Week 8: Maps and Where We Live

Objective: Student will identify and correctly use extending toward independent mastery — 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 (Extending toward independent mastery — Prepositions and directional words) back to Maps and Where We Live.

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

Practice: Child independently practices extending toward independent mastery — Prepositions and directional words, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates extending toward independent mastery — Prepositions and directional words correctly in at least 3 of 4 attempts.

Objective: Student will construct complete sentences that correctly apply extending toward independent mastery — 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 (Extending toward independent mastery — Prepositions and directional words) back to Maps and Where We Live.

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

Practice: Child independently practices extending toward independent mastery — Prepositions and directional words, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates extending toward independent mastery — Prepositions and directional words correctly in at least 3 of 4 attempts.

Objective: Student will compare correct and incorrect examples of extending toward independent mastery — 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 (Extending toward independent mastery — Prepositions and directional words) back to Maps and Where We Live.

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

Practice: Child independently practices extending toward independent mastery — Prepositions and directional words, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates extending toward independent mastery — 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 extending toward independent mastery — 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 (Extending toward independent mastery — Prepositions and directional words) back to Maps and Where We Live.

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

Practice: Child independently practices extending toward independent mastery — Prepositions and directional words, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates extending toward independent mastery — Prepositions and directional words correctly in at least 3 of 4 attempts.

Objective: Student will independently demonstrate mastery of extending toward independent mastery — 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 (Extending toward independent mastery — Prepositions and directional words) back to Maps and Where We Live.

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

Practice: Child independently practices extending toward independent mastery — Prepositions and directional words, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates extending toward independent mastery — Prepositions and directional words correctly in at least 3 of 4 attempts.

Objective: Student will model and explain introduction to fractions as parts of a whole 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 (Introduction to fractions as parts of a whole) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Introduction to fractions as parts of a whole in the context of Maps and Where We Live. 2) Guided practice applying introduction to fractions as parts of a whole together. 3) Child attempts introduction to fractions as parts of a whole with support, receiving feedback.

Practice: Child independently practices introduction to fractions as parts of a whole, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates introduction to fractions as parts of a whole correctly in at least 3 of 4 attempts.

Objective: Student will solve guided problems involving introduction to fractions as parts of a whole, explaining each step aloud.

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

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

Warm-up: Quick warm-up connecting today's focus (Introduction to fractions as parts of a whole) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Introduction to fractions as parts of a whole in the context of Maps and Where We Live. 2) Guided practice applying introduction to fractions as parts of a whole together. 3) Child attempts introduction to fractions as parts of a whole with support, receiving feedback.

Practice: Child independently practices introduction to fractions as parts of a whole, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates introduction to fractions as parts of a whole correctly in at least 3 of 4 attempts.

Objective: Student will apply introduction to fractions as parts of a whole 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 (Introduction to fractions as parts of a whole) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Introduction to fractions as parts of a whole in the context of Maps and Where We Live. 2) Guided practice applying introduction to fractions as parts of a whole together. 3) Child attempts introduction to fractions as parts of a whole with support, receiving feedback.

Practice: Child independently practices introduction to fractions as parts of a whole, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates introduction to fractions as parts of a whole correctly in at least 3 of 4 attempts.

Objective: Student will check work and compare strategies for introduction to fractions as parts of a whole with a partner or parent.

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

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

Warm-up: Quick warm-up connecting today's focus (Introduction to fractions as parts of a whole) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Introduction to fractions as parts of a whole in the context of Maps and Where We Live. 2) Guided practice applying introduction to fractions as parts of a whole together. 3) Child attempts introduction to fractions as parts of a whole with support, receiving feedback.

Practice: Child independently practices introduction to fractions as parts of a whole, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates introduction to fractions as parts of a whole correctly in at least 3 of 4 attempts.

Objective: Student will independently complete a mixed-problem challenge demonstrating introduction to fractions as parts of a whole.

