence?

Remedial/ Enrichment/ Acceleration   Activities:

                 
   

Remedial     Activities

   

Teacher     will provide students with sentences. Students will circle sentences that     begin with a capital letter.

   

 

   
   

Enrichment     Activities

   

Students     will complete given sentences by filling in the beginning of a sentence     making sure it begins with a capital letter.

   
   

Acceleration     Activities

   

Students     will write complete sentences about their pet or favorite animal.

   

 

Closure: Teacher will review and discuss classroom   rules. Teacher will review how to write a complete sentence.

Assessment:   Teacher will ask students to name some   classroom rules. Teacher will ask students how to begin and end sentences.

 

Day: 6

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Friday, August 8, 2014

Subject/Title: Language Arts/Grammar: Complete Sentences~ Routines, Rules and Procedures

Theme: Animals, Tame and Wild

Standard(s) for the day:

 

ELACC1L2: Demonstrate   command of the convention of standard English capitalization, punctuation,   and spelling when writing.

ELACC1SL5: Produce   complete sentences when appropriate to task and situation.

WIDA:   Standard 2: Language of Language   Arts

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

9. dad is made at sam.      10.   Dad is mad at Sam.

10. sam ran bak to Dad.     11.   Sam ran back to Dad.              

 

Lesson Activities:

  •   
  • Teacher        will explained routines, rules and procedures of the classroom.

·          Teacher will tell students today you will   write three complete sentences about a pet or your favorite animal. Teacher will introduce and model writing   complete sentences. Struggling writers may draw and label pictures. Teacher   will assist students in reading the completed sentences aloud while track   reading. (ELACC1:2b: Use end punctuation for sentences. ELACC1L2a: Capitalizes the date and names of people.) ELACC1L2e: Spell untaught words phonetically, drawing   on phonemic awareness and spelling conventions. ELACC1SL5: Add drawings   or other visual displays to descriptions when appropriate to clarify ideas,   thoughts and feelings.)

Essential Questions: How to write a complete sentence?

Remedial/ Enrichment / Acceleration   Activities:

                 
   

Remedial     Activities

   

Teacher     will provide students with sentences. Students will circle sentences that     begin with a capital letter.

   

 

   

 

   
   

Enrichment     Activities

   

Students     will complete given sentences by filling in the beginning of a sentence     making sure it begins with a capital letter.

   
   

Acceleration     Activities

   

Students     will write complete sentences about their pet or favorite animal.

   

 

Closure: Teacher will review and discuss classroom   rules. Teacher will review how to write a complete sentence.

Assessment:   Teacher will ask students to name some   classroom rules. Teacher will ask students how to begin and end sentences. Teacher   will display students’ work in the hallway.

 

Day: 7

Teachers: Albrycht, S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Monday, August 11, 2014

Subject/Title: Language Arts/Grammar: Complete Sentences~ Routines, Rules/Procedures

Theme: Animals, Tame and Wild Review due to Benchmarks

Standard(s) for the day:

ELACC1L2: Demonstrate command of the convention   of standard English capitalization, punctuation, and spelling when writing.

WIDA:   Standard 2: Language of Language   Arts

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

1. Daad said my kat ran.       1.   Dad said my cat ran.

2. I im mab at that cat.           2.   I am mad at that cat.

Lesson Activities: Teacher will explain routines, rules and   procedures of the classroom.

GRAMMAR: Identify Sentences

·          Introduce and model writing complete sentences   using Writing Transparency 1. Read the definition of a sentence aloud. “Jack   the cat ran.” is group of words that tells a complete idea. A group of words that tells a complete idea   forms a sentence. A sentence begins with a capital letter and ends with a   period. “Jack the cat ran.” is sentence, so it begins with a capital   letter and has a period at the end. “Jack   the cat” is not a complete sentence because it does not tell a complete   idea. Continue modeling with items 2-5.   (ELACC12b: Use end punctuation for   sentences.)

PRACTICE: Write Sentences

  •   
  • Teacher        will ask children to use sentences to tell about their own pets or pets        they know. Remind them that a sentence is a group of words that tells a        complete idea. Guide children to        form complete sentences, and when they are successful write the        sentences on the board. You may        wish to omit capital letters or end punctuation and invite children to “correct” the mistakes. Then have children read the sentences        aloud as you track the print. (ELACC12b: Use end punctuation for        sentences.)

Essential Questions: How to write a complete sentence?

Remedial/ Enrichment / Acceleration Activities:

                 
   

Remedial     Activities

   

Teacher     will provide students with sentences. Students will circle sentences that     begin with a capital letter.

   
   

Enrichment     Activities

   

Students     will complete given sentences by filling in the beginning of a sentence     making sure it begins with a capital letter.

   
   

Acceleration     Activities

   

Students     will write complete sentences about their pet or favorite animal.

   

 

Closure: Teacher will review and discuss classroom   rules. Teacher will review how to write a complete sentence.

Assessment:   Teacher will ask students to name some   classroom rules. Teacher will ask students how to begin and end sentences.

Day: 8

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Tuesday, August 12, 2014

Subject/Title: Language Arts/Grammar: Complete Sentences, Routines, Rules and Procedures

Theme: Animals, Tame and Wild Review due to Benchmarks

Standard(s) for the day:

ELACC1L2: Demonstrate command of the convention   of standard English capitalization, punctuation, and spelling when writing.

WIDA:   Standard 2: Language of Language   Arts

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

3. look at the little cat       3.   Look at the little cat.

4. she is in that sakk.       4.   She is in the sack.

Lesson Activities:

  •   
  • Teacher        will explained routines, rules and procedures of the classroom.

GRAMMAR: Develop The Concept

·          Identifying   Sentences: Remind   children how to write a complete sentence. (Beginning with a capital letter   and ending with a period.) Teacher will write a sentence about a pet on the   board. Point to each word as you read   it. Ask children to explain how they   know it is a sentence. (The first word   is a capital and it has a period at the end.) A sentence is a group of words that tells a complete idea. It begins with a capital letter. Many   sentences end with a period. How do   sentences begin? (with a capital letter) How do sentences end? (with a   period) (ELACC12b: Use end punctuation for sentences.)

PRACTICE:   Correct Sentence

·          Teacher will display a picture of a running cat.   Begin by writing on the board That cat   ran. Model

how correctly capitalize and punctuate   the sentence as you write it. Model:   Write That. I think That is the first word in a   sentence, so it begins with a capital letter.   Write cat ran. That cat   ran is a sentence so it ends with a period.   Help students generate other sentences (groups of words that

tell a complete idea) about the   picture. Model how to correctly capitalize and punctuate their

sentence as you write them. Teacher   will assist students in completing p. 1 in the Grammar and Writing Practice   Book. (ELACC12b: Use end punctuation for sentences.)

Essential Questions:   How to write a complete sentence?

 

 

 

 

 

 

 

 

Remedial/ Enrichment / Acceleration Activities:

 

                 
   

Remedial     Activities

   

Teacher     will provide students with sentences. Students will circle sentences that     begin with a capital letter.

   

 

   
   

Enrichment     Activities

   

Students     will complete given sentences by filling in the beginning of a sentence     making sure it begins with a capital letter.

   
   

Acceleration     Activities

   

Students     will write complete sentences about their pet or favorite animal.

   

 

Closure: Teacher will review and discuss classroom   rules. Teacher will review how to write a complete sentence.

Assessment:   Teacher will ask students to name some   classroom rules. Teacher will ask students how to begin and end sentences.   Students will share their sentence with a partner.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day: 9

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Wednesday, August 13, 2014

Subject/Title: Language Arts/Grammar: Complete Sentences~ Routines, Rules and Procedures

Theme: Animals, Tame and Wild Review due to Benchmarks

Standard(s) for the day:

ELACC1L2: Demonstrate command of the convention   of standard English capitalization, punctuation, and spelling when writing.

WIDA:   Standard 2: Language of Language   Arts

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

5. my dad ren with the cat     5.   My dad ran with the cat.

6. the cat was in the sak.         6.   The cat was in the sack.                            

Lesson Activities: Teacher will continue with explaining   routines, rules, and procedures of the classroom.

GRAMMAR: Apply to Writing Sentences

Improve Writing Sentences:

·          Remind children that a sentence is a group of   words that tells a whole idea. Ask Volunteers to describe how to begin and   end a sentence. (with a capital letter   and punctuation such as period) Remind children to use sentences in their own   writing. Write Sam likes to play. Guide   individuals to describe how the sentence tells a whole idea. Who   is the sentence about? (Sam) What   does the sentence tell about him? (likes to play) (ELACC12b: Use end   punctuation for sentences.)

PRACTICE:   Write With Sentences

·          Teacher will call on individuals to supply words   for the sentence frames below to write complete sentences. Have them describe correct capitalization   and punctuation for the sentences.

           ______________ likes to   ____________             __________   likes __________ Teacher will

           assist students in completing p. 2.   In Grammar and Writing Practice Book. (ELACC12b: Use end

           punctuation for sentences. ELACC1L2a: Capitalizes the date and names of people)

Essential Questions: How to write a complete sentence?

Remedial/ Enrichment / Acceleration   Activities:

                 
   

Remedial     Activities

   

Teacher     will provide students with sentences. Students will circle sentences that     begin with a capital letter.

   

 

   
   

Enrichment     Activities

   

Students     will complete given sentences by filling in the beginning of a sentence     making sure it begins with a capital letter.

   
   

Acceleration     Activities

   

Students     will write complete sentences about their pet or favorite animal.

   

 

Closure: Teacher will review and discuss classroom   rules. Teacher will review how to write a complete sentence.

Assessment:   Teacher will ask students to name some   classroom rules. Teacher will ask students how to begin and end sentences.   Students will share their sentences with a partner.

Day: 10

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                Date: Thursday, August 14, 2014

Subject/Title: Language Arts/Grammar: Complete Sentences~ Routines, Rules and Procedures

Theme: Animals, Tame and Wild       Review due to Benchmarks

Standard(s) for the day:   ELACC1L2: Demonstrate   command of the convention of standard English capitalization, punctuation,   and spelling when writing.

WIDA:     Standard 2:   Language of Language Art

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

7. sam ren bac             7. Sam ran back.

8. dad is at dat.             8. Dad is at bat.

Lesson Activities: Teacher will explained routines, rules and   procedures of the classroom.

GRAMMAR: Review Sentences:

Define Sentences:

·          Teacher will ask students What is a sentence? (A   group of words that tells a complete idea.)   How does a written sentence   always begin? (with a capital   letter) How do many written sentences end? (with a period) (ELACC1:2b: Use end punctuation for sentences)

PRACTICE:   Identify Sentences

·          Teacher will write Sentence, Not a Sentence to head two columns. Read examples aloud as you track the   print. Guide children to compare and   contrast examples. Explain that the   sentence tells a whole idea---who (the cat) and what (plays). Point out that the other example only tells   who (the cat). Emphasize that it does not tell a whole idea. Continue writing   complete and incomplete sentences in each column. Guide children to compare   and contrast the examples. (ELACC1:2b: Use end punctuation for sentences)

                   Sentence                                                            Not   a Sentence

             The cat plays.                                                                 the cat

·          Teacher will assist students in completing p. 3 in   the Grammar and Writing Practice Book.

(ELACC1L2b: Use end punctuation for sentences.)

Essential Questions: How to write a complete sentence?

Remedial/ Enrichment/ Acceleration   Activities:

                 
   

Remedial     Activities

   

Teacher     will provide students with sentences. Students will circle sentences that     begin with a capital letter.

   

 

   
   

Enrichment     Activities

   

Students     will complete given sentences by filling in the beginning of a sentence     making sure it begins with a capital letter.

   
   

Acceleration     Activities

   

Students     will write complete sentences about their pet or favorite animal.

   

 

Closure: Teacher will review and discuss classroom   rules. Teacher will review how to write a complete sentence.

Assessment:   Teacher will ask students to name some   classroom rules. Teacher will ask students how to begin and end sentences.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day: 11

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Friday, August 15, 2014

Subject/Title: Language Arts/Grammar: Complete Sentences~ Routines, Rules and Procedures

Theme: Animals, Tame and Wild       Review due to Benchmarks

Standard(s) for the day:

ELACC1L2: Demonstrate command of the convention   of standard English capitalization, punctuation, and spelling when writing.

ELACC1SL6: Produce   complete sentences when appropriate to task and situation.

WIDA:   Standard 2: Language of Language   Arts

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

9. dad is made at sam.         9.     Dad is mad at Sam.

10. sam ran bak to Dad.       10. Sam ran back to Dad.            

 

Lesson Activities:

  •   
  • Teacher        will explained routines, rules and procedures of the classroom.

GRAMMAR: Sentences

·          Remind students that a sentence is a group of   words that tells a complete idea. It   begins with a capital letter. Many   sentences end with a period (.). This   is a sentence Sam ran. This is not a sentence Al and Sam. Look at the sentences about a pet. Name the capital letters at the   beginning. Point to the periods at the   end. Students will be tested on   identifying and writing complete sentences by completing p. 4 in the Grammar   and Writing Practice Book.

           (ELACC1L2a: Capitalizes   the date and names of people. ELACC1:2b: Use end punctuation

           for sentences.)

 

Essential Questions: Why is it important to follow classroom   rules while working in learning centers?   How to write a complete sentence?

Remedial/ Enrichment/ Acceleration Activities:

                 
   

Remedial     Activities

   

Teacher     will provide students with sentences. Students will circle sentences that     begin with a capital letter.

   

 

   
   

Enrichment     Activities

   

Students     will complete given sentences by filling in the beginning of a sentence     making sure it begins with a capital letter.

   
   

Acceleration     Activities

   

Students     will write complete sentences about their pet or favorite animal.

   

 

Closure: Teacher will review and discuss classroom   rules. Teacher will review how to write a complete sentence.

Assessment:   Teacher will ask students to name some   classroom rules. Teacher will complete p. 4. in the Grammar and Writing   Practice Book.

