• Lesson 1-14-19

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  • Lessson 1-14-19

    Teacher: Cumbaa 3.2 Lesson Plan             Date: Jan 14-18, 2019

    Grade Level: Second Grade Phonic for Reading Lesson 33 Subject: Reading

         Project Read Unit 31

                         Lesson 13: Author’s Purpose

                 

     

    Lesson Elements

    Time

    Description/Teacher’s Role

    Co-Teacher’s Role

    Bellwork & Anticipatory Set

    30 min.

    Teacher is at the door greeting students by name and welcoming them to class.

    Monday- 180 Days of Reading

    Tuesday- 180 Days of Reading

    Wednesday- 180 Days of Reading

    Thursday- 180 Days of Reading

    Friday- Review spelling words and story

    Teacher is walking the room assuring students begin work and assisting with organizational skills to begin lesson.

    Objective (Standards)

    1-3 min.

    RL.2.6- Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

    • I can identity the author’s purpose.  
    • What is the author’s purpose?

         RF.2.3- Know and apply grade level phonics and word analysis skills in decoding words.

    • I can sound out words I do not know.
    • I can read a list of second grade words that cannot be sounded out.
    • How can I use vowel teams to spell long vowel words?

     

    Teacher refers to the objectives and states the goals for the day.

    Co-Teacher adds input when possible and walks the room.

    I do

    Input

    10-15 min.

    Monday- To introduce –cle.

    Tuesday-  To practice -cle.  

    Wednesday- To introduce ending sounds

    Thursday- To introduce ending sounds

    Friday- Test

    Teachers share this role by piggy-backing off of each other. If one teacher is speaking to the class, the other is mobile.

    I do

    Modeling

    3-5 min.

    Monday- TTW discuss the invisible vowel that comes with this blend and practice with Student Practice 31E.

    Tuesday-  TTW review –cle words and practice with Student Practice 31H.

    Wednesday- TCW do sound drills. TTW break down the new words and sentences, look at review words, sight words, and practice challenge words.

    Thursday- TTW do problems 1-2 on their activity 1 and part one on the activity 2.

    Friday- Test

    Co-Teacher adds input when possible and walks the room.

     

    Checking for Understanding

    5-10 min.

    Monday-  Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Tuesday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Wednesday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Thursday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Friday- Test

    Co-Teacher will assist in passing out papers.

    We do

    Guided Practice

    10-15 min.

    Monday- TCW practice on Student Practice 31F.

    Tuesday-  TCW practice with Student Practice 31I.

    Wednesday- TCW do sentences and stories part one  

    Thursday- TCW do practice activity one problem 3 and activity two part 2.

    Friday- Test

    Teacher Center(Ready):

    Monday- (pgs. 202-203) TTW inform students that they will be learning about author’s purpose. TSW read a short passage. After reading TTW ask student what was growing in the garden. TTW show students how to fill out a chart that helps them come up with the author’s purpose by finding out the topic, what the author says about the topic, and why he wrote it. Questions: 1. What is the author trying to explain or describe? 2. Is the author trying to entertain, convince, or teach you?  What does the author tell about the topic?

    Tuesday- (pgs. 204-205,208) TTW read a story.  TTW will help guide students in filling out a chart by finding out the topic, what the author says about the topic, and why he wrote it. TCW complete a short response question. Questions: 1. How did George Crum’s job help him invent that potato chip? 2. How did he invent potato chips? 3. Why did people like potato chips?

    Wednesday- (pgs. 206-207, 209) TTW read a new story and guide students into answering questions about it. TCW complete a short response question. Questions: 1. What kind of food is a banana? 2. Why are bananas healthy? 3. How are bananas eaten?

    Thursday- TTW guide students into answering various question concerning the story and the sequence of the story.

    Friday- test

     

    You do

    Independent Practice

    (homework)

    10-15 min.

    Monday- TSW complete Student Practice 31G.  

    Tuesday- Unit 31 Student Review

    Wednesday- TSW read story two and three on their own.

    Thursday- TSW complete activity 1 and activity 2.

    Friday- Test

    Homework- Spelling, daily practice

    Center one- Lit. Circle stories and activities from book 1 and 2.

    Computer- Monday, Tuesday, Wednesday, Thursday

    Both teachers are mobile in the room to ensure students remain on task, making notes of those who may need additional support in the future.

     

    Closure

    5-10 min.

    Monday- review -cle

    Tuesday-  review -cle

    Wednesday- review words.

    Thursday- review words.

    Friday- Test

    Monitors organization and makes sure everything is put away correctly.

    Teacher: Cumbaa 3.2 Lesson Plan             Date: Jan 14-18, 2019

    Grade Level: Second Grade Phonic for Reading Lesson 33 Subject: Reading

         Project Read Unit 31

                         Lesson 13: Author’s Purpose

                 

     

    Lesson Elements

    Time

    Description/Teacher’s Role

    Co-Teacher’s Role

    Bellwork & Anticipatory Set

    30 min.

    Teacher is at the door greeting students by name and welcoming them to class.

    Monday- 180 Days of Reading

    Tuesday- 180 Days of Reading

    Wednesday- 180 Days of Reading

    Thursday- 180 Days of Reading

    Friday- Review spelling words and story

    Teacher is walking the room assuring students begin work and assisting with organizational skills to begin lesson.

    Objective (Standards)

    1-3 min.

    RL.2.6- Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

    • I can identity the author’s purpose.  
    • What is the author’s purpose?

         RF.2.3- Know and apply grade level phonics and word analysis skills in decoding words.

