Week 8: Maps and Where We Live

Objective: Student will identify and correctly use prepositions and directional words in spoken and written sentences about Maps and Where We Live.

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 (Prepositions and directional words) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Prepositions and directional words in the context of Maps and Where We Live. 2) Guided practice applying prepositions and directional words together. 3) Child attempts prepositions and directional words with support, receiving feedback.

Practice: Child independently practices prepositions and directional words, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates prepositions and directional words correctly in at least 3 of 4 attempts.

Objective: Student will construct complete sentences that correctly apply prepositions and directional words while talking about Maps and Where We Live.

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 (Prepositions and directional words) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Prepositions and directional words in the context of Maps and Where We Live. 2) Guided practice applying prepositions and directional words together. 3) Child attempts prepositions and directional words with support, receiving feedback.

Practice: Child independently practices prepositions and directional words, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates prepositions and directional words correctly in at least 3 of 4 attempts.

Objective: Student will compare correct and incorrect examples of prepositions and directional words, 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 (Prepositions and directional words) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Prepositions and directional words in the context of Maps and Where We Live. 2) Guided practice applying prepositions and directional words together. 3) Child attempts prepositions and directional words with support, receiving feedback.

Practice: Child independently practices prepositions and directional words, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates prepositions and directional words correctly in at least 3 of 4 attempts.

Objective: Student will sort words and pictures related to Maps and Where We Live based on prepositions and directional words.

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 (Prepositions and directional words) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Prepositions and directional words in the context of Maps and Where We Live. 2) Guided practice applying prepositions and directional words together. 3) Child attempts prepositions and directional words with support, receiving feedback.

Practice: Child independently practices prepositions and directional words, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates prepositions and directional words correctly in at least 3 of 4 attempts.

Objective: Student will independently demonstrate mastery of prepositions and directional words by producing 3-4 original examples tied to Maps and Where We Live.

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 (Prepositions and directional words) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Prepositions and directional words in the context of Maps and Where We Live. 2) Guided practice applying prepositions and directional words together. 3) Child attempts prepositions and directional words with support, receiving feedback.

Practice: Child independently practices prepositions and directional words, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates prepositions and directional words correctly in at least 3 of 4 attempts.

Objective: Student will model and explain measuring length in inches/centimeters using hands-on manipulatives related to Maps and Where We Live.

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 (Measuring length in inches/centimeters) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Measuring length in inches/centimeters in the context of Maps and Where We Live. 2) Guided practice applying measuring length in inches/centimeters together. 3) Child attempts measuring length in inches/centimeters with support, receiving feedback.

Practice: Child independently practices measuring length in inches/centimeters, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates measuring length in inches/centimeters correctly in at least 3 of 4 attempts.

Objective: Student will solve guided problems involving measuring length in inches/centimeters, 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 (Measuring length in inches/centimeters) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Measuring length in inches/centimeters in the context of Maps and Where We Live. 2) Guided practice applying measuring length in inches/centimeters together. 3) Child attempts measuring length in inches/centimeters with support, receiving feedback.

Practice: Child independently practices measuring length in inches/centimeters, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates measuring length in inches/centimeters correctly in at least 3 of 4 attempts.

Objective: Student will apply measuring length in inches/centimeters to solve a themed word problem connected to Maps and Where We Live.

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 (Measuring length in inches/centimeters) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Measuring length in inches/centimeters in the context of Maps and Where We Live. 2) Guided practice applying measuring length in inches/centimeters together. 3) Child attempts measuring length in inches/centimeters with support, receiving feedback.

Practice: Child independently practices measuring length in inches/centimeters, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates measuring length in inches/centimeters correctly in at least 3 of 4 attempts.

Objective: Student will check work and compare strategies for measuring length in inches/centimeters 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 (Measuring length in inches/centimeters) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Measuring length in inches/centimeters in the context of Maps and Where We Live. 2) Guided practice applying measuring length in inches/centimeters together. 3) Child attempts measuring length in inches/centimeters with support, receiving feedback.

Practice: Child independently practices measuring length in inches/centimeters, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates measuring length in inches/centimeters correctly in at least 3 of 4 attempts.

Objective: Student will independently complete a mixed-problem challenge demonstrating measuring length in inches/centimeters.

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 (Measuring length in inches/centimeters) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Measuring length in inches/centimeters in the context of Maps and Where We Live. 2) Guided practice applying measuring length in inches/centimeters together. 3) Child attempts measuring length in inches/centimeters with support, receiving feedback.

Practice: Child independently practices measuring length in inches/centimeters, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates measuring length in inches/centimeters correctly in at least 3 of 4 attempts.

Objective: Student will make and record observations related to observing land near our home; simple landforms vocabulary in the context of Maps and Where We Live.

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 (Observing land near our home; simple landforms vocabulary) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Observing land near our home; simple landforms vocabulary in the context of Maps and Where We Live. 2) Guided practice applying observing land near our home; simple landforms vocabulary together. 3) Child attempts observing land near our home; simple landforms vocabulary with support, receiving feedback.