 

Day: 12

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Monday, August 18, 2014

Subject/Title: Language Arts/Grammar: Complete Sentences~ Routines, Rules and Procedures

Theme: Animals, Tame and Wild     Review due to Benchmarks

Standard(s) for the day:

 

         
   

ELACC1L1: Demonstrate command     of the conventions of standard English grammar and usage when writing or     speaking.

   

ELACC1L2: Demonstrate command of the convention of standard   English capitalization, punctuation, and spelling when writing.

WIDA:   Standard 2: Language of Language   Arts

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

1.      Ficks the wigg.   Fix the wig.

2.      the pig did   id.       The pig did it.

 

Lesson Activities:

GAMMAR:   Teach/Model Naming Parts of Sentences

·          Review   Sentences: Remind   children that a sentence is a group of words that tells a complete idea. It begins with a capital letter and many   sentences end with a period.

·          Identify   Naming Parts of Sentences:   Display Grammar Transparency 2. Read the definition and examples. Then model with item 1. A wig   is a thing. The naming part of the   first sentence is A wig. The naming   part tells that this sentence is about a wig. Teacher will continue with   items 2-5.

PRACTICE

·          Suggest Naming   Parts of Sentences: Have children   suggest naming parts to complete these sentences have about a cat they have   read about.

1.      ________ ran that way. 2.   ________ was mad.     3. ________ ran back.

         (ELACC1:2b: Use end punctuation for sentences. ELACC1L2a: Capitalizes the date and name

           of people. ELLACC1L1c: Use singular and plural nouns with   matching verbs in basic sentences.)

Essential Questions: How to identify naming parts of a sentence?

Remedial/ Enrichment / Acceleration   Activities:

                 
   

Remedial     Activities

   

Teacher     will provide students with sentences. Students will underline the naming     part of the sentence.

   
   

Acceleration     Activities

   

Students     will complete given sentences by filling in a naming part of a sentence.

   
   

Acceleration     Activities

   

Students     will write complete sentences about their pet or favorite animal.

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Teacher will ask to identify the naming part   of given sentences. Teacher will ask students how to begin and end sentences.   Teacher will display students’ work in the hallway.

Day: 13

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Monday, August 18, 2014

Subject/Title: Language Arts/Grammar: Complete Sentences~ Routines, Rules and Procedures

Review due to Informal Assessments/Spelling Inventory

Standard(s) for the day:

 

ELACC1L2: Demonstrate command of the convention   of standard English capitalization, punctuation, and spelling when writing.

ELACC1SL5: Produce complete sentences when appropriate   to task and situation.

WIDA:     Standard 2:   Language of Language Arts

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

9. dad is made at sam.      9.   Dad is mad at Sam.

10. sam ran bak to Dad.     10.   Sam ran back to Dad.              

 

Lesson Activities:

  •   
  • Teacher        will explained routines, rules and procedures of the classroom.

GRAMMAR: Sentences

  •   
  • Remind        students that a sentence is a group of words that tells a complete        idea. It begins with a capital        letter. Many sentences end with a        period (.). This is a sentence Sam ran. This is not a sentence Al and Sam. Look at the sentences about a        pet. Name the capital letters at        the beginning. Point to the        periods at the end. Students will        complete an assessment on identifying and writing complete sentences. (ELACC1L2a: Capitalizes the date and names of        people. ELACC1:2b: Use end        punctuation for sentences. (ELACC1L2a: Capitalizes the date and names of        people. ELACC1L2b: Use end        punctuation for sentences.)

Essential Questions: Why is it important to follow classroom   rules while working in learning centers?   How to write a complete sentence?

Remedial/ Enrichment / Acceleration   Activities:

                 
   

Remedial     Activities

   

Teacher     will provide students with sentences. Students will circle sentences that     begin with a capital letter.

   

 

   
   

Enrichment     Activities

   

Students     will complete given sentences by filling in the beginning of a sentence     making sure it begins with a capital letter.

   
   

Acceleration     Activities

   

Students     will write complete sentences about their pet or favorite animal.

   

 

Closure: Teacher will review and discuss classroom   rules. Teacher will review how to write a complete sentence.

Assessment:   Teacher will ask students to name some   classroom rules. Students   will complete an assessment on identifying and writing complete sentences.

Day: 14

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Tuesday, August 19, 2014

Subject/Title: Language Arts/Grammar: Pig in a Wig: Naming Parts of Sentences

Theme: Animals, Tame and Wild

Standard(s) for the day:

 

         
   

ELACC1L1: Demonstrate command     of the conventions of standard English grammar and usage when writing or     speaking.

   

ELACC1L2: Demonstrate command of the convention of standard   English capitalization, punctuation, and spelling when writing.

ELACC1SL1: Participate in collaborative conversations with   diverse partners about grade 1 topics and texts with peers and adults in   small and larger groups.

WIDA:   Standard 2: Language of Language   Arts

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

                   3. Pig said sitt here     3.   Pig said sit here.

                   4. he can Mix it.         4.   He can mix it.

Lesson Activities:                                                 GRAMMAR

·          DEVELOP THE   CONCEPT: Naming Parts of Sentences:   Identify Naming Parts of Sentences: Write The cat takes a nap. Track the print as you read the   sentence. Ask children to identify the   naming part of the sentence. (The cat) Continue with The pig sits in back. (The pig)

Naming   parts of sentences tell who or what the sentence is about. What can the naming part of a sentence   name? (a person,   place, animal, or thing) (ELACC1L1b: Use common, proper and possessive nouns.)

PRACTICE

·          SUGGEST   SENTENCES: Gather several   pictures of dogs and other tame aninals.   Display a picture. Model a sentence   that tells about an animal, identifying the naming part of the sentence, for   example: MODEL This dog is   running. I think The dog is getting   exercise would be a good sentence to tell about this dog. The dog tells who the sentence is about so   it is the naming part of this   sentence. Have children give sentences for the other pictures and   identify the naming part in each.   Write the sentences children suggest. (ELACC1L1b: Use common, proper   and possessive nouns.)

Speaking and   Listening

·          WHY WE   LISTEN: Demonstrate Speaking and   Listening: Explain that   there are several reasons for listening, such as finding out information,   hearing others’ ideas, and listening to others’ questions. Model appropriate listening behaviors as   you lead a class discussion about ways to help animals. ELACC1SL1a: Follow   agreed-upon rules for discussions (e.g., listening to others and taking turns   speaking and about the topics and texts under discussion).

 

·          COMPLETE A   WEB: Draw a web or   display Graphic Organizer 17. Add   circles to the lines. Write Ways to Help Animals in the   center. Ask children to name ways that   people can help animals. Add their   responses to the web. Teachers will assist students in completing p. 5 in   Grammar and Writing Practice Book. (ELACC1L1b: Use common, proper and possessive nouns.)

Essential Questions: How to identify naming parts in a sentence?

Remedial/ Enrichment/ Acceleration Activities:

                 
   

Remedial     Activities

   

Teacher     will provide students with sentences. Students will underline the naming     part of the sentence.

   

 

   

 

   
   

Enrichment     Activities

   

Students     will complete given sentences by filling in the beginning of a sentence     making sure it begins with a capital letter.

   
   

Acceleration     Activities

   

Students     will write complete Students will complete given sentences by filling in a     naming part of a sentence.

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Teacher will ask to identify the naming part   of given sentences. Teacher will ask students how to begin and end sentences.   Teacher will display students’ work in the hallway.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day: 15

Teachers: Albrycht, S. Brooks, Chapman, Curry, Holloway, Johnson, Lariscy, Todd

Grade: First                                                                 Date: Wednesday, August 20, 2014

Subject/Title: Language Arts/Grammar: Pig in a Wig: Naming Parts of Sentences

Theme: Animals, Tame and Wild

Standard(s) for the day:

         
   

ELACC1L1: Demonstrate command     of the conventions of standard English grammar and usage when writing or     speaking.

   

ELACC1L2: Demonstrate command of the convention of standard   English capitalization, punctuation, and spelling when writing.

ELACC1SL1: Participate in collaborative conversations with   diverse partners about grade 1 topics and texts with peers and adults in   small and larger groups.

WIDA: Standard 2:   Language of Language Arts

 

Warm-up: Teacher will   introduce Daily Fix-It to students. Teacher   will read sentences and assist students in correcting errors in sentences via   Mimeo Board:

5. Jak can fiks it.               5. Jack can fix it.

6. dad can mix et               6. Dad can mix it.

Lesson Activities:                                 Writing Trait of the Week

·          INTRODUCE   Conventions: TALK ABOUT   CONVENTIONS: Explain to   children that conventions are rules good writers follow when they write. Good writers spell words a certain   way. They begin sentences with capital   letters. They finish sentences with   end marks. Ask children to think about   whether the author of Pig in a Wig follows   conventions. Then model your thinking.

MODEL   I’ll look at the sentence on p.   36. The sentence has a beginning   capita letter and an end mark. The   words in the sentence are spelled correctly.   Yes, the author follows conventions when she writes. Let’s look at some more sentences in the   selection. Assign   pairs of children one of the sentences on pp. 38-39. Ask partners to check their sentences to   see whether the author uses conventions.   Have children answer these questions about their sentences.

                     Does this sentence begin with a capital letter?   (yes)

                     Does this sentence have   an end mark? (yes)

                   Is every word spelled   correctly? (yes)

Let the pairs share what they found   out about their sentences. You may   wish to have them write their sentence on the board and highlight the initial   capital letter and the end punctuation mark. (ELACC1:2b: Use end   punctuation for sentences.)

GRAMMAR

·          APPLY TO   WRITING: Naming Parts of Sentence: IMPROVE WRITING WITH NAMING PARTS OF   SENTENCES: Have children   recall that the naming part of a sentence tells who or what a sentence is   about. Ask volunteers to share their   sentences. Encourage them to tell the   naming part and explain why it makes sense.   Remind children to use the naming parts of sentences correctly in   their own writing. Write The ________ is in the sack. Have individuals supply an animal or a   grooming tool to complete the naming part of the sentence Have different   individuals identify the naming part of each sentence.

 

Animals                                                                         Tools

·          The ________ is in the sack. (cat)                   The _______ is in the   sack. (brush) (ELACC1L1b: Use common, proper   and possessive nouns.) Teacher   will assist students in completing p. 6. in Grammar and Writing Practice   Book.

Essential Questions: How to   identify naming parts of a sentence?

Remedial/ Enrichment / Acceleration   Activities:

                 
   

Remedial     Activities

   

Teacher     will provide students with sentences. Students will underline the naming     part of the sentence.

   
   

Enrichment     Activities

   

Students     will complete given sentences by filling in the beginning of a sentence     making sure it begins with a capital letter.

   
   

Acceleration     Activities

   

Students     will write complete Students will complete given sentences by filling in a     naming part of a sentence.

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Teacher will ask to identify the naming part   of given sentences. Teacher will ask students how to begin and end sentences.   Teacher will display students’ work in the hallway.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day: 16

Teachers: Albrycht, S. Brooks, Chapman, Curry, Holloway, Johnson, Lariscy, Todd

Grade: First                                                                 Date: Thursday, August 21, 2014

Subject/Title: Language Arts/Grammar: Pig in a Wig: Naming Parts of Sentences

Theme: Animals, Tame and Wild

Standard(s) for the day:

 

         
   

ELACC1L1: Demonstrate command     of the conventions of standard English grammar and usage when writing or     speaking.

   

ELACC1L2: Demonstrate command of the convention of standard   English capitalization, punctuation, and spelling when writing.

ELACC1SL1: Participate in collaborative conversations with   diverse partners about grade 1 topics and texts with peers and adults in   small and larger groups.

WIDA:   Standard 2: Language of Language   Arts

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

7. pig is en back.         7.   Pig is in back.

8. Take that weg         8.   Take that wig.            

Lesson Activities:                          Writing Across the Curriculum

·          WRITE:   Poster: Discuss: Have children look at pp. 48-49. Using the pictures as a starting point,   discuss careers that involve helping animals.   Guide children to understand that people can do different kinds of   work to help animals. Help them recall   that vets help sick pets. Explain that   they also help pets stay healthy.   Remind children of Pam from “Pet Service.” Lead a discussion of the   work she does grooming pets and how it helps animals. Encourage children to use oral vocabulary,   such as sloppy and scrub. (ELACC1SL1a: Follow   agreed-upon rules for discussions (e.g., listening to others and taking turns   speaking and about the topics and texts under discussion).

·          SHARE THE   PEN: Have children   participate in writing a sentence for a poster about careers that involve   animals. Call on an individual to   share a sentence that tells about a career that helps animals. Write the sentence, inviting individuals to   check capitalization and punctuation. Then have the class read it with you as   you track the print. Ask questions,   such as:

             What   does this sentence tell about? (how a vet can help a pet)

             With what does a sentence   always begin? (a capital letter)

             What belongs at the end of this   sentence? (period)

Have a volunteer describe a picture to   go with the sentence on the poster.   Continue having individuals suggest sentences that tell about careers   that help animals. (ELACC1:2b: Use end punctuation for sentences.)

GRAMMAR

·          REVIEW NAMING   PARTS OF SENTENCES: Define Naming   Parts of Sentences: What does the naming part of a sentence tell you?   (The naming part of a sentence tells who or what the sentence is about.) What can the naming part of a sentence be?   ( person, place, animal or thing)

·          PRACTICE: Naming Parts of Sentences: Teacher will assist students in   completing p. 7 Grammar and Writing Practice Book. (ELACC1L1b: Use common, proper   and possessive nouns.)

 

 

Essential Questions: How to identify naming parts of a sentence?

Remedial/ Enrichment/ Acceleration   Activities:

                 
   

Remedial     Activities

   

Teacher     will provide students with sentences. Students will underline the naming     part of the sentence.

   
   

Enrichment     Activities

   

Students     will complete given sentences by filling in the beginning of a sentence     making sure it begins with a capital letter.

   
   

Acceleration     Activities

   

Students     will write complete Students will complete given sentences by filling in a     naming part of a sentence.

