2nd Grade Growing Block
Week #35 Date 5/13- 5/17
Group: 2
Standard(s): There are many different types of clouds! Knowing what types of clouds bring stormy weather (and the wind’s direction) can help you prepare for a rainstorm. Understanding this patterns help scientists, and you, predict what kind of weather might happen next! Students obtain and communicate information about different types of clouds by creating a Storm Spotter’s Guide. They engage in argument from evidence by using this information to analyze multiple scenarios and determine if a storm will occur and why.
M- Mystery #2 How can we predict when its going to storm? In this Mystery, students learn how to make predictions about the weather by observing clouds and their changes. In the activity, students create a small book to record their notes and use it to practice storm prediction. Background Knowledge questions: What’s the worst thunderstorm you have ever experienced? Have you ever noticed a thunderstorm coming toward you, before it arrives? What clues would you look for to know if a thunderstorm was coming your way?
T- 10 in a Row Incentive and Treat Day- Make ornaments for the school wide door decorating contest using a Glyph.
W- Make Grinch letters for the door.
Th- Continue with Mystery #2 by making books to identify clouds and their characteristics.
F- Activity called Will It Storm. Using your research from your Clouds guidebooks, complete the Will It Storm Activity.
Group: 2
Standard(s): There are many different types of clouds! Knowing what types of clouds bring stormy weather (and the wind’s direction) can help you prepare for a rainstorm. Understanding this patterns help scientists, and you, predict what kind of weather might happen next! Students obtain and communicate information about different types of clouds by creating a Storm Spotter’s Guide. They engage in argument from evidence by using this information to analyze multiple scenarios and determine if a storm will occur and why.
M- Mystery #2 How can we predict when its going to storm? In this Mystery, students learn how to make predictions about the weather by observing clouds and their changes. In the activity, students create a small book to record their notes and use it to practice storm prediction. Background Knowledge questions: What’s the worst thunderstorm you have ever experienced? Have you ever noticed a thunderstorm coming toward you, before it arrives? What clues would you look for to know if a thunderstorm was coming your way?
T- 10 in a Row Incentive and Treat Day- Make ornaments for the school wide door decorating contest using a Glyph.
W- Make Grinch letters for the door.
Th- Continue with Mystery #2 by making books to identify clouds and their characteristics.
F- Activity called Will It Storm. Using your research from your Clouds guidebooks, complete the Will It Storm Activity.
Week #34 Date 5/6- 5/10
Group 1
Standard(s): 3-ESS2-1 This unit develops the idea that by paying careful attention to clouds, wind, and other weather clues around us, we can predict the daily weather and make sense of why places on earth look and feel the way they do. Students carry out an investigation by using a model to observe evaporation. They engage in argument from evidence using observations from their investigation to explain what clouds are.
M- Finish up work from last week.
T- Continue finishing up work from last week.
W- Kahoot Incentive game.
Th- Begin Mystery Science #1 Stormy Skies, Weather and Climate- Where do clouds come from? Watch the videos. Answer the following questions with a partner and share out to the whole group: If you touched a cloud, what do you think it would feel like? Why do you think it would feel that way? What did you notice as the skydiver fell through the cloud? What do you think would happen if you took a cup of warm water, but instead of letting any of the water gas escape or go up out of the glass, you trap it?
F- Gas Trap Activity. Why is it harder to read the "Gas Trap Tester" through the cup now? What do you think is on the inside of the cup?How did the inside of the cup feel? Where do you think that water came from? Why do you think that? Read the Read Works article called: Water Takes Three Forms. Answer a few comprehension questions. End of Mystery Assessment.
Group 1
Standard(s): 3-ESS2-1 This unit develops the idea that by paying careful attention to clouds, wind, and other weather clues around us, we can predict the daily weather and make sense of why places on earth look and feel the way they do. Students carry out an investigation by using a model to observe evaporation. They engage in argument from evidence using observations from their investigation to explain what clouds are.
M- Finish up work from last week.
T- Continue finishing up work from last week.
W- Kahoot Incentive game.
Th- Begin Mystery Science #1 Stormy Skies, Weather and Climate- Where do clouds come from? Watch the videos. Answer the following questions with a partner and share out to the whole group: If you touched a cloud, what do you think it would feel like? Why do you think it would feel that way? What did you notice as the skydiver fell through the cloud? What do you think would happen if you took a cup of warm water, but instead of letting any of the water gas escape or go up out of the glass, you trap it?
F- Gas Trap Activity. Why is it harder to read the "Gas Trap Tester" through the cup now? What do you think is on the inside of the cup?How did the inside of the cup feel? Where do you think that water came from? Why do you think that? Read the Read Works article called: Water Takes Three Forms. Answer a few comprehension questions. End of Mystery Assessment.
Week #33 Date 4/29- 5/3
Group 2
Standard(s): 3-ESS2-1 This unit develops the idea that by paying careful attention to clouds, wind, and other weather clues around us, we can predict the daily weather and make sense of why places on earth look and feel the way they do. Students carry out an investigation by using a model to observe evaporation. They engage in argument from evidence using observations from their investigation to explain what clouds are.
M- Finish up work from last week.
T- Begin Mystery Science #1 Stormy Skies, Weather and Climate- Where do clouds come from? Watch the videos. Answer the following questions with a partner and share out to the whole group: If you touched a cloud, what do you think it would feel like? Why do you think it would feel that way? What did you notice as the skydiver fell through the cloud? What do you think would happen if you took a cup of warm water, but instead of letting any of the water gas escape or go up out of the glass, you trap it?
W- No Group- Band Tour in Commons
Th- Gas Trap Activity. Why is it harder to read the "Gas Trap Tester" through the cup now? What do you think is on the inside of the cup?How did the inside of the cup feel? Where do you think that water came from? Why do you think that?
F- Read the Read Works article called: Water Takes Three Forms. Answer a few comprehension questions. End of Mystery Assessment.
Group 2
Standard(s): 3-ESS2-1 This unit develops the idea that by paying careful attention to clouds, wind, and other weather clues around us, we can predict the daily weather and make sense of why places on earth look and feel the way they do. Students carry out an investigation by using a model to observe evaporation. They engage in argument from evidence using observations from their investigation to explain what clouds are.
M- Finish up work from last week.
T- Begin Mystery Science #1 Stormy Skies, Weather and Climate- Where do clouds come from? Watch the videos. Answer the following questions with a partner and share out to the whole group: If you touched a cloud, what do you think it would feel like? Why do you think it would feel that way? What did you notice as the skydiver fell through the cloud? What do you think would happen if you took a cup of warm water, but instead of letting any of the water gas escape or go up out of the glass, you trap it?
