Day 51

Open Session: (SEL): mindful decisions: nutrition

Core 1: LA

• Parts of Speech 
• Writing: adverbs

Core 2: Math: skip counting

Core 3: Art

Tiered Support: final consonant /ch/

In Writing today we added adverbs as part of the revision process.

We also wrote the following shared story adding various parts of speech collectively.

Halloween is the best time to smile. The weather is scary and spooky. When it gets dark, you dress up and go door to door, saying “Trick or Treat!” and neighbors give you earrings and rubberbands. This year, I will dress up as a tree or a haunted candy or maybe a black wolf. While Trick or Treating, it's important to be safe. Don't run out into the pumpkin patch and work both ways before crossing the school. Your parents may even bring along straws to help everyone exercise in the dark. Remember your manners. After someone gives you a fluffy butterfly or a tree, make sure to say AAArgh. Hope everyone has a beautiful time!

Day 50

 Opening Session: (SEL): Huggly's Halloween

Core 1: LA: Writing: revision

Core 2: Math: adding with more than 2 addends

Core 3: Science: sound 

Tiered Support: Spelling: final digraph /ch/

In Writing today, we revised our personal narratives using a blue pen. Our process for revising is as follows:

• Reread
• Ask: Is this page clear? complete? interesting?
• If 'no', add or make changes to the page.

Day 49

 Opening Session: 

Core 1: LA

• Spelling: _nch and _tch spelling patterns
• Writing: introductions, getting your reader's attention

Core 2: Math

• Introduction to IXL
• Adding with more than 2 addends

Core 3: Social Science: Native American people

Tiered Support: phonics: ending digraph /ch/ 

Day 48

Opening Session: (SEL): The Monster Who Lost His Mean

Core 1: LA

• Interactive Read Aloud: The Monkeys and the Hats: retell
• Writing: adding a title

Core 2: Math: addition strategy: making a 10

Core 3: Science

Tiered Support: final digraph /ch/

In Writing today, we added our last element, title, for our narrative in order to pass the 1st grade narrative writing standard. Which means we are ready to start the revision process. For revision we will be switching from black  ink to blue ink.

Day 47

Opening Session: Morning Assembly

Core 1: Math: addition strategy: making 10

Core 2: LA

• Interactive read aloud: The Monkeys and the Hats
• Vocabulary
• Writing response to text: character's actions: making predictions

Core 3: Social Science: customs

Tiered Support: Lunch for Patch: final digraph /ch/

Day 46

Opening Session: (SEL): Mindset

Core 1: LA

• Spelling: word family
• Writing: closing

Core 2: Math: adding 0 and 10

Core 3: Science/Art

Tiered Support: The Best Nest: retell, final consonant blend

For Writing today,  we constructed closings for our writing. A closing is a way to let our reader know we are done finishing our story. So, a closing will not be a what happened next. The chart here has ideas for how to close a 1st grade narrative.

• Tell why you wrote the story.

• Close with a feeling.

• Share what you learned.

• Close with a superlative.

• Close with a question.

• Don’t close with what happened next. (Then we went home... is NOT a closing.)

Day 45

Opening Session: (SEL): mindset and mindful: perseverance and conservation

Core 1: LA

• Spelling: word families
• Grammar: comparatives and superlatives

Core 2: Mathe: workshop: using a numberline

Core 3: Science/Art

Tiered Support: The Best Nest: retell: final consonant blends

Day 44

Opening Session: (SEL): Mindfulness: Mindful diet choices

Core 1: LA

• Sight words
• Word families
• Writing: transitions

Core 2: Math: number lines

Core 3: Social Science: holidays

Tiered Support: The Best Nest: retell:sequence: final consonant blends

In Writing today, we added transitions to our narratives using the narrative transition chart (this is not an all inclusive list) shown below. Per the CCSS, transitions are a necessary part of writing narratives. It was taught that more than one transition is necessary, and based on our 3-page process. Each new page requires a transition. So, everytime the writer turns the page, the writer should add a transition. In 3 pages, there should be 2 transitions.

Day 43

Opening Session: 

Core 1: LA

• Shared Read: Itsy Bitsy Spider 2
• Sight words: spelling
• Rhyming: all family
• Review final consonant blends

Core 2: Math: equivalent expressions

Core 3: Science: life cycle

Tiered Support: The Best Nest: final consonant blend: retell: sequencing

Day 42

Opening Session: Monday Assembly

Core 1: LA

• Word Study: final consonant blends
• Writing: drafting

Core 2: Math: equations with missing addend

Core 3: Social Science

Tiered Support: The Best Nest: final consonant preteach

In Writing today, we drafted our setting and our sequence of 2 happenings. In the first run at drafting there should be no more than 3 sentences, one per page. The sentences be a simple skeletal retell of the story. We should have very few details at this point.

