October 6-10
Balanced Literacy
Balanced Literacy
Day 1
Comprehension Quiz: Students read “How to Make a Volcano” and answer the comprehension question.
Day 2
Reading
Interim Assessment
Objective:
Students can describe the connections between steps in a process.
Students read the article “Making an Indoor Garden” and answer the comprehension questions.
Independent Reading
Students read independently and/or with a partner using strategies they’ve learned.
Writing
Interactive Read Aloud:
The Day Punctuation Came to Town by Kimberlee Gard
Using the read aloud to model to students how to edit their narratives.
Editing and Preparing for Publication
Students begin editing their “Small Moment” story.
Day 3
Interim Assessment
Objective:
Students can describe the connections between steps in a process.
Students read the article “Owney, The Dog Who Rode the Trains” the first time and circle words they don’t understand.
Independent Reading
Students read independently and/or with a partner using strategies they’ve learned.
Writing
Students continue editing their “Small Moment” story.
Day 4
Interim Assessment
Objective:
Students can describe the connections between steps in a process.
Students reread the article “Owney, The Dog Who Rode the Trains” the second time and answer the comprehension questions.
Independent Reading
Students read independently and/or with a partner using strategies they’ve learned.
Writing
Editing and Preparing for Publication
Students begin recopying their “Small Moment” story. Students will illustrate their stories.
Day 5
Reading
Comprehension Quiz: Students read “How to Make a Volcano” and answer the comprehension question.
Math
Lesson 3-4 Add Using Compensation ( Day 1)
Lesson Overview:
Students learn an addition strategy called compensation.
Mathematics Objective:
Break apart addends and combine them in different ways to make numbers that are easy to add mentally.
Essential Understanding:
When adding two-digit numbers, you can add an amount to one addend and subtract the same amount from another addend to make addition easier.
Lesson 3-4 Add Using Compensation ( Day 2)
Lesson Overview:
Students learn an addition strategy called compensation.
Mathematics Objective:
Break apart addends and combine them in different ways to make numbers that are easy to add mentally.
Essential Understanding:
When adding two-digit numbers, you can add an amount to one addend and subtract the same amount from another addend to make addition easier.
Lesson 3-5 Practice Adding Using Strategies
Lesson Overview:
Students practice using the addition strategies they have learned.
Mathematics Objective:
Choose and use any strategy to add two-digit numbers.
Essential Understanding:
There are different ways to add two-digit numbers. Certain strategies may be better to use for a problem than others.
Lesson 3-6 Solve One-Step and Two-Step Problems
Lesson Overview:
Students use bar diagrams and equations to model and solve one-step and two-step word problems.
Mathematics Objective:
Use drawings and equations to solve one-step and two-step problems.
Essential Understanding:
Some problems can be solved in one step. Other problems can be solved in two steps—first, by solving a sub-problem or by answering a hidden question, and then by using that answer to solve the original problem.
Science
3-1 Habitat Scientists
Overview: In this lesson, students begin to consider the Chapter 3 Question: Why aren’t the chalta seeds getting to places where they can grow? After being introduced to the next investigation question, students engage in the Think-Draw-Pair-Share routine to begin to think about how seeds get to new places in a habitat. Students read Habitat Scientist to gather more information about the different parts of a habitat and to extend their ideas about what parts of a habitat might help seeds get to new places. The book also introduces students to the idea that plants and animals depend on each other for the things they need to grow and live. Pairs then record the different parts of the habitat featured in the book. At the end of the lesson, students are introduced to the idea that animals hide seeds for later retrieval. Students hide seeds around the classroom to retrieve in a later lesson. The purpose of this lesson is to initiate students’ ideas about the parts of a habitat system, how those parts work together, and what parts might help seeds get to new places.
Students learn:
· A habitat is a system with many parts that affect each other.
· Habitats include not just where a plant or animal lives, but all the things it needs to grow in that place, such as sunlight, water, and other living things.
· There are many different plants and animals in the same habitat.
· Animals sometimes move seeds.
