Ricardo Richards Elementary Day Reading Comprehension Reading Decoding Written Expression mon Standard(s):

Transcription

1 mon Standard(s): RF.2 Phonological Awareness Demonstrate understanding of spoken words, syllables, and sounds (phonemes). K.RF.2 Phonological Awareness Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Pre-K.CLL.ELAL.RF.2.d Reading: Foundational Skills With support and prompting, isolate and pronounce the initial sounds in words. Essential Question: How do we pronounce long a sound? Why do we blend the sound of letters? Why is it important to read words? Objective(s): Reading Decoding and Reading Comprehension PS, SH, DM and TS will, given at least 5 familiar objects of a simple CVC word, correctly choose the corresponding initial letter card for 5 out of 5 words, with no more than 2 verbal redirection letter-word matching activities, in 2-3 trials. DM, PS, SH and TS given a list of 8 Consonant-Vowel-Consonant (CVC) words (e.g. cat, man, sad), segment the sounds (e.g. c/ a/t) correctly, scoring 6out of 8 in 2 out of 2 consecutive trials as measured by teacher-charted observations. MC and JV will, when in the classroom listening to a story, rhyme, or poem or involved with word-work, will perform a modified assignment, pointing to at least 5 letters when the teacher says the letter in 2 trials. TS, DM. SH and PS will, when given a text that includes 5 consonant blends and long and short vowel patterns and a poster SPED - S. Agdipa 1 of 17 Week of November 21, 2016

2 that shows students a list of letter patterns and a corresponding symbol for the correct pronunciation, correctly read aloud the text producing recognizable words for 4 out 5 words containing letter patterns in 2 trials as measured by teacher-charted observations. Materials: Word charts, cards, pictures and letter tiles. Technology: Ppt Learning Procedure: Based on the 5 Steps of Gradual Release of Responsibility 1. Define it 2. Model 3. Collaborate 4. Guided Practice 5. Independent Practice Effective Teaching Strategy: Direct Instruction Repetitive practice Decoding Word Games Prior Knowledge/Connections: Students learned the long a ane word families. Vocabulary bake, brake, cake, fake, flake, lake, make, quake Objective/Purpose (define It): PS, SH, DM, TS and MC will understand that each letter sound is blended together to form a meaningful word. JV and NR will understand that each letter has a corresponding sound. Model (5-7 Minutes): SPED - S. Agdipa 2 of 17 Week of November 21, 2016

3 Teacher demonstrates sounding out each letter, pointing each letter of the word from left to right and emphasizing initial, medial and ending sounds. (PS, SH, DM, TS and MC) Teacher will demonstrate the sound of letter M. (JV and MC) Scaffold (Teacher collaboration with students: 2-4 minutes): method as demonstrated by the teacher to read words with prompting from teacher/ paraprofessional. PS, SH, DM, TS and MC will use letter tiles to practice decoding and spelling. JV and MC will sound out letter M. Guided Practice: Differentiated Grouping method as demonstrated by the teacher to read words with prompting from teacher/ paraprofessional. PS, SH, DM, TS and MC will use letter tiles to practice decoding and spelling. JV and MC will sound out letter M and words that starts with M. Independent Practice method to read at least 6 out 8 words in 2 trials. JV and NR will sound out picture words that starts with M independently in 2 trials. Assessment: PS, SH, DM, TS and MC will have an 8 item oral reading drill. PS, SH, DM, TS and MC break down words into letters using letter tiles. SPED - S. Agdipa 3 of 17 Week of November 21, 2016

4 JV and NR will have a formative assessment on identifying and writing letter L independently. Check all that apply: *informal_formal *formative_summative tue Standard(s): RF.2 Phonological Awareness Demonstrate understanding of spoken words, syllables, and sounds (phonemes). K.RF.2 Phonological Awareness Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Pre-K.CLL.ELAL.RF.2.d Reading: Foundational Skills With support and prompting, isolate and pronounce the initial sounds in words. Essential Question: How do we pronounce long a sound? Why do we blend the sound of letters? Why is it important to read words? Objective(s): Reading Decoding and Reading Comprehension PS, SH, DM and TS will, given at least 5 familiar objects of a simple CVC word, correctly choose the corresponding initial letter card for 5 out of 5 words, with no more than 2 verbal redirection letter-word matching activities, in 2-3 trials. DM, PS, SH and TS given a list of 8 Consonant-Vowel-Consonant (CVC) words (e.g. cat, man, sad), segment the sounds (e.g. c/ a/t) correctly, scoring 6out of 8 in 2 out SPED - S. Agdipa 4 of 17 Week of November 21, 2016

