Week 32: Spring Weather and New Life

Objective: Student will identify and correctly use extending toward independent mastery — Descriptive adjectives and vocabulary in spoken and written sentences about Spring Weather and New Life.

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 — Descriptive adjectives and vocabulary) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Extending toward independent mastery — Descriptive adjectives and vocabulary in the context of Spring Weather and New Life. 2) Guided practice applying extending toward independent mastery — Descriptive adjectives and vocabulary together. 3) Child attempts extending toward independent mastery — Descriptive adjectives and vocabulary with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Descriptive adjectives and vocabulary, applying it to one new example related to Spring Weather and New Life.

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

Objective: Student will construct complete sentences that correctly apply extending toward independent mastery — Descriptive adjectives and vocabulary while talking about Spring Weather and New Life.

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 — Descriptive adjectives and vocabulary) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Extending toward independent mastery — Descriptive adjectives and vocabulary in the context of Spring Weather and New Life. 2) Guided practice applying extending toward independent mastery — Descriptive adjectives and vocabulary together. 3) Child attempts extending toward independent mastery — Descriptive adjectives and vocabulary with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Descriptive adjectives and vocabulary, applying it to one new example related to Spring Weather and New Life.

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

Objective: Student will compare correct and incorrect examples of extending toward independent mastery — Descriptive adjectives and 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 — Descriptive adjectives and vocabulary) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Extending toward independent mastery — Descriptive adjectives and vocabulary in the context of Spring Weather and New Life. 2) Guided practice applying extending toward independent mastery — Descriptive adjectives and vocabulary together. 3) Child attempts extending toward independent mastery — Descriptive adjectives and vocabulary with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Descriptive adjectives and vocabulary, applying it to one new example related to Spring Weather and New Life.

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

Objective: Student will sort words and pictures related to Spring Weather and New Life based on extending toward independent mastery — Descriptive adjectives and 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 — Descriptive adjectives and vocabulary) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Extending toward independent mastery — Descriptive adjectives and vocabulary in the context of Spring Weather and New Life. 2) Guided practice applying extending toward independent mastery — Descriptive adjectives and vocabulary together. 3) Child attempts extending toward independent mastery — Descriptive adjectives and vocabulary with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Descriptive adjectives and vocabulary, applying it to one new example related to Spring Weather and New Life.

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

Objective: Student will independently demonstrate mastery of extending toward independent mastery — Descriptive adjectives and vocabulary by producing 3-4 original examples tied to Spring Weather and New Life.

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 — Descriptive adjectives and vocabulary) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Extending toward independent mastery — Descriptive adjectives and vocabulary in the context of Spring Weather and New Life. 2) Guided practice applying extending toward independent mastery — Descriptive adjectives and vocabulary together. 3) Child attempts extending toward independent mastery — Descriptive adjectives and vocabulary with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Descriptive adjectives and vocabulary, applying it to one new example related to Spring Weather and New Life.

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

Objective: Student will model and explain interpreting and creating graphs from data sets using hands-on manipulatives related to Spring Weather and New Life.

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 (Interpreting and creating graphs from data sets) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Interpreting and creating graphs from data sets in the context of Spring Weather and New Life. 2) Guided practice applying interpreting and creating graphs from data sets together. 3) Child attempts interpreting and creating graphs from data sets with support, receiving feedback.

Practice: Child independently practices interpreting and creating graphs from data sets, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates interpreting and creating graphs from data sets correctly in at least 3 of 4 attempts.

Objective: Student will solve guided problems involving interpreting and creating graphs from data sets, 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 (Interpreting and creating graphs from data sets) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Interpreting and creating graphs from data sets in the context of Spring Weather and New Life. 2) Guided practice applying interpreting and creating graphs from data sets together. 3) Child attempts interpreting and creating graphs from data sets with support, receiving feedback.

Practice: Child independently practices interpreting and creating graphs from data sets, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates interpreting and creating graphs from data sets correctly in at least 3 of 4 attempts.

Objective: Student will apply interpreting and creating graphs from data sets to solve a themed word problem connected to Spring Weather and New Life.

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 (Interpreting and creating graphs from data sets) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Interpreting and creating graphs from data sets in the context of Spring Weather and New Life. 2) Guided practice applying interpreting and creating graphs from data sets together. 3) Child attempts interpreting and creating graphs from data sets with support, receiving feedback.

Practice: Child independently practices interpreting and creating graphs from data sets, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates interpreting and creating graphs from data sets correctly in at least 3 of 4 attempts.

Objective: Student will check work and compare strategies for interpreting and creating graphs from data sets 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 (Interpreting and creating graphs from data sets) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Interpreting and creating graphs from data sets in the context of Spring Weather and New Life. 2) Guided practice applying interpreting and creating graphs from data sets together. 3) Child attempts interpreting and creating graphs from data sets with support, receiving feedback.

Practice: Child independently practices interpreting and creating graphs from data sets, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates interpreting and creating graphs from data sets correctly in at least 3 of 4 attempts.