3-2 Investigating How Seeds Move
Overview: In this lesson, students use a model to construct understanding about how animals can help move seeds around a habitat. Students are introduced to a fictional habitat and some of the plants and animals that live there and to the Dispersing Seeds Model, which models the interactions between those plants and animals. Students work in groups to model how organisms eat fruits and move around their habitats, thus contributing to seed dispersal. Students practice measurement as they analyze and discuss the results of the model. The purpose of this lesson is to provide students with an opportunity to investigate seed dispersal by engaging in the practice of developing and using models.
Students learn:
· When animals eat fruit, they can eat the seeds inside the fruit and move those seeds around a habitat.
· Counting is a way of measuring. We can use counting to compare results.
· Models help scientists observe things that they can’t normally observe.
Social Studies
Chapter 2 People, Places, and Nature
Lesson 1: Use Maps to Locate Places
Objectives:
-Locate on a simple letter-number grid system local locations and geographic features.
Skill Scale
Using Map Scale to Ask and Answer Questions
- Ask questions about locations and distances and use a map scale to answer those questions.
- Know how to approximate the distance between two points on a map.
Lesson 2: Earth’s Land and Water
Objectives:
- Describe the Earth’s various types of landforms.
- Explain the differences among Earth’s various water bodies.
- Label from memory a simple map of the North America continent.
- Describe the shape of Earth as a globe with continents and oceans.
:- Map Quiz
September 29- October 3
Balanced Literacy
Day 1
Reading
Lesson 5 Introduction
Read “Describing Connections Between Steps”
Learning Target
Looking at how steps in a process are connected will help you understand what you read.
Objective
Students can describe the connections between steps in a process.
Writing
Students continue to write their Small Moment narratives.
Confer with small groups of students during writing to provide feedback.
Day 2
Reading
Lesson 5 Modeled and Guided Practice
“Start A Weather Wall”
Objective:
Students can describe the connections between steps in a process.
Independent Reading
Writing
Learning to Write in Powerful Ways
Objective:
Students develop the habits of writers: being more observant, catching their thinking on paper, setting goals and using all they know to make writing better.
Day 3
Reading
Guided Practice
“Which Way Does the Wind Blow?”
Objective:
Students can describe the connections between steps in a process.
Independent Reading
Writing
Unit 1 Narrative, Bend 2
Students continue to write their Small Moment narratives.
Confer with small groups of students during writing to provide feedback.
Day 4
Reading
Independent Practice
“How Do You Make a Rainbow?”
Objective:
Students can describe the connections between steps in a process.
Read: Students read the article independently and answer comprehension questions 1-3.
Independent Reading
Writing
Interactive Read Aloud: Ralph Tells a Story by Abby Hanlon
Students edit their Small Moment narrative with a partner.
Day 5
Independent Practice
“How Do You Make a Rainbow?”
Objective:
Students can describe the connections between steps in a process.
Read: Students reread the article independently and answer comprehension questions 4-7.
Writing
Students edit their Small Moment narrative with a partner.
Math
Topic 3 Interactive Math Story
Essential Question:
What are strategies for adding numbers to 100?
Objective:
I can add within 100.
using place-value strategies and a hundred chart.
Lesson 3-1 Add Tens and Ones on a Hundred Chart
Essential Understanding:
Patterns on a hundred chart can be used to add numbers and to develop mental math strategies and number sense.
Lesson 3-2 Add Tens and Ones on an Open Number Line
Lesson Overview:
In this lesson, students use an open number line to add two 2-digit numbers.
Mathematics Objective:
Use an open number line to add tens and ones within 100.
Essential Understanding:
Two-digit numbers can be broken apart using tens and ones and added in different ways. You Can represent how you break apart and add numbers with hops or jumps on an open number line.
Conceptual Understanding:
This lesson focuses on using place-value understanding and properties of operations as students build towards fluency in two-digit addition.
Lesson 3-3 Break Apart Numbers to Add
Lesson Overview:
Students learn another break- apart strategy to add two 2-digit numbers.
Mathematics Objective:
Break apart numbers into tens and ones to find their sum.
