Reading: Students will be reading books by Dr. Seuss.
Skills: Students will use illustrations and details in a story to describe the characters, setting, and events, Compare and contrast the adventures and experiences of characters in stories, Ask and answer questions about key details in a text, Identify basic similarities and differences between two texts on the same topic, Explain major differences between books that tell stories and books that give information, and Ask and answer questions about the meaning of unknown words. Grammar: Review Nouns, Verbs, and Adjectives Writing: Informative and Narrative Writing Phonics: Suffix -es, Diphthongs -ou, -ow, The Rules vc/ccv and vcc/cv Spelling Words: far, much, play, gave, upon, after, handy, dribble, spell, shapeless, says, should Sight Words: the, said, of, do, into, to, who, you, your, color, what, from, are, friend, there, their, does, goes, been, come, some, put, want, was, where, two, done, one, sure, don't, won't, could, should, would, school, says, they, people, eye, love, move, any, many, another, brother, mother, other, only, something, answer, were, early, earth, heard, learn, word, work, world, once,today, together, tomorrow, again, four, country Math: Lesson 27:Add a pair of two-digit numbers when the ones digits have a sum greater than 10. Lesson 28-29:Add a pair of two-digit number with varied sums in the ones. End of Module Assessment Reading: Review all Module 3 Texts
Skills: This week we will continue working on the End of Module Task. Students will revise and edit sentences created in response to a prompt, Revise story based on feedback, and Ask questions to clear up confusion or gather more information from a speaker during a Socratic Seminar focused on the Essential Question: “How do people respond to the powerful force of the wind?” Grammar: Adjectives Writing: Write an original story that includes sensory and feelings words. Phonics:Spelling with -oi and -oy, The Rule vc/cvc/cv, Final Stable Syllable -tion, Digraph -ue Spelling Words: far, much, play, gave, upon, after, handy, dribble, spell, shapeless, says, should Sight Words: the, said, of, do, into, to, who, you, your, color, what, from, are, friend, there, their, does, goes, been, come, some, put, want, was, where, two, done, one, sure, don't, won't, could, should, would, school, says, they, people, eye, love, move, any, many, another, brother, mother, other, only, something, answer, were, early, earth, heard, learn, word, work, world, once,today, together, tomorrow, again Math: Lesson 22:Write word problems of varied types. Lesson 23:Interpret two-digit numbers as tens and ones, including cases with more than 9 ones. Lesson 24-25:Add a pair of two-digit numbers when the ones digits have a sum less than or equal to 10. Lesson 26:Add a pair of two-digit numbers when the ones digits have a sum greater than 10. Reading: The Boy Who Harnessed the Windby William Kamkwamba and Bryan Mealer
Skills: Determine the essential meaning of The Boy Who Harnessed the Windbased on text evidence, Read and act out sentences that include sensory and feelings words, Connect content vocabulary from the text to the real world, Identify words that suggest feelings or appeal to the senses, Categorize two texts based on whether the text tells a story or gives information and list characteristics of each text type, Identify basic similarities in and differences between The Boy Who Harnessed the Windand a video about William Kamkwamba, Plan an original story about how a character responds to the wind using a graphic organizer, and Revise and edit sentences created in response to a prompt. Grammar: Adjectives Writing: Write an original story that includes sensory and feelings words. Phonics: Review skills Spelling Words: Review Sight Words: the, said, of, do, into, to, who, you, your, color, what, from, are, friend, there, their, does, goes, been, come, some, put, want, was, where, two, done, one, sure, don't, won't, could, should, would, school, says, they, people, eye, love, move, any, many, another, brother, mother, other, only, something, answer, were, early, earth, heard, learn, word, work, world, once,today, together, tomorrow, again Math: Lesson 18: Share and critique peer strategies for adding two digit numbers. Lesson 19: Use tape diagrams as representations to solve put together/take apart with total unknown and add to with result unknown word problems. Lesson 20-21- Recognize and make use of part-whole relationships within tape diagrams when solving a variety of problem types. Reading: Brave Irene by William Steig and The Boy Who Harnessed the Windbyby William Kamkwamba and Bryan Mealer
