Week of September 21-25
Balanced Literacy
Day 1
Reading Introduction
Read “Describing Connections Between Scientific Ideas”
Learning Target:
Describing how ideas in science texts are connected will help you understand how things work and why things change.
Essential Question:
How does connecting ideas in science texts help you understand how things work?
Objective:
Students can describe the connections between scientific ideas in science texts.
- Identify the main topic of a text and sections within it.
- Ask and ask questions about key details.
- Identify how the information in the text is organized.
- Students read independently using strategies they’ve learned.
Writing
Small Moment Narrative
- Students work with a partner to brainstorm topics from everyday moments for their Small Moment narratives.
-Students begin to take notes for their Small Moment Narratives.
Day 2
Reading Modeled and Guided Practice
“Jumping Joeys”
Essential Question:
How does connecting ideas in science texts help you understand how things work?
Objective
Students can describe the connections between scientific ideas in science texts.
Independent Reading
- Students read independently using strategies they’ve learned.
Writing
Small Moment Narratives.
- Students begin writing their Small Moment narratives.
Day 3
Reading Guided Practice
“Emperor Penguins”
Essential Question:
How does connecting ideas in science texts help you understand how things work?
Objective
Students can describe the connections between scientific ideas in science texts.
Independent Reading
- Students read independently using strategies they’ve learned.
Writing
Small Moment Narratives
Interactive read aloud: The Leaving Morning by Angela Johnson
- Channel students to notice and name important parts of the mentor text during the read-aloud. To support students with their own writing, chart words and phrases that help bring the story alive.
- Students continue writing their Small Moment narratives.
Day 4
Reading Independent Practice
Independent Practice
“Seeds Get Around”
Comprehension Quiz
Essential Question:
How does connecting ideas in science texts help you understand how things work?
Objective
Students can describe the connections between scientific ideas in science texts.
Independent Reading
Writing
Small Moment Narratives
- Students continue to write their Small Moment narratives. Confer with small groups of students during writing to provide feedback.
Math
Lesson 2-1
Mathematic Objective:
Tell if a group of objects is even or odd.
Essential Understanding:
Numbers can be classified as even or odd by showing numbers as two equal parts.
Conceptual Understanding:
Students build even and odd numbers to understand the concepts of even and odd.
Procedural Skill: Students’ proficiency with addition facts builds as they recognize that doubles facts represent even numbers.
Vocabulary: Even, odd
Essential Question: How can you tell if the number of cubes in a tower of cubes is even or odd?
Math
Lesson 2–2 Continue Even and Odd Numbers
Mathematics Objective: Use different ways to tell if a group of objects shows an even or odd number.
Essential Understanding: A group of objects (or a number) can also be classified as even or odd by analyzing skip-counting patterns. An even number can be written as a sum of equal addends.
Conceptual Understanding: Students write equations to represent even and odd numbers.
Procedural Skill: Students’ proficiency with additional facts builds as they recognize that doubles facts represent even numbers.
Lesson 2-3 Use Arrays to Find Total
Mathematics Objective: Find the total number of objects in a set of rows and columns.
Essential Understanding: An array shows equal groups, so you can write equations using repeated addition to find the total number of objects in an array.
Conceptual Understanding: As students work with arrays, they develop a conceptual understanding of repeated addition, which builds the foundation for the multiplication they will learn in Grade 3.
Lesson 2-4 Make Arrays to Find Totals
Mathematics Objective: Make arrays with equal rows or equal columns to solve addition problems.
Essential Understanding: You can make arrays and write equations using repeated addition to help solve problems.
Procedural Skill: As students make arrays to solve problems, they continue to build their library of tools for problem solving.
Applications: Students practice the skill of writing equations, using repeated addition, to represent and solve problems.
Science
2-1 Exploring Plant Parts
Overview
In this lesson, students are introduced to the new Chapter Question, Why aren’t the chalta seeds getting what they need to grow? Students observe images of roots and leaves of a variety of plants and draw and measure one example of each. Students consider how a plant’s roots and leaves might help the plant get what it needs to grow. Students begin to think of a plant as a system composed of interdependent parts that help it meet its needs. The purpose of this lesson is to invite students to consider what they already know about plant parts and to begin thinking about what role those parts play in the plant system.
Objectives:
Students learn:
· Roots are plant parts that are underground.
