the farmer in the hat day 1 - kathy...

Pearson SuccessNet Lesson Plan

"The Farmer in the Hat" Day 1 Objective Materials Pacing

Content Knowledge: School CommunitiesListening Comprehension: Cause and EffectPhonemic Awareness: Distinguish betweenlong a and short aPhonics and Spelling: Long a: a_eFluency: Oral RereadingConventions: Proper NounsWriting: Sentences

TE pp. 44j–49fSE pp. 44–49, EI 3Sing with Me Big BookReader's and Writer's Notebook, pp. 233–236,242Decodable Practice Reader 8A

Standards1 day

Blocks2 hours

National StandardsCCSS Literature 1. Ask and answer questions about key details in a text.

CCSS Literature 3. Describe characters, settings, and major events in a story, using key details.

CCSS Foundational Skills 3.c. Know final -e and common vowel team conventions for representing long vowel sounds.

CCSS Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words.

CCSS Writing 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, andprovide some sense of closure.

CCSS Language 1.b. Use common, proper, and possessive nouns.

CCSS Language 2.a. Capitalize dates and names of people.

Get Ready to Read Targeted Resources Duration


Content Knowledge: Discuss the Question ofthe Week: How is a school a community?Oral Vocabulary: Sing with Me/AmazingWords RoutinePhonemic Awareness: Segment and blendwords with long and short a vowel sound.Phonics: Associate the vowel sound long awith the spelling a_e.Read: Blend and read words with the vowelsound long a spelled a_e.Phonics Practice: Read Decodable PracticeReader 8A. - Apply knowledge of sound-spellings todecode unknown words when reading.Fluency Practice: Practice fluency with oralrereading. - Oral Rereading RoutineSpelling Pretest: Words with Long aSmall Group Time

Teacher's Edition p.44jVideo, Concept Talk VideoSong, Sing with MeActivity, Sound-Spelling CharteText, Decodable eBookReader's and Writer's Notebook Key

60 minutes

Read and Comprehend Targeted Resources DurationNondecodable Words Routine: Read high-frequency words.Text-Based Comprehension: Recognizecause and effect in realistic fiction.Read Aloud: "Jimmy's Lesson" TE p. 49b

Teacher's Edition p.49Animation, Envision It! Animation

30 minutes

Language Arts Targeted Resources Duration


Conventions: Identify proper nouns. - Use proper nouns in context.Writing: Understand and recognize thefeatures of a sentence. - Mini-Lesson: Read Like a Writer - Daily Fix-It - Understand and recognize the features ofbrief composition.Research and Inquiry: Identify a topicconnected to this week's concept. - Narrow the focus of the topic byformulating inquiry questions related to thetopic.Wrap Up Your Day

Teacher's Edition p.49cDaily Fix-It

30 minutes

Homework My Notes


Subtraction Facts Objective Materials Pacing

Domain: Operations and Algebraic Thinking

Objective: Use related addition facts to solvesubtraction problems.

Essential Understanding: The inverserelationship between addition and subtractioncan be used to find subtraction facts; everysubtraction fact has a related addition fact.

Index cards

eTool: CountersGame: Math Facts Practice

Standards1 day

Blocks1/2 day

National Standards1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers.For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = –3, 6 + 6 = .

Daily Common Core Review Targeted Resources DurationDaily Common Core Review 6-6 Go to Teacher's Edition

Develop the Concept Interactive Targeted Resources DurationProblem-Based Interactive Learning: Childrenmatch a subtraction fact with a relatedaddition fact to solve the subtraction problem.

Develop the Concept Visual Targeted Resources DurationVisual Learning Bridge, p. 226, IndependentPractice, p. 226

Develop the Concept Practice Targeted Resources DurationGuided Practice, p. 226, IndependentPractice, p. 227

Close and Assess Targeted Resources DurationQuick Check 6-6, Digital Path Lesson Quiz 6-6

Differentiate Targeted Resources Duration


Intervention, On-Level, and Advanced CenterActivities: Teacher's Edition, p. 228B,Reteaching Master 6-6, Practice Master 6-6,Enrichment Master 6-6

Homework My NotesY



Content Knowledge: School CommunitiesComprehension Skill: Cause and EffectComprehension Strategy: Monitor and ClarifyPhonemic Awareness: Segment and BlendPhonemesPhonics and Spelling: Consonants c /s/, g /j/;Long a: a_eFluency: Paired ReadingConventions: Proper NounsWriting: Sentences

TE pp. 50a–65gSE pp. 50–65, EI 11Big Book "A City"Reader's and Writer's Notebook, p. 237–241Decodable Practice Reader 8B

Standards1 day

Blocks2 hours



CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words.