5 of 2 consecutive trials as measured by teacher-charted observations. MC and JV will, when in the classroom listening to a story, rhyme, or poem or involved with word-work, will perform a modified assignment, pointing to at least 5 letters when the teacher says the letter in 2 trials. TS, DM. SH and PS will, when given a text that includes 5 consonant blends and long and short vowel patterns and a poster that shows students a list of letter patterns and a corresponding symbol for the correct pronunciation, correctly read aloud the text producing recognizable words for 4 out 5 words containing letter patterns in 2 trials as measured by teacher-charted observations. Materials: Word charts, cards, pictures and letter tiles. Technology: Ppt Learning Procedure: Based on the 5 Steps of Gradual Release of Responsibility 1. Define it 2. Model 3. Collaborate 4. Guided Practice 5. Independent Practice Effective Teaching Strategy: Direct Instruction Repetitive practice Decoding Word Games Prior Knowledge/Connections: Students learned the long a ake word families. Vocabulary Blame, came, dame, fame, flame, frame, game, name SPED - S. Agdipa 5 of 17 Week of November 21, 2016

6 Objective/Purpose (define It) PS, SH, DM, TS and MC will understand that each letter sound is blended together to form a meaningful word. JV and NR will understand that each letter has a corresponding sound. Model (5-7 Minutes): Teacher demonstrates sounding out each letter, pointing each letter of the word from left to right and emphasizing initial, medial and ending sounds. (PS, SH, DM, TS and MC) Teacher will demonstrate the sound of letter N. (JV and MC) Scaffold (Teacher collaboration with students: 2-4 minutes): method as demonstrated by the teacher to read words with prompting from teacher/ paraprofessional. PS, SH, DM, TS and MC will use letter tiles to practice decoding and spelling. JV and MC will sound out letter N. Guided Practice: Differentiated Grouping method as demonstrated by the teacher to read words with prompting from teacher/ paraprofessional. PS, SH, DM, TS and MC will use letter tiles to practice decoding and spelling. JV and MC will sound out letter N and words that starts with N. Independent Practice method to read at least 6 out 8 words in 2 trials. JV and NR will sound out picture words that starts with M independently in 2 trials. SPED - S. Agdipa 6 of 17 Week of November 21, 2016

7 Assessment: PS, SH, DM, TS and MC will have an 8 item oral reading drill. PS, SH, DM, TS and MC break down words into letters using letter tiles. JV and NR will have a formative assessment on identifying and writing letter L independently. Check all that apply: *informal_formal *formative_summative wed Standard(s): RF.2 Phonological Awareness Demonstrate understanding of spoken words, syllables, and sounds (phonemes). K.RF.2 Phonological Awareness Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Pre-K.CLL.ELAL.RF.2.d Reading: Foundational Skills With support and prompting, isolate and pronounce the initial sounds in words. Essential Question: How do we pronounce long a sound? Why do we blend the sound of letters? Why is it important to read words? Objective(s): Reading Decoding and Reading Comprehension PS, SH, DM and TS will, given at least 5 familiar objects of a simple CVC word, correctly choose the corresponding initial letter card for 5 out of 5 words, with no SPED - S. Agdipa 7 of 17 Week of November 21, 2016

8 more than 2 verbal redirection letter-word matching activities, in 2-3 trials. DM, PS, SH and TS given a list of 8 Consonant-Vowel-Consonant (CVC) words (e.g. cat, man, sad), segment the sounds (e.g. c/ a/t) correctly, scoring 6out of 8 in 2 out of 2 consecutive trials as measured by teacher-charted observations. MC and JV will, when in the classroom listening to a story, rhyme, or poem or involved with word-work, will perform a modified assignment, pointing to at least 5 letters when the teacher says the letter in 2 trials. TS, DM. SH and PS will, when given a text that includes 5 consonant blends and long and short vowel patterns and a poster that shows students a list of letter patterns and a corresponding symbol for the correct pronunciation, correctly read aloud the text producing recognizable words for 4 out 5 words containing letter patterns in 2 trials as measured by teacher-charted observations. Materials: Word charts, cards, pictures and letter tiles. Technology: Ppt Learning Procedure: Based on the 5 Steps of Gradual Release of Responsibility 1. Define it 2. Model 3. Collaborate 4. Guided Practice 5. Independent Practice Effective Teaching Strategy: Direct Instruction Repetitive practice Decoding Word Games Prior Knowledge/Connections: SPED - S. Agdipa 8 of 17 Week of November 21, 2016