· Leaves are the flat, green plant parts that grow above ground.
· Roots and leaves look different on different plants.
2-2 A Plant Is a System
Overview
Students read to gather more information about how a plant is a system with different parts that help it grow. Students are introduced to the book, A Plant Is a System, about plant structures and their functions. Partners read with the purpose of finding out how the plant’s parts work together as part of a system to help the plant grow. Students use their Investigation Notebooks to record what they learn about the function of different parts of a plant.
Students revisit the Concept Mapping Routine to explore relationships among focal vocabulary and use arrows and the writing to illustrate the relationships they define. Students engage in the Plant Growth Body Model, a kinesthetic model about the role that leaves and roots play in the process of plant growth. The purpose of this lesson is for students to understand that a plant is a system that uses its leaves and roots to get the sunlight and water it needs to grow.
Objectives:
Students learn:
. Plants have leaves that get sunlight.
. Plants have roots that get water from the soil.
· A plant is a system with parts that help it get the things it needs to grow.
· Every part in a plant has a particular job.
2-3 Investigating How Roots and Leaves Grow
Overview
Students apply what they’ve learned about the role of roots and leaves and explore what the roots and leaves of a plant need in order to grow. In their notebooks, students write about how the roots and leaves of a plant help the plant grow. The teacher introduces a new Investigation Question focused on reasons plants can’t always get the water and sunlight they need to grow. Partners play the Growing Roots Game to learn about what happens when plants grow near one another. The teacher introduces the Sunlight and Leaves Model to represent what happens when leaves of one plant block the leaves of another plant. Finally, groups create their own models by building on the Plant Growth Body Model to explore what happens when multiple plants grow in the same space. The purpose of this lesson is for students to build a preliminary understanding that the roots and leaves of a plant need space so they can get water and sunlight.
Students learn:
· A plant needs to spread its roots so it can get the water it needs to grow.
· A plant needs to grow its leaves out of the shade of other leaves so it can get the sunlight it needs to grow.
· A model is something scientists make to answer questions about the real world.
Social Studies
Chapter 1 Families Today and in the Past
Lesson 4: Family History
Objectives
- Define and give examples of primary sources and secondary sources of historical information.
- Explain what an artifact is, and give examples of some artifacts
- Discuss how an oral history is created and why it is historically important.
- Write questions for an interview with an older family member.
Quest Project
Objectives
- Apply concepts learned in this chapter to interview an older family member.
- Discuss the compelling question: “Did your ancestors have a better life than you do?
Students create a family poster using the information they collected from older family members.
Week of September 14- 18
Reading
Introduction
Read “Describing Connections Between Historical Events”
Learning Target:
Describing how ideas in science texts are connected will help you understand how things work and why things change.
Essential Question:
How does connecting ideas in science texts help you understand how things work?
Objective:
Students can describe the connections between scientific ideas in science texts.
- Identify the main topic of a text and sections within it.
- Ask and ask questions about key details.
- Identify how the information in the text is organized.
Writing
Small Moment Narrative
- Students work with a partner to brainstorm topics from everyday moments for their Small Moment narratives.
- Students will begin to write a personal narrative on a time that they were either happy or scared.
Day 2
Reading Modeled and Guided Practice
“A New Flag for a New Nation” by Teresa Roberts
Essential Question:
How does connecting ideas in science texts help you understand how things work?
Objective:
Students can describe the connections between scientific ideas in science texts.
Writing
Small Moment Narratives
- Students begin writing their Small Moment narratives.
Day 3
Reading Guided Practice
“Voyage of the Mayflower” Stephen Kremsky
Essential Question:
How does connecting ideas in science texts help you understand how things work?
Objective:
Students can describe the connections between scientific ideas in science texts.
Writing
Small Moment Narratives
Interactive read aloud: The Leaving Morning by Angela Johnson
- Students continue writing their Small Moment narratives.
Day 4
Reading Independent Practice
“A Soldier in Disguise” by Peter McDonell
Essential Question:
How does connecting ideas in science texts help you understand how things work?
Objective:
Students can describe the connections between scientific ideas in science texts.
Writing
Small Moment Narratives
- Students continue to write their Small Moment narratives.
Day 5
Reading Independent Practice
“A Soldier in Disguise” by Peter McDonell
Essential Question:
How does connecting ideas in science texts help you understand how things work?
