Sub Plans for Camarena RSP 8-5-2013

Please contact me at (619) 277-7027 if you have any questions.

Monday 8/5 / Tuesday: 8/6 / Wednesday: 8/7
7:45 – 8:30 Make sure get a key for both rooms 300D and 300E. Prep by studying this schedule. When in doubt, the best way for students to spend time is reading a book leisurely anywhere around the room. Look for this book in my mini library
Feel free to erase only the students writing on the walls.
The OCCUPATIONAL THERAPIST will be available to assist the RSP aide with her groups. / 7:45 – 8:30 Make sure get a key for both rooms 300D and 300E. Prep by studying this schedule. When in doubt, the best way for students to spend time is reading a book leisurely anywhere around the room. Please DO NOT erase students writing on the walls. / 7:45 – 8:30 Make sure get a key for both rooms 300D and 300E. Prep by studying this schedule. When in doubt, the best way for students to spend time is reading a book leisurely anywhere around the room. Feel free to erase only the students writing on the walls.
Look for this book in my mini Library:

8:30-9:00 MATH(PLACE VALUE)
You and the RSP aide Pick Up Raul from room 311, and Austin and Mychaela from, 14
Place Value, including multiplying by 10 when you move up a place NBT1 Envision 1-1, 6-1?
Opening Task: How can you read and write large numbers?
Have the three of them create his own place value chart on the whiteboard. similar to this one. As him to point to the thousands place, them the tens place etc…..
Then them “What number is in the ones place, the millions place?” ect….
If he is not familiar with the place value after the decimal ( tenths, hunndreths, thousanths), please teach him those.
Have the aides help you keep Austin and Mychaela on task.
/ 8:30-9:00 MATH(PLACE VALUE)
Please send our RSP aide to room 306 to cover Ms. Danielle Smiths Classroom until she comes back.
You will pick up Raul from room 311, and Austin and Mychaela from, 14
Place Value, including multiplying by 10 when you move up a place NBT1 Envision 1-1, 6-1?
Play the “Places Please” dice game again. But this time, try to get the lowest number. If you don’t have any worksheets, use the white board and write one for you and one for Raul.
__, ______, ______. ______
Have the one-on-one aides involved. Get his aide involved too, so that all 4 of you are competing. / 8:30-9:00 MATH - OPEN
You and the RSP aide Pick Up Raul from room 311.
Austin and Mychaela from, 14
What is a decimal? Decimal place value NBT3 Envision 1-3, 1-5?, 10-9? Math Mat 1-3
How can you represent decimals?
(Money, fraction model, number line, place value chart)
1. Explore/Share out
2. Discuss what is a decimal: “Piece of the whole”
3. Review different ways to model decimals in journals tenths/hundredths using grids, number lines, real life examples, place value chart
Practice
Write on the white board:
Goal: How is the value of the 7 different in 3.79 than in 8.27?
Have students try to solve on the white board.
9:00-9:30DATA
Gather work or evidence from Raul and write me a summary of his ability to understand the concept. Describe the support (transcribe, prompt him, guided and facilitate thinking) you had to provide to gather the knowledge he knows.
Please instruct the RSP aide to make 20 copies or each worksheet I emailed to you, and together 25 journals or composition books for our custodian (we need for math and writing journals).
9:30-10:15 MATH (PLACE VALUE) 1st & 2nd
You will pick up and work with:
Claudio (Collins-406)
Dante (Jones-504)
Desmond (Kitson-503)
RSP aide will pick up and work with the Occupational Therapist in the other room 300D
Kylie (OT) (Lidstone-304)
Emily (OT) –(Jackson-303)
Xavier (OT) (Muro-501)
Students will do base ten blocks worksheet to show you what they know about numbers. After they finish their worksheet, give them each a whiteboard marker.

Have them pick a space on the wall. Tell them to draw a number by using the base ten blocks. First model how to do it by showing them an example.
425
4= 4 one hundred blocks
2= 2 tens rods
5= 5 individual units
For the younger students, start with 10’s and 1’s. For the older students, go up to 10, 000’s. Go ahead and make up any numbers. / 9:00-9:30DATA
Gather work or evidence from Raul and write me a summary of his ability to understand the concept. Describe the support (transcribe, prompt him, guided and facilitate thinking) you had to provide to gather the knowledge he knows.
9:30-10:15 READING/WRITING 1st & 2nd
You will pick up and work with:
Kylie (OT) (Lidstone-304)
Emily (OT) –(Jackson-303)
Claudio (Collins-406)
RSP aide will pick up and join you:
Dante (Jones-504)
Desmond (Kitson-503)
Xavier (OT) (Muro-501)
Read the book Sir Circumference.