    • I can sound out words I do not know.
    • I can read a list of second grade words that cannot be sounded out.
    • How can I use vowel teams to spell long vowel words?

     

    Teacher refers to the objectives and states the goals for the day.

    Co-Teacher adds input when possible and walks the room.

    I do

    Input

    10-15 min.

    Monday- To introduce –cle.

    Tuesday-  To practice -cle.  

    Wednesday- To introduce ending sounds

    Thursday- To introduce ending sounds

    Friday- Test

    Teachers share this role by piggy-backing off of each other. If one teacher is speaking to the class, the other is mobile.

    I do

    Modeling

    3-5 min.

    Monday- TTW discuss the invisible vowel that comes with this blend and practice with Student Practice 31E.

    Tuesday-  TTW review –cle words and practice with Student Practice 31H.

    Wednesday- TCW do sound drills. TTW break down the new words and sentences, look at review words, sight words, and practice challenge words.

    Thursday- TTW do problems 1-2 on their activity 1 and part one on the activity 2.

    Friday- Test

    Co-Teacher adds input when possible and walks the room.

     

    Checking for Understanding

    5-10 min.

    Monday-  Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Tuesday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Wednesday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Thursday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Friday- Test

    Co-Teacher will assist in passing out papers.

    We do

    Guided Practice

    10-15 min.

    Monday- TCW practice on Student Practice 31F.

    Tuesday-  TCW practice with Student Practice 31I.

    Wednesday- TCW do sentences and stories part one  

    Thursday- TCW do practice activity one problem 3 and activity two part 2.

    Friday- Test

    Teacher Center(Ready):

    Monday- (pgs. 202-203) TTW inform students that they will be learning about author’s purpose. TSW read a short passage. After reading TTW ask student what was growing in the garden. TTW show students how to fill out a chart that helps them come up with the author’s purpose by finding out the topic, what the author says about the topic, and why he wrote it. Questions: 1. What is the author trying to explain or describe? 2. Is the author trying to entertain, convince, or teach you?  What does the author tell about the topic?

    Tuesday- (pgs. 204-205,208) TTW read a story.  TTW will help guide students in filling out a chart by finding out the topic, what the author says about the topic, and why he wrote it. TCW complete a short response question. Questions: 1. How did George Crum’s job help him invent that potato chip? 2. How did he invent potato chips? 3. Why did people like potato chips?

    Wednesday- (pgs. 206-207, 209) TTW read a new story and guide students into answering questions about it. TCW complete a short response question. Questions: 1. What kind of food is a banana? 2. Why are bananas healthy? 3. How are bananas eaten?

    Thursday- TTW guide students into answering various question concerning the story and the sequence of the story.

    Friday- test

     

    You do

    Independent Practice

    (homework)

    10-15 min.

    Monday- TSW complete Student Practice 31G.  

    Tuesday- Unit 31 Student Review

    Wednesday- TSW read story two and three on their own.

    Thursday- TSW complete activity 1 and activity 2.

    Friday- Test

    Homework- Spelling, daily practice

    Center one- Lit. Circle stories and activities from book 1 and 2.

    Computer- Monday, Tuesday, Wednesday, Thursday

    Both teachers are mobile in the room to ensure students remain on task, making notes of those who may need additional support in the future.

     

    Closure

    5-10 min.

    Monday- review -cle

    Tuesday-  review -cle

    Wednesday- review words.

    Thursday- review words.

    Friday- Test

    Monitors organization and makes sure everything is put away correctly.

    Teacher: Cumbaa 3.2 Lesson Plan             Date: Jan 14-18, 2019

    Grade Level: Second Grade Phonic for Reading Lesson 33 Subject: Reading

         Project Read Unit 31

                         Lesson 13: Author’s Purpose

                 

     

    Lesson Elements

    Time

    Description/Teacher’s Role

    Co-Teacher’s Role

    Bellwork & Anticipatory Set

    30 min.

    Teacher is at the door greeting students by name and welcoming them to class.

    Monday- 180 Days of Reading

    Tuesday- 180 Days of Reading

    Wednesday- 180 Days of Reading

    Thursday- 180 Days of Reading

    Friday- Review spelling words and story

    Teacher is walking the room assuring students begin work and assisting with organizational skills to begin lesson.

    Objective (Standards)

    1-3 min.

    RL.2.6- Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

    • I can identity the author’s purpose.  
    • What is the author’s purpose?

         RF.2.3- Know and apply grade level phonics and word analysis skills in decoding words.

    • I can sound out words I do not know.
    • I can read a list of second grade words that cannot be sounded out.
    • How can I use vowel teams to spell long vowel words?

     

    Teacher refers to the objectives and states the goals for the day.

    Co-Teacher adds input when possible and walks the room.

    I do

    Input

    10-15 min.

    Monday- To introduce –cle.

    Tuesday-  To practice -cle.  

    Wednesday- To introduce ending sounds

    Thursday- To introduce ending sounds

    Friday- Test

    Teachers share this role by piggy-backing off of each other. If one teacher is speaking to the class, the other is mobile.

    I do

    Modeling

    3-5 min.

    Monday- TTW discuss the invisible vowel that comes with this blend and practice with Student Practice 31E.

    Tuesday-  TTW review –cle words and practice with Student Practice 31H.

    Wednesday- TCW do sound drills. TTW break down the new words and sentences, look at review words, sight words, and practice challenge words.

    Thursday- TTW do problems 1-2 on their activity 1 and part one on the activity 2.

    Friday- Test

    Co-Teacher adds input when possible and walks the room.

     

    Checking for Understanding

    5-10 min.

    Monday-  Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Tuesday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Wednesday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Thursday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Friday- Test

    Co-Teacher will assist in passing out papers.