W- No Group- Band Tour in Commons
Th- Gas Trap Activity. Why is it harder to read the "Gas Trap Tester" through the cup now? What do you think is on the inside of the cup?How did the inside of the cup feel? Where do you think that water came from? Why do you think that?
F- Read the Read Works article called: Water Takes Three Forms. Answer a few comprehension questions. End of Mystery Assessment.
Week #32 Date 4/22- 4/26
Group 1
Standard(s): RF.2.3.B Know spelling-sound correspondences for additional common vowel teams.
M- No School (Easter Break)
T- 10 in a Row Incentive Day- Shadow/Easter Kahoot and treats
W- Help in Mrs. Millar's room today
Th- No Mrs. Jerke- oy/oi sort and then EPIC in BK
F- No Mrs. Jerke- oa/ow sort and then EPIC in BK
Group 1
Standard(s): RF.2.3.B Know spelling-sound correspondences for additional common vowel teams.
M- No School (Easter Break)
T- 10 in a Row Incentive Day- Shadow/Easter Kahoot and treats
W- Help in Mrs. Millar's room today
Th- No Mrs. Jerke- oy/oi sort and then EPIC in BK
F- No Mrs. Jerke- oa/ow sort and then EPIC in BK
Week #31 Date 4/15- 4/19
Group 2
Standard(s): In this Mystery students investigate what it takes to make a stationary object’s shadow move, and reflect on what this means about the sun’s place in the sky.
M- 10 in a Row Incentive Day- Kahoot and Treat Day
T- Read the Articles called: Me and My Shadow and Maria Makes a Snake. Play Lucky Bags to check for comprehension.
W- No Group- 2nd grade concert
Th- No Mrs. Jerke- Learners go to Mrs. Stolp
F- No School (Easter Break)
Group 2
Standard(s): In this Mystery students investigate what it takes to make a stationary object’s shadow move, and reflect on what this means about the sun’s place in the sky.
M- 10 in a Row Incentive Day- Kahoot and Treat Day
T- Read the Articles called: Me and My Shadow and Maria Makes a Snake. Play Lucky Bags to check for comprehension.
W- No Group- 2nd grade concert
Th- No Mrs. Jerke- Learners go to Mrs. Stolp
F- No School (Easter Break)
Week #30 Date 4/8- 4/12
Group 2
Standard(s): In this Mystery students investigate what it takes to make a stationary object’s shadow move, and reflect on what this means about the sun’s place in the sky.
M- New Mystery: Could a statue's shadow move? Watch exploration 1 video. Afterwards, answer the following question: How could the statues shadow move? Experiment: If it’s sunny where you are, you can try the same experiment. Put a paper gnome in the sun. Tape paper underneath the gnome and outline the shadow. Write down the time. You’ll come back later to check on your experiment.
T- After the experiment, ask the question: How did you make the shadow move and change? What happened to the sunny spot where you marked the shadow? What do you think made the shadow move?
W- No Group-Early Release
Th- Snow Day
F- Snow Day
Group 2
Standard(s): In this Mystery students investigate what it takes to make a stationary object’s shadow move, and reflect on what this means about the sun’s place in the sky.
M- New Mystery: Could a statue's shadow move? Watch exploration 1 video. Afterwards, answer the following question: How could the statues shadow move? Experiment: If it’s sunny where you are, you can try the same experiment. Put a paper gnome in the sun. Tape paper underneath the gnome and outline the shadow. Write down the time. You’ll come back later to check on your experiment.
T- After the experiment, ask the question: How did you make the shadow move and change? What happened to the sunny spot where you marked the shadow? What do you think made the shadow move?
W- No Group-Early Release
Th- Snow Day
F- Snow Day
Week #29 Date 4/1- 4/5
Group 1
Standard(s): In this Mystery students investigate what it takes to make a stationary object’s shadow move, and reflect on what this means about the sun’s place in the sky.
M- Work on paragraphs from the Circus book.
T- Continue to work on paragraphs for the Circus book.
W- Read the Circus book as a group once completed and color.
Th- New Mystery: Could a statue's shadow move? Watch exploration 1 video. Afterwards, answer the following question: How could the statues shadow move? Experiment: If it’s sunny where you are, you can try the same experiment. Put a paper gnome in the sun. Tape paper underneath the gnome and outline the shadow. Write down the time. You’ll come back later to check on your experiment.After the experiment, ask the question: How did you make the shadow move and change? What happened to the sunny spot where you marked the shadow? What do you think made the shadow move?
F- Read the Article called: Me and My Shadow and Assessment
Group 1
Standard(s): In this Mystery students investigate what it takes to make a stationary object’s shadow move, and reflect on what this means about the sun’s place in the sky.
M- Work on paragraphs from the Circus book.
T- Continue to work on paragraphs for the Circus book.
W- Read the Circus book as a group once completed and color.
Th- New Mystery: Could a statue's shadow move? Watch exploration 1 video. Afterwards, answer the following question: How could the statues shadow move? Experiment: If it’s sunny where you are, you can try the same experiment. Put a paper gnome in the sun. Tape paper underneath the gnome and outline the shadow. Write down the time. You’ll come back later to check on your experiment.After the experiment, ask the question: How did you make the shadow move and change? What happened to the sunny spot where you marked the shadow? What do you think made the shadow move?
F- Read the Article called: Me and My Shadow and Assessment
Week #28 Date 3/25- 3/29
Group 2
Standard(s): In this Mystery students investigate what it takes to make a stationary object’s shadow move, and reflect on what this means about the sun’s place in the sky.
M- take one more day to work on paragraphs from the Circus book.
T- New Mystery: Could a statue's shadow move? Watch exploration 1 video. Afterwards, answer the following question: How could the statues shadow move? Experiment: If it’s sunny where you are, you can try the same experiment. Put a paper gnome in the sun. Tape paper underneath the gnome and outline the shadow. Write down the time. You’ll come back later to check on your experiment.
W- After the experiment, ask the question: How did you make the shadow move and change? What happened to the sunny spot where you marked the shadow? What do you think made the shadow move?
Th- Read the Article called: Me and My Shadow
F- Assessment
Group 2
Standard(s): In this Mystery students investigate what it takes to make a stationary object’s shadow move, and reflect on what this means about the sun’s place in the sky.
M- take one more day to work on paragraphs from the Circus book.
