Lesson Plans for March 2-5 1st Grade Mrs.

Richey’s Room
Morning Activities
-Take attendance and Lunch count.
-Students will work on “Morning Message” (on the board).
-TTW check homework folders and agendas. TSW have these
on the side of their desks.
- Watch “Delmae Morning Page” or “Healthersize”
Every Day Counts (Morning Math Calendar Activities)

Learner Standards:
Teacher activities: TTW guide the students through the calendar activities. The
activities for November include the date, the # of day in school (shown on a # line, 100’s chart,
blank clock, place value pockets, and 100’s grid), a weather graph, extending a pattern,
counting objects, and making equations using the # of the day as the answer.
Student activities: TSW answer questions and participate in
equation making.
Assessment: T.O.
Materials: Calendar board, overhead
Self-selected Reading
Target Learner Standards: 1-1.8 Carry out independent reading for an extended
time to derive pleasure.
Teacher activities: TTW monitor and conference with students.
Student activities: TSW read from A.R. books or book tubs.
Assessment: A.R. test as necessary.
Materials: Book tubs, A.R. books, reading logs, computers for testing
Math Readers’  Writers’ Word Study Concepts
Workshop Workshop
Shared Reading

Weekly learner Weekly learner Weekly Learner Weekly Learner Weekly Learner
Standards: Standards: Standards: Standards: Standards:

1-5.8 Use analog 1-1.1 Summarize 1-1.8 Create 1-2.6 Use Science
and digital the main idea responses to graphic features
clocks to tell and and supporting literary texts as sources of 1-4.1 Recognize
record time to evidence in through a information. the composition
the half hour. literary text variety of of Earth
during methods. 1-3.2 Identify (including rocks,
classroom base words and sand, soil, and
discussion. 1-4.8 Use their inflectional water).
appropriate endings
1-1.9 Classify a word formation
text as fiction or by writing from 1-3.4 Recognize 1-4.2 Classify
nonfiction. right to left to high frequency rocks and sand
the letters that words by their physical
1-1.5 Generate a spell a word. encountered in appearance.
retelling that texts.
identifies the 1-4.2 Use simple
characters and sentences to 1-3.6 Use 1-4.3 Compare
the setting in a write. structural soil samples by
story and relates analysis to sorting them
the important 1-4.7 Use determine of according to
events in appropriate compound words properties
sequential order. spacing between and (including color,
words. contractions. texture, and the
1-1.8 Create capacity to
responses to 1-5.1 Create 1-3.12 Use nourish growing
literary texts written onsets and rimes plants).
through a communications to decode and
variety of for a specific generate words. 1-4.4 Recognize
methods. audience the observable
1-3.14 Organize properties of
1-1.10 Explain a series of words water (including
cause/effect in ABC order by the fact that is
relationships first letter. takes the shape
presented in of its container,
literary texts. 1-3.15 Identify flows downhill,
beg. mid. and and feels wet).
end sounds in a
single-syllable 1-4.5 Illustrate
word. the locations of
water on Earth
Weekly WWW: by using
HIS, ANY, drawings, maps,
or models.
CAR, RAIN,
BEEN 1-4.6 Exemplify
Earth materials
that are used for
-ou family building
structures or for
growing plant
Monday: Monday: Monday: Monday: Monday:
9:30-10:20 8:30-9:00 (Today 9:00 –9:30 10:20-10:40 1:30-2:05
(today and and Wednesday (Today and Science
Wednesday only) (today and Earth Materials
Wednesday
only) Teacher activities: Wednesday only) Unit
Write on the board
Teacher
Dr. Seuss. Introduce
only) Teacher
Teacher activities:
activities: Teacher See CAD.
the phrase “author’s activities: State
Administer place activities:
craft” and the word objective on page
value assessment State objective.
“environment”. How 154i. Connect
(up to 99). (1-1.8) Create
would you describe to prior
responses to text knowledge by
Student the common
through a variety introducing variant
Activities: TSW characteristics seen
of methods. Today vowels /ou/ow, ou.
complete place in all of Dr. Seuss’s
we watched the Display letters
value assessment. books? Today we will
video “The Lorax”. “ow” and “ou”
watch a video of the
We discussed together. Explain
popular Dr. Seuss
what could to students that
story “The Lorax”.
happen to the both of these letter
Each table group will
environment when combinations can
be given a question
we start make the same
on an index card to
destroying trees sound as in “owl”
discuss and share
and plants. You and “pout”.
with the class.
will create a Instruct partners to
1. Why do you think
poster stating why think of other
the Once-ler did
we trees are words with the
what he did?
important to same sound.
2. What changes did
people and Share with class.
you see in the
animals. You can Build spelling
environment?
illustrate. First, words page 154i
3. What did things
write a response and 154J. Ask
look like before the
to one of the he Word build
Thneeds came?
following prompts questions page
4. What was the
in your writing 154J. Introduce
author’s message
notebook. new WWW.
about what one
person can do the Trees are Generate
help or hurt the –ou list. Stomp
environment?
important to words.
5. What changes did people and Do mini lesson on
you see after the personal pronouns
Thneeds came?
animals and proper nouns.
Following the movie, because Cooperative
discuss the Learning:
importance of trees
____________ Students will work