Content Knowledge: Discuss the Question ofthe Week: How is a school a community?Oral Vocabulary: Sing with Me/AmazingWords RoutinePhonemic Awareness: Blend and read wordswith /s/ and /j/.Phonics: Associate the sound /s/ with cfollowed by e or i and /j/ with g followed by eor i.Blending Strategy RoutineRead: Read words in context and in isolation.Phonics Practice: Read Decodable PracticeReader 8B. - Apply knowledge of sound-spellings todecode unknown words when reading.Fluency Practice: Practice fluency with oralrereading. - Oral Rereading RoutinePhonics: Apply knowledge of letter-soundcorrespondences and long a spelled a_e todecode words in context and in isolation.Spelling: Spell words with long a.

Teacher's Edition p.50aActivity, Sound-Spelling CharteText, Decodable eBookReader's and Writer's Notebook Key

60 minutes

Read and Comprehend Targeted Resources Duration


High-Frequency Words RoutineSelection VocabularyVocabulary: Identify time and order words.Text-Based Comprehension - Preview and predict. -Read for Understanding Routine: AccessText and Close ReadingMain Selection—First Read: "The Farmer inthe Hat" pp. 52–65Comprehension Skill: Cause and EffectComprehension Strategy: Monitor and ClarifyText-Based Comprehension: CheckUnderstandingSmall Group TimeLiterary Text: Identify and analyze a characterand setting in literary text.

Teacher's Edition p.51Student Edition p.52Activity, Vocabulary ActivityActivity, Journal: Word BankeText, Main Selection eText

30 minutes

Language Arts Targeted Resources DurationConventions: Identify and use proper nouns. - Daily Fix-ItWriting: Recognize features of briefcomposition. - Generate brief composition ideas. - Mini-Lesson: Sentences - Quick Write for Fluency RoutineHandwriting: Write letters legibly and withappropriate spacing.Research and Inquiry: Research Skill:Interview - Understand how to use an interview tolocate information.Wrap Up Your Day

Teacher's Edition p.65bDaily Fix-It

30 minutes

Homework My Notes


Problem Solving: Draw a Picture and Write a Number Sentence Objective Materials Pacing

Domain: Problem Solving

Objective: Draw pictures and write numbersentences to solve addition and subtractionstory problems.

Essential Understanding: Information in aproblem can often be shown using a picture ordiagram and used to understand and solvethe problem. Some problems can be solvedby writing and completing a number sentenceor equation.

Tools4Math Workshop: Using Related FactsGame: Math Facts Practice

Standards1 day

Blocks1/2 day

National Standards1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from,putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, andequations with a symbol for the unknown number to represent the problem.


Develop the Concept Interactive Targeted Resources DurationProblem-Based Interactive Learning: Childrenwill solve addition and subtraction problemsby drawing pictures and writing numbersentences.





Differentiate Targeted Resources DurationIntervention, On-Level, and Advanced CenterActivities: Teacher's Edition, p. 232B,Reteaching Master 6-7, Practice Master 6-7,Enrichment Master 6-7

Homework My NotesY



Content Knowledge: School CommunitiesComprehension: Review Character, Setting,and PlotPhonological Awareness: Generate RhymingWordsPhonics and Spelling: Long a: a_e;Consonants c /s/, g /j/Fluency: Appropriate PhrasingConventions: Proper NounsWriting: Brief CompositionListening and Speaking: Share InformationAbout Citizenship

TE pp. 66a–69cSE pp. 66–69Big Book "A City"Reader's and Writer's Notebook, pp. 243–246

Standards1 day

Blocks2 hours



CCSS Literature 7. Use illustrations and details in a story to describe its characters, setting, or events.

CCSS Speaking/Listening 1.a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speakingone at a time about the topics and texts under discussion).

CCSS Speaking/Listening 1.b. Build on others’ talk in conversations by responding to the comments of others throughmultiple exchanges.

CCSS Speaking/Listening 3. Ask and answer questions about what a speaker says in order to gather additionalinformation or clarify something that is not understood.



CCSS Speaking/Listening 4. Describe people, places, things, and events with relevant details, expressing ideas andfeelings clearly.

CCSS Speaking/Listening 6. Produce complete sentences when appropriate to task and situation.