Skills: Use sensory and feelings words, including adjectives to write and act out a scene from Brave Irene, Revise sentences adding adjectives to describe feelings, Generate and answer questions about The Boy Who Harnessed the Wind using key details from the text, Define and use the prefix re- to make the words, Retell The Boy Who Harnessed the Wind using evidence from the story, Determine sensory and feelings words for a scene in The Boy Who Harnessed the Wind, Use illustrations and details to describe events inThe Boy Who Harnessed the Wind, and Ask questions from a speaker during a Socratic Seminar. Grammar:Adjectives Writing: Describe a scene from The Boy Who Harnessed the Wind using key details from the text Phonics:Digraph -ea, Dropping Rule, Diphthongs -oi, -oy Spelling Words: day, fly, trusted, weekly, campfire, blooming, under, myself, inside, problem, thought, where Sight Words: the, said, of, do, into, to, who, you, your, color, what, from, are, friend, there, their, does, goes, been, come, some, put, want, was, where, two, done, one, sure, don't, won't, could, should, would, school, says, they, people, eye, love, move, any, many, another, brother, mother, other, only, something, answer, were, early, earth, heard, learn, word, work, world, once, today, together, tomorrow, again Math: Lesson 14: Use counting on and the make ten strategy when adding across a ten Lesson 15: Use single digit sums to support solutions for analogous sums to 40. Lesson 16-17: Add ones and ones or tens and tens Lesson 18: Share and critique peer strategies for adding two digit numbers Reading: Gilberto and the Wind/ "The Guest" - Owl at Home
Skills: Identify words and phrases in Gilberto and the Wind that suggest feelings and appeal to the senses, Add responses to a problem to a partially completed story about the Wind and Gilberto, Determine the central message of Gilberto and the Wind based on text evidence, Write a resolution to a problem in a story about the Wind and Gilberto, Categorize words related to strong and gentle along a word line, Answer questions to determine meaning of an unknown word, distinguish between information provided by illustrations and information provided by text, and identify real-life connections between words and their use using the informational passage “Wind at Work," Generate and answer questions about “The Guest” using key details from the text, Retell “The Guest” using key details from the text, Orally rehearse a story using a graphic organizer, Identify root words and their inflectional endings, and Determine the central message of “The Guest” and support it with text evidence. Grammar: Verb Tenses Writing: Write an original story about Owl in the present tense. Phonics: Combination ir, Combination ur, Soft (cedilla) c, Digraph ow Spelling Words: me, run, thing, take, she's, looking, little, title, will, shell, one, two Sight Words: the, said, of, do, into, to, who, you, your, color, what, from, are, friend, there, their, does, goes, been, come, some, put, want, was, where, two, done, one, sure, don't, won't, could, should, would, school, says, they, people, eye, love, move, any, many, another, brother, mother, other, only, something, answer, were, early, earth, heard, learn, word, work, world, once Math: Lesson 5: Identify 10 more, 10 less, 1 more, and 1 less than a two-digit number. Lesson 6: Use dimes and pennies as representations of tens and ones. :Lesson 7-8: Compare quantities and numerals from left to right (tens place first, then compare ones if tens is the same). Lesson 9-10: Use the symbols for greater than, less than, and equal to in order to compare quantities and numerals. Reading: Feelings/ Gilberto and the Wind
Skills: Determine the essential meaning of Feelings and support it with text evidence, Write a problem for a vignette in Feelings, Distinguish shades of meaning of the word sad, Generate and answer questions about Gilberto and the Wind using key details from the text, Examine the purpose of asking for more information from a speaker, Define the word strong and identify real-life connections to the word, Retell Gilberto and the Wind using key details from the text, Add responses to a problem to explain how a character resolved the problem in a story, and Use sentence-level context clues to determine the meaning of float and carries. Grammar: Adjectives Writing: Write a story using the illustrations in the vignette “Lost and Found” from Feelings. Phonics: Review all skills Spelling Words: Review Sight Words: the, said, of, do, into, to, who, you, your, color, what, from, are, friend, there, their, does, goes, been, come, some, put, want, was, where, two, done, one, sure, don't, won't, could, should, would, school, says, they, people, eye, love, move, any, many, another, brother, mother, other, only, something, answer, were, early, earth, heard, learn, word, work, world Math: Lesson 1: Compare the efficiency of counting by ones and counting by tens Lesson 2: Use the place value chart to record and name tens and ones within a two-digit number Lesson 3: Interpret two-digit numbers as either tens and some ones or as all ones Lesson 4: Write and interpret two-digit numbers as addition sentences that combine tens and ones. Reading: Feel the Wind/ Feelings by Aliki
Skills: Support the essential meaning of Feel the Wind with text evidence, Identify similarities and differences between research evidence collected from two texts about hurricane winds, Generate and answer questions about Feelings using key details from the text, including questions to clear up confusion, Ask a question about an unknown word in the text Feelings, Identify the reasons given to support the author’s points in sections of Feelings, Explain why having a problem in a story is important, Distinguish between information provided by the illustrations and information provided by the words in Feelings, and Write a problem for a story about an illustration from Feelings. Grammar: Singular and Plural Nouns/Noun and Verb Agreement/ Adjectives Writing: Write an informative paragraph about hurricane winds using information from multiple sources. Phonics: Combination -ar,-or, qu-, Digraph ch Spelling Words: us, six, yes, good, jump, five, name, drink, stacked, napkin, some, was