2nd Grade Lesson Plan for Tuesday, 1 October 2013

Prior to opening the classroom: Place each students Math Journal on their desk. The journals (math, science, reading, writing) are found in labelled bins on east side of classroom, by the laptops. 08:05-08:10 Hall Duty: Stand outside the classroom door and monitor hall. Greet students personally. 0810 Invite students in and collect homework folder upon entrance (T/W/F only). If they are done with their library book, have them put the book in the grey bin by the trash can. Remind students of the four morning steps (these are posted in the front of the room on the bottom of the white board): 1. Make lunch choice 2. Sharpen 2 pencils 3. Work on math problem on the ELMO (write it in their math journals) 4. When done with above, read quietly from reader 0810 Classroom opening/prep: If a student needs another pencil, get them one out of their supply bag (in the black crate under the windows). Students may bring in lunch money. Put money in an envelope (found on shelf to the right of white board) with both the student and the teachers names on envelope. Have teachers helper take lunch money envelopes and lunch choice count to the office (complete by 08:20). 0815 Opening bell: Students stand for Pledge of Allegiance, National Anthem and morning announcements. Take roll. Count lunch choices (A, B and cold lunch) and record on sheet of paper.

MATH
I Can statements: I can identify the action in one and two step story problems. I can fluently add and subtract within 20 using mental strategies. 08:15-08:25 Math Routines Call students to the carpet in SE corner of room. Have calendar helper come to calendar on the wall. Write down current date on whiteboard and have helper update the calendar with blue tack and numbers found on shelf under the calendar. Using black pocket folder, as well as the cups with counting blocks in them (found on shelf under the calendar) keep track of the days in school and ensure both are updated to reflect the current day in school number. Counting blocks are in the small drawer shelf under the calendar. Use blocks in the cups to skip count (by 2, 3 or 5) to the current day in school number. Use giant coin posters to quickly review money value and work on odd/even (using blocks or on the whiteboard). Also show place value and/or time using plastic clock on the portable whiteboard. 08:25-09:00 Math Concepts Equations and Math Mountains Teacher Text: Math Expressions TG p 131-134
Name: Richard Williams Date: 1 Oct 2013 Grouping: Whole Group Grade Level/Role: 2nd Grade

Materials/Resources Used: Math Journal for each student Pencil for each student ELMO Math Mountain cards OR Math Mountain Equation sheets. Lesson Focus: Relationship between addition and subtraction.

Explicit Instruction Log for Math

Lesson Introduction:
Include an introductory statement about what students will be learning to do and a brief explanation of how this strategy will be useful to them as readers. Prep: Have supply helper pass out the bags of math mountain cards. Tell the students not to open them until you say so. We are going to do some more work with Math Mountains today. Put a math mountain card on the ELMO. Tell the students that they are going to write EACH equation for each math mountain.

Instructor Models and Demonstrates:

Include key statements you will use to describe your thinking as you apply the strategy. Explain: You have already learned how to solve problems by "counting on". Today we are going to explore the relationship between addition and subtraction, and how the partners are related. Put a math mountain card on the ELMO. Tell the students that they are going to find all of the equations for each math mountain.

EXAMPLE: 12 / 9 \ 3

Ask: What do you think the mountain shows? (that 9 and 3 are partners of 12) Begin writing the first right hand equation below (9+3=12) on the ELMO. Now write the second equation (3+9=12). Explain that it is a "partner switch), but still equals 12.

Now write the third and fourth equations (12-9=3 and 12-3=9).

1. 9 + 3 = 12 3 + 9 = 12 12 - 9 = 3 12 - 3 = 9

12 = 9 + 3 12 = 3 + 9 3 = 12 - 9 9 = 12 -3

Guided Practice:
Include opportunities for students to engage in guided practice with the instructional task. Have the children write 4 equations with the answer on the left (the left hand column). Note: I expect the children to be somewhat lost/confused by this. When this happens, use the following to help explain. Cover up the math signs (+, - and =). In addition, which is the largest number? (the total) Where should it go? (by itself, next to the equals sign) In subtraction USING THESE SAME NUMBERS where should the largest number go? (The first number before the minus sign - the subtrahend). Why? Because it doesn't make sense to take away a larger number from a smaller - use cookies as an example of this. If I have 3 cookies can I take away 9 of them? (no) Why not? (Because I only have 3). However, if I have 12 cookies, can I take away 9 of them? (yes) Then how many will I have left? (3) Model the squiggles as found on TG p. 134 for further explanation. Note: That the "total" referred to will move to the beginning of a subtraction operation - while it is no longer the "total", that is the relationship the addition has with subtraction.