Essential Understanding:
Two-digit numbers can be broken apart using tens and ones and added in different ways
Conceptual Understanding Students deepen their conceptual understanding of addition when they break apart numbers to add.
Science
2-4 Finding a Good Place to Grow
Overview
Students continue to investigate the question, Why can’t plants always get the sunlight and water they need to grow? As they explore a city park and a desert habitat in a digital app, students engage with the idea that seeds cannot grow in areas where they are competing with other plants’ roots for water or in areas where they cannot get enough sunlight because they are blocked by other plants’ leaves. Students then apply that understanding by adding to a diagram of a habitat in their notebooks and discussing with a partner why some locations are good places for a new plant to grow while others are not. This activity serves as the first part of the two-part Chapter 2 Critical Juncture Assessment. (The second part, in Lesson 2.5, is a written explanation on the same topic.) Finally, students consider what they have learned in the context of the Bengal Tiger Reserve and identify places where new seeds could grow in the Reserve. The purpose of this lesson is for students to construct and deepen their understanding that plants need space away from other plants in order to get the water and sunlight that they need to grow.
Students learn:
· Without enough space, plants can’t get sunlight and water they need to grow.
· Leaves need space to get sunlight. Roots need space in the soil to get water.
Lesson at a Glance
1: Exploring a Good Place to Grow
Students explore a digital app that helps them gather firsthand evidence about good places for new seeds to grow. Students deepen their understanding of the conditions under which seeds do and don’t grow.
2: A Good Place to Grow in the Desert
Students build their understanding of areas where seeds can and cannot grow by exploring a new habitat. Reviewing a section of the reference book broadens students’ understanding of the diversity of plants in different habitats.
3: Recording a Good Place to Grow
Students think independently about and apply the ideas they have constructed about places where new plants can grow before discussing those ideas with a partner. This activity serves as the first half of the second Critical Juncture, an opportunity to assess students’ understanding that seeds need space away from other plants in order to get what they need to sprout and grow.
4: A Good Place to Grow in the Reserve
Students consider what they have learned in the context of the Bengal Tiger Reserve, which prepares them for the scientific explanation they will write in the next lesson. The use of a body model helps them to understand how seeds in the Reserve might not be getting to a place where they can get the sunlight and water they need to grow.
2-5 Why Aren’t New Chalta Trees Growing?
Overview
Students write a scientific explanation to answer the Chapter 2 Question: Why aren’t the chalta seeds getting what they need to grow? The teacher introduces new data indicating that the the Bengal Tiger Reserve continues to get adequate sunlight and water, even though no new chalta trees are growing in the reserve. Students return to the Plant and Animal Relationships Modeling Tool to identify places where plants can or cannot grow in a different habitat. Students review the purpose of scientific explanations, discuss their ideas about the question, and use sentence frames to scaffold their writing of a scientific explanation. This activity serves as the second part of the two-part Chapter 2 Critical Juncture Assessment, which will reveal students’ readiness to move on to Chapter 3 by determining whether they have gained an understanding of what seeds need in their habitats to grow into full-grown plants. The purpose of this lesson is for students to apply what they have learned throughout Chapter 2 in order to explain why the seeds from the chalta trees are not getting what they need to grow into full-grown chalta trees.
Students learn:
· Scientists use scientific vocabulary in their explanations.
· Words such as because can help link ideas together in a scientific explanation.
Lesson at a Glance
1: Revisiting the Bengal Tiger Reserve
Students revisit the first two Chapter Questions with new data about the sunlight and weather patterns in the Bengal Tiger Reserve. This discussion motivates students to explain why no new chalta trees are growing in the Reserve.
2: A Good Place to Grow in the Everglades
Students complete a new activity in the Plant and Animal Relationships Modeling Tool to identify places where seeds can or cannot grow. This activity reinforces students’ understanding that plants need space for their leaves to get sunlight and for their roots to get water in order to grow and gives students another opportunity to solidify their understanding before writing a scientific explanation about this idea.