Objective:
Students can describe the connections between scientific ideas in science texts.
Spelling Test
Writing
Small Moment Narratives
- Students continue to write their Small Moment narratives.
Math
Lesson 1-10
Construct Argument
Mathematics Objective: Use words, pictures, numbers, and symbols to construct viable math arguments.
Essential Understanding: Good math thinkers use math to explain why they are right. They can talk about the math that others do, too.
Reteaching Topic 1 to prepare for Topic 1 Assessment
Mathematics Objective: Students practice fluently adding and subtracting within 20 during a partner activity that reinforces mathematical practices.
Essential Understanding: How do we use strategies to help us find the sums and differences of two one-digit numbers?
Topic 1 Summative Assessment
Topic 1 Benchmark
1-5 What are Seeds?
Overview
In this lesson, students continue to discuss what has changed in the Bengal Tiger Reserve and how new trees have appeared on the 2015 map. They are introduced to the next Investigation Question, How do new plants grow? Students engage in a hands-on investigation of how seeds of various plants are similar and different. They then read a section in Handbook of Habitats to deepen their understanding of seeds and how plants grow. Finally, students sort different stages of a plant’s growth to solidify their understanding of how a seed can become a full-grown plant. The purpose of this lesson is for students to gain experience with seeds so they can begin to explain how new plants grow.
Students learn:
· Seeds come in a variety of shapes, sizes, and colors.
· First seeds sprout, and then they grow to become full-grown plants.
· Plants make seeds that can grow into new plants.
1-6 Investigating Seed Needs
Overview
In this lesson, students investigate what seeds need to sprout and grow. First, students plant their own radish seeds and consider how they might investigate whether these seeds need sunlight and water to grow. Students then engage in the Water Investigation. They are introduced to the Think-Draw-Pair-Share discourse routine to make predictions about what will happen to seeds that get water and to seeds that do not. Students are provided with images of both kinds of seeds, and discover that seeds need water to sprout. Next, students engage in the Sunlight Investigation. They predict what will happen to seeds that are grown with and without sunlight for 3 days and 3 weeks, and are introduced to the practice of measurement. They discover that seeds will sprout even if they do not get sunlight, but only seeds that get light will grow into full-grown plants. Students reflect on the results of their investigation and consolidate their thinking as they are introduced to a new key concept. The purpose of this lesson is for students to construct an understanding of what seeds need to become full-grown plants and to engage in the practice of measurement.
Students learn:
· Seeds will sprout if they get enough water; they do not need sunlight to sprout.
· Only the seeds that get enough water and sunlight will grow into full-grown plants.
· Measuring allows scientists to compare results from their investigations.
1-7 Explaining Why There Are No Chalta Trees
Overview
In this lesson, the class constructs a scientific explanation to answer the Chapter 1 Question: Why aren’t new chalta trees growing in the Bengal Tiger Reserve? The teacher introduces new data indicating that the chalta trees living in the Bengal Tiger Reserve continue to produce seeds, despite the fact that no new trees are growing there. Next, students engage in the Concept Mapping Routine so they can practice using the science vocabulary they have been learning. Students use this science vocabulary to complete a written response to two prompts about how plants grow. This activity serves as a Critical Juncture through which students demonstrate their understanding of chapter content thus far. This Critical Juncture will reveal students’ readiness to move on to Chapter 2 by determining whether they have gained a foundational understanding of where new plants come from and what seeds need to grow into full-grown plants. Finally, the teacher guides students in writing a scientific explanation of why no new chalta trees are growing in the Bengal Tiger Reserve. The purposes of this lesson are to give students the opportunity to review and discuss ideas from the chapter and to introduce the elements of writing a scientific explanation.
Students learn:
· Data are observations or measurements recorded in an investigation. Scientists use data to learn about things in the real world.
· Scientists write scientific explanations to explain how things work or why something happens.
· A scientific explanation answers a question.
· A scientific explanation is based on science ideas learned through reading and investigating.
2-1 Exploring Plant Parts
Overview
In this lesson, students are introduced to the new Chapter Question, Why aren’t the chalta seeds getting what they need to grow? Students observe images of roots and leaves of a variety of plants and draw and measure one example of each. Students consider how a plant’s roots and leaves might help the plant get what it needs to grow. Students begin to think of a plant as a system composed of interdependent parts that help it meet its needs. The purpose of this lesson is to invite students to consider what they already know about plant parts and to begin thinking about what role those parts play in the plant system.