Independent Practice:
Include opportunities for students to engage in independent practice with the instructional tasks.

Now, take out your Math Mountain cards and write EACH equation that you can find. Make it look like what I have on the ELMO. Walk around the room and be prepared to answer a lot of questions. This concept may take multiple lessons to sink in.

09:00-09:15 Daily Math Review (DMR)

Daily Math Review (DMR) 1. 74 ____ ones _____ tens 2. Draw a proof picture for the above number. 3. 14 - 7 = _____

09:15-09:30 Fact Fluency: Adding a Ten and Teen minus Material needed: 100s number chart (found under magnet on main whiteboard) and the ELMO. Place the 100s chart on the ELMO. Pick a teen number (11-19), or have a student pick a random number (1119). Ask: What do I need to do in order to add ten to this number?

Listen to responses. Responses may include moving to the right 10 spaces or moving down one line. Model what the kids say. Like this? Repeat the above at least three times with different numbers. Have students refer to the number line taped to their desks (use the cm portion of the ruler). Have the students place a finger on the number 10. Say: Add five (or other random number). Now subtract three (or other random number). Who has their finger on 12 (or whatever the correct answer is)? Repeat above at least three times with different numbers.

Have classroom supply helpers collect the math journals and pass out the writing journals.

09:30-09:40 Restroom Break/Mental Math in hall (Adding/Subtracting a Ten/working with Teens) 09:45-10:25 Core Instruction (in Library with Mrs. Hawkins)

Writing
I Can statements:
I can recognize and use nouns when writing and speaking. I can recount an interesting event or sequence of events from start to finish using descriptive details. I can use suggestions from my classmates and teachers to strengthen my writing.

0:20-11:00 Writer's Workshop

Features of Explicit Instruction Log

Name: Richard Williams Date: 1 Oct 2013 Grouping: Whole Group Grade Level/Role: 2nd Grade/Writing (practice)

Materials/Resources Used: Writing Journal for each student Pencil for each student Click, Clack, Moo Cows That Type Silly Animal Sentences chart (from yesterday) Lesson Focus: I can recount an interesting event or sequence of events from start to finish.

Explicit Instruction Log for Writing (Practice)

Lesson Introduction:
Include an introductory statement about what students will be learning to do and a brief explanation of how this strategy will be useful to them as readers. (Students can either be on carpet or in desk pairs) We have been studying how authors get their ideas. Now we are talking about things that animals do NOT do in real life. Today, we are going to use the book Click, Clack, Moo: Cows that type and see where the author got her ideas from. Pre-teach vocab: typewriter, went on strike, impatient, furious, neutral party, ultimatum

Instructor Models and Demonstrates:

Include key statements you will use to describe your thinking as you apply the strategy. Read aloud Click, Clack, Moo: Cows that type Ask: What is funny about this story? On the "Silly Animal Sentences" chart from yesterday, write "Farmer Brown has a problem". Read the first 2 sentences on page 2 ("Farmer Brown has a problem. His cows like to type.")

Ask: If we were to write a story like this, what other problems could Farmer Brown have? Add responses on chart Model: Capitalization of proper nouns (Farmer Brown, etc.) and proper spelling.

Guided Practice:
Include opportunities for students to engage in guided practice with the instructional task. Re-read page 24, ending with "At what you will find..." Students, close your eyes and imagine something animals don't do. (Think-pair-share) Turn to your partner and share what you thought about (review respect rules as necessary) Have some partners share out. Write their ideas on chart paper/board. Label it "silly animal sentences". Return students to their desks. Open writing journals to blank page and title it "silly animal sentences" Select a word ("bored"), have the students sound it out and try spelling it. What letters make this sound?

