Pricebrooks.weebly.com
Mrs. Price’s Class
Tuesday, May 22, 2018
|Time |Subject |Lesson Plans & Information |
|8:45 – 9:15 |Arrival/Morning Work |*Technology Note: I left my laptop hooked up to the TV with tabs open for Go Noodle, etc.,|
| |Attendance |Morning Work PPT, Ladibug, etc. Feel free to use as you need.* |
| | | |
| | |Students arrive and do their Morning Work (Read Quietly or STEM Bins) until the bell |
| | |rings. This is also a good time for them to use the restroom and/or visit the classroom |
| | |library to shop for good fit books, if it is their Share Day (see Sharing Schedule next to|
| | |the calendar). Once the final bell rings, take attendance on the attached sheet and send |
| | |it to the office with reliable students. |
|9:15 – 9:40 |Morning Meeting |Students will greet each other with the week’s greeting (Closed Eye). Pick a quiet |
| | |student to begin the greeting. Students share their item or a story (the Sharing Schedule|
| |Greeting |is posted by the calendar) and answer 3 questions from their classmates. After everyone |
| |Sharing |has shared, students put their shared items back in their cubbies. Students quietly turn |
| |Morning Message |their bodies to face the morning message on the easel. Next, we do the calendar. The |
| |Calendar |calendar leader points. (The month is -, The day of the week is -, The date is -. How |
| | |many days have we been in school? Today is -, Yesterday was -, Tomorrow will be-. Update |
| | |place value poster. |
|9:45 – 11:10 | |Letterland – Unit 30 (oor, our, ore) |
| | | |
| | |Connection/Teaching Point: Yesterday we learned about all of Orvil Or's tricks and ways |
| | |to spell the /or/ sound. Today we will do a special activity with /or/ words. |
| | | |
| | |Special Unit Activity: Show the Unit 30 Word Cards - ore, our & oor. Have students |
| | |explain what is happening and what sound is heard for each card. |
| |Letterland | |
| |& |Explain: It can be a bit tricky to decide which way to spell Orvil Or's /or/ when we have|
| |Daily 5 |to write some of this week's words. In our story for this week, Noisy Nick is having |
| | |trouble spelling these words, too. He gets Sammy Snake to help him spell his words. |
| |*Feel free to do a Go Noodle Brain Break | |
| |whenever necessary* |Begin reading Unit 30 Decodable Story. Stop after the paragraph about ore. Put the word |
| | |cards with ore spellings under the ore heading. Have a student tell the ore story. Take |
| | |the ore word cards away and call on students to tell ore words. Add them back as they are|
| | |called. Reread the ore words together. Have students turn and talk to tell the ore |
| | |story. Repeat with our and oor as you read the Decodable Story. |
| | | |
| | | |
| | | |
| | |Link/Restate Teaching Point: Today we learned how Sammy Snake helps us to know which way |
| | |to spell the /or/ sound in our words this week. |
| | | |
| | | |
| | |Daily 5 – Multiple Meaning Words |
| | | |
| | |Connection |
| | |The last few weeks we have been working on using context clues to help us figure out the |
| | |meaning of unknown words. This week we are going to continue to talk about using context |
| | |clues. However, this week we find words that can have multiple (that's a fancy way to say |
| | |more than one) meanings. Multiple meaning words are words that have more than one meaning.|
| | |Today we will find multiple meaning words and use context clue crab to help us figure out |
| | |what the word means in the sentence. |
| | | |
| | |Teach/Guided Practice |
| | |Some words have different meanings even though they are said the same and spelled the |
| | |same. |
| | |-Continue using the attached PowerPoint (Slides 20-33) |
| | |-Have students tell the different meanings of each word that comes up. Then read the |
| | |sentence and have them tell which definition of the word is correct and how they knew |
| | |(which context clues they used to decide). |
| | |-You can use the M&M paper for students to write down the word and the meanings associated|
| | |with the words. |
| | | |
| | |Link |
| | |Today we learned about multiple meaning words. We used context clues to help us figure out|
| | |which meaning is correct. When you go off to read today, and for now on, make sure you use|
| | |context clues to help you figure out the correct meaning of a word. |
| | | |
| | |Students will then do Read to Self for about 10-15 minutes. |
| | | |
| | |*Students who shared today can use the iPads and computer to do Listen to Reading on |
| | |Raz-Kids. |
| | | |
| | |**Nick and Angel should not be anywhere near the iPads.** |
| | | |
| | |At the end of the round, turn the rain stick and have them come to the carpet. Students |
| | |should put their book box on the floor near them and their hands in their laps. |
| | | |
| | |Share |
| | |-Who would like to share a multiple meaning word they found? What are the different |
| | |meanings of your word? |
| | | |
| | |Students will then do Read to Someone for about 10-15 minutes. Turn the rain stick and |
| | |have some students share what they worked on during Read to Someone. |
|11:15 – 11:45 |Lunch | |
| | |Walk the students to the cafeteria (remind them to take what they need for lunch: lunch |
| | |box, number, money). Check to make sure our lunch monitor, Ms. Harrington, is there. If |
| | |not, you will need to remain with the class. Pick the students up from lunch. |
| | | |
| | |*Nick will go to Mrs. Bonner’s class right after lunch, at 11:45. |
| | | |
| | |**We don’t have any allergies. |
|11:45 – 12:15 |*Nick goes to Mrs. Bonner’s class at 11:45*| |
| | |Make sure to take the red bag and walkie talkie if we have outdoor recess. The signal for|
| |Recess |lining up at the end of recess is raising your hand and saying “Let’s go” or turning the |
| | |rain stick for indoor recess. |
| | | |
| | |Indoor Recess Activities: Free draw (white paper is in the cabinet behind the orange |
| | |table), Puzzles and Games, Math tubs (cubes, shapes, dominoes, teddy bears, etc.) |
| | | |
| | |Mrs. Allred or I will take over the class at 12:00! |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- introduction wappingers central school district
- different types of linguistic meaning meaningnn
- components of language nche
- reading sol study guide
- spanish regular verbs present tense
- word meanings worksheets
- pine mountain middle school mrs ogle s ela class blog blog
- ancient hebrew word meanings
- the tena words below are derived from the proto quechua
Related searches
- getroman com reviews
- acurafinancialservices.com account management
- acurafinancialservices.com account ma
- getroman.com tv
- http cashier.95516.com bing
- http cashier.95516.com bingprivacy notice.pdf
- connected mcgraw hill com lausd
- education.com games play
- rushmorelm.com one time payment
- autotrader.com used cars
- b com 2nd year syllabus
- gmail.com sign in