Day 41

Opening Session: (SEL): mindfulness: mindful choices

Core 1: LA: capitalization, personal 'I', proper nouns

Core 2: Math: equivalent expressions

Core 3: Visual Art: color

Tiered Support: Fran Grabs It: r-blends

Day 40

Opening Session: (SEL): safety and preparedness: earthquakes

Core 1: Writing: quick sketch

Core 2: Math: inequalities

Core 3: Science: life cycles

Tiered Support: Fran Grabs It: r-blends classifying

In writing today, we quick-sketched our stories. The quick-sketches are intended to keep us focused when we actually start writing the text. Quick-sketches are not illustrations or pictures. The are more a set of graphic notes to guide the writing and should be able to be be completed in just a few (no more than 3) minutes. The when, who, and where are quick-sketched in the first page box. It is okay and desireable to provide labels within the sketch for clarification. The what happened is sketched into the box on the second page. The what happened next is sketched into the box on the third page.

Day 39

Opening Session: (SEL): mindful breathing

Core 1: Writing: oral language: touch and talk

Core 2: Math: inequalities

Core 3: Science: plant and animal defenses

Tiered Support: Fran Grabs It: predictions: r-blends

The third step of our writing process is the oral language step where we vocalize the setting while touching the front page with our finger. We tell what happened (one short sentence) while touching the second page. We tell what happened next (one short sentence) while touching the third page. There should be nothing yet written on your pages.

Day 38

Opening Session: (SEL): Mindset

Core 1: LA

• Spelling: r-blends and review
• Writing: continue with setting oral language: plot oral language

Core 2: Math: near doubles

Core 3: Science: plant and animal defenses

Tiered Support: Fran Grabs It: written response to text: r-blends

In writing we contined to record students oral production of their settings then introduced plot. Students will orally sequence two plot events.

Day 37

Opening Session: Assembly

Core 1: LA

• Phonics: r-blends
• Writing: character and setting: sentence formation, oral language

Core 2: Math: near doubles

Core 3: Social Science: past and present

Tiered Support: targeted scaffolding: Fran Grabs It: r-blends

In Writing, we composed sentences for our settings orally. We will need the narrative writing paper for tomorrow's lesson.

Day 36

Opening Session: (SEL): Mindfulness: perspective and forced perspective

Core 1: Math: addition strategy: doubles

Core 2: LA: Writing: setting and character

Core 3: Art: shapes: movement

Tiered Support: Stop! It's a Frog!: retell

For Writer's Workshop we analyzed narrative text for setting and character and added the characters and setting to our memorable moments.

When                Who                          Where

Last week        My family and I        Lake Havasu

Day 35

Opening Session: (SEL): Mindset: Itsy Bitsy Spider

Core 1: LA

• Shared Reading: Itsy Bitsy Spider
• Sight Words
• Writing: review and share setting; prepositional phrases of time.

Core 2: Math: counting on

Core 3: Science

Tiered Support: Stop! It's a Frog!: retell

Day 34

Opening Session: (SEL): Mindset

Core 1: LA

• Spelling: s-blends
• Interactive Read Aloud: inference: character's thinking

Core 2: Math: counting on

Core 3: Social Science: work around the world

Tiered Support: Stop! It's a Frog!: sequencing, s-blends

Day 33

Opening Session: (SEL): Mindful: finger labrynth

Core 1: LA

• Reading: text analysis: setting
• Writing: setting

Core 2: Math: related numbers

Core: 3: Science

Tiered Support: Stop! It's a Frog!: s-blends, sequencing

For Writing today, we analyzed text for setting. We began to generate prepositional phrases of time with which to begin our stories: When I was young,...; Last week,...; Yesterday,....

Day 32

Opening Session: Weekly Assembly

Core 1: LA

• Spelling: s-blends
• Writing: oral stories

Core 2: Math: related facts

Core 3: Social Science

Tiered Support: preteach s-blends

For Writing we continued our narrative unit be demonstrating telling a memorable moment story orally (daily writing homework) Adults should be listening for a story which starts with a clear setting while establishhing the characters of the story. A story should be told with at least 2 events in order. The story should also include transitions and a closing; both of which will be discussed at a later date.

Day 31

Opening Session: (SEL): Gesture drawings: shape perspective

Core 1: LA

• Writer's Workshop: Brainstorming
• Interactive Read Aloud

Core 2: Math: Subtraction: parts of 10

Core 3: Social Science

Tiered Support: Sled Club: l-blends

Today we continue our narrative writing by brainstorming a list of settings for possible personal narratives. The settings for our list could very be gleaned from our list of memorable moments. It follows that a possible discussion at home would be to say a couple sentences regarding the settings for your child's list of memorable moments. They could mirror an adult making comments about their own settings from their list. Comments might include the answers to where, when, and who questions.

Day 30

Opening Session: (SEL): Mindfulness: music appreciation

Core 1: LA

• Encode: l-blends
• Reading: Interactive read aloud: character's thoughts: Princess and the Pea
• Writing: text structure: title page

Core 2: Math: parts of 9

Core 3: Science

Tiered Support: Sled Club: initial consonant l-blends