8:15-9:00 7:30-8:15 Today is: 3/5/2021 Please visit your ...

 Mrs. Strahley’s Daily Plans  

Please visit your child’s google classroom for links and activities.  Today is: 3/5/2021  

7:30-8:15   Planning  

8:15-9:00  

Standards:  ELAGSEKW2: Use a  combination of drawing, dictating,  and writing to compose  informative/explanatory texts in  which they name what they  are writing about and supply  some information about the  topic.    ELAGSEKW8: With  guidance and support from  adults, recall information  from experiences or  gather information from  provided sources to answer  a question.    We are in book 3 of Lucy  writing    

Kinder Writing  

Lesson: VIK Writing    Learning Target:     

● 15 I am learning to write introductions and conclusions to help my  reader.  

● 16 I am learning to use everything I know to make my how to books  easy to read  

● 17 I am learning to dedicate my how to books to make wonderful gifts!  ●  

Success Criteria:    ● 15 I can write a special page to introduce my book to my readers.  ● 15 I can write a conclusion that will help my reader understand my  

book.  ● 15 I can skip the introduction and come back to writing it later.  ● 16 I can make my writing easier to read by hearing lots of sounds in  

a word.    ● 16 I can make my writing easier to read by leaving spaces between  

words.  ● 16 I can make my writing easier to read by making pictures that hold  

the words of the story.  ● 16 I can make my writing easier by using capitals at the start of a  

sentence.  ● 16 I cam make my writing easier by flipping between writing and  

reading, writing and reading.  ● 17 I can write my book for people that I want to teach.    ● 17 I can make my own dedication page by writing who it is to and  

who it is from.     Students will create a class book through an Interactive Writing . The VIK  writing will be a way to tell about why our student of the week is special. 1  copy of the class book will go in the VIK student’s book baggie and another  copy will be sent home with the VIK.   

9:00-9:45   1st Grade Reading   

 Standards  ELAGSE1RF3 Know and  apply grade-level phonics  and word analysis skills in  decoding words. a. Know the  spelling-sound  correspondences for  common consonant digraphs.  b. Decode regularly spelled  one-syllable words.     ELAGSE1RF3e Decode  two-syllable words following  basic patterns by breaking  the words into syllables.    ELAGSE1RF4c Use context  to confirm or self-correct  word recognition and  understanding, rereading as  necessary.  

Learning Targets:   ● I am learning to recognize and name letters and their sounds.  ● To blend the sounds to read words.  

 Success Criteria:    

● I can look at the shape of a letter and say its name and its sound.  ● Say each sound in the word and blend the sounds to read it.  

Progress Monitoring:  

● Letter Sounds and identification  ● CVC Words  ● Writing lowercase and uppercase letters  

9:45-10:50    

ELAGSEKRF2d. Isolate and  pronounce the initial, medial  vowel, and final sounds  (phonemes) in  three-phoneme  (consonant-vowel-consonant,  or CVC) words.     ELAGSEKRF1d. Recognize  and name all upper- and  lowercase letters of the  alphabet.    ELAGSEKRF3a. Demonstrate  basic knowledge of  one-to-one letter-sound  correspondences by  producing the primary or  many of most frequent  sounds for each consonant.  

Kinder Reading    Learning Targets:   

● I am learning to recognize and name letters and their sounds.  ● To blend the sounds to read words.  

 Success Criteria:    

● I can look at the shape of a letter and say its name and its sound.  ● Say each sound in the word and blend the sounds to read it.  

Review:  3 Part Drill-Multi-Sensory activities-Chant, Card Drill, Sand Drill, Blending Board    Progress Monitoring  

● Letter Sounds and identification  ● CVC Words  ● Writing lowercase and uppercase letters  ● Writing a sentence with correct spacing, punctuation, and  

capitalization.        

10:50-11:30   Lunch  

11:30-12:00   Kinder Reading (continued)  

12:00-12:45    

Standard/s:  MGSE4.NF.3 Understand a  fraction 𝑎/𝑏 with a  numerator >1 as a sum of  unit fractions 1 /𝑏 .   a. Understand addition and  subtraction of fractions as  joining and separating parts  referring to the same  whole.   b. Decompose a fraction into  a sum of fractions with the  same denominator in more  than one way, recording  each decomposition by an  equation. Justify  decompositions, e.g., by using  a visual fraction model.  Examples: 3/8 = 1/8 + 1/8 +  1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8  = 1 + 1 + 1/8 = 8/8 + 8/8 +  1/8.    MGSE4.NF.4 Apply and  extend previous  understandings of  multiplication to multiply a  fraction by a whole number  e.g., by using a visual such  as a number line or area  model.  a. Understand a fraction a/b  as a multiple of 1/b. For  example, use a visual  fraction model to represent  5/4 as the product 5 ×  (1/4), recording the  conclusion by the equation  5/4 = 5 × (1/4).    

4th Grade Virtual Math  Module 4: Lesson 10  Learning Target  

● We are learning to use the area model and division to show the  equivalence of two fractions.  

 Success Criteria:    

● I can simplify a fraction by drawing to find a common factor.  ● I can use a number sentence to show how to simplify a factor.  

