Cedar Grove Elementary: Learning Plans MSD Resource Leah Smith

Week of November 7th 10th, 2017

See Accommodations / I.E.P sheet

8:40 - 9:30
Check-In Students - Check agenda for homework and parent initials.
Morning Meeting: Discuss goals for the day.
(Breakfast, morning announcements, and restroom assistance.)
Sensory Movement Break: Go Noodle
9:20 Lindsay take Kindergarten to Mrs. Shelton for Morning Meeting/Phonics Whole Group
9:30-10:00 K, 3, 5 Language Arts/Reading
Reading Standards for Literature
Range and Level of Text Complexity: With prompting and support, ask and answer questions (who, what, when, where, why) about key details in a text
Reading Standards for Foundational Skills
Phonics and Word Recognition: Know and apply grade level phonics and word analysis skills in decoding skills
Fluency: Read Emergent Texts with purpose and understanding

Instructional Methods: Mondays Objective Tuesdays Objective Wednesdays Objective Thursdays Objective Fridays Objective Assessment:
Individual *I can stay at table for *I can stay at table for *I can stay at table for *I can stay at table for Multiple Choice
Small Group 30 minutes. 30 minutes. 10 minutes. 10 minutes. Open Response
Hands On *I can identify *I can identify *I can identify *I can identify On Demand
Project vocabulary. vocabulary. vocabulary. vocabulary. Anecdotal
Large Group *I can read sight words *I can identify letter *I can identify letters. *I can answer questions. Oral Assess.
Partner and simple sentences. sounds. Observation
(Speech Group 1) Review Ten Fat Turkeys Sort the Letter T Work Samples
Introduce Ten Fat Boardmaker 10 Fat Sequence Cards Exit Slips
Turkeys (Youtube Video) Turkeys Find the letter T Time Delay
Trace the Turkey Letter Sounds Video worksheet
Beginning sounds

10:00-10:10 K, 1, 5 Earned Student Break

10:10-10:40 K,3, 5 Math

Counting and Cardinality
Know number names and the count sequence.: Count to 100 by ones and by tens, Count forward beginning from a given number within the known sequence (instead of having to
begin at 1), Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Count to tell the number of objects.: Understand the relationship between numbers and quantities; connect counting to cardinality, When counting objects, say the number names in the
standard order, pairing each object with one and only one number name and each number name with one and only one object. Count to answer how many? questions about as many as 20 things
arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects.
Compare Numbers: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting
strategies
Instructional Methods: Mondays Objective Tuesdays Objective Wednesdays Objective Thursdays Objective Fridays Objective Assessment:
Individual *I can identify numbers *I can identify numbers *I can identify numbers *I can identify numbers Multiple Choice
Small Group 1-4. 1-10. 1-10. 1-10. Open Response
Hands On *I can count pictures to *I can count pictures to *I can count pictures to *I can count pictures to On Demand
Project 4. 10. 10. 10. Anecdotal
 Large Group *I can write numbers 1- *I can match quantity to *I can add to 10. *I can make ten with ten Oral Assess.
Partner 4. number. frames. Observation
(Speech Group 2) Thanksgiving addition Work Samples
10 Little Turkeys Book worksheet. Using Turkeys Make Ten Ten Exit Slips
Thanksgiving Number Number sense- help pictures and counting on. Frames Time Delay
Practice students color, cut, and
paste turkeys with the
correct around.

10:40-10:50 K, 3, 5 Earned Student Break

10:50 -11:20 K, 5 Independent Practice/Alternate Assessment Yellow Folders

Reading Standards for Foundational Skills
Phonics and Word Recognition: Know and apply grade level phonics and word analysis skills in decoding skills
10:50 11:20 Katie and Lindsay take 3rd grade to Special Areas
Instructional Mondays Objective Tuesdays Objective Wednesdays Objective Thursdays Objective Fridays Objective Assessment:
Methods: *I can complete tasks. *I can complete tasks. *I can complete tasks. *I can complete tasks. Multiple Choice
Individual *I can follow directions. *I can follow directions. *I can follow directions. *I can follow directions. Open Response
Small Group On Demand
Hands On Anecdotal
Project Complete repeated practice Complete repeated Complete repeated Complete repeated Oral Assess.
Large Group instruction in yellow practice instruction in practice instruction in practice instruction in Observation
Partner folders. yellow folders. yellow folders. yellow folders. Work Samples
Exit Slips
5th grade Alt.Assess. 5th grade Alt.Assess. 5th grade Alt.Assess. 5th grade Alt.Assess. Time Delay
Instruction/Work Samples Instruction/Work Instruction/Work Instruction/Work Samples
Samples Samples
11:25-11:50 K, 3, 5 grade Student Lunch