T- New Mystery: Could a statue's shadow move? Watch exploration 1 video. Afterwards, answer the following question: How could the statues shadow move? Experiment: If it’s sunny where you are, you can try the same experiment. Put a paper gnome in the sun. Tape paper underneath the gnome and outline the shadow. Write down the time. You’ll come back later to check on your experiment.
W- After the experiment, ask the question: How did you make the shadow move and change? What happened to the sunny spot where you marked the shadow? What do you think made the shadow move?
Th- Read the Article called: Me and My Shadow
F- Assessment
Week #27 Date 3/18- 3/22
Group 1
Standard(s): Many plants start as seeds! There are a lot of different types of seeds, all with unique shapes. In order for more plants to grow, seeds need to move away from the parent plant and grow into a new plant. Plants depend on wind, water, and animals to disperse their seeds. Students model seed dispersal by creating three different seed flyers. They investigate how each seed flyers’ structure helps the seed disperse. Students explore how the structure of a seed helps it disperse (function).
M- No School
T- Incentive Day with Cat in the Hat Kahoot and treats
W- Plant Adventures-Mystery 1 In this Mystery, students will learn how seeds must get away from their parent plant in order to survive. Begin by watching the videos. Answer the following questions: How do you think Koa trees could be in these two different places, half a world apart? Now that you've seen that video, do you have any new ideas about how the Koa tree seeds might have traveled?
Th- Continue watching the vidoes for this Mystery. Quick check: So now you know the seeds didn't fly to Reunion island... any new thoughts? Do you have any idea what animal could have carried the seeds from Hawaii to Reunion Island?
F- Activity: Make a Spinner, a Glidder and a Rotocopter. Test your seeds by standing on a tall chair and releasing seeds with a clothes pin. Is you r seed going to survive? Did if fall into the Parent Tree's shadow? Answer the following questions: Did all three seed flyers work equally well at avoiding the Zone of Darkness? How did each seed flyer's structure (shape) help them disperse? What is missing indoors, but could have affected your results if you did this activity outside?
Group 1
Standard(s): Many plants start as seeds! There are a lot of different types of seeds, all with unique shapes. In order for more plants to grow, seeds need to move away from the parent plant and grow into a new plant. Plants depend on wind, water, and animals to disperse their seeds. Students model seed dispersal by creating three different seed flyers. They investigate how each seed flyers’ structure helps the seed disperse. Students explore how the structure of a seed helps it disperse (function).
M- No School
T- Incentive Day with Cat in the Hat Kahoot and treats
W- Plant Adventures-Mystery 1 In this Mystery, students will learn how seeds must get away from their parent plant in order to survive. Begin by watching the videos. Answer the following questions: How do you think Koa trees could be in these two different places, half a world apart? Now that you've seen that video, do you have any new ideas about how the Koa tree seeds might have traveled?
Th- Continue watching the vidoes for this Mystery. Quick check: So now you know the seeds didn't fly to Reunion island... any new thoughts? Do you have any idea what animal could have carried the seeds from Hawaii to Reunion Island?
F- Activity: Make a Spinner, a Glidder and a Rotocopter. Test your seeds by standing on a tall chair and releasing seeds with a clothes pin. Is you r seed going to survive? Did if fall into the Parent Tree's shadow? Answer the following questions: Did all three seed flyers work equally well at avoiding the Zone of Darkness? How did each seed flyer's structure (shape) help them disperse? What is missing indoors, but could have affected your results if you did this activity outside?
Week #26 Date 3/11- 3/15
Group 2
Standard(s): W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
M- Cat in the Hat Kahoot party and Incentive Day
T- Round About Stories
W- Continue Round About Stories
Th- No School
F- No School
Group 2
Standard(s): W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
M- Cat in the Hat Kahoot party and Incentive Day
T- Round About Stories
W- Continue Round About Stories
Th- No School
F- No School
Week #25 Date 3/4- 3/8
Group 1
Standard(s): RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
M-F After reading The Cat in the Hat, think about the children’s problem at the end of the story. What do you think the children should tell their mother? Use a graphic organizer to give your advice. Then you are going to put your advice into a paragraph in your journal by writing a letter to the children. You will need an introduction sentence and a conclusion sentence. Edit your work in your journal and then type it into PicCollage.
Group 1
Standard(s): RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
M-F After reading The Cat in the Hat, think about the children’s problem at the end of the story. What do you think the children should tell their mother? Use a graphic organizer to give your advice. Then you are going to put your advice into a paragraph in your journal by writing a letter to the children. You will need an introduction sentence and a conclusion sentence. Edit your work in your journal and then type it into PicCollage.
Week #24 Date 2/25- 3/1
Group 2
Standard(s): In this Mystery, students examine how large structures like houses are built from smaller pieces. In the activity, they design their own structures using an unconventional building material: paper.
M- No Mrs. Jerke
T- New Challenge: What kind a paper pieces did you make to build your tall tower? Could you use the same pieces to build a strong tower? How? Fill in questions 1 and 2.
W- Using the same materials, build a tower that is at least 6 inches tall and that can bear the weight of a hardcover book and fill in questions 3 and 4.
Th- No Mrs. Jerke
F- Read the article called A House of Snow and Ice aloud to learners. Then have learners take turns reading aloud.
Group 2
Standard(s): In this Mystery, students examine how large structures like houses are built from smaller pieces. In the activity, they design their own structures using an unconventional building material: paper.
M- No Mrs. Jerke
T- New Challenge: What kind a paper pieces did you make to build your tall tower? Could you use the same pieces to build a strong tower? How? Fill in questions 1 and 2.
W- Using the same materials, build a tower that is at least 6 inches tall and that can bear the weight of a hardcover book and fill in questions 3 and 4.
Th- No Mrs. Jerke
F- Read the article called A House of Snow and Ice aloud to learners. Then have learners take turns reading aloud.
Week #23 Date 2/18- 2/22
Group 1
Standard(s): In this Mystery, students examine how large structures like houses are built from smaller pieces. In the activity, they design their own structures using an unconventional building material: paper.
M- No School
T- Material Magic Mystery 5: Begin watching the first video. At the end, discuss this question in elbow partners: What other materials could you use to build a house? How could you change the properties of paper to make it better to build with? What would you do?
W- Begin Activity: Paper Towers
Th- Continue Paper Towers Activity
F- Watch the video about an Inuit boy living in northern Canada learns how to build a traditional igloo from his father. Watch and discuss: Why do you think they used snow to build their shelter? Do you think it was a good idea for the boy to learn this skill? How would you feel about spending the night in an igloo? When you’re done, read “A House of Snow and Ice” to find out more, and discuss.
