Electives+Weekly+Focus+by+Grade+Level

2nd Grade 3rd Grade 4th 5th || Letter/sound Recognition/cvc blending words counting to 120 starting with any number Long vowels -character development Character development, (Grandfather s Journey, travel, idioms, vocab. development dictionary Skills Setting, character development,inference, Inference/problem solution || 2nd Grade 3rd Grade 4th Grade & 5th Grade || ** Our focus for the week will be vowel sounds (cvc) blending words together ir, er, ur words ** 2nd Grade 3rd Grade 4th Grade & 5th Grade || Our focus is fluency for these students. They should be able to read and decode one syllable short vowel words ie. cat, bug, wish, etc.They should be moving from sounding out the separate syllables to reading the whole word. Some suggestions might be rhyming words and short simple sentences (100 WORD LIST) Continue with vowels (long) Using words with lon vowel e and a and adding i. Subjects in a sentence Steps in a process, Dictionary Skills, Letter Writing...vocab...gift, guard, length, royal, straighten, within....spelling might, life, rode, own,most, tie, find, toast, wipe, flight, bicycle, lie, spoke, ago, thrown Inference, story elements, (migration in 4th grade) Need to know information vs. nice to know.....example in technology signs for events coming up at school, need to know vs. nice to know. Discerning what is necessary and what is nice! || 2nd . . 3rd . . 4th . 5th || Continues to work on words, words in a family, ur, ir, or,er, ar.... How can a graphic organizer help writers plan their writing? Student using a graphic organizer to write How do prefixes (un-, re-) and suffixes (-s, -ed, -est) change the meaning of a word? Why are uppercase/capital letters important in writing? How do capital letters show importance? What are two characteristics of the person you are describing - How do planning frames (graphic organizers, lists, photos, or drawings) help writers as they write a story?Prefixes and Suffixes....How does a graphic organizer assist a writer? How do graphic organizers or planning guides increase the effectiveness of a write How do writers summarize and synthesize information to reflect their ideas on a subject? Could the author have been more specific? Could the author have given more details? Could the author have been more exact? || . . 2nd Grade 3rd Grade .. . . . . . . . . . . . . . 4th Grade 5th Grade || `Please focus on vowel combinations such as the following: You can create words with ou, ow, au, aw, oi, oy, final e, two vowels go walking ai, oa, ea, ay. Also focus on simple sentences which include capitals at the beginning, subject, verb,must make sense, correct ending punctuation. Thank You First Grade Team Fans, celebrated, score. Pitcher, cork, wrap Player, strike, parade, mitt, batter, bases, glove, action, crowd, baseball, mound, season, foul, outfield, record, celebrated, cork, pitcher, score, wrap Who the game of baseball is played, scored, and what the inside of a baseball looks like “Great song to learn would be Take Me Out To The Ball Game” Pre-fix and suffix, compound words It’s all about multiplication and division varies ||  ||   ||   ||   ||   || 3rd Grade 4th Grade 5th Grade || Working on noun/verbs. Write sentences using correct capitalization and punctuation Make Predictions about what happens in a story…..True or False Describe a process and persuade an audience Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes. (CCSS: SL.5.4) Describe a process and persuade an audience Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes. (CCSS: SL.5.4) ||  ||   || Nov ||
 * ~ **Week** ||~ **Grade Level** ||~ **Literacy Focus** ||
 * SEP 6-9 || 1st
 * SEP 12-16 || 1st Grade
 * Long vowel e and a. (Subjects in a sentence) **
 * Vocabulary/dictionary skills and guide words **
 * Story Elements **
 * Main idea – Sequence of Events ** ||
 * SEP 19-23 || 1st Grade
 * SEP 27-30 || 1st
 * OCT 3-7 || 1st Grade
 * Data no recieved**
 * continue with last week's focus**
 * Elective Ideas 3rd Grade**
 * Story of the week**: Time For Kids “Champions of the World”
 * Story summary:** A little league team wins a championship game.
 * Vocabulary:**
 * Spelling words:**
 * Brett it’s all about sports!**
 * Pam:**
 * Skills:**
 * Math**
 * No Data recieved**
 * continue with last week's focus**
 * No Data recieved**
 * continue with last week's focus** ||
 * OCT 10-14 ||  || **3rd Grade Elective Ideas**
 * Review and Unit Test**
 * 1) parts of a Book
 * 2) story elements: character, setting, problem, solution
 * 3) make predictions
 * 4) compound words, prefixes and suffixes (what are the meanings, how does the base word change)
 * 5) statements and questions
 * 6) verbs and subjects
 * Math: Multiplication and division** ||
 * OCT 17-21* end quarter || 1st Grade || Letters and sounds…ar, or ,ur, ir, er. Sight words from the first 100-1000 words….
 * || 2nd grade