Independent Practice:
Include opportunities for students to engage in independent practice with the instructional tasks. Have the students choose one of the "silly animal sentences" and use it to write a story. Remind them: a good story has a beginning, middle and end (this is just a beginning)

Supply helpers collect writing journals and pass out science journals.

Science
I Can statement:
I can describe changes in weather that occur over time. 11:00-11:30 Unit: Air and Weather (Wind) FOSS Science Guide Investigation 1, part 2 Comparing the Seasons TG p.12-15

Features of Explicit Instruction Log

Name: Richard Williams Date: 1 Oct 2013 Grouping: Whole Group Grade Level/Role: 2nd Grade Science

Materials/Resources Used: Weather Graph (sheet 25, 1 per student) Graph Categories (sheet 26, 1 per student) Large Precipitation Record (1 for the class OR 1 small per student) Glue stick & scissors for each student White board Weather blue pocket folder New Air and Weather journals (1 per student) *Rain Gauge (1) *Thermometer (1) *alternatively, look online or in newspaper for daily rain totals and high temp Text: Seasons Lesson Focus: Recording observations over time - the change in seasons.

Explicit Instruction Log for Science

Lesson Introduction:
Include an introductory statement about what students will be learning to do and a brief explanation of how this strategy will be useful to them as readers. Bring the students to the carpet. This will be a long-term observation and recording project. Find a place to set up the rain gauge and thermometer for daily recording. Otherwise, have access to previous day's rain total and high temperature (Yahoo! Weather or similar). We are going to observe the weather for a long period of time and chart the seasons. We will be adding rain (and snow) to our observations. We will set up a rain gauge for this. We also will be checking the temperature every day. Read the book Seasons and discuss.

Instructor Models and Demonstrates:

Include key statements you will use to describe your thinking as you apply the strategy. Model using the rain gauge and thermometer. Introduce the new weather graph and symbols. Ask: Where in the sky do you see the sun in the morning? Where in the sky do you see the sun at lunchtime (noon)? Where in the sky do you see the sun in the afternoon/evening (going home from school)? Is there a time when we cannot see the sun? Discuss the best time to take readings: When do you think the highest temperature will be recorded? Introduce the large precipitation (rain) chart. Model putting yesterday's rain total on it.

Guided Practice:
Include opportunities for students to engage in guided practice with the instructional task. Will be done with Independent practice.

Independent Practice:
Include opportunities for students to engage in independent practice with the instructional tasks. Send the students back to their desks. Have them use information from observation (Yahoo! Weather, the class thermometer/rain gauge, or other) to fill out their weather charts and the class weather chart. Walk around the classroom and observe student work. Answer questions as necessary. Stop and help (guided practice) with those students that may struggle with the task.

11:30-12:05 Lunch/Recess RECESS DUTY OUTSIDE @ 1205

Reading
I Can statement:
I can identify and describe the characters in a text and how they respond to major events including what and why it happened. (cause/effect) 12:05-12:30 Reading Routines Call the students to the carpet. Daily Phonemic Awareness: Journeys TG T401 Daily Phonemic Awareness I can statement: I can blend, read and write words with /r/ /l/ and /s/. Say: Listen to this word: slit". What sounds do you hear? /s/ /l/ // /t/ Repeat after me: slit. How many sounds do you hear? (4) Repeat for: slim, slick, trick, strip, split

Daily High Frequency words: Say the word "says". Spell the word. Write the word. Do the same with: table, broth, cold, eat, find, green, little, long and we Vocabulary Boost: list on TG T401 Review story Lester from yesterday. Use flashcards (Vocabulary in Context cards) - read card and example sentence. Ask students to raise their hands if they can define the word. Read the definition from the card. List: (wonderful, noises, quiet, sprinkled, share, noticed, bursting, suddenly)

Introduce Comprehension (Visualize) Read Aloud: Teacher's Pets (Student Anthology p. 126) TG p 408-420

12:30-12:40 Restroom Break/Mental Math in hall (Adding/Subtracting a Ten/working with Teens)

Small Group Note: Set a timer (found on reading group desk) to keep track of time.

