Donna Estrada » Daily Classroom Work

Daily Classroom Work

May 6-10

 

Reading:  Force and Motion:  What makes things move?

 

  • Monday:  Non living things need help to move and move in different ways
  • Tuesday: We can identify pushes and pulls
  • Wednesday: Force on an object affects how and in what direction it moves.
  • Thursday: We can investigate force and direction
  • Friday:  We can explain how gravity affects motion

 

 

Phonics:  Reading and Writing Words/Sentences

 

  • Monday: Read and write sentences
  • Tuesday:  Review trick words
  • Wednesday: Write decodable words 
  • Thursday:  Read and write sentences
  • Friday:  Compare fiction and nonfiction stories

 

Writing:  Writing a narrative

 

 

April 29-May 2

 

Reading:  Meeting Our Needs and Wants:  Why do we make choices?

 

  • Monday:  Identify characters, settings, and major events of a story
  • Tuesday: Identify shades of meaning among verbs
  • Wednesday: Build knowledge about how we earn money and make choices about what to buy
  • Thursday: MAPS Reading Test
  • Friday:  No School-testing day

 

 

Phonics:  Reading and Writing Words/Sentences Review

 

  • Monday: Read and write sentences
  • Tuesday:  Review trick words
  • Wednesday: Write decodable words 
  • Thursday:  Read and write sentences
  • Friday:  No School

 

Writing:  Writing a narrative

 

 

April 22-26

 

Reading:  Meeting Our Needs and Wants:  Why do we make choices?

 

  • Monday: Use personal experiences to make inferences. 
  • Tuesday: Model Fluency: Prosody: Inflection
  • Wednesday: Identify the reasons an author gives to support points in a text
  • Thursday: Recognize words in context with the VCe spelling pattern for long a.
  • Friday:  Analyze author’s word choice.  Identify the main topic and retell key details of a text.

 

 

Phonics:  Reading and Writing Words with Digraphs

 

  • Monday: Read and write sentences
  • Tuesday:  Review trick words
  • Wednesday: Write decodable words 
  • Thursday:  Read and write sentences
  • Friday:  Compare fiction and nonfiction stories

 

Writing:  Writing a narrative

 

 

April 15-18

 

Reading:  Meeting Our Needs and Wants:  Why do we make choices?

 

  • Monday: Ask and answer questions about a text 
  • Tuesday: Describe the relationship between illustrations and the text in which they appear.
  • Wednesday: Identify and sort common words into categories, relating vocabulary to background knowledge.
  • Thursday: Identify characters, setting, and major events in a story.
  • Friday:  No School

 

 

Phonics:  Reading and Writing Words with Digraphs

 

  • Monday:  Read sentences with phrasing for fluency
  • Tuesday:  Write correct end punctuation for sentences
  • Wednesday:  Read sentences with phrasing for fluency
  • Thursday:  Identify words with suffix re-
  • Friday:  No School

 

Writing:  Opinion writing

 

April 8-12

 

Reading:  Weather and Seasons:  How do our lives change with the seasons?

 

  • Monday:  Use personal experiences to make inferences.
  • Tuesday: Understand meaning of end punctuation.
  • Wednesday: Identify characters, settings, and major events in a story.
  • Thursday: Identify words with ‑ed and use the inflection to help determine word meaning.
  • Friday:  Ask and answer questions about a text.

 

 

Phonics:  Reading and Writing Words with Digraphs

 

  • Monday: Read sentences with phrasing
  • Tuesday:  Sentence dictation
  • Wednesday:  Read sentences with phrasing
  • Thursday:  Read sentences with phrasing
  • Friday:  Review author, illustrator, fiction, non-fiction

 

Writing:  Writing informational text

 

April 2-5

 

Reading:  Weather and Seasons:  How do our lives change with the seasons?

 

  • Monday:  No School
  • Tuesday: Create mental images to deepen understanding
  • Wednesday: Describe the connection between two ideas or pieces of information in a text.
  • Thursday: Describe the relationship between illustrations and the text in which they appear.
  • Friday:  Identify similarities and differences between two texts on the same topic.

