Day 83

 Opening Session: (SEL): Mindset

Core 1: LA

• Spelling: long 'o' vowel pairs
• Writing: voice: imperative

Core 2: Math: 100 Chart: ten more/less

Core 3: Social Studies: mapping skills: desktop

Tiered Support: 

• Retell: Go Fast, Go Slow: retell
• Read: Toad and His Boat: reading punctuation, long 'o' vowel pairs

Day 82

 Opening Session

Core 1: LA

• Spelling: long 'o'
• Writing: info/procedural: brainstorm

Core 2: Math: Tool: Hundreds Chart

Core 3: Science: Earth: manipulating data

Tiered Support: 

• Go Fast, Go Slow: comprehension: compare/contrast 
• long 'o'

Day 69

Opening Session: (SEL)

Core 1: (LA)

• Spelling: short and long i (i_e)

Core 2: Math: place value

Core 3: Science: unit opener: making observations

Tiered Support: 

• Time to Tug: retell 
• Read: Why Kittens Hide: i_e

In Writing, we moved to the planning stage of our writing process and made a quick sketch of our touch and talk ideas.

Day 68

Opening Session: (SEL):

Core 1: LA

• Spelling: _ick; i_e
• Writing: touch and talk

Core 2: Math: Math Workshop: tens and ones

Core 3: Social Science: geography/traditions

Tiered Support: Time to Tug: main idea/details: short and long i

In Writing today, we pointed to the 2 boxes on our paper while telling our facts about our topic.

Day 66

Opening Session: Morning Assembly

Core 1: (LA) 

• Spelling: _ick; i_e
• Writing: brainstorming: topic narrowing

Core 2: (Math): place value (11-19)

Core 3: (Social Science): winter traditions

Tiered Support: Spelling and Reading: _ick; i_e

In Writing, we added to our brainstorming lists of nonfictional topics. We then selected 3 top choices.

Day 64

Opening Session: Thanksgiving

Core 1: LA

• Retell
• Vocabulary
• Spelling: rhyming /s/ spelled ce, /j/ spelled ge, 

Core 2: Math: subtraction strategy: make 10

Core 3: Science

• Questioning
• Concept review

Tiered Support: Retell and Read: soft c and g

Day 61

Opening Session: Morning Assesmbly

Core 1: LA: Spelling /s/ spelled ce, ci_, cy; /j/ spelled ge, gi_

Core 2: Math: subtraction: near doubles

Core 3: Social Science: review

Tiered Support: Grace and Ace: /s/ spelled ce, ci_, cy; /j/ spelled ge, gi_

Day 60

Opening Session: (SEL) Mindfulness: kindness

Core 1: (LA)

• Spelling strategies
• Writing: editing: speling

Core 2: (Math): subtraction: doubles

Core 3: Art: color

Tiered Support: One Thousand Paper Cranes

For Writing, we edited spelling using a red pen. For this step, we start by circling words we suspect may be spelled incorrectly. We then apply one of the spelling strategies from the spelling strategy chart. We can use the back of our writing paper for space to use the strategies.

Spelling Strategies:

• Stretch it out. Listen for sounds.
• Find the word where you think it may be.
• Spell each syllable.
• Try a different spelling from S.S. cards.
• Write it 3 different ways. Pick the best.
• Recall a spelling rule or hint.

Day 58

Opening Session: (SEL) Mindfulness: differences

Core 1: Digital Project: presentations

Core 2: Math: missing subtrahend: strategies

Core 3: Science: animal offspring

Tiered Support: Reading: long 'o' (o_e)

Day 57

Opening Session: Morning Assembly

Core 1: LA: Spelling: long 'o' (o_e)

Core 2: Math: missing subtrahend: acting it out

Core 3: Social Science: U.S. immigration

Tiered Support: Reading: long 'o' (o_e)

Day 54

Opening Session: (SEL) healthy choices

Core 1: LA: word study: 'long a' (a_e)

Core 2: Math: Edulastic CFA Practice

Core 3: Social Science: Native Americans

Tiered Support: Shade Lake: 'long a' (a_e)

Day 53

Opening Session: (SEL): mindset

Core 1: LA

• Grammar: regular and irregular past tense
• Shared Reading: Engine Engine: sight words, rhyming

Core 2: Math: counting back

Core 3: Science: writing

Tiered Support: Shade Lake: decode 'long a' (a_e)

Day 52

Opening Session: Morning Assembly

Core 1: LA: Spelling: long and short  a (a_e; _ack)

Core 2: Math: questioning

Core 3: Social Science: Indigenous Americans

Tiered Support: long a (a_e)

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 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.