11:55-12:50 Practiced Skills Group (IEP Data Collection, IEP goals repeated practice, technology Zac Browswer)
Students will rotate between practiced Skills groups.
Mrs. Smith Data Collection ( See individual student goals)
Mrs. Lindsay/Mrs. Katie- Repeated Practice Skills Group (Activities taken from Practiced Skills Tote)( Aides alternate lunch 12:00-12:30, 12:30-
1:00)
Computer-Zac Browser, Starfall
12:50-1:00 K, 1, 5 Earned Student Break

1:00-1:20 3, 5 Science/Social Studies

1:00 1:20 Katie take Kindergarten to Special Areas
Instructional Methods: Mondays Objective Tuesdays Objective Wednesdays Objective Thursdays Objective Fridays Objective Assessment:
Individual *I can stay at table for *I can stay at table for *I can stay at table for *I can stay at table for 20 Multiple Choice
Small Group 20 minutes. 20 minutes. 20 minutes. minutes. Open Response
Hands On *I can follow directions. *I can follow directions. *I can follow directions. *I can follow directions. On Demand
Project *I can identify colors. *I can identify colors. *I can identify colors. *I can identify colors. Anecdotal
Large Group Oral Assess.
 Partner Leaf Matching Leaf Rubbing Why do leaves change Hopping Corn Observation
Game/Scavenger Hunt color? Review Gasses, Solids, Work Samples
http://www.123homescho Liquids, before Exit Slips
ol4me.com/2015/09/why- experiment. Time Delay
do-leaves-change-color-
science.html
1:20 - 1:50 5 Grade Alternate Assessment Standards (Kindergarten Computer Zac Browser)
1:20 1:50 Lindsay and Katie take 3rd grade to Mrs. Cook for Reading Groups

Instructional Methods: Mondays Objective Tuesdays Objective Wednesdays Objective Thursdays Objective Fridays Objective Assessment:
Individual *I can correctly form *I can correctly form *I can correctly form *I can correctly form Multiple Choice
Small Group letters and words. letters and words. letters and words. letters and words. Open Response
Hands On *I can trace vocabulary. *I can trace vocabulary. *I can trace vocabulary. *I can trace vocabulary. On Demand
Project Anecdotal
Large Group Fall Handwriting Book and Fall Handwriting Book and Fall Handwriting Book and Fall Handwriting Book and Oral Assess.
Partner Video. Video. Video. Video. Observation
Work Samples
Exit Slips
Time Delay

1:50-2:00 K, 1, Earned Student Break

1:20 1:50 Lindsay 5th grade to Mrs. Hopkins for RTI/Chrome Book Stations
2:00-2:20 Movement Break/Fine Motor/ Sensory Room
2:20-2:40 Fine Motor/Craft /Teacher Planning
2:40-3:00 Recess/Sensory Break/ Teacher Planning
2:40-3:30 Lindsay take 5th grade to Special Areas

3:00-3:30 K, 3 Science/Social Studies

Instructional Methods: Mondays Objective Tuesdays Objective Wednesdays Objective Thursdays Objective Fridays Objective Assessment:
Individual *I can take turns. *I can take turns. *I can take turns. *I can take turns. *I can take turns. Multiple Choice
Small Group *I can follow directions. *I can follow directions. *I can follow directions. *I can follow directions. *I can follow directions. Open Response
Hands On On Demand
Project Extended Recess Extended Recess Extended Recess Extended Recess Extended Recess Anecdotal
Large Group Afternoon Snack Afternoon Snack Afternoon Snack Afternoon Snack Afternoon Snack Oral Assess.
Partner Observation
Work Samples
Exit Slips
Time Delay

3:30-3:50 K, 3, 5 Earned Student Break and Dismissal (Staff write in planners, pack backpacks, etc.). Discuss positives of day and areas of
needed improvement. Take students to load bus.
 Notes/Meetings:

Monday ____ _______________________________________________________________________________________________

Tuesday ____ __________________________________________________________________________________

Wednesday ________________________________________________________________________________________________

Thursday _______________________________________________________________________________

Friday ________________________________________________________________________________________