Goshen Creek/1st GRADE
GOSHEN CREEK ELEMENTARY 1st GRADE
|Monday | |Materials |Activity |
|Week 17 | | | |
| | |Story map |**Vocabulary ~ ** |
| |READING |What Good Readers Do- Bookmark |Story elements: plot, problem, solution, sequence, retell, word meaning, folktale/ fairy tale, reoccurring phases, |
| |Unit 3~ Lesson 2 |Chart paper- 2-3 sentences written on the paper |word meaning, and context clues |
| |TEKS: 1 Fig 19, C, E, 1.1E, |with words that are unknown |TSW be able to describe the plot and retell the story as well as decode unknown word meanings in the story by how |
| |1.12A1.4B, 1.5A, 1.9A, |Grade-level appropriate fiction books/ How the |they are used. |
| |1.20Avii, 1.28A |Grinch Stole Christmas |1.TTW review basic story elements: title, author, character, setting, plot (events), problem and solution and |
| | |Chart paper – tree maps |conduct a read aloud the bookmark ~ What good reader’s do and model appropriate behaviors. |
| | | |2. TTW conduct a read aloud of ,’ The Grinch Who Stole Christmas modeling all appropriate behaviors, model |
| | | |strategies, and how to use their context clues to understand word meaning by how the word is used in the sentence. |
| | | |3.TTW have written on chart paper 3 sentences from the book and highlight 3-5 words that the class might not know. |
| | | |TTW model appropriate strategies/ decoding the word meaning by where it is in the text and allow time for |
| | | |connections/ discussion. |
| | | |4. TSW in partners practice reading/ recognizing the plot |
| | | | |
| | |Sight Words |***Vocabulary*** |
| |PHONICS |some |vowel-constant-e and alphabetize |
| |Unit 3~Lesson 2 |her |1. Display the letters: A,E,I,O,U. Ask the students to identify and state the name of each letter and its sound. |
| |TEKS: 1.2, 1.3, 1.4, 1.5, |would |Ask: What makes these letters special? Discuss responses, including that the letters are vowels. |
| |1.6, 1.7, 1.9, 1.10, 1.17, |make |2. Remind students that vowels are special because they can make more than one sound. Explain to the students that |
| |1.18, 1.19, 1.20, 1.22, |like |when a word has the pattern v-c-e (vowel-consonant-e), the first vowel says its name and the "e” is silent. |
| |1.28, 1.29 | |3. Display the following three words: tub, tube, and tub.. Ask students to hold up one, two or three fingers to |
| | |***Spelling Test will be given on Thursday*** |tell which word is different from the other two. Review that the word “tub” follows the closed syllable pattern |
| | |Please remind students! |(vowel followed by a consonant) and so it makes the short vowel sound. Practice decoding the word together. |
| | | |4. Next add “e” to the end to make the word “tube”. Review that this word follows the vowel-consonant-silent e |
| | | |pattern which makes the vowel say its name and the “e” is silent. |
| | | |5. Do this with additional i-e words. Examples cut, us, hug, etc…….. |
| | |Writer’s Notebook/handwriting paper |**Vocabulary ~ ** |
| |WRITING |Tree Maps |Writing Process Steps: draft, revise, edit, |
| |Grinch Writing –“ Random |Chart paper- Grinch |Adverb and preposition |
| |Acts of Kindness to make the|Cut out paper hearts- to graph random acts of |TSW write short stories that include a beginning, middle, and ending going through the writing process of |
| |Grinch’s heart grow…” |kindness to help make the Grinch’s heart grow |brainstorming, draft, revise, and editing. |
| |Unit 3~ Lesson 2 | |TTW have posted a graphic organizer of the Grinch/ cut-out hearts to script random acts of kindness that we could |
| |TEKS: 1.18A, 1.20Avii, | |perform to help spread kindness and help The Grinch’s heart to grow. TSW brainstorm and give ideas to chart. |
| |1.21C, 1.1A, D, 1.17B, | |TTW review the writing process and lead the class in a class tree map, rough draft of a personal story, and edit if|
| |1.21A, Bi-iii, C | |necessary. |
| | | |TTW give the writing prompt, “ I could do, help, show …” to write their own personal narrative on the things they |
| | | |would do to help the Grinch’s heart grow bigger. |
| | | |TSW/ TCW revises and edit this writing throughout the week. |
| | |Card Set: Number Cards 51 – 80 (1 set per 2 |**Vocabulary ~ expanded form, standard form, ten words: sixty, seventy, eighty, written form** |
| | |students) | |
| | |Teacher Resource: Number Cards 51 – 80 (1 set per |**Teachers ~ We need to really work on comparing numbers and putting them in order from least to greatest and |
| | |teacher) |greatest to least. So as you build numbers each day, work on comparing numbers as well.** |