    We do

    Guided Practice

    10-15 min.

    Monday- TCW practice on Student Practice 31F.

    Tuesday-  TCW practice with Student Practice 31I.

    Wednesday- TCW do sentences and stories part one  

    Thursday- TCW do practice activity one problem 3 and activity two part 2.

    Friday- Test

    Teacher Center(Ready):

    Monday- (pgs. 202-203) TTW inform students that they will be learning about author’s purpose. TSW read a short passage. After reading TTW ask student what was growing in the garden. TTW show students how to fill out a chart that helps them come up with the author’s purpose by finding out the topic, what the author says about the topic, and why he wrote it. Questions: 1. What is the author trying to explain or describe? 2. Is the author trying to entertain, convince, or teach you?  What does the author tell about the topic?

    Tuesday- (pgs. 204-205,208) TTW read a story.  TTW will help guide students in filling out a chart by finding out the topic, what the author says about the topic, and why he wrote it. TCW complete a short response question. Questions: 1. How did George Crum’s job help him invent that potato chip? 2. How did he invent potato chips? 3. Why did people like potato chips?

    Wednesday- (pgs. 206-207, 209) TTW read a new story and guide students into answering questions about it. TCW complete a short response question. Questions: 1. What kind of food is a banana? 2. Why are bananas healthy? 3. How are bananas eaten?

    Thursday- TTW guide students into answering various question concerning the story and the sequence of the story.

    Friday- test

     

    You do

    Independent Practice

    (homework)

    10-15 min.

    Monday- TSW complete Student Practice 31G.  

    Tuesday- Unit 31 Student Review

    Wednesday- TSW read story two and three on their own.

    Thursday- TSW complete activity 1 and activity 2.

    Friday- Test

    Homework- Spelling, daily practice

    Center one- Lit. Circle stories and activities from book 1 and 2.

    Computer- Monday, Tuesday, Wednesday, Thursday

    Both teachers are mobile in the room to ensure students remain on task, making notes of those who may need additional support in the future.

     

    Closure

    5-10 min.

    Monday- review -cle

    Tuesday-  review -cle

    Wednesday- review words.

    Thursday- review words.

    Friday- Test

    Monitors organization and makes sure everything is put away correctly.

    Teacher: Cumbaa 3.2 Lesson Plan             Date: Jan 14-18, 2019

    Grade Level: Second Grade Phonic for Reading Lesson 33 Subject: Reading

         Project Read Unit 31

                         Lesson 13: Author’s Purpose

                 

     

    Lesson Elements

    Time

    Description/Teacher’s Role

    Co-Teacher’s Role

    Bellwork & Anticipatory Set

    30 min.

    Teacher is at the door greeting students by name and welcoming them to class.

    Monday- 180 Days of Reading

    Tuesday- 180 Days of Reading

    Wednesday- 180 Days of Reading

    Thursday- 180 Days of Reading

    Friday- Review spelling words and story

    Teacher is walking the room assuring students begin work and assisting with organizational skills to begin lesson.

    Objective (Standards)

    1-3 min.

    RL.2.6- Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

    • I can identity the author’s purpose.  
    • What is the author’s purpose?

         RF.2.3- Know and apply grade level phonics and word analysis skills in decoding words.

    • I can sound out words I do not know.
    • I can read a list of second grade words that cannot be sounded out.
    • How can I use vowel teams to spell long vowel words?

     

    Teacher refers to the objectives and states the goals for the day.

    Co-Teacher adds input when possible and walks the room.

    I do

    Input

    10-15 min.

    Monday- To introduce –cle.

    Tuesday-  To practice -cle.  

    Wednesday- To introduce ending sounds

    Thursday- To introduce ending sounds

    Friday- Test

    Teachers share this role by piggy-backing off of each other. If one teacher is speaking to the class, the other is mobile.

    I do

    Modeling

    3-5 min.

    Monday- TTW discuss the invisible vowel that comes with this blend and practice with Student Practice 31E.

    Tuesday-  TTW review –cle words and practice with Student Practice 31H.

    Wednesday- TCW do sound drills. TTW break down the new words and sentences, look at review words, sight words, and practice challenge words.

    Thursday- TTW do problems 1-2 on their activity 1 and part one on the activity 2.

    Friday- Test

    Co-Teacher adds input when possible and walks the room.

     

    Checking for Understanding

    5-10 min.

    Monday-  Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Tuesday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Wednesday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Thursday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Friday- Test

    Co-Teacher will assist in passing out papers.

    We do

    Guided Practice

    10-15 min.

    Monday- TCW practice on Student Practice 31F.

    Tuesday-  TCW practice with Student Practice 31I.

    Wednesday- TCW do sentences and stories part one  

    Thursday- TCW do practice activity one problem 3 and activity two part 2.

    Friday- Test

    Teacher Center(Ready):

    Monday- (pgs. 202-203) TTW inform students that they will be learning about author’s purpose. TSW read a short passage. After reading TTW ask student what was growing in the garden. TTW show students how to fill out a chart that helps them come up with the author’s purpose by finding out the topic, what the author says about the topic, and why he wrote it. Questions: 1. What is the author trying to explain or describe? 2. Is the author trying to entertain, convince, or teach you?  What does the author tell about the topic?

    Tuesday- (pgs. 204-205,208) TTW read a story.  TTW will help guide students in filling out a chart by finding out the topic, what the author says about the topic, and why he wrote it. TCW complete a short response question. Questions: 1. How did George Crum’s job help him invent that potato chip? 2. How did he invent potato chips? 3. Why did people like potato chips?