9 Students learned the long a ame word families. Vocabulary Blame, came, dame, fame, flame, frame, game, name Objective/Purpose (define It) PS, SH, DM, TS and MC will understand that each letter sound is blended together to form a meaningful word. JV and NR will understand that each letter has a corresponding sound. Model (5-7 Minutes): Teacher demonstrates sounding out each letter, pointing each letter of the word from left to right and emphasizing initial, medial and ending sounds. (PS, SH, DM, TS and MC) Teacher will demonstrate the sound of letter O. (JV and MC) Scaffold (Teacher collaboration with students: 2-4 minutes): method as demonstrated by the teacher to read words with prompting from teacher/ paraprofessional. PS, SH, DM, TS and MC will use letter tiles to practice decoding and spelling. JV and MC will sound out letter O. Guided Practice: Differentiated Grouping method as demonstrated by the teacher to read words with prompting from teacher/ paraprofessional. PS, SH, DM, TS and MC will use letter tiles to practice decoding and spelling. JV and MC will sound out letter O and words that starts with O. Independent Practice SPED - S. Agdipa 9 of 17 Week of November 21, 2016

10 method to read at least 6 out 8 words in 2 trials. JV and NR will sound out picture words that starts with O independently in 2 trials. Assessment: PS, SH, DM, TS and MC will have an 8 item oral reading drill. PS, SH, DM, TS and MC break down words into letters using letter tiles. JV and NR will have a formative assessment on identifying and writing letter O independently. Check all that apply: *informal_formal *formative_summative thu fri Thanksgiving Holiday! NO CLASS. SPED - S. Agdipa 10 of 17 Week of November 21, 2016

11 Day Math Social Skills mon Standard(s): K.OA.2 Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from 1.OA.5 Add and subtract within 1000 K.CC.3 Know number names and the count sequence Essential Question: What is addition? What does pattern mean? Objective(s): PS, SH, TS, MC and DM given 5 written addition equations with numbers and solutions within 500, will solve (e.g. by counting on) andstateor write the answer, for 4 out of 5 addition and subtraction activities. PS, SH and DM, given 5 addition word problems withpicture supportand the words, "all together", "join", or "in all", will select the appropriate operation and solve by finding the sum for 4 out of 5 problems. JV and NG will given a set of 1 to 13 math manipulatives, will count the number of objects and write the corresponding numeral with 80% accuracy in 2 out of 2 student work samples. Materials: Counters, pictures, number line Technology: Computer Ipad Learning Procedure: Based on the 5 Steps of Gradual Release of Responsibility 1. Define it 2. Model 3. Collaborate 4. Guided Practice 5. Independent Practice Effective Teaching Strategy: Direct Instruction Modeling/ Use of manipulatives Addition App Ricardo Richards Elementary SPED - S. Agdipa 11 of 17 Week of November 21, 2016

12 Day Math Social Skills Prior Knowledge/Connections: PS, SH and DM learned to add numbers within 200. MC and TS learned writing numbers up to 200. JV and MC learned writing numbers up to 12. Vocabulary: Addition, sets 1. Objective/Purpose (define It): SH, PS, DM will demonstrate understanding of addition as counting on or joining together. MC, TS, JV and NG will understand counting as a representation of a set of objects. Counting is sequenced and the number of objects remain the same regardless of arrangement and order to which they were counted. JV and NG will understand that number figures symbolize quantities. 1. Model (5-7 Minutes): Teacher demonstrates how add 1 and 2-digit numbers. Teacher will demonstrate how to write number 13 and count objects with 1-13 quantities. 1. Scaffold (Teacher collaboration with students: 2-4 minutes): Students will work on math drills in paper, in the computer or through a number game. 1. Guided Practice: Differentiated Grouping SH, PS, DM will solve 2-digit addition equations and 2-digit addition word problems. MC and TS will solve 1-digit addition equations and word problems. JV and NG will identify numbers JV and NG will demonstrate using manipulatives the value of 1 up to Independent Practice Students are repeat the process independently or with limited assistance. Assessment: SPED - S. Agdipa 12 of 17 Week of November 21, 2016

13 Day Math Social Skills SH, PS, DM will have a short quiz on addition equation and word problems. MC and TS will answer a number sequence assessment sheet. JV and NG will have a number game as a form of assessment. Teacher observation log; Student activity sheets, test paper Check all that apply: _informal*formal formative_summative tue Standard(s): K.OA.2 Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from 1.OA.5 Add and subtract within 1000 K.CC.3 Know number names and the count sequence Essential Question: What is addition? What does pattern mean? Objective(s): PS, SH, MC, TS and DM given 5 written addition equations with numbers and solutions within 500, will solve (e.g. by counting on) andstateor write the answer, for 4 out of 5 addition and subtraction activities.. PS, SH, MC, TS and DM given 5 addition word problems withpicture supportand the words, "all together", "join", or "in all", will select the appropriate operation and solve by finding the sum for 4 out of 5 problems. JV and NG will given a set of 1 to 14 math manipulatives, will count the number of objects and write the corresponding numeral with 80% accuracy in 2 out of 2 student work samples. Materials: Counters, pictures, number line Technology: SPED - S. Agdipa 13 of 17 Week of November 21, 2016