Students learn:
· Roots are plant parts that are underground.
· Leaves are the flat, green plant parts that grow above ground.
· Roots and leaves look different on different plants.
Social Studies
Lesson 3: Life and Then and Now
Literacy Skills
Objectives
-Define the word sequences and explain what a sequence is, and use the words that denote it, such as first, next, and finally. -Relate the concept of sequence to events in a family’s history.
Lesson 4: Family History
Objectives
- Define and give examples of primary sources and secondary sources of historical information. - Explain what an artifact is, and give examples of some artifacts -Discuss how an oral history is created and why it is historically important.
- Write questions for an interview with an older family member.
Interactive Read Aloud: The Recess Queen by Alexis O'Neill
Objective:
Students will understand the importance of being a good friend.
Week of September 7-11
Balanced Literacy
Day 1
Labor Day (No School)
Day 2
Reading
Lesson 2 Introduction
Read “Finding the Main Topic”
Objective:
Knowing how to figure out the main topic of a text will help you understand what you read.
Writing
Personal narrative
Objective:
Students will understand the components of a narrative essay.
Day 3
Lesson 2 Modeled and Guided Instruction
Read “Walking to the New World.”
Objective:
Read to understand and find the key details to understand how they support the main idea.
Writing
Interactive Read Aloud: Owl Moon by Jane Yolen
Objective:
students to notice and name important parts of the mentor text during the read-aloud.
-Students begin writing their personal narratives about what they did over the summer.
Day 4
Reading
Lesson 2 Guided Practice
Read “Who Were the Mound Builders?”
-Students work in pairs to answer comprehension questions about the text. Teacher will go over answers.
Talk: Students discuss information from the passage that supports their answers.
Writing
Interactive read aloud: The Leaving Morning by Angela Johnson
Students will notice and name important parts of the mentor text during the read-aloud.
Students continue writing their narratives.
Day 5
Reading
Lesson 2
Independent Practice
Read “Native American Inventions?”
Objective:
Read to understand and find the key details to understand how they support the main idea.
Students reread the text independently.
Spelling Test
Writing Workshop
Students continue writing their narratives.
Math
1-6 Think Addition to Subtract
Objective:
Think addition to subtract quickly and accurately.
Essential Understanding:
Addition and subtraction have an inverse relationship. The inverse relationship between addition and subtraction can be used to find subtraction facts; every subtraction fact has a related addition fact.
Working with related addition and subtraction facts deepens students’ conceptual understanding of the inverse relationship between addition and subtraction.
How are addition and subtraction related? Give an example.
1-7 Make 10 to Subtract
Objective:
Make a 10 to subtract quickly and accurately.
Essential Understanding:
Some Subtraction facts can be simplified by making use of the numbers’ relationship to 10.
By making a 10 to subtract, students deepen their understanding of subtraction.
Why is making a 10 a good strategy to help you subtract quickly and accurately?
1-8 Practice Addition and Subtraction Facts
Mathematics Objective: Add and subtract quickly and accurately using mental math strategies.
Essential Understanding: The addends determine efficient strategies, such as making 10 or using doubles facts, for finding additional facts. “Think of a related addition fact” is an efficient strategy for finding a subtraction fact.
1-9 Solve Addition and Subtraction Word Problems
Mathematics Objective: Use addition and subtraction to solve word problems.
Essential Understanding: Objects, diagrams, and equations can help you solve different types of word problems.
Science
1-4 Discovering the Problem in the Reserve
Overview
In this lesson, students develop an understanding that different kinds of plants live in different habitats. Students compare maps of the Bengal Tiger Reserve sample study site from 1995 and 2015. They discover that although various new trees have grown during that time period, no new chalta trees have grown, which leads to the question, Why aren’t new chalta trees growing in the Bengal Tiger Reserve? Students use the reference book to learn more about the different kinds of plants that live in the broadleaf forest habitat. They also read and write about the different kinds of plants in another habitat of their choosing. Finally, the class discusses two key concepts to reinforce how scientists study habitats and habitat diversity. The purpose of this lesson is for students to discover and begin to investigate the central problem that frames their investigation throughout the unit: new chalta trees are not growing in the Bengal Tiger Reserve.