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

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

Warm-up: Quick warm-up connecting today's focus (Introduction to fractions as parts of a whole) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Introduction to fractions as parts of a whole in the context of Maps and Where We Live. 2) Guided practice applying introduction to fractions as parts of a whole together. 3) Child attempts introduction to fractions as parts of a whole with support, receiving feedback.

Practice: Child independently practices introduction to fractions as parts of a whole, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates introduction to fractions as parts of a whole correctly in at least 3 of 4 attempts.

Objective: Student will make and record observations related to extending toward independent mastery — 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 (Extending toward independent mastery — Observing land near our home; simple landforms vocabulary) back to Maps and Where We Live.

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

Practice: Child independently practices extending toward independent mastery — Observing land near our home; simple landforms vocabulary, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates extending toward independent mastery — 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 extending toward independent mastery — 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 (Extending toward independent mastery — Observing land near our home; simple landforms vocabulary) back to Maps and Where We Live.

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

Practice: Child independently practices extending toward independent mastery — Observing land near our home; simple landforms vocabulary, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates extending toward independent mastery — 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 extending toward independent mastery — 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 (Extending toward independent mastery — Observing land near our home; simple landforms vocabulary) back to Maps and Where We Live.

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

Practice: Child independently practices extending toward independent mastery — Observing land near our home; simple landforms vocabulary, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates extending toward independent mastery — 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 extending toward independent mastery — 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 (Extending toward independent mastery — Observing land near our home; simple landforms vocabulary) back to Maps and Where We Live.

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

Practice: Child independently practices extending toward independent mastery — Observing land near our home; simple landforms vocabulary, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates extending toward independent mastery — 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 extending toward independent mastery — 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 (Extending toward independent mastery — Observing land near our home; simple landforms vocabulary) back to Maps and Where We Live.

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

Practice: Child independently practices extending toward independent mastery — Observing land near our home; simple landforms vocabulary, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates extending toward independent mastery — Observing land near our home; simple landforms vocabulary correctly in at least 3 of 4 attempts.

Objective: Student will describe and discuss extending toward independent mastery — 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 (Extending toward independent mastery — Reading and using simple maps of our neighborhood) back to Maps and Where We Live.

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

Practice: Child independently practices extending toward independent mastery — Reading and using simple maps of our neighborhood, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates extending toward independent mastery — 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 extending toward independent mastery — 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 (Extending toward independent mastery — Reading and using simple maps of our neighborhood) back to Maps and Where We Live.

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

Practice: Child independently practices extending toward independent mastery — Reading and using simple maps of our neighborhood, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates extending toward independent mastery — Reading and using simple maps of our neighborhood correctly in at least 3 of 4 attempts.

Objective: Student will connect extending toward independent mastery — 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 (Extending toward independent mastery — Reading and using simple maps of our neighborhood) back to Maps and Where We Live.

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

Practice: Child independently practices extending toward independent mastery — Reading and using simple maps of our neighborhood, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates extending toward independent mastery — 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 extending toward independent mastery — 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 (Extending toward independent mastery — Reading and using simple maps of our neighborhood) back to Maps and Where We Live.

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

Practice: Child independently practices extending toward independent mastery — Reading and using simple maps of our neighborhood, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates extending toward independent mastery — 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 extending toward independent mastery — 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 (Extending toward independent mastery — Reading and using simple maps of our neighborhood) back to Maps and Where We Live.

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

Practice: Child independently practices extending toward independent mastery — Reading and using simple maps of our neighborhood, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates extending toward independent mastery — 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 extending toward independent mastery — 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 (Extending toward independent mastery — Using illustrations and maps to understand simple texts) back to Maps and Where We Live.

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

Practice: Child independently practices extending toward independent mastery — Using illustrations and maps to understand simple texts, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates extending toward independent mastery — 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 extending toward independent mastery — 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 (Extending toward independent mastery — Using illustrations and maps to understand simple texts) back to Maps and Where We Live.

