Weekly Schedule 10/12-10/17

Monday 10/13 F-Day

Morning Meeting 9:20-9:40
Guided Reading 9:40-10:30
Whole Group Reading
10:30-11:00
P.E./Prep 11:00-11:30

Tuesday 10/14 A-Day

Morning Meeting 9:20-9:40
Guided Reading 9:40-10:30
Whole Group Reading
10:30-11:00
Music/Prep 11:00-11:30

Action 100 11:30-12:10

Lunch Recess 12:15-12:55
Math 1:00-2:00
Snack/Break 2:00-2:15

Action 100 11:30-12:10

Lunch Recess 12:15-12:55
Math 1:00-2:00
Counselor Lesson
2:00-2:30
Snack/Break 2:30-2:45

Grammar
*Compound
Words/Capitalization
ROMEO 2:45-3:15
Closing Routine 3:15-3:35

ROMEO 2:45-3:15
Closing Routine 3:15-3:35

Wednesday 10/15 B-Day

Thursday 10/16
Morning Meeting 9:20-9:40 Morning Meeting 9:20-9:40
Guided Reading 9:30-10:00 Guided Reading 9:40-10:30
P.E./Prep 10-10:30
Whole Group Reading 10:3011:00
Grammar 10:30-11
Music/Prep 11:00-11:30
*Prefixes
Whole Group Reading
11:00-11:30
Action 100 11:30-12:10
Action 100 11:30-12:10
Lunch Recess 12:15-12:55
Lunch Recess 12:15-12:55
Math 1:00-2:00
Math 1:00-2:00
Snack/Break 2:00-2:15
Snack/Break 2:00-2:15
Grammar Quiz

ROMEO 2:45-3:15
Closing Routine 3:15-3:35

Friday 10/17
Morning Meeting 9:20-9:40
Guided Reading 9:40-10:30
Whole Group Reading
10:30-11:00
Media/Prep 11:00-11:30

Action 100 11:30-12:10

Lunch Recess 12:15-12:55
Science Rotations
1:05-3:20

Science 2:15-2:45
*Sound Walk
ROMEO 2:45-3:15
Closing Routine 3:15-3:35

Closing Routine 3:15-3:35

Date:
Standard:
Objective:

Monday 10/20
None
TSWBAT participate in
the morning meeting.

Calendar
Job Chart
Daily Schedule
Morning Message
Instruction: The students will be
called over to the
carpet by tables.
We will greet each
other.
We will read the
morning message
together.
Students will learn
their jobs for the week.
We will go over our
daily schedule.
(If time) We will share
about our weekend.
Evaluation: TSW know and
understand the daily
schedule and their job
for the day.
Materials:

Morning Meeting 9:25-9:45

Tuesday 10/21
Wednesday 10/22
None
None
TSWBAT participate TSWBAT participate in the
in the morning
morning meeting.
meeting.
Calendar
Calendar
Daily Schedule
Daily Schedule
Morning Message
Morning Message

Thursday 10/23
Friday 10/24
None
None
TSWBAT participate in the TSWBAT participate in the
morning meeting.
morning meeting.
Calendar
Daily Schedule
Morning Message

Calendar
Daily Schedule
Morning Message

The students will

be called over to
the carpet by
tables.
We will greet each
other.
We will read the
morning message
together.
We will go over
our daily schedule.

The students will be

called over to the carpet
by tables.
We will greet each other.
We will read the
morning message
together.
We will go over our
daily schedule.

The students will be

called over to the carpet
by tables.
We will greet each other.
We will read the
morning message
together.
We will go over our
daily schedule.

The students will be

called over to the carpet
by tables.
We will greet each other.
We will read the
morning message
together.
We will go over our
daily schedule.

TSW know and

understand the
daily schedule and
their job for the day.

TSW know and

understand the daily
schedule and their job for
the day.

TSW know and

understand the daily
schedule and their job for
the day.

TSW know and

understand the daily
schedule and their job for
the day.

Guided Reading 9:45-10-30

Date
Standard:

Monday 10/20

Tuesday 10/21

Wednesday 10/22

Thursday 10/23

Friday 10/24

2.2.10.10 By the end of year, select, read and comprehend informational texts, including history/social studies, science, and technical
texts, in the grades 23 text complexity band proficiently, with scaffolding as needed at the high end of the range for personal
interest, enjoyment, and academic tasks.

