Week 7: Our School Community

Objective: Student will identify and correctly use pronouns and school-related vocabulary (I, you, he, she) in spoken and written sentences about Our School Community.

Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)

Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons

Warm-up: Quick warm-up connecting today's focus (Pronouns and school-related vocabulary (I, you, he, she)) back to Our School Community.

Main Activity: 1) Introduce/review Pronouns and school-related vocabulary (I, you, he, she) in the context of Our School Community. 2) Guided practice applying pronouns and school-related vocabulary (I, you, he, she) together. 3) Child attempts pronouns and school-related vocabulary (I, you, he, she) with support, receiving feedback.

Practice: Child independently practices pronouns and school-related vocabulary (I, you, he, she), applying it to one new example related to Our School Community.

Assessment: Child demonstrates pronouns and school-related vocabulary (I, you, he, she) correctly in at least 3 of 4 attempts.

Objective: Student will construct complete sentences that correctly apply pronouns and school-related vocabulary (I, you, he, she) while talking about Our School Community.

Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)

Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons

Warm-up: Quick warm-up connecting today's focus (Pronouns and school-related vocabulary (I, you, he, she)) back to Our School Community.

Main Activity: 1) Introduce/review Pronouns and school-related vocabulary (I, you, he, she) in the context of Our School Community. 2) Guided practice applying pronouns and school-related vocabulary (I, you, he, she) together. 3) Child attempts pronouns and school-related vocabulary (I, you, he, she) with support, receiving feedback.

Practice: Child independently practices pronouns and school-related vocabulary (I, you, he, she), applying it to one new example related to Our School Community.

Assessment: Child demonstrates pronouns and school-related vocabulary (I, you, he, she) correctly in at least 3 of 4 attempts.

Objective: Student will compare correct and incorrect examples of pronouns and school-related vocabulary (I, you, he, she), explaining what makes each one right or wrong.

Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)

Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons

Warm-up: Quick warm-up connecting today's focus (Pronouns and school-related vocabulary (I, you, he, she)) back to Our School Community.

Main Activity: 1) Introduce/review Pronouns and school-related vocabulary (I, you, he, she) in the context of Our School Community. 2) Guided practice applying pronouns and school-related vocabulary (I, you, he, she) together. 3) Child attempts pronouns and school-related vocabulary (I, you, he, she) with support, receiving feedback.

Practice: Child independently practices pronouns and school-related vocabulary (I, you, he, she), applying it to one new example related to Our School Community.

Assessment: Child demonstrates pronouns and school-related vocabulary (I, you, he, she) correctly in at least 3 of 4 attempts.

Objective: Student will sort words and pictures related to Our School Community based on pronouns and school-related vocabulary (I, you, he, she).

Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)

Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons

Warm-up: Quick warm-up connecting today's focus (Pronouns and school-related vocabulary (I, you, he, she)) back to Our School Community.

Main Activity: 1) Introduce/review Pronouns and school-related vocabulary (I, you, he, she) in the context of Our School Community. 2) Guided practice applying pronouns and school-related vocabulary (I, you, he, she) together. 3) Child attempts pronouns and school-related vocabulary (I, you, he, she) with support, receiving feedback.

Practice: Child independently practices pronouns and school-related vocabulary (I, you, he, she), applying it to one new example related to Our School Community.

Assessment: Child demonstrates pronouns and school-related vocabulary (I, you, he, she) correctly in at least 3 of 4 attempts.

Objective: Student will independently demonstrate mastery of pronouns and school-related vocabulary (I, you, he, she) by producing 3-4 original examples tied to Our School Community.

Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)

Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons

Warm-up: Quick warm-up connecting today's focus (Pronouns and school-related vocabulary (I, you, he, she)) back to Our School Community.

Main Activity: 1) Introduce/review Pronouns and school-related vocabulary (I, you, he, she) in the context of Our School Community. 2) Guided practice applying pronouns and school-related vocabulary (I, you, he, she) together. 3) Child attempts pronouns and school-related vocabulary (I, you, he, she) with support, receiving feedback.

