Week 3: Jobs and Tools People Use

Objective: Student will identify and correctly use extending toward independent mastery — Verbs and tools vocabulary in spoken and written sentences about Jobs and Tools People Use.

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 (Extending toward independent mastery — Verbs and tools vocabulary) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Extending toward independent mastery — Verbs and tools vocabulary in the context of Jobs and Tools People Use. 2) Guided practice applying extending toward independent mastery — Verbs and tools vocabulary together. 3) Child attempts extending toward independent mastery — Verbs and tools vocabulary with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Verbs and tools vocabulary, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates extending toward independent mastery — Verbs and tools vocabulary correctly in at least 3 of 4 attempts.

Objective: Student will construct complete sentences that correctly apply extending toward independent mastery — Verbs and tools vocabulary while talking about Jobs and Tools People Use.

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 (Extending toward independent mastery — Verbs and tools vocabulary) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Extending toward independent mastery — Verbs and tools vocabulary in the context of Jobs and Tools People Use. 2) Guided practice applying extending toward independent mastery — Verbs and tools vocabulary together. 3) Child attempts extending toward independent mastery — Verbs and tools vocabulary with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Verbs and tools vocabulary, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates extending toward independent mastery — Verbs and tools vocabulary correctly in at least 3 of 4 attempts.

Objective: Student will compare correct and incorrect examples of extending toward independent mastery — Verbs and tools vocabulary, 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 (Extending toward independent mastery — Verbs and tools vocabulary) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Extending toward independent mastery — Verbs and tools vocabulary in the context of Jobs and Tools People Use. 2) Guided practice applying extending toward independent mastery — Verbs and tools vocabulary together. 3) Child attempts extending toward independent mastery — Verbs and tools vocabulary with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Verbs and tools vocabulary, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates extending toward independent mastery — Verbs and tools vocabulary correctly in at least 3 of 4 attempts.

Objective: Student will sort words and pictures related to Jobs and Tools People Use based on extending toward independent mastery — Verbs and tools vocabulary.

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 (Extending toward independent mastery — Verbs and tools vocabulary) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Extending toward independent mastery — Verbs and tools vocabulary in the context of Jobs and Tools People Use. 2) Guided practice applying extending toward independent mastery — Verbs and tools vocabulary together. 3) Child attempts extending toward independent mastery — Verbs and tools vocabulary with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Verbs and tools vocabulary, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates extending toward independent mastery — Verbs and tools vocabulary correctly in at least 3 of 4 attempts.

Objective: Student will independently demonstrate mastery of extending toward independent mastery — Verbs and tools vocabulary by producing 3-4 original examples tied to Jobs and Tools People Use.

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 (Extending toward independent mastery — Verbs and tools vocabulary) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Extending toward independent mastery — Verbs and tools vocabulary in the context of Jobs and Tools People Use. 2) Guided practice applying extending toward independent mastery — Verbs and tools vocabulary together. 3) Child attempts extending toward independent mastery — Verbs and tools vocabulary with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Verbs and tools vocabulary, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates extending toward independent mastery — Verbs and tools vocabulary correctly in at least 3 of 4 attempts.

Objective: Student will model and explain multiplication facts fluency (up to 12x12) using hands-on manipulatives related to Jobs and Tools People Use.

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 (Multiplication facts fluency (up to 12x12)) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Multiplication facts fluency (up to 12x12) in the context of Jobs and Tools People Use. 2) Guided practice applying multiplication facts fluency (up to 12x12) together. 3) Child attempts multiplication facts fluency (up to 12x12) with support, receiving feedback.

Practice: Child independently practices multiplication facts fluency (up to 12x12), applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates multiplication facts fluency (up to 12x12) correctly in at least 3 of 4 attempts.

Objective: Student will solve guided problems involving multiplication facts fluency (up to 12x12), 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 (Multiplication facts fluency (up to 12x12)) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Multiplication facts fluency (up to 12x12) in the context of Jobs and Tools People Use. 2) Guided practice applying multiplication facts fluency (up to 12x12) together. 3) Child attempts multiplication facts fluency (up to 12x12) with support, receiving feedback.

Practice: Child independently practices multiplication facts fluency (up to 12x12), applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates multiplication facts fluency (up to 12x12) correctly in at least 3 of 4 attempts.

Objective: Student will apply multiplication facts fluency (up to 12x12) to solve a themed word problem connected to Jobs and Tools People Use.

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 (Multiplication facts fluency (up to 12x12)) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Multiplication facts fluency (up to 12x12) in the context of Jobs and Tools People Use. 2) Guided practice applying multiplication facts fluency (up to 12x12) together. 3) Child attempts multiplication facts fluency (up to 12x12) with support, receiving feedback.