Objective:

TSWBAT practice and feel

what guided reading will look
like in our room.

Materials:

Module Test
Writing Journals
WTW sort

Instruction: We are going to review why

we practice and complete
our word sorts and do
words their way.
We are going to talk about
different at/-an words.

TSWBAT understand what

guided reading will look
like and sound like in our
room.
Anchor Chart Paper
Accountability Sheet
Timer
WTW sort

TSWBAT practice guided

reading following our
expectations.
Anchor Chart Paper
Timer
Accountability Sheet

We are going to talk about We are going to review

what guided reading is
the expectations of
going to look like/sound
guided reading.
like in our room. (Look
We are going to review
like/Sound like anchor
what I expect of their
chat)
word.

TSWBAT practice
guided reading
following our
expectations.
Anchor Chart
Paper
Timer
Accountability
Sheet
We are going to
review the
expectations of
guided reading.
We are going to
review what I

TSWBAT practice
guided reading
following our
expectations.
Anchor Chart
Paper
Timer
Accountability
Sheet
We are going to
review the
expectations of
guided reading.
We are going to
review what I

 I am going to show the

students some pictures (cat,
mat, can, man) and ask them
what they notice about the
words.
We will try to come up with
our own words.
I am going to show the
students their sort for this
week. We will talk about
how this one has words and
pictures to match. (This
word sort will be a little
easy for some of the
students but I wanted
them to see the type or
sort with pictures and
words)
I will tell the students that
today we are going to cut
and sort our words.
After WTW, we will rotate
into writing in our journals.
If we have time of a third
rotation, we will read to self.
*Students who did not finish
their module assessment
last week will finish it at this
time.
Evaluation: TSW complete the WTW sort

expect of their
I will introduce the
We will begin our
word.
accountability sheet and
rotations.
explain how it works, and Students will go to the
We will begin
how they will fill it out
our rotations.
computer lab, do wtw
every day.
work, have free choice
Students will go
I will talk about their
(accountability sheet),
to the computer
work they will complete
and meet with me.
lab, do wtw
and how I expect them to
(students who are
work, have free
take their time and do
meeting with me are
choice
their best work.
going to write in their
(accountability
yellow journals so I can
sheet), and meet
I will give the students
monitor while we are
with me.
their groups.
practicing.
(students who
We will start rotations.
are meeting with

*Today
we
are
only
going
There will be a timer on
me are going to
to get through two
the board for the
write in their
rotations
since
we
have
students.
yellow journals
P.E. at ten.
I will also have the
so I can monitor
rotations on the board so
while we are
everyone knows where to
practicing.
go.

expect of their
word.
We will begin our
rotations.
Students will go to
the computer lab,
do wtw work, have
free choice
(accountability
sheet), and meet
with me. (students
who are meeting
with me are going
to write in their
yellow journals so
I can monitor
while we are
practicing.

TSW work through two

TSW work through

TSW work through two

TSW work

and journal free write.

guided reading stations.

guided reading stations.

through 4 guided
reading stations.

4 guidged reading
stations.

Whole Group Reading 10:30-11:00

Date
Monday 10/20
Tuesday 10/21
Wednesday 10/22
Thursday 10/23
Friday 10/24
Standard:
RIT 03: Connection between a series of events RIT05: Text Features
Objective: TSWBAT identify what a seed
TSWBAT describe the TSWBAT sequence the
TSWBAT sequence the TSWBAT complete
needs to grow.
life cycle of a
life cycle of a pumpkin. life cycle of a pumpkin. their assessment
pumpkin.
Materials:
Standard/Vocabulary
Question Cards
Pumpkins
Pumpkins
Assessment
Words
Vines
Vines
YouTube clip
Life Cycle of a Pumpkin
Sequence Cards
Sequence Cards
Instruction:
We will read the
We will review
We will review
We will review Assessment:
The students
standard together and
the standard
the life cycle of a
the standard.
talk about how we will
of the week.
pumpkin
will watch a
We will review
know when we have
YouTube clip
We will
We will make
what we did
reached the standard.
on the life
discuss the life
pumpkins and
yesterday, and
cycle of an
I will ask: Have you ever
cycle of a
sequence steps
finish our
apple tree.
planted seeds? If so
pumpkin
in the life cycle.
pumpkin
They will cut
what were they? What
project.
We will watch
Students will cut
are things seeds need to
out the
a YouTube clip
out pumpkin
We will talk
grow?
pictures of
of the life cycle
about how
They will glue
What happens if a seed
seeds, tree
of a pumpkin.
everything has
the vine and
doesnt get the things it
with no apples,
a life cycle.
stem on the
needs to grow?
tree with
pumpkin
We will talk about our
apples, and an
They will write
vocabulary words: Root,
apple.
and draw each

