Taylor County Elementary School's s2

Instructional Planning Form Teacher Name: Lacey Mahaney Grade: 2nd Grade Learning Activity: Formative Subject: Core Content/ Targets for the Day: Assessment: Program of (Exit slip, rubric, observation "I Can" (congruent to the checklist, pre-assessment, Modifications Studies/CCAS Statements writing to learn, demonstrate (numbers/ (from Program of Learning Target learning, etc.) (RTI/SOAR ) Literacy bullets) Studies) of the Day)

Focus: Character and Setting I can describe Focus: Story Structure the structure of a story. Henry and Mudge and the Starry I can describe Night Rock, Paper, L.5 characters Before reading: Discuss vocabulary Scissors – Monday, S/L.1 based on their words, introduce realistic fiction, Explain what October 14 L.3 actions. review character and setting, story structure is FS.3.f introduce story structure to your partner I can use visual and written During reading: Discuss vocabulary clues to words in-text, determine beginning, describe the middle, and end, introduce synonyms setting. After reading: Thinking critically I can describe the structure of Review – Character and Setting a story. Review – Story Structure Review – High Frequency Words I can describe Daily 5 Review - Synonyms L.5 characters Formative Tuesday, S/L.1 based on their Assessment Daily 5 Station Rotation October 15 L.3 actions. Sheet – Based FS.3.f upon Daily 5 Daily 5 Formative Assessment Sheet I can use visual station and written Café Table – Flipbook, break a story clues to into beginning, middle, and end describe the setting. I can describe the structure of Review – Character and Setting a story. Review – Story Structure Review – High Frequency Words I can describe Daily 5 Review - Synonyms L.5 characters Formative Wednesday, S/L.1 based on their Assessment Daily 5 Station Rotation October 16 L.3 actions. Sheet – Based FS.3.f upon Daily 5 Daily 5 Formative Assessment Sheet I can use visual station and written Café Table – Flipbook, break a story clues to into beginning, middle, and end describe the setting. I can describe the structure of Review – Character and Setting a story. Review – Story Structure Review – High Frequency Words Daily 5 I can describe Review - Synonyms L.5 characters Formative Thursday, S/L.1 Assessment based on their Daily 5 Station Rotation October 17 L.3 actions. Sheet – Based FS.3.f upon Daily 5 Daily 5 Formative Assessment Sheet I can use visual station and written Café Table – Flipbook, break a story clues to into beginning, middle, and end describe the setting.

Henry and Mudge and the Starry Night I can describe Review: the structure of Genre, Character, Setting, Story a story. Structure, Synonyms, High Frequency Words I can describe L.5 characters Friday, S/L.1 based on their Fresh Read – Application of Weekly Summative L.3 actions. October 18 Focus – Mahaney – Test with FS.3.f Increased Difficulty, Wood – Test with I can use visual Decreased Difficulty Level and and written Scaffolding clues to describe the Weekly Test – Comprehension setting. (Mahaney – Read independently, Wood – Read aloud) Instructional Planning Form Teacher Name: Lacey Mahaney Grade: 3rd Grade Learning Activity: Formative Subject: Core Content/ Targets for the Day: Assessment: Program of (Exit slip, rubric, observation "I Can" (congruent to the checklist, pre-assessment, Modifications Studies/CCAS Statements writing to learn, demonstrate (numbers/ (from Program of Learning Target learning, etc.) (RTI/SOAR ) Literacy bullets) Studies) of the Day)

I can compare Focus: Compare and Contrast and contrast to Focus: Background Knowledge aid Focus: Fact and Opinion comprehension. Supermarket I can use Before reading: Discuss vocabulary background words, introduce expository text, knowledge to IT.3 review background knowledge, aid Exit Slip – What Monday, IT.8 introduce compare and contrast, comprehension. is background FS.4.a introduce fact and opinion, review October 14 knowledge? author’s purpose I can develop oral vocabulary. During reading: Discuss vocabulary words in-text, determine fact and I can opinion, compare and contrast understand the information from story elements of expository text. After reading: Thinking critically I can compare and contrast to aid comprehension. Review: Compare and Contrast Review: Background Knowledge I can use Review: Fact and Opinion background Daily 5 knowledge to Daily 5 Station Rotation IT.3 Formative aid Tuesday, IT.8 Assessment comprehension. Daily 5 Formative Assessment Sheet October 15 FS.4.a Sheet – Based upon Daily 5 I can develop *See attached Formative Assessment station oral vocabulary. Sheet for focus of each station