Practice: Child independently practices pronouns and school-related vocabulary (I, you, he, she), applying it to one new example related to Our School Community.

Assessment: Child demonstrates pronouns and school-related vocabulary (I, you, he, she) correctly in at least 3 of 4 attempts.

Objective: Student will model and explain introduction to arrays and equal groups (early multiplication) using hands-on manipulatives related to Our School Community.

Standard: CCSS.MATH.CONTENT (grade-level number, operations, and measurement standards)

Materials: Counters or small objects, number line or ten-frame, paper for recording

Warm-up: Quick warm-up connecting today's focus (Introduction to arrays and equal groups (early multiplication)) back to Our School Community.

Main Activity: 1) Introduce/review Introduction to arrays and equal groups (early multiplication) in the context of Our School Community. 2) Guided practice applying introduction to arrays and equal groups (early multiplication) together. 3) Child attempts introduction to arrays and equal groups (early multiplication) with support, receiving feedback.

Practice: Child independently practices introduction to arrays and equal groups (early multiplication), applying it to one new example related to Our School Community.

Assessment: Child demonstrates introduction to arrays and equal groups (early multiplication) correctly in at least 3 of 4 attempts.

Objective: Student will solve guided problems involving introduction to arrays and equal groups (early multiplication), explaining each step aloud.

Standard: CCSS.MATH.CONTENT (grade-level number, operations, and measurement standards)

Materials: Counters or small objects, number line or ten-frame, paper for recording

Warm-up: Quick warm-up connecting today's focus (Introduction to arrays and equal groups (early multiplication)) back to Our School Community.

Main Activity: 1) Introduce/review Introduction to arrays and equal groups (early multiplication) in the context of Our School Community. 2) Guided practice applying introduction to arrays and equal groups (early multiplication) together. 3) Child attempts introduction to arrays and equal groups (early multiplication) with support, receiving feedback.

Practice: Child independently practices introduction to arrays and equal groups (early multiplication), applying it to one new example related to Our School Community.

Assessment: Child demonstrates introduction to arrays and equal groups (early multiplication) correctly in at least 3 of 4 attempts.

Objective: Student will apply introduction to arrays and equal groups (early multiplication) to solve a themed word problem connected to Our School Community.

Standard: CCSS.MATH.CONTENT (grade-level number, operations, and measurement standards)

Materials: Counters or small objects, number line or ten-frame, paper for recording

Warm-up: Quick warm-up connecting today's focus (Introduction to arrays and equal groups (early multiplication)) back to Our School Community.

Main Activity: 1) Introduce/review Introduction to arrays and equal groups (early multiplication) in the context of Our School Community. 2) Guided practice applying introduction to arrays and equal groups (early multiplication) together. 3) Child attempts introduction to arrays and equal groups (early multiplication) with support, receiving feedback.

Practice: Child independently practices introduction to arrays and equal groups (early multiplication), applying it to one new example related to Our School Community.

Assessment: Child demonstrates introduction to arrays and equal groups (early multiplication) correctly in at least 3 of 4 attempts.

Objective: Student will check work and compare strategies for introduction to arrays and equal groups (early multiplication) with a partner or parent.

Standard: CCSS.MATH.CONTENT (grade-level number, operations, and measurement standards)

Materials: Counters or small objects, number line or ten-frame, paper for recording

Warm-up: Quick warm-up connecting today's focus (Introduction to arrays and equal groups (early multiplication)) back to Our School Community.

Main Activity: 1) Introduce/review Introduction to arrays and equal groups (early multiplication) in the context of Our School Community. 2) Guided practice applying introduction to arrays and equal groups (early multiplication) together. 3) Child attempts introduction to arrays and equal groups (early multiplication) with support, receiving feedback.

Practice: Child independently practices introduction to arrays and equal groups (early multiplication), applying it to one new example related to Our School Community.

Assessment: Child demonstrates introduction to arrays and equal groups (early multiplication) correctly in at least 3 of 4 attempts.

