Professional Documents
Culture Documents
Reading:
● CCSS.ELA-LITERACY.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details
in the text (e.g., a character's thoughts, words, or actions).
Word Study:
● CCSS.ELA-LITERACY.RF.1.3.C Know final -e and common vowel team conventions for representing long vowel sounds.
Literacy Centers:
● CCSS.ELA-LITERACY.RF.1.3.C Know final -e and common vowel team conventions for representing long vowel sounds.
Writing:
emonstrate command of the conventions of standard English capitalization, punctuation, and
● CCSS.ELA-LITERACY.L.K.2 D
spelling when writing.
● CCSS.ELA-LITERACY.L.K.2.A Capitalize the first word in a sentence and the pronoun
● CCSS.ELA-LITERACY.L.K.2.B Recognize and name end punctuation.
● CSS.ELA-LITERACY.W.1.3 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.
Inquiry:
● CCSS.ELA-LITERACY.SL. Participate in collaborative conversations with diverse partners about grade level topics and texts
with peers and adults in small and larger groups.
Materials/Resources
Reading: 4 copies of the book “My Side of the Mountain”, paper, pencils
Word Study: Road to reading pocket chart, letter cards, word cards, paper, pencils.
Literacy Centers: “The incredible word building game”
Writing: Paper, pencil, photo on computer
Inquiry: Books
Learning Targets Long Term Goals Instructional Formative and/or
Strategies/Learning Tasks Summative Assessments
Reading I can read a Level U text By July 20, 2018 , students Introduce “My Side of the Writing about character
Students: and use details from the will be able to Mountain”- This book is
1. Olivia demonstrate their ability about a boy who escaped
2. Michael text to describe a to independently utilize his home in the city to live Check-ins with students as
3. Arianna character in writing. comprehension skills by on his own in the they read and make notes
4. Isabella scoring a minimum of wilderness! We will see in anecdotal notes.
8/10 on the how he survives and what
comprehension section of he learns along the way.
the running record Look through the book-
assessment. This will be table of contents, pics,
achieved by daily practice. etc. What do you think will
happen?
Read the preface to the
students and discuss
Introduce new vocabulary-
● knothole- a hole
in in a tree trunk
where a branch
has decayed.
● gorge- a narrow
valley between
hills or mountains
● tethers- tie (an
animal) with a
rope or chain so
as to restrict its
movement
● cascades- small
waterfall
Focus Strategy- Describe
character using details
from the text.
Students independently
read first chapter.
Discussion and share
writing.
Word Study I can read and write words By July 20, 2018 , students See Road To Reading constructing and reading
Students: using silent e. will be able to read and Lesson with silent e words
1. Gabe write silent e words with words. Reading
2. Haylee 6/7 accuracy. This goal will Word sort and dictation
3. Omare be achieved by using the sentence
4. Arianna Road to Reading program
5. Izzy daily and measured by the
Phonics Screener.
Literacy Centers I can make words with By July 20, 2018 , students Play “The Incredible Word Anecdotal notes during
Students: silent e from tiles in a will be able to read and Building Game”- flip over game
1. Gabe game. write silent e words with all the yellow tiles, pull
2. Haylee 6/7 accuracy. This goal will three green tiles out for
3. Omare be achieved by using the the students to use, one
4. Arianna Road to Reading program of them being “ake” and
5. Izzy daily and measured by the the other two being ones
Phonics Screener. they would know already.
Students flip over a yellow
tile, try to make a word
with one of the green
tiles. If they can, they keep
the yellow tile. If they
can’t, they put the yellow
tile back.
Writing I can write a sentence By July 20, 2018 , students Look at the photo- what Sentence written on paper
Students: related to my topic using will be able to write a do you see happening? I about photo.
1. Josh punctuation and narrative text of two want you to write one
2. Van capitalization. complete sentences with sentence about what you
3. Gabriel attention to punctuation, see in the photo. Pay
4. Connor capitalization, and attention to your
5. Nolan improve baseline score on uppercase and lowercase
writing rubric by one point letters and your spacing.
in sentence fluency and Share out sentences.
conventions. This goal will Comment on great
be achieved by daily spacing and uppercase
practice and instruction letters.
and measured by the Have Josh dictate a
narrative writing rubric. sentence to me to write.
