• How are your groups going?
• Are you getting in your 3 groups every day?
• What are you struggling with? How can I support your small group instruction?

1.15A follow written multi-step directions with picture cues to assist with understanding

1.15B explain the meaning of specific signs and symbols

1.13A identify the topic and explain the author's purpose in writing about the text

Vocabulary:

• procedural
• directions
• symbols
• author's purpose
• how-to
• instructions

Questions Stems:

What are the ingredients for _____?

What do we need for _____?
What is the first step in the directions for making ____?

What do you do after _____?

What does this ask a person to do?

How would you follow the directions on this sign?

1.19C write brief comments on literary or informational texts

Vocabulary:

• "How-To"
• purpose for writing

Stems:

First __________.

Next __________.

Then __________.

Last ___________.

Finally _________.

Grammar:

• nouns
  

Reading Strategies to Model during your Shared Reading:

• Look at the picture.
• Get your mouth ready.
• Point to the words (1 to 1 tracking)
• Does it sound right?
• Does it look right?
• Look for chunks.

What strategies have you covered? What do you need to cover next?

• distinguish between short/long
• silent "e" syllables

Spanish: I need a copy of the long range plan.

• recognize the change in a spoken word when a specified syllable or phoneme is added, changed, or removed
• decode words in context and in isolation by applying the knowledge of letter-sound relation in different structures including: consonant digraphs (e.g. ch/chi-cle; rr/pe-rro

9A Identify examples of people wanting more than they can have.

9B Explain why wanting more than they can have requires that people make choices.

9C Identify examples of choices families make when buying goods and services.

10A Describe the components of various jobs and the characteristics of a job well preformed.

10B Describe how specialized jobs contribute to the production of goods and services.

Concepts/Main Idea:

• When families want more than they can have, they must make choices about the goods and services they buy.
• People preform specialized jobs to produce goods and services.

Vocabulary:

• choice
• save
• goods
• services
• job

Essential Questions:

• How do specialized jobs contribute to the production of goods and services?

Pearson Resources:

Chapter 2 Lesson 5

https://www.pearsonrealize.com/community/program/d97df807-121f-3f39-aa1e-f7cf04cd0d24/21/tier/7e557a71-a8c1-3dc3-a39c-92af88cdcaf2/9/lesson/f91c6967-df63-3920-b39f-37a410da7e1a/19

Chapter 2 Lesson 6

https://www.pearsonrealize.com/community/program/d97df807-121f-3f39-aa1e-f7cf04cd0d24/21/tier/7e557a71-a8c1-3dc3-a39c-92af88cdcaf2/9/lesson/f215909f-b5ad-37b0-be5e-1f1823034116/19

I will learn how to study the candidates and issues relevant to an election.

Plans:

• Look through the packet provided by the district and choose activities to focus on.
• "E is for Election Day:
• "https://app.schoology.com/link?a=0&path=https%3A%2F%2Fvideoplus.aliefisd.net%2FVEMSWeb%2FVEMSHost.html%3FVBTemplate%3DTemplates%2FVideoInfoTemplate.xml%26contentID%3D2794%26shared%3D1

1.9A describe the plot (problem and solution) and retell a story's beginning, middle, and end

1.9B describe characters in a story and the reasons for their actions and feelings

Vocabulary:

• characters
• setting
• fiction
• beginning
• middle
• end
• retell
• problem
• solution

Stems:

______ is a fiction story.

The character is ______.

The problem is _____.

The solution is _____.

In the beginning _____.

In the middle _____,

In the end _____.

Question Stems:

What happened when _____?

What happened at the beginning of the story?

What happened at the end of the story?

How does ___ feel about ___?

Why do you think ___ did ____?

Which word best describes ______?

Why did ___ want to _____?

18A write brief stories that include a beginning, middle, and end

Steps:

• Introduce personal narratives.
• Choose a topic to write about. You can either brainstorm ideas together and the students choose or you can give a prompt.
• One day-->model the beginning of your story with who were you with and where did you go.
• One day-->model the middle of your story with what did you do.
• One day-->model the end of your story with how did the event end and how did you feel.
• One day-->you can model adding details and students can go back and add details.
• The rest of the time students can publish a book.