| | | | |
| | |Teacher Resource: Place Value Recording Sheet (2 |1. Prior to instruction, create a Number Card Sack 51 – 80 by copying card sets. Additionally create for each |
| | |per teacher) |teacher a Number Card Set 51 – 80. |
| |MATH | |2. Place students into pairs. Distribute base-ten blocks, Place Value Folders, and handout: Place Value Recording |
| |Unit 9 ~ Lesson 1 |Handout: Place Value Recording Sheet (2 per |Sheet to each student and a Number Card Sack 51 – 80 to each pair. |
| |TEKS: 1.1A, 1.1B, 1.1D, |student) |3. Explain that today you will be constructing models to represent quantities up to 80. |
| |1.5C, 1.11D, 1.12A, 1.12B | |4. Display the number 54. Instruct students to represent the number 54 on their Place Value Folder by using their |
| | |Handout: Place Value Recording Sheet 1 (1 per |base-ten blocks. |
| | |student) |Ask: |
| | | |•How many tens are in the number 54? (5 tens) |
| | |Base Ten Blocks |•What block did you use to represent the tens? (a 10-long) |
| | | |•How many 10-longs did you use? (five 10-longs) |
| | | |•How many ones are in the number 54? (4 ones) |
| | | |•What block did you use to represent the ones? (a unit) |
| | | |•How many units did you use? (4 units) |
| | | |5. Display Place Value Recording Sheet to the class. Model how to record the base-ten model of 54 on the recording |
| | | |sheet. Instruct students to replicate the model on their handout: Place Value Recording Sheet. Record the number of|
| | | |tens, ones, and the number 54. |
| | | |6. Repeat this process and record another number. |
| | | |7. Place students into pairs. Handout Place Value Recording Sheet 1 and have them complete. They can draw numbers |
| | | |out of their sack or you may provide the numbers for them. |
| | |empty plastic water bottle, an aluminum can, trash|useful, hand lens, product, investigation, observation ** |
| |SCIENCE |paper, a used plastic bag (trash, not recyclable),| |
| |Unit 5 ~ Lesson 1 |and something like an apple core |What’s in Our Classroom Wastebasket? We Can Reduce! |
| |TEKS: 1.7, 1.7C, 1.1, 1.1A, | | |
| |1.1C, 1.2, 1.2A, 1.2C, 1.2D,|Teacher Resource: Steps to Conserve |1. Display the wastebasket where contents can be taken out and viewed. Examine the contents of the wastebasket. |
| |1.3, 1.3A | |2. Pull items out of the wastebasket one at a time and identify the various types of waste materials generated in |
| | |Handout: Unit 05 Letter to Parents/Guardians |the classroom. |
| | |Repurposed Picture Frames (1 per student) |3. Ask: |
| | | |Let’s sort these items by what they are made of. What categories can we use to sort the objects? |
| | |Science Notebooks |Categorize the waste materials as paper products, glass, metals, plastics, organic waste (fruit and vegetable |
| | | |waste), and “other”. |
| | | |4. Record the findings in the science notebook. |
| | | |5. Ask: |
| | | |Do you think any of these items do not belong in the wastebasket? Could we save, or protect, any items from the |
| | | |trash? |
| | | |6. Say: |
| | | |Another word for save or protect is “conserve.” Write the word “conserve” in the classroom science notebook with a |
| | | |simple definition beside the word, such as: To save, or protect. Show and display the “conserve” poster. |
| | | |7. Say: |
| | | |One way of conserving is to use less, and try not to be wasteful. Write the word “reduce” in the classroom science |
| | | |with a simple definition of reduce. Show and display “reduce” poster. |
| | | |Say: |
| | | |The first step in conserving resources is to reduce. Can you think of anything you could reduce so there is not so |
| | | |much waste being thrown away? |
| | | |What about water? What happens if we use too much water? Can we conserve water by reducing how much we use? Ex: |
| | | |Water Restrictions in the summer. Discuss with students running the taps in our sinks when we brush our teeth can|
| | | |be wasteful, and we can conserve water by reducing the amount that runs out of the tap while we brush our teeth. |
| | | |What are ways we can reduce the amount of trash we create in our classroom? |
| | | |8. On the white board or document camera write the title: We Can Reduce! Brainstorm ideas on what the class can do|
| | | |to reduce the amount of trash created each week. Use the word conserve when discussing items that can be reduced. |
| | | |9. Pick three things that everyone can do to reduce the amount of trash created. Next, have students observe each |