3: Writing a Scientific Explanation
Students work together to write a scientific explanation to answer the Chapter 2 Question. Revisiting topic sentences, supporting ideas, and discussing scientific language helps students structure their explanations. This activity serves as the second half of the Chapter 2 Critical Juncture Assessment, providing an opportunity to assess students’ understanding that in order to grow, seeds need space for their roots to spread to get water and for their leaves to get sunlight.
Social Studies
Chapter 2 People, Places, and Nature
Learning Objectives
- Use prior knowledge to gain understanding.
- Make meaningful connections to personal experience.
- Establish meaning.
Lesson 1: Use Maps to Locate Places
Objectives:
- Demonstrate map skills by using absolute and relative locations.
- Locate on a simple letter-number grid system local locations and geographic features.
Interpret map information by using a compass rose and map legend.
- Create simple maps, with or without a grid.
- Create simple maps, with or without a grid.
September 22-25
Balanced Literacy
Day 1
Reading Lesson 4-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.
Objective
Students can describe the connections between scientific ideas in science texts.
Independent Reading
Writing
Unit 1 Narrative, Bend 2 Noticing Author’s Craft: Studying Imagery, Tension, and Literary Language in Owl Moon
- Books to showcase: Owl Moon by Jane Yolen; The Leaving Morning by Angela Johnson; A Series of Unfortunate Events: The Bad Beginning by Lemony Snicket; Bad Kitty Meets the Baby by Nick Bruel; Amelia’s Notebook by Marissa Moss
Mini Lesson
Objective
Students understand how powerful it is to consider what they want their readers to think and feel as they share their writing.
Students begin to write their new Small Moment narratives.
Day 2
Reading
Lesson 4-Modeled and Guided Practice
“Jumping Joeys”
Objective: Students can describe the connections between scientific ideas in science texts.
Independent Reading
Writing
Unit 1 Narrative, Bend 2 Noticing Author’s Craft: Studying Imagery, Tension, and Literary Language in Owl Moon
Students continue to write their Small Moment narratives.
Day 3
Reading
Lesson 4-Guided Practice
“Emperor Penguins”
Objective: Students can describe the connections between scientific ideas in science texts.
Independent Reading
Writing
Students continue to write their Small Moment narratives.
Day 4
Reading
Independent Reading
Lesson 4-Independent Practice
“Seeds Get Around”
Objective: Students can describe the connections between scientific ideas in science texts.
Writing
Students continue to write their Small Moment narratives.
Day 5
Reading Workshop
Lesson 4-Independent Practice
“Seeds Get Around”
Objective: Students can describe the connections between scientific ideas in science texts.
-Read: Students read the article independently and answer comprehension questions on the comprehension test.
Independent Reading
Students take the spelling test.
Writing
Students continue to write their Small Moment narratives.
Math
Lesson 2-5 Problem Solving: Model with Math (2 Days)
Mathematics Objective: Model problems using equations, drawings, and arrays.
Essential Understanding: Good math thinkers use math they know to show and solve problems.
Reteaching
Topic 2 Objectives:
- Tell if a group of objects is even or odd.
- Use different ways to tell if a group of objects shows an even or odd number.
- Find the total number of objects in a set of rows and columns.
- Make arrays with equal rows or equal columns to solve addition problems
- Model problems using equations, drawings, and arrays.
Essential Question: How can you show even and odd numbers? How do arrays relate to repeated addition?
Topic 2 Summative Assessment
Answering the Topic Essential Question:
How can you show even and odd numbers? How do arrays relate to repeated addition?
Science
Overview
Students read to gather more information about how a plant, such as a chalta tree, 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 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, such as a chalta tree, is a system that uses its leaves and roots to get the sunlight and water it needs to grow.
Unit Anchor Phenomenon: There are many new trees growing in the Bengal Tiger Reserve but none of them are chalta trees.
Chapter-level Anchor Phenomenon: There are no new chalta trees growing in the Bengal Tiger Reserve.
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 a something scientists make to answer questions about the real world.
Social Studies
Quest Findings
Objectives
- Discuss the compelling question: “Did your ancestors have a better life than you do?