Evaluation:

Pollination, Harvest.
We will read: Life Cycle
of a Pumpkin
We will discuss the main
idea of the story.

TSW participate in a
conversation about the life
cycle of a pumpkin.

state on the
sequence cards
and glue them to
the vines.

TSW participate in
our discussion and
tell a partner about
the life cycle of a
pumpkin.

TSW complete their

pumpkin with the
correct sequence of the
events.

TSW complete their

pumpkin with the
correct sequence of
the events.

While we
watch the
video, it will be
their job to put
the pictures in
order.
When the
video clip is
over, the
students will
glue their
picture cards
down and
write the
stages.
TSW complete their
assessment on the life
cycle of an apple tree.

Action 100 11:30-12:10

Date
Standard:

Objective:

Materials:

Monday 10/20
Tuesday 10/21
Wednesday 10/22
Thursday 10/23
Friday 10/24
2.1.10.10 By the end of the year, select, read and comprehend literature including stories and poetry for personal enjoyment,
interest, and academic tasks, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the
range.
TSWBAT read their
TSWBAT read their
TSWBAT read their
TSWBAT read their
TSWBAT read their
books during action 100 books during action 100 books during action 100 books during action
books during action 100
100
-Action 100 books
-Action 100 books
-Action 100 books
-Action 100 books
-Action 100 books
-Reading Logs
-Reading Logs
-Reading Logs
-Reading Logs
-Reading Logs

Instruction: The students will fill

their logs out.
They will read their
books, thinking about
the authors purpose.
Students will talk with
a partner about the
authors purpose.
While they are talking
I will sign their logs.

The students will fill

their logs out.
They will read their
books, thinking about
the setting.
Students will talk with
a partner about the
setting of their book.
While they are talking
I will sign their logs.

Evaluation: TSW tell a partner about

the authors purpose.

TSW tell a partner about

the setting.

The students will fill

their logs out.
They will read their
books, thinking about
the main characters.
Students will talk with
a partner about the
characters in their
book.
While they are talking
I will sign their logs.
TSW tell a partner about
the main characters.

The students will fill

The students will fill
their logs out.
their logs out.
They will read their
They will read their
books, thinking about
books, thinking about
the main characters.
the main characters.
Students will talk
Students will talk with
with a partner about
a partner about the
the characters in their
characters in their
book.
book.
While they are talking While they are talking
I will sign their logs.
I will sign their logs.
TSW tell a partner
TSW tell a partner about
about the plot of the
if their book is
book.
informational or literacy
and how they know that.

Date
Standard:

Monday 10/13
2.1.2.1 Strategies for
addition/subtraction
facts

Objective:

I can use strategies to

solve subtraction facts.

Materials:

Instruction:

SMARTboard
Lesson
Math Journal
page 49
Quick Check 2.12
We will practice
some mental
math: 5-2, 9-7,
11-8=z
We will read the
standard
together.
We will talk
about the
counting back
strategy. 7-3=?
Think 7, Say
6,5,4 The

Math 1:00-2:00
Tuesday 10/14
Wednesday 10/15
2.1.2.1 Strategies for
2.1.2.5, 2.1.2.1, 2.1.2.2,
addition/subtraction
2.2.1.1, 2.2.2.2, 2.2.2.1,
facts
2.2.2.1. Find values of
unknowns for addition
and subtraction
TSWBAT practice the
I can use
strategies to solve skills we learned this
subtraction facts. unit.
SMARTboard
Review Sheet
Lesson
Math Journal
page 50 and 51

