8-23-8-27

Reading-

Read Aloud " Night of the Twister"42m Fluency and Listening Comprehension Page 42I Concept Vocabulary Pg 42I Skill Page 42 Begin Build Background G.O. 15 pg. 44a Introduce-G.O.-5 pg. 44b –Teacher Begin Student finish in groups Vocabulary- Def. should be on the back of your cards ||  Question of the Day Vocabulary Strategies pg. 44-45   Pre-Reading Strategies: Set Purpose pg. 47 ||  Question of the Day Quick Review of strategy /skill DI-56 Explain Reader Response pg. 64 ||  Question of the day Quick Review Page 67b ||  Question of week wrap up    Measuring Tornadoes pg. 66-67   Preview/Use Text Features  ||
 * Monday ||  Tuesday  ||  Wednesday  ||  Thursday  ||  Friday  ||
 * Question of the Week
 * Small Group:

Blue Group: Introduce: Forecasting the Weather Provided students with handout of question on pg. DI~13 Skills Handout in Workout

Green Group: Introduce: Storm Danger! See pg. DI~12 Skill Sheet Activity

Yellow Group: Introduce: The Challenges of Storm Chasing See pg. DI~13 Write to Read& finish skill sheet activity ||  Small Group:

Blue Group: Read “Thunder Rose” Write to Read from Monday DI~5

Green Group: Listen to main selection Vocabulary strategy ELL poster Di~14

Yellow Group Selection with teacher Re-read selection Strategy response in journal ||  Small Group:

Blue Group: Teacher DI~17 Finish “Thunder” answer questions from DI   Write Now Activity Begin Selection Test if students are ready

Green Group: Teacher DI~16 Graphic organizer ELL summary Listen to reminder of selection

Yellow: Fluency Practice Graphic Organizer Vocabulary Practice Read reminder of selection ||  Small Group:

Blue Group: Teacher Led Test if needed LR of trade book

Green Group: LR-teacher Take Test

Yellow Group: LR-teacher focused Take test ||  Small Group:

Blue Group: LR or trade book continued

Green Group: Focused Practice Re-teach Skill Specific DI`53

Yellow Group: Data Driven& Skill Specific Skill DI-53 ||

Do not forget to include the non-negotiable station practices. * This plan is a guide of what should be taught during the week. J

Social Studies Lesson Plans- COS:1- Locate physical features that impacted the exploration and settlement of the Americas. Include- locating states, capitals, and important geographic features east of the Mississippi River

Monday- Use handout of a summary of Chapter 1 Lesson 3. Complete this whole group and complete a comprehension tool kit chart with the lesson. Use Comprehension lesson 4.

Tuesday- Extend Lesson 3 by completing the Language Arts box on the botton on teacher's edition page 24. This is them writing a letter or journal entry. Also complete handout on vocabulary for homework or classwork (handout page 78).

Wednesday- Might want to try to allow students to break into pairs and read chp 4 lesson 1 with a partner if not ready for that yet complete whole group by reading and going over the main ideas and vocabulary. When finished complete a cause and effect anchor chart an example is on the botton of teacher's edition page 31.

Thursday- Let students work at tables or small groups and complete Workbook pages 6 and 7. Complete as homework and take for a grade if you choose.

Friday- Complete chapter 1 test open book

Writing-COS- 8.) Express meaning through writing varied sentence structure, detailed paragraphs, and multi-paragraph compositions in an organized manner.

Monday- begin narrative prompt mock assessment. prompt:Pretend that you woke up one day as a super hero. What would you do? Would you have an amazing super power? Write a story telling about yourself as a super hero. Tuesday- continue and complete mock assessment.

Wednesday- Use your//Writing Lessons for the Interactive Whiteboard// (this is the book that Kathy gave all of us) to discuss focused writing with the class. Complete mini lesson 1 "Focus" (pages 7-12) with the class. Discuss the importance of remaining on 1 topic while writing.

Thursday- Review previous lesson and distribute prompts for students to glue into their writing journals and then begin planning. The first narrative piece will be written over several days. Suggest planning processes such as a story board or a beginning/middle/end outline. Remind students that all stories must have strong characters and plots. prompt: One night you are awakened by a strange sound outside your window. You get out of bed and look out your window. You see the most amazing thing you have ever seen. Write a story about what you see and what happens after that.