Students create a poster comparing the past and present
Students present their Quest Projects
September 15-19
Balanced Literacy
Day 1
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.
Independent Reading
- 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 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.
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
“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.
Independent Reading
- Students read independently using strategies they’ve learned.
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
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.
Phonics Quiz
Spelling Test
Writing
Small Moment Narratives
- Students continue to write their Small Moment narratives.
Math
Lesson 2-1 Even and Odd Numbers
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.
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.
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.
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.
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.
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 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.
Social Studies
Chapter 1 Families Today and in the Past
Pages 30, 31, 32 and review for Chapter Test
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 Findings
Objectives
- Apply concepts learned in this chapter to interview an older family member.
September 8-12
Day 1
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
Students will continue to write their personal narrative on their favorite vacation .
Day 2
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
Students will use the mentor text to help with adding details to their personal narratives.
Students continue writing their narratives.
Day 3
Reading
Lesson 2 Guided Practice
Read “Who Were the Mound Builders?”
Objective:
Read to understand and find the key details to understand how they support the main idea.
Writing
Interactive read aloud: The Leaving Morning by Angela Johnson
Students will use the mentor text to help with adding details to their personal narratives.
Students continue writing their narratives.
Day 4
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.
Day 5
Reading
Reading Comprehension Quiz Assessment
Spelling Test
Spelling Words: live, me, back, give, most, saw, law, raw, jar, straw, draw, country, ocean, title, motion, change
Writing
Students continue to edit/share their writing.
Math
Lesson 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.
Lesson 1-10 Problem Solving: Construct Argument (2 days)
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 Practice Test
Topic 1 Math Assessment
Science
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.
1-6 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 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.
- Vocabulary
- Compare and contrast
- Analyze Images/Draw
inferences
- Main idea and details
- Express ideas orally
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.
- Teach the skill
- Practice the skill
- Apply the skill
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.
Prepare to Read
Introduce the vocabulary
-Draw inferences
-Analyze Images
-Categorize
- Categorize
- Main idea and details
- Predict
Interactive Read Aloud: The Recess Queen by Alexis O'Neill
Objective:
Students will understand the importance of being a good friend.
September 1-5
English Language Arts
Monday
Labor Day (No School)
Tuesday
Reading
Lesson 2
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
Students begin writing their personal narratives about what they did over the summer
Wednesday
I-Ready Beginning-of-the-Year Reading assessment
Thursday
I-Ready Beginning-of-the-Year Math assessment
Friday
I-Ready Beginning-of-the-Year Math assessment
Spelling Test
Spelling Words:
little, work, know, place, years, rain, mail, wait, paint, chant, paid, history, goods, services, pitch, volume
Math
Monday
Lesson 1-5 Count on and Back on a Number Line to Subtract
Objective: Count on and count back
on a number line to subtract.
Tuesday
1-6 Think Addition to Subtract
Objective:
Think addition to subtract quickly and accurately.
Wednesday
1-7 Make 10 to Subtract
Objective:
Make a 10 to subtract quickly and accurately.
1-8 Practice Addition and Subtraction Facts
Objective: Add and subtract quickly and accurately using
mental math strategies.
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.
1-6 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.
English Language Arts
Monday
Introduction
Ask and Answer Questions About Key Details
Essential Question: Why is it important to ask and answer questions about what you read?
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.
Tuesday
Modeled and Guided Instruction
Ask and Answer Questions About Key Details
Read: Rabbits’ Cozy Homes by Arthur Kent
Essential Question: Why is it important to ask and answer questions about what you read?
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
Wednesday
Reading
Lesson 1 Guided Practice
Read: What Am I?
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.
Thursday
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.
Friday
Word Study
Spelling Test
over, new, sound, take, only, car, park, hard, barn, card, shark, family, compare, contrast, timeline, map
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.
Introduce the text and let students read independently.
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.
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.
Chapter 1 Families Today and in the Past
Lesson 1: Families
Objectives:
-Explain what a family is and why families are important.
-Describe a community and what makes up a community.
-Compare a family to a community.
-Explain how members of a family treat and help one another.
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.