We will complete
our mental math:
Make up a number
story for 16-9=7
We will read the
standard together.
We will talk about
the -9 strategy. 129=3 Subtract 12-10
Then add 1. Thing
12-10=2 and
2+1=3 So 12-9=3
We will talk about
one a number
chart, you just

As a class we are
going to talk
about the things
we learned in this
unit.
We are going to
go over a
SMARTboard
review.
Once (quickly)
complete that, the
students will be
assigned to work

Thursday 10/23
2.1.2.5, 2.1.2.1, 2.1.2.2,
2.2.1.1, 2.2.2.2, 2.2.2.1,

TSWBAT complete their

math test to the best of
their ability.
Unit Two Test

The students
will take their
Unit 2 test.
When they are
done, they are to
read to self.

Friday 10/24

Science
Friday
from
1:053:20

difference is 4.
10-5=? Think 10.
Say 9,8,7,6,5.
The difference is
5. (talk about
why we stopped
at 5)
Then we will
practice 6
problems on the
SMARTboard,
walking through
the counting back
strategy.
Students will
then complete
math boxes on
page 49.
Early finishers
will complete a
subtraction maze.

Evaluation: TSW answer questions

on the quick check for
2.12

move up one when

subtracting 10.
We will practice a
few problems.
We will then talk
about the -8
strategy. Subtract
12-8=4. Subtract
12-10. Then add 2.
Think 12-10=2
and 2+2=4. So 128=4
We will practice a 6
problems using
that strategy.
Students will
complete journal
page 50 and 51
(with or without a
partner)
Early finisher can
practice
subtraction facts
with a partner.

TSW complete journal

page 50T.

with a partner to
complete their
review.

TSW complete their unit

review.

TSW complete their

Unit 2 Math test.

Date:

Monday 10/20

Standard:

02 Demonstrate command of the

convention of standard English
capitalization, punctuation, and
spelling when writing.
03 Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade 2 reading
and content, choosing flexibility
from an array of strategies.

Objective:

TSWBAT identify a when a word

should be capitalized. TSWBAT
use their knowledge of words to
define compound words.
Materials:
Grammar Practice Sheet
Anchor Chart Paper
Instruction:
I will ask the students how

Grammar 2:15-2:45
Tuesday 10/21
Wednesday 10/22
10:30-11
03 Determine or clarify the
meaning of unknown and multiplemeaning words and phrases based
on grade 2 reading and content,
choosing flexibility from an array of
strategies.

~Counselor
Lesson
taught by
Miss
Eggert~

TSWBAT define the prefixes un-,

mis-, and re-.

Prefix practice page

Anchor chart paper
I will ask students if they know

Thursday 10/23

Friday 10/24

02 Demonstrate
command of the
convention of
standard English
capitalization,
punctuation, and
spelling when
writing.
03 Determine or
clarify the meaning
of unknown and
multiple-meaning
words and phrases
based on grade 2
reading and content,
choosing flexibility
from an array of
strategies.
TSWBAT complete
their module
grammar tests

Science
Friday
from
1:05-3:20

Module Tests
I will tell the

they know which words

should be capitalized.
We will talk about how we
know which words should
be capitalized (holidays,
days of the week, months,
beginning of the
sentence.)
We will make an anchor
chart of words that need
to be capitalized.
Then we will talk about
compound words.
We will talk about how we
can use our knowledge of
2 words to define one
word.
We will make an anchor
chart of compound words,
and what they mean.
Evaluation: TSW complete a practice page on
compound words and
capitalization

what unopened means?

I will ask the students if they
know what misused means?
I will ask the students if they
know what redo means?
We will talk about the prefixes
and how they come before
words.
I will show the students the
anchor chart that explains what a
prefix is and what the three
prefixes mean.
The students will complete a
practice page for prefixes.

students that today

they are going to
take their module
grammar test
today.
There will be no
talking.
When they are
done they can read,
write in their
journal, or color in
their Me Journal.

TSW complete a practice prefix

sort.

TSW complete their

module grammar
assessment.