Week 4--> Silent "e"

Week 5--> Digraphs

Spanish:

Week 4--> digraphs with "ll"

Week 5--> soft and hard "c"

1A describe the origins of customs, holidays, and celebrations of the community, state, and nation

1B compare the observance of holidays and celebrations, past and present

Concepts/Main Idea:

• The Pilgrims came to America for religious freedom.
• Thanksgiving was first celebrated by the Pilgrims and the Wampanoag Indians.
• Thanksgiving helps us to remember to be thankful for what we have.
• Native American Heritage Month celebrates the history, culture, and contributions made by the "First Americans" to the establishment and growth of the United States.
• People and events from the past have influenced change in our community.

Vocabulary:

• Thanksgiving
• freedom
• Mayflower
• culture
• Native Americans
• Wampanoag
• pilgrims
• heritage

Essential Questions:

• How does Thanksgiving represent American freedom?
• How is our celebration of Thanksgiving today different than in the past?
• How would our lives be different without the contributions of Native Americans?

• Does everyone understand the assignment?
• How many-->2 before Thanksgiving break and 2 before Christmas break
• Talk about examples you have already done. (Even students on the smartboard during Daily 5 rotations can count)
• When we plan these next two weeks let's brainstorm ideas for integrating technology aligned with the TEKS we are practicing.

• I'm thinking we should give the CCA during the week of 11/18 so that we can look at the results.
• We will then use that data to review for the DCA.
• Let's look at the CCA we created last year and see if there is anything we want to add or change.

1.23A generate a list of topics of class-wide interest and formulate open ended questions

1.23B decide what sources of information might be relevant to answer these questions

1.24A gather evidence from available sources as well as from interviews with local experts

1.24B use text features in age-appropriate reference works to locate information

1.24C record basic information in simple visual formats

1.26A create a visual display or dramatization to convey the results of the research

Vocabulary:

• topics
• sources
• research
• text features

• Do we want to do countries or focus on specific holidays? (for ex: Kwanza, Hannukah,etc...)
• How can we create a digital product for our research?

TEKS: 1.19C write brief comments on literary or informational texts

Let's talk about what we want to focus on for writing:

• Expository-writing about our research
• Letter Writing
• A little of both

Reading Strategies to Model during your Shared Reading:

• Does it sound right?
• Does it look right?
• Look for chunks.
• Skip the word and see what would make sense.

What strategies have you covered? What do you need to cover next?

• Week 5-->"s" blends
• Week 6-->"r" blends
• Week 7-->"l" blends
• Week 8-->review blends

Spanish:

• Review open and closed syllables
• g-soft and g-hard
• r-soft and r-hard

4A locate places using the four cardinal directions

4B describe the location of self and objects relative to other locations in the classroom and school

5A create and use simple maps such as maps of the home, classroom, school and community

Concepts/Main Idea:

• Maps are simple representations and globes are models of places on Earth.

Essential Questions:

• How do maps help us locate and identify places?
• How can we identify and describe the relative location of places in the school and community?
• 
  

Vocabulary:

• map
• globe
• direction
• location

Pearson Resources:

• Chapter Opener
• Chapter 3 Lesson 1--> Where Things are Located
• Chapter 3 Lesson 2--> Maps and Globes

6A Identify and describe the physical characteristics of place such as landforms, bodies of water, natural resources, and weather

Concepts/Main Idea:

• The world is made up of different physical characteristics such as landforms, bodies of water, natural resources, and weather.

Essential Questions:

• What is the world like?

Pearson Resources:

• Chapter 3 Lesson 3-->Land and Water
• Chapter 3 Lesson 4-->Continents and Oceans

• Long Range Planning for 3rd Grading Period

• Look at "Over the weekend" journals: (What are trends you notice? What growth do you notice? What do we need to keep working on?)
  
• Look at Writing CCA
• Look at Spelling Inventory: (What progress do you notice? Where do you need to go next with each of your groups?)