(SEE BELOW) . in pairs to

generate a word(s)
for people and that have
or
animals. /ou/ow,ou sound.
Cooperative Student
Learning: Table People can Activities:
groups will discuss help the TSW help generate
–ou words, word
then present ideas to
the post-video environmen build, and copy
questions. Student t by words from chart
on paper, stomp
Activities: TSW
participate in _________. words. They will
watching video, then work with partner
discussing post video With a partner to read WWW and
questions. revise/edit your spelling word list.
Differentiated sentence. Then Differentiated
Learning: Visuals, complete your Learning:
oral and hands on poster. Visuals, oral,
activity. Ask low and Cooperative kinesthetic, and
high level questions. Learning: written expression.
Partners will High and low
Accommodations: revise/edit questions.
Students with IEP’s sentences. Accommodations
will be closely Student : Students with
monitored and paired Activities: STW IEP’s will be closely
with students that complete the monitored and
can provide support. writing prompt, paired with
Tuesday: Tuesday: Tuesday: Tuesday: Tuesday:
8:30-9:20 Teacher activities: 10:15-10:40 9:55-10:15 1:30-2:05
Teacher Distribute literature State objective. Teacher Science
activities: books. Build Recall that we activities: State Earth Materials
State the background and began the first objective on page Unit
objective page connect to prior stage of a simple 124I. Connect
503. Spiral knowledge by letter. Today we to prior
review with 2- telling the students will begin to draft knowledge by
minute math that they are going the letter. First reminding the
503A. Problem of to read a story about lets create a children about the
the day page 503 a robot page 124S. sentence with one different sounds for
for morning work. Guide them in of the verbs the letter “c”.
Activate making a chart. Help provided. Continue lesson
background them list things they with word blending
knowledge by would and would not With partner, and apply phonics
talking about expect a robot to do. revise: pages 124Q and R.
times we come to Discuss Story words, Dictate sentences
school, eat lunch, post WWW and I like to play page 124R.
eat dinner, and go vocabulary words. soccer. Review spelling
to bed. Begin Ask students to turn and WWW. Do
with activity to a partner and read Revise with who, mini lesson on
option page 503. the WWW on page what, where, why pronouns/nouns.
Proceed with 126. Prepare to read when, how. Introduce game.
hands on activity with prereading Instruct students to
option page 503 strategies page Connect to play game with
(The Human 125A. Set the background: table group.
Clock). Then purpose for reading Recall from Cooperative
instruct students My Robot yesterday that I Learning: TSW
to work as a Preview/predict. modeled a letter work in table group
group page 503 in Discuss genre. Go and we began the to play
WB and 504 through guided pre-write stage. pronoun/noun
independently. comprehension. Ask What are some game.
Cooperative questions reasons why we Student
Learning: (Analyzing level might write a Activities:
Students will work IV), Discuss letter? TSW participate in
in two groups of difference between Cooperative word building,
12 to form a clock. realistic and fantasy. Learning: practice writing
Student Cooperative Partners will WWW and spelling
Activities: TSW Learning: Partners revise sentence. words, and play
participate in will read WWW to Student pronoun/noun
overhead activity, each other. Activities: TSW game.
hands on activity, Student Activities: create Abe Lincoln Differentiated
and pages 503 TSW participate in book. Learning:
and 504. discussion/questionin Differentiated Visuals, oral,
Differentiated g and follow along in Learning:, written and hands
Learning: book as teacher Students are to on activity.
Address difference reads. Students will create a sentence Accommodations
in learning styles work in pairs to read with the verb : Students with
by varying modes word list to each provided a begin IEP’s will be closely
of instruction. other. creating a simple monitored and
Use pictorial Differentiated letter. paired with