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Teacher will ask to identify the naming part   of given sentences. Teacher will ask students how to begin and end sentences.   Teacher will display students’ work in the hallway.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day: 17

Teachers: S. Brooks, Chapman, Curry, , Lariscy, Todd

Grade: First                                                                 Date: Friday, August 22, 2014

Subject/Title: Language Arts/Grammar: Pig in a Wig: Naming Parts of Sentences

Theme: Animals, Tame and Wild

Standard(s) for the day:

         
   

ELACC1L1: Demonstrate command     of the conventions of standard English grammar and usage when writing or     speaking.

   

ELACC1L2: Demonstrate command of the convention of standard   English capitalization, punctuation, and spelling when writing.

ELACC1SL1: Participate in collaborative conversations with   diverse partners about grade 1 topics and texts with peers and adults in   small and larger groups.

WIDA: Standard 2:   Language of Language Arts

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

                   9. sit end mix it.                 9. Sit and mix it.

                 10. Pig ded et.                     10. Pig did it.

Lesson Activities:                                Writing and Grammar

·          LOOK AT THE   PROMPT: Read p. 50 aloud. Have children select and discuss key words   or phrases in the prompt. (pictures help tell the story, what each   picture shows, two sentence captions about two of the pictures) Explain   that conventions are rules such as capitalization the first word of a   sentence and having punctuation at the end of a sentence. Have children:   add capital letters and end punctuation to   “sentences” you write on the board or chart paper, practice spelling words   you read aloud. (ELACC1:2b: Use end punctuation for sentences.)

·          Teacher will assist students in completing pp. 8-9   in Grammar and Writing Practice Book. (ELACC1L1b: Use common, proper and possessive   nouns.)

Essential Questions: How to identify naming parts of a sentence?

Remedial/ Enrichment / Acceleration   Activities:

                 
   

Remedial     Activities

   

Teacher     will provide students with sentences. Students will underline the naming     part of the sentence.

   
   

Enrichment     Activities

   

Students     will complete given sentences by filling in the beginning of a sentence     making sure it begins with a capital letter.

   
   

Acceleration     Activities

   

Students     will write complete Students will complete given sentences by filling in a     naming part of a sentence.

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Teacher will ask to identify the naming part   of given sentences. Teacher will ask students how to begin and end sentences.   Teacher will display students’ work in the hallway.

 

 

Day: 17

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Monday, August 25, 2014

Subject/Title: Language Arts/Grammar: Pig in a Wig: Naming Parts of Sentences

Theme: Animals, Tame and Wild~~~REVIEW:   Lesson Plans adjusted to five days

Standard(s) for the day:

 

         
   

ELACC1L1: Demonstrate command     of the conventions of standard English grammar and usage when writing or     speaking.

   

ELACC1L2: Demonstrate command of the convention of standard   English capitalization, punctuation, and spelling when writing.

WIDA:   Standard 2: Language of Language   Arts

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

3.      Ficks the wigg.     1.   Fix the wig.

4.      the pig did   id.       2. The pig did it.

Lesson Activities:

GAMMAR:   Teach/Model Naming Parts of Sentences

·          Review   Sentences: Remind   children that a sentence is a group of words that tells a complete idea. It begins with a capital letter and many   sentences end with a period.

·          Identify   Naming Parts of Sentences:   Display Grammar Transparency 2. Read the definition and examples. Then model with item 1. A wig   is a thing. The naming part of the   first sentence is A wig. The naming   part tells that this sentence is about a wig. Teacher will continue with   items 2-5.

PRACTICE

·          Suggest Naming   Parts of Sentences: Have children   suggest naming parts to complete these sentences have about a cat they have   read about.

2.      ________ ran that way. 2.   ________ was mad.     3. ________ ran back.

(ELACC1:2b: Use end punctuation for sentences. ELACC1L2a: Capitalizes the date and names of people. ELLACC1L1c: Use singular and plural nouns with   matching verbs in basic sentences.)

Essential Questions: How to identify naming parts of a sentence?

Remedial/ Enrichment/ Acceleration   Activities:

                 
   

Remedial     Activities

   

Teacher     will provide students with sentences. Students will underline the naming     part of the sentence.

   
   

Enrichment     Activities

   

Students     will complete given sentences by filling in a naming part of a sentence.

   
   

Acceleration     Activities

   

Students     will write complete sentences and underline the naming part of the     sentence.

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Teacher will ask students to identify the   naming part of given sentences. Teacher will ask students how to begin and   end sentences. Teacher will display students’ work in the hallway.

Day: 18

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Tuesday, August 26, 2014

Subject/Title: Language Arts/Grammar: Pig in a Wig: Naming Parts of Sentences

Theme: Animals, Tame and Wild REVIEW: ~~~REVIEW: Lesson Plans adjusted to five days

Standard(s) for the day:

 

         
   

ELACC1L1: Demonstrate command     of the conventions of standard English grammar and usage when writing or     speaking.

   

ELACC1L2: Demonstrate command of the convention of standard   English capitalization, punctuation, and spelling when writing.

ELACC1SL1: Participate in collaborative conversations with   diverse partners about grade 1 topics and texts with peers and adults in   small and larger groups.

WIDA: Standard 2: Language of Language   Arts

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

                   3. Pig said sitt here     3.   Pig said sit here.

                   4. he can Mix it.         4.   He can mix it.

Lesson Activities:                                                 GRAMMAR

·          DEVELOP THE   CONCEPT: Naming Parts of Sentences:   Identify Naming Parts of Sentences: Write The cat takes a nap. Track the print as you read the   sentence. Ask children to identify the   naming part of the sentence. (The cat) Continue with The pig sits in back. (The pig)

Naming   parts of sentences tell who or what the sentence is about. What can the naming part of a sentence   name? (a person,   place, animal, or thing) (ELACC1L1b: Use common, proper and possessive nouns.)

PRACTICE

·          SUGGEST   SENTENCES: Gather several   pictures of dogs and other tame aninals.   Display a picture. Model a sentence   that tells about an animal, identifying the naming part of the sentence, for   example: MODEL This dog is   running. I think The dog is getting   exercise would be a good sentence to tell about this dog. The dog tells who the sentence is about so   it is the naming part of this   sentence. Have children give sentences for the other pictures and   identify the naming part in each.   Write the sentences children suggest. (ELACC1L1b: Use common, proper   and possessive nouns.)

Speaking and   Listening

·          WHY WE   LISTEN: Demonstrate Speaking and   Listening: Explain that   there are several reasons for listening, such as finding out information,   hearing others’ ideas, and listening to others’ questions. Model appropriate listening behaviors as   you lead a class discussion about ways to help animals. ELACC1SL1a: Follow   agreed-upon rules for discussions (e.g., listening to others and taking turns   speaking and about the topics and texts under discussion).

 

·          COMPLETE A   WEB: Draw a web or   display Graphic Organizer 17. Add   circles to the lines. Write Ways to Help Animals in the   center. Ask children to name ways that   people can help animals. Add their   responses to the web. Teachers will assist students in completing p. 5 in Grammar   and Writing Practice Book. (ELACC1L1b: Use common, proper and possessive nouns.)

Essential Questions: How to identify naming parts in a sentence?

Remedial/ Enrichment / Acceleration Activities:

                 
   

Remedial     Activities

   

Teacher     will provide students with sentences. Students will underline the naming     part of the sentence.

   

 

   

 

   
   

Enrichment     Activities

   

Students     will complete given sentences by filling in a naming part of a sentence.

   
   

Acceleration     Activities

   

Students     will write complete Students will complete given sentences by filling in a     naming part of a sentence.

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Teacher will ask to identify the naming part   of given sentences. Teacher will ask students how to begin and end sentences.   Teacher will display students’ work in the hallway.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day: 19

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Wednesday, August 27, 2014

Subject/Title: Language Arts/Grammar: Pig in a Wig: Naming Parts of Sentences

Theme: Animals, Tame and Wild~~~REVIEW:   Lesson Plans adjusted to five days

Standard(s) for the day:

         
   

ELACC1L1: Demonstrate command     of the conventions of standard English grammar and usage when writing or     speaking.

   

ELACC1L2: Demonstrate command of the convention of standard   English capitalization, punctuation, and spelling when writing.

ELACC1SL1: Participate in collaborative conversations with   diverse partners about grade 1 topics and texts with peers and adults in   small and larger groups.

WIDA: Standard 2:   Language of Language Arts

 

Warm-up: Teacher will   introduce Daily Fix-It to students. Teacher   will read sentences and assist students in correcting errors in sentences via   Mimeo Board:

5. Jak can fiks it.                 5. Jack can fix it.

6. dad can mix et                 6. Dad can mix it.

Lesson Activities:                                  Writing Trait of the Week

·          INTRODUCE   Conventions: TALK ABOUT   CONVENTIONS: Explain to   children that conventions are rules good writers follow when they write. Good writers spell words a certain   way. They begin sentences with capital   letters. They finish sentences with   end marks. Ask children to think about   whether the author of Pig in a Wig follows   conventions. Then model your thinking.

MODEL   I’ll look at the sentence on p.   36. The sentence has a beginning   capita letter and an end mark. The   words in the sentence are spelled correctly.   Yes, the author follows conventions when she writes. Let’s look at some more sentences in the   selection. Assign   pairs of children one of the sentences on pp. 38-39. Ask partners to check their sentences to   see whether the author uses conventions.   Have children answer these questions about their sentences.

                       Does this sentence begin with a capital letter?   (yes)

                     Does this sentence have   an end mark? (yes)

                     Is every word spelled   correctly? (yes)

Let the pairs share what they found out   about their sentences. You may wish to   have them write their sentence on the board and highlight the initial capital   letter and the end punctuation mark. (ELACC1:2b: Use end punctuation for sentences.)

GRAMMAR

·          APPLY TO   WRITING: Naming Parts of Sentence: IMPROVE WRITING WITH NAMING PARTS OF   SENTENCES: Have children   recall that the naming part of a sentence tells who or what a sentence is   about. Ask volunteers to share their   sentences. Encourage them to tell the   naming part and explain why it makes sense.   Remind children to use the naming parts of sentences correctly in   their own writing. Write The ________ is in the sack. Have individuals supply an animal or a   grooming tool to complete the naming part of the sentence Have different   individuals identify the naming part of each sentence.

 

Animals                                                                         Tools

·          The ________ is in the sack. (cat)                   The _______ is in the   sack. (brush) (ELACC1L1b: Use common, proper   and possessive nouns.) Teacher   will assist students in completing p. 6. in Grammar and Writing Practice   Book.

Essential Questions: How to   identify naming parts of a sentence?

Remedial/ Enrichment/ Acceleration   Activities:

                 
   

Remedial     Activities

   

Teacher     will provide students with sentences. Students will underline the naming     part of the sentence.

   
   

Enrichment     Activities

   

Students     will complete given sentences by filling in a naming part of a sentence.

   
   

Acceleration     Activities

   

Students     will write complete Students will complete given sentences by filling in a     naming part of a sentence.

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Teacher will ask to identify the naming part   of given sentences. Teacher will ask students how to begin and end sentences.   Teacher will display students’ work in the hallway.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day: 20

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Thursday, August 28, 2014

Subject/Title: Language Arts/Grammar: Pig in a Wig: Naming Parts of Sentences

Theme: Animals, Tame and Wild~~~REVIEW:   Lesson Plans adjusted to five days

Standard(s) for the day:

 

         
   

ELACC1L1: Demonstrate command     of the conventions of standard English grammar and usage when writing or     speaking.

   

ELACC1L2: Demonstrate command of the convention of standard   English capitalization, punctuation, and spelling when writing.

ELACC1SL1: Participate in collaborative conversations with   diverse partners about grade 1 topics and texts with peers and adults in   small and larger groups.

WIDA:   Standard 2: Language of Language   Arts

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

7. pig is en back.         7.   Pig is in back.

8. Take that weg         8.   Take that wig.            

Lesson Activities:                          Writing Across the Curriculum

·          WRITE:   Poster: Discuss: Have children look at pp. 48-49. Using the pictures as a starting point,   discuss careers that involve helping animals.   Guide children to understand that people can do different kinds of   work to help animals. Help them recall   that vets help sick pets. Explain that   they also help pets stay healthy.   Remind children of Pam from “Pet Service.” Lead a discussion of the   work she does grooming pets and how it helps animals. Encourage children to use oral vocabulary,   such as sloppy and scrub. (ELACC1SL1a: Follow   agreed-upon rules for discussions (e.g., listening to others and taking turns   speaking and about the topics and texts under discussion).

·          SHARE THE   PEN: Have children   participate in writing a sentence for a poster about careers that involve   animals. Call on an individual to   share a sentence that tells about a career that helps animals. Write the sentence, inviting individuals to   check capitalization and punctuation. Then have the class read it with you as   you track the print. Ask questions,   such as:

             What   does this sentence tell about? (how a vet can help a pet)

             With what does a sentence   always begin? (a capital letter)

             What belongs at the end of this   sentence? (period)

Have a volunteer describe a picture to   go with the sentence on the poster.   Continue having individuals suggest sentences that tell about careers   that help animals. (ELACC1:2b: Use end punctuation for sentences.)

GRAMMAR

·          REVIEW NAMING   PARTS OF SENTENCES: Define Naming   Parts of Sentences: What does the naming part of a sentence tell you?   (The naming part of a sentence tells who or what the sentence is about.) What can the naming part of a sentence be?   ( person, place, animal or thing)

·          PRACTICE: Naming Parts of Sentences: Teacher will assist students in   completing p. 7 Grammar and Writing Practice Book. (ELACC1L1b: Use common, proper   and possessive nouns.)

 

 

Essential Questions: How to identify naming parts of a sentence?

Remedial/ Enrichment / Acceleration Activities:

                 
   

Remedial     Activities

   

Teacher     will provide students with sentences. Students will underline the naming     part of the sentence.

   
   

Enrichment     Activities

   

Students     will complete given sentences by filling in a naming part of a sentence.