14 Day Math Social Skills Computer Ipad Learning Procedure: Based on the 5 Steps of Gradual Release of Responsibility 1. Define it 2. Model 3. Collaborate 4. Guided Practice 5. Independent Practice Effective Teaching Strategy: Direct Instruction Modeling/ Use of manipulatives Addition App Prior Knowledge/Connections: PS, SH and DM learned to add numbers within 200. MC and TS learned writing numbers up to 200. JV and MC learned writing numbers up to 9. Vocabulary: Addition, sets 1. Objective/Purpose (define It): SH, PS, DM will demonstrate understanding of addition as counting on or joining together. MC, TS, JV and NG will understand counting as a representation of a set of objects. Counting is sequenced and the number of objects remain the same regardless of arrangement and order to which they were counted. JV and NG will understand that number figures symbolize quantities. 1. Model (5-7 Minutes): Teacher demonstrates how add 1 and 2-digit numbers. Teacher will demonstrate how to write number 14 and count objects with 1-14 quantities. 1. Scaffold (Teacher collaboration with students: 2-4 minutes): Students will work on math drills in paper, in the computer or through a number game. 1. Guided Practice: Differentiated Grouping SPED - S. Agdipa 14 of 17 Week of November 21, 2016

15 Day Math Social Skills SH, PS, DM will solve 2-digit addition equations and 2-digit addition word problems. MC and TS will solve 1-digit addition equations and word problems. JV and NG will identify numbers JV and NG will demonstrate using manipulatives the value of 1 up to Independent Practice Students are repeat the process independently or with limited assistance. Assessment: SH, PS, DM will have a short quiz on addition equation and word problems. MC and TS will answer a number sequence assessment sheet. JV and NG will have a number game as a form of assessment. Teacher observation log; Student activity sheets, test paper Check all that apply: _informal*formal formative_summative wed Standard(s): K.OA.2 Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from 1.OA.5 Add and subtract within 1000 K.CC.3 Know number names and the count sequence Essential Question: What is addition? What does pattern mean? Objective(s): PS, SH, MC, TS and DM given 5 written addition equations with numbers and solutions within 500, will solve (e.g. by counting on) andstateor write the answer, for 4 out of 5 addition and subtraction activities.. SPED - S. Agdipa 15 of 17 Week of November 21, 2016

16 Day Math Social Skills PS, SH, MC, TS and DM given 5 addition word problems withpicture supportand the words, "all together", "join", or "in all", will select the appropriate operation and solve by finding the sum for 4 out of 5 problems. JV and NG will given a set of 1 to 15 math manipulatives, will count the number of objects and write the corresponding numeral with 80% accuracy in 2 out of 2 student work samples. Materials: Counters, pictures, number line Technology: Computer Ipad Learning Procedure: Based on the 5 Steps of Gradual Release of Responsibility 1. Define it 2. Model 3. Collaborate 4. Guided Practice 5. Independent Practice Effective Teaching Strategy: Direct Instruction Modeling/ Use of manipulatives Addition App Prior Knowledge/Connections: PS, SH and DM learned to add 2-digit numbers. MC and TS learned to add 1-digit numbers. JV and MC learned writing numbers up to 14. Vocabulary: Addition, sets 1. Objective/Purpose (define It): SH, PS, DM, MC and TS will demonstrate understanding of addition as counting on or joining together. JV and NG will understand counting as a representation of a set of objects. Counting is sequenced and the number of objects remain the same regardless of arrangement and order to which they were counted. JV and NG will understand that number figures symbolize quantities. 1. Model (5-7 Minutes): SPED - S. Agdipa 16 of 17 Week of November 21, 2016

17 Day Math Social Skills Teacher demonstrates how to add 1 and 2-digit numbers. Teacher will demonstrate how to write number 15 and count objects with 1-15 quantities. 1. Scaffold (Teacher collaboration with students: 2-4 minutes): Students will work on math drills in paper, in the computer or through a number game. 1. Guided Practice: Differentiated Grouping SH, PS, DM will solve 2-digit addition equations and 2-digit addition word problems. MC and TS will solve 1-digit addition equations and word problems. JV and NG will identify numbers JV and NG will demonstrate using manipulatives the value of 1 up to Independent Practice Students are repeat the process independently or with limited assistance. Assessment: SH, PS, DM, MC and TS will have a short quiz on addition equation and word problems. JV and NG will have a number game as a form of assessment. Teacher observation log; Student activity sheets, test paper Check all that apply: _informal*formal formative_summative thu fri Thanksgiving Holiday! NO CLASS. SPED - S. Agdipa 17 of 17 Week of November 21, 2016