ROMEO 2:45-3:15
Date:
Monday 10/20
Tuesday 10/21
Wednesday 10/22
Thursday 10/23
Friday 10/24
Standard:
2.3.3.1 Tell time to the quarter-hour and distinguish between a.m. and p.m. (We will be practicing telling time to
Science Friday
the hour and half hour.)
from 1:05-3:20
Objective:
TSWBAT practice telling
TSWBAT practice telling time TSWBAT practice telling
TSWBAT practice
time to the half hour and
to the half hour and hour.
time to the half hour and
telling time to the
hour.
hour.
half hour and hour.
Materials:
Clock sheet
Clocks
Practice sheets
Practice Sheet
iPads
iPads
Clocks
Instruction: One group of students
One group of students will One group of students One group of
will go to the computer
go to the computer lab.
will go to the computer
students will go
lab.
lab.
to the computer
One group of students will
lab.
One group of students
One group of students
stay in the classroom and
One group of
will stay in the
will use iPads for IXL.
will stay in the
classroom and will use
classroom and will use
students will stay
This will be the on level
iPads for IXL.
iPads
for
IXL.
in the classroom
students. We will practice
and will use iPads
One group will stay with
telling time to the quarter I will meet with the
for IXL.
me and we will:
hour and quarter after.
high students today. I
WE will talk about the
will see what the know I will work with
Use our key sheet to
different terms (15 to, 15
about telling time to
the lower
color the hour hand red,
after the hour, quarter
quarter hour. If they
students today.
and minute hand blue.
after, quarter to.)
know that already,
We will make
Then we will color all the
then
we
will
practice

Once
we
have
talked
about
clocks that are
hour hands on our
telling time in 5 minute
it, we will use clocks to
blue (minute) and
practice sheet red.
intervals.
practice.
pink (hour) and
Then we will color all the
we will practice
Then the students will
minute hands blue.
telling time with
work with a partner to
We will use clocks and

Evaluation:

practice making times

and practice telling
times.
The students will work
with a partner as I help
and watch them practice
telling time.
TSW participate in our
discussion.

complete a practice sheet.

TSW demonstrate what they

know about telling time.

our clocks.

TSW demonstrate what

they know about telling
time.

TSW make their own

clock and practice
telling time on the
clock.

Date
Standard:

Objective:
Materials:

Instruction:

Sound Lesson Plans 1:05-3:20 (I will teach the same lesson the whole time)
Thursday 10/23
Friday 10/24
2.1.2.2.2 Describe why some materials are better than others for making a particular object and how materials that are
better in some ways may be worse in other ways.
Explain the relationship between the pitch of a sound, the rate of vibration of the source and factors that affect pitch. (From
district curriculum map)
TSWBAT listen for sounds they hear, and try to identify
TSWBAT identity what makes the pepper dance
them.
Paper
Pepper
Clipboards
Cups
Nature
Plastic bags
Rubber bands
I will tell the students we are going to start our first
I will tell the students today we are going to make pepper
science lesson today.
dance.
I will explain to them we are going to talk about
We will talk about what we think makes sound.
sound, and we are going to go listen to sounds.
We will make a mini list of things that make sound.
I will give them each a sheet of paper and a clipboard.
We will talk about how sound can be noisy, loud, soft,
We will talk about walking in the hallway and outside.
pleasurable, pleasurable.
I do expect it to be silent.
We will define sound. (Sound is something that can be heard
by other people and animals.)
We will stop and write (No writing while walking).
I will secure a plastic bag over the opening of a cup with a
We will walk in the hallway and then go outside to
rubber band.
listen for sounds.
I will put the cup on a flat surface and sprinkle a pinch of
We will come inside and talk about all the things we
grouping pepper on the plastic surface.
heard and what we thought those sounds were. We
I will hold a second cup with the bottom facing up.
will also talk about how the sounds were created.
I will sharply and firmly tap on the bottom of the cup with a
pencil and ask the students if they heard that sound.
I will ask: What do you think vibrated to make the sound (cup)
I will hold the cup over the pepper cup about 3-4 cm and tap

Evaluation:

TSW write down what they hear and what they think the
sound is.

the bottom of the cup several times making the pepper dance
I will talk to the students about how I didnt touch the cup,
pepper, or the table.
I will ask: What do you think caused the pepper to move?
(Tapping the cup made a vibration that then made the air
around the cup vibrate. The vibrating air eventually bumped
into the plastic bag and made the plastic and pepper move.)
TSW explain why the pepper danced