3rd Grade Science- 1st 9 Weeks



2nd Grade Reading Lesson Plan 2015-2016Teacher: Torrez, Knight, Ayala, Rodriguez. Week of: Monday May 9, 2016. Week: 8TEKS: see belowResourcesAssessment/Work ProductsDaily Oral languageFluencyWord waveTreasures Sight words and Spelling textbookStudent weekly Assessments.Work Products: interactive notebooks, foldable, graphic organizer Assessment: Spelling test/writing sentences. Student weekly assessments/unit test.Spelling words: horn, chore, doorstep, crush, shack, cloth, thing, sail, sale, pancake, fall, king, town, I’ll, unit. Unit 3ELPS: Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting and reviewing to acquire basic and grade level vocabulary.Monday Tuesday WednesdayThursdayFriday Objective*2.14A Identify the main idea in a text to distinguish it from the topic..2.14C Describe the order of events or ideas in a text.2.4A- Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. (90-140 wcpm)2.12A- Read independently for a sustained period of time & paraphrase what reading was about, maintaining meaning. (4 times a week, 20 minutes by EOY). Reading selection:Chapter books. 2.3B Ask relevant questions, seek clarification and locate facts and details about stories and other texts and support answers with evidence from text. SS.2.4A- Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. (90-140 wcpm)2.12A- Read independently for a sustained period of time & paraphrase what reading was about, maintaining meaning. (4 times a week, 15-20 minutes by EOY).Chapter book reading selection.*2.19C Monitor and adjust comprehension using background knowledge ,creating sensory images, rereading a portion aloud, generating questions, use context clues. SS 2.14C Describe the order of events or ideas in a text.2.12A- Read independently for a sustained period of time & paraphrase what reading was about, maintaining meaning. (4 times a week, 15-20 minutes by EOY).Chapter book reading selection Poetry (Poem of the Week)Poetry (Poem of the Week)*2.7A- Describe how rhyme, rhythm, and repetition interact to create images in poetry. SS2.11A- Recognize that some words and phrases have literal and non- literal meanings (e.g., take steps).2. Fig.19A- Establish purposes for reading selected texts based upon own and others’ desired outcome to enhance comprehension. (to be informed, understand, interpret, solve problems, entertained, provide enjoyment) 2.Fig.19B- Ask literal questions of text (questions Before, During, After Reading; Literal- who, what, when, where, why, & how) 2.Fig.19D- Make inferences about text and use textual evidence to support understanding (title, cover, illustrations, plot, facts/details, background knowledge/experiences) Readiness Standard*2.Fig.19E- retell important events in stories in logical order (draw a picture, present dramatic interpretation, retell orally or in written form)Read Aloud –(Think Aloud)15-20 minutesGenre: start fiction chapter book2.14C Describe the order of events or ideas in a text.Genre: start reading a Roald Dahl chapter book 2.14C Describe the order of events or ideas in a text.Genre: start reading a Roald Dahl chapter bookActivity: Describe the order of events. Genre: poetryMaterials: -Shel Silverstein poetry.Genre: Assessment: spelling test unit 36.Materials: List of wordsShared Reading (Read Aloud)15-20 minSkillGenre: expositoryGuiding Questions: How does summarizing a story help a reader tell about the important parts of a story?Chapter bookSkill: Visualize/Problem and Solution.Genre: expositoryGuiding Questions: How does summarizing a story help a reader tell about the important parts of a story?.Skill: Identify problem and solution, locate facts.Genre: expositoryGuiding Questions: How does summarizing a story help a reader tell about the important parts of a story?Story: chapter books.Skill: Visualize/Cause and EffectGenre: poetryPoem: Shel Silverstein Poems-Introduce the focus poem.-Read the poem to the children.-Invite them to predict what it might be about.-Briefly discuss the message.Genre: expositoryAssessment: Summary/weekly test.Materials:Independent Reading(Responds to Literature)20 minActivity: Complete foldable on weekly vocabulary words: Materials: Texas Treasures textbook, ISN, fluency folder, high frequency word listActivity: phonics page Materials: Texas Treasures textbook, ISN, fluency folder, high frequency word listActivity: comprehension paper: Cause/ Effect chart. .Materials: Texas Treasures textbook, Texas Treasure Practice book, worksheet, fluency folder, high frequency word listActivity: Complete weekly vocabulary sheet in practice book.Materials: Texas Treasures textbook, Texas Treasure Practice book, fluency folder, high frequency word listMaterials: Texas Treasures textbook, Texas Treasure Practice book, worksheet, fluency folder, high frequency word listAssessment: fluency passage in student workbookMaterials: Texas Treasures textbook, Texas Treasure Practice book, fluency folder, high frequency word listMaterials: Texas Treasures textbook, Texas Treasure Practice book, worksheet, fluency folder, high frequency word listVocabulary: Topic, Main idea, sequence, cause and effect, rhyme, rhythm, repetition.Modifications: GT: Identify figurative language.LEP: Read weekly story orally with whisper phones.Speech: Read story orally with whisper phones.504: Follow IEPDaily Rotation↓Team ATeam BOptional Team #Or Additional Station ActivitiesFridayAll Teams15-30 Min.1Guided Reading with Teacher Daily 5 Activities:*Read to Self*Read to Someone*Listen to Reading *Word Work*Work on WritingLiteracy DI Menu/orNovel Literature Study Tic Tac Toe ActivitiesRotation Catch-Up Day/Literature Circle Discussion Groups15-30Min2Daily 5 Activities:*Read to Self*Read to Someone*Listen to Reading *Word Work*Work on WritingGuided Reading with Teacher*Super School gives you an opportunity to work with those students that need intervention which can provide time for you to work with a guided reading group. This may give you a window of opportunity to facilitate Literature Circles with your Tier 1 students.Guided Reading/Station Activity Rotation Schedule Tier 1* Teacher may only visit with this group 1-2 xs a week Daily Rotation↓Team CTeam DOptional Team #FridayAll Teams15-20 Min1Literature Circles Literacy DI Menu/orNovel Literature Study Tic Tac Toe Station ActivitiesRotation Catch-Up Day/Literature Circle Discussion Groups15-20 Min2Daily 5 Activities:*Word Work*Work on Writing*Read to Self (SSR)Daily 5 Activities:*Word Work*Work on WritingRead to Self (SSR) ................
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