I can Café Table – Sequence of Events understand the with “The Giving Tree” Flipbook elements of expository text. Wednesday, IT.3 I can compare Review: Compare and Contrast Daily 5 IT.8 and contrast to Review: Background Knowledge Formative October 16 FS.4.a aid Review: Fact and Opinion Assessment comprehension. Sheet – Based Daily 5 Station Rotation upon Daily 5 I can use station background Daily 5 Formative Assessment Sheet knowledge to aid *See attached Formative Assessment comprehension. Sheet for focus of each station

I can develop Café Table – Sequence of Events oral vocabulary. with “The Giving Tree” Flipbook

I can understand the elements of expository text.

I can compare and contrast to aid comprehension. Review: Compare and Contrast Review: Background Knowledge I can use Review: Fact and Opinion background Daily 5 Daily 5 Station Rotation IT.3 knowledge to Formative Thursday, IT.8 aid Assessment Daily 5 Formative Assessment Sheet October 17 FS.4.a comprehension. Sheet – Based upon Daily 5 *See attached Formative Assessment I can develop station oral vocabulary. Sheet for focus of each station

I can Café Table – Sequence of Events understand the with “The Giving Tree” Flipbook elements of expository text. I can compare and contrast to aid comprehension. Supermarket I can use Review: background Genre, Compare and Contrast, knowledge to Background Knowledge, Fact and IT.3 aid Opinion, Vocabulary Words Friday, IT.8 comprehension. Summative FS.4.a October 18 Fresh Read – Focus for Sequence of I can develop Events (Three levels of test oral vocabulary. depending upon group)

I can Weekly Test – Comprehension understand the elements of expository text.

Instructional Planning Form Teacher Name: Lacey Mahaney Grade: 4th Grade Learning Activity: Formative Subject: Core Content/ Targets for the Day: Assessment: Program of (Exit slip, rubric, observation "I Can" (congruent to the checklist, pre-assessment, Modifications Studies/CCAS Statements writing to learn, demonstrate (numbers/ (from Program of Learning Target learning, etc.) (RTI/SOAR ) RtI – Reading bullets) Studies) of the Day) CAFÉ: A – Cross Check Show Me – I can familiarize Monday, RF.4.3 Model – Does it look right? Does it Demonstrate myself with sound right? Does it make sense? cross-check October 14 cross-checking. strategy Ready Freddy and the Reading Race

CAFÉ: A – Cross Check

Review – Does it look right? Does it sound right? Does it make sense? I can develop Monitoring for RL.4.4 vocabulary by Understanding – Tuesday, RF.4.3 CAFÉ: E – Tune Into Interesting understanding Detailed notes L.4.4 Words October 15 the meaning of of words L.4.5 words. known/unknown Graphic Organizer – Vocabulary Words

Ready Freddy and the Reading Race CAFÉ: A – Cross Check

I can develop Review – Does it look right? Does it Monitoring for RL.4.4 vocabulary by sound right? Does it make sense? Understanding – Wednesday, RF.4.3 understanding Detailed notes L.4.4 October 16 the meaning of CAFÉ: E – Use New Vocabulary in of words L.4.5 words. Speaking and Writing known/unknown

Ready Freddy and the Reading Race CAFÉ: A – Cross Check

I can develop Review – Does it look right? Does it Monitoring for RL.4.4 vocabulary by sound right? Does it make sense? Understanding – Thursday, RF.4.3 understanding Detailed notes L.4.4 October 17 the meaning of CAFÉ: E – Use a Thesaurus to Find of words L.4.5 words. Synonyms and Antonyms known/unknown

Ready Freddy and the Reading Race

I can record Weekly AIMS Web Test Friday, and graph my RF.4.4 Fluency and Comprehension Product – Graph reading fluency October 18 Assessments to track growth.