    Wednesday- (pgs. 206-207, 209) TTW read a new story and guide students into answering questions about it. TCW complete a short response question. Questions: 1. What kind of food is a banana? 2. Why are bananas healthy? 3. How are bananas eaten?

    Thursday- TTW guide students into answering various question concerning the story and the sequence of the story.

    Friday- test

     

    You do

    Independent Practice

    (homework)

    10-15 min.

    Monday- TSW complete Student Practice 31G.  

    Tuesday- Unit 31 Student Review

    Wednesday- TSW read story two and three on their own.

    Thursday- TSW complete activity 1 and activity 2.

    Friday- Test

    Homework- Spelling, daily practice

    Center one- Lit. Circle stories and activities from book 1 and 2.

    Computer- Monday, Tuesday, Wednesday, Thursday

    Both teachers are mobile in the room to ensure students remain on task, making notes of those who may need additional support in the future.

     

    Closure

    5-10 min.

    Monday- review -cle

    Tuesday-  review -cle

    Wednesday- review words.

    Thursday- review words.

    Friday- Test

    Monitors organization and makes sure everything is put away correctly.

    Teacher: Cumbaa 3.2 Lesson Plan             Date: Jan 14-18, 2019

    Grade Level: Second Grade Phonic for Reading Lesson 33 Subject: Reading

         Project Read Unit 31

                         Lesson 13: Author’s Purpose

                 

     

    Lesson Elements

    Time

    Description/Teacher’s Role

    Co-Teacher’s Role

    Bellwork & Anticipatory Set

    30 min.

    Teacher is at the door greeting students by name and welcoming them to class.

    Monday- 180 Days of Reading

    Tuesday- 180 Days of Reading

    Wednesday- 180 Days of Reading

    Thursday- 180 Days of Reading

    Friday- Review spelling words and story

    Teacher is walking the room assuring students begin work and assisting with organizational skills to begin lesson.

    Objective (Standards)

    1-3 min.

    RL.2.6- Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

    • I can identity the author’s purpose.  
    • What is the author’s purpose?

         RF.2.3- Know and apply grade level phonics and word analysis skills in decoding words.

    • I can sound out words I do not know.
    • I can read a list of second grade words that cannot be sounded out.
    • How can I use vowel teams to spell long vowel words?

     

    Teacher refers to the objectives and states the goals for the day.

    Co-Teacher adds input when possible and walks the room.

    I do

    Input

    10-15 min.

    Monday- To introduce –cle.

    Tuesday-  To practice -cle.  

    Wednesday- To introduce ending sounds

    Thursday- To introduce ending sounds

    Friday- Test

    Teachers share this role by piggy-backing off of each other. If one teacher is speaking to the class, the other is mobile.

    I do

    Modeling

    3-5 min.

    Monday- TTW discuss the invisible vowel that comes with this blend and practice with Student Practice 31E.

    Tuesday-  TTW review –cle words and practice with Student Practice 31H.

    Wednesday- TCW do sound drills. TTW break down the new words and sentences, look at review words, sight words, and practice challenge words.

    Thursday- TTW do problems 1-2 on their activity 1 and part one on the activity 2.

    Friday- Test

    Co-Teacher adds input when possible and walks the room.

     

    Checking for Understanding

    5-10 min.

    Monday-  Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Tuesday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Wednesday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Thursday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Friday- Test

    Co-Teacher will assist in passing out papers.

    We do

    Guided Practice

    10-15 min.

    Monday- TCW practice on Student Practice 31F.

    Tuesday-  TCW practice with Student Practice 31I.

    Wednesday- TCW do sentences and stories part one  

    Thursday- TCW do practice activity one problem 3 and activity two part 2.

    Friday- Test

    Teacher Center(Ready):

    Monday- (pgs. 202-203) TTW inform students that they will be learning about author’s purpose. TSW read a short passage. After reading TTW ask student what was growing in the garden. TTW show students how to fill out a chart that helps them come up with the author’s purpose by finding out the topic, what the author says about the topic, and why he wrote it. Questions: 1. What is the author trying to explain or describe? 2. Is the author trying to entertain, convince, or teach you?  What does the author tell about the topic?

    Tuesday- (pgs. 204-205,208) TTW read a story.  TTW will help guide students in filling out a chart by finding out the topic, what the author says about the topic, and why he wrote it. TCW complete a short response question. Questions: 1. How did George Crum’s job help him invent that potato chip? 2. How did he invent potato chips? 3. Why did people like potato chips?

    Wednesday- (pgs. 206-207, 209) TTW read a new story and guide students into answering questions about it. TCW complete a short response question. Questions: 1. What kind of food is a banana? 2. Why are bananas healthy? 3. How are bananas eaten?

    Thursday- TTW guide students into answering various question concerning the story and the sequence of the story.

    Friday- test

     

    You do

    Independent Practice

    (homework)

    10-15 min.

    Monday- TSW complete Student Practice 31G.  

    Tuesday- Unit 31 Student Review

    Wednesday- TSW read story two and three on their own.

    Thursday- TSW complete activity 1 and activity 2.

    Friday- Test

    Homework- Spelling, daily practice

    Center one- Lit. Circle stories and activities from book 1 and 2.

    Computer- Monday, Tuesday, Wednesday, Thursday

    Both teachers are mobile in the room to ensure students remain on task, making notes of those who may need additional support in the future.

     

    Closure

    5-10 min.

    Monday- review -cle

    Tuesday-  review -cle

    Wednesday- review words.

    Thursday- review words.

    Friday- Test

    Monitors organization and makes sure everything is put away correctly.