| | | |day how much the amount of trash is reduced. Discuss informally throughout the day what students think about this, |
| | | |and why is it important to do. |
| | | |10. Save the contents of the wastebasket. The “trash” will be re-used in the explore/explain lesson. |
| | | | |
| | |Second step lesson card |**Vocabulary ~ Veterans Day, contributions, freedom, citizenship, authority figures, public official, common good, |
| |SOCIAL | |mayor, governor, president, local, state, nation, country** |
| |STUDIES | |Second Step lesson. |
| |Unit 6 ~ Lesson 2 | | |
| |TEKS~ 1.1 A, B, 1.12 A, B, | | |
| |1.13 C, 1.15 A, 1.17 C, 1.18| | |
| |A, B | | |
GOSHEN CREEK ELEMENTARY 1st GRADE
|Tuesday | |Materials |Activity |
|Week 17 | | | |
| | |Story map |TSW describe the plot and retell the story when listening/ reading a fictional book of choice. TSW determine word |
| |READING |All previous charts, tree maps, and anchor charts |meaning/ understanding by how it is used in a sentence. |
| |Unit 3~ Lesson 2 |from Monday |TTW review the basic story elements: title, author, character, setting, plot, events, problem and solution along |
| |TEKS: 1 Fig 19, C, E, 1.1E, |Fictional Text/ Grade Appropriate text/ books for |with going over 2- 3 more sentences from the story that the children might not know but have to use the placements |
| |1.12A1.4B, 1.5A, 1.9A, |students |in sentence to determine the word meaning. |
| |1.20Avii, 1.28A | |TTW review the book mark/ strategies, “ What Good Reader’s Do Bookmark.” |
| | | |TTW re-read the book, “How The Grinch Stole Christmas” discussing the story elements/ checking for understanding, |
| | | |and modeling appropriate skills/ good, fluent reading. |
| | | |TTW partner the children up giving them other Dr. Seuss Books to read in their groups along with a story map to |
| | | |write down details of their books. TSW also look for any transition words/ identify. |
| | | |TSW share with their partners the time-order sequence of the book along with story elements. |
| | | |TTW close by allowing students to model app. techniques |
| | |Note cards |1. Review the vowel-consonant-e pattern. Ask: What happens to the vowel when you see the vowel-consonant-silent e? |
| |PHONICS | |Review that the vowel makes the long sound and says its name. |
| |Unit 3~Lesson 2 | |2. Write some sight words and vowel-consonant-e pattern (u-e) words on note cards and put in a plastic bag. Pass |
| |TEKS: 1.2, 1.3, 1.4, 1.5, | |the bag around and have the students draw one card out at a time. If they can read the card they get to keep it if |
| |1.6, 1.7, 1.9, 1.10, 1.17, | |they can’t they return it to the bag. The student who has the most cards after all the cards are drawn is the |
| |1.18, 1.19, 1.20, 1.22, | |winner. |
| |1.28, 1.29 | | |
| | |Writer’s Journal |TSW revise their story from the previous days work~ Grinch’s Writing |
| |WRITING |Charts, tree maps, and previous days anchor |TTW reminds and review what the term revising: adding/deleting of words, phrases/ sentences. TTW ask,” Why do |
| |Grinch Writing |charts/ writing |writers revise their writing ~ allowing for discussion. Revising helps to make the story clearer |
| |Unit 3~ Lesson 2 | |TTW display, re-read, and model revising/ editing the classes story from the previous day. |
| |TEKS: 1.18A, 1.20Avii, | |TTW review adverbs are words that tell how, where, when about the verb~ Model and point out adding/ identifying |
| |1.21C, 1.1A, D, 1.17B, | |adverbs in the story from yesterday. TTW reinforce that adverbs can be added to the story to add details. |
| |1.21A, Bi-iii, C | |TTW dismiss the students to re-read their personal stories and find at least one place where words/ sentences need |
| | | |to be added, deleted, or changed to help make the story make better sense. |
| | | |TSW then look for adverbs in their story and if there is none to try to add 1-2 to their story. |
| | | |TSW confer with students, partners, or teacher for help and proofing/ listening to their story to help. |
| | | |TCW conduct an author’s chair to provide feedback |
| | |Handout: Place Value Recording Sheet 1 (2 per |1. Place students in groups of 4. Distribute a Place Value Folder, set of base-ten blocks, and 2 copies of handout:|
| |MATH |student) |Place Value Recording Sheet 1 to each student and a Number Card Sack 51 – 80 to each group or you may give them a |
| |Unit 9 ~ Lesson 1 | |number of your choice. |
| |TEKS: 1.1A, 1.1B, 1.1D, |Base Ten Blocks |2. Instruct each student to draw a card from the Number Sack 51 – 80 or give them a number of your choice. Create a|