Objective: Student will independently complete a mixed-problem challenge demonstrating introduction to arrays and equal groups (early multiplication).

Standard: CCSS.MATH.CONTENT (grade-level number, operations, and measurement standards)

Materials: Counters or small objects, number line or ten-frame, paper for recording

Warm-up: Quick warm-up connecting today's focus (Introduction to arrays and equal groups (early multiplication)) back to Our School Community.

Main Activity: 1) Introduce/review Introduction to arrays and equal groups (early multiplication) in the context of Our School Community. 2) Guided practice applying introduction to arrays and equal groups (early multiplication) together. 3) Child attempts introduction to arrays and equal groups (early multiplication) with support, receiving feedback.

Practice: Child independently practices introduction to arrays and equal groups (early multiplication), applying it to one new example related to Our School Community.

Assessment: Child demonstrates introduction to arrays and equal groups (early multiplication) correctly in at least 3 of 4 attempts.

Objective: Student will make and record observations related to sound: how we hear and make different sounds at school in the context of Our School Community.

Standard: NGSS (observe, describe, and explain patterns in the natural world)

Materials: Theme-related picture cards or real objects, observation journal, crayons

Warm-up: Quick warm-up connecting today's focus (Sound: how we hear and make different sounds at school) back to Our School Community.

Main Activity: 1) Introduce/review Sound: how we hear and make different sounds at school in the context of Our School Community. 2) Guided practice applying sound: how we hear and make different sounds at school together. 3) Child attempts sound: how we hear and make different sounds at school with support, receiving feedback.

Practice: Child independently practices sound: how we hear and make different sounds at school, applying it to one new example related to Our School Community.

Assessment: Child demonstrates sound: how we hear and make different sounds at school correctly in at least 3 of 4 attempts.

Objective: Student will conduct a simple hands-on investigation to explore sound: how we hear and make different sounds at school.

Standard: NGSS (observe, describe, and explain patterns in the natural world)

Materials: Theme-related picture cards or real objects, observation journal, crayons

Warm-up: Quick warm-up connecting today's focus (Sound: how we hear and make different sounds at school) back to Our School Community.

Main Activity: 1) Introduce/review Sound: how we hear and make different sounds at school in the context of Our School Community. 2) Guided practice applying sound: how we hear and make different sounds at school together. 3) Child attempts sound: how we hear and make different sounds at school with support, receiving feedback.

Practice: Child independently practices sound: how we hear and make different sounds at school, applying it to one new example related to Our School Community.

Assessment: Child demonstrates sound: how we hear and make different sounds at school correctly in at least 3 of 4 attempts.

Objective: Student will explain cause-and-effect relationships involving sound: how we hear and make different sounds at school.

Standard: NGSS (observe, describe, and explain patterns in the natural world)

Materials: Theme-related picture cards or real objects, observation journal, crayons

Warm-up: Quick warm-up connecting today's focus (Sound: how we hear and make different sounds at school) back to Our School Community.

Main Activity: 1) Introduce/review Sound: how we hear and make different sounds at school in the context of Our School Community. 2) Guided practice applying sound: how we hear and make different sounds at school together. 3) Child attempts sound: how we hear and make different sounds at school with support, receiving feedback.

Practice: Child independently practices sound: how we hear and make different sounds at school, applying it to one new example related to Our School Community.

Assessment: Child demonstrates sound: how we hear and make different sounds at school correctly in at least 3 of 4 attempts.

Objective: Student will compare and classify examples related to sound: how we hear and make different sounds at school and Our School Community.

Standard: NGSS (observe, describe, and explain patterns in the natural world)

Materials: Theme-related picture cards or real objects, observation journal, crayons

Warm-up: Quick warm-up connecting today's focus (Sound: how we hear and make different sounds at school) back to Our School Community.

Main Activity: 1) Introduce/review Sound: how we hear and make different sounds at school in the context of Our School Community. 2) Guided practice applying sound: how we hear and make different sounds at school together. 3) Child attempts sound: how we hear and make different sounds at school with support, receiving feedback.