Practice: Child independently practices observing land near our home; simple landforms vocabulary, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates observing land near our home; simple landforms vocabulary correctly in at least 3 of 4 attempts.

Objective: Student will conduct a simple hands-on investigation to explore observing land near our home; simple landforms vocabulary.

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 (Observing land near our home; simple landforms vocabulary) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Observing land near our home; simple landforms vocabulary in the context of Maps and Where We Live. 2) Guided practice applying observing land near our home; simple landforms vocabulary together. 3) Child attempts observing land near our home; simple landforms vocabulary with support, receiving feedback.

Practice: Child independently practices observing land near our home; simple landforms vocabulary, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates observing land near our home; simple landforms vocabulary correctly in at least 3 of 4 attempts.

Objective: Student will explain cause-and-effect relationships involving observing land near our home; simple landforms vocabulary.

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 (Observing land near our home; simple landforms vocabulary) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Observing land near our home; simple landforms vocabulary in the context of Maps and Where We Live. 2) Guided practice applying observing land near our home; simple landforms vocabulary together. 3) Child attempts observing land near our home; simple landforms vocabulary with support, receiving feedback.

Practice: Child independently practices observing land near our home; simple landforms vocabulary, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates observing land near our home; simple landforms vocabulary correctly in at least 3 of 4 attempts.

Objective: Student will compare and classify examples related to observing land near our home; simple landforms vocabulary and Maps and Where We Live.

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 (Observing land near our home; simple landforms vocabulary) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Observing land near our home; simple landforms vocabulary in the context of Maps and Where We Live. 2) Guided practice applying observing land near our home; simple landforms vocabulary together. 3) Child attempts observing land near our home; simple landforms vocabulary with support, receiving feedback.

Practice: Child independently practices observing land near our home; simple landforms vocabulary, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates observing land near our home; simple landforms vocabulary correctly in at least 3 of 4 attempts.

Objective: Student will summarize and share what was learned this week about observing land near our home; simple landforms vocabulary.

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 (Observing land near our home; simple landforms vocabulary) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Observing land near our home; simple landforms vocabulary in the context of Maps and Where We Live. 2) Guided practice applying observing land near our home; simple landforms vocabulary together. 3) Child attempts observing land near our home; simple landforms vocabulary with support, receiving feedback.

Practice: Child independently practices observing land near our home; simple landforms vocabulary, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates observing land near our home; simple landforms vocabulary correctly in at least 3 of 4 attempts.

Objective: Student will describe and discuss reading and using simple maps of our neighborhood as it relates to Maps and Where We Live.

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 (Reading and using simple maps of our neighborhood) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Reading and using simple maps of our neighborhood in the context of Maps and Where We Live. 2) Guided practice applying reading and using simple maps of our neighborhood together. 3) Child attempts reading and using simple maps of our neighborhood with support, receiving feedback.

Practice: Child independently practices reading and using simple maps of our neighborhood, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates reading and using simple maps of our neighborhood correctly in at least 3 of 4 attempts.

Objective: Student will identify roles and responsibilities connected to reading and using simple maps of our neighborhood.

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 (Reading and using simple maps of our neighborhood) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Reading and using simple maps of our neighborhood in the context of Maps and Where We Live. 2) Guided practice applying reading and using simple maps of our neighborhood together. 3) Child attempts reading and using simple maps of our neighborhood with support, receiving feedback.

Practice: Child independently practices reading and using simple maps of our neighborhood, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates reading and using simple maps of our neighborhood correctly in at least 3 of 4 attempts.

Objective: Student will connect reading and using simple maps of our neighborhood 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 (Reading and using simple maps of our neighborhood) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Reading and using simple maps of our neighborhood in the context of Maps and Where We Live. 2) Guided practice applying reading and using simple maps of our neighborhood together. 3) Child attempts reading and using simple maps of our neighborhood with support, receiving feedback.

Practice: Child independently practices reading and using simple maps of our neighborhood, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates reading and using simple maps of our neighborhood correctly in at least 3 of 4 attempts.

Objective: Student will compare different perspectives or places related to reading and using simple maps of our neighborhood.

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 (Reading and using simple maps of our neighborhood) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Reading and using simple maps of our neighborhood in the context of Maps and Where We Live. 2) Guided practice applying reading and using simple maps of our neighborhood together. 3) Child attempts reading and using simple maps of our neighborhood with support, receiving feedback.

Practice: Child independently practices reading and using simple maps of our neighborhood, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates reading and using simple maps of our neighborhood correctly in at least 3 of 4 attempts.

Objective: Student will reflect on and summarize what was learned about reading and using simple maps of our neighborhood.

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 (Reading and using simple maps of our neighborhood) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Reading and using simple maps of our neighborhood in the context of Maps and Where We Live. 2) Guided practice applying reading and using simple maps of our neighborhood together. 3) Child attempts reading and using simple maps of our neighborhood with support, receiving feedback.

Practice: Child independently practices reading and using simple maps of our neighborhood, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates reading and using simple maps of our neighborhood correctly in at least 3 of 4 attempts.