 

 

Phonics:  Reading and Writing Words with Digraphs

 

  • Monday: No School
  • Tuesday:  Use ck at the end of words right after a short vowel
  • Wednesday:  Read and write words with digraphs
  • Thursday:  Read sentences using phrasing to model fluency
  • Friday:  Read sentences including sight words

 

Writing:  Writing informational text

 

March 25-29

 

Reading:  Holidays and Celebrations-Why do we celebrate people and events?

 

  • Monday: Create mental images and ask questions about a text.
  • Tuesday: Review question mark. Pitch-Your voice goes up at the end of a question. 
  • Wednesday: Use pictures and other details to draw an inference. 
  • Thursday: Describe the relationship between the illustrations and the story
  • Friday:  Identify characters, setting, and major events in a story.

 

Phonics:  Building fluency reading CVC and sight words.

 

  • Monday: Spelling of ck-only at the end of a word right after a short vowel
  • Tuesday:  Identify long and short vowel sounds in words
  • Wednesday: Read sentences using phrasing to model fluency
  • Thursday:  Read and write words with digraphs
  • Friday:  Practice creating mental images as you read

 

Writing: Students will write a narrative.

 

March 11-15

 

Reading:  Holidays and Celebrations-Why do we celebrate people and events?

 

  • Monday: Distinguishing between important and unimportant information. 
  • Tuesday:  Identify the reasons an author gives to support points in a text.
  • Wednesday:  Use inflections (‑ing and –ful) as clues to the meaning of unknown words.
  • Thursday: Identify the reasons an author gives to support an opinion.
  • Friday:  Identify the difference between fact and opinion.

 

Phonics:  Building fluency reading CVC and sight words.

 

  • Monday: Reading and writing words with digraphs. 
  • Tuesday:  Reading and writing sight words.
  • Wednesday: Reading sentences with correct phrasing. 
  • Thursday:  Reading nonsense words.
  • Friday:  Retell a story using the Story Hand. 

 

Writing: Students will write a narrative.

 

 

 

March 4-8

 

Reading:  Holidays and Celebrations-Why do we celebrate people and events?

 

  • Monday: Introduce abbreviations-Dr., Mr., Mrs.
  • Tuesday:  Identify main topic and retell key details of an informational text.
  • Wednesday:  Use the inflection ‑ed as a clue to the meaning of an unknown word.
  • Thursday:  Identify the reasons an author gives to support points in a text.
  • Friday:  Describe the relationship between illustrations and the text in which they appear.

 

Phonics:  Building fluency reading CVC and sight words.

 

  • Monday: Introduce digraphs-wh, ch, sh, th, ck and pictures  
  • Tuesday:  Review sight words
  • Wednesday:  Read and write words with digraphs.
  • Thursday:  Read nonsense words.
  • Friday:  Retell a story using the Story Hand.

 

Writing: Students will write a narrative.

 

Feb. 26-March 1

 

Reading:  Holidays and Celebrations-Why do we celebrate people and events?

 

  • Monday: Recognize and identify end punctuation.
  • Tuesday:   Suffix -s, means happening right now or more than one.
  • Wednesday:  Describe the connection between two events in a text.
  • Thursday:  Identify words with suffix -ed
  • Friday:  Identify personification as describing an object or an animal as doing things that people do.

 

Phonics:  Building fluency reading CVC and sight words.

 

  • Monday:   Read and write CVC words
  • Tuesday:  Identify long and short vowels in words.
  • Wednesday:  Read and write sight words.
  • Thursday:  Read nonsense words.
  • Friday:  Retell a story using the Story Hand

 

Writing: Students will write a narrative.

 

Feb. 20-23

 

Reading:  Stories Have a Message-How do we know what is right?

 

  • Monday: No School
  • Tuesday:  Make connections between texts
  • Wednesday:  Relate words to their opposite, Introduce prefix-un
  • Thursday:  Identify multiple meaning words.
  • Friday: Compare and contrast the experiences of characters in stories.