Students learn:
· One way scientists study habitats is by observing the plants in them over time.
· There are many types of habitats. Each habitat has many different kinds of plants and animals.
1-5 What are Seeds?
Overview
In this lesson, students continue to discuss what has changed in the Bengal Tiger Reserve and how new trees have appeared on the 2015 map. They are introduced to the next Investigation Question, How do new plants grow? Students engage in a hands-on investigation of how seeds of various plants are similar and different. They then read a section in Handbook of Habitats to deepen their understanding of seeds and how plants grow. Finally, students sort different stages of a plant’s growth to solidify their understanding of how a seed can become a full-grown plant. The purpose of this lesson is for students to gain experience with seeds so they can begin to explain how new plants grow.
Students learn:
· Seeds come in a variety of shapes, sizes, and colors.
· First seeds sprout, and then they grow to become full-grown plants.
· Plants make seeds that can grow into new plants.
1-5 What Are Seeds?
Overview
In this lesson, students continue to discuss what has changed in the Bengal Tiger Reserve and how new trees have appeared on the 2015 map. They are introduced to the next Investigation Question, How do new plants grow? Students engage in a hands-on investigation of how seeds of various plants are similar and different. They then read a section in Handbook of Habitats to deepen their understanding of seeds and how plants grow. Finally, students sort different stages of a plant’s growth to solidify their understanding of how a seed can become a full-grown plant. The purpose of this lesson is for students to gain experience with seeds so they can begin to explain how new plants grow.
Students learn:
· Seeds come in a variety of shapes, sizes, and colors.
· First seeds sprout, and then they grow to become full-grown plants.
· Plants make seeds that can grow into new plants.
1-6 Investigating Seed Needs
Overview
In this lesson, students investigate what seeds need to sprout and grow. First, students plant their own radish seeds and consider how they might investigate whether these seeds need sunlight and water to grow. Students then engage in the Water Investigation. They are introduced to the Think-Draw-Pair-Share discourse routine to make predictions about what will happen to seeds that get water and to seeds that do not. Students are provided with images of both kinds of seeds, and discover that seeds need water to sprout. Next, students engage in the Sunlight Investigation. They predict what will happen to seeds that are grown with and without sunlight for 3 days and 3 weeks, and are introduced to the practice of measurement. They discover that seeds will sprout even if they do not get sunlight, but only seeds that get light will grow into full-grown plants. Students reflect on the results of their investigation and consolidate their thinking as they are introduced to a new key concept. The purpose of this lesson is for students to construct an understanding of what seeds need to become full-grown plants and to engage in the practice of measurement.
Students learn:
· Seeds will sprout if they get enough water; they do not need sunlight to sprout.
· Only the seeds that get enough water and sunlight will grow into full-grown plants.
· Measuring allows scientists to compare results from their investigations.
Social Studies
Chapter 1 Families Today and in the Past
Lesson 2: Different Kinds of Families
Objectives
-Identify ways families are different.
-Discuss the different ways families may be organized.
-Explain why immigrant families come to the US and why many want to become citizens.
-Define traditions and how they apply to families in the US.
Maps and Graph Skills
Objectives
-Analyze and use a timeline as a type of chronological organization
- Create and explain a personal timeline.
Lesson 3: Life and Then and Now
Objectives
- Explain that families have a history.
- Discuss your own personal history
- Compare how things families did and family culture today.
- Contrast ways families fulfilled their needs and behaved in the past and how they do so today.
Week of August 31 - September 4
English Language Arts
Monday
Read “A Prickly Adventure”
Objectives:
-Show understanding of a text by asking and answering questions.
-Refer to key details to support the answers to questions formulated about the text.
Writing
Students continue to write their personal narrative about what they did over the summer.
Tuesday
IREADY BOY Test
Wednesday
IREADY BOY Test
Thursday
IREADY BOY
Friday
Reading
Independent Practice
Read “A Prickly Adventure”
Objectives:
-Show understanding of a text by asking and answering questions.
-Refer to key details to support the answers to questions formulated about the text.
Writing
Students continue to write their personal narrative about what they did over the summer.
Mathematics
Lesson 1-1
Objective:
Use counting onto add numbers and add numbers in any order.
Essential Understanding:
Counting on is a strategy that can be used to find sums. The order of the addends does not change the sum.
If you add two numbers in a different order, will you get the same sum?