By July 20th, 2018, Josh
will be able to dictate a
sentence to the teacher
for a narrative text. This
goal will be achieved by
daily practice and
instruction and measured
by the narrative writing
rubric.
Thematic Inquiry/Other I can collaborate with a By July 20, 2018 , students ● Teacher models Anecdotal notes
Students: partner on a book of will demonstrate their reading with a
1. Josh our choice by the end of ability to collaborate buddy and
2. Van our session time. effectively within a small communicating
3. Gabriel group setting by meeting the main idea of
4. Connor expectations in all criteria the story
5. Nolan of the Rubric for ● Partner with a
Cooperative and buddy
Collaborative Learning. ● Choose a book
This goal will be achieved that you and
by daily brainstorming, your partner will
organizing ideas, and read together
creating a carnival game ● After reading,
share what the
main idea was of
the story
● Come together
as a group and
have three pairs
share out loud
their book by
communicating
to the whole
class
Anecdotal Notes
Reflection
Reflection:
Name Jackie Rode Date 7/11/18
Grade Band K - 3rd
Reading Long Term Goal
By July 20, 2018 , students will be able to demonstrate their ability to independently utilize comprehension skills by scoring one
point above their previous score on the comprehension section of the running record assessment. This will be achieved by
practice that will allow the students to practice comprehension skills.
Students: Malachi, Aiyanna, Gabe, Aiden, Haylee
Common Core Standards:
Craft and Structure:
CCSS.ELA-LITERACY.RI.2.4
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
Materials:
● X Marks the Spot books
Learning Targets: I can improve my comprehension skills by defining words that may be unfamiliar to me before reading a text.
Strategies:
● Before reading: teacher will intro book and do a picture walk (3-4 minutes)
● Introduce new words (5 minutes)
○ belonged - page 4. The car belonged to the boys grandfather. Relate to text, the house belongs to the children's
grandfather. Turn and talk
○ treasure - page 7. The treasure is buried in the ground. Relate to text, the children are going on a treasure hunt to
find what their grandfather hid. Turn and talk
○ supper - page 12. Supper will be ready at 6:00 pm. Relate to text, their mother tells them to be home by supper
(dinner time). Turn and talk
● During reading: students will spend 10-15 minutes reading
Formative/Summative Assessments: anecdotal notes
Word Study Long Term Goal
By July 20, 2018, students will be able to identify short vowels (/a/, /i/, /o/, /u/ and /e/) on the Informal Alphabetic Assessment with
100% accuracy. This will be achieved by daily practice with the Road to Reading program.
Student: Van, Nolan, Tea, Lia, Connor (Closed-red)
Common Core Standards:
Phonological Awareness:
CCSS.ELA-LITERACY.RF.1.2.C
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Materials:
● Road to reading boards
● Letters, word cards
● Book
● Lined paper
Learning Targets: I can identify my short a sounds in a closed syllable word scribing what words I hear from my teacher.
Strategies: See Road to Reading lesson
Formative/Summative Assessments: anecdotal notes
Literacy Centers Long Term Goal
By July 20, 2018, students will be able to identify short vowels (/a/, /i/, /o/, /u/ and /e/) on the Informal Alphabetic Assessment with
100% accuracy. This will be achieved by daily practice with the Road to Reading program.
Student: Van, Nolan, Tea, Lia, Connor (Closed-red)
Common Core Standards:
Phonological Awareness:
CCSS.ELA-LITERACY.RF.1.2.C
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Materials:
● Bingo board
● Words
● Markers
Learning Targets: I can hear my short /a/ words and match it to the correct words on my bingo board.
Strategies:
● Teacher reads a word
● Student correctly match that word on their bingo board
● Once, you have three in a row yell BINGO and read back your words
Formative/Summative Assessments: anecdotal notes
Writing Long Term Goal
By July 20, 2018 students will demonstrate their ability to develop ideas, utilize proper mechanics and transitions in a narrative
piece by achieving a 24 out of 25 on the Writing Assessment Rubric. This will be achieved by daily practice modeled after the Lucy
Calkins Narrative program.
Student: Arianna, Omare, Alaina, Malachi, Aiden
Common Core Standards:
CCSS.ELA-LITERACY.W.3.3.B
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show
the response of characters to situations.
Materials:
● First Day Jitters By: Julie Danneberg and Judy Love
● Post paper
● Markers
Learning Targets: I can describe a time that I thought something in my life was going to be wrong, but it went well by recalling
actions, thoughts and feelings at that time.