Review  Count by equivalent fractions  Find Equivalent Fractions  Draw Equivalent Fractions  I do  Draw an area model to represent 10/12. What can we divide both numbers by  to simplify this fraction?   We Do:   -Draw an area model of a number sentence that shows the simplification of a  fraction. 6/10= 6/2 over 10/2 = 3/5  You Do:   Students will complete the problem set the best that they can independently.  Teacher will assist as needed.  Debrief: Review solutions to the Problem Set, allow students to check with a  partner before going over answers as a class, answer any questions and  address any misconceptions students may have.     

12:45-1:30  

Standards:  

MGSEK.OA.1 Represent  addition and subtraction with  objects, fingers, mental  images, drawings 4 , sounds  (e.g., claps), acting out  

Kinder Math  

Lesson 40    Learning Target:   

● 36 I am learning to decompose the number 10 using 5 group  drawings, and record each decomposition with a subtraction equation.   

situations, verbal  explanations, expressions, or  equations.  

MGSEK.OA.2 Solve addition  and subtraction word  problems, and add and  subtract within 10, e.g., by  using objects or drawings to  represent the problem.  

MGSEK.OA.3 Decompose  numbers less than or equal  to 10 into pairs in more  than one way, e.g., by using  objects or drawings, and  record each decomposition  by a drawing or equation  (drawings need not include  an equation).  

MGSEK.OA.4 For any  number from 1 to 9, find  the number that makes 10  when added to the given  number, e.g., by using  objects or drawings, and  record the answer with a  drawing or equation.  

MGSEK.OA.5 Fluently add  and subtract within 5.  

● 37 I am learning to add or subtract 0 to get the same number and  relate to word  

● problems wherein the same quantity that joins a set, separates.  ● 38 I am learning to add 1 to numbers 1–9 to see the pattern of the  

next number  ● using 5-group drawings and equations.  ● 39 I am learning to find the number that makes 10 for numbers 1–9,  

and record  ● each with a 5-group drawing.  ● 40 I am learning to find the number that makes 10 for numbers 1–9,  

and record  ● each with an addition equation.  ●  

Success Criteria:    ● 36 I can use a 5 group drawing to decompose the number 10.  ● 36 I can write a subtraction equation to match my 5 group drawing.  ● 37 I can add 0 to get the same number.  ● 37 I can subtract 0 to get the same number.  ● 37 I can solve word problems adding or subtracting 0.  ● 38 I can add 1 to a number.  ● 38 I can use 5 group drawings to help me add 1 to a number.  ● 38 I can write an equation showing adding 1 to a number.  ● 38 I can see the pattern when I add 1 to a series of numbers.  ● 39 I can use a 5 group drawing to solve for the number that makes  

10.  ● 40 I can find the number to make 10.  ● 40 I can write an addition equation to show how I made 10.  

 I do:  Materials: (S) Linking cube 10-stick, personal white board, add to make 10  recording sheet (Practice Sheet),  1 set of 5-group cards (per pair) (Lesson 39 Template)    Teach students to Find the number that makes 10 for numbers 1-9 and record  each with an addition equation. Have students put their cubes together to make  a ten stick. Then take one off at a time and write the corresponding addition  sentence. Example 9+1=10 With each addition sentence students should record  the equation on their recording sheet.    We do:  Teacher leads students in activity to use number sticks (linking cubes) to  make a number sentence with a partner. Circulate during the activity to  check for accuracy. Note which students are dependent on manipulatives or  drawings. For those who choose to use them, note what  

the most popular strategies are. Also, note overall  confidence in writing the number sentences.    You do:  Students work to Problem Set 40 in the allotted time. Teacher walks around,  monitors and supports and differentiates for students as needed.    

1:30-2:15    

1.OA.1: Use addition and  subtraction within 20 to  solve word problems involving  situations of adding to, taking  from, putting together,  taking apart, and comparing  with unknowns in all  positions, e.g., by using  objects, drawings and  equations with a symbol for  the unknown number to  represent the problem.     1.OA.5: Relate counting to  addition and subtraction (e.g.,  by counting on 2 to add 2).     

1.OA.6: Add and subtract  within 20, demonstrating  fluency for addition and  subtraction within 10. Use  strategies such as counting  on; making ten, decomposing  a number leading to ten;  using the relationship  between addition and  subtraction; and creating  equivalent but easier known  sums.      

11st Grade Math  Module 4 Lesson 24    Learning Target:   I am learning to recognize and make use of part-whole relationships     Success Criteria:  

● I can recognize and make use of part-whole relationships  ● I can interpret two-digit numbers  ● I can add a pair of two-digit numbers   

 I Do: T.E. Pg.: 320-321  Activity consist of teacher demonstrating how to make groups of tens and ones  using cubes.  

We Do: T.E. Pg.: 320-321  Teacher leads students in using cubes to make groups of tens and ones.    You Do: T.E. Pg.: 322  Students work to complete Problem Set Lesson 24 in the allotted time.  Teacher walks around, monitors and supports and differentiates for students as  needed.      Share: EXIT TICKET The student debrief is intended to invite reflection and  active processing of the total lesson experience.