12:40-1:05 Small Group Reading - Red (Quad) Text: Foster's Farm

Features of Explicit Instruction Log

Name: Richard Williams Date: 1 Oct 2013 Grouping: Small Group Grade Level/Role: 2nd Grade

Materials/Resources Used: Timer Text: Foster's Farm (1 per student) HF vocabulary cards Target vocabulary cards

Lesson Focus: Reading (Small group, comprehension)

Stage of Lesson: Introduction Practice

Model/Demonstration

Guided Practice

Independent

Explicit Instruction Log for Small Group Reading (Red)

Lesson Introduction:
Include an introductory statement about what students will be learning to do and a brief explanation of how this strategy will be useful to them as readers. Today we are going to read Foster's Farm, but first lets look at some of the phonemes, vocabulary and high frequency words that are used.

Note: This lesson has 4 segments; phonemes, vocabulary, high frequency (HF) words and reading the text. The segments should be completed in order, however I will use this one lesson plan for them all. As you complete each segment (i.e. phonemes in the section Instructor Models), move to the next appropriate segment (i.e. phonemes in the section Guided

Practice, and so on. When done with each segment, move back up to Instructor Models and start the next segment). 2nd Note: The main difference between small group lessons on Monday is the amount of time spent on the phonemes, HF words and vocabulary. Red and Purple groups will require less time in these areas, while Blue and Green will require more.

Instructor Models and Demonstrates:

Include key statements you will use to describe your thinking as you apply the strategy. Phonemes: Journeys p. T460 Consonant Blends of /r/ /l/ and /s/ Show the phoneme card for flag. Say "flag" emphasizing the 'FL' sound. Model blending the sounds in "flag". Vocab: (use the vocabulary cards) Read the first vocabulary word, and then the example sentence on the card. HF words: (use the HF cards) Read the card. Text: Introduce comprehension through characters, setting and plot. Explain each term. Have the students pay attention to each in this story. Perform a book walk through the text. Hold the book up and read the cover. Turn to p. 2. Show the words highlighted in yellow. Say: These are our vocabulary words. If we dont know what these words mean, where can we find them? (SR: in the glossary in the back). Turn to the glossary. Say: The words are listed here in alphabetical order, along with their meaning. (Read one or two at random).

Guided Practice:
Include opportunities for students to engage in guided practice with the instructional task. Phonemes: Write "flag" and underline the "fl". Say: these sounds are combined to make the sound "fl" at the beginning of "flag" Repeat with: crate, stove, vest and mask Utilize phoneme cards for visual representation

Vocab: (use the vocabulary cards) Have each student in turn read a card; both the vocabulary word and the example sentence on the card. HF words: (use the HF cards). After you have read the card, have the students chorally read the card. Text: Have the students chorally read the text with you.

Independent Practice:
Include opportunities for students to engage in independent practice with the instructional tasks. Text: Have the students independently read the text aloud. Listen to each student read. Teacher may perform a running record for one student at this time.

Note: Lesson plans for each small group have been written, but will not be included here in order to save space. 1:05-1:25 Small Group Reading - Blue Text: Caty the Caterpillar 1:30-1:50 Small Group Reading - Green Text: Foster's Famous Farm

1:50-2:00 Word Study (Word Sort) Journeys Word Study TG Lesson 5, TG 48 Call the students back to their desks. Materials Required: Word sort cards Call the students back to their desks. Ask the students: How can we sort these words? (SR: alphabetically and/or by vowel sound)

Have the students clear off their desks and sort their cards by vowel sounds. Advanced students may perform a secondary sort alphabetically after sorting by vowel sounds. 2:00-2:25 Small Group Reading - (Purple) Text: Where is Gus-Gus?

2:25-2:35 High Frequency vocabulary work Call the students to the carpet. Using the HF vocabulary cards (use cards from word wall), call on individual students to read each card and define the word or use it in a sentence. 2:35-2:55 Teacher Read Aloud (suggest: Red Leaf, Yellow Leaf)

2:55-3:00 Prepare for dismissal/homework review. For homework, the students will have: Handwriting sheet (front and back) Math sheet Jazlynn gets an extra math sheet and the bag of counting blocks

Have the students get their backpacks and put their chairs on their desks. Line them up in preparation to go home. Walk them down the east stairs to the main door. Metro kids will go to the cafeteria. Stay at the main door until your class has left. 3:00 Dismissal bell