    Teacher: Cumbaa 3.2 Lesson Plan             Date: Jan 14-18, 2019

    Grade Level: Second Grade Phonic for Reading Lesson 33 Subject: Reading

         Project Read Unit 31

                         Lesson 13: Author’s Purpose

                 

     

    Lesson Elements

    Time

    Description/Teacher’s Role

    Co-Teacher’s Role

    Bellwork & Anticipatory Set

    30 min.

    Teacher is at the door greeting students by name and welcoming them to class.

    Monday- 180 Days of Reading

    Tuesday- 180 Days of Reading

    Wednesday- 180 Days of Reading

    Thursday- 180 Days of Reading

    Friday- Review spelling words and story

    Teacher is walking the room assuring students begin work and assisting with organizational skills to begin lesson.

    Objective (Standards)

    1-3 min.

    RL.2.6- Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

    • I can identity the author’s purpose.  
    • What is the author’s purpose?

         RF.2.3- Know and apply grade level phonics and word analysis skills in decoding words.

    • I can sound out words I do not know.
    • I can read a list of second grade words that cannot be sounded out.
    • How can I use vowel teams to spell long vowel words?

     

    Teacher refers to the objectives and states the goals for the day.

    Co-Teacher adds input when possible and walks the room.

    I do

    Input

    10-15 min.

    Monday- To introduce –cle.

    Tuesday-  To practice -cle.  

    Wednesday- To introduce ending sounds

    Thursday- To introduce ending sounds

    Friday- Test

    Teachers share this role by piggy-backing off of each other. If one teacher is speaking to the class, the other is mobile.

    I do

    Modeling

    3-5 min.

    Monday- TTW discuss the invisible vowel that comes with this blend and practice with Student Practice 31E.

    Tuesday-  TTW review –cle words and practice with Student Practice 31H.

    Wednesday- TCW do sound drills. TTW break down the new words and sentences, look at review words, sight words, and practice challenge words.

    Thursday- TTW do problems 1-2 on their activity 1 and part one on the activity 2.

    Friday- Test

    Co-Teacher adds input when possible and walks the room.

     

    Checking for Understanding

    5-10 min.

    Monday-  Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Tuesday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Wednesday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Thursday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Friday- Test

    Co-Teacher will assist in passing out papers.

    We do

    Guided Practice

    10-15 min.

    Monday- TCW practice on Student Practice 31F.

    Tuesday-  TCW practice with Student Practice 31I.

    Wednesday- TCW do sentences and stories part one  

    Thursday- TCW do practice activity one problem 3 and activity two part 2.

    Friday- Test

    Teacher Center(Ready):

    Monday- (pgs. 202-203) TTW inform students that they will be learning about author’s purpose. TSW read a short passage. After reading TTW ask student what was growing in the garden. TTW show students how to fill out a chart that helps them come up with the author’s purpose by finding out the topic, what the author says about the topic, and why he wrote it. Questions: 1. What is the author trying to explain or describe? 2. Is the author trying to entertain, convince, or teach you?  What does the author tell about the topic?

    Tuesday- (pgs. 204-205,208) TTW read a story.  TTW will help guide students in filling out a chart by finding out the topic, what the author says about the topic, and why he wrote it. TCW complete a short response question. Questions: 1. How did George Crum’s job help him invent that potato chip? 2. How did he invent potato chips? 3. Why did people like potato chips?

    Wednesday- (pgs. 206-207, 209) TTW read a new story and guide students into answering questions about it. TCW complete a short response question. Questions: 1. What kind of food is a banana? 2. Why are bananas healthy? 3. How are bananas eaten?

    Thursday- TTW guide students into answering various question concerning the story and the sequence of the story.

    Friday- test

     

    You do

    Independent Practice

    (homework)

    10-15 min.

    Monday- TSW complete Student Practice 31G.  

    Tuesday- Unit 31 Student Review

    Wednesday- TSW read story two and three on their own.

    Thursday- TSW complete activity 1 and activity 2.

    Friday- Test

    Homework- Spelling, daily practice

    Center one- Lit. Circle stories and activities from book 1 and 2.

    Computer- Monday, Tuesday, Wednesday, Thursday

    Both teachers are mobile in the room to ensure students remain on task, making notes of those who may need additional support in the future.

     

    Closure

    5-10 min.

    Monday- review -cle

    Tuesday-  review -cle

    Wednesday- review words.

    Thursday- review words.

    Friday- Test

    Monitors organization and makes sure everything is put away correctly.

    Teacher: Cumbaa 3.2 Lesson Plan             Date: Jan 14-18, 2019

    Grade Level: Second Grade Phonic for Reading Lesson 33 Subject: Reading

         Project Read Unit 31

                         Lesson 13: Author’s Purpose

                 

     

    Lesson Elements

    Time

    Description/Teacher’s Role

    Co-Teacher’s Role

    Bellwork & Anticipatory Set

    30 min.

    Teacher is at the door greeting students by name and welcoming them to class.

    Monday- 180 Days of Reading

    Tuesday- 180 Days of Reading

    Wednesday- 180 Days of Reading

    Thursday- 180 Days of Reading

    Friday- Review spelling words and story

    Teacher is walking the room assuring students begin work and assisting with organizational skills to begin lesson.

    Objective (Standards)

    1-3 min.

    RL.2.6- Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

    • I can identity the author’s purpose.  
    • What is the author’s purpose?

         RF.2.3- Know and apply grade level phonics and word analysis skills in decoding words.

    • I can sound out words I do not know.
    • I can read a list of second grade words that cannot be sounded out.
    • How can I use vowel teams to spell long vowel words?