Instructional Planning Form Teacher Name: Lacey Mahaney Grade: 3rd Grade Learning Activity: Formative Subject: Core Content/ Targets for the Day: Assessment: Program of (Exit slip, rubric, observation "I Can" (congruent to the checklist, pre-assessment, Modifications Studies/CCAS Statements writing to learn, demonstrate (numbers/ (from Program of Learning Target learning, etc.) (RTI/SOAR ) Science bullets) Studies) of the Day) Chapter 1: Organisms and Where They Live Lesson 1: Habitats of Organisms

Student Book: Pg. A2-A3 I can explain Monday, LS2.C Organism Sort - what an Introduce and Discuss - LS2.D Accuracy October 14 environment is. Environment, habitat, population, community

Videodisc – Introduction

Technology Journal – Fill in the Blank

Chapter 1: Organisms and Where They Live Lesson 1: Habitats of Organisms I can describe Exit Slip – Tuesday, LS2.C Focus: How do animals and plants what makes up Checkpoint LS2.D live where they do? October 15 an ecosystem. Question 5 Student Book: Pg. A4-A9

Checkpoint Questions: 1-5

Wednesday, LS2.C I can explain Chapter 1: Organisms and Where Rock, Paper, LS2.D how living They Live Scissors – Tell October 16 things get what Lesson 1: Habitats of Organisms your partner they need. why introducing Focus: How do animals and plants a new organism live where they do? to an ecosystem can be negative REVIEW - Student Book: Pg. A4-A9 Vocabulary Pictorial Representation Activity

Vocabulary Review

Chapter 1: Organisms and Where They Live I can describe Lesson 1: Habitats of Organisms Rock, Paper, what kinds of Scissors – Tell living and Focus: How do animals and plants your partner Thursday, LS2.C nonliving things live where they do? why introducing LS2.D October 17 make up a a new organism small Activity – Observing Part of an to an ecosystem ecosystem. Ecosystem can be negative

Chapter 1: Organisms and Where They Live Lesson 2: Plants and Animals Depend on Each Other

Focus: How do plants and animals I can give depend on each other? Friday, LS2.C examples of Food Web - LS2.D predators and Accuracy October 18 Introduce and Discuss - Producer, their prey. consumer, predator, prey

Videodisc – Introduction

Technology Journal – Chart Instructional Planning Form Teacher Name: Lacey Mahaney Grade: 2nd Grade Learning Activity: Formative Subject: Core Content/ Targets for the Day: Assessment: Program of (Exit slip, rubric, observation "I Can" (congruent to the checklist, pre-assessment, Modifications Studies/CCAS Statements writing to learn, demonstrate (numbers/ (from Program of Learning Target learning, etc.) (RTI/SOAR ) Science bullets) Studies) of the Day) Monday, Guidance with Mrs. Beckham October 14

Chapter 1: The Senses Lesson 1: Your Sense Organs Student Book: Pg. D2-D3 I can identify Your Sense Tuesday, Introduce and Discuss - 5 Basic NA the body’s Organs – Check senses October 15 sense organs. for Accuracy Videodisc – Introduction

Technology Journal – Matching Wednesday, NA I can describe Chapter 1: The Senses Exit Slip – how sense Lesson 1: Your Sense Organs Checkpoint October 16 organs allow Focus: Which parts of your body tell Question 2 people to find you about the world? out about their surroundings. Student Book: Pg. D4-D7 Vocabulary Review

Checkpoint Questions: 1-2 Chapter 1: The Senses Whisper Facts – I can describe Lesson 1: Your Sense Organs Tell your partner how sense Focus: Which parts of your body tell three ways your Thursday, organs allow you about the world? NA sense of touch people to find October 17 can help you out about their Texture Walk – Touch a variety of avoid dangerous surroundings. surfaces, predict what it will feel like, create crayon rubbings situations Chapter 1: The Senses I can observe Lesson 1: Your Sense Organs that the tongue Focus: Which parts of your body tell What If – Friday, is a sense you about the world? NA Accuracy of organ with a October 18 Answer specific Using Your Senses – Activity function. Journals