Practice: Child independently practices multiplication facts fluency (up to 12x12), applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates multiplication facts fluency (up to 12x12) correctly in at least 3 of 4 attempts.

Objective: Student will check work and compare strategies for multiplication facts fluency (up to 12x12) 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 (Multiplication facts fluency (up to 12x12)) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Multiplication facts fluency (up to 12x12) in the context of Jobs and Tools People Use. 2) Guided practice applying multiplication facts fluency (up to 12x12) together. 3) Child attempts multiplication facts fluency (up to 12x12) with support, receiving feedback.

Practice: Child independently practices multiplication facts fluency (up to 12x12), applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates multiplication facts fluency (up to 12x12) correctly in at least 3 of 4 attempts.

Objective: Student will independently complete a mixed-problem challenge demonstrating multiplication facts fluency (up to 12x12).

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 (Multiplication facts fluency (up to 12x12)) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Multiplication facts fluency (up to 12x12) in the context of Jobs and Tools People Use. 2) Guided practice applying multiplication facts fluency (up to 12x12) together. 3) Child attempts multiplication facts fluency (up to 12x12) with support, receiving feedback.

Practice: Child independently practices multiplication facts fluency (up to 12x12), applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates multiplication facts fluency (up to 12x12) correctly in at least 3 of 4 attempts.

Objective: Student will make and record observations related to extending toward independent mastery — Simple tools and materials; how tools help people do jobs in the context of Jobs and Tools People Use.

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 (Extending toward independent mastery — Simple tools and materials; how tools help people do jobs) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Extending toward independent mastery — Simple tools and materials; how tools help people do jobs in the context of Jobs and Tools People Use. 2) Guided practice applying extending toward independent mastery — Simple tools and materials; how tools help people do jobs together. 3) Child attempts extending toward independent mastery — Simple tools and materials; how tools help people do jobs with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Simple tools and materials; how tools help people do jobs, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates extending toward independent mastery — Simple tools and materials; how tools help people do jobs correctly in at least 3 of 4 attempts.

Objective: Student will conduct a simple hands-on investigation to explore extending toward independent mastery — Simple tools and materials; how tools help people do jobs.

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 (Extending toward independent mastery — Simple tools and materials; how tools help people do jobs) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Extending toward independent mastery — Simple tools and materials; how tools help people do jobs in the context of Jobs and Tools People Use. 2) Guided practice applying extending toward independent mastery — Simple tools and materials; how tools help people do jobs together. 3) Child attempts extending toward independent mastery — Simple tools and materials; how tools help people do jobs with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Simple tools and materials; how tools help people do jobs, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates extending toward independent mastery — Simple tools and materials; how tools help people do jobs correctly in at least 3 of 4 attempts.

Objective: Student will explain cause-and-effect relationships involving extending toward independent mastery — Simple tools and materials; how tools help people do jobs.

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 (Extending toward independent mastery — Simple tools and materials; how tools help people do jobs) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Extending toward independent mastery — Simple tools and materials; how tools help people do jobs in the context of Jobs and Tools People Use. 2) Guided practice applying extending toward independent mastery — Simple tools and materials; how tools help people do jobs together. 3) Child attempts extending toward independent mastery — Simple tools and materials; how tools help people do jobs with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Simple tools and materials; how tools help people do jobs, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates extending toward independent mastery — Simple tools and materials; how tools help people do jobs correctly in at least 3 of 4 attempts.

Objective: Student will compare and classify examples related to extending toward independent mastery — Simple tools and materials; how tools help people do jobs and Jobs and Tools People Use.

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 (Extending toward independent mastery — Simple tools and materials; how tools help people do jobs) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Extending toward independent mastery — Simple tools and materials; how tools help people do jobs in the context of Jobs and Tools People Use. 2) Guided practice applying extending toward independent mastery — Simple tools and materials; how tools help people do jobs together. 3) Child attempts extending toward independent mastery — Simple tools and materials; how tools help people do jobs with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Simple tools and materials; how tools help people do jobs, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates extending toward independent mastery — Simple tools and materials; how tools help people do jobs correctly in at least 3 of 4 attempts.

Objective: Student will summarize and share what was learned this week about extending toward independent mastery — Simple tools and materials; how tools help people do jobs.

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 (Extending toward independent mastery — Simple tools and materials; how tools help people do jobs) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Extending toward independent mastery — Simple tools and materials; how tools help people do jobs in the context of Jobs and Tools People Use. 2) Guided practice applying extending toward independent mastery — Simple tools and materials; how tools help people do jobs together. 3) Child attempts extending toward independent mastery — Simple tools and materials; how tools help people do jobs with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Simple tools and materials; how tools help people do jobs, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates extending toward independent mastery — Simple tools and materials; how tools help people do jobs correctly in at least 3 of 4 attempts.