Practice: Child independently practices sound: how we hear and make different sounds at school, applying it to one new example related to Our School Community.

Assessment: Child demonstrates sound: how we hear and make different sounds at school correctly in at least 3 of 4 attempts.

Objective: Student will summarize and share what was learned this week about sound: how we hear and make different sounds at school.

Standard: NGSS (observe, describe, and explain patterns in the natural world)

Materials: Theme-related picture cards or real objects, observation journal, crayons

Warm-up: Quick warm-up connecting today's focus (Sound: how we hear and make different sounds at school) back to Our School Community.

Main Activity: 1) Introduce/review Sound: how we hear and make different sounds at school in the context of Our School Community. 2) Guided practice applying sound: how we hear and make different sounds at school together. 3) Child attempts sound: how we hear and make different sounds at school with support, receiving feedback.

Practice: Child independently practices sound: how we hear and make different sounds at school, applying it to one new example related to Our School Community.

Assessment: Child demonstrates sound: how we hear and make different sounds at school correctly in at least 3 of 4 attempts.

Objective: Student will describe and discuss roles within our school community; following school rules as it relates to Our School Community.

Standard: C3 Framework D2 (civics, geography, and community relationships)

Materials: Theme-related picture cards, simple map or chart as needed, paper

Warm-up: Quick warm-up connecting today's focus (Roles within our school community; following school rules) back to Our School Community.

Main Activity: 1) Introduce/review Roles within our school community; following school rules in the context of Our School Community. 2) Guided practice applying roles within our school community; following school rules together. 3) Child attempts roles within our school community; following school rules with support, receiving feedback.

Practice: Child independently practices roles within our school community; following school rules, applying it to one new example related to Our School Community.

Assessment: Child demonstrates roles within our school community; following school rules correctly in at least 3 of 4 attempts.

Objective: Student will identify roles and responsibilities connected to roles within our school community; following school rules.

Standard: C3 Framework D2 (civics, geography, and community relationships)

Materials: Theme-related picture cards, simple map or chart as needed, paper

Warm-up: Quick warm-up connecting today's focus (Roles within our school community; following school rules) back to Our School Community.

Main Activity: 1) Introduce/review Roles within our school community; following school rules in the context of Our School Community. 2) Guided practice applying roles within our school community; following school rules together. 3) Child attempts roles within our school community; following school rules with support, receiving feedback.

Practice: Child independently practices roles within our school community; following school rules, applying it to one new example related to Our School Community.

Assessment: Child demonstrates roles within our school community; following school rules correctly in at least 3 of 4 attempts.

Objective: Student will connect roles within our school community; following school rules to examples in our own community.

Standard: C3 Framework D2 (civics, geography, and community relationships)

Materials: Theme-related picture cards, simple map or chart as needed, paper

Warm-up: Quick warm-up connecting today's focus (Roles within our school community; following school rules) back to Our School Community.

Main Activity: 1) Introduce/review Roles within our school community; following school rules in the context of Our School Community. 2) Guided practice applying roles within our school community; following school rules together. 3) Child attempts roles within our school community; following school rules with support, receiving feedback.

Practice: Child independently practices roles within our school community; following school rules, applying it to one new example related to Our School Community.

Assessment: Child demonstrates roles within our school community; following school rules correctly in at least 3 of 4 attempts.

Objective: Student will compare different perspectives or places related to roles within our school community; following school rules.

Standard: C3 Framework D2 (civics, geography, and community relationships)

Materials: Theme-related picture cards, simple map or chart as needed, paper

Warm-up: Quick warm-up connecting today's focus (Roles within our school community; following school rules) back to Our School Community.

Main Activity: 1) Introduce/review Roles within our school community; following school rules in the context of Our School Community. 2) Guided practice applying roles within our school community; following school rules together. 3) Child attempts roles within our school community; following school rules with support, receiving feedback.

Practice: Child independently practices roles within our school community; following school rules, applying it to one new example related to Our School Community.