Objective: Student will independently complete a mixed-problem challenge demonstrating interpreting and creating graphs from data sets.

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 (Interpreting and creating graphs from data sets) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Interpreting and creating graphs from data sets in the context of Spring Weather and New Life. 2) Guided practice applying interpreting and creating graphs from data sets together. 3) Child attempts interpreting and creating graphs from data sets with support, receiving feedback.

Practice: Child independently practices interpreting and creating graphs from data sets, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates interpreting and creating graphs from data sets correctly in at least 3 of 4 attempts.

Objective: Student will make and record observations related to extending toward independent mastery — Signs of spring; new plant and animal life; changing weather in the context of Spring Weather and New Life.

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 — Signs of spring; new plant and animal life; changing weather) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Extending toward independent mastery — Signs of spring; new plant and animal life; changing weather in the context of Spring Weather and New Life. 2) Guided practice applying extending toward independent mastery — Signs of spring; new plant and animal life; changing weather together. 3) Child attempts extending toward independent mastery — Signs of spring; new plant and animal life; changing weather with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Signs of spring; new plant and animal life; changing weather, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates extending toward independent mastery — Signs of spring; new plant and animal life; changing weather correctly in at least 3 of 4 attempts.

Objective: Student will conduct a simple hands-on investigation to explore extending toward independent mastery — Signs of spring; new plant and animal life; changing weather.

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 — Signs of spring; new plant and animal life; changing weather) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Extending toward independent mastery — Signs of spring; new plant and animal life; changing weather in the context of Spring Weather and New Life. 2) Guided practice applying extending toward independent mastery — Signs of spring; new plant and animal life; changing weather together. 3) Child attempts extending toward independent mastery — Signs of spring; new plant and animal life; changing weather with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Signs of spring; new plant and animal life; changing weather, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates extending toward independent mastery — Signs of spring; new plant and animal life; changing weather correctly in at least 3 of 4 attempts.

Objective: Student will explain cause-and-effect relationships involving extending toward independent mastery — Signs of spring; new plant and animal life; changing weather.

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 — Signs of spring; new plant and animal life; changing weather) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Extending toward independent mastery — Signs of spring; new plant and animal life; changing weather in the context of Spring Weather and New Life. 2) Guided practice applying extending toward independent mastery — Signs of spring; new plant and animal life; changing weather together. 3) Child attempts extending toward independent mastery — Signs of spring; new plant and animal life; changing weather with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Signs of spring; new plant and animal life; changing weather, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates extending toward independent mastery — Signs of spring; new plant and animal life; changing weather correctly in at least 3 of 4 attempts.

Objective: Student will compare and classify examples related to extending toward independent mastery — Signs of spring; new plant and animal life; changing weather and Spring Weather and New Life.

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 — Signs of spring; new plant and animal life; changing weather) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Extending toward independent mastery — Signs of spring; new plant and animal life; changing weather in the context of Spring Weather and New Life. 2) Guided practice applying extending toward independent mastery — Signs of spring; new plant and animal life; changing weather together. 3) Child attempts extending toward independent mastery — Signs of spring; new plant and animal life; changing weather with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Signs of spring; new plant and animal life; changing weather, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates extending toward independent mastery — Signs of spring; new plant and animal life; changing weather correctly in at least 3 of 4 attempts.

Objective: Student will summarize and share what was learned this week about extending toward independent mastery — Signs of spring; new plant and animal life; changing weather.

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 — Signs of spring; new plant and animal life; changing weather) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Extending toward independent mastery — Signs of spring; new plant and animal life; changing weather in the context of Spring Weather and New Life. 2) Guided practice applying extending toward independent mastery — Signs of spring; new plant and animal life; changing weather together. 3) Child attempts extending toward independent mastery — Signs of spring; new plant and animal life; changing weather with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Signs of spring; new plant and animal life; changing weather, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates extending toward independent mastery — Signs of spring; new plant and animal life; changing weather correctly in at least 3 of 4 attempts.

Objective: Student will describe and discuss extending toward independent mastery — How communities celebrate and prepare as it relates to Spring Weather and New Life.

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 — How communities celebrate and prepare) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Extending toward independent mastery — How communities celebrate and prepare in the context of Spring Weather and New Life. 2) Guided practice applying extending toward independent mastery — How communities celebrate and prepare together. 3) Child attempts extending toward independent mastery — How communities celebrate and prepare with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — How communities celebrate and prepare, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates extending toward independent mastery — How communities celebrate and prepare correctly in at least 3 of 4 attempts.

Objective: Student will identify roles and responsibilities connected to extending toward independent mastery — How communities celebrate and prepare.

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 — How communities celebrate and prepare) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Extending toward independent mastery — How communities celebrate and prepare in the context of Spring Weather and New Life. 2) Guided practice applying extending toward independent mastery — How communities celebrate and prepare together. 3) Child attempts extending toward independent mastery — How communities celebrate and prepare with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — How communities celebrate and prepare, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates extending toward independent mastery — How communities celebrate and prepare correctly in at least 3 of 4 attempts.