 

Phonics: Blending

  • Monday: No School
  • Tuesday: Read nonsense words
  • Wednesday: Dictation-sounds, words, sentences
  • Thursday: Read and write CVC words
  • Friday: Identify characters, setting and main events.

 

Writing: Writing an opinion text that includes details

 

Feb. 12-14

 

Reading:  Stories Have a Message-How do we know what is right?

 

  • Monday: Making text to self connections
  • Tuesday:  Build knowledge by understanding that traditional stories teach lessons.
  • Wednesday:  Understand words by relating them to their opposites.
  • Thursday: Parent Conferences
  • Friday: Parent Conferences

 

Phonics: Blending

  • Monday: Blending and writing CVC words
  • Tuesday: Identifying long and short vowels sounds
  • Wednesday: Review sight words
  • Thursday: Parent Conferences
  • Friday: Parent Conferences

 

Writing: Writing an opinion text that includes details

 

Feb. 5-9

 

Reading:  Stories Have a Message-How do we know what is right?

 

  • Monday: Make connections to stories that teach about working together.
  • Tuesday:  Read a poem with fluent expression using inflection/intonation‑stress.
  • Wednesday:  Understand that fables teach lessons.
  • Thursday: Confirm understanding of a text read aloud by asking and answering questions about key details.
  • Friday: Compare and contrast the adventures and experiences of characters in familiar stories.

 

Phonics: Blending

  • Monday: Blending and writing CVC words
  • Tuesday: Distinguish between long and short vowel sounds
  • Wednesday: Review trick words
  • Thursday: Read and write nonsense words
  • Friday: Answer questions about a story.  Read sentences with phrasing.

 

Writing: Writing an opinion text that includes details

 

Jan. 29-Feb. 2

 

Reading:  Technology at Home and School-Why do we use technology?

  • Monday: Summarize main topic and key details
  • Tuesday:  Identify Characters, setting and major events
  • Wednesday:  Describe the relationship between illustrations and text.
  • Thursday: Compare and contrast the experiences of characters in stories.
  • Friday: Identify and explain descriptive words.

 

Phonics: Blending

  • Monday: Blending and writing CVC words
  • Tuesday: Review: long and short vowel sounds.
  • Wednesday: Trick words: a, the
  • Thursday: Read CVC nonsense words
  • Friday: Answer questions about a story

 

Writing: Writing informational text including captions

 

Jan. 22-25

 

Reading:  Technology at Home and School-Why do we use technology?

  • Monday: Draw inferences to learn about technology
  • Tuesday:  Recognize informational text features:   Illustrations and captions
  • Wednesday:  Find text evidence:  Identify the reasons an author gives to support points.
  • Thursday: Describe the relationship between the illustrations and the text
  • Friday: Identify similarities and differences between two texts on the same topic.

 

Phonics: Blending

  • Monday: Tapping out sounds in CVC words
  • Tuesday: Identify long and short vowel sounds
  • Wednesday: Reading and writing CVC words
  • Thursday: Reading CVC nonsense words
  • Friday: Answer questions about a story

 

Writing: Writing informational text including captions

 

Jan.  16-19th

 

Reading:  Technology at Home and School-Why do we use technology?

  • Monday: No School
  • Tuesday:  Retell important details in a poem
  • Wednesday:  Identify the reasons an author gives to support points in a text
  • Thursday: Recognize features of informational texts: photographs and captions
  • Friday: Distinguish between important and unimportant information in a text

 

Phonics: Blending

  • Monday: No School
  • Tuesday: Blending CVC words, letters Q and R
  • Wednesday: Blending CVC words, letters S, T, U, 
  • Thursday: Tapping out words to blend three sounds, Letters V, W, X
  • Friday: Blending CVC words, letters Y, Z

 

Writing: Writing informational text including captions

 

Jan. 8-11th

 

Reading: Writers Tell Many Stories - Why do people tell stories? 