Friday- Begin writing stories in class. Only write the beginning part of the story, allowing students to introduce characters, setting, and conflict.

SCIENCE COS (Energy and Body Systems) # 4 Describe forms of energy, including chemical, heat, light, and mechanical. # 8-Identify major body systems and their functions, includig the circulatory system, respiratory system, excretory system, and reproductive system. __Assign students page 43, 23 and 24 of the BodyTrek activity book. HW-have students create study cards for energy vocabulary__ __**Tuesday**- Read the trade book "My Lungs" with students and review Body Trek pages. Have students act out the path air takes in and out of the body. *Review energy vocabulary for quiz__ __**Wednesday**- Introduce the circulatory system. Complete a directional drawing of the heart, label parts, and discuss the path blood takes as it circulates throughout the body. *Quiz on Energy vocabulary__ __**Thursday**-* If Solar energy kits are in. Begin Investigation 1-shadow tracking. Observe and compare shadows during the day. Use a compass to orient the shadow tracker, and relate position of sun with size of shadow.__ __Friday-Continue investigation 1 and complete pgs. 20-21 from Body Trek activity book and discuss nutrition and energy. Discuss how solar energy is passed to plants we eat and then to us.__
 * Monday**- Introduce the respiratory system. Complete a directional drawing and label the parts. See textbook pages

**Math - Remeber to work on Daily practice problems and Timed Multiplication Tests - 20prob a min.**

**Monday – Session 1.3:** Students use their knowledge of the meaning of even, odd, prime, square, factor, and multiple to identify numbers with particular combinations of these characteristics.

10 Minute Math – p.41 (5-10 min)

Activity 1– Introducing Number Puzzles: 4 Clues p.42 (20 min)

Activity 2 – Solving Number Puzzles: 4 Clues p. 44 (35 min)

Activity 3 – Explaining Homework p. 45 (5 min)

Homework – WB p. 9

**Tuesday – Session 1.4:** Students use combinations they know to generate as many ways as possible of multiplying two, three, or more whole numbers to make the products of 18 and 180.

10 Minute Math – p.48 (5 min)

Activity – Finding Multiplication Combinations for 18 and 180 p.49 (entire class)

**Wednesday– Session 1.5:** In the first Math Workshop, students practice identifying numbers with common characteristics and continue working on ways to multiply two, three, or more numbers to make a given product.

10 Minute Math – p.52 (5min)

Activity – Introduce Math Workshop p.53 (10 min)

Math Workshop – Number Puzzles and Finding Factors p. 54 (40 min)

Discussion – Solving a Number Puzzle p.55 (10 min) __**Thursday - Session 1.6**: Students continue with the Math Workshop and observed assessment from Session 1.5. The discussion focuses on findaing all the factors for a given number.__ __10 Minute Math - p. 57 (5 min)__ __Math Workshop - p. 58 (45 min)__ __Discussion - p.59 (15 min)__

__**Friday** - Finish up Session 1.6 and complete weekly quiz.__

LANGUAGE ARTS: GRAMMAR; //**SUBJECTS AND PREDICATES**// **USE DAILY FIX-IT EVERY DAY**__ MONDAY- GRAMMAR TRANSPARENCY # 2 TUESDAY- PRACTICE BOOK PG. 5 WEDNESDAY- PRACTICE BOOK PG. 6 THURSDAY- PRACTICE BOOK PG. 8 <span style="color: #0023ff; display: block; font-family: 'Comic Sans MS',cursive;">FRIDAY- **TEST** PRACTICE BOOK PG. 7

<span style="color: #800000; display: block; font-family: 'Comic Sans MS',cursive;">SPELLING; LONG VOWEL VCV <span style="color: #800000; display: block; font-family: 'Comic Sans MS',cursive;">M/DAY- WRITE WORDS IN PLANNER <span style="color: #800000; display: block; font-family: 'Comic Sans MS',cursive;">T/DAY- WORKBOOK PAGE # 6 <span style="color: #800000; display: block; font-family: 'Comic Sans MS',cursive;">W/DAY- WORKBOOK PAGE #7 <span style="color: #800000; display: block; font-family: 'Comic Sans MS',cursive;">TH/DAY- WORKBOOK PAGE#8 <span style="color: #800000; display: block; font-family: 'Comic Sans MS',cursive;">F/DAY- TEST