representations Learning: Visuals, Accommodation students that can
and hands on oral reading along s: Students with provide support.
activity. with text. Ask low IEP’s will be Repeat directions.
Heterogeneous and high level closely monitored Check for
grouping of questions. and paired with understanding.
students during students that can Monitor during
coop learning. Accommodations: provide support. game.
Assign challenge Students with IEP’s Check for Closure: Today we
activities for early will be closely understanding reviewed WWW,
finishers page 50. monitored and paired and provided family words, did
Accommodation with students that assistance in word building and
s: can provide support. drafting letter. played a game on
Students with Repeat directions. Closure: Today pronouns and
IEP’s will be we nouns.
closely monitored Closure: Today we created/revised Assessment: T.O.,
and paired with read a science fiction sentences and spelling/www,
students that can story about children began the draft game.
provide support. in the future. stage of the Handwriting will
TTW provide Assessment: T.O. writing process. be a part of word
additional support of questioning and
Wednesday: Wednesday: Wednesday: Wednesday: Wednesday
8:30-9:20 9:25-9:50 10:15-10:40 9:55-10:15 1:30-2:05
Teacher Teacher activities: Teacher Teacher Science
activities: Distribute literature activities: State activities: State Earth Materials
State the books. Reread story objective. Recall objective on page Unit
objective page My Robot. Have that we began 145F. TTW review Teacher activities:
505. Spiral each child select drafting a simple WWW and See CAD.
review with 2- his/her favorite letter. Today we consonant /s/c.
minute math section from My will continue Word build. With
505A. Problem of Robot. Ask children drafting a letter. a partner write
the day page to practice reading down as many
505A for morning their favorite story First with a words as you can
work. Activate part. When they are partner, lets take with a beginning
background ready, have them a sentence and or end soft c.
knowledge by read aloud to expand it. Mini lesson:
reviewing how classmates. Children My feet were Continue playing
various times can draw and cut out pronoun/noun
wet.
using the Judy pictures of Cecil and game.
(My toes curled as
clock on the hour. the boys, or have the Cooperative
the spilled fruit
Begin lesson with choice of using the Learning:
juice seeped into
overhead activity character cut outs to Students will work
the worn corners
page 505. Follow add to the in pairs to create
of my shoes.)
this with hands on dramatization. words with soft c
Now revise
activity using sound. Student
independently:
paper clocks Cooperative Activities:
(teaching tool 30). Learning: In groups The pillows TSW review WWW
Instruct students of four students will smelled bad. and word family
to work in table read aloud their (The odor of the words, Create
groups to show favorite part of the pillows, musty sentence with soft
various times. story with a drawing with age, invaded “c” and play
Proceed with or cutout. my nostrils.) noun/pronoun
whole group page Student Activities: Connect to game.
505 of WB and TSW participate in background: Differentiated
506 practicing selected What are ways we Learning:
independently. page from story then can communicate Visuals, oral and
Cooperative read aloud to group. to others besides written
Learning: Differentiated writing a letter? expression.
Students will work Learning: Visuals, (Email, telephone, Heterogeneous
in table groups to oral reading along text message). grouping of
show time of the with text. Assign Cooperative students for coop
paper clocks more difficult parts Learning: activity.
provided. to high readers and Partners will
Student easier text to low revise sentence. Accommodation
Activities: TSW level. Student s: Students with
participate in Accommodations: Activities: TSW IEP’s will be
overhead activity, Students with IEP’s revise sentences closely monitored
hands on activity, will be closely and continue with and paired with
and pages 505 monitored and paired drafting simple students that can
and 506. with students that letter. provide support.