Objective: Student will read a text connected to Maps and Where We Live and retell it while focusing on using illustrations and maps to understand simple texts.

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 (Using illustrations and maps to understand simple texts) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Using illustrations and maps to understand simple texts in the context of Maps and Where We Live. 2) Guided practice applying using illustrations and maps to understand simple texts together. 3) Child attempts using illustrations and maps to understand simple texts with support, receiving feedback.

Practice: Child independently practices using illustrations and maps to understand simple texts, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates using illustrations and maps to understand simple texts correctly in at least 3 of 4 attempts.

Objective: Student will identify key details in the text that relate to using illustrations and maps to understand simple texts.

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 (Using illustrations and maps to understand simple texts) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Using illustrations and maps to understand simple texts in the context of Maps and Where We Live. 2) Guided practice applying using illustrations and maps to understand simple texts together. 3) Child attempts using illustrations and maps to understand simple texts with support, receiving feedback.

Practice: Child independently practices using illustrations and maps to understand simple texts, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates using illustrations and maps to understand simple texts correctly in at least 3 of 4 attempts.

Objective: Student will ask and answer questions about the text using using illustrations and maps to understand simple texts.

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 (Using illustrations and maps to understand simple texts) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Using illustrations and maps to understand simple texts in the context of Maps and Where We Live. 2) Guided practice applying using illustrations and maps to understand simple texts together. 3) Child attempts using illustrations and maps to understand simple texts with support, receiving feedback.

Practice: Child independently practices using illustrations and maps to understand simple texts, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates using illustrations and maps to understand simple texts correctly in at least 3 of 4 attempts.

Objective: Student will compare two texts or passages related to Maps and Where We Live using using illustrations and maps to understand simple texts.

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 (Using illustrations and maps to understand simple texts) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Using illustrations and maps to understand simple texts in the context of Maps and Where We Live. 2) Guided practice applying using illustrations and maps to understand simple texts together. 3) Child attempts using illustrations and maps to understand simple texts with support, receiving feedback.

Practice: Child independently practices using illustrations and maps to understand simple texts, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates using illustrations and maps to understand simple texts correctly in at least 3 of 4 attempts.

Objective: Student will summarize the week's reading, demonstrating using illustrations and maps to understand simple texts.

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 (Using illustrations and maps to understand simple texts) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Using illustrations and maps to understand simple texts in the context of Maps and Where We Live. 2) Guided practice applying using illustrations and maps to understand simple texts together. 3) Child attempts using illustrations and maps to understand simple texts with support, receiving feedback.

Practice: Child independently practices using illustrations and maps to understand simple texts, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates using illustrations and maps to understand simple texts correctly in at least 3 of 4 attempts.

Objective: Student will read, spell, and sort this week's words featuring contractions (don't, can't, it's).

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 (Contractions (don't, can't, it's)) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Contractions (don't, can't, it's) in the context of Maps and Where We Live. 2) Guided practice applying contractions (don't, can't, it's) together. 3) Child attempts contractions (don't, can't, it's) with support, receiving feedback.

Practice: Child independently practices contractions (don't, can't, it's), applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates contractions (don't, can't, it's) correctly in at least 3 of 4 attempts.

Objective: Student will build and write words using contractions (don't, can't, it's) 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 (Contractions (don't, can't, it's)) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Contractions (don't, can't, it's) in the context of Maps and Where We Live. 2) Guided practice applying contractions (don't, can't, it's) together. 3) Child attempts contractions (don't, can't, it's) with support, receiving feedback.

Practice: Child independently practices contractions (don't, can't, it's), applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates contractions (don't, can't, it's) 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 (Contractions (don't, can't, it's)) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Contractions (don't, can't, it's) in the context of Maps and Where We Live. 2) Guided practice applying contractions (don't, can't, it's) together. 3) Child attempts contractions (don't, can't, it's) with support, receiving feedback.

Practice: Child independently practices contractions (don't, can't, it's), applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates contractions (don't, can't, it's) correctly in at least 3 of 4 attempts.

Objective: Student will sort and categorize words by their contractions (don't, can't, it's) 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 (Contractions (don't, can't, it's)) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Contractions (don't, can't, it's) in the context of Maps and Where We Live. 2) Guided practice applying contractions (don't, can't, it's) together. 3) Child attempts contractions (don't, can't, it's) with support, receiving feedback.

Practice: Child independently practices contractions (don't, can't, it's), applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates contractions (don't, can't, it's) correctly in at least 3 of 4 attempts.

Objective: Student will complete a mini dictation/spelling check demonstrating contractions (don't, can't, it's).

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 (Contractions (don't, can't, it's)) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Contractions (don't, can't, it's) in the context of Maps and Where We Live. 2) Guided practice applying contractions (don't, can't, it's) together. 3) Child attempts contractions (don't, can't, it's) with support, receiving feedback.

Practice: Child independently practices contractions (don't, can't, it's), applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates contractions (don't, can't, it's) correctly in at least 3 of 4 attempts.