Assessment: Child demonstrates roles within our school community; following school rules correctly in at least 3 of 4 attempts.

Objective: Student will reflect on and summarize what was learned about roles within our school community; following school rules.

Standard: C3 Framework D2 (civics, geography, and community relationships)

Materials: Theme-related picture cards, simple map or chart as needed, paper

Warm-up: Quick warm-up connecting today's focus (Roles within our school community; following school rules) back to Our School Community.

Main Activity: 1) Introduce/review Roles within our school community; following school rules in the context of Our School Community. 2) Guided practice applying roles within our school community; following school rules together. 3) Child attempts roles within our school community; following school rules with support, receiving feedback.

Practice: Child independently practices roles within our school community; following school rules, applying it to one new example related to Our School Community.

Assessment: Child demonstrates roles within our school community; following school rules correctly in at least 3 of 4 attempts.

Objective: Student will read a text connected to Our School Community and retell it while focusing on comparing two school-themed stories; character comparison.

Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)

Materials: A picture book or short passage related to this week's theme, sequencing cards

Warm-up: Quick warm-up connecting today's focus (Comparing two school-themed stories; character comparison) back to Our School Community.

Main Activity: 1) Introduce/review Comparing two school-themed stories; character comparison in the context of Our School Community. 2) Guided practice applying comparing two school-themed stories; character comparison together. 3) Child attempts comparing two school-themed stories; character comparison with support, receiving feedback.

Practice: Child independently practices comparing two school-themed stories; character comparison, applying it to one new example related to Our School Community.

Assessment: Child demonstrates comparing two school-themed stories; character comparison correctly in at least 3 of 4 attempts.

Objective: Student will identify key details in the text that relate to comparing two school-themed stories; character comparison.

Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)

Materials: A picture book or short passage related to this week's theme, sequencing cards

Warm-up: Quick warm-up connecting today's focus (Comparing two school-themed stories; character comparison) back to Our School Community.

Main Activity: 1) Introduce/review Comparing two school-themed stories; character comparison in the context of Our School Community. 2) Guided practice applying comparing two school-themed stories; character comparison together. 3) Child attempts comparing two school-themed stories; character comparison with support, receiving feedback.

Practice: Child independently practices comparing two school-themed stories; character comparison, applying it to one new example related to Our School Community.

Assessment: Child demonstrates comparing two school-themed stories; character comparison correctly in at least 3 of 4 attempts.

Objective: Student will ask and answer questions about the text using comparing two school-themed stories; character comparison.

Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)

Materials: A picture book or short passage related to this week's theme, sequencing cards

Warm-up: Quick warm-up connecting today's focus (Comparing two school-themed stories; character comparison) back to Our School Community.

Main Activity: 1) Introduce/review Comparing two school-themed stories; character comparison in the context of Our School Community. 2) Guided practice applying comparing two school-themed stories; character comparison together. 3) Child attempts comparing two school-themed stories; character comparison with support, receiving feedback.

Practice: Child independently practices comparing two school-themed stories; character comparison, applying it to one new example related to Our School Community.

Assessment: Child demonstrates comparing two school-themed stories; character comparison correctly in at least 3 of 4 attempts.

Objective: Student will compare two texts or passages related to Our School Community using comparing two school-themed stories; character comparison.

Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)

Materials: A picture book or short passage related to this week's theme, sequencing cards

Warm-up: Quick warm-up connecting today's focus (Comparing two school-themed stories; character comparison) back to Our School Community.

Main Activity: 1) Introduce/review Comparing two school-themed stories; character comparison in the context of Our School Community. 2) Guided practice applying comparing two school-themed stories; character comparison together. 3) Child attempts comparing two school-themed stories; character comparison with support, receiving feedback.

Practice: Child independently practices comparing two school-themed stories; character comparison, applying it to one new example related to Our School Community.

Assessment: Child demonstrates comparing two school-themed stories; character comparison correctly in at least 3 of 4 attempts.

Objective: Student will summarize the week's reading, demonstrating comparing two school-themed stories; character comparison.

Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)

Materials: A picture book or short passage related to this week's theme, sequencing cards

Warm-up: Quick warm-up connecting today's focus (Comparing two school-themed stories; character comparison) back to Our School Community.

Main Activity: 1) Introduce/review Comparing two school-themed stories; character comparison in the context of Our School Community. 2) Guided practice applying comparing two school-themed stories; character comparison together. 3) Child attempts comparing two school-themed stories; character comparison with support, receiving feedback.

Practice: Child independently practices comparing two school-themed stories; character comparison, applying it to one new example related to Our School Community.

Assessment: Child demonstrates comparing two school-themed stories; character comparison correctly in at least 3 of 4 attempts.

Objective: Student will read, spell, and sort this week's words featuring compound words and syllable division.

Standard: CCSS.ELA-LITERACY.RF (phonics, word patterns, and spelling)

Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list

Warm-up: Quick warm-up connecting today's focus (Compound words and syllable division) back to Our School Community.

Main Activity: 1) Introduce/review Compound words and syllable division in the context of Our School Community. 2) Guided practice applying compound words and syllable division together. 3) Child attempts compound words and syllable division with support, receiving feedback.

Practice: Child independently practices compound words and syllable division, applying it to one new example related to Our School Community.

Assessment: Child demonstrates compound words and syllable division correctly in at least 3 of 4 attempts.

Objective: Student will build and write words using compound words and syllable division with letter tiles or handwriting practice.

Standard: CCSS.ELA-LITERACY.RF (phonics, word patterns, and spelling)

Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list

Warm-up: Quick warm-up connecting today's focus (Compound words and syllable division) back to Our School Community.

Main Activity: 1) Introduce/review Compound words and syllable division in the context of Our School Community. 2) Guided practice applying compound words and syllable division together. 3) Child attempts compound words and syllable division with support, receiving feedback.

Practice: Child independently practices compound words and syllable division, applying it to one new example related to Our School Community.

Assessment: Child demonstrates compound words and syllable division correctly in at least 3 of 4 attempts.

Objective: Student will use this week's spelling words correctly in original sentences.

Standard: CCSS.ELA-LITERACY.RF (phonics, word patterns, and spelling)

Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list

Warm-up: Quick warm-up connecting today's focus (Compound words and syllable division) back to Our School Community.

Main Activity: 1) Introduce/review Compound words and syllable division in the context of Our School Community. 2) Guided practice applying compound words and syllable division together. 3) Child attempts compound words and syllable division with support, receiving feedback.

Practice: Child independently practices compound words and syllable division, applying it to one new example related to Our School Community.

Assessment: Child demonstrates compound words and syllable division correctly in at least 3 of 4 attempts.

Objective: Student will sort and categorize words by their compound words and syllable division pattern.

Standard: CCSS.ELA-LITERACY.RF (phonics, word patterns, and spelling)

Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list

Warm-up: Quick warm-up connecting today's focus (Compound words and syllable division) back to Our School Community.

Main Activity: 1) Introduce/review Compound words and syllable division in the context of Our School Community. 2) Guided practice applying compound words and syllable division together. 3) Child attempts compound words and syllable division with support, receiving feedback.

Practice: Child independently practices compound words and syllable division, applying it to one new example related to Our School Community.

Assessment: Child demonstrates compound words and syllable division correctly in at least 3 of 4 attempts.

Objective: Student will complete a mini dictation/spelling check demonstrating compound words and syllable division.

Standard: CCSS.ELA-LITERACY.RF (phonics, word patterns, and spelling)

Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list

Warm-up: Quick warm-up connecting today's focus (Compound words and syllable division) back to Our School Community.

Main Activity: 1) Introduce/review Compound words and syllable division in the context of Our School Community. 2) Guided practice applying compound words and syllable division together. 3) Child attempts compound words and syllable division with support, receiving feedback.

Practice: Child independently practices compound words and syllable division, applying it to one new example related to Our School Community.

Assessment: Child demonstrates compound words and syllable division correctly in at least 3 of 4 attempts.