   
   

Acceleration     Activities

   

Students     will write complete Students will complete given sentences by filling in a     naming part of a sentence.

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Teacher will ask to identify the naming part   of given sentences. Teacher will ask students how to begin and end sentences.   Teacher will display students’ work in the hallway.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day: 21

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Friday, August 29, 2014

Subject/Title: Language Arts/Grammar: Pig in a Wig: Naming Parts of Sentences

Theme: Animals, Tame and Wild~~~REVIEW:   Lesson Plans adjusted to five days

Standard(s) for the day:

         
   

ELACC1L1: Demonstrate command     of the conventions of standard English grammar and usage when writing or     speaking.

   

ELACC1L2: Demonstrate command of the convention of standard   English capitalization, punctuation, and spelling when writing.

ELACC1SL1: Participate in collaborative conversations with   diverse partners about grade 1 topics and texts with peers and adults in   small and larger groups.

WIDA: Standard 2:   Language of Language Arts

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

                   9. sit end mix it.                 9. Sit and mix it.

                 10. Pig ded et.                     10. Pig did it.

Lesson Activities:                                Writing and Grammar

·          LOOK AT THE   PROMPT: Read p. 50   aloud. Have children select and   discuss key words or phrases in the prompt.   (pictures help tell the story,   what each picture shows, two sentence captions about two of the pictures) Explain   that conventions are rules such as capitalization the first word of a   sentence and having punctuation at the end of a sentence. Have children:   add capital letters and end punctuation to   “sentences” you write on the board or chart paper, practice spelling words   you read aloud. (ELACC1:2b: Use end punctuation for sentences.)

·          Students will be tested on naming parts of a   sentence . (ELACC1L1b: Use common, proper and possessive   nouns.)

Essential Questions: How to identify naming parts of a sentence?

Remedial/ Enrichment / Acceleration   Activities:

                 
   

Remedial     Activities

   

Teacher     will provide students with sentences. Students will underline the naming     part of the sentence.

   
   

Enrichment     Activities

   

Students     will complete given sentences by filling in a naming part of a sentence.

   
   

Acceleration     Activities

   

Students     will write complete Students will complete given sentences by filling in a     naming part of a sentence.

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Teacher will ask to identify the naming part   of given sentences. Teacher will ask students how to begin and end sentences.   Teacher will display students’ work in the hallway.

 

 

Day: 22                      

Teacher: Albrycht, Chatman, Curry, Curtis, Johnson, Lariscy

Subject: Calendar Activities; Math Centers

Grade: 1st                                                        Date: Tuesday, September 2, 2014

Standard(s) for the day:

MCC1.NBT.1 Students   will count to 120, starting at any number less than 120. In this range, read and write numerals and   represent a number of objects with a written numeral.

ELACC1W5:   With guidance and support from adults, focus on a topic, respond to   questions and suggestions from peers, and add details to strengthen writing   as needed.

ELP STANDARD 3: THE LANGUAGE OF MATHEMATICS.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in   solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique   the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in   repeated reasoning.

Warm-up Review the Standard(s) and the Essential   Question(s).

Problem of the Day: What number is   one more than 110? What number is ten   more than 110?

Lesson Activities:

·        Discuss the standards/skills that will be worked on today during math.

·       Calendar Activities (Month, Day, Tally   Marks, Number Patterns, Number of Days in School, Count numbers 1-120. Count   by 1's, 5's, and 10’s beginning at different numbers, etc..)

·        Math Centers: Students will participate in small group   centers.

·     Teacher Center: The teacher will work with small groups   and/or individuals as needed.

·     Daily Writing   Activity: Students will write about   the math activity/lesson of the day.  

·     English Language   Strategy: The teacher will review   introduced terms to check for understanding.

Essential   Questions: How do you make a picture   graph to answer questions?

Homework: Practice Book P13.

Remedial   Activities                                        

The teacher will   address individual and small group skills in the Teacher Center such as,   counting, number recognition, addition facts, etc...

Enrichment Activities                              

Students will   participate in various activities during math centers and individual/small   group teacher center.

Acceleration Activities

Students will   participate in math centers to practice various addition and subtraction   strategies, place value, comparing numbers, and other math skills to maintain   using computers, manipulatives, and other activities.

Math Centers and Teacher Centers are based on prior assessments,   teacher observations, and skills to practice and maintain.

Closure: The   teacher will review the standards and ask students questions such as, “What   did we do today to help us practice these skills?”

Assessment:   The teacher will observe the student's mastery of the skill(s) being   focused on during small group teacher center.   This will vary per individual or group.

           

 

 

 

 

Day: 23                      

Teacher: Albrycht, Chatman, Curry, Curtis, Johnson, Lariscy

Subject: Math- Calendar Activities; Graphing-Make Picture Graphs

Grade: 1st                                                         Date: Wednesday, September 3, 2014

Standard(s) for the day

MCC1.NBT.1 Students will count to 120,   starting at any number less than 120.   In this range, read and write numerals and represent a number of   objects with a written numeral.

MCC1.MD4 Students will organize, represent,   and interpret data with up to three categories; ask and answer questions   about the total number of data points, how many in each category, and how   many more or less are in one category than in another.

ELACC1W5: With guidance and support from adults,   focus on a topic, respond to questions and suggestions from peers, and add   details to strengthen writing as needed.

ELP STANDARD 3: THE LANGUAGE OF MATHEMATICS.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in   repeated reasoning.

Warm-up Review the Standard(s) and the   Essential Question(s).

Problem of the Day: I am a three   digit number. I have 11 tens and 6   ones. What number am I?

Lesson Activities:

ñ  Review the routines and procedures of the   classroom.

ñ  Calendar Activities (Month, Day, Tally   Marks, Number Patterns, Shapes, Graphing, Number Words, counting by 1's and   10's, Etc...)

ñ  Read Aloud: Miss B's Class Makes Tables and Graphs from the Grab and Go! Kit- Students will   learn how to gather and compare data by making tally tables and graphs.

ñ  Go Math! Georgia   Lesson 2.2 Make Picture Graphs pp. 35-38. Listen and Draw p. 35: Read the following problem aloud to the   class. Asaf has 6 baseballs. He has 4 bats. Does he have more baseballs or bats? What do you need to find? What information do you need to use? Have children use counters to model the   problem. If children have difficulty   comparing the two groups of counters, you might remind them about matching   one to one. After drawing circles to   record the counters, have children draw lines to match the items in one group   to the other group. You might also   demonstrate with two groups of counters, and line up the two groups to   compare them one to one. Which group   looks like it has more? How do you   know? After circling the object with   more, have children restate their findings.   They might say: 6 is greater   than 4, so Asaf has more baseballs than bats.   Use Math Talk to focus on children's understanding of drawing simple   picture in a picture graph to represent numbers in groups to solve a problem.Model and Draw p. 36-   Guide children to complete the picture   graph at the top of the page with the following questions. Can you tell without counting how many more   white sheep there are than black sheep?   Explain. What does each circle   for this graph show? What story does   this graph tell? How do you know how   many more white sheep than black sheep there are?  Share and Show (Guided Practice)- Have children notice the symbol to use on   the graph. What question will you ask   10 friends to get information for the picture graph? For Exercise, explain to children that if   their graph sows that the same number of children chose cats and dogs, they   should circle both pets. Use Exercises   2 and 3 for Quick Check.   On Your   Own p. 37 (Independent Practice)-   If children answered Exercises 2 and 3 correctly, assign Exercises   4-8. Problem Solving p. 38-   Complete if time permits. For Exercise   9 encourage children to cross out each circle in the picture graph as they   count it. Then, for Exercise 10,   children can draw lines to show one-to-one correspondences between green and   blue.

ñ  Daily   Writing Activity: Children will write   a question that can be answered by making a picture graph.

ñ  English Language Strategy: Model making a picture graph. Identify the heads and tails sides of a   penny. Model how to drop a penny and   place it in the appropriate row on the graph.   Let each child drop a penny and place it on the Grid Paper. Have children trace and remove the   pennies. This is a picture graph. Encourage them to use their own words to   describe the picture graph and explain the process they used to make it.

Essential   Questions: How do you make a picture   graph to answer questions?

Homework: Standards Practice Book P12.

Remedial   Activities

Place pictures of a boy and a girl on the   floor. Have boys line up behind the   picture of the boy and girls line up behind the picture of the girl. How is our class like a “living picture   graph”? Have children count aloud for   the number of girls and the number of boys.   Record on the board. How can   you draw a picture graph to show this information? Follow children's suggestions to draw a picture   graph on the board.

Use Reteach R9.

Enrichment

Distribute Grid   Paper, and tell children that they will make a picture graph about the   crayons in the box. Have child remove   the green crayons and count them. How   can the first row of the picture graph show green crayons? Have children use the suggestion to begin a   picture graph. Guide them as they   count the blue crayons and complete the next row of the graph. Using the remaining yellow crayons, have   children finish the graph on their own.

Use Enrich E9.

Acceleration Activities

Draw a Days of the Week Table: Sunday 1,   Monday 1, Tuesday 3, Wednesday 3, Thursday 5, Friday blank, Saturday   blank. Explain that Jed plays   basketball each day and records how many baskets he makes. How can Jed show his data on a picture   graph? Have partners make a picture   graph on the Grid Paper. How is it   helpful to see Jed's data shown in a picture graph? Have partners predict how many baskets Jed   will make on Friday and Saturday. Have   them add this information to their picture graphs.

Closure: Review the   lesson of the day. Ask students how   the lesson helped to answer the Essential Question and begin to master the   standard(s).

Assessment: Teacher   Observation; Quick Check p. 36: If a   child misses Exercises 2 and 3 differentiate instruction with RtI Tier 1   Activity, p. 35B; Reteach 2.2.

 

 

 

 

 

 

Day: 24                       Grade: 1st                                            Date: Thursday, September 4, 2014

Teacher: Albrycht, Chatman, Curry, Curtis, Johnson, Lariscy

Subject: Calendar Activities; Math Centers

           

Standard(s) for the day:

MCC1.NBT.1 Students   will count to 120, starting at any number less than 120. In this range, read and write numerals and   represent a number of objects with a written numeral.

ELACC1W5:   With guidance and support from adults, focus on a topic, respond to   questions and suggestions from peers, and add details to strengthen writing   as needed.

ELP STANDARD 3: THE LANGUAGE OF MATHEMATICS.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in   solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique   the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in   repeated reasoning.

Warm-up Review the   Standard(s) and the Essential Question(s).

Problem of the Day:   Candice has three story books and five coloring books. Which type of book does she have more   of? How many more?

Lesson Activities:

·        Discuss the standards/skills that will be worked on today during math.

·       Calendar Activities (Month, Day, Tally   Marks, Number Patterns, Number of Days in School, Count numbers 1-120. Count   by 1's, 5's, and 10’s beginning at different numbers, etc..)

·       Math Centers: Students will   participate in small group centers.

·     Teacher Center: The teacher will work with small groups   and/or individuals as needed.

·     Daily Writing   Activity: Students will choose a   number between 90 and 110. Write the   number. Then count forward to write   the nest 5 numbers.

·     English Language   Strategy: The teacher will review   introduced terms to check for understanding.

Essential   Questions: How do you make a picture   graph to answer questions?

Homework: Practice Book P13.

Remedial   Activities                                        

The teacher will   address individual and small group skills in the Teacher Center such as,   counting, number recognition, addition facts, etc...

     Enrichment Activities                        

Students will   participate in various activities during math centers and individual/small   group teacher center.

Acceleration Activities                             Students will   participate in math centers to practice various addition and subtraction   strategies, place value, comparing numbers, and other math skills to maintain   using computers, manipulatives, and other activities.

Math Centers and Teacher Centers are based on prior assessments,   teacher observations, and skills to practice and maintain.

Closure: The   teacher will review the standards and ask students questions such as, “What   did we do today to help us practice these skills?”

Assessment:   The teacher will observe the student's mastery of the skill(s) being   focused on during small group teacher center.   This will vary per individual or group.

 

Day: 25                      

Teacher: Albrycht, Chatman, Curry, Curtis, Johnson, Lariscy

Subject: Math- Calendar Activities; Graphing-Read Picture Graphs

Grade: 1st                                                         Date: Friday, September 5, 2014

Standard(s) for the day

MCC1.NBT.1 Students will count to 120,   starting at any number less than 120.   In this range, read and write numerals and represent a number of   objects with a written numeral.

MCC1.MD4 Students will organize, represent,   and interpret data with up to three categories; ask and answer questions   about the total number of data points, how many in each category, and how   many more or less are in one category than in another.

ELACC1W5: With guidance and support from adults,   focus on a topic, respond to questions and suggestions from peers, and add   details to strengthen writing as needed.

ELP STANDARD 3: THE LANGUAGE OF MATHEMATICS.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in   repeated reasoning.

Warm-up   Review the Standard(s) and the Essential Question(s).

Problem of the Day: Word of the Day- count on. (eTransparency 2.1) 1.   Start at 8. Count on 3. 2.   Start at 4 Count on 2. 3. Start at 17. Count on 1.   4. Start at 32. Count on 3.   To further develop fluency, you may wish to continue the activity as   an oral exercise.

Lesson Activities:

ñ  Review the routines and procedures of the   classroom.

ñ  Calendar Activities (Month, Day, Tally   Marks, Number Patterns, Shapes, Graphing, Number Words, counting by 1's and   10's, Etc...)

ñ  Read Aloud: Miss B's Class Makes Tables and Graphs from the Grab and Go! Kit- Students will   learn how to gather and compare data by making tally tables and graphs.