November 7-10th || 2nd || 3rd || 4th || 5th || Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. (CCSS: W.1.3) Use pictures or graphic organizers to plan writing || ** CO: Reading, Writing and Communicating (2010) ** **, 2nd Grade , Writing and Composition ** Prepared Graduates:Implement the writing process successfully to plan, revise, and edit written workGLE: 1. Exploring the writing process helps to plan and draft a variety of literary genres c. Organize ideas using pictures, graphic organizers, or story maps d. Write simple, descriptive poems || ** CO: Reading, Writing and Communicating (2010) ** **, 3rd Grade , Writing and Composition ** Prepared Graduates:Implement the writing process successfully to plan, revise, and edit written workGLE: 1. A writing process is used to plan, draft, and write a variety of literary genres a.Write opinion pieces on topics or texts, supporting a point of view with reasons. (CCSS: W.3.1) a-i. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. (CCSS: W.3.1a) a-ii. Provide reasons that support the opinion. (CCSS: W.3.1b) a-v. Brainstorm ideas for writing c. Write descriptive poems using figurative language || ** CO: Reading, Writing and Communicating (2010) ** **, 4th Grade , Writing and Composition ** Prepared Graduates:Implement the writing process successfully to plan, revise, and edit written workGLE: 1. The recursive writing process is used to create a variety of literary genres for an intended audience a. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (CCSS: W.4.1) || ** CO: Reading, Writing and Communicating (2010) ** **, 5th Grade , Reading for All Purposes ** Prepared Graduates:Demonstrate comprehension of a variety of informational, literary, and persuasive textsGLE:1. Literary texts are understood and interpreted using a range of strategies b-ii. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. (CCSS: RL.5.2) || Nov 28 - Dec 15Continuation of Objectives....Different group for each Specials teacher for 3 weeks. http://www.funbrain.com/measure/ || http://www.funbrain.com || http://www.funbrain.com || http://www.funbrain.com ||
 * 1st
 * ** CO: Reading, Writing and Communicating (2010) ** **, 1st Grade , Writing and Composition **
 * || Learning Goal || Lesson Objective || Evidence Of Learning ||
 * 1st Grade || To read with understanding and expression || To practice parts in Musical using speaking voices || Verbal evidence of voice and expression ||
 * 2nd Grade || To understand measurement of l/2, l/4 l inch || To practice and learn how to measure using not only inches but metrics || Success on program of measurement
 * 3rd Grade || Measurement using inches and metrics to l/8 of an inch || To practice and learn how to measure using not only inches but metrics || Success on program of measurement
 * 4th Grade || Measurement using inches and metrics to l/8 of an inch, 1/16th of an inch || To practice and learn how to measure using not only inches but metrics || Success on program of measurement
 * 5th Grade || Measurement using inches and metrics to l/8 of an inch, 1/16th of an inch adding centimeters and millimeters || To practice and learn how to measure using not only inches but metrics || Success on program of measurement

Adding and Subracting (2& 3digit) Fractals/ Number line || increase math understanding/ checking work using the opposite operation. || Success on fractal/computer program Observation of students measuring race card, white boards and teacher observation, application of the operation...making it work. || Adding and Subracting (2& 3digit) Fractals || increase math understanding/ checking work using the opposite operation. || Success on fractal/computer program Observation of students measuring race card, white boards and teacher observation, application of the operation...making it work. || Adding and Subracting (2& 3digit) Fractals Play Parts and Scripts for Presentation || increase math understanding/ checking work using the opposite operation. Audience and performance skills. Props and teamwork. || Success on fractal/computer program Observation of students measuring race card, white boards and teacher observation, application of the operation...making it work. Performance of the Dinosaur Play || Adding and Subracting (2& 3digit) Fractals Mixed numbers Common Denomiators || increase math understanding/ checking work using the opposite operation. || Success on fractal/computer program Observation of students measuring race card, white boards and teacher observation, application of the operation...making it work. || Adding and Subracting (2& 3digit) Fractals Reducing fractions/ || increase math understanding/ checking work using the opposite operation. || Success on fractal/computer program Observation of students measuring race card, white boards and teacher observation, application of the operation...making it work. ||
 * Week of Jan 9-20 || Learning Goal || Lesson Objective || Evidence of Learning ||
 * 1st Grade || Syllables/Spelling words
 * 2nd Grade || Syllables/Spelling words
 * 3rd Grade || Syllables/Spelling words
 * 4th Grade || Syllables/Spelling words
 * 5th Grade || Syllables/Spelling words