Group 1
Standard(s): In this Mystery, students examine how large structures like houses are built from smaller pieces. In the activity, they design their own structures using an unconventional building material: paper.
M- No School
T- Material Magic Mystery 5: Begin watching the first video. At the end, discuss this question in elbow partners: What other materials could you use to build a house? How could you change the properties of paper to make it better to build with? What would you do?
W- Begin Activity: Paper Towers
Th- Continue Paper Towers Activity
F- Watch the video about an Inuit boy living in northern Canada learns how to build a traditional igloo from his father. Watch and discuss: Why do you think they used snow to build their shelter? Do you think it was a good idea for the boy to learn this skill? How would you feel about spending the night in an igloo? When you’re done, read “A House of Snow and Ice” to find out more, and discuss.
Week #22 Date 2/11- 2/15
Group 2
Standard(s): In this Mystery, students examine how large structures like houses are built from smaller pieces. In the activity, they design their own structures using an unconventional building material: paper.
M- Material Magic Mystery 5: Begin watching the first video. At the end, discuss this question in elbow partners: What other materials could you use to build a house? How could you change the properties of paper to make it better to build with? What would you do?
T- Begin Activity: Paper Towers
W- Continue Paper Towers Activity
Th- (No Group- Valentine's Party) Watch the video about an Inuit boy living in northern Canada learns how to build a traditional igloo from his father. Watch and discuss: Why do you think they used snow to build their shelter? Do you think it was a good idea for the boy to learn this skill? How would you feel about spending the night in an igloo? When you’re done, read “A House of Snow and Ice” to find out more, and discuss.
F- No School
Group 2
Standard(s): In this Mystery, students examine how large structures like houses are built from smaller pieces. In the activity, they design their own structures using an unconventional building material: paper.
M- Material Magic Mystery 5: Begin watching the first video. At the end, discuss this question in elbow partners: What other materials could you use to build a house? How could you change the properties of paper to make it better to build with? What would you do?
T- Begin Activity: Paper Towers
W- Continue Paper Towers Activity
Th- (No Group- Valentine's Party) Watch the video about an Inuit boy living in northern Canada learns how to build a traditional igloo from his father. Watch and discuss: Why do you think they used snow to build their shelter? Do you think it was a good idea for the boy to learn this skill? How would you feel about spending the night in an igloo? When you’re done, read “A House of Snow and Ice” to find out more, and discuss.
F- No School
Week #21 Date 2/4- 2/8
Group 1
Standard(s): In this Mystery, students learn how new materials are invented. In the activity, they create a design for an invention that uses a futuristic material.
M- Begin Mystery #4 What materials might be invented in the Future? Discuss: Imagine you were a scientist who got to make new materials. What would you try to invent? Watch the video about electrochromic glass and superconductors. What kinds of things would you want to invent with materials like these?
T- Start activity called Bouncy glass inventions. Follow the videos through a guided and creative brainstorming session. Add ALL ideas. Defer all judgement on others ideas and your own. Get some WILD ideas! Use visuals. Build off of ideas. Fill out worksheet on the invention of your choice after all ideas have been written down.
W- Continue the Bouncy glass inventions. Fill out your invention idea page. Read the article A Brush with History. Before reading, find 4 compound words and highlight them with a marker. After reading, play Lucky Bags with the following 4 questions: 1.What are chew sticks and how did people use them? 2. What was invented 50 years ago and did a great job of cleaning teeth? 3. Why is it important to brush your teeth with a toothbrush? 4. What are a few things people used to clean their teeth in the past?
Th- Snow Day
F- End of Mystery Assessment
Group 1
Standard(s): In this Mystery, students learn how new materials are invented. In the activity, they create a design for an invention that uses a futuristic material.
M- Begin Mystery #4 What materials might be invented in the Future? Discuss: Imagine you were a scientist who got to make new materials. What would you try to invent? Watch the video about electrochromic glass and superconductors. What kinds of things would you want to invent with materials like these?
T- Start activity called Bouncy glass inventions. Follow the videos through a guided and creative brainstorming session. Add ALL ideas. Defer all judgement on others ideas and your own. Get some WILD ideas! Use visuals. Build off of ideas. Fill out worksheet on the invention of your choice after all ideas have been written down.
W- Continue the Bouncy glass inventions. Fill out your invention idea page. Read the article A Brush with History. Before reading, find 4 compound words and highlight them with a marker. After reading, play Lucky Bags with the following 4 questions: 1.What are chew sticks and how did people use them? 2. What was invented 50 years ago and did a great job of cleaning teeth? 3. Why is it important to brush your teeth with a toothbrush? 4. What are a few things people used to clean their teeth in the past?
Th- Snow Day
F- End of Mystery Assessment
Week #20 Date 1/25- 2/1
Group 2
Standard(s): In this Mystery, students learn how new materials are invented. In the activity, they create a design for an invention that uses a futuristic material.
M- Begin Mystery #4 What materials might be invented in the Future? Discuss: Imagine you were a scientist who got to make new materials. What would you try to invent? Watch the video about electrochromic glass and superconductors. What kinds of things would you want to invent with materials like these?
T- Early Release
W- No School
Th- Start activity called Bouncy glass inventions. Follow the videos through a guided and creative brainstorming session. Add ALL ideas. Defer all judgement on others ideas and your own. Get some WILD ideas! Use visuals. Build off of ideas. Fill out worksheet on the invention of your choice after all ideas have been written down.
F- Continue the Bouncy glass inventions. Fill out your invention idea page.
Group 2
Standard(s): In this Mystery, students learn how new materials are invented. In the activity, they create a design for an invention that uses a futuristic material.
M- Begin Mystery #4 What materials might be invented in the Future? Discuss: Imagine you were a scientist who got to make new materials. What would you try to invent? Watch the video about electrochromic glass and superconductors. What kinds of things would you want to invent with materials like these?
T- Early Release
W- No School
Th- Start activity called Bouncy glass inventions. Follow the videos through a guided and creative brainstorming session. Add ALL ideas. Defer all judgement on others ideas and your own. Get some WILD ideas! Use visuals. Build off of ideas. Fill out worksheet on the invention of your choice after all ideas have been written down.
F- Continue the Bouncy glass inventions. Fill out your invention idea page.