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

Practice: Child independently practices extending toward independent mastery — Using illustrations and maps to understand simple texts, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates extending toward independent mastery — 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 extending toward independent mastery — 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 (Extending toward independent mastery — Using illustrations and maps to understand simple texts) back to Maps and Where We Live.

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

Practice: Child independently practices extending toward independent mastery — Using illustrations and maps to understand simple texts, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates extending toward independent mastery — 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 extending toward independent mastery — 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 (Extending toward independent mastery — Using illustrations and maps to understand simple texts) back to Maps and Where We Live.

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

Practice: Child independently practices extending toward independent mastery — Using illustrations and maps to understand simple texts, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates extending toward independent mastery — 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 extending toward independent mastery — 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 (Extending toward independent mastery — Using illustrations and maps to understand simple texts) back to Maps and Where We Live.

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

Practice: Child independently practices extending toward independent mastery — Using illustrations and maps to understand simple texts, applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates extending toward independent mastery — 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 content-vocabulary spelling (science/social studies terms).

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 (Content-vocabulary spelling (science/social studies terms)) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Content-vocabulary spelling (science/social studies terms) in the context of Maps and Where We Live. 2) Guided practice applying content-vocabulary spelling (science/social studies terms) together. 3) Child attempts content-vocabulary spelling (science/social studies terms) with support, receiving feedback.

Practice: Child independently practices content-vocabulary spelling (science/social studies terms), applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates content-vocabulary spelling (science/social studies terms) correctly in at least 3 of 4 attempts.

Objective: Student will build and write words using content-vocabulary spelling (science/social studies terms) 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 (Content-vocabulary spelling (science/social studies terms)) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Content-vocabulary spelling (science/social studies terms) in the context of Maps and Where We Live. 2) Guided practice applying content-vocabulary spelling (science/social studies terms) together. 3) Child attempts content-vocabulary spelling (science/social studies terms) with support, receiving feedback.

Practice: Child independently practices content-vocabulary spelling (science/social studies terms), applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates content-vocabulary spelling (science/social studies terms) 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 (Content-vocabulary spelling (science/social studies terms)) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Content-vocabulary spelling (science/social studies terms) in the context of Maps and Where We Live. 2) Guided practice applying content-vocabulary spelling (science/social studies terms) together. 3) Child attempts content-vocabulary spelling (science/social studies terms) with support, receiving feedback.

Practice: Child independently practices content-vocabulary spelling (science/social studies terms), applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates content-vocabulary spelling (science/social studies terms) correctly in at least 3 of 4 attempts.

Objective: Student will sort and categorize words by their content-vocabulary spelling (science/social studies terms) 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 (Content-vocabulary spelling (science/social studies terms)) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Content-vocabulary spelling (science/social studies terms) in the context of Maps and Where We Live. 2) Guided practice applying content-vocabulary spelling (science/social studies terms) together. 3) Child attempts content-vocabulary spelling (science/social studies terms) with support, receiving feedback.

Practice: Child independently practices content-vocabulary spelling (science/social studies terms), applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates content-vocabulary spelling (science/social studies terms) correctly in at least 3 of 4 attempts.

Objective: Student will complete a mini dictation/spelling check demonstrating content-vocabulary spelling (science/social studies terms).

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 (Content-vocabulary spelling (science/social studies terms)) back to Maps and Where We Live.

Main Activity: 1) Introduce/review Content-vocabulary spelling (science/social studies terms) in the context of Maps and Where We Live. 2) Guided practice applying content-vocabulary spelling (science/social studies terms) together. 3) Child attempts content-vocabulary spelling (science/social studies terms) with support, receiving feedback.

Practice: Child independently practices content-vocabulary spelling (science/social studies terms), applying it to one new example related to Maps and Where We Live.

Assessment: Child demonstrates content-vocabulary spelling (science/social studies terms) correctly in at least 3 of 4 attempts.