Get Ready to Read Targeted Resources DurationContent Knowledge: Discuss the Question ofthe Week: How is a school a community?Oral Vocabulary: Sing with Me/AmazingWords RoutinePhonological Awareness: Generate rhymingwords with long a.Phonics: Build words with /s/ spelled cfollowed by e and /j/ spelled g followed by e.Fluency: Read words with /s/ spelled c and /j/spelled g.Blend and Read: Associate the sounds long a,/s/, and /j/ with the spellings a_e, c, and g. - Blend and read words with long a a_e, /s/c, and /j/ g. - Decode words in context and in isolation.Spelling: Spell words with long a.Small Group Time

Teacher's Edition p.66aReader's and Writer's Notebook Key

60 minutes

Read and Comprehend Targeted Resources Duration


High-Frequency and Selection VocabularyCheck High-Frequency WordsText-Based Comprehension: CheckUnderstanding - Read for Understanding Routine: AccessText and Close ReadingMain Selection—Second Read: "The Farmerin the Hat" pp. 52–65 - Comprehension Skill: Review character,setting, and plot. - Comprehension Skill: Review the genre:realistic fiction.Retelling: Pairs of students retell the story toone another.Think Critically: Identify cause and effect. - Use clues to clarify understanding. - Write clear, coherent sentences.Fluency: Read aloud fluently, attending topunctuation. - Choral Reading Routine

Teacher's Edition p.66gStudent Edition p.52eText, Main Selection eText

15 minutes

Language Arts Targeted Resources DurationConventions: Understand proper nouns whenreading and writing. - Use basic capitalization for proper nouns,especially for people. - Daily Fix-ItLet's Write It!: Write a draft of a briefcomposition.Writing: Fantasy Story - Writer's Craft: Sentence - Mini-Lesson: Sentence Length - Quick Write for Fluency RoutineListening and Speaking: Share informationabout citizenship. - Share information and ideas efficiently. - Speak clearly at an appropriate rate.Research and Inquiry: Gather and recordinformation for an inquiry project.Wrap Up Your Day

Teacher's Edition p.68aAnimation, Grammar JammerDaily Fix-It

45 minutes


Homework My Notes



Content Knowledge: School CommunitiesComprehension Strategy: Monitor and ClarifyPhonemic Awareness: Segment and BlendPhonemesPhonics and Spelling: Review /sh/ Spelled sh;/th/ Spelled th; Vowel Sound a in ball, walkFluency: Appropriate PhrasingConventions: Proper NounsWriting: Brief Composition

TE pp. 70a–75fSE pp. 70–75Read Aloud AnthologyReader's and Writer's Notebook, pp. 247–248Decodable Practice Reader 8C

Standards1 day

Blocks2 hours

National StandardsCCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words.








Content Knowledge: Discuss the Question ofthe Week: How is a school a community?Oral Vocabulary: Sing with Me/AmazingWords RoutinePhonemic Awareness: Segment and blendphonemes with the spellings -ace and -age.Phonics: Review reading words withconsonant digraphs /sh/ spelled sh and /th/spelled th.Phonics Practice: Read Decodable PracticeReader 8C. - Apply knowledge of sound-spellings todecode unknown words when reading. - Review High-Frequency Words - Decode and read words in context andisolation.Fluency: Practice fluency with oral rereading. - Oral Rereading RoutineFluent Word Reading: Review reading wordsfluently in context and in isolation.Spelling Partner Review: Spell words withlong a.Small Group Time

Teacher's Edition p.70aeText, eReadereText, Decodable eBookReader's and Writer's Notebook Key

60 minutes

Read and Comprehend Targeted Resources DurationSocial Studies in Reading: Preview andpredict. - Relate prior knowledge to new text.Paired Selection: Read "Helping Hands at 4-H" pp. 70–75. - Access Text - Let's Think About Genre - Reading and Writing Across TextsGuide Comprehension: Monitor and clarifywhile reading.Fluency: Read aloud fluently with appropriatephrasing. - Paired Reading Routine - Check words correct per minute.

Teacher's Edition p.70iStudent Edition p.70eText, Paired Selection eText

30 minutes


Language Arts Targeted Resources DurationConventions: Identify and use proper nouns. - Apply correct capitalization to propernouns.Writing: Revise a draft for punctuation,capitalization and spelling. - Mini-Lesson: Revising Strategy: Deletinga Sentence - Peer conferencing - Daily Fix-ItResearch and Inquiry: Review answers toinquiry questions.Wrap Up Your Day

Teacher's Edition p.75cDaily Fix-It

30 minutes

Homework My Notes


Making Numbers 11 to 19 Objective Materials Pacing

Domain: Number and Operations in Base Ten

Objective: Read, count, and write numbers 11to 19.