Week #19 Date 1/21- 1/25
Group 1
Standard(s): Students conduct an investigation to determine which type of candy will melt in hot water. Analyzing the data, students compare their predictions to what actually occurred. The class arranges their data in a table to recognize patterns. Students engage in an argument as to which candy to mail using evidence from the investigation to support their claim. Students observe the pattern that different materials share similar properties. Students consider the cause and effect of heat being added to meltable substances. They observe that when heat (energy) is applied to a meltable substance (matter) it changes shape.
M- No School
T- Continue Activity. Fill out the worksheet. Using the chart, mark with an x if the candy you tested stays in it's solid form, partially melts or becomes a liquid. Read the article Colorful Crayons: Inside a Crayon factory.
W- Finish reading the article from yesterday and answer the comprehension questions.
Th- Fill out the Final Assessment.
F- Make homemade crayons.
Group 1
Standard(s): Students conduct an investigation to determine which type of candy will melt in hot water. Analyzing the data, students compare their predictions to what actually occurred. The class arranges their data in a table to recognize patterns. Students engage in an argument as to which candy to mail using evidence from the investigation to support their claim. Students observe the pattern that different materials share similar properties. Students consider the cause and effect of heat being added to meltable substances. They observe that when heat (energy) is applied to a meltable substance (matter) it changes shape.
M- No School
T- Continue Activity. Fill out the worksheet. Using the chart, mark with an x if the candy you tested stays in it's solid form, partially melts or becomes a liquid. Read the article Colorful Crayons: Inside a Crayon factory.
W- Finish reading the article from yesterday and answer the comprehension questions.
Th- Fill out the Final Assessment.
F- Make homemade crayons.
Week #18 Date 1/14- 1/18
Group 1
Standard(s): Students conduct an investigation to determine which type of candy will melt in hot water. Analyzing the data, students compare their predictions to what actually occurred. The class arranges their data in a table to recognize patterns. Students engage in an argument as to which candy to mail using evidence from the investigation to support their claim. Students observe the pattern that different materials share similar properties. Students consider the cause and effect of heat being added to meltable substances. They observe that when heat (energy) is applied to a meltable substance (matter) it changes shape.
M- Continue Peeling crayons then play Chunks! (Take a group pic)
T- Mystery Science #3 Why are so many toys made out of plastic? Begin Mystery videos. Discuss: Say you wanted to make a bunch of lion-shaped popsicles. How do you think popsicle companies make lots of copies, without having to carve each one? Discuss: Why do you think toy companies started using plastic instead of wood? What do you think might be so special about plastic? Can you think of any other materials with this property? What else melts besides ice, plastic, metal, and glass?
W- Some candy melts. How can you test different kinds of candy to find out which kinds melt and which kinds don’t? Activity: Candy Melt. What kind of candy melts? What kind of candy doesn't melt?
Th- Continue Activity. Fill out the worksheet. Using the chart, mark with an x if the candy you tested stays in it's solid form, partially melts or becomes a liquid. Read the article Colorful Crayons: Inside a Crayon factory.
F- Snow Day
Group 1
Standard(s): Students conduct an investigation to determine which type of candy will melt in hot water. Analyzing the data, students compare their predictions to what actually occurred. The class arranges their data in a table to recognize patterns. Students engage in an argument as to which candy to mail using evidence from the investigation to support their claim. Students observe the pattern that different materials share similar properties. Students consider the cause and effect of heat being added to meltable substances. They observe that when heat (energy) is applied to a meltable substance (matter) it changes shape.
M- Continue Peeling crayons then play Chunks! (Take a group pic)
T- Mystery Science #3 Why are so many toys made out of plastic? Begin Mystery videos. Discuss: Say you wanted to make a bunch of lion-shaped popsicles. How do you think popsicle companies make lots of copies, without having to carve each one? Discuss: Why do you think toy companies started using plastic instead of wood? What do you think might be so special about plastic? Can you think of any other materials with this property? What else melts besides ice, plastic, metal, and glass?
W- Some candy melts. How can you test different kinds of candy to find out which kinds melt and which kinds don’t? Activity: Candy Melt. What kind of candy melts? What kind of candy doesn't melt?
Th- Continue Activity. Fill out the worksheet. Using the chart, mark with an x if the candy you tested stays in it's solid form, partially melts or becomes a liquid. Read the article Colorful Crayons: Inside a Crayon factory.
F- Snow Day
Week #17 Date 1/7- 1/11
Group 2
Standard(s): Students conduct an investigation to determine which type of candy will melt in hot water. Analyzing the data, students compare their predictions to what actually occurred. The class arranges their data in a table to recognize patterns. Students engage in an argument as to which candy to mail using evidence from the investigation to support their claim. Students observe the pattern that different materials share similar properties. Students consider the cause and effect of heat being added to meltable substances. They observe that when heat (energy) is applied to a meltable substance (matter) it changes shape.
M- Kahoot Incentive Day
T- Mystery Science #3 Why are so many toys made out of plastic? Begin Mystery videos. Discuss: Say you wanted to make a bunch of lion-shaped popsicles. How do you think popsicle companies make lots of copies, without having to carve each one? Discuss: Why do you think toy companies started using plastic instead of wood? What do you think might be so special about plastic? Can you think of any other materials with this property? What else melts besides ice, plastic, metal, and glass?
W- Some candy melts. How can you test different kinds of candy to find out which kinds melt and which kinds don’t? Activity: Candy Melt. What kind of candy melts? What kind of candy doesn't melt?
Th- Continue Activity. Fill out the worksheet. Using the chart, mark with an x if the candy you tested stays in it's solid form, partially melts or becomes a liquid. Read the article Colorful Crayons: Inside a Crayon factory.
F- Finish reading the article from yesterday and answer the comprehension questions. Fill out the Final Assessment.
Group 2
Standard(s): Students conduct an investigation to determine which type of candy will melt in hot water. Analyzing the data, students compare their predictions to what actually occurred. The class arranges their data in a table to recognize patterns. Students engage in an argument as to which candy to mail using evidence from the investigation to support their claim. Students observe the pattern that different materials share similar properties. Students consider the cause and effect of heat being added to meltable substances. They observe that when heat (energy) is applied to a meltable substance (matter) it changes shape.
M- Kahoot Incentive Day
T- Mystery Science #3 Why are so many toys made out of plastic? Begin Mystery videos. Discuss: Say you wanted to make a bunch of lion-shaped popsicles. How do you think popsicle companies make lots of copies, without having to carve each one? Discuss: Why do you think toy companies started using plastic instead of wood? What do you think might be so special about plastic? Can you think of any other materials with this property? What else melts besides ice, plastic, metal, and glass?