Objective: Student will describe and discuss extending toward independent mastery — Jobs people do and tools they use in the community as it relates to Jobs and Tools People Use.

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 (Extending toward independent mastery — Jobs people do and tools they use in the community) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Extending toward independent mastery — Jobs people do and tools they use in the community in the context of Jobs and Tools People Use. 2) Guided practice applying extending toward independent mastery — Jobs people do and tools they use in the community together. 3) Child attempts extending toward independent mastery — Jobs people do and tools they use in the community with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Jobs people do and tools they use in the community, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates extending toward independent mastery — Jobs people do and tools they use in the community correctly in at least 3 of 4 attempts.

Objective: Student will identify roles and responsibilities connected to extending toward independent mastery — Jobs people do and tools they use in the 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 (Extending toward independent mastery — Jobs people do and tools they use in the community) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Extending toward independent mastery — Jobs people do and tools they use in the community in the context of Jobs and Tools People Use. 2) Guided practice applying extending toward independent mastery — Jobs people do and tools they use in the community together. 3) Child attempts extending toward independent mastery — Jobs people do and tools they use in the community with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Jobs people do and tools they use in the community, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates extending toward independent mastery — Jobs people do and tools they use in the community correctly in at least 3 of 4 attempts.

Objective: Student will connect extending toward independent mastery — Jobs people do and tools they use in the community 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 (Extending toward independent mastery — Jobs people do and tools they use in the community) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Extending toward independent mastery — Jobs people do and tools they use in the community in the context of Jobs and Tools People Use. 2) Guided practice applying extending toward independent mastery — Jobs people do and tools they use in the community together. 3) Child attempts extending toward independent mastery — Jobs people do and tools they use in the community with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Jobs people do and tools they use in the community, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates extending toward independent mastery — Jobs people do and tools they use in the community correctly in at least 3 of 4 attempts.

Objective: Student will compare different perspectives or places related to extending toward independent mastery — Jobs people do and tools they use in the 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 (Extending toward independent mastery — Jobs people do and tools they use in the community) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Extending toward independent mastery — Jobs people do and tools they use in the community in the context of Jobs and Tools People Use. 2) Guided practice applying extending toward independent mastery — Jobs people do and tools they use in the community together. 3) Child attempts extending toward independent mastery — Jobs people do and tools they use in the community with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Jobs people do and tools they use in the community, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates extending toward independent mastery — Jobs people do and tools they use in the community correctly in at least 3 of 4 attempts.

Objective: Student will reflect on and summarize what was learned about extending toward independent mastery — Jobs people do and tools they use in the 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 (Extending toward independent mastery — Jobs people do and tools they use in the community) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Extending toward independent mastery — Jobs people do and tools they use in the community in the context of Jobs and Tools People Use. 2) Guided practice applying extending toward independent mastery — Jobs people do and tools they use in the community together. 3) Child attempts extending toward independent mastery — Jobs people do and tools they use in the community with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Jobs people do and tools they use in the community, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates extending toward independent mastery — Jobs people do and tools they use in the community correctly in at least 3 of 4 attempts.

Objective: Student will read a text connected to Jobs and Tools People Use and retell it while focusing on extending toward independent mastery — Identifying key details in nonfiction 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 (Extending toward independent mastery — Identifying key details in nonfiction texts) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Extending toward independent mastery — Identifying key details in nonfiction texts in the context of Jobs and Tools People Use. 2) Guided practice applying extending toward independent mastery — Identifying key details in nonfiction texts together. 3) Child attempts extending toward independent mastery — Identifying key details in nonfiction texts with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Identifying key details in nonfiction texts, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates extending toward independent mastery — Identifying key details in nonfiction texts correctly in at least 3 of 4 attempts.

Objective: Student will identify key details in the text that relate to extending toward independent mastery — Identifying key details in nonfiction 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 (Extending toward independent mastery — Identifying key details in nonfiction texts) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Extending toward independent mastery — Identifying key details in nonfiction texts in the context of Jobs and Tools People Use. 2) Guided practice applying extending toward independent mastery — Identifying key details in nonfiction texts together. 3) Child attempts extending toward independent mastery — Identifying key details in nonfiction texts with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Identifying key details in nonfiction texts, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates extending toward independent mastery — Identifying key details in nonfiction texts correctly in at least 3 of 4 attempts.