ñ  Go Math! Georgia   Lesson 2.3 Read Picture Graphs 110 pp. 39-42. Listen and Draw p. 39- Read the following problem aloud to the   class. Emma's class made this picture   graph. What question could Emma's   class answer using the graph? What do   you need to write? What information   does the picture graph show? What is   one thing you learned from this graph?   After writing their questions, have children exchange papers with a   classmate. Have the classmate answer   the question, and then have the child check the answer. Use Math Talk to check children's   understanding of how to make and read a picture graph.   Model and Draw p. 40- Point out the bar graph at the top of the   page, and guide children through the model with the following questions. How can you tell the length of the bar for   markers? What does the red bar tell   you? What clues help you write a title   for the bar graph? Share and Show   (Guided Practice) - Have children   complete Exercises 1 and 2 by following the line down from the end of the bar   for that tool to read the number. Have   children explain how they solved Exercise 3.   Exercises 4 and 5 may be used for Quick Check. Have children use their MathBoards to show   the solutions. On Your Own   (Independent Practice) p. 33- If children answered Exercises 4 and 5   correctly, assign Exercises 6-11. This   bar graph is in vertical orientation, and children have worked only with   horizontal graphs so far. Point out   that the number of children is now on the vertical axis and the kinds of   vehicles is on the horizontal axis. Problem   Solving p. 42: Complete if time   permits. For Exercise 12, make sure   children understand that the bar graph shows how many jackets are fastened   with zippers or buttons.

ñ  Daily   Writing Activity: Children will use   numbers and pictures to compare two items in a bar graph.

ñ  English Language Strategy: Children can identify and experience   vocabulary in context to help clarify meanings of words. Tell children they may have heard the word bar   in different contexts. Show the   granola bar and say: This is a granola   bar. Show a bar of soap and say: This is a bar of soap. Have children describe how the objects are   alike and different. Point to a bar   graph in the student book. What type   of graph is this? Have children   describe how the bars on a bar graph are like a granola bar and a bar of   soap. If needed, point out the   similarities in the bar shapes of the different objects.

Essential   Questions: How do you make a picture   graph to answer questions?

Homework: P. 14

Remedial   Activities

Draw a bar graph on chart paper showing the   number of flowers in different colors at a flower shop. There are 4 red, 3 yellow, and 3 purple   flowers. How many red flowers are   there? How do you know? Repeat for the other flowers. If you worked at the flower shop, could you   make a bouquet of 5 red flowers?   Explain. Could you make a   bouquet of 4 red and 2 purple flowers?   Explain. Have each child draw a   bouquet that could be made from the flowers at the flower shop.

Use Reteach R10.

Enrichment

Draw a bar graph   on chart paper showing the number of plastic forks, spoons, and cups in a   picnic basket. There are 4 forks, 6   spoons, and 3 cups. How many forks are   there? How do you know? Repeat for spoons and cups. Have children solve this problem using the   bar graph. If needed, children can act   out the problem with plastic forks, spoons, and cups. Sally has 5 people in her family. Are there enough forks so everyone can have   one? For additional practice, invite   children to create and solve similar problems.

Use Enrich E10.

Acceleration Activities

Draw a bar graph on the   Grid Paper. At the Aquarium: sea star 2, fish 5, eel 1, crab 3. Read aloud the following riddle. I am thinking of a sea creature from the   aquarium. I saw more of these than the   number of eels. I saw fewer of these   than the number of crabs. What   creature am I thinking of? Have   children write similar riddles that can be solved with the graph. Have them trade with a partner and solve   each other's riddles.

Closure: Review the   lesson of the day. Ask students how the   lesson helped to answer the Essential Question and begin to master the   standard(s).

Assessment: Teacher   Observation; Quick Check p. 40: If a   child misses Exercises 4 and 5 differentiate instruction with RtI Tier 1   Activity, p. 39B; Reteach 2.3; and/or Soar to Success Math 54.06.

 

 

 

 

 

 

 

 

Day: 26

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                  Date: Monday, September 8, 2014

Subject/Title: Language Arts/Grammar: Action Parts~ Theme: Animals, Tame and Wild

REVIEW DUE TO SHORT WEEK

Standard(s) for the day:

         
   

ELACC1L1: Demonstrate command     of the conventions of standard English grammar and usage when writing or     speaking.

   

ELACC1L2: Demonstrate command of the convention of standard   English capitalization, punctuation, and spelling when writing.

WIDA:   Standard 2: Language of Language   Arts

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

1.      ox got Mom that pott.       1.   Ox got Mom that pot.

2.      He can hep Pop Mop         2.   He can help Pop mop.  

Lesson   Activities:                                   GAMMAR:     Teach/Model Naming Parts of Sentences

·          Review   Sentences: Remind   children that a sentence is a group of words that tells a complete idea. It begins with a capital letter and many   sentences end with a period. (ELACC1L2a: capitalize dates and names of people. ELACC1L2b:   use end punctuation for sentences.)

·          Identify   Action Parts of a Sentence:   Display Grammar Transparency 3.   Read the definition aloud. The words in a sentence that ell what a   person or thing does form the action part of sentence. In the sentence Mom and I feed our pets, “feed our pets” is the action part of   the sentence. In the sentence The dog eats, “eats” is the action   part of the sentence because it tells what the dog does. Continue modeling with items 1-5. (ELACC1L1c: use singular and plural nouns with matching   verbs in basic sentences.)

·          PRACTICE Identify Action Parts of Sentences: Write some close sentences on the   board for children to complete. For   example: My dog ________. Invite   the children to suggest an action part of each sentence. Remind children that the action part of a   sentence is a word or words that tell what a person or thing does. After each   sentence is complete, have children read it aloud as you track the   print. (ELACC1L1c: use singular and   plural nouns with matching verbs in basic sentences.)

Essential Questions: How to identify action parts?

Remedial/ Acceleration /   Enrichment Activities:

                 
   

Remedial     Activities

   

Students     will draw/label a picture showing how an animal can help people.

   

 

   
   

Acceleration     Activities

   

Students     will write two sentences about how animals can help people.

   
   

Enrichment     Activities

   

Students     will write sentences about service animals such as guide dogs, police dogs     or therapy dogs.

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Teacher will ask to identify action parts of   given sentences. Teacher will ask students how to begin and end sentences.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day: 27

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                  Date: Tuesday, September 9, 2014

Subject/Title: Language Arts/Grammar: Action Parts

Theme: Animals, Tame and Wild~~~REVIEW DUE TO SHORT WEEK

Standard(s) for the day:

         
   

ELACC1L1: Demonstrate command     of the conventions of standard English grammar and usage when writing or     speaking.

   

ELACC1L2: Demonstrate command of the convention of standard English   capitalization, punctuation, and spelling when writing.

ELACC1SL1: Participate in collaborative conversations with   diverse partners about grade 1 and topics and texts with peers and adults in   small large groups.

WIDA:   Standard 2: Language of Language   Arts

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

3.      mom and pop can moop.       3.   Mom and pop can mop.

4.      pop sat on the rok.                4.   Pop sat on the rock.        

Lesson Activities:                            

                                                 GRAMMAR

DEVELOP THE CONCEPT: Identify Action Parts of Sentences:

·          Write The dog got the pack. Track the   print as you read the sentence. Ask   children to identify the action part of the sentence. (got the pack) Continue   with The dog got the hat. (got the hat) The action parts of sentences tell what   happens. What can the action part of   sentence tell? (what a person or thing does). Teacher will assist students in completing   p. 9 in Grammar and Writing Practice Book. (ELACC1L1c: use singular and   plural nouns with matching verbs in basic sentences.)

PRACTICE

Suggest Action   Parts of Sentences: Gather   pictures of service dogs engaged in helping people in different ways. Model a sentence that tells about a dog   helping a person, emphasizing the action part of the sentence, for example: MODEL: I think This dog can bring the pack would be a good sentence to tell what the   dog is doing. The words, bring the   pack tell what tell what the dog is   doing so it is the action part of this sentence. (ELACC1L1c: use singular and plural nouns with matching   verbs in basic sentences.)

·          Have children give sentences for other pictures   and identify the action part in each. Write the sentences children   suggest. (ELACC1L1c: use singular and   plural nouns with matching verbs in basic sentences. (ELACC1L2a:   capitalize dates and names of people.   ELACC1L2b: use end punctuation   for sentences.)

 

 

 

 

Speaking and Listening

·          BE A GOOD   LISTENER: Demonstrate Speaking and   Listening: Write the   chart of good listening behaviors below on the board. Model appropriate listening behaviors as   you lead a class discussion of about ways that animals helped people in past   times. (ELACC1SL1a: follow agreed –upon rules for discussions   (e.g., listening to others with care, speaking one at a time about the topics   and texts under discussion.)

Good Listeners

~Sit quietly.

Face the speaker/make eye contact.

Listen to what the speaker says.

Don’t interrupt.

·          Discuss Animal   Helpers: Assign   children to small groups. Have   children take turns telling about animal helpers. Encourage listeners to listen carefully and   courteously, using good listening behaviors.   (ELACC1SL1a: follow agreed –upon rules for discussions   (e.g., listening to others with care, speaking one at a time about the topics   and texts under discussion.)

Essential Questions: How to identify action parts?

Remedial/ Acceleration /   Enrichment Activities:

                 
   

Remedial     Activities

   

Students     will draw/label a picture showing how an animal can help people.

   

 

   
   

Acceleration     Activities

   

Students     will write two sentences about how animals can help people.

   
   

Enrichment     Activities

   

Students     will write sentences about service animals such as guide dogs, police dogs     or therapy dogs.

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Teacher will ask to identify action parts of   given sentences. Teacher will ask students how to begin and end sentences.   Teacher/students will discuss p. 9 in Grammar Practice and Writing Book.

 

 

 

 

 

 

 

 

 

 

 

Day: 28

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                  Date: Wednesday, September 10, 2014

Subject/Title: Language Arts/Grammar: Action Parts

Theme: Animals, Tame and Wild ~~~REVIEW DUE TO SHORT WEEK

Standard(s) for the day:

         
   

ELACC1L1: Demonstrate command     of the conventions of standard English grammar and usage when writing or     speaking.

   

ELACC1L2: Demonstrate command of the convention of standard   English capitalization, punctuation, and spelling when writing.

WIDA:   Standard 2: Language of Language   Arts

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

5.      ox got the hot potz.           5. Ox got the hot pots.

6.      Pop got five   lokks               6. Pop got five locks.            

Lesson Activities:

Writing Trait   of the Week

·          INTRODUCE   Sentences: Talk About Sentences: Remind children that a sentence is a   group of words that tells a complete idea.   To tell a complete idea, a sentence must have a naming part and an   action part. Have children look at p.   58 of The Big Blue Ox as you read the sentence aloud. Tell them you know that the group of words   on the page is a sentence. Then model   your thinking. MODEL: When   I read the group of words on p. 5, I can see it is a sentence because it   tells a complete idea. The naming part   –Mom and Pop—tells whom the sentence is about. The action part--have a big blue ox---tells   Mom and Pop do. The two parts together   tell a complete idea, so this group of words is a sentence.  Write the following groups of words on   the board. Read each groups of words   and ask children if it is a sentence.   Talk about why each is not a sentence.   A big blue ox. (does not tell a   complete idea; no action part). Can   help Mom (does not tell a complete idea, no naming part) (ELACC1L2a: capitalize dates and names of people. ELACC1L2b:   use end punctuation for sentences.) ELACC1L1c: use singular and plural nouns with matching   verbs in basic sentences.)

·          Strategy For   Developing Sentences: On the board, write groups of words,   such as those below. Work with   children to add words to each group so that the group of words is a sentence.  

                     The big ox _____________   (The big ox can dig.)

                     __________ have red wigs. (The pigs have red wigs.)

                     Mom and Pop __________   (Mom and Pop go to town.)

                       _________ cans in the   sack. (Ox put cans in the sack.)

(ELACC1L2a: capitalize dates and names of people. ELACC1L2b:   use end punctuation for sentences.   ELACC1L1c: use singular and   plural nouns with matching verbs in basic sentences.)

 

GRAMMAR

·          APPLY TO   WRITING: Action Parts of   Sentence: IMPROVE WRITING SENTENCES: Remind students that action parts of   sentences tell what a person or thing does.   Lead a discussion of how actions parts help sentences “come alive.”   Remind children to use action parts of sentences correctlyin their own writing. Teacher will   assist students in completing p. 10 in Grammar Practice and Writing Book. (ELACC1L1c: use singular and plural nouns with matching   verbs in basic sentences.)

 

Essential Questions: How to identify action parts?

Remedial/ Acceleration /   Enrichment Activities:

                 
   

Remedial     Activities

   

Remedial     Activities

   

Students     will draw/label a picture showing how an animal can help people.

   

 

   
   

Acceleration     Activities

   

Students     will write two sentences about how animals can help people.

   
   

Enrichment     Activities

   

Students     will write sentences about service animals such as guide dogs, police dogs     or therapy dogs.

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Teacher will ask to identify action parts of   given sentences. Teacher will ask students how to begin and end sentences.   Teacher and students will discuss p. 10 in Grammar Practice and Writing Book.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day: 29

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                  Date: Thursday, September 11, 2014

Subject/Title: Language Arts/Grammar: Action Parts

Theme: Animals, Tame and Wild~~~ REVIEW DUE TO SHORT WEEK

Standard(s) for the day:

         
   

ELACC1L1: Demonstrate command     of the conventions of standard English grammar and usage when writing or     speaking.

   

ELACC1L2: Demonstrate command of the convention of standard   English capitalization, punctuation, and spelling when writing.

WIDA:   Standard 2: Language of Language   Arts

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

7.      Hopp up for mom                       7. Hop up for mom.

8.      ox got a   rock.                                 8. Ox got a rock.

Lesson Activities:                            Writing Across the Curriculum

·          WRITE   Caption: Brainstorm: Have children look at pp. 70-71 and   identify how the animals are helping people.   Encourage them to use oral vocabulary, such as transportation, produce, present, and past.

·          Share The   Pen: Have children   participate in creating a caption for a drawing about a helping animal of   past times. To begin, draw a simple   picture of a horse and buggy on the board.   Explain that the class will work together to write a caption for the   drawing. Explain that a caption is a   short sentence that describes a drawing or a photograph. Call on individuals to check the   capitalization and punctuation. Then   have the class read it with you as you track the print. Ask questions, such as the following: What does this sentence tell about? (how   the horse helps), With what should this sentence begin with? (capital   letter), What belongs at the end of this sentence? (period), and What is the   action part of this sentence? (helps with transportation)

Continue having individuals contribute   to writing captions. Frequently reread   the captions. (ELACC1L1c: use singular and   plural nouns with matching verbs in basic sentences.)