| |1.5C, 1.11D, 1.12A, 1.12B | |concrete model of the number using base-ten blocks on their Place Value Folder, record the model on the upper part |
| | | |of their handout: Place Value Recording Sheet 1, and then trade their recording sheet and number card with another |
| | | |group member. The students will evaluate each other’s work. Repeat the process. |
| | |Teacher Resource: Steps to Conserve (from previous|1. Review conserve and reduce from yesterday’s lesson. |
| |SCIENCE |activity) |2. Remember we sorted through the items in our wastebasket? Was there anything we could have saved, or protected, |
| |Unit 5 ~ Lesson 1 | |instead of throwing away? |
| |TEKS: 1.7, 1.7C, 1.1, 1.1A, |Science Notebooks |You saw how much trash we collected in one day. Think of how much trash all the classrooms collect here at our |
| |1.1C, 1.2, 1.2A, 1.2C, 1.2D,| |school. What do you think we should be doing about the amount of trash created? |
| |1.3, 1.3A | |3. Where does all that trash go? How does it affect our environment? Talk about how trash goes to landfills. Guide |
| | | |students to the understanding that there’s an overwhelming amount of trash that humans produce and that sometimes |
| | | |it can lead to problems in our environment. |
| | | |4. How do you think we can solve this problem? There are ways we can all help. Let’s re-examine the items we |
| | | |found in our wastebasket. What are items you think we could save/keep from being thrown away as trash? |
| | | |5. Sort through the items. Sort them in a “keep” pile and a “trash” pile. Most items will be able to be saved. Even|
| | | |the apple core could be placed in a composting pile. |
| | | |6. Another way to conserve is to do what we just did. Do not throw away so much waste (trash). Instead we can find |
| | | |ways to use it again; we call this “reuse”. Write “reuse” in the science notebook and add a simple definition, |
| | | |such as: “Use it again”. Show and display the “reuse” poster. |
| | | |7. Sometimes, items can be saved from being thrown away by using them for a different purpose. We call this |
| | | |repurpose. Write the word “repurpose” in notebook. Show and display the “repurpose” poster. Explain that reuse |
| | | |and repurpose go hand in hand in the second step of conserving. |
| | | |8. Hold up a soda can. Sometimes we cannot reuse objects. For example, if I just finished the soda in this can, I |
| | | |cannot reuse it as a soda can. So what can we do to avoid throwing it away and creating waste? Recycle the can. |
| | | |9. Write the word “recycle” in the notebook with a simple definition such as: To take a product and turn it into a |
| | | |new product.” Show the recycle and explain this is the last step in conserving. |
| | | |10. As a class, come up with other objects (or products) that can be recycled. |
| | |pictures of authority figures or the PowerPoint |Show pictures of authority figures in the home, school and community. Prompt students to recall what they have |
| |SOCIAL |from Teacher Resource: Public Officials m Unit 5, |learned about authority figures. (See Unit 5 lesson on authority figures. Ask: Who are these people? What are |
| |STUDIES |Lesson 2 |their roles in society? (They make and enforce rules that establish order, provide security and manage conflict) |
| |Unit 6 ~ Lesson 2 | |Why does society need authority figures? (They help our home, school, and community by providing a safe place for |
| |TEKS~ 1.1 A, B, 1.12 A, B, | |us to live, work, and play.) |
| |1.13 C, 1.15 A, 1.17 C, 1.18| |Help students make the connection between society’s need for rules and order and the need for authority figures. |
| |A, B | |Societies organize a government structure to ensure an orderly and appropriate set of rules and enforcement. Our |
| | | |government structure includes elected and appointed officials (public officials) to help accomplish this. These |
| | | |public officials help us maintain our government structure, which ensures that citizens’ freedoms are protected and|
| | | |that all citizens are treated equally in a safe, secure, and orderly society. |
| | | |Display the Teacher Resource: Public Officials and introduce the idea that our government structure provides for |
| | | |public officials at the local, state, and national levels. |
| | | |What is a public official? (Any elected or appointed person holding a public office and having duties relating to |
| | | |the powers of government.) What is government? (The system of rule by which a community, state, or nation is |