W- Some candy melts. How can you test different kinds of candy to find out which kinds melt and which kinds don’t? Activity: Candy Melt. What kind of candy melts? What kind of candy doesn't melt?
Th- Continue Activity. Fill out the worksheet. Using the chart, mark with an x if the candy you tested stays in it's solid form, partially melts or becomes a liquid. Read the article Colorful Crayons: Inside a Crayon factory.
F- Finish reading the article from yesterday and answer the comprehension questions. Fill out the Final Assessment.
Week #16 Date 12/31- 1/4
Standard(s):
Group 1
M- No School
T- No School
W- No School
Th-
F- Kahoot Incentive Day
Standard(s):
Group 1
M- No School
T- No School
W- No School
Th-
F- Kahoot Incentive Day
Week #15 Date 12/17- 12/21
Group 2
Standard(s):
M- 2 learners absent, so we played LRC
T- No Mrs. Jerke
W- Christmas word search
Th- Christmas party with treats and Kahoot
F- no group
Group 2
Standard(s):
M- 2 learners absent, so we played LRC
T- No Mrs. Jerke
W- Christmas word search
Th- Christmas party with treats and Kahoot
F- no group
Week #14 Date 12/10- 12/14
Group 1
Standard(s): Students consider the pattern that different materials share similar properties. Students test the effect a material’s properties have on its function. RF.2.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- Mystery Science #2 Can You Really Fry and Egg on a Hot Sidewalk? In this Mystery, students consider the insulating and conducting properties of different materials. In the activity, students test different materials to determine which material is best for making oven mitts. What would you use to get a hot dish out of the oven? What would you use to hold a cup of hot chocolate that’s too hot for your hands? How can you find out which of these materials (socks, foil and styrofoam) are insulating?
T- Activity: Feel the Heat Which materials were insulating? What could you do to make the socks more insulating?
W- Reading: Heat Stoppers The article examines how oven mitts and mittens work by blocking heat. Play Lucky Bags.
Th- End of Mystery #2 Assessment.
F- Play Chunks 10 minutes of making Real Words and 10 minutes of making nonsense words
Group 1
Standard(s): Students consider the pattern that different materials share similar properties. Students test the effect a material’s properties have on its function. RF.2.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- Mystery Science #2 Can You Really Fry and Egg on a Hot Sidewalk? In this Mystery, students consider the insulating and conducting properties of different materials. In the activity, students test different materials to determine which material is best for making oven mitts. What would you use to get a hot dish out of the oven? What would you use to hold a cup of hot chocolate that’s too hot for your hands? How can you find out which of these materials (socks, foil and styrofoam) are insulating?
T- Activity: Feel the Heat Which materials were insulating? What could you do to make the socks more insulating?
W- Reading: Heat Stoppers The article examines how oven mitts and mittens work by blocking heat. Play Lucky Bags.
Th- End of Mystery #2 Assessment.
F- Play Chunks 10 minutes of making Real Words and 10 minutes of making nonsense words
Week #13 Date 12/3- 12/7
Group 2
Standard(s): Students consider the pattern that different materials share similar properties. Students test the effect a material’s properties have on its function. RF.2.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- Mystery Science #2 Can You Really Fry and Egg on a Hot Sidewalk? In this Mystery, students consider the insulating and conducting properties of different materials. In the activity, students test different materials to determine which material is best for making oven mitts. What would you use to get a hot dish out of the oven? What would you use to hold a cup of hot chocolate that’s too hot for your hands? How can you find out which of these materials (socks, foil and styrofoam) are insulating?
T- 10 in a Row Incentive and Treat Day- Make ornaments for the school wide door decorating contest using a Glyph.
W- Activity: Feel the Heat Which materials were insulating? What could you do to make the socks more insulating?
Th- Reading: Heat Stoppers The article examines how oven mitts and mittens work by blocking heat. End of Mystery Assessment.
F- Play Chunks 10 minutes of making Real Words and 10 minutes of making nonsense words
Group 2
Standard(s): Students consider the pattern that different materials share similar properties. Students test the effect a material’s properties have on its function. RF.2.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- Mystery Science #2 Can You Really Fry and Egg on a Hot Sidewalk? In this Mystery, students consider the insulating and conducting properties of different materials. In the activity, students test different materials to determine which material is best for making oven mitts. What would you use to get a hot dish out of the oven? What would you use to hold a cup of hot chocolate that’s too hot for your hands? How can you find out which of these materials (socks, foil and styrofoam) are insulating?
T- 10 in a Row Incentive and Treat Day- Make ornaments for the school wide door decorating contest using a Glyph.
W- Activity: Feel the Heat Which materials were insulating? What could you do to make the socks more insulating?
Th- Reading: Heat Stoppers The article examines how oven mitts and mittens work by blocking heat. End of Mystery Assessment.
F- Play Chunks 10 minutes of making Real Words and 10 minutes of making nonsense words
Week #12 Date 11/26- 11/30
Group 1
Standard(s): Materials have a set of unique properties that determine their use. Clothes are made of material, and we wear them to protect us. We choose clothing based on its properties. For example, if it was hot outside we would wear something light and opaque to protect us from the sun. RF.2.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- Begin Mystery Science- In this Mystery, students explore the different properties of materials used for clothing. In the activity, students select materials they need to construct a hat that protects them from the sun. Watch the firs few videos. Get into groups to answer the following questions: Why do people wear clothes? How many reasons can you come up with? Learn about different properties of clothing. What kind of properties does a suit of armor have? When would you want to wear it? What about a leotard's properties? When would you want to wear that? What kind of hat do you think you would need to protect you from the sun? What properties would you want in your hat?
T- Experiment Day- Using water, test the materials to see if they are absorbent, stiff or soft. Use the experiment sheet.
W- Hat making day! After making hats, talk about what properties you chose and why.
Th- Finish making hats and read the article Cheese Heads from Newsela
F- Assessment then F.009 Fast Match Learners gain speed an accuracy in reading high frequency words.
Group 1
Standard(s): Materials have a set of unique properties that determine their use. Clothes are made of material, and we wear them to protect us. We choose clothing based on its properties. For example, if it was hot outside we would wear something light and opaque to protect us from the sun. RF.2.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- Begin Mystery Science- In this Mystery, students explore the different properties of materials used for clothing. In the activity, students select materials they need to construct a hat that protects them from the sun. Watch the firs few videos. Get into groups to answer the following questions: Why do people wear clothes? How many reasons can you come up with? Learn about different properties of clothing. What kind of properties does a suit of armor have? When would you want to wear it? What about a leotard's properties? When would you want to wear that? What kind of hat do you think you would need to protect you from the sun? What properties would you want in your hat?