PRACTICE

·          REVIEW ACTION   PARTS OF SENTENCES: Display a   picture of a helping animal of present times.   Ask individuals to suggest a sentence that tells how the animal in the   picture is helping. Write the sentence   on the board and read it aloud as you track the print. Invite a volunteer to underline the action   part of the sentence. Teacher will assist students in completing pp. 11-12 in   Grammar Practice and Writing Book. (ELACC1L2a:   capitalize dates and names of people.   ELACC1L2b: use end punctuation   for sentences. ELACC1L1c: use singular and plural nouns with matching   verbs in basic sentences.)

Essential Questions: How to identify action parts?

 

 

 

Remedial/ Acceleration /   Enrichment Activities:

                 
   

Remedial     Activities

   

Remedial     Activities

   

Students     will draw/label a picture showing how an animal can help people.

   

 

   
   

Acceleration     Activities

   

Students     will write two sentences about how animals can help people.

   
   

Enrichment     Activities

   

Students     will write sentences about service animals such as guide dogs, police dogs     or therapy dogs.

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Teacher will ask to identify action parts of   given sentences. Teacher will ask students how to begin and end sentences.   Teacher and students will discuss pp. 11-12 in Grammar Practice and Writing   Book.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day: 30

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                  Date: Friday, September 12, 2014

Subject/Title: Language Arts/Grammar: Action Parts

Theme: Animals, Tame and Wild~~~ REVIEW DUE TO SHORT WEEK

Standard(s) for the day:

         
   

ELACC1L1: Demonstrate command     of the conventions of standard English grammar and usage when writing or     speaking.

   

ELACC1L2: Demonstrate command of the convention of standard   English capitalization, punctuation, and spelling when writing.

WIDA:   Standard 2: Language of Language   Arts

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

9.      ox can use Pots.                      9.   Ox can use pots.

10.  Pop got the   lox                         10. Pop got the locks.

                  

Lesson Activities:              Writing And Grammar

·          Look At The   Prompt: Read p. 72   aloud. Have children select and   discuss key words or phrases in the prompt.   (how animals help people,   sentences, tell what animals do to help people.)

·          Strategies to   Develop Sentences: Have   children: answer questions you ask   them using complete sentences, point sentences in the reading selections and   identify the naming parts and the action parts, complete sentences you write   on the board by adding naming parts or action parts. Students will complete a   test on action parts of a sentence.The test will include naming parts to   ensure students have mastered this particular skill.  (ELACC1L1b: Use common, proper and possessive   nouns. ELACC1L1c: use singular and   plural nouns with matching verbs in basic sentences.)

Essential Questions: How to identify action parts?

Remedial/ Acceleration /   Enrichment Activities:

                 
   

Remedial     Activities

   

Remedial     Activities

   

Students     will draw/label a picture showing how an animal can help people.

   

 

   
   

Acceleration     Activities

   

Students     will write two sentences about how animals can help people.

   
   

Enrichment     Activities

   

Students     will write sentences about service animals such as guide dogs, police dogs     or therapy dogs.

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Students will complete a test on action parts   of sentences.

 

 

Day: 31

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                  Date: Monday, September 15, 2014

Subject/Title: Language Arts/Grammar: Word Order~ Theme: Animals, Tame and Wild

Standard(s) for the day:

ELACC1RF1: Demonstrate an understanding of the   organization and basic features of print.

ELACC1W3: Write narratives in which they recount two   or more appropriately sequenced events, include some details regarding what   happened, use temporal words to signal event order, and provide some sense of   closure.

WIDA: Standard 2:   Language of Language Arts

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

1.      Fox napz on her lap                     1. Fox naps on her lap.

2.      frog sits   there too.                      2. Frog sits there too.

Lesson Activities:                  GRAMMAR: Teach/Model: Word Order

·          PRETEST: Students will complete a pretest on word   order.

·          IDENTIFY   CORRECT WORD ORDER: Display   Grammar Transparency 4. Read the   definition aloud. Then model with item 1. The   words are not in the right order in the sentence: Three   fox the has kits. So the sentence doesn’t make sense. The words are in   the right order in the sentence: The fox has three kits. So this sentence makes sense. Continue   modeling with items 2-5. (ELACC1RF1a: Recognize the distinguishing   features of a sentence (e.g., first word, capitalization, ending   punctuation.)

 

PRACTICE

·          SUGGEST   SENTENCES: Have children   suggest other sentences using correct word order. Record and discuss the sentences. Suggest   a sentence about a wild animal you like.   Explain how you know the words are in the right order. What clues would you notice if the words   were not in the right order? Teacher will assist students in completing   p. 13 in Grammar and Writing Practice Book. (ELACC1RF1a: Recognize the distinguishing features of a sentence   (e.g., first word, capitalization, ending punctuation.)

 

Essential Questions: How to determine correct word order in   sentences?

Remedial/ Enrichment / Acceleration Activities:

                 
   

Remedial     Activities

   

Students     will circle the sentences that are written in correct word order.

   
   

Enrichment     Activities

   

Students     will three complete sentences using spelling words.

   
   

Acceleration     Activities

   

Students     will choose part of the story Fox and     a Kit and write sentences to elaborate on it.

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Teacher will ask students to check for right   word order in given sentences. Teacher will discuss p. 13 in Grammar and   Writing Practice Book. Teacher will ask students to name naming and action   parts of each sentence.

 

 

Day: 32

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                  Date: Tuesday, September 16, 2014

Subject/Title: Language Arts/Grammar: Word Order~ Theme: Animals, Tame and Wild

Standard(s) for the day:

ELACC1SL1: Participate in collaborative conversations   with diverse partners about grade 1 topics and texts with peers and adults in   small and larger groups.

ELACC1RF1: Demonstrate an understanding of the   organization and basic features of print.

ELACC1W3: Write narratives in which they recount two   or more appropriately sequenced events, include some details regarding what   happened, use temporal words to signal event order, and provide some sense of   closure.

WIDA: Standard   2: Language of Language Arts

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

3.      The cat her sitz with mom.           3. The sits with her mom.

4.      she fitts in a small bed.                4.   She fits in a small bed.          

Lesson Activities:            GRAMMAR: Develop The Concept   Word Order

·          IDENTIFY   CORRECT WORD ORDER: Write these   sentences on the board: The baby its mom snuggles with. The baby snuggles with its mom. Track the words as you read each   sentence Ask children to identify the   sentence with the correct word order.   (The baby snuggles with its   mom.) Continue with: Swan   the snuggles its with pop. The swan   snuggles with its pop. When a sentence makes sense, the words are in the   right order. How can you tell if a   sentence makes sense? (A sentence makes sense if a reader can   understand what it means.) (ELACC1RF1a:   Recognize the distinguishing features of a sentence (e.g., first word,   capitalization, ending punctuation.)

PRACTICE

·          SUGGEST WORD   ORDER: Display p. 32   of Babies on the Go. Model writing a sentence about   anteaters using the right word order. MODEL: This   is a parent and baby anteater. Write   and read: The baby anteater gets a ride.   This sentence makes sense, so I think the order of the words is right.   Have children suggest sentences using the right word order for the other   pictures. Write the sentences children   provide. Have children check the word order for each sentence and suggest   corrections when necessary. Teacher will assist students in completing p. 14   in the Grammar and Writing Practice Book.   (ELACC1RF1a: Recognize the   distinguishing features of a sentence (e.g., first word, capitalization,   ending punctuation.)

SPEAKING AND LISTENING

·          BE A GOOD   SPEAKER: Model Speaking and   Listening: Discuss with   children behaviors used by good speakers.   Then model these behaviors as you retell Babies on the Go: Face the   group. Speak loudly enough to be   heard. Speak clearly. Stand up straight. Use complete sentences. ELACC1SL1a: Follow agreed-upon rules for   discussions (e.g., listening to others and taking turns speaking about topics   and texts under discussion.)

 

·          PRACTICE   SPEAKING: Ask individuals   to share what they remember from the story.   Encourage them to practice the behaviors used by good speakers as they   share what they recall. Remind   children that they should take turns speaking and be a good listener when   others are speaking. ELACC1SL1a: Follow agreed-upon rules for   discussions (e.g., listening to others and taking turns speaking about topics   and texts under discussion.)

 

 

Essential Questions: How to determine correct word order in   sentences?

Remedial/ Enrichment / Acceleration Activities:

                 
   

Remedial     Activities

   

Students     will circle the sentences that are written in correct word order.

   
   

Enrichment     Activities

   

Students     will three complete sentences using spelling words.

   
   

Acceleration     Activities

   

Students     will choose part of the story Fox and     a Kit and write sentences to elaborate on it.

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Teacher/students will discuss p. 14 in Grammar   Practice and Writing Book. REVIEW:   Teacher will ask students to name naming and action parts of given   sentences.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day: 33

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                  Date: Wednesday, September 17, 2014

Subject/Title: Language Arts/Grammar: Word Order~ Theme: Animals, Tame and Wild

Standard(s) for the day:

ELACC1RF1: Demonstrate an understanding of the   organization and basic features of print.

ELACC1W3: Write narratives in which they recount two   or more appropriately sequenced events, include some details regarding what   happened, use temporal words to signal event order, and provide some sense of   closure.

WIDA: Standard   2: Language of Language Arts

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

5.      The kit fits on that rock                     5. The kit fits on that rock

6.      pam got a lick   from her Dog.             6. Pam got a lick from her dog.          

 

Lesson Activities:                                WRITING TRAIT OF THE WEEK

·          INTRODUCE WORD   CHOICE: Talk About Word Choice: Explain to children that writers   choose clear, exact words to help readers see what they are talking   about. Ask children to think about the   words the author chooses for A Fox and   a Kit as you read p. 80 aloud.   Then model your thinking. MODEL: When   I look at p. 80, I can see that the author chooses clear, exact words. Now I will write these sentences using   other words. Write the following sentences on the board and read them   aloud. Then underline animal, is and things in the first sentence and baby, is and things in the   second sentence. This animal is on the   things. Her baby is on the things too. The underlined words don’t help us   see what the author is talking about.   What words does the author use instead of these words: animal? (fox) is? (naps) things?   (rocks) baby? (kit) is? (naps) things? (rocks) These   words give us a clear picture of what is happening because they are more   exact. Write the author’s words above the underlined words. (ELACC1RF1a:   Recognize the distinguishing features of a sentence (e.g., first word,   capitalization, ending punctuation.)

·          STRATEGY FOR   DEVELOPMENT WORD CHOICE: On the board,   write sentences with vague words, such as those below. Work with children to replace the   underlined words with words that help make clearer pictures. The   foxes eat stuff. (meat, berries) The fox has nice fur. (thick,   red) The kit goes to his mom. (trots, races) (ELACC1SL6: Produce complete sentences when appropriate   to task and situation.)

 

 

 

 

 

 

 

 

 

GRAMMAR:   Apply To Writing: Word Order

IMPROVE WRITING WITH WORD ORDER: Remind children that when the words   are in the right order a sentence makes sense. Add that writing with the correct word   order lets readers understand what you are saying. Remind children to use the right word order   in their own writing. Write like I watch   play cat my to. Ask how to put these words in order to write a sentence   that makes sense. I like to watch my   cat play. Teacher will assist student in completing pp.15-16 in Grammar   and Writing Practice Book. (ELACC1RF1a: Recognize the distinguishing   features of a sentence (e.g., first word, capitalization, ending   punctuation.)

 

Essential Questions: How to determine correct word order in   sentences?

Remedial/ Enrichment / Acceleration   Activities:

                 
   

Remedial     Activities

   

Students     will circle the sentences that are written in correct word order.

   
   

Enrichment     Activities

   

Students     will three complete sentences using spelling words.

   
   

Acceleration     Activities

   

Students     will choose part of the story Fox and     a Kit and write sentences to elaborate on it.

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Teacher/students will discuss pp. 15-16 in   Grammar Practice and Writing Book. REVIEW:   Teacher will ask students to name naming and action parts of given   sentences.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day: 34

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                  Date: Thursday, September 18, 2014

Subject/Title: Language Arts/Grammar: Word Order~ Theme: Animals, Tame and Wild

Standard(s) for the day:

ELACC1RF1: Demonstrate an understanding of the   organization and basic features of print.

ELACC1W3: Write narratives in which they recount two   or more appropriately sequenced events, include some details regarding what   happened, use temporal words to signal event order, and provide some sense of   closure.

WIDA: Standard   2: Language of Language Arts

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

7.      the   mix is a hit.                       7. The mix is a hit.

8.      This mix winz   too                   8. This mix wins too.              

Lesson Activities:                                   GRAMMAR

REVIEW Word Order:   Define Word Order: Teacher will   review definition of word order. Why is the order of words in a sentence   important? (Sentences with words in the fight order make sense.) How do   sentences with words in the right order help readers? (Correct word order lets readers understand sentences.) Students   will complete an assessment on word order in sentences. (ELACC1RF1a: Recognize the distinguishing features of a sentence   (e.g., first word, capitalization, ending punctuation.)

 

Essential Questions: How to determine correct word order in   sentences?

Remedial/ Enrichment/ Acceleration Activities:

                 
   

Remedial     Activities

   

Students     will circle the sentences that are written in correct word order.

   
   

Enrichment     Activities

   

Students     will three complete sentences using spelling words.

   
   

Acceleration     Activities

   

Students     will choose part of the story Fox and     a Kit and write sentences to elaborate on it.

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Students will complete an assessment on word   order in sentences.

 

 

 

 

 

Day: 35

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                  Date: Friday, September 19, 2014

Subject/Title: Language Arts/Grammar: Word Order~ Theme: Animals, Tame and Wild

Standard(s) for the day:

 

         
   

ELACC1L1: Demonstrate command     of the conventions of standard English grammar and usage when writing or     speaking.