Differentiated can provide support. Differentiated Repeat directions.
Learning: Assist during oral Learning:, Monitor during
Address difference reading. Students are to game.
in learning styles revise a sentence
by varying modes Closure: Today we and continue Closure: We
of instruction. reread a science drafting personal identified words
Use pictorial fiction story about simple letter. with soft “c”, we
representations children of the future Accommodation played game, and
and hands on and we reread for s: Students with practiced
activity. fluency. IEP’s will be spelling/WWW.
Heterogeneous Assessment: T.O. closely monitored Assessment:
grouping of of oral reading. and paired with T.O., create words
students during students that can and game.
coop learning. provide support.
Assign challenge Check for Handwriting will
activities for early understanding be a part of
finishers page 50. and provided word study.
Accommodation assistance in
s: drafting letter.
Students with Closure: Today
IEP’s will be we revised
closely monitored sentences and
Thursday: Thursday: Thursday: Thursday: Thursday:
8:30-9:20 9:25-9:45 10:30-10:40 9:45 -10:30 1:30-2:05
Teacher Teacher Teacher Compass Lab Science
activities: activities: Reread activities: Earth Materials
State the objective My Robot. After State objective. Unit
page 509. Build children reread What are the 5 Teacher
background with 2- aloud have groups stages of the activities: See
minute math page of four to interview writing process? CAD.
509A (Numbers Cecil asking What stage are we
and Operations) questions based in? With a
and problem of the on the story. partner, provide an
day for morning Explain that in an adjective to the
work. Start lesson interview, one following sentence.
with activity option person asks
on overhead page another person a Ahmonte
509. Proceed with question. Use the walked
hands on activity Character Cutout ________through
“Skip Around the to make a stick
the hallway
Clock” page 509. puppet robot.
Students will then Have the children and ran into
be instructed to do take turns holding Mrs. Richey.
page 509 as whole the robot and (briskly)
group and page pretending to be
510 independently. Cecil Revise with who,
Early finishers can Student where, why when,
do page 132 of Activities: TSW how.
workbook. participate in
Cooperative rereading the story It is snowing.
Learning: and pretend to
Students will work conduct an Today we will start
in groups of 12 to interview of Cecil. the revision/editing
play Skip Around Differentiated stages.
the Clock. learning: Monitor Connect to
Student the students who background:
Activities: TSW will be playing the Recall that a letter
participate in part of Cecil. Ask has 5 main parts.
hands on activity, questions that can Date, Greeting,
two-minute math, be successfully Body, Closing and
hands on activity, responded to. Signature. What is
complete written Accommodations post script?
exercises pages : Cooperative
505 and 506. Students with IEP’s Learning:
Differentiated will be closely Partners will
Learning: monitored and complete a
Address difference paired with sentence providing
in learning styles students that can an adjective.
by varying modes provide support. Student
of instruction. Use Activities: TSW
pictorial Closure: Today we revised sentences
representations reread a story for and start revisions
and hands on clarity and and editing simple
activity. Allow conducted an letter.
students to use interview of one of Differentiated
manipulatives. the characters. Learning:,
Heterogeneous Assessment: T.O. Students are to
grouping of of oral reading and revise a sentence
students during oral responses. adding details
coop learning. such as who,
Assign challenge where, when, why,
activities for early how.
finishers. Accommodations
: Students with
Accommodations IEP’s will be closely
: monitored and
Students with IEP’s paired with
will be closely students that can
monitored and provide support.
paired with Check for
students that can understanding and
provide support. provided
TTW provide assistance in
Friday: Friday: Friday: Friday: Friday
NO SCHOOL NO SCHOOL NO SCHOOL NO SCHOOL NO SCHOOL