| | | |governed.) |
| | | |Facilitate a discussion to add other public officials to the chart. |
| | | |These public officials are elected to make sure laws are enforced. (mayor, governor, president) They help make sure|
| | | |our government operates as it should and to ensure an orderly, secure, and stable environment for the citizens. Are|
| | | |there other public officials who make sure laws are enforced? (i.e., police, Texas Rangers, military, other) Are |
| | | |there public officials who make the laws/rules? Who are they? (i.e., local city council, county commissioners, |
| | | |state legislature, national legislature; all with the consent of the governed) Are there public officials who help|
| | | |make decisions about how society should function, including establishing order, provide security, and manage |
| | | |conflict at the local, state, and national levels? (i.e., school board members, etc.) |
| | | |Continue identifying public officials as appropriate |
GOSHEN CREEK ELEMENTARY 1st GRADE
|Wednesday | |Materials |Activity |
|Week 17 | | | |
| | |*Performance indicator ~ leveled fictional text |TSW describe the plot/ retelling the story as well as determine word meaning from how the word is used in text/ |
| |READING |for the child to read independently and fill out a|sentence. |
| |Unit 3~ Lesson 2 |story map for application of knowledge |TTW review all concepts of story elements, main idea, good readers strategies, as well sentences to check for |
| |TEKS: 1 Fig 19, C, E, 1.1E, |Fictional Text Read Aloud/ students |understanding of words in text by using context clues. |
| |1.12A1.4B, 1.5A, 1.9A, |Story Map |TTW distribute fictional grade- appropriate text of choice allowing the students to read independently and complete|
| |1.20Avii, 1.28A |Previous days work- anchor charts |a story map as a performance indicator. |
| | | |TTW pull over small groups to listen, help, check for understanding of the book read and being able to find that |
| | | |information in text/story map. |
| | | |While the teacher is working with a group at a time thr other members are self -selecting books of choice to read, |
| | | |looking for the plot, characters, and so forth in the story as well as pointing out adverbs in the text. |
| | | |TTW close the lesson by allowing a discussion over, “How story maps help you as a reader?” Allow students to share |
| | | |information learned/ found. |
| | |paper or whiteboards |1. Write 10 familiar words on note cards. Choose words that start with different letters of the alphabet. Ask: How |
| |PHONICS | |can we put the words in alphabetical order? Discuss responses including starting with “A” and saying the alphabet |
| |Unit 3~Lesson 2 | |in order. |
| |TEKS: 1.2, 1.3, 1.4, 1.5, | |2. Using the alphabet as a scaffold, students say the alphabet slowly and look for words that start with each |
| |1.6, 1.7, 1.9, 1.10, 1.17, | |letter. Call on students to put the words in order. Read Aloud the new list of words in alphabetical order. |
| |1.18, 1.19, 1.20, 1.22, | |3. For more practice have students put there spelling words in ABC order. |
| |1.28, 1.29 | | |
| | |Grinch Writing |TSW edit stories |
| |WRITING |Previous Anchor Charts |TTW review all concepts: editing is checking the story for correct grammar, spelling, capitalization, and |
| |Unit 3~ Lesson 2 | |punctuation. |
| |TEKS: 1.18A, 1.20Avii, | |TTW review her story modeled for class and “edit” her paper checking for the above listed items and modeling |
| |1.21C, 1.1A, D, 1.17B, | |appropriately how they should be changed. |
| |1.21A, Bi-iii, C | |TTW dismiss the class to re-read and edit their papers looking for grammar, spelling, punctuation, and |
| | | |capitalization that needs to be corrected to make our stories even better and clearer to understand. |
| | | |TCW conduct an author’s chair to read aloud and share stories and items they corrected. |
| | |Teacher Resource: Describing Place Value 2 (1 per |1. Place students in pairs. Distribute handout: Describing Place Value 2 to each student and a Number Card Sack 51 |
| | |teacher) |– 80 to each pair. |
| | | |2. Display the top of teacher resource: Describing Place Value 2. |
| | |Handout: Describing Place Value 2 (2 per student) |3. Instruct students to represent the number 62 on their Place Value Folder by using their base-ten blocks. Allow |
| | | |time for students to complete their model. Monitor and assess students to check for understanding. Instruct |