   

ELACC1L2: Demonstrate command of the convention of standard   English capitalization, punctuation, and spelling when writing.

ELACC1W3: Write narratives in which they recount two   or more appropriately sequenced events, include some details regarding what   happened, use temporal words to signal event order, and provide some sense of   closure.

 

WIDA:   Standard 2: Language of Language   Arts

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

9.      The Fox sitts on a rock                   9. The fox sits on a rock.

10.  my dog napps   with Pop.                 10. My dog naps with Pop.            

 

Lesson Activities: REVIEW   NAMING PARTS/ACTION PARTS

 

GAMMAR:   Teach/Model Naming Parts of Sentences

·          Identify   Naming Parts of Sentences:   Display Grammar Transparency 2. Read the definition and examples. Then model with item 1. A wig   is a thing. The naming part of the   first sentence is A wig. The naming   part tells that this sentence is about a wig. Teacher will continue with   items 2-5. ELLACC1L1c: Use singular   and plural nouns with matching verbs in basic sentences.)

 

 

 

PRACTICE

·          Suggest Naming   Parts of Sentences: Have children   suggest naming parts to complete these sentences have about a cat they have   read about.

3.      ________ ran that way. 2.   ________ was mad.     3. ________ ran back. ELLACC1L1c: Use singular and plural nouns with matching   verbs in basic sentences.)

 

 

 

 

 

 

 

GAMMAR:   Teach/Model Action Parts of Sentences

 

·          PRACTICE Identify Action Parts of Sentences: Write some close sentences on the   board for children to complete. For   example: My dog ________. Invite   the children to suggest an action part of each sentence. Remind children that the action part of a   sentence is a word or words that

       tell what a person or thing does.   After each sentence is complete, have children read it aloud as

       you track the print. (ELACC1L1c: use singular and plural nouns with matching   verbs in

       basic   sentences.)

Essential Questions: How to determine correct word order in   sentences?

Remedial/ Enrichment / Acceleration   Activities:

                 
   

Remedial     Activities

   

Students     will circle the sentences that are written in correct word order.

   
   

Enrichment     Activities

   

Students     will three complete sentences using spelling words.

   
   

Acceleration     Activities

   

Students     will choose part of the story Fox and     a Kit and write sentences to elaborate on it.

   

 

Closure: Teacher will review and discuss the   essential question. Teacher will introduce next week’s lesson: Telling Sentences

Assessment:   Teacher will review test on Word Order, Naming and Action Parts in sentences.   Students will have an opportunity to Retest on Word Order.

 

 

 

Day: 36

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Monday, September 22, 2014

Subject/Title: Language Arts/Grammar: REVIEW DUE TO BENCHMARKS:

Naming/Action Parts/Word Order

Theme: Seasons and Weather

Standard(s) for the day:

ELACC1L1: Demonstrate command   of the conventions of standard English grammar and usage when writing or   speaking.

ELACC1L2: Demonstrate command of the convention of standard   English capitalization, punctuation, and spelling when writing.

WIDA: Standard   2: Language of Language Arts

         
   

 

   

 

Warm-up: Students will   complete Daily Fix. Teacher will read sentences and assist students in   correcting errors in sentences via Mimeo Board (or sentences may be written   on the board.)

1.        sam came bakk                             1. Sam came back.

2.        mom and Pop nap on Ox              2.   Mom and Pop nap on Ox.

Lesson Activities:

GAMMAR:   Teach/Model Naming Parts of Sentences

·          Review   Sentences: Remind   children that a sentence is a group of words that tells a complete idea. It begins with a capital letter and many   sentences end with a period.

·          Identify   Naming Parts of Sentences:   Display Grammar Transparency 2. Read the definition and examples. Then model with item 1. A wig   is a thing. The naming part of the   first sentence is A wig. The naming   part tells that this sentence is about a wig. Teacher will continue with   items 2-5.

PRACTICE

·          Suggest Naming   Parts of Sentences: Have children   suggest naming parts to complete these sentences about a cat they have read   about.

4.      ________ can run. 2.   ________ was mad.     3. ________ ran back.

Students will   write two sentences and circle the naming part in each sentence.

(ELACC1:2b:   Use end punctuation for sentences. ELACC1L2a: Capitalizes the   date and names of people. ELLACC1L1c: Use singular and plural nouns with   matching verbs in basic sentences.)

Essential Questions: How to identify naming parts in sentences?

Remedial/ Enrichment/ Acceleration   Activities:

                 
   

Remedial     Activities

   

Students     will be given word cards. Students will sort cards into two     categories: naming and action parts.    

   
   

Enrichment     Activities

   

Students     will circle the naming part of given sentences.

   

 

   
   

Acceleration     Activities

   

Students     will write two sentences and circle the naming part in each sentence.

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Teacher will ask students to identify the   naming part of given sentences. Teacher will ask students how to begin and   end sentences. Teacher will display students’ work in the hallway.

Day: 37

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Tuesday, September 23, 2014

Subject/Title: Language Arts/Grammar: REVIEW DUE TO BENCHMARKS:

Naming/Action Parts/Word Order

Theme: Seasons and Weather

Standard(s) for the day:

ELACC1L1: Demonstrate command   of the conventions of standard English grammar and usage when writing or   speaking.

ELACC1L2: Demonstrate command of the convention of standard   English capitalization, punctuation, and spelling when writing.

WIDA: Standard   2: Language of Language Arts

         
   

 

   

 

 

Warm-up: Students will   complete Daily Fix. Teacher will read sentences and assist students in   correcting errors in sentences via Mimeo Board (or sentences may be written   on the board.)

3.        she will   taak my hand.           3. She will take my hand.

4.        ox wuz a big helpp.                 4. Ox was a big help.  

 

Lesson Activities:

               GAMMAR:   Teach/Model Action   Parts of Sentences

·          Review   Sentences: Remind   children that a sentence is a group of words that tells a complete idea. It begins with a capital letter and many   sentences end with a period. (ELACC1L2a: capitalize dates and names of people. ELACC1L2b:   use end punctuation for sentences.)

·          Identify   Action Parts of a Sentence:   Display Grammar Transparency 3.   Read the definition aloud. The words in a sentence that tell what a   person or thing do form the action part of the sentence. In the sentence Dad and I walk the dog, “walk the dog” is the action part of the   sentence. In the sentence The cat plays, “plays” is the action   part of the sentence because it tells what the dog does. (ELACC1L1c: use singular and plural nouns with matching   verbs in basic sentences.)

PRACTICE

·          Identify   Action Parts of Sentences: Write some   close sentences on the board for children to

complete. For example: My cat ________.   Invite the children to suggest an action part of each

sentence. Remind children that the action part of a   sentence is a word or words that tell what a person or thing do. After each   sentence is complete, have children read it aloud as you track the   print. Students will write two   sentences and circle the action part in each sentence. (ELACC1L1c: use singular and   plural nouns with matching verbs in basic sentences.)

Essential Questions: How to identify action parts in a sentence?

 

 

 

Remedial/ Enrichment / Acceleration   Activities:

                 
   

Remedial     Activities

   

Students     will be given word cards. Students will sort cards into two     categories: naming and action parts.    

   
   

Enrichment     Activities

   

Students     will circle the naming part of given sentences.

   

 

   
   

Acceleration     Activities

   

Students     will write two sentences and circle the naming part in each sentence.

   

 

Closure: Teacher will review and discuss the   essential questions.

Assessment:   Teacher will ask to identify action and naming   parts of given sentences. Teacher and students will discuss lesson   activities. Teacher will display   students’ work in the hall.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day: 38

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Wednesday, September 24, 2014

Subject/Title: Language Arts/Grammar: REVIEW DUE TO BENCHMARKS:

Naming/Action Parts/Word Order

Theme: Seasons and Weather

Standard(s) for the day:

ELACC1L1: Demonstrate command   of the conventions of standard English grammar and usage when writing or   speaking.

ELACC1L2: Demonstrate command of the convention of standard   English capitalization, punctuation, and spelling when writing.

WIDA: Standard   2: Language of Language Arts

         
   

 

   

 

 

Warm-up: Students will   complete Daily Fix. Teacher will read sentences and assist students in   correcting errors in sentences via Mimeo Board (or sentences may be written   on the board.)

5.        he can us   my book                     5. He can use my book.

6.        i will git the mopp.                     6. I will get the mop.

 

Lesson Activities:

                                                 GRAMMAR

DEVELOP THE CONCEPT: Identify Action Parts of Sentences:

·          Write The dog got the pack. Track the   print as you read the sentence. Ask   children to identify the action part of the sentence. (got the pack) Continue   with The dog got the hat. (got the hat) The action parts of sentences tell what   happens. What can the action part of a   sentence tell? (what a person or thing does). Teacher will assist students in completing   p. 9 in Grammar and Writing Practice Book. (ELACC1L1c: use singular and   plural nouns with matching verbs in basic sentences.)

PRACTICE

·          Suggest Action   Parts of Sentences: Gather   pictures of service dogs engaged in helping people in

different ways. Model a sentence that tells about a dog   helping a person, emphasizing the action part of the sentence, for example: MODEL: I think This dog can bring the pack would be a good sentence to tell what the   dog is doing. The words, bring the   pack tell what tell what the dog is   doing so it is the action part of this sentence. (ELACC1L1c: use singular and plural nouns with matching   verbs in basic sentences.)

·          Have children give sentences for other pictures   and identify the action part in each. Teacher will assist students in   completing p. 9 in Grammar and Writing Practice Books. (ELACC1L1c: use singular and   plural nouns with matching verbs in basic sentences. (ELACC1L2a:   capitalize dates and names of people.   ELACC1L2b: use end punctuation   for sentences.)

  

Essential Questions: How to determine correct word order in   sentences?

Remedial/ Enrichment / Acceleration Activities:

                 
   

Remedial     Activities

   

Students     will be given word cards. Students will sort cards into two     categories: naming and action parts.

   
   

Enrichment     Activities

   

Students     will circle the naming part of given sentences.

   

 

   
   

Acceleration     Activities

   

Students     will write two sentences and circle the naming part in each sentence.

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Teacher will ask students to check for right   word order in given sentences. Teacher will discuss p. 9 in Grammar and   Writing Practice Book. Teacher will ask students to name naming and action   parts of each sentence.

 

 

 

 

 

 

Day: 39

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Thursday, September 25, 2014

Subject/Title: Language Arts/Grammar: REVIEW DUE TO BENCHMARKS:

Naming/Action Parts/Word Order

Theme: Seasons and Weather

Standard(s) for the day:

ELACC1L1: Demonstrate command   of the conventions of standard English grammar and usage when writing or   speaking.

ELACC1L2: Demonstrate command of the convention of standard   English capitalization, punctuation, and spelling when writing.

ELACC1RF1: Demonstrate an understanding of the   organization and basic features of print.

WIDA: Standard   2: Language of Language Arts

         
   

 

   

 

Warm-up: Students will   complete Daily Fix. Teacher will read sentences and assist students in   correcting errors in sentences via Mimeo Board (or sentences may be written   on the board.)

7.        like her I   too                     7. I like her too.

8.        fall he will                         8. He will fall.

 

Lesson Activities:

·          Naming Parts   of Sentence: IMPROVE WRITING WITH   NAMING PARTS OF SENTENCES: Have children   recall that the naming part of a sentence tells who or what a sentence is   about. Ask volunteers to share a   sentence and name the naming part.

·          Action Parts   of Sentence: IMPROVE WRITING   SENTENCES: Remind   students that action

parts of sentences tell what a person   or thing does. Lead a discussion of   how actions parts help sentences “come alive.” Remind children to use action   parts of sentences correctlyin   their own writing.

·          Define Word   Order: Teacher will   review definition of word order. Why is the order of words in a sentence   important? (Sentences with words in the fight order make sense.) How do   sentences with words in the right order help readers? (Correct word order lets readers understand sentences.) Students   will complete an assessment on word order in sentences. (ELACC1RF1a: Recognize the distinguishing features of a sentence   (e.g., first word, capitalization, ending punctuation.)

 

·          Students will write two sentences and circle the   naming part and underline the action part. Students will correct the   following sentences: 1) thursday today is. 2) love i going school to. 3) naps kit on   the rock. Teacher will display   students’ work in the hall. (ELACC1L1c: use singular and plural nouns with matching   verbs in basic sentences. (ELACC1RF1a: Recognize the distinguishing   features of a sentence (e.g., first word, capitalization, ending   punctuation.)

 

 

 

Essential Questions: How to identify naming and action parts in   a sentence? How to determine correct   word order in sentences?

Remedial/ Enrichment / Acceleration Activities:

                 
   

Remedial     Activities

   

Students     will be given word cards. Students will sort cards into two     categories: naming and action parts.

   
   

Enrichment     Activities

   

Students     will circle the naming part of given sentences.

   

 

   
   

Acceleration     Activities

   

Students     will write two sentences and circle the naming part in each sentence.

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Teacher will ask students to identify the   naming and action parts of given sentences. Teacher and students will discuss   lesson activities on word order. Teacher will display students’ work in the   hallway.

 

 

 

 

 

 

 

 

 

 

 

Day: 40

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Friday, September 26, 2014

Subject/Title: Language Arts/Grammar: REVIEW DUE TO BENCHMARKS:

Naming/Action Parts/Word Order

Theme: Seasons and Weather

Standard(s) for the day:

ELACC1L1: Demonstrate command   of the conventions of standard English grammar and usage when writing or   speaking.

ELACC1L2: Demonstrate command of the convention of standard   English capitalization, punctuation, and spelling when writing.

ELACC1RF1: Demonstrate an understanding of the   organization and basic features of print.

WIDA: Standard   2: Language of Language Arts

         
   

 

   

 

 

Warm-up: Students will   complete Daily Fix. Teacher will read sentences and assist students in   correcting errors in sentences via Mimeo Board (or sentences may be written   on the board.)