How is 6+3 the same as or equal to 9? Does 3+6 also have the same value as 9?
How are they different?
How do you know that 3+6 = 6+3?
Lesson 1-2
Objective:
Use doubles and near doubles to add quickly and accurately.
Essential Understanding:
Basic addition facts that are near doubles can be found using a related doubles fact.
How can you use a doubles fact to find a near doubles fact? Explain.
How do you know when an addition fact is a doubles fact?
Lesson 1-3
Objective:
Use the strategy of making a ten to add quickly and accurately.
Essential Understanding:
Some addition facts can be found by changing to an equivalent fact with 10.
Why is making a 10 a good strategy to help you add quickly and accurately?
How does knowing the sum of 10+3 help you find the sum of 8+5? How do you know that the sums are the same?
Lesson 1-4
Objective:
Use number patterns on an addition facts table to complete addition equations.
Essential Understanding:
Patterns in a 0–10 addition facts table are useful for adding numbers and for developing mental math strategies and number sense.
How can addition patterns help you find an addition fact that you don't remember? Give an example.
Lesson 1-5
Objective:
Count on and count back on a number line to subtract.
Essential Understanding:
A number lines is a tool you can use to help you count or count back to subtract.
What are two ways that you can use a number line to subtract?
Do you think you will get the same answer whether you count on or count back?
Do you get the same answer if you count on or count back to find 10−4? Explain.
Science
1-2 My Nature Notebook
Overview: Students read to gather more information about how to study a habitat. They are introduced to the book My Nature Notebook, about a girl who observes many changes in a forest habitat behind her home. The teacher introduces the strategy of setting a purpose for reading and identifies the purpose for reading My Nature Notebook: to find out different ways to study a habitat. Students are introduced to the Investigation Notebooks they will use throughout the unit. Partners read the text together and use the Investigation Notebooks to record the different ways the girl in the book studies the forest habitat. The class reflects on what they have learned about how to study a habitat and compares plants in the forest habitat in the book to plants they have seen in their own lives. The purpose of this lesson is for students to identify different ways to study a habitat and to begin to think about the different kinds of plants in different habitats.
Students learn:
· Scientists study habitats in multiple ways.
· Setting a purpose before reading can help readers focus their attention.
1-3 Investigating Habitats
Overview: In this lesson, students study a habitat and the plants that grow there. Using My Nature Notebook as a model for how to investigate, students choose outdoor sample study sites in which they can observe plants. Students observe their study site and record the kind of plants they see. Finally, students use their new understanding of the relationship of a sample study site to a habitat as they view a map of the Bengal Tiger Reserve sample study site. The purpose of this lesson is for students to observe a sample study site to see real plants in their habitats, and to begin to apply this understanding to thinking about the Bengal Tiger Reserve.
Students learn:
· A sample study site is a small part of a larger area.
· Scientists can use sample study sites to investigate the plants and animals in a habitat.
· A map identifies key features of a place.
· A map key identifies what the symbols on a map mean.
1-4 Discovering the Problem in the Reserve
Overview
In this lesson, students develop an understanding that different kinds of plants live in different habitats. Students compare maps of the Bengal Tiger Reserve sample study site from 1995 and 2015. They discover that although various new trees have grown during that time period, no new chalta trees have grown, which leads to the question, Why aren’t new chalta trees growing in the Bengal Tiger Reserve? Students use the reference book to learn more about the different kinds of plants that live in the broadleaf forest habitat. They also read and write about the different kinds of plants in another habitat of their choosing. Finally, the class discusses two key concepts to reinforce how scientists study habitats and habitat diversity. The purpose of this lesson is for students to discover and begin to investigate the central problem that frames their investigation throughout the unit: new chalta trees are not growing in the Bengal Tiger Reserve.
Students learn:
· One way scientists study habitats is by observing the plants in them over time.
· There are many types of habitats. Each habitat has many different kinds of plants and animals.
Social Studies
The Emotional Environment
What makes a classroom an inspiring place?
When you feel good at school, you learn better. You can help everyone feel happy.
students discover:
• The attributes of a positive classroom emotional environment.
• What a positive classroom emotional environment looks
like, sounds like, and feels like.
• How to contribute to a positive classroom emotional
environment.
Social and Emotional Learning
Interactive Read Aloud:
Read and discuss with students Enemy Pie by Eric Munson.