| | | |students to record the model as a pictorial sketch and the number of tens and ones on their handout: Describing |
| |MATH | |Place Value 2. |
| |Unit 9 ~ Lesson 1 | |4. Instruct students to examine the next two rows of the displayed teacher resource: Describing Place Value 2. |
| |TEKS: 1.1A, 1.1B, 1.1D, | |Ask: |
| |1.5C, 1.11D, 1.12A, 1.12B | |•How did you count the total number of tens? (10, 20, 30, 40, 50, 60) |
| | | |•How is that number written? (60) |
| | | |Record the number 60 in the first blank of the expanded notation number sentence. |
| | | | |
| | | |•How did you count the total number of ones? (1, 2) |
| | | |Record the number 2 in the second blank of the expanded notation number sentence. |
| | | | |
| | | |•What is the sum of 60 + 2? (62) |
| | | |•Does this sum match the number represented with the base-ten blocks? (yes) |
| | | |Record the number 62 beside the label Standard Form. |
| | | | |
| | | |Instruct students to replicate the expanded notation number sentence and standard form on their handout: Describing|
| | | |Place Value 2. Instruct students to replicate the written form on their handout. |
| | | |[pic] |
| | | | |
| | | |5. Explain to students that they will be repeating this process to complete both copies of handout: Describing |
| | | |Place Value 2. They may draw a number from their bag or teacher may give a number orally. |
| | |Cards from the Handout: What Can We Recycle? |What Can We Recycle? |
| |SCIENCE |Sorting Cards (1 | |
| |Unit 5 ~ Lesson 1 |set per group) |Divide students into groups of 4. |
| |TEKS: 1.7, 1.7C, 1.1, 1.1A, | |Be sure to go over cooperative learning expectations prior to the activity. |
| |1.1C, 1.2, 1.2A, 1.2C, 1.2D,|Handout: What Can We Recycle? Sorting Mat (1 |Students work in small groups to complete the sorting activity “What |
| |1.3, 1.3A |per group) |Can We Recycle?” Students will sort out the cards and place them in the correct space on the mat. |
| | |Handout: Local, State, Nation (1 per student and 1|Distribute and display the Handout: Local, State, Nation. Also refer to the chart created with public officials. |
| |SOCIAL |to display) |Students write the name of the local community in the box for Local Community and draw a line to the community’s |
| |STUDIES | |location in Texas. |
| |Unit 6 ~ Lesson 2 | |As the teacher names public officials from the chart, students point on their handout to the entity where the |
| |TEKS~ 1.1 A, B, 1.12 A, B, | |official has authority (local, state, or nation). Discuss the official’s role. |
| |1.13 C, 1.15 A, 1.17 C, 1.18| |Students turn and talk to a partner, answering the question: How do public officials contribute to their |
| |A, B | |communities? Public officials help us maintain our government structure, which ensures that citizens’ freedoms are |
| | | |protected and that all citizens are treated equally in a safe, secure, and orderly society. |
GOSHEN CREEK ELEMENTARY 1st GRADE
|Thursday | |Materials |Activity |
|Week 17 | | | |
| | |Pick a few words from the fairy tale/ folktale to |TSW explain the function of recurring phrases in traditional folktales/fairy tales to make connections to personal |
| |READING |finish this prompt. Story Stem: I think the word |experiences. TSW determines word meaning/ context clues from words and how they are used in text. |
| |Unit 3~ Lesson 2 |_____ means ______. |TTW pose the question, “ Do you know a story that was told by your grandma or grandpa allowing discussion. |
| |TEKS: 1 Fig 19, C, E, 1.1E, |Grade appropriate folktake/ Fairy Tale with |TTW lead the reading of the following statements on chart paper: Once upon a time, Before the beginning, Far, far, |
| |1.12A1.4B, 1.5A, 1.9A, |reoccurring phrases |away, there was a…, Once there was a poor boy… asking the students where they might see theses phrases (beginning, |
| |1.20Avii, 1.28A |All previous Anchor charts |middle, and end. Clarify misconceptions. |
| | |Chart paper |TTW with the class read the following sentences using expression: AS far as anyone knows, they are still living |
| | |Grade appropriate read alouds of folktales/fairy |there till this day, Now this story is yours, And so the story goes, And that is how it is until this day –discuss |
| | |tales for students. |where the student might read phrases like this at the ending. |
| | | |TTW read aloud modeling appropriate strategies, tone, reinforcing phrases, and key sequencing words that help us |
| | | |understand where we are in the story beginning, middle, or end allowing for discussion and pointing out those key |
