February+21-24

Week 23 Words: Homophones Write words, meanings Minilesson:President's and example sentence. Day Mini Biographies on George Washington and Abraham Lincoln. CUCC? **Guided Reading:** Red: Finish Chalk Box Kid. Final Discussion on how Gregory Had changed from the beginning of the book to the end. Blue: Finish The Gollywhopper Egg: confirm or refute predictions(Francisco) || Reading Block MAP Packet: Sledding (2 poems) Students Read and respond independently. We will then read them togehter and go over answers as a class. Review strategies: Look Back and underline details to support. || Reading Block Pretest Week 23 Minilesson: Cause and Effect with If You Give a Mouse a Cookie, and Volcanoes Students will use the nonfiction text in pairs to write wto cause and effects. We will share out on anchor chart. Mix Freeze Pair Share Cause and Effect Cards **Guided Reading:** Red: Cause and Effect Endangered Animals Blue: Cause and Effect Twisters or Rain **Literature Circles** Green: Don't Make Me Smile - Discussion Last assignment (finish book) Due next Thursday Yellow: Closed for the Season - Discuss Last assignment (finish book) due next Thursday || Reading Block Week 23 Tests Minilesson: Review cause and Effect. REading Response Example on Document Camera with Crash By Jerry Spinelli Formal Response: Students will write three cause and effect statements from their AR book. || Math Lesson 9.6 Customary Capacity To give students experience with estimating and measuring using customary units of capacity
 * **TIME** **A+ Student:** **Lib time** **Cadet Teacher:** **Morning** || **Monday** **President's Day - NO SCHOOL** || **Tuesday** Francisco 9:30-10 || **Wednesday** Steele 9:00-9:30 || **Thursday** ||  **Friday** Francisco 9:30-10Grabowski am ||
 * 8:20-10:00am || Reading Block Chart AR Goals Week Words Pretest and Practice Minilesson: **Guided Reading:**Running RecordsRed:Blue: || Reading Block AR Goal Log Updates: Two Week Goal Plans [[file:End of Quarter 2 Week Goal Reaching Plan.docx]]
 * Guided Reading:** Red:Cause and Effect Endangered Animals Blue: Cause and Effect Twisters or Rain (Francisco) ||
 * 10:00-10:25am || Math || PBS Meeting Introduce Camo (the chameleon) Read the Chameleon Book. Change Seating Arrangement! Heroes Box || **DeClue** Math Lesson 9.5 Metric Capacity To give students experience with estimating and measuring using metric units of capacity

 || Math Lesson 9.7 Chosing The Correct Unit  To provide practice with choosing the correct unit of measurement

|| brain pop:[| dialogue] Anchor chart and try-its. ||= Writing Drafting Personal Narratives Conference with students || || Read Aloud Accellerated Math || Computer Lab || PE || Drafting Personal Narratives Conference with students ||= **Francisco** Writing [|Verbs and their objects]- watch Brain pop Round Table: Action Verbs (anchor chart) || Blake: Change from $5.00 Dickensheet: Money Word Problems Others - Change from $5.00 Practice worksheets. || Liberator Time Fluency: Fluent Phrasing || Liberator time Fluency: phrase Progression || Basic needs of plants (Objective: Describe the most basic needs of plants) || Social Studies/Science **Day 2 ** || Social Studies/Science **Day 3 ** || Social Studies/Science (Continue Day 3) * Students will create an experiment plan to test their hypothesis. (Use smart notebook slides to correspond with student booklets). ||
 * 10:25-10:50am || Math || Art || Math || Math || Math ||
 * = 10:50am-11:15am ||= Music ||= Art ||= Library/Counselor ||= Writing Mini Lesson: Using Dialogue
 * 11:15-11:40pm || Library || Health || Music || Computer Lab || PE ||
 * 11:40-12:05pm || PBS Meeting || Math Lesson 9.4 Customary Weight (Use scales and objects) To give students experience with estimating, measuring, and problem solving using customary units of weight
 * = 12:05-12:35pm ||= Writing ||= Math ||= Accellerated Math ||= Writing
 * 12:35-12:50pm || Lunch || Lunch Duty Playground || Lunch Duty Soccer Field || Lunch || Lunch Duty Playground ||
 * 12:50-1:15pm || Recess || Recess || Recess || Recess || Recess ||
 * 1:15-1:40pm || Read Aloud || **Grabowski pm** Writing/Grammar Complete Japan Posters (Cursive Pledge and Cursive Practice when finished) || Writing Personal Narratives: Finish and share out good beginnings. Continue drafting using favorite beginning. || Pride Party Recess || Read Aloud Crash By Jerry Spinelli ||
 * 1:40-2:10pm || Liberator Time Fluency: MAZE and DeClue AM Group Rotations: Enrichment: || Liberator Time Inverse Operation Assessments Assignment Rotations: Weekly Reader Dino Drive then AR Accelerated Math Homophone Spelling Sentences Real Math Store Game Fluency: Progress Monitor and MAZE || Math Focus Lib. Time Remainder of Assessments (all who usually travel)
 * 2:10-2:55pm || **DeClues AM group**Social Studies/Science || Social Studies/Science **Day 1 **
 * What's my Rule: Living vs. Nonliving things **
 * KWL Chart about plants
 * Pose the question about plants surviving with out their needs being met, students talk about what happens if needs are not being met.
 * Use the book pages (56-57) to discuss plant needs; students will mix-freeze-pair share their findings.
 * Pose the question “Can a plant survive without all their needs being met?”
 * Complete I wonder statements using smart notebook slides on email from constructivist team.
 * Guiding question “Do plants adapt to their surroundings?”
 * Students will discuss if a plant can survive with out their needs are being met, and how we could find this information out.
 * Students will complete teacher made response sheet using book pages 32-34 and 56-57
 * Pass out student plant booklets
 * <span style="font-family: Cambria,serif;">Group students in mixed ability groups.
 * <span style="font-family: Cambria,serif;">Students will be given there scenario in which one basic need is missing.
 * <span style="font-family: Cambria,serif;">No water
 * <span style="font-family: Cambria,serif;">Plants with no light
 * <span style="font-family: Cambria,serif;">Plants with no soil
 * <span style="font-family: Cambria,serif;">Control (light, water, and soil)
 * <span style="font-family: Cambria,serif;">In student booklets students will create a hypothesis related to their plant group.
 * <span style="font-family: Cambria,serif;">Students will then create a bar graph predicting the growth of their plants.
 * <span style="font-family: Cambria,serif;">Students will create a job responsibly chart which details who will take what responsibly during the course of the experiment.
 * <span style="font-family: Cambria,serif;">Over the course of the next 12 lessons students will make at least 4 observations (look in student booklet).
 * <span style="font-family: Cambria,serif;">Recording and graphing growth in the cm, while sketching their plant and recording their observations in written form.