Essential Understanding: Numbers can beused to tell how many. Numbers 11 through19 can be shown as a group of 10 and up to 9more.

Two-color counters (or Teaching Tool 14)

eTool: Counters

Standards1 day

Blocks1/2 day

National Standards1.NBT.2.b Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand thefollowing as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six,seven, eight, or nine ones.


Develop the Concept Interactive Targeted Resources DurationProblem-Based Interactive Learning: Childrenwill use counters to model numbers 11 to 19on ten-frames. They write numbers 11 to 19as 10 and some left over.




Differentiate Targeted Resources Duration


Intervention, On-Level, and Advanced CenterActivities: Teacher's Edition, p. 242B,Reteaching Master 7-1, Practice Master 7-1,Enrichment Master 7-1

Homework My NotesY



Content Knowledge: School CommunitiesComprehension Skill: Cause and EffectPhonemic Awareness: Distinguish BetweenLong a and Short aPhonics and Spelling: Review Long a: a_e;Consonants c /s/' g /j/Listening and Speaking: Share Informationand IdeasFluency: Appropriate PhrasingConventions: Proper NounsWriting: Sentences

TE pp. 76a–77lSE pp. 76–77Read Aloud AnthologyReader's and Writer's Notebook p. 242Weekly Tests pp. 79–84Fresh Reads pp. 79–84

Standards1 day

Blocks2 hours



CCSS Speaking/Listening 1.a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speakingone at a time about the topics and texts under discussion).

CCSS Speaking/Listening 1.b. Build on others’ talk in conversations by responding to the comments of others throughmultiple exchanges.

CCSS Speaking/Listening 3. Ask and answer questions about what a speaker says in order to gather additionalinformation or clarify something that is not understood.



CCSS Speaking/Listening 4. Describe people, places, things, and events with relevant details, expressing ideas andfeelings clearly.

CCSS Speaking/Listening 6. Produce complete sentences when appropriate to task and situation.






Get Ready to Read Targeted Resources DurationContent Knowledge: Discuss the Question ofthe Week: How is a school a community?Oral Vocabulary: Connect to Amazing Words - Review and Check Amazing WordsPhonemic Awareness: Review words with thevowel sounds long a and short a.Phonics: Review long a spelled a_e. - Review consonants c /s/ and g /j/.Spelling Test: Words with Long a

Teacher's Edition p.76a 30 minutes

Read and Comprehend Targeted Resources DurationSmall Group TimeListening and Speaking: Share informationand ideas about a topic. - Speak clearly at an appropriate pace. - Listen attentively.Vocabulary: Identify and use time and orderwords.Fluency: Read aloud fluently with accuracyand at an appropriate rate.Text-Based Comprehension: Identify causeand effect in writing.Vocabulary: Review high-frequency and storywords.Literary Nonfiction: Use illustrations innonfiction text.Assessment: Monitor Progress Routines

30 minutes

Language Arts Targeted Resources Duration


Conventions: Identify proper nouns. - Understand and use proper nouns inwriting and speaking. - Daily Fix-ItWriting: Edit a draft for spelling, punctuation,and capitalization. - Mini-Lesson: Proofread for Proper Nouns - Create and present a final draft. - Quick Write for Fluency RoutineResearch and Inquiry: Present results ofinquiry project.Wrap Up Your Week!

Activity, Story SortDaily Fix-It

30 minutes

Assessment Checkpoints for theWeek

Targeted Resources Duration

Phonics: Short i: iPhonics: Consonant Pattern x /ks/Comprehension Skill: PlotHigh-Frequency Words

Teacher's Edition p.65l 20 minutes

Homework My Notes


Using Numbers 11 to 19 Objective Materials Pacing

Domain: Number and Operations in Base Ten

Objective: Show numbers 11 to 19 as 1 or 2more or fewer than another number.

Essential Understanding: Numbers can beused to tell how many.

Number Cards 12-20 (Teaching Tool 10), Two-Color Counters (or Teaching Tool 14)

Tools4Math Workshop: Ways to MakeNumbers

Standards1 day

Blocks1/2 day

National Standards1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent anumber of objects with a written numeral.


Develop the Concept Interactive Targeted Resources DurationProblem-Based Interactive Learning: Childrenuse counters to find 1 or 2 more or fewer thanrelationships among numbers 11 through 19.




Differentiate Targeted Resources DurationIntervention, On-Level, and Advanced CenterActivities: Teacher's Edition, p. 246B,Reteaching Master 7-2, Practice Master 7-2,Enrichment Master 7-2

Homework My Notes


Y

the farmer in the hat day 1 - kathy...

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