  • Monday: Create mental images about characters in stories
  • Tuesday: Identify and describe characters and setting
  • Wednesday: Identify major story events
  • Thursday: Compare and contrast experiences of characters in stories
  • Friday: No School 

 

Phonics: Blending

  • Monday: Changing initial consonant sounds in CVC words, letter J
  • Tuesday: Blending CVC words, letter K
  • Wednesday: Blending CVC words, letters M and N
  • Thursday: Tapping out words to blend three sounds, letters O and P
  • Friday: No School

 

Writing: Writing opinion texts

 

Dec. 18-21

Reading: Writers Tell Many Stories

Why do people tell stories?

      • This week we will be doing special Christmas Around the World activities.
      • Students will be learning about holiday celebrations from around the world
      • No School Friday
 

Phonics:  Blending

  • Monday: Blend CVC words
  • Tuesday:  Writing uppercase letters
  • Wednesday: Homophones
  • Thursday: Letter/sound dictation
  • Friday:  No School

Writing:  Students will write in their travel journals about what they learned about celebrations in each of the countries we "visit" on our travels.

 

Dec. 11-15

 

Reading: Writers Tell Many Stories

               Why do people tell stories?

  • Monday:  Draw inferences and use evidence to support understanding
  • Tuesday:  Identify and describe characters and setting in a story
  • Wednesday: Describe the relationship between the illustrations and the story 
  • Thursday:  Identify major story events
  • Friday:  Compare and contrast experiences of characters in stories.

Phonics:  Blending

  • Monday: Blend CVC words
  • Tuesday:  Blend CVC words
  • Wednesday: Homophones
  • Thursday: Letter/sound dictation
  • Friday:  Guess my word

Writing:  Students will write their opinion about a text and add supporting details

 

Dec. 5-8

 

Reading: Writers Tell Many Stories

               Why do people tell stories?

  • Monday:  No School
  • Tuesday:  Draw inferences
  • Wednesday:  Identify and describe the characters and setting in a story
  • Thursday:  Create mental images as you read
  • Friday:  Identify and describe major story events

Phonics:  Blendning

  • Monday: No School
  • Tuesday:  Blend CVC words
  • Wednesday: Homophones
  • Thursday: Letter/sound dictation
  • Friday:  Guess my word

Writing:  Students will their opinion about a text

 

 

Nov. 27-Dec. 1

 

Reading: Rules at Home and School

               Why do we have rules?

 

  • Monday: Evaluate details to determine what is most important.
  • Tuesday: Model fluency:  Inflection/Intonation
  • Wednesday: Identify and describe story characters 
  • Thursday: Read text with appropriate speed and identify key words
  • Friday: Make connections
 

Phonics:  Learning letter names/sounds

 

  • Monday: Introduce x, y
  • Tuesday:  Dictate new sounds
  • Wednesday: Identify ending sounds
  • Thursday: Telling and asking sentences
  • Friday: Story Time with Echo-Story elements

Writing:  Students will draw and write a response to text

 

 

Week of Nov. 13-17

 

Reading: Rules at Home and School

               Why do we have rules?

  • Monday: Evaluate details to determine what is most important 
  • Tuesday: Identify the reasons an author gives to support points
  • Wednesday: Evaluate details to determine what is most important
  • Thursday: Informational text features:  Tables of Contents
  • Friday: Identify descriptive language

Phonics:  Learning letter names/sounds

  • Monday: Introduce v, w
  • Tuesday:  Dictate new sounds
  • Wednesday: Identify ending sounds
  • Thursday: Telling and asking sentences
  • Friday: Story Time with Echo-Story elements

Writing:  Students will draw and write a response to text

Week of Nov. 6-9

 

Reading: Rules at Home and School

               Why do we have rules?

  • Monday:  Make connections
  • Tuesday: Identify the reasons an author gives to support points
  • Wednesday: Evaluate details to determine what is important
  • Thursday: Identify and describe story characters
  • Friday: No School

Phonics:  Learning letter names/sounds

  • Monday: Introduce l, h, k
  • Tuesday:  Dictate new sounds
  • Wednesday: Guess the letter
  • Thursday: Using a question mark
  • Friday:  No School

Writing:  Students will draw and write a response to text

 

Week of Oct. 29-Nov.3

 

Reading: How are characters different?