9.        saw leaf   a i                               9. I saw a leaf.

10.  love you   i                                     10. I love you.

 

Lesson   Activities:    

GAMMAR:   Teach/Model Naming Parts of Sentences

·          Review   Sentences: Remind   children that a sentence is a group of words that tells a complete idea. It begins with a capital letter and many   sentences end with a period.

·          Identify   Naming Parts of Sentences:   Display Grammar Transparency 2. Read the definition and examples. Then model with item 1. A wig   is a thing. The naming part of the   first sentence is A wig. The naming   part tells that this sentence is about a wig. Teacher will continue with   items 2-5.

 

GAMMAR:   Teach/Model Action Parts of Sentences

 

·          PRACTICE Identify Action Parts of Sentences: Write some close sentences on the   board for children to complete. For   example: My dog ________. Invite   the children to suggest an action part of each sentence. Remind children that the action part of a   sentence is a word or words that

       tell what a person or thing does.   After each sentence is complete, have children read it aloud as

       you track the print. (ELACC1L1c: use singular and plural nouns with matching   verbs in

basic   sentences.)

GRAMMAR: Teach/Model: Word Order

·          IDENTIFY   CORRECT WORD ORDER: Display   Grammar Transparency 4. Read the   definition aloud. Then model with item 1. The   words are not in the right order in the sentence: Three   fox the have kits. So the sentence doesn’t make sense. The words are in   the right order in the sentence: The fox has three kits. So this sentence makes sense. Continue   modeling with items 2-5. Students will correct the following sentences: 1.   friday today is. 2) brown have a dog   i. 3) wig pigs a in mud like. (ELACC1RF1a: Recognize the distinguishing   features of a sentence (e.g., first word, capitalization, ending   punctuation.)

 

 

Essential Questions: How to identify naming/action parts in   sentences? How to determine correct   word order in sentences?

Remedial/ Enrichment / Acceleration Activities:

                 
   

Remedial     Activities

   

Students     will be given word cards. Students will sort cards into two     categories: naming and action parts.

   
   

Enrichment     Activities

   

Students     will circle the naming part of given sentences.

   

 

   
   

Acceleration     Activities

   

Students     will write two sentences and circle the naming part in each sentence.

   

 

Closure: Teacher will review and discuss the   essential questions.

Assessment:   Teacher will ask students to identify the   naming and action parts of given sentences. Teacher and students will discuss   lesson activities on word order. Teacher will display students’ work in the   hallway.

 

 

 

 

 

 

 

 

 

 

 

 

 

Day: 41

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Monday, September 29, 2014

Subject/Title: Language Arts/Grammar: Telling Sentences

Standard(s) for the day:

ELACC1L1: Demonstrate command of the conventions   of standard English grammar and usage when writing or speaking.

 

WIDA:   Standard 2: Language of Language   Arts

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

1.      ten men sat on a jeet.         1.   Ten men sat on a jet.

2.      your red sled   is wet.           2. Your red sled is wet.

                  

 

Lesson Activities:

GAMMAR:   Teach/Model Telling Sentences

·          IDENTIFY   TELLING SENTENCES: Display   Grammar Transparency 5. Read the   definition aloud. The bird has one egg is a telling sentence. It is a statement that begins with a   capital letter and ends with a period. Statements that begin with a capital letter and usually end in a   period are called telling sentences. The egg is in the nest is a telling   sentence, so it begins with a capital letter and ends with a period. Continue   modeling with items 1-4. (ELACC1Lj: Produce and expand complete simple and   compound declarative, interrogative, imperative, and exclamatory sentences in   response to questions and prompts.)

PRACTICE

·          FIX-UP TELLING   SENTENCES: Have children   find and correct errors in grammar and punctuation for sentences you write on   the board.

1.      we saw a   little egg

2.      a green frog   hops up

3.      i see the kit   lick her lips

Students will   share sentences with a partner. (ELACC1Lj: Produce and expand complete simple   and compound declarative, interrogative, imperative, and exclamatory   sentences in response to questions and prompts.)

 

Essential Questions: How to write telling sentences?

 

 

 

 

 

 

Remedial/ Enrichment / Acceleration   Activities:

                 
   

Remedial     Activities

   

Students     will add end punctuation mark (.) to the end of given sentences.

   

 

   
   

Enrichment     Activities

   

Students     will write five complete sentences using spelling words showing correct     punctuation.

   

 

   
   

Acceleration     Activities

   

Students     will write telling and asking sentences using the amazing words showing     correct punctuation. (hibernate, seasons, freezing, summer, fall, winter     spring)

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Teacher will ask students how to begin and end   sentences. Teacher will display students’ work in the hallway.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day: 42

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Tuesday, September 30, 2014

Subject/Title: Language Arts/Grammar: Telling Sentences

Standard(s) for the day:

 

ELACC1L1: Demonstrate command of the conventions   of standard English grammar and usage when writing or speaking.

WIDA: Standard 2:   Language of Language Arts

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

3.      i saw two men packing a sled       3.     I saw two men packing a sled.

4.      i saw Pop   stepp on a weet rock      4.     I saw Pop step on a wet rock.

                  

 

Lesson Activities:

GAMMAR:   DEVELOP THE CONCEPT: Telling Sentences

·          IDENTIFY   TELLING SENTENCES: Write on the   board: The green frog flips and flops.   Point to each word as your read it.   Ask children to explain why it is a telling sentence. Continue with the phrase: the   green frog flips and flops. Ask   children to explain why it not a telling sentence. Statements that begins with a capital letter and usually end in a   period are called telling sentences. How do telling sentences begin and end?   (Telling sentences begin with a capital letter and usually end in a   period.)(ELACC1Lj:   Produce and expand complete simple and compound declarative, interrogative,   imperative, and exclamatory sentences in response to questions and prompts.)

PRACTICE

·          SUGGEST   TELLING SENTENCES: Gather several   pictures of backyard animals. Display   a picture. Model a telling sentence   for the animal, for example: Model: This   is a lizard. Write lizard. I think I saw a green lizard walking on the   ground would be a good telling sentence for this animal. This is a telling sentence so it begins   with a capital letter. Write I saw a   green lizard walking on the ground. This   is a telling sentence so it ends with a period. Add   a period.

Have children   suggest telling sentences for the other pictures. Ask them to identify words that should be   capitalized and to supply the correct end punctuation mark for their   sentences. Write the sentences   children provide. Students will complete p. 17 in Grammar and Writing   Practice Book. (ELACC1Lj: Produce   and expand complete simple and compound declarative, interrogative,   imperative, and exclamatory sentences in response to questions and prompts.)

·          Speaking and   Listening: RETELL A STORY: DEMONSTRATE SPEAKING AND LISTENING: Have children think about the   characters and events in the story The Big Blue Ox. Remind children of appropriate   listening and speaking behaviors. Then   ask them to think about these behaviors as you demonstrate how to retell the   story.

 

 

 

·          USE A STORY   CHART: Ask children   to name the characters in the story, describe them, and tell them what they   did. Work together to complete a chart   like the one below. Help children retell   the story using the completed chart.   Have them use vocabulary from the story as they retell. Use visual aids, such as pictures and   objects. (ELACC1Lj: Produce and   expand complete simple and compound declarative, interrogative, imperative,   and exclamatory sentences in response to questions and prompts.)

           CHARACTERS                 EVENTS_____

                 Mom                       Ox helps dig and   pick.

                 Pop                         Ox helps the pigs.

                 Ox                           Ox helps Mom and   PoP shop.

                 the pigs                   Ox, Mom and Pop nap.

Essential Questions: How to write telling sentences?

Remedial/ Enrichment / Acceleration   Activities:

                 
   

Remedial     Activities

   

Students     will add end punctuation mark (.) to the end of given sentences.

   

 

   
   

Enrichment     Activities

   

Students     will write five complete sentences using spelling words showing correct     punctuation.

   

 

   
   

Acceleration     Activities

   

Students     will write telling and asking sentences using the amazing words showing     correct punctuation. (hibernate, seasons, freezing, summer, fall, winter     spring)

   

 

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Teacher will ask students how to begin and end   sentences. Teacher and students will discuss p. 17 in Grammar and Practice   Writing Book.

 

 

 

 

 

 

 

 

 

 

 

Day: 43

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Wednesday, October 1, 2014

Subject/Title: Language Arts/Grammar: Telling Sentences

Standard(s) for the day:

ELACC1L1: Demonstrate command of the conventions   of standard English grammar and usage when writing or speaking.

ELACC1L2: Demonstrate command of the convention   of standard English capitalization, punctuation, and spelling when writing.

 

WIDA:   Standard 2: Language of Language   Arts

 

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

5.      ten men sat on a jeet.         1.   Ten men sat on a jet.

6.      your red sled   is wet.           2. Your red sled is wet.

                  

 

Lesson Activities:                                WRITING TRAIT OF THE WEEK

·          INTRODUCE   Organization/Paragraphs: Talk About   Organization/Paragraphs: Explain to   children that organization is arranging the ideas in their writing in an   order that makes sense. Ask children   to think about how the author organizes her ideas in Get the Egg! Then model   your thinking. MODEL: When   I look back at the selection, I see that the author tells what happens first,   next, and last. I’ll write some events   that happen in the story. Check to see   if they are in the right order. On   the board, write a list of selection events out order, as shown below.

Brad   puts the egg back in the nest. (3) A   big twig knocks an egg out of a nest. (1)   Brad uses his net to get the egg. (2)   I see these   sentences are out of order. Let’s   number them in the correct order.   First, the egg falls out of the nest.   Second, Brad uses his net to get the egg. Third, Brad puts the egg back in the   nest. Now   read the sentences in the right order.   (ELACC1Lj:   Produce and expand complete simple and compound declarative, interrogative,   imperative, and exclamatory sentences in response to questions and prompts.)

GRAMMAR:   APPLY TO WRITING: TELLING   SENTENCES

·          IMPROVE   WRITING WITH TELLING SENTENCES: Point out to   children that writing telling sentences can give readers information about   something that happened in the past.   Remind children to use telling sentences in their own writing. Write Sam,   Pig, Ox, Fox. Have children supply   telling sentences for each story character.   Ask how each telling sentence should begin and end.   Teacher will assist students in completing   p. 18 in Grammar and Writing Practice Book.   (ELACC1Lj: Produce and   expand complete simple and compound declarative, interrogative, imperative,   and exclamatory sentences in response to questions and prompts.)

                                                               

PRACTICE

·          WRITE TELLING   SENTENCES: Call on   individuals to supply more sentences to be added for each character. Ask children to check that each sentence   begins with a capital letter and ends with a period. Continue until three or more sentences have   been written for each story character. (ELACC12b: Use end punctuation for sentences.)

Essential Questions: How to write telling sentences?

Remedial/ Enrichment / Acceleration   Activities:

                 
   

Remedial     Activities

   

Students     will add end punctuation mark (.) to the end of given sentences.

   

 

   
   

Enrichment     Activities

   

Students     will write five complete sentences using spelling words showing correct     punctuation.

   

 

   
   

Acceleration     Activities

   

Students     will write telling and asking sentences using the amazing words showing     correct punctuation. (hibernate, seasons, freezing, summer, fall, winter     spring)

   

 

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Teacher will ask students how to begin and end   sentences. Teacher will discuss p. 18 in Grammar and Writing Practice Book.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day: 44

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Thursday, October 2, 2014

Subject/Title: Language Arts/Grammar: Telling Sentences

Theme:

REVIEW DUE TO FUN FALL FESTIVAL

Standard(s) for the day:

ELACC1L1: Demonstrate command of the conventions   of standard English grammar and usage when writing or speaking.

 

WIDA:   Standard 2: Language of Language   Arts

 

 

Warm-up: Teacher will   introduce Daily Fix-It to students.   Teacher will read sentences and assist students in correcting errors   in sentences via Mimeo Board:

1.      ten men sat on   a jeet.         1. Ten men sat on a jet.

2.      your red sled   is wet.           2. Your red sled is wet.

                  

 

Lesson Activities:

GAMMAR:   Teach/Model Telling Sentences

·          IDENTIFY   TELLING SENTENCES: Display   Grammar Transparency 5. Read the   definition aloud. The bird has one egg is a telling sentence. It is a statement that begins with a   capital letter and ends with a period. Statements that begin with a capital letter and usually end in a   period are called telling sentences. The egg is in the nest is a telling   sentence, so it begins with a capital letter and ends with a period. Continue   modeling with items 1-4. (ELACC1Lj: Produce and expand complete simple and   compound declarative, interrogative, imperative, and exclamatory sentences in   response to questions and prompts.)

PRACTICE

·          FIX-UP TELLING   SENTENCES: Have children   find and correct errors in grammar and punctuation for sentences you write on   the board.

1.        we saw a little egg

2.        a green frog hops up

3.        i see the kit lick her lips

Students will   share sentences with a partner. (ELACC1Lj: Produce and expand complete simple   and compound declarative, interrogative, imperative, and exclamatory   sentences in response to questions and prompts.)

 

Essential Questions: How to write telling sentences?

Remedial/ Enrichment / Acceleration   Activities:

                 
   

Remedial     Activities

   

Students     will add end punctuation mark (.) to the end of given sentences.

   

 

   
   

Enrichment     Activities

   

Students     will write five complete sentences using spelling words showing correct     punctuation.

   

 

   
   

Acceleration     Activities

   

Students     will write telling and asking sentences using the amazing words showing     correct punctuation. (hibernate, seasons, freezing, summer, fall, winter     spring)

   

 

   

 

Closure: Teacher will review and discuss the   essential question.

Assessment:   Teacher will ask students how to begin and end   sentences. Teacher will display students’ work in the hallway.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Day: 45

Teachers: S. Brooks, Chapman, Curry, Lariscy, Todd

Grade: First                                                                 Date: Friday, October 3, 2014

Subject/Title: Language Arts/Grammar: Telling Sentences

Theme:

FIELD TRIP TO GA NATIONAL FAIR