     

    Teacher refers to the objectives and states the goals for the day.

    Co-Teacher adds input when possible and walks the room.

    I do

    Input

    10-15 min.

    Monday- To introduce –cle.

    Tuesday-  To practice -cle.  

    Wednesday- To introduce ending sounds

    Thursday- To introduce ending sounds

    Friday- Test

    Teachers share this role by piggy-backing off of each other. If one teacher is speaking to the class, the other is mobile.

    I do

    Modeling

    3-5 min.

    Monday- TTW discuss the invisible vowel that comes with this blend and practice with Student Practice 31E.

    Tuesday-  TTW review –cle words and practice with Student Practice 31H.

    Wednesday- TCW do sound drills. TTW break down the new words and sentences, look at review words, sight words, and practice challenge words.

    Thursday- TTW do problems 1-2 on their activity 1 and part one on the activity 2.

    Friday- Test

    Co-Teacher adds input when possible and walks the room.

     

    Checking for Understanding

    5-10 min.

    Monday-  Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Tuesday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Wednesday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Thursday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Friday- Test

    Co-Teacher will assist in passing out papers.

    We do

    Guided Practice

    10-15 min.

    Monday- TCW practice on Student Practice 31F.

    Tuesday-  TCW practice with Student Practice 31I.

    Wednesday- TCW do sentences and stories part one  

    Thursday- TCW do practice activity one problem 3 and activity two part 2.

    Friday- Test

    Teacher Center(Ready):

    Monday- (pgs. 202-203) TTW inform students that they will be learning about author’s purpose. TSW read a short passage. After reading TTW ask student what was growing in the garden. TTW show students how to fill out a chart that helps them come up with the author’s purpose by finding out the topic, what the author says about the topic, and why he wrote it. Questions: 1. What is the author trying to explain or describe? 2. Is the author trying to entertain, convince, or teach you?  What does the author tell about the topic?

    Tuesday- (pgs. 204-205,208) TTW read a story.  TTW will help guide students in filling out a chart by finding out the topic, what the author says about the topic, and why he wrote it. TCW complete a short response question. Questions: 1. How did George Crum’s job help him invent that potato chip? 2. How did he invent potato chips? 3. Why did people like potato chips?

    Wednesday- (pgs. 206-207, 209) TTW read a new story and guide students into answering questions about it. TCW complete a short response question. Questions: 1. What kind of food is a banana? 2. Why are bananas healthy? 3. How are bananas eaten?

    Thursday- TTW guide students into answering various question concerning the story and the sequence of the story.

    Friday- test

     

    You do

    Independent Practice

    (homework)

    10-15 min.

    Monday- TSW complete Student Practice 31G.  

    Tuesday- Unit 31 Student Review

    Wednesday- TSW read story two and three on their own.

    Thursday- TSW complete activity 1 and activity 2.

    Friday- Test

    Homework- Spelling, daily practice

    Center one- Lit. Circle stories and activities from book 1 and 2.

    Computer- Monday, Tuesday, Wednesday, Thursday

    Both teachers are mobile in the room to ensure students remain on task, making notes of those who may need additional support in the future.

     

    Closure

    5-10 min.

    Monday- review -cle

    Tuesday-  review -cle

    Wednesday- review words.

    Thursday- review words.

    Friday- Test

    Monitors organization and makes sure everything is put away correctly.

    Teacher: Cumbaa 3.2 Lesson Plan             Date: Jan 14-18, 2019

    Grade Level: Second Grade Phonic for Reading Lesson 33 Subject: Reading

         Project Read Unit 31

                         Lesson 13: Author’s Purpose

                 

     

    Lesson Elements

    Time

    Description/Teacher’s Role

    Co-Teacher’s Role

    Bellwork & Anticipatory Set

    30 min.

    Teacher is at the door greeting students by name and welcoming them to class.

    Monday- 180 Days of Reading

    Tuesday- 180 Days of Reading

    Wednesday- 180 Days of Reading

    Thursday- 180 Days of Reading

    Friday- Review spelling words and story

    Teacher is walking the room assuring students begin work and assisting with organizational skills to begin lesson.

    Objective (Standards)

    1-3 min.

    RL.2.6- Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

    • I can identity the author’s purpose.  
    • What is the author’s purpose?

         RF.2.3- Know and apply grade level phonics and word analysis skills in decoding words.

    • I can sound out words I do not know.
    • I can read a list of second grade words that cannot be sounded out.
    • How can I use vowel teams to spell long vowel words?

     

    Teacher refers to the objectives and states the goals for the day.

    Co-Teacher adds input when possible and walks the room.

    I do

    Input

    10-15 min.

    Monday- To introduce –cle.

    Tuesday-  To practice -cle.  

    Wednesday- To introduce ending sounds

    Thursday- To introduce ending sounds

    Friday- Test

    Teachers share this role by piggy-backing off of each other. If one teacher is speaking to the class, the other is mobile.

    I do

    Modeling

    3-5 min.

    Monday- TTW discuss the invisible vowel that comes with this blend and practice with Student Practice 31E.

    Tuesday-  TTW review –cle words and practice with Student Practice 31H.

    Wednesday- TCW do sound drills. TTW break down the new words and sentences, look at review words, sight words, and practice challenge words.

    Thursday- TTW do problems 1-2 on their activity 1 and part one on the activity 2.

    Friday- Test

    Co-Teacher adds input when possible and walks the room.

     

    Checking for Understanding

    5-10 min.

    Monday-  Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Tuesday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Wednesday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Thursday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Friday- Test

    Co-Teacher will assist in passing out papers.