Objective: Student will connect extending toward independent mastery — How communities celebrate and prepare 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 — How communities celebrate and prepare) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Extending toward independent mastery — How communities celebrate and prepare in the context of Spring Weather and New Life. 2) Guided practice applying extending toward independent mastery — How communities celebrate and prepare together. 3) Child attempts extending toward independent mastery — How communities celebrate and prepare with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — How communities celebrate and prepare, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates extending toward independent mastery — How communities celebrate and prepare correctly in at least 3 of 4 attempts.

Objective: Student will compare different perspectives or places related to extending toward independent mastery — How communities celebrate and prepare.

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 — How communities celebrate and prepare) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Extending toward independent mastery — How communities celebrate and prepare in the context of Spring Weather and New Life. 2) Guided practice applying extending toward independent mastery — How communities celebrate and prepare together. 3) Child attempts extending toward independent mastery — How communities celebrate and prepare with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — How communities celebrate and prepare, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates extending toward independent mastery — How communities celebrate and prepare correctly in at least 3 of 4 attempts.

Objective: Student will reflect on and summarize what was learned about extending toward independent mastery — How communities celebrate and prepare.

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 — How communities celebrate and prepare) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Extending toward independent mastery — How communities celebrate and prepare in the context of Spring Weather and New Life. 2) Guided practice applying extending toward independent mastery — How communities celebrate and prepare together. 3) Child attempts extending toward independent mastery — How communities celebrate and prepare with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — How communities celebrate and prepare, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates extending toward independent mastery — How communities celebrate and prepare correctly in at least 3 of 4 attempts.

Objective: Student will read a text connected to Spring Weather and New Life and retell it while focusing on extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text.

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 a springtime nonfiction/fiction text) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text in the context of Spring Weather and New Life. 2) Guided practice applying extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text together. 3) Child attempts extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text 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 a springtime nonfiction/fiction text.

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 a springtime nonfiction/fiction text) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text in the context of Spring Weather and New Life. 2) Guided practice applying extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text together. 3) Child attempts extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text 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 a springtime nonfiction/fiction text.

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 a springtime nonfiction/fiction text) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text in the context of Spring Weather and New Life. 2) Guided practice applying extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text together. 3) Child attempts extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text correctly in at least 3 of 4 attempts.

Objective: Student will compare two texts or passages related to Spring Weather and New Life using extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text.

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 a springtime nonfiction/fiction text) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text in the context of Spring Weather and New Life. 2) Guided practice applying extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text together. 3) Child attempts extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text 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 a springtime nonfiction/fiction text.

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 a springtime nonfiction/fiction text) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text in the context of Spring Weather and New Life. 2) Guided practice applying extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text together. 3) Child attempts extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates extending toward independent mastery — Identifying key details in a springtime nonfiction/fiction text correctly in at least 3 of 4 attempts.

Objective: Student will read, spell, and sort this week's words featuring idioms and their spelling/usage.

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 (Idioms and their spelling/usage) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Idioms and their spelling/usage in the context of Spring Weather and New Life. 2) Guided practice applying idioms and their spelling/usage together. 3) Child attempts idioms and their spelling/usage with support, receiving feedback.

Practice: Child independently practices idioms and their spelling/usage, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates idioms and their spelling/usage correctly in at least 3 of 4 attempts.

Objective: Student will build and write words using idioms and their spelling/usage 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 (Idioms and their spelling/usage) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Idioms and their spelling/usage in the context of Spring Weather and New Life. 2) Guided practice applying idioms and their spelling/usage together. 3) Child attempts idioms and their spelling/usage with support, receiving feedback.

Practice: Child independently practices idioms and their spelling/usage, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates idioms and their spelling/usage 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 (Idioms and their spelling/usage) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Idioms and their spelling/usage in the context of Spring Weather and New Life. 2) Guided practice applying idioms and their spelling/usage together. 3) Child attempts idioms and their spelling/usage with support, receiving feedback.

Practice: Child independently practices idioms and their spelling/usage, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates idioms and their spelling/usage correctly in at least 3 of 4 attempts.

Objective: Student will sort and categorize words by their idioms and their spelling/usage 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 (Idioms and their spelling/usage) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Idioms and their spelling/usage in the context of Spring Weather and New Life. 2) Guided practice applying idioms and their spelling/usage together. 3) Child attempts idioms and their spelling/usage with support, receiving feedback.

Practice: Child independently practices idioms and their spelling/usage, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates idioms and their spelling/usage correctly in at least 3 of 4 attempts.

Objective: Student will complete a mini dictation/spelling check demonstrating idioms and their spelling/usage.

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 (Idioms and their spelling/usage) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Idioms and their spelling/usage in the context of Spring Weather and New Life. 2) Guided practice applying idioms and their spelling/usage together. 3) Child attempts idioms and their spelling/usage with support, receiving feedback.

Practice: Child independently practices idioms and their spelling/usage, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates idioms and their spelling/usage correctly in at least 3 of 4 attempts.