| | | |phrases we talked about. TTW dismiss class to read independently. |
| | | | |
| | | | |
| | |ABC Order Worksheet |1. Review how to alphabetize words to the first letter. Ask: Where are some places you see words in alphabetical |
| |PHONICS |Spelling Test Paper |order? Discuss responses. |
| |Unit 3~Lesson 2 | |2. Complete the worksheet Christmas ABC Order. |
| |TEKS: 1.2, 1.3, 1.4, 1.5, | |3. Give Spelling Test. |
| |1.6, 1.7, 1.9, 1.10, 1.17, | | |
| |1.18, 1.19, 1.20, 1.22, | | |
| |1.28, 1.29 | | |
| | |Grinch Writing |TSW understand and use prepositions and prepositional phrases in writing/ reading. |
| |WRITING |Anchor chart of prepositional phrases/ |TTW display, model, and read aloud prepositions/ prepositional phrases: |
| |Unit 3~ Lesson 2 |prepositions |1.TTW display this sentence and ask the question, “ How can I add more detail?” You can add detail by adding a |
| |TEKS: 1.18A, 1.20Avii, | |prepositional phrase. The dog ran (over the hill, around the car, during the night.) Circle the preposition and |
| |1.21C, 1.1A, D, 1.17B, | |underline the prepositional phrase Repeat |
| |1.21A, Bi-iii, C | |2.TTW model/ re-read her story aloud from the week and add/edit/add at least one prepositional phrase to personal |
| | | |story about the Grinch seeking help where needed. |
| | | |3. TSW turn and share their writing, what they added, and point out their preposition/ prepositional phrase. |
| | | |TTW close this activity by asking how adding at least one preposition/ prepositional phrase made your story better.|
| | | |4.TSW finish up their story by rewriting practicing all handwriting practices, grammar, punctuations and so forth |
| | | |and illustration to conclude their personal narrative story for the week. |
| | | |5. TCW share completed stories and make a class book. |
| | |Teacher Resource: Place Value Comparison 2 (1 per |1. Display teacher resource: Place Value Comparison 2. Have a student or two model sketching base-ten blocks to |
| |MATH |teacher) |represent the two numbers, 64 and 71. Instruct students to record the number of tens and ones, and the number in |
| |Unit 9 ~ Lesson 1 | |standard form on teacher resource: Place Value Comparison 2. |
| |TEKS: 1.1A, 1.1B, 1.1D, |Handout: Place Value Comparison 2 (2 per student) |2. Model how to complete the comparison statement on handout. |
| |1.5C, 1.11D, 1.12A, 1.12B | |3. Pair students. Allow them to model and complete their own handout together using the numbers 75 and 58. Monitor|
| | | |and assist students as needed. |
| | | |4. Repeat another time using the numbers 67 and 80. |
| | |soup cans (rinsed out), old boots, cereal boxes, |1. Does anyone remember the word we use when we save resources? Conserve |
| |SCIENCE |clothing, milk cartons, milk jugs, egg cartons, |2. Brainstorm with students resources that can be conserved. Ex: water, forests, soil (land), and energy. |
| |Unit 5 ~ Lesson 1 |and puzzles that have missing pieces |3. Explain to students that if we reduce the amount of water, soil, resources and energy we use, we can help |
| |TEKS: 1.7, 1.7C, 1.1, 1.1A, | |conserve natural resources. By limiting the amount of resources, such as water, to where we are not being wasteful,|
| |1.1C, 1.2, 1.2A, 1.2C, 1.2D,|timer |we can conserve our resources so we have enough for everyone. |
| |1.3, 1.3A | |4. Divide the class into five or six groups. Explain to students that they are going to have a competition. |
| | | |5. Set a timer for 10 minutes, and tell students that when you say “Go”, they will have time to brainstorm together|
| | | |as many ways as possible to reuse a “disposable” item. |
| | | |6. Get the grocery sack full of items you assembled ahead of time (SEE LIST). Go to each group, and pull one item |
| | | |from the sack and place it where all group members can see it. If you have six groups, give the last group the |
| | | |grocery sack itself. |
| | | |7. Remind students that they are to brainstorm as many creative uses as possible for the item instead of throwing |
| | | |it away. Have one person in the group record and keep count of the ideas. After the 10 minutes is up, let group |
| | | |members share ideas. |
| | | |8. In a class discussion, highlight why reducing, reusing, and recycling is important for the environment. |
| | | |Make sure to include the following understandings as part of the conversation: |
| | | |Recycling materials can slow down how fast we use up our resources. |
| | | |Some materials are not easily recycled. |