When finish, discuss the story with each student’s opinion on how they think Sir Cumference handled the problem. Have them assigned to a partner. Ask them to tell their partner if they agreed with the way Sir Cumference solve it, or disagreed with it. Ask them if they would of done it another way. (THINK PAIR SHARE)
If time permits, Students will write a short summary of the many different ways Sir Cumference counted all the people.
/ 9:00-9:30 DATA
Gather work or evidence from Raul and write me a summary of his ability to understand the concept. Describe the support (transcribe, prompt him, guided and facilitate thinking) you had to provide to gather the knowledge he knows.
9:30-10:15 WRITING 1st & 2nd
RSP aide will pick up and go with Mrs. Kathleen Bruton, our speech therapist.
Dante (Jones-504)
Desmond (Kitson-503)
Xavier (OT) (Muro-501)
Emily (OT) –(Jackson-303)
You will pick up and work with:
Kylie (OT) (Lidstone-304)
Claudio (Collins-406)
Give them the 100’s chart worksheet. Have the try to fill out the 100’s chart independently to 100. If some students find it too easy, have then try the other 100’s worksheet.
When do, give them a highlighter and start to highlight patters like the 5’s. Practice by counting by 5’s.
Then highlight the 5’s. Advance learners can do 2’s and 10’s also with a different color highlighter.

10:15-10:45 MATH(PLACE VALUE) 5th & 6th
RSP aidewill pick up and JOIN YOU.
Victor (Elsmore-309)
Adrian (Innocencio-316)
Jose (Inocencio-316)
Cian (Mena- 311)
Raul (Mena 311)
You will pick up and work with:
Caleb (Hughes- 414)
Elias (Mendoza – 416)
Brandon (Mendoza – 416)
Repeat everything you did with the last group. Adjust the level of expectations for this group and go to the 10,000’s if you can.

/ 10:15-10:45 WRITING (OPINION) 5th & 6th
RSP aide will pick up and join you:
Victor (Elsmore-309)
Adrian (Innocencio-316)
Jose (Inocencio-316)
Cian (Mena- 311)
Raul (Mena 311)
You will pick up and work with:
Caleb (Hughes- 414)
Elias (Mendoza – 416)
Brandon (Mendoza – 416)
Students will write an opinion piece stating which way of counting is the best way to count large amounts of people would be, and why the other ways are not the best way. (See OPINION writing Rubric) / 10:15-10:45 MATH (PLACE VALUE) 5th & 6th
RSP aidewill pick up and JOIN Mrs. Kathleen Bruton, our speech therapist.
Victor (Elsmore-309)
Caleb (Hughes- 414)
Jose (Inocencio-316)
Cian (Mena- 311)
Raul (Mena 311)
You will pick up and work with:
Elias (Mendoza – 416)
Brandon (Mendoza – 416)
Adrian (Innocencio-316)
What is a decimal? Decimal place value NBT3 Envision 1-3, 1-5?, 10-9? Math Mat 1-3
How can you represent decimals?
(Money, fraction model, number line, place value chart)
1. Explore/Share out
2. Discuss what is a decimal: “Piece of the whole”
3. Review different ways to model decimals in journals tenths/hundredths using grids, number lines, real life examples, place value chart
Practice
Write on the white board:
Goal: How is the value of the 5 different in 3.59 than in 8.25?
Have students try to solve on the white board and then write an explanation in sentences.
10:45-11:15 MATH (PLACE VALUE) 3rd & 4th
RSP aide will pick up and work with Occupational Therapist.
Mychaela (Alcantara -314)
Jonathan (Jones- 315)
Addison (OT) (Alcantara 314)
Joel (OT) (Garcia- 312)
You will pick up and work with:
Ashley (Blakely- 313)
Andres (313)
Austin (Alcantara -314)
Repeat the same lesson again like the last group. Adjust the level of expectations for this group.

/ 10:45-11:15 WRITING (OPINION) 3rd & 4th
RSP aide will pick up and JOIN you:
Mychaela (Alcantara -314)
Jonathan (Jones- 315)
You will pick up and work with:
Addison (OT) (Alcantara 314)
Austin (Alcantara -314)
Joel (OT) (Garcia- 312)
Ashley (Blakely- 313)
Andres (313)
Students will write an opinion piece stating which way of counting is the best way to count large amounts of people would be , and why the other ways are not the best way.
(See OPINION rubric) / 10:45-11:15 MATH (PLACE VALUE) 3rd & 4th
RSP aide will pick up all the students and JOIN you
Mychaela (Alcantara -314)
Jonathan (Jones- 315)
Addison (OT) (Alcantara 314)
Joel (OT) (Garcia- 312)
Ashley (Blakely- 313)
Andres (313)
Austin (Alcantara -314)
Repeat the same lesson again like the last group. Adjust the level of expectations for this group.
Break & Lunch: 11:15-12:15 / Break & Lunch: 11:15-12:15 / Break & Lunch: 11:15-12:15
12:15-12;45 READING 5th & 6th
You will pick up and work with:
Raul (Mena -311)
Victor (Elsmore- 309)
Cian (Mena -311)
Jose (Inocencio-316)
Adrian (Innocencio – 316)
RSP aide will pick up and JOIN you:
Caleb (Hughes – 414)
Elias (Mendoza -416)
Brandon (Mendonza – 416)
Read aloudthe book Sir Circumference.