Materials: Materials: Materials: Materials: Materials: PC,

overhead, student Harcourt  paper, pencil, paper, pencil, journals, science
workbook/practice Trophies  transparencies, transparencies, books, paper,
book, digital overhead overhead Foss kit, paper
Student 
clocks, string,
Edition,  projector, writing projector, booklet, trade
place cards with
numbers, Judy Yertle the  journal, lined whiteboard, book Riki and
clock, paper Turtle,  writing paper, writing journal, Ronde Barber
clocks. cardstock  markers, lined writing Game Day.
Resources: characters,   stationary paper, paper, markers,
CAD, Teacher’s Popsicle  whiteboard, alphabet cards Resources:
South Carolina Resources: for word United Streaming,
Edition
sticks, glue, 
Harcourt building.. South Carolina
Mathematics Trophies Science
(Houghton Mifflin) (Macmillan,
Teachers Resources:
McGraw-Hill)
Resources: Edition; ELA CAD, Teacher’s Science CAD,
CAD; Ready Set, South Carolina
Harcourt Edit; Ready, Set, Edition ELA
Foss Manual,
Trophies Revise (Connie
Teachers Prevatte),
Edition; ELA
CAD

ELA
Simple Letter
http://pbskids.org/arthur/games/letterwriter/letter.html

Dr. Seuss activities

http://www.atozteacherstuff.com/pages/250.shtml#lorax
http://www.sd5.k12.mt.us/glaciereft/bottr312.htm

Pronouns
http://www.talibiddeenjr.com/downloads/la_english_gum-pronouns-subject-game.pdf
http://www.lessonsnips.com/lesson/basicpronouns

Importance of trees
http://wiki.answers.com/Q/What_is_the_importance_of_trees
Answer

Trees help us breathe and provide a home for quite a few diverse kinds of animals and insects.
They are the largest and longest living organisms on earth. To grow tall the tree has become a
miracle of engineering and a complex chemical factory. It is able to take water and salts out of
the earth and lift them up to the leaves, sometimes over 400 ft above. By means of
photosynthesis the leaves combine the water and salts with carbon dioxide from the air to
produce the nutrients which feed the tree. In this process, as well as wood, trees create many
chemicals, seeds and fruit of great utility to man. Also, trees provide refreshing shade.

Apart from the above, trees are effectively the lungs of the environment. They take much of
carbon dioxide from the atmosphere and release oxygen via photosynthesis. Therefore, the
greenhouse gas load is reduced and effects of global warming are also brought down. Further
dead trees that get buried in soil eventually provide fossil fuels like coal, gasoline products, etc.
Among all, trees have an indisputable role in bringing rain to earth. Moreover, they provide a
cover over the top surface of earth preventing excessive heating up by solar rays.

http://buddika.wordpress.com/2007/09/29/keeping-the-environment-clean/

THE IMPORTANCE OF TREES

Jump to Comments

Trees play an important role in the weather and climate.Trees provide us food and shelter.Thet
also provides fire wood,furniture and medicine.The roots of the trees retain the moisture of the
soil.Trees also clean polluted air.But people cut down trees without thinking.They sell the timber
and down the forests.As a result the rivers dry up or cause disastrous floods.Thus green land of
ours will turn into a desert and economic and social life of the people would affected.By cutting
down trees people not only distroy human like but also animals and their habitat.As the forests
are diminishing we are losing large number of our rare animals.When people destory forests
them destroy medicinal plants as well.This affets the Ayurvedic Medcal System too.The forest
department is talking every step to solve this problem.Therefore in stead of destroying.This
green cover of the earth we all must strive hard to protect the forests for our selves and the future
generations.
Literacy Groups/Centers

Station 1: Group #1 (low) Literacy Group

1-1.1 Summarize the main idea and supporting evidence in literary text during classroom discussion.

1-1.9 Classify a text as fiction or nonfiction.

1-1.5 Generate a retelling that identifies the characters and the setting in a story and relates the
important events in sequential order.

Station 2: Group #2 (medium)

1-3.12 Use onsets and rimes to decode and generate words.
Designate a “caller” and play Bingo.

Station 3: Group #3 (high)

1-3.4 Recognize high frequency words encountered in texts.

Students will use “dictionary” of words to locate and highlight WWW and high frequency words.