Sight Words: the, said, of, do, into, to, who, you, your, color, what, from, are, friend, there, their, does, goes, been, come, some, put, want, was, where, two, done, one, sure, don't, won't, could, should, would, school, says, they, people, eye, love, move, any, many, another, brother, mother, other, only, something, answer, were, early, earth, heard, learn, word, work, world Math: Lesson 8- Understand the need to use the same units when comparing measurement with others Lesson 9- Answer compare with difference unknown problems about lengths of two different objects measured in centimeters Lesson 10- Collect, sort, and organize data; then ask and answer questions about the number of data points Lesson 11- Collect, sort, and organize data; then ask and answer questions about the number of data points Lesson 12- Ask and answer varied word problem types about a data set with three categories Reading: Feel the Wind
Skills: Students will distinguish between stories that provide information and tell stories, make real life connections to the word powerful and soar, identify main topic and details, gather evidence from different sources, distinguish between information provided by illustrations and information provided by the words in Feel the Wind, and Identify key details in an informational text to gather evidence about hurricane winds. Grammar: Singular and Plural Nouns/Noun and Verb Agreement Writing: Writing informative paragraphs using multiple sources Phonics: Compound Words, Suffixes -less, -ness, -ly, Digraph -ai, -ay Spelling: she, too, keep, same, more, we'll, shack, went, tablet, brushing, their, goes Sight Words: the, said, of, do, into, to, who, you, your, color, what, from, are, friend, there, their, does, goes, been, come, some, put, want, was, where, two, done, one, sure, don't, won't, could, should, would, school, says, they, people, eye, love, move, any, many, another, brother, mother, other, only, something, answer, were, early, earth, heard, learn Math: Lesson 4- Express the length of an object using centimeter cubes as length units to measure with no gaps or overlaps. Lesson 5- Rename and measure with centimeter cubes, using their standard unit name of centimeters. Lesson 6: Order, measure, and compare the length of objects befiore and after measuring with centimeter cubes, solving compare with difference unknown word problems. Lesson 7: Measure the same objects from Topic B with different non-standard units simultaneously to see the need to measure with a consisten tunit. Lesson 8: Understand the need to use the same units when comparing measurements with others. Reading: We are wrapping up Module 2 by answering our Essential Question, "What can we discover about animals' unique features?".
Skills: Plan the End-of Module task. Write an informative paragraph about an animal's unique feature and how the animal uses it. Add a drawing to a written description of an animal's unique features to clarify ideas. Speak in complete sentences during a Socratic Seminar. Grammar: Review Nouns, Verbs, Adjectives, Articles, and Prepositions Writing: Informative Writing Phonics: Review Spelling Words: Review Sight Words: the, said, of, do, into, to, who, you, your, color, what, from, are, friend, there, their, does, goes, been, come, some, put, want, was, where, two, done, one, sure, don't, won't, could, should, would, school, says, they, people, eye, love, move, any, many, another, brother, mother, other, only Bolded Sight Words= New Sight Words Math: Lesson 1- Compare length directly and consider the importance of aligning endpoints. Lesson 2- Compare length using indirect comparison by finding objects longer than, shorter than, and equal in length to that of a string. Lesson 3- Order three lengths using indirect comparison. Review Reading: Never Smile at a Monkey
Skills: Generate and answer questions about Never Smile at a Monkey using key details from the text, Identify the author’s point and reasons given to support that point in sections of Never Smile at a Monkey, Identify the reasons why it is important to add a conclusion to an informative paragraph, Locate and name text features and explain how they help make the author’s point in Never Smile at a Monkey, and Write a conclusion for an informative paragraph. Analyze how illustrations help make the author's point, Plan and write an informative paragraph stating the author's point with supporting reasons, and Determine the essential meaning. Grammar: Prepositional Phrases Writing: Informative Writing Phonics: Vowel y, Suffix -y, Combination -er, Trigraph -igh Spelling Words: we, with, long, must, like, brisk, clock, sleep, sanding, insect, does, been Sight Words: the, said, of, do, into, to, who, you, your, color, what, from, are, friend, there, their, does, goes, been, come, some, put, want, was, where, two, done, one, sure, don't, won't, could, should, would, school, says, they, people, eye, love, move, any, many, another, brother, mother, other, only Bolded Sight Words= New Sight Words Math: Lesson 26- Identify 1 ten as a unit by renaming representations of 10. Lesson 27- Solve addition and subtraction problems decomposing and composing teen numbers as 1 ten and some ones. Lesson 28- Solve addition problems using ten as a unit, and write two-step solutions. Lesson 29- Solve subtraction problems using ten as a unit, and write two-step solutions. End-of- Module Assessment |
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