    We do

    Guided Practice

    10-15 min.

    Monday- TCW practice on Student Practice 31F.

    Tuesday-  TCW practice with Student Practice 31I.

    Wednesday- TCW do sentences and stories part one  

    Thursday- TCW do practice activity one problem 3 and activity two part 2.

    Friday- Test

    Teacher Center(Ready):

    Monday- (pgs. 202-203) TTW inform students that they will be learning about author’s purpose. TSW read a short passage. After reading TTW ask student what was growing in the garden. TTW show students how to fill out a chart that helps them come up with the author’s purpose by finding out the topic, what the author says about the topic, and why he wrote it. Questions: 1. What is the author trying to explain or describe? 2. Is the author trying to entertain, convince, or teach you?  What does the author tell about the topic?

    Tuesday- (pgs. 204-205,208) TTW read a story.  TTW will help guide students in filling out a chart by finding out the topic, what the author says about the topic, and why he wrote it. TCW complete a short response question. Questions: 1. How did George Crum’s job help him invent that potato chip? 2. How did he invent potato chips? 3. Why did people like potato chips?

    Wednesday- (pgs. 206-207, 209) TTW read a new story and guide students into answering questions about it. TCW complete a short response question. Questions: 1. What kind of food is a banana? 2. Why are bananas healthy? 3. How are bananas eaten?

    Thursday- TTW guide students into answering various question concerning the story and the sequence of the story.

    Friday- test

     

    You do

    Independent Practice

    (homework)

    10-15 min.

    Monday- TSW complete Student Practice 31G.  

    Tuesday- Unit 31 Student Review

    Wednesday- TSW read story two and three on their own.

    Thursday- TSW complete activity 1 and activity 2.

    Friday- Test

    Homework- Spelling, daily practice

    Center one- Lit. Circle stories and activities from book 1 and 2.

    Computer- Monday, Tuesday, Wednesday, Thursday

    Both teachers are mobile in the room to ensure students remain on task, making notes of those who may need additional support in the future.

     

    Closure

    5-10 min.

    Monday- review -cle

    Tuesday-  review -cle

    Wednesday- review words.

    Thursday- review words.

    Friday- Test

    Monitors organization and makes sure everything is put away correctly.

    Teacher: Cumbaa 3.2 Lesson Plan             Date: Jan 14-18, 2019

    Grade Level: Second Grade Phonic for Reading Lesson 33 Subject: Reading

         Project Read Unit 31

                         Lesson 13: Author’s Purpose

                 

     

    Lesson Elements

    Time

    Description/Teacher’s Role

    Co-Teacher’s Role

    Bellwork & Anticipatory Set

    30 min.

    Teacher is at the door greeting students by name and welcoming them to class.

    Monday- 180 Days of Reading

    Tuesday- 180 Days of Reading

    Wednesday- 180 Days of Reading

    Thursday- 180 Days of Reading

    Friday- Review spelling words and story

    Teacher is walking the room assuring students begin work and assisting with organizational skills to begin lesson.

    Objective (Standards)

    1-3 min.

    RL.2.6- Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

    • I can identity the author’s purpose.  
    • What is the author’s purpose?

         RF.2.3- Know and apply grade level phonics and word analysis skills in decoding words.

    • I can sound out words I do not know.
    • I can read a list of second grade words that cannot be sounded out.
    • How can I use vowel teams to spell long vowel words?

     

    Teacher refers to the objectives and states the goals for the day.

    Co-Teacher adds input when possible and walks the room.

    I do

    Input

    10-15 min.

    Monday- To introduce –cle.

    Tuesday-  To practice -cle.  

    Wednesday- To introduce ending sounds

    Thursday- To introduce ending sounds

    Friday- Test

    Teachers share this role by piggy-backing off of each other. If one teacher is speaking to the class, the other is mobile.

    I do

    Modeling

    3-5 min.

    Monday- TTW discuss the invisible vowel that comes with this blend and practice with Student Practice 31E.

    Tuesday-  TTW review –cle words and practice with Student Practice 31H.

    Wednesday- TCW do sound drills. TTW break down the new words and sentences, look at review words, sight words, and practice challenge words.

    Thursday- TTW do problems 1-2 on their activity 1 and part one on the activity 2.

    Friday- Test

    Co-Teacher adds input when possible and walks the room.

     

    Checking for Understanding

    5-10 min.

    Monday-  Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Tuesday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Wednesday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Thursday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Friday- Test

    Co-Teacher will assist in passing out papers.

    We do

    Guided Practice

    10-15 min.

    Monday- TCW practice on Student Practice 31F.

    Tuesday-  TCW practice with Student Practice 31I.

    Wednesday- TCW do sentences and stories part one  

    Thursday- TCW do practice activity one problem 3 and activity two part 2.

    Friday- Test

    Teacher Center(Ready):

    Monday- (pgs. 202-203) TTW inform students that they will be learning about author’s purpose. TSW read a short passage. After reading TTW ask student what was growing in the garden. TTW show students how to fill out a chart that helps them come up with the author’s purpose by finding out the topic, what the author says about the topic, and why he wrote it. Questions: 1. What is the author trying to explain or describe? 2. Is the author trying to entertain, convince, or teach you?  What does the author tell about the topic?

    Tuesday- (pgs. 204-205,208) TTW read a story.  TTW will help guide students in filling out a chart by finding out the topic, what the author says about the topic, and why he wrote it. TCW complete a short response question. Questions: 1. How did George Crum’s job help him invent that potato chip? 2. How did he invent potato chips? 3. Why did people like potato chips?