Station 4: Whiteboards
1-3.14 Organize a series of words in ABC order by first letter.

Put your WWW in alphabetical order on large and individual whiteboards.

Station 5: Provide 5 sentences on sentence strips which students will work in pairs to write
and complete with WWW or –old.
Station 6: Give students sentence strips with errors. Edit
Station 7: Draw a jar on chart paper. Provide list of words. Students will write on post it
paper the /e/y words then place on the jar. Write a sentence for each word on paper
provided.

Station 8: Math bingo with candy hearts.

Monday
Station 1: Group #1 (low)
Station 2: Group #2 (medium)
Station 3: Group #3 (high)

Tuesday
Station 1: Group #2 (medium)
Station 2: Group #3 (high)
Station 3: Group #1 (low)

Wednesday
Station 1: Group #3 (high)
Station 2: Group #1 (low)
Station 3: Group #2 (medium)

Thursday
Station 1: Group #1 (low)
Station 2:
Station 3:
Station 4: Groups #2 and #3.

Literacy Groups 2008-2009 Revised January 30, 2009

Mrs. Richey

0-2 3-4 5-8

Sarah Cooper 5
Kamarie Goodman 1 Sophia Clavon 3 Tamara Boykin 7
Jay Cormier 3 Michael Culbreth 8
KwaiDaja McNeil-Blakeny 2 Rikhya Ford 3 Patrice Greene 6
Bilal Muhammad 2 Shaquan Hardy 5
Steven Snell 2 Destinee Labreano 4 Ahmonta Jackson 7
Jason Burnham 2
Joseph Gutierrez 3 Mackenzie Strickland 3 Dashanti Price 8
Joseph Howze Makayla Rodriguez 5
Seanna Murphy
Jayln McCray 3

Calendar activities: count money, get out calendar and circle all the dates transpired. Call out a
various dates from 5-29 and have students point to, odd/even, clock, estimate Skittles containers.
Leave 75 in one container and put 90 in the other. Ask: Choose an estimate for the second
container. 20, 30, 60, 80, 100.

Pair groups for math:

Table Groups as of 1/09
Steven/Michael/Jalyn/Kwai Daja
Jason/Bilal
(Front)
Steven/Michael
Ahmonte/Mackenzie/ Rikhya/ Tamara
Jalyn/Kwai Daja
Joseph H. /Patrice/Sarah
Ahmonte/Mackenzie
Joseph/ Shaquan/Jay/Dashanti (Front)
Rikhya.Tamara
Seanna
Joseph H. /Destinee
Bilal/Jason/ Makayla/Sophia/
Partice/Sarah
Destinee
Seanna/Kamarie
Kamarie
Makayla/Sophia
Joseph/Shaquan
Jay/Dashanti

Homework is assigned daily in ELA and Math. Other

assignments include home projects in content areas when
applicable. This week homework will be from a choice board.
Students will choose the homework activity to work on for ELA
and return next week on Wednesday. Homework is a self-paced.
With normal homework assignments, students are only required
to turn it in on Friday at which time the homework is collected
from yellow homework folders. Homework is not graded rather,
it is simply checked to see if the student was able to apply skills
learned from the corresponding lesson.

February 15, 2009

Date: Shows when you wrote the letter.
Dear Buster,
Greeting: Says hello, and shows who you're writing to.
Hey! I just saw your picture in the Elwood City Times. Totally cool! Of course, I guess that's
what happens when you win the Annual Elwood City Pie-Eating Contest!
Body: Here's what you're telling the other person.
So, how does it feel to be a celebrity? Do you have to wear dark glasses everywhere you go?
If you do, be careful! Remember that thorn bush you crashed into last time? Ouch!
Body: For each new thing you talk about, start a new paragraph.
Anyway, congratulations! I knew you could do it!
Body: Wrap up your note.
Your proud friend,
Arthur
Closing and Signature: Says good-bye, and says who you are.
P.S. I think that next year you shouldn't eat a huge pancake breakfast just before the contest.
You had me worried!
Post Script: Forget something? Add it to the end!
If you want to write a long note, a letter is the best way to go. It's fun to write, and fun to receive.
Take a look at the parts of a letter, then write your own.