When finish, discuss the story with each students opinion on how they think Sir Cumference handled the problem. Have them assigned to a partner. Ask them to tell their partner if they agreed with the way Sir Cumference solve it, or disagreed with it. Ask them if they would of done it another way.
Have higher expectations for 5th and sixth grade. They should be producing clear and coherent sentences, indentation, capitalization, punctuation, spelling, topic sentence, supporting details, and a concluding sentence. / 12:15-12;45 LISTENING & SPEAKING 5th & 6th
Raul will be assessed by Mr. Voelker during your session.
You will pick up and work with:
Raul (Mena -311)
Victor (Elsmore- 309)
Cian (Mena -311)
Jose (Inocencio-316)
Adrian (Innocencio – 316)
RSP aide will pick up and join you:
Caleb (Hughes – 414)
Elias (Mendoza -416)
Brandon (Mendonza – 416)
At this time, allow students to finish writing. If some students finish earlier than other, have them go back and re-read their writing. Has the self-correct first. Then they can have a partner try to read it. At this time, they can also read it aloud and share to you, or with the whole class.
If time permits, give student the standard form place value worksheet using what they learned from reading Circumference.
Allow them to write on the walls if needed to help them solve how to do standard form.
Example: 1234= 1,000 + 200 + 30 +4 / 12:15-12;45 READING (COMPREHENION) 5th & 6th
You will pick up and work with:
Raul (Mena -311)
Victor (Elsmore- 309)
Cian (Mena -311)
Jose (Inocencio-316)
Adrian (Innocencio – 316)
RSP aide will pick up and JOIN you:
Caleb (Hughes – 414)
Elias (Mendoza -416)
Brandon (Mendonza – 416)
Read aloud the book Full House

When finish, discuss the story with each student’s opinion on how they think the main character handled the problem. Have them assigned to a partner. Ask them to tell their partner if they agreed with the way they solve it, or disagreed with it. Ask them if they would of done it another way. Have higher expectations for 5th and 6thgrade. They should be producing clear and coherent sentences, indentation, capitalization, punctuation, spelling, topic sentence, supporting details, and a concluding sentence.
12:45 -1:30 READING (COMPREHENSION) 3rd & 4th
You will pick up and work with:
Joel (Garcia – 312) - NS
Jonathan (Jones -315) -NS
Austin (Alcantara- 314) -NS
Mychaela (Alcantara -314) –NS
RSP aide will pick up and JOIN you:
Ashley (Blakely -313)
Andres (Blakely- 313)
Addison (Alcantara- 314)
Read aloud the book Sir Circumference.

When finish, discuss the story with each students opinion on how they think Sir Cumference handled the problem. Have them assigned to a partner. Ask them to tell their partner (THINK PAIR SHARE) if they agreed with the way Sir Cumerence solve it, or disagreed with it. Ask them if they would of done it another way.
/ 12:45 -1:30 LISTENING & SPEAKING 3rd & 4th
You will pick up and work with:
Joel (Garcia – 312) - NS
Jonathan (Jones -315) -NS
Austin (Alcantara- 314) -NS
Mychaela (Alcantara -314) –NS
RSP aide will pick up and join you:
Ashley (Blakely -313)
Andres (Blakely- 313)
Addison (Alcantara- 314)
At this time, allow students to finish writing. If some students finish earlier than other, have them go back and re-read their writing. Has the self-correct first. Then they can have a partner try to read it. At this time, they can also read it alound and share to you, or with the whole class.
If time permits, give student the standard form place value worksheet using what they learned from reading Circumference.
Allow them to write on the walls if needed to help them solve how to do standard form.
Example: 1234= 1,000 + 200 + 30 +4 / 12:45 -1:30 READING (COMNPREHENSION) 3rd & 4th
You will pick up and work with:
Joel (Garcia – 312) - NS
Jonathan (Jones -315) -NS
Austin (Alcantara- 314) -NS
Mychaela (Alcantara -314) –NS
RSP aide will pick up and JOIN you:
Ashley (Blakely -313)
Andres (Blakely- 313)
Addison (Alcantara- 314)
Read aloud the book Full House

When finish, discuss the story with each student’s opinion on how they think the main character handled the problem. Have them assigned to a partner. Ask them to tell their partner if they agreed with the way they solve it, or disagreed with it. Ask them if they would of done it another way.
1:30-2:15 Gather all materials and write me a summary for each group for reading and math. / 1:30-2:15 Gather all materials and write me a summary for each group for reading and math. / 1:30-2:15 Gather all materials and write me a summary for each group for reading and math.
Dismissal- 2:45 / Dismissal- 2:45 / Dismissal- 2:45