Objective: Student will ask and answer questions about the text using extending toward independent mastery — Identifying key details in nonfiction 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 (Extending toward independent mastery — Identifying key details in nonfiction texts) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Extending toward independent mastery — Identifying key details in nonfiction texts in the context of Jobs and Tools People Use. 2) Guided practice applying extending toward independent mastery — Identifying key details in nonfiction texts together. 3) Child attempts extending toward independent mastery — Identifying key details in nonfiction texts with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Identifying key details in nonfiction texts, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates extending toward independent mastery — Identifying key details in nonfiction texts correctly in at least 3 of 4 attempts.

Objective: Student will compare two texts or passages related to Jobs and Tools People Use using extending toward independent mastery — Identifying key details in nonfiction 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 (Extending toward independent mastery — Identifying key details in nonfiction texts) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Extending toward independent mastery — Identifying key details in nonfiction texts in the context of Jobs and Tools People Use. 2) Guided practice applying extending toward independent mastery — Identifying key details in nonfiction texts together. 3) Child attempts extending toward independent mastery — Identifying key details in nonfiction texts with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Identifying key details in nonfiction texts, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates extending toward independent mastery — Identifying key details in nonfiction texts correctly in at least 3 of 4 attempts.

Objective: Student will summarize the week's reading, demonstrating extending toward independent mastery — Identifying key details in nonfiction 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 (Extending toward independent mastery — Identifying key details in nonfiction texts) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Extending toward independent mastery — Identifying key details in nonfiction texts in the context of Jobs and Tools People Use. 2) Guided practice applying extending toward independent mastery — Identifying key details in nonfiction texts together. 3) Child attempts extending toward independent mastery — Identifying key details in nonfiction texts with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Identifying key details in nonfiction texts, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates extending toward independent mastery — Identifying key details in nonfiction texts correctly in at least 3 of 4 attempts.

Objective: Student will read, spell, and sort this week's words featuring prefixes affecting meaning (dis-, mis-, over-).

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 (Prefixes affecting meaning (dis-, mis-, over-)) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Prefixes affecting meaning (dis-, mis-, over-) in the context of Jobs and Tools People Use. 2) Guided practice applying prefixes affecting meaning (dis-, mis-, over-) together. 3) Child attempts prefixes affecting meaning (dis-, mis-, over-) with support, receiving feedback.

Practice: Child independently practices prefixes affecting meaning (dis-, mis-, over-), applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates prefixes affecting meaning (dis-, mis-, over-) correctly in at least 3 of 4 attempts.

Objective: Student will build and write words using prefixes affecting meaning (dis-, mis-, over-) 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 (Prefixes affecting meaning (dis-, mis-, over-)) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Prefixes affecting meaning (dis-, mis-, over-) in the context of Jobs and Tools People Use. 2) Guided practice applying prefixes affecting meaning (dis-, mis-, over-) together. 3) Child attempts prefixes affecting meaning (dis-, mis-, over-) with support, receiving feedback.

Practice: Child independently practices prefixes affecting meaning (dis-, mis-, over-), applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates prefixes affecting meaning (dis-, mis-, over-) 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 (Prefixes affecting meaning (dis-, mis-, over-)) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Prefixes affecting meaning (dis-, mis-, over-) in the context of Jobs and Tools People Use. 2) Guided practice applying prefixes affecting meaning (dis-, mis-, over-) together. 3) Child attempts prefixes affecting meaning (dis-, mis-, over-) with support, receiving feedback.

Practice: Child independently practices prefixes affecting meaning (dis-, mis-, over-), applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates prefixes affecting meaning (dis-, mis-, over-) correctly in at least 3 of 4 attempts.

Objective: Student will sort and categorize words by their prefixes affecting meaning (dis-, mis-, over-) 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 (Prefixes affecting meaning (dis-, mis-, over-)) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Prefixes affecting meaning (dis-, mis-, over-) in the context of Jobs and Tools People Use. 2) Guided practice applying prefixes affecting meaning (dis-, mis-, over-) together. 3) Child attempts prefixes affecting meaning (dis-, mis-, over-) with support, receiving feedback.

Practice: Child independently practices prefixes affecting meaning (dis-, mis-, over-), applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates prefixes affecting meaning (dis-, mis-, over-) correctly in at least 3 of 4 attempts.

Objective: Student will complete a mini dictation/spelling check demonstrating prefixes affecting meaning (dis-, mis-, over-).

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 (Prefixes affecting meaning (dis-, mis-, over-)) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Prefixes affecting meaning (dis-, mis-, over-) in the context of Jobs and Tools People Use. 2) Guided practice applying prefixes affecting meaning (dis-, mis-, over-) together. 3) Child attempts prefixes affecting meaning (dis-, mis-, over-) with support, receiving feedback.

Practice: Child independently practices prefixes affecting meaning (dis-, mis-, over-), applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates prefixes affecting meaning (dis-, mis-, over-) correctly in at least 3 of 4 attempts.