  • Monday: Recognize end punctuation
  • Tuesday: Introduce words that are opposites
  • Wednesday: Find text evidence to describe characters in a story
  • Thursday: Understand the roles of author and illustrator
  • Friday: Character traits and perspective

Phonics:  Learning letter names/sounds

  • Monday: Introduce p, j
  • Tuesday:  Dictate new sounds
  • Wednesday: Guess the letter
  • Thursday: Write sentence using word frames
  • Friday:  Story time with Echo

Writing:  Students will draw and write a response to text

 

Week of Oct. 16-20

 

Reading: How are characters different?

  • Monday: Draw inferences
  • Tuesday: Characters traits and perspectives
  • Wednesday: Create a mental image
  • Thursday: Compare and contrast characters
  • Friday: Use pictures to understand the text

Phonics:  Learning letter names/sounds

  • Monday: News sounds e, r
  • Tuesday:  Dictate new sounds
  • Wednesday: Produce rhyming words
  • Thursday: Sentences are made up of words
  • Friday:  Alliteration

Writing:  Students will draw and write a response to text

Week of Oct. 9-13

 

Reading: How are characters different?

  • Monday: Good readers create mental images
  • Tuesday: Read a poem with fluent expression
  • Wednesday: Create mental images to deepen understanding
  • Thursday: Use pictures to deepen understanding of text
  • Friday: Field Trip

Phonics:  Learning letter names/sounds

  • Monday: News sounds s, d 
  • Tuesday:  Dictate new sounds
  • Wednesday: Make a match with puzzle pieces
  • Thursday: Sentences are made up of words
  • Friday: Field Trip

Writing:  Students will draw and write a response to text

 

Week of Oct. 2-6

 

Focus Wall U1 W2

 

Reading: Why do living things have different needs?

  • Monday: Parts of a sentence
  • Tuesday: Model fluency: intonation while reading a poem
  • Wednesday: Ask and answer questions about a text
  • Thursday: Fix-up strategy-Reread to confirm understanding
  • Friday: Text to Self Connection/ Unit 1 Assessment
  •  

Phonics:  Learning letter names/sounds

  • Monday: News sounds a, g
  • Tuesday:  Dictate new sounds
  • Wednesday: Rhyming words
  • Thursday: Sentences are made up of words
  • Friday: Identify rhyming words in a text

Writing:  Students will write personal responses to the texts

 
 
Week of Sept. 25-29
 
Focus Wall U1 W2
 

Reading: Why do living things have different needs?

  • Monday: Ask and answer questions about text.
  • Tuesday: Pausing at the end of a line of poetry
  • Wednesday: Ask and answer questions about a text
  • Thursday: Model fix-up strategies
  • Friday: Identify rhyme
 

Phonics:  Learning letter names/sounds

  • Monday: News sounds c, o
  • Tuesday:  Writing c,o
  • Wednesday: Isolating beginning sounds
  • Thursday: Dictate new sounds
  • Friday: Isolate beginning sounds of objects

Writing:  Students will write personal responses to the texts

 
Week of Sept. 18-20
Unit 1
 
Monday, Sept. 18
    Morning Work-Day 18
    Fundations Student Book-p. 4,5
    Fundations Unit 1 Worksheets-      Matching Beginning Letters
    My Reading and Writing  BK-
       p. 4-5 
     
Tuesday, Sept. 19
Morning Work-Day 19
    Fundations Student Book-p. 6,7
    Fundations Unit 1 Worksheets-      Letter Booklet t
    My Reading and Writing  BK-
       p. 6,7
 
Wednesday, Sept. 20
    Morning Work-Day 20
    Fundations Unit 1 Worksheets-      Roll and Write Letters
    My Reading and Writing  BK-
       p. 8-13
 
Thursday/ Friday No School