T- Experiment Day- Using water, test the materials to see if they are absorbent, stiff or soft. Use the experiment sheet.
W- Hat making day! After making hats, talk about what properties you chose and why.
Th- Finish making hats and read the article Cheese Heads from Newsela
F- Assessment then F.009 Fast Match Learners gain speed an accuracy in reading high frequency words.
Week #11 Date 11/19- 11/24
Group 2
Standard: W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
M- Have learners write an apology letter to the teachers who's class they learned in on Friday.
T- Finish list from last week on how animals can be helpful
W- Thanksgiving crossword puzzle.
Th- No School
F- No School
Group 2
Standard: W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
M- Have learners write an apology letter to the teachers who's class they learned in on Friday.
T- Finish list from last week on how animals can be helpful
W- Thanksgiving crossword puzzle.
Th- No School
F- No School
Week #10 Date 11/12- 11/16
Group 1
Standards:
M- No Mrs. Jerke
T- Finish list of how dogs can be helpful from last week.
W- beginning/ending and rhyming Kahoot and treat day.
Th- No Mrs. Jerke Learners go to the BK room. Work on a beginning blend "l" word sort. If finished early, they can go on EPIC or CORE 5.
F- No School
Group 1
Standards:
M- No Mrs. Jerke
T- Finish list of how dogs can be helpful from last week.
W- beginning/ending and rhyming Kahoot and treat day.
Th- No Mrs. Jerke Learners go to the BK room. Work on a beginning blend "l" word sort. If finished early, they can go on EPIC or CORE 5.
F- No School
Week #9 Date 11/5- 11/9
Group 2
Standards:
M- Color cover for Data Folder. Play Final Phoneme Memory (phonemic awareness)
T- Play Phonemic Awareness Kahoot and treat day
W- Begin Mystery Science- In this Mystery, students explore the different properties of materials used for clothing. In the activity, students select materials they need to construct a hat that protects them from the sun. Watch the firs few videos. Get into groups to answer the following questions: Why do people wear clothes? How many reasons can you come up with? Learn about different properties of clothing. What kind of properties does a suit of armor have? When would you want to wear it? What about a leotard's properties? When would you want to wear that? What kind of hat do you think you would need to protect you from the sun? What properties would you want in your hat?
Th- Begin making hats.
F- Finish making hats and read the article T-shirts & Shorts from Read Works.org.
Group 2
Standards:
M- Color cover for Data Folder. Play Final Phoneme Memory (phonemic awareness)
T- Play Phonemic Awareness Kahoot and treat day
W- Begin Mystery Science- In this Mystery, students explore the different properties of materials used for clothing. In the activity, students select materials they need to construct a hat that protects them from the sun. Watch the firs few videos. Get into groups to answer the following questions: Why do people wear clothes? How many reasons can you come up with? Learn about different properties of clothing. What kind of properties does a suit of armor have? When would you want to wear it? What about a leotard's properties? When would you want to wear that? What kind of hat do you think you would need to protect you from the sun? What properties would you want in your hat?
Th- Begin making hats.
F- Finish making hats and read the article T-shirts & Shorts from Read Works.org.
Week #8 Date 10/29- 11/2
Group 2
Standards: RL.2.3 Describe how characters in a story respond to major events and challenges.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
M- New Book: Choosing a Puppy Level 7. Study the cover and ask which one will Sam and Rachel choose? Why is Sam's Dad carrying a puppy cage? Why do you think Rachel changed her mind and decided she liked the puppy with spots. What name would you give the puppy with spots? Why? How could the book on page 13 help Rachel and Sam? Find unknown words and begin to read.
T- Incentive Party- Treats and Kahoot
W- No Group- Fall Parties
Th- Reread the book from Monday. Going Beyond the Story: Brainstorm about Spot when he goes to live with Rachel and Sam. Get ideas down in a graphic organizer. Each child writes 1 sentence that are compiled into a book.
F- Make an origami dog from a white square and write a story to go with it.
Group 2
Standards: RL.2.3 Describe how characters in a story respond to major events and challenges.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
M- New Book: Choosing a Puppy Level 7. Study the cover and ask which one will Sam and Rachel choose? Why is Sam's Dad carrying a puppy cage? Why do you think Rachel changed her mind and decided she liked the puppy with spots. What name would you give the puppy with spots? Why? How could the book on page 13 help Rachel and Sam? Find unknown words and begin to read.
T- Incentive Party- Treats and Kahoot
W- No Group- Fall Parties
Th- Reread the book from Monday. Going Beyond the Story: Brainstorm about Spot when he goes to live with Rachel and Sam. Get ideas down in a graphic organizer. Each child writes 1 sentence that are compiled into a book.
F- Make an origami dog from a white square and write a story to go with it.
Week #7 Date 10/22- 10/26
Group 3
Standards: W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
M- New Book: Tiny and the Big Wave Level 8
T- Going Beyond the Story: Talk about the rules for keeping safe around water. List all of the ideas on a sheet of paper. Have the learners draw small pictures to explain each rule. Then have them type the rule on a google Doc to make a book.
W- No Mrs. Jerke
Th- Continue making the water safety book.
F-
Group 3
Standards: W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
M- New Book: Tiny and the Big Wave Level 8
T- Going Beyond the Story: Talk about the rules for keeping safe around water. List all of the ideas on a sheet of paper. Have the learners draw small pictures to explain each rule. Then have them type the rule on a google Doc to make a book.
W- No Mrs. Jerke
Th- Continue making the water safety book.
F-
Week #6 Date 10/15- 10/19
Group 4
Standards: RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
M- New Book: The Race Cars Reading Strategy: Monitoring for -s, -er, -est endings
T- Kahoot and Incentive Day!
W- Going Beyond the Story: Learner will fill answer a Yes/No chart in the back of the book. Then learners can create their own Yes/No chart.
Th- No Mrs. Jerke
F- Read the short article about Pets. Generate your own Yes/No chart on Google Docs.
Group 4
Standards: RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
M- New Book: The Race Cars Reading Strategy: Monitoring for -s, -er, -est endings
T- Kahoot and Incentive Day!
W- Going Beyond the Story: Learner will fill answer a Yes/No chart in the back of the book. Then learners can create their own Yes/No chart.
Th- No Mrs. Jerke
F- Read the short article about Pets. Generate your own Yes/No chart on Google Docs.