Roll over the text below for more information.

February 15, 2009

Date: Shows when you wrote the letter.
Dear Buster,
Greeting: Says hello, and shows who you're writing to.
Hey! I just saw your picture in the Elwood City Times. Totally cool! Of course, I guess that's what happens
when you win the Annual Elwood City Pie-Eating Contest!
Body: Here's what you're telling the other person.
So, how does it feel to be a celebrity? Do you have to wear dark glasses everywhere you go? If you do, be
careful! Remember that thorn bush you crashed into last time? Ouch!
Body: For each new thing you talk about, start a new paragraph.
Anyway, congratulations! I knew you could do it!
Body: Wrap up your note.
Your proud friend,
Arthur
Closing and Signature: Says good-bye, and says who you are.
P.S. I think that next year you shouldn't eat a huge pancake breakfast just before the contest. You had me
worried!
Post Script: Forget something? Add it to the end!

Arthur Read
562 Main Street
Elwood City, USA
Your Address:
Your full address goes in the top left corner.
Buster Baxter
135 Elm Street
Elwood City, USA
Your Friend's Address:
Your friend's full address goes in the middle.
Stamp
goes
here
Stamp: The stamp goes in the top right corner. This pays to have your letter sent.
Letter Writer Helper | Letter | Email | Greeting Card | Postcard

Once you've learned the different ways to send a note, write to your ARTHUR friends in Letters
To... and to your other friends in Arthur's E-Cards.
Friday: Friday: Friday: Friday:
8:30-9:20 9:25-9:50 10:15-10:40 Teacher
Teacher activities: Teacher Teacher activities: TTW
State the objective activities: TTW activities: review WWW and
page 511. Build reread the story. State objective. put them on the
background with 2- Guide students Recall that we wall. TTW dictate
minute math page through the made revisions and sentences for
511A (Numbers comprehension edited our simple students to write.
and Operations) assessment. letter yesterday. Words will come
and problem of the Today we will be in from WWW or word
day page 511A for the publishing families.
morning activity. Accommodations stage of our simple
Start lesson by : Preferential letter. Student
reviewing times on seating for IEP’s. Edit the following Activities: TSW
Judy clock. Start Repeat directions. with your partner: write dictation
lesson with activity Allow extra time. i am looking sentences.
option on forward to goin to Differentiated
overhead page mcdonalds this learning: Bonus
511 using digital
Assessment: sunday said joseph. word
clock. Proceed My Robot Accommodations
with hands on Connect to : Preferential
activity “Do You background: Why seating, check for
Have the Time?” send a letter rather understanding of
Students will then than using verbal instructions.
be instructed to do communication? Assessment:
page 511 as whole Cooperative Score dictation
group and page Learning: sentences.
512 independently. Partners will edit
Early finishers can sentence. Student Weekly WWW:
do page 133 of Activities: TSW does, pretty,
workbook. edit sentences and
publish their simple say, once,
Student letters. them
activities:. TSW Differentiated
participate in Learning:,
overhead activity, Students are to edit -ace family
hands on activity, a sentence and
wb pages 511 and continue
512. publishing/illustrati 1. Does the pretty
Cooperative ng a simple letter. pink hat have lace
Learning: Accommodations: on it?
Students will pair Students with IEP’s
up to play “Do You will be closely 2. Mrs. Richey will
Have the Time?” monitored and only say the score
hands on activity. paired with to them once.
Differentiated students that can
Learning: provide support. 3. I like the show,
Address difference Check for Without a Trace.
in learning styles understanding and
by varying modes provided assistance
of instruction. Use in publishing letter. Handwriting will
pictorial Closure: Today we be a part of word
representations, edited sentences study.
manipulatives, and and began
hands on activity. publishing a simple
Heterogeneous letter
grouping of Assessment:
students during Revised sentences
coop learning. and published
Page 405B for letter.
early finishers.

Accommodations
:
Students with IEP’s
will be closely
monitored and
paired with
students that can
provide support.
TTW provide