Strategies:
● Quick Read: First day jitters (highlight how she is feeling throughout the book)
● Brianstorm: times when you thought something in your life was going to go wrong, but it went well
● (ex, camp, sports, school)
● Share Ideas
● *Star your top 2 most memorable times*
● What did she learn?
● What did you learn?
Formative/Summative Assessments: anecdotal notes
Thematic/Inquiry Long Term Goal
By July 20, 2018 , students will demonstrate their ability to collaborate effectively within a small group setting by meeting
expectations in all criteria of the Rubric for Cooperative and Collaborative Learning. This goal will be achieved by daily
brainstorming, organizing ideas, and creating a carnival game.
Student: Arianna, Omare, Alain, Malachi, Aiden
Common Core Standards:
CCSS.ELA-LITERACY.SL. Participate in collaborative conversations with diverse partners about grade level topics and texts
with peers and adults in small and larger groups.
Materials:
● Books
Learning Targets: I can collaborate with a partner on a book of our choice by the end of our session time.
Strategies:
● Teacher models reading with a buddy and communicating the main idea of the story
● Partner with a buddy
● Choose a book that you and your partner will read together
● After reading, share what the main idea was of the story
● Come together as a group and have three pairs share out loud their book by communicating to the whole class
Formative/Summative Assessments: anecdotal notes
Reflection
Reading:
● CCSS.ELA-LITERACY.RI.1.6
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
● CCSS.ELA-LITERACY.RI.1.7
Use the illustrations and details in a text to describe its key ideas.
Word Study:
● CCSS.ELA-LITERACY.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
● CCSS.ELA-LITERACY.RF.1.2.C
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Literacy Centers:
● CCSS.ELA-LITERACY.RF.1.2.C
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Writing:
● CCSS.ELA-LITERACY.L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
● CCSS.ELA-LITERACY.L.K.2.A Capitalize the first word in a sentence and the pronoun
● CCSS.ELA-LITERACY.L.K.2.B Recognize and name end punctuation.
● CCSS.ELA-LITERACY.W.1.3
● 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.
Inquiry:
● CCSS.ELA-LITERACY.SL. Participate in collaborative conversations with diverse partners about grade level topics and texts with peers
and adults in small and larger groups.
Materials/Resources:
Reading: Book: “In a New Land” (6 copies)
Word Study: Road to reading pocket chart, letter cards, word cards, paper, pencils.
Literacy Centers: Bingo game (focus on /e/), word cards, game pieces
Writing: Paper, pencil, Smartboard, sequence pictures for student writing
Inquiry: White board, powerpoint, pictures, Smart board
Learning Targets Long Term Goals Instructional Formative and/or
Strategies/Learning Tasks Summative Assessments
Reading Students will develop By July 20, 2018 , students ● Browse text as a ● Observation
Students: comprehension and will be able to use group,assess and during reading
connections to text by strategies (decoding, build background ● Participation in
analyzing cover and vocabulary, text features, knowledge of discussion
content pictures. Students visualization, inferring) to concept essential question
will engage in guided increase comprehension ● Introduce new
reading to give at least scores on reading vocabulary
one answer to the assessment by at least one ● Coach students as
question, “Why is it point. they read
difficult to move to a new independently
country?”. ● Retell
● Discuss and
answer question
Word Study Students will identify short By July 20, 2018, students Road To Reading Lesson: Accuracy of vowels CVC
Students: /e/ sounds by scribing CVC will be able to identify Focus on /e/ in CVC words word writing
Grace words from dictation. short vowels (/a/, /i/, /o/,
Alaina /u/ and /e/) on the
Malachi Informal Alphabetic
Aiyana Assessment with 100%
Ava accuracy. This will be
achieved by daily practice
with the Road to Reading
program.
Literacy Centers Students will match By July 20, 2018, students Play short vowel Bingo Observe students as they
Students: printed CVC words to will be able to identify game accurately identify correct
spoken words by locating short vowels (/a/, /i/, /o/, vowel sounds
Alaina, Jody, them on a Bingo board /u/ and /e/) on the
Nolan, Malachi, Informal Alphabetic
Izzy Assessment with 100%
accuracy. This will be
achieved by daily practice
with the Road to Reading
program.