Week #5 Date 10/8- 10/12
Group 1
Standards: W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
M- No School
T- New Book: Lizard Loses His Tail Level 5. Study the cover and ask why on Earth would Lizard have his tail coming off? Ask other questions as you go through the book. What might Kingfisher want with Lizard? Do you feel hungry when you wake up? Do you like to sleep in the sun like Lizard? Why or why not? How do you know Lizard is safe? Find unknown words and write them on the board. Teacher reads today. Students read tomorrow.
W- Students read today. Going Beyond the Story: Students make a Camouflage Lizard book. Trace a lizard, color and camouflage,
Th- Make into a book, Each page will start like: Lizard is safe in his home. He lives in the __________.
F-
Group 1
Standards: W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
M- No School
T- New Book: Lizard Loses His Tail Level 5. Study the cover and ask why on Earth would Lizard have his tail coming off? Ask other questions as you go through the book. What might Kingfisher want with Lizard? Do you feel hungry when you wake up? Do you like to sleep in the sun like Lizard? Why or why not? How do you know Lizard is safe? Find unknown words and write them on the board. Teacher reads today. Students read tomorrow.
W- Students read today. Going Beyond the Story: Students make a Camouflage Lizard book. Trace a lizard, color and camouflage,
Th- Make into a book, Each page will start like: Lizard is safe in his home. He lives in the __________.
F-
Week #4 Date 10/1- 10/5
Group 2
Standards: W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
M- Take group photo. Go Over Classroom Expectations, PROVE IT DAY: Learners prove their learning from last week! Vocab: Contractions
T- Continue Prove It Day on Contractions
W- Continue Prove It then Play M&M Game. (Use Insight time to help with behavior and focus.)
Th- New Book Orientation on Jolly Roger the Pirate Level 6. Use strong comprehension questions to help them understand how the story works. Find important words like boots, coat, pirates and Jolly Roger.
F- Each child writes a story to go with the picture of the boat. Choose from: hat, coat, boat, boots and a sentence about where they might be going.
Group 2
Standards: W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
M- Take group photo. Go Over Classroom Expectations, PROVE IT DAY: Learners prove their learning from last week! Vocab: Contractions
T- Continue Prove It Day on Contractions
W- Continue Prove It then Play M&M Game. (Use Insight time to help with behavior and focus.)
Th- New Book Orientation on Jolly Roger the Pirate Level 6. Use strong comprehension questions to help them understand how the story works. Find important words like boots, coat, pirates and Jolly Roger.
F- Each child writes a story to go with the picture of the boat. Choose from: hat, coat, boat, boots and a sentence about where they might be going.
Week #3 Date 9/24- 9/28
Group 3
Standards: RF.2.4 Read with sufficient accuracy and fluency to support comprehension. RF.2.4.A Read grade-level text with purpose and understanding.RF.2.4.B Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. RF.2.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- Take group photo. Go Over Classroom Expectations, PROVE IT DAY: Learners prove their learning from last week! Vocab: Contraction Match
T- Play M&M Game. (Use Insight time to help with behavior and focus.)
W- New Book Orientation on Max and Jake Level 12. Encourage children to find unknown words. Reading Strategy: Chunky Monkey. Read the story together.
Th- (Do Next time) Going beyond the story: Talk about activities that the learners can do well and the activities they struggle with. Learners can make a booklet of these ideas.
F- No Mrs. Jerke
Group 3
Standards: RF.2.4 Read with sufficient accuracy and fluency to support comprehension. RF.2.4.A Read grade-level text with purpose and understanding.RF.2.4.B Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. RF.2.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- Take group photo. Go Over Classroom Expectations, PROVE IT DAY: Learners prove their learning from last week! Vocab: Contraction Match
T- Play M&M Game. (Use Insight time to help with behavior and focus.)
W- New Book Orientation on Max and Jake Level 12. Encourage children to find unknown words. Reading Strategy: Chunky Monkey. Read the story together.
Th- (Do Next time) Going beyond the story: Talk about activities that the learners can do well and the activities they struggle with. Learners can make a booklet of these ideas.
F- No Mrs. Jerke
Week #2 Date 9/17- 9/21
Group 4
Standards: RF.2.4 Read with sufficient accuracy and fluency to support comprehension. RF.2.4.A Read grade-level text with purpose and understanding.RF.2.4.B Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. RF.2.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- Go Over Classroom Expectations, PROVE IT DAY: Learners prove their learning from last week! Vocab: Match Abbreviations with the full word. Record in Notebooks.
T- Play M&M Game. (Use Insight time to help with behavior and focus.)
W- New Book Orientation on The bears and the magpie Level 12. Encourage children to find unknown words. Reading Strategy: Chunky Monkey. Read the story together.
Th- Going beyond the story: Discuss activities that families do in their spare leisure time. Record and illustrate in a small group book.
F- Continue small group book.
Group 4
Standards: RF.2.4 Read with sufficient accuracy and fluency to support comprehension. RF.2.4.A Read grade-level text with purpose and understanding.RF.2.4.B Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. RF.2.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- Go Over Classroom Expectations, PROVE IT DAY: Learners prove their learning from last week! Vocab: Match Abbreviations with the full word. Record in Notebooks.
T- Play M&M Game. (Use Insight time to help with behavior and focus.)
W- New Book Orientation on The bears and the magpie Level 12. Encourage children to find unknown words. Reading Strategy: Chunky Monkey. Read the story together.
Th- Going beyond the story: Discuss activities that families do in their spare leisure time. Record and illustrate in a small group book.
F- Continue small group book.
Week #1 Date 9/10- 9/14
Group 1
M- 1st Day- Play M&M Game.
T- Go Over Classroom Expectations and Begin Reading Where Are the Babies? Level 2 Reading Strategy: Eagle Eyes
Work on sight words-where, here, are, they
W- Book Extension: Create a Book that adds animals that aren't in the original book. Model activity with goats. Student can choose their own animal
Th- New Book: The Pencil L-2. Write sight words first: where, here, said, my
F- Book Extension Activity: Have students pick their own animal and create a book page using the pattern from the book
Group 1
M- 1st Day- Play M&M Game.
T- Go Over Classroom Expectations and Begin Reading Where Are the Babies? Level 2 Reading Strategy: Eagle Eyes
Work on sight words-where, here, are, they
W- Book Extension: Create a Book that adds animals that aren't in the original book. Model activity with goats. Student can choose their own animal
Th- New Book: The Pencil L-2. Write sight words first: where, here, said, my
F- Book Extension Activity: Have students pick their own animal and create a book page using the pattern from the book