    Wednesday- (pgs. 206-207, 209) TTW read a new story and guide students into answering questions about it. TCW complete a short response question. Questions: 1. What kind of food is a banana? 2. Why are bananas healthy? 3. How are bananas eaten?

    Thursday- TTW guide students into answering various question concerning the story and the sequence of the story.

    Friday- test

     

    You do

    Independent Practice

    (homework)

    10-15 min.

    Monday- TSW complete Student Practice 31G.  

    Tuesday- Unit 31 Student Review

    Wednesday- TSW read story two and three on their own.

    Thursday- TSW complete activity 1 and activity 2.

    Friday- Test

    Homework- Spelling, daily practice

    Center one- Lit. Circle stories and activities from book 1 and 2.

    Computer- Monday, Tuesday, Wednesday, Thursday

    Both teachers are mobile in the room to ensure students remain on task, making notes of those who may need additional support in the future.

     

    Closure

    5-10 min.

    Monday- review -cle

    Tuesday-  review -cle

    Wednesday- review words.

    Thursday- review words.

    Friday- Test

    Monitors organization and makes sure everything is put away correctly.

    Teacher: Cumbaa 3.2 Lesson Plan             Date: Jan 14-18, 2019

    Grade Level: Second Grade Phonic for Reading Lesson 33 Subject: Reading

         Project Read Unit 31

                         Lesson 13: Author’s Purpose

                 

     

    Lesson Elements

    Time

    Description/Teacher’s Role

    Co-Teacher’s Role

    Bellwork & Anticipatory Set

    30 min.

    Teacher is at the door greeting students by name and welcoming them to class.

    Monday- 180 Days of Reading

    Tuesday- 180 Days of Reading

    Wednesday- 180 Days of Reading

    Thursday- 180 Days of Reading

    Friday- Review spelling words and story

    Teacher is walking the room assuring students begin work and assisting with organizational skills to begin lesson.

    Objective (Standards)

    1-3 min.

    RL.2.6- Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

    • I can identity the author’s purpose.  
    • What is the author’s purpose?

         RF.2.3- Know and apply grade level phonics and word analysis skills in decoding words.

    • I can sound out words I do not know.
    • I can read a list of second grade words that cannot be sounded out.
    • How can I use vowel teams to spell long vowel words?

     

    Teacher refers to the objectives and states the goals for the day.

    Co-Teacher adds input when possible and walks the room.

    I do

    Input

    10-15 min.

    Monday- To introduce –cle.

    Tuesday-  To practice -cle.  

    Wednesday- To introduce ending sounds

    Thursday- To introduce ending sounds

    Friday- Test

    Teachers share this role by piggy-backing off of each other. If one teacher is speaking to the class, the other is mobile.

    I do

    Modeling

    3-5 min.

    Monday- TTW discuss the invisible vowel that comes with this blend and practice with Student Practice 31E.

    Tuesday-  TTW review –cle words and practice with Student Practice 31H.

    Wednesday- TCW do sound drills. TTW break down the new words and sentences, look at review words, sight words, and practice challenge words.

    Thursday- TTW do problems 1-2 on their activity 1 and part one on the activity 2.

    Friday- Test

    Co-Teacher adds input when possible and walks the room.

     

    Checking for Understanding

    5-10 min.

    Monday-  Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Tuesday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Wednesday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Thursday- Using a variety of questioning strategies. Checking students workbooks throughout the lessons.

    Friday- Test

    Co-Teacher will assist in passing out papers.

    We do

    Guided Practice

    10-15 min.

    Monday- TCW practice on Student Practice 31F.

    Tuesday-  TCW practice with Student Practice 31I.

    Wednesday- TCW do sentences and stories part one  

    Thursday- TCW do practice activity one problem 3 and activity two part 2.

    Friday- Test

    Teacher Center(Ready):

    Monday- (pgs. 202-203) TTW inform students that they will be learning about author’s purpose. TSW read a short passage. After reading TTW ask student what was growing in the garden. TTW show students how to fill out a chart that helps them come up with the author’s purpose by finding out the topic, what the author says about the topic, and why he wrote it. Questions: 1. What is the author trying to explain or describe? 2. Is the author trying to entertain, convince, or teach you?  What does the author tell about the topic?

    Tuesday- (pgs. 204-205,208) TTW read a story.  TTW will help guide students in filling out a chart by finding out the topic, what the author says about the topic, and why he wrote it. TCW complete a short response question. Questions: 1. How did George Crum’s job help him invent that potato chip? 2. How did he invent potato chips? 3. Why did people like potato chips?

    Wednesday- (pgs. 206-207, 209) TTW read a new story and guide students into answering questions about it. TCW complete a short response question. Questions: 1. What kind of food is a banana? 2. Why are bananas healthy? 3. How are bananas eaten?

    Thursday- TTW guide students into answering various question concerning the story and the sequence of the story.

    Friday- test

     

    You do

    Independent Practice

    (homework)

    10-15 min.

    Monday- TSW complete Student Practice 31G.  

    Tuesday- Unit 31 Student Review

    Wednesday- TSW read story two and three on their own.

    Thursday- TSW complete activity 1 and activity 2.

    Friday- Test

    Homework- Spelling, daily practice

    Center one- Lit. Circle stories and activities from book 1 and 2.

    Computer- Monday, Tuesday, Wednesday, Thursday

    Both teachers are mobile in the room to ensure students remain on task, making notes of those who may need additional support in the future.

     

    Closure

    5-10 min.

    Monday- review -cle

    Tuesday-  review -cle

    Wednesday- review words.

    Thursday- review words.

    Friday- Test

    Monitors organization and makes sure everything is put away correctly.

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