Writing Students will sequence By July 20, 2018 , students ● Teach concept of Writing samples
Students: events in order by writing will be able to use sequencing using
three sentences using strategies (visualization, Smartboard file.
Clayton first, then, and last. inferring, questioning, ● Students take
Tea identifying main ideas) to turns
Dillon increase comprehension manipulating
Jaydyn scores on reading sequencing events
assessment by at least one on interactive
point. whiteboard
● Students write a 3
step process using
transition words
(first, then, last)
based on provided
pictures
Thematic Inquiry/Other Students will collaborate Long Term Goal: ● Model: Role play Observation of
with a partner to choose a to share the gist of collaboration with partner
Clayton text, buddy read and Comprehension and a book at grade and share out
Tea discuss, and present the Collaboration: level (1)
Dillon gist of the book in a small CCSS.ELA-LITERACY.SL.2.1 ● Students will be
Jaydyn group setting. paired to choose a
Lia Participate in book, buddy read,
collaborative and discuss the
conversations with gist of the book.
diverse partners about ● Student pairs
grade level topics and present to
texts with peers and another pair
adults in small and
larger groups.
Reflection
Word Study
By July 20, 2018 students will be able to demonstrate their growth in phonemic awareness by achieving an 8 out of 12 on the basic syllable
section of the PAST.
This will be achieved by daily practice with the Road to the Code program.
Common Core Standards: C CSS.ELA-LITERACY.RF.K.2.A Recognize and produce rhyming words.
CCSS.ELA-LITERACY.RF.K.2.B Count, pronounce, blend, and segment syllables in spoken words.
Students: Joshua, Jaydyn
Learning Targets: I can identify a single phoneme by counting phonemes during a “move it” activity.
Strategies: Rode to the Code Lesson 1
- Move- it
- Picking Rhyming Words
Formative/Summative Assessments: Move-it activity, rhyming activities
Literacy Centers
By July 20, 2018 students will be able to demonstrate their growth in phonemic awareness by achieving an 8 out of 12 on the basic syllable
section of the PAST.
This will be achieved by daily practice with activities based on the Road to the Code program.
Common Core Standards: CCSS.ELA-LITERACY.RF.K.2.A Recognize and produce rhyming words.
CCSS.ELA-LITERACY.RF.K.2.B Count, pronounce, blend, and segment syllables in spoken words.
Students: Joshua, Jaydyn
Learning Targets: I can identify a single phoneme by counting phonemes during a “move it” activity.
Strategies:
Formative/Summative Assessments: Sound Board, Reading
Writing
By July 20, 2018 students will demonstrate their ability to develop ideas, utilize proper mechanics and transitions in a narrative piece by
achieving a 24 out of 25 on the Writing Assessment Rubric. This will be achieved by daily practice modeled after the Lucy Calkins Narrative
program.
Common Core Standards:
CCSS.ELA-LITERACY.W.3.3.B
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the
response of characters to situations.
Materials:
● First Day Jitters By: Julie Danneberg and Judy Love
● Post paper
● Markers
Learning Targets: I can describe a time that I thought something in my life was going to be wrong, but it went well by recalling actions, thoughts
and feelings at that time.
Strategies:
● Quick Read: First day jitters (highlight how she is feeling throughout the book)
● Brianstorm: times when you thought something in your life was going to go wrong, but it went well
● (ex, camp, sports, school)
● Share Ideas
● *Star your top 2 most memorable times*
● What did she learn?
● What did you learn?
Formative/Summative Assessments: anecdotal notes
Thematic/Inquiry
By July 20, 2018 students will demonstrate their ability to collaborate effectively within a small group setting by meeting expectations in all
criteria of the Rubric for Cooperative and Collaborative Learning. This goal will be achieved by daily brainstorming, organizing and participating
in STEM activities.
Common Core Standards:
CCSS.ELA-LITERACY.SL. Participate in collaborative conversations with diverse partners about grade level topics and texts with peers
and adults in small and larger groups.
Materials:
● Books
Learning Targets: I can collaborate with a partner on a book of our choice by the end of our session time.
Strategies:
● Teacher models reading with a buddy and communicating the main idea of the story
● Partner with a buddy
● Choose a book that you and your partner will read together
● After reading, share what the main idea was of the story
● Come together as a group and have three pairs share out loud their book by communicating to the whole class
Formative/Summative Assessments: anecdotal notes
Reflection