| | | |The wasteful or unnecessary use of natural resources can limit their availability for other purposes. |
| | |Index cards, construction paper, or tag board to |Facilitate a discussion about public officials using Key Understanding and Guiding Questions: |
| |SOCIAL |make matching cards, Pictures of public officials,|Public officials and other individuals contribute to communities and help maintain the government structure. What|
| |STUDIES |Teacher Resource: PowerPoint: Public Officials |is government? Who are the leaders of our government or our public officials? What are the jobs of our |
| |Unit 6 ~ Lesson 2 |from Unit 5, Lesson 3 (optional), Handout: Local, |government leaders or public officials? How do individuals contribute to their communities? How do public |
| |TEKS~ 1.1 A, B, 1.12 A, B, |State, Nation, Handout: Public Officials |officials contribute to their communities? How do individuals and public officials help maintain the government |
| |1.13 C, 1.15 A, 1.17 C, 1.18| |structure? |
| |A, B | |Distribute to each student blank cards on which to write the name, the role, and the responsibility of a public |
| | | |official. (Use two cards for each public official. Write the title of the public official on one card and the roles|
| | | |and responsibilities on the other card. |
| | | |Allow students to work in small groups to lay out their cards and then match them (the title card to the roles and |
| | | |responsibilities card). |
| | | |Once matched, students categorize the cards (community, state, or nation) and explain how each person contributes. |
| | | |The Handout: Local, State, Nation can be used, or the Handout: Public Officials. Students place the cards, once |
| | | |matched, in the correct place on the organizer. |
GOSHEN CREEK ELEMENTARY 1st GRADE
|Friday | |Materials |Activity |
|Week 17 | | | |
| | |Winter Party | |
| |READING | | |
| |Unit ~ Lesson | |Winter Party |
| |TEKS: 1 Fig 19, C, E, 1.1E, | |2 hour early release |
| |1.12A1.4B, 1.5A, 1.9A, | | |
| |1.20Avii, 1.28A | | |
| | |Winter Party | |
| |PHONICS | | |
| |Unit ~ Lesson | | |
| |TEKS: | |Winter Party |
| | | |2 hour early release |
| | |Winter Party | |
| |WRITING | |Winter Party |
| |Unit 3~ Lesson 2 | |2 hour early release |
| |TEKS: 1.18A, 1.20Avii, | | |
| |1.21C, 1.1A, D, 1.17B, | | |
| |1.21A, Bi-iii, C | | |
| | |Winter Party | |
| | | | |
| |MATH | | |
| |Unit 9 ~ Lesson 1 | | |
| |TEKS: 1.1A, 1.1B, 1.1D, | |Winter Party |
| |1.5C, 1.11D, 1.12A, 1.12B | |2 hour early release |
| | |Winter Party | |
| |SCIENCE | |Winter Party |
| |Unit 5 ~ Lesson 1 | |2 hour early release |
| |TEKS: 1.7, 1.7C, 1.1, 1.1A, | | |
| |1.1C, 1.2, 1.2A, 1.2C, 1.2D,| | |
| |1.3, 1.3A | | |
| | |Winter Party | |
| |SOCIAL | |Winter Party |
| |STUDIES | |2 hour early release |
| |Unit ~ Lesson | | |
| |TEKS: | | |
Objectives
Reading: TSW work on developing reading and writing through stories developing plot, retell story details/elements, and understand word meaning by identifying the words around it, as well as recognizing adverbs, prepositions/ prepositional phrases.
Writing: TSW continue to working on handwriting, writing cycles focusing creating a story with a beginning, middle, and end emphasizing the editing, revising phases adding details of adverbs, preposition/ prepositional phrases where possible.
Math: Unit 9 ~ Lesson 1
Students use pre-bundled manipulatives to represent whole number sets up to 80 in problem situations using words and symbols in order to compare, order, and solve real-life problem situations.
Phonics ~ Unit 3-Lesson2:
TSW decode and spell high-frequency words, alphabetize, and find meaning of compound and multiple meaning words.
Science: Unit 5 Lesson 1
Students identify and learn how the acts of reducing, reusing, repurposing, and recycling help conserve natural resources.
Social Studies ~ Unit 6: Lesson 2
In this lesson students explore roles of public officials in the community, state, and nation. They revisit the concept of authority figures and look at the roles of public officials as good citizens in the community, state, and nation. Students also learn about Veterans Day. They identify characteristics of good citizens who take responsibility for the good of all, such as our veterans. Students identify ordinary people who exemplify the characteristic of taking responsibility for the common good by interviewing a veteran